Diversity/Identity Quilt
Grade Level: 3rd/4th
Time: 2-3class periods
Objectives: To explore the concept of diversity, individuality and symbols. Then make a quilt out of each individual square cloth each classmate created to represent unity in the classroom.
Purpose: Have students understand the concept of diversity and symbols that represent their individuality/identity and relate it to their lives by collaborating to make a class quilt.
NJCCCS:
Visual and Performing Arts (Strand A)
1.4 Aesthetic Responses & Critique Methodologies- All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works in dance, music, theatre and visual arts.
1.4.5.A.3-Demonstrate how art communicates ideas about personal and social values and is inspired by an individual’s imagination and frame of reference (e.g., personal, social, political, historical context).
6.1 U.S. History Strand B- Geography, People and the Environment
6.1.P.B.1-Develop an awareness of the physical features of the neighborhood/community/self.
English Language Arts Common Core 2010 Standards- Production and Distribution of Writing
W.3.4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Materials:
Sketchbooks
Pencils, Erasers, Acrylic paint, Brushes, water, paper towels, glue, string
Canvas square
PowerPoint
Worksheet
Vocabulary:
Diversity
Identity
Individuality
Unity
Symbol/Symbolize
Procedure:
1) Look at Identity art (PowerPoint)
2) Discuss symbols
3) Discuss diversity quilts
4) Show examples, have students sketch out 4 different ideas to symbolize then for their quilt square (fill up the square)
5) Have student complete writing worksheet stating why they chose certain symbols and how it represents them
6) After getting approval have students transfer image to canvas quilt square
7) Pass out acrylic paint for students to use on square, make sure to explain acrylic paints and how they differ from water colors (do not add water) and to clean your brush when changing colors
8) Let squares dry and glue onto large painted canvas sheet to hang
8) Display works and discuss
Assessment:
Have group discussion of what students learned about identity art (summary), hang quilt in order for students view each other’s work, and the class as a whole, pick volunteers to share positive statements about art works. View completed quilt to see if students understood concept of symbolism. Give to home room teacher to hang in their classroom. Display worksheets on bulletin in hallway.
Time: 2-3class periods
Objectives: To explore the concept of diversity, individuality and symbols. Then make a quilt out of each individual square cloth each classmate created to represent unity in the classroom.
Purpose: Have students understand the concept of diversity and symbols that represent their individuality/identity and relate it to their lives by collaborating to make a class quilt.
NJCCCS:
Visual and Performing Arts (Strand A)
1.4 Aesthetic Responses & Critique Methodologies- All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works in dance, music, theatre and visual arts.
1.4.5.A.3-Demonstrate how art communicates ideas about personal and social values and is inspired by an individual’s imagination and frame of reference (e.g., personal, social, political, historical context).
6.1 U.S. History Strand B- Geography, People and the Environment
6.1.P.B.1-Develop an awareness of the physical features of the neighborhood/community/self.
English Language Arts Common Core 2010 Standards- Production and Distribution of Writing
W.3.4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Materials:
Sketchbooks
Pencils, Erasers, Acrylic paint, Brushes, water, paper towels, glue, string
Canvas square
PowerPoint
Worksheet
Vocabulary:
Diversity
Identity
Individuality
Unity
Symbol/Symbolize
Procedure:
1) Look at Identity art (PowerPoint)
2) Discuss symbols
3) Discuss diversity quilts
4) Show examples, have students sketch out 4 different ideas to symbolize then for their quilt square (fill up the square)
5) Have student complete writing worksheet stating why they chose certain symbols and how it represents them
6) After getting approval have students transfer image to canvas quilt square
7) Pass out acrylic paint for students to use on square, make sure to explain acrylic paints and how they differ from water colors (do not add water) and to clean your brush when changing colors
8) Let squares dry and glue onto large painted canvas sheet to hang
8) Display works and discuss
Assessment:
Have group discussion of what students learned about identity art (summary), hang quilt in order for students view each other’s work, and the class as a whole, pick volunteers to share positive statements about art works. View completed quilt to see if students understood concept of symbolism. Give to home room teacher to hang in their classroom. Display worksheets on bulletin in hallway.
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diversity_quilt_worksheet.docx | |
File Size: | 10 kb |
File Type: | docx |
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diversity_quilt.pptx | |
File Size: | 536 kb |
File Type: | pptx |