Fine Line Fabric Markers, 10 Count
Super Sparkle Glitter Glue, 5 Count
Doodle Pad - 60 SheetsStudents will be able to:
- ceate a fabric hanging;
- repeat lines and shapes to create rhythm;
- use contrast to create areas of emphasis;
- demonstrate technical accomplishment;
- support their ideas with evidence found in the works.
A SPECIAL MOTHER’S DAY GIFT – Working With Fabric
Steps
Step One
- Make a plan drawing on paper the size of the fabric.
- Press hard with the pencil so it will show through the fabric, or outline the drawing with a fine line black marker.
- Tape the drawing to a piece of Bristol board.
Step Two
- Place the fabric on top of the drawing.
- Tape all 4 sides of the fabric to the Bristol board.
- Make sure it is tight and smooth.
Step Three
- Use fabric markers and fabric crayons to colour your design directly on the fabric.
- Remove all the tape when you have finished colouring.
Step Four
- Place the fabric face up on a pile of newsprint paper.
- Place a piece of blank newsprint on top of the fabric.
- Set the iron to 'cotton'.
- Slowly iron over the paper for about 30 seconds.
- Remove the paper.
Step Five
- Fold the side and bottom edges under.
- Use a glue stick to glue them in place.
- Fold the top edge under.
- Place a bamboo skewer under the fold.
- Glue it in place.
- Add glitter glue and a ribbon.
Learning Goals
Extensions
Have students:
- create a gift card or booklet to accompany their gift, for example, using the Character Book or I Am Your Biggest Fan lesson plan found on this website;
- encourage them to write a note explaining how their mother, or the person receiving the gift, is special to them.
Prepare
- Precut the fabric and Bristol board, enough for each student.
- Download and display the Shape, Line, Rhythm, and Emphasis Posters available on this website.
- Teach or review the concepts of repetition, rhythm, contrast and emphasis.
- Gather and make available books about mothers, for example, A Gift for Mama, by Linda Ravin Lodding; How to Babysit a Grandma, by Jean Reagan and Lee Wildish; The Day I Lost My Superpowers, by Michaël Escoffier and Kris Di Giacomo and Someday, by Alison McGhee.
Introduction
- Discuss gift giving in general.
- Why and when do we give gifts?
- How do we choose the gifts we give?
- What are some of their favourite gifts? - Conduct a read-aloud using a book such as A Gift for Mama, by Linda Ravin Lodding focusing on the idea of generosity and caring.
- Brainstorm reasons to give mothers gifts, and ways students like to celebrate Mother's Day with their moms or special caregivers.
- Introduce the challenge
Activities
The Challenge
- Create a fabric hanging.
- Repeat lines and shapes to create rhythm.
- Use contrast to create areas of emphasis.
- Demonstrate technical accomplishment.
- Support your ideas with evidence found in the works.
The Process
- Make sure everyone understands the challenge.
- Establish success criteria with your students, for example,
I know I am successful when I have:
- created fabric hanging
- repeated lines and shapes to create rhythm
- used contrast to create areas of emphasis
- kept the finished hanging in good condition - Guide students through the steps outlined in this lesson plan.
- Encourage students to think of how they can use contrast to create areas of emphasis.
- Encourage students to always join clay using the score and slip technique.
- Observe students as they work.
- Provide individual assistance and encouragement.
Sharing
- Place students in groups of about 6.
- Ask them to share thoughts about the works.
- During the discussion include references to:
- Colour - How does the colour create contrast and emphasis?
- Shape and Line – How does repeating lines and shapes create a sense of rhythm??
- Technical Accomplishment - How does attention to detail contribute to the overall effect of the design? - Ask volunteers to share some ideas with the whole class.
Assessment
- Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
- Observe students as they discuss their artworks – speaks with a clear voice, looks at audience while speaking, holds puppet to the side, provides accurate information, answers questions from the audience effectively.
- Observe students as they listen – looks at presenter, asks effective questions, supports ideas with evidence found in the artwork.
- Use a checklist to track progress. (Downloads - HANGING_tracking.pdf)
- Have students use the self-assessment form to evaluate their work. (Downloads - HANGING_self-assessment.pdf, or HANGING_PRIMARY_self-assessment.pdf)
