Classroom Lessons

Lesson 1: Patchwork Card	Time Allotted:
Standards: Fine Arts Content Standard 1 - Visual Arts Understand and apply art materials, techniques, and processes in creating original artworks based on ideas, experiences, stories, and opinions. Apply materials, techniques, and processes to communicate ideas, experiences, and stories. Use art materials and tools in a safe and responsible manner. (K-3 Benchmarks) "I Can" Statements: I can choose colors and patterns for my quilt block. I can trace and cut geometric shapes from the fabric pieces. I can glue the collage pieces following the block pattern.
Materials needed: 12 inch squares of fabric, construction paper, geometric template patterns, glue, scissors. Selina and the Bear Paw Quilt	Librarian: Introduction of quilt patterns.
	Classroom Teacher: Researched patterns, construction display board and geometic templates. Presented art lesson.
Procedure:Read "Selina", discussed patterns and names of patterns. Demonstrated tracing and cutting of fabric using templates. Completed rubric example as children watched. Monitored and helped students. Students could choose 1 pattern from the display. There were multiple sets of templates for each pattern. Children found the template of their choice. They then had to decide on fabric color and design. They traced and cut the fabric on their own. Then they glued their fabric pieces on contrasting construction paper and a larger contrasting construction paper which would be the card. Children wrote a poem of thanks. They word processed the poem on the computer and glued it inside of their card.
Assessment:We did not know how difficult this would be for the students and we did not want to judge an art project. With the completed cards,we were able to create the following rubric for repeating this project.

Rubric for Patchwork Card
Not Met	Met	Exceeded
Unable to see pattern, choice of colors too similar.	Patchwork pattern immediately stands out due to choice of contrasting colors.	Color and pattern choice shows exceptional care.
Pieces cut from the same template are different sizes.	Pieces from the same template are the same size.	Pieces were the same size with perfectly clean edges.
Pattern unidentifiable.	Pattern matched one of the nine examples.	All pieces fit precisely to create pattern.
Many of the edges were not glued down.	Pieces were glued so most fabric edges were glued down.	All edges were glued down.

Lesson 2:Sashiko Wall Hanging

Time Allotted:15 Minutes Per Group of 4 Students +1 Hr Introduction and approximately 5-45 minute blocks

Standards: Fine Arts Content Standard 1 - Visual Arts

Understand and apply art materials, techniques, and processes in creating original artworks based on ideas, experiences, stories, and opinions.

Apply materials, techniques, and processes to communicate ideas, experiences, and stories.

Use art materials and tools in a safe and responsible manner. (K-3 Benchmarks)

"I Can" Statements:

I can trace a pattern on felt.

I can thread a needle using a threading tool.

I can knot my thread.

I can use the running stitch to follow the pattern.

Materials needed: 12 inch square green felt, Crewel or Candlewicking needles, needle threader, Pearle Cotton thread (white), tracing paper and wheel, fabric marking pencil, dowels (1/4"), white beads, glue, scissors, green yarn, Sashiko design.

Librarian: Introduction of sashiko patterns, helped with initial introduction.

Classroom Teacher: Researched patterns, constructed design and xeroxed enough for each child, presented lesson and assisted children with project. Cut dowels. Purchased all materials.

Procedure:Showed students rubric model. Worked with 4 students at a time and had them trace a design onto a piece of felt. Then at the introduction lesson we explained that we had set up two areas. First they would learn to use the threader with 9 other students. Once they threaded their needle, they would move over to the other teacher and she would show them how to knot. (Haha) Then they would move over to another teacher who would show them how to stitch. During follow up blocks, children would be taught to tie off when their thread became too short. Threading, stitching, knotting skills were reinforced again, and again and again individually. When everyone was done, we demonstrated gluing yarn and fabric to dowels. Teacher placed bead onto the ends of the dowel for safety reasons.

Assessment: As in the card project, we did not know how difficult this would be for the students and we did not want to judge an art project. With the completed wall hangings,we were able to create the following rubric for repeating this project.

Rubric for Sashiko Wall Hanging

Not Met Met Exceeded

Unable to see tracing marks on felt.

Most pattern marks transfered to felt.Design centered on felt.

All pattern marks cleanly visible, marks even and design perfectly centered.

Could not thread needle or make knots without help.

Able to use threader and make knots almost all of the time by themselves.

Can thread needle, make knots and teach and help peers.

Many of the edges were not glued down.

Pieces were glued so most fabric edges were glued down.

All edges were glued down.

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Lesson 2:Sashiko Wall Hanging	Time Allotted:15 Minutes Per Group of 4 Students +1 Hr Introduction and approximately 5-45 minute blocks
Standards: Fine Arts Content Standard 1 - Visual Arts Understand and apply art materials, techniques, and processes in creating original artworks based on ideas, experiences, stories, and opinions. Apply materials, techniques, and processes to communicate ideas, experiences, and stories. Use art materials and tools in a safe and responsible manner. (K-3 Benchmarks) "I Can" Statements: I can trace a pattern on felt. I can thread a needle using a threading tool. I can knot my thread. I can use the running stitch to follow the pattern.
Materials needed: 12 inch square green felt, Crewel or Candlewicking needles, needle threader, Pearle Cotton thread (white), tracing paper and wheel, fabric marking pencil, dowels (1/4"), white beads, glue, scissors, green yarn, Sashiko design.	Librarian: Introduction of sashiko patterns, helped with initial introduction.
	Classroom Teacher: Researched patterns, constructed design and xeroxed enough for each child, presented lesson and assisted children with project. Cut dowels. Purchased all materials.
Procedure:Showed students rubric model. Worked with 4 students at a time and had them trace a design onto a piece of felt. Then at the introduction lesson we explained that we had set up two areas. First they would learn to use the threader with 9 other students. Once they threaded their needle, they would move over to the other teacher and she would show them how to knot. (Haha) Then they would move over to another teacher who would show them how to stitch. During follow up blocks, children would be taught to tie off when their thread became too short. Threading, stitching, knotting skills were reinforced again, and again and again individually. When everyone was done, we demonstrated gluing yarn and fabric to dowels. Teacher placed bead onto the ends of the dowel for safety reasons.
Assessment: As in the card project, we did not know how difficult this would be for the students and we did not want to judge an art project. With the completed wall hangings,we were able to create the following rubric for repeating this project.

Rubric for Sashiko Wall Hanging
Not Met	Met	Exceeded
Unable to see tracing marks on felt.	Most pattern marks transfered to felt.Design centered on felt.	All pattern marks cleanly visible, marks even and design perfectly centered.
Could not thread needle or make knots without help.	Able to use threader and make knots almost all of the time by themselves.	Can thread needle, make knots and teach and help peers.
Many of the edges were not glued down.	Pieces were glued so most fabric edges were glued down.	All edges were glued down.