Weaving
Tradtitions:
Although their art is very different,
both Gladys Clark and Jon Eric are weavers. Riis uses
a weaving process called tapestry. He has been influenced
by pre-Columbian tapestry work as well as Asian textiles.
Have student work in teams to research the weaving
traditions of different cultures and/or different periods
of history. You could assign specific cultures or periods
to teams or let them decide on their own. Ask them
to try to find information about:
•
The fiber materials used
•
The types of looms used
•
The purposes of weaving
•
The patterns, themes or motifs associated with the culture
and/or period
Helpful websites include:
•http://www.allfiberarts.com/cs/ethnic.htm
•http://www.allfiberarts.com/cs/tapestry.htm
•http://www.io.com/%7Etapestry/#Contemporary
•http://en.wikipedia.org/wiki/Tapestry
•http://www.allfiberarts.com/library/aa97/aa031097.htm
•http://www.princetonol.com/groups/iad/lessons/middle/textiles.htm
Hands-on Quilting Activities
After
viewing the quilts in this exhibit, lead a hands-on quilting
project. To
read about wonderful, grade-specific quilting projects
with many cross-curricular connections, go to: http://www.pbs.org/americaquilts/classroom/index.html
http://www.museum.state.il.us/muslink/pdfs/ks_crazy.pdf
a great lesson for 4-8th grade
Quilters Speak about their Work
Have
your students view and read about the quilts in this
exhibit. Then
visit http://www.pbs.org/americaquilts/aoq/index.html
where you will find a fabulous collection of video clips
of quilters discussing their work. Have students create
their own quilt designs (you could use one of the projects
in # 4) and then make their own artist statements about
their work. Alternatively, invite a quilter (or other
fiber artist) into the classroom and lead students
in conducting and videotaping an interview with the
artist.
Paper Story Quilts
Three of the quilts
in the exhibit (by Clara Haluska Fodor, Gwendolyn Magee,
and Geraldine
Nash) are narrative or “story quilts.” Look
at the quilts, read the artists’ pages, and discuss
the stories that the different quilts tell.
You can assign the theme for the class story quilt or
allow them to brainstorm for an idea. It could be stories
about their families, their hobbies, the school, a book
you’ve been reading, a story they make up, or a
period from history, etc. Each student will make one
black. Each student might have an individual story on
his/her block, or they might work in groups, where each
student “tells” one part of the story.
Provide tagboard (or other stiff paper) squares 9” x
9” as the background for the blocks. Provide a
variety of paper for the students to use. The patterned
papers available from art or scrapbooking suppliers are
wonderful. Students will “appliqué” their
story designs by cutting out and gluing shapes on the
background block. All the blocks can then be mounted
on poster board or bulletin board paper to make a group
quilt.
Extensions
If you have aides or parent volunteers,
take the project a step farther. Cut a number of 9” x
9” squares from a plain background color. Collect
a variety of fabrics and iron Wonder Under to the back
side. Using cut paper patterns, have students trace their
shapes on to the paper backing and cut the shape out.
Remind them they are working from the back so shapes
will be reversed. When working with younger students,
it is best to have them take their cut pieces to an adult
and show them where they want the pieces ironed onto
the 9 x 9 square.
When all the squares are appliquéd, you can have
each one finished as a pillow or have a group of parents
or community volunteers piece the blocks together and
bind the edges. If you have enough time or assistance,
you could actually have the pieces top made into a quilt.
Patriotic Quilts
After viewing and
discussing Clara Haluska Fodor’s Stately Stitches project, invite
student to create their own patriotic quilts using the
lesson plan at
http://www.museum.state.il.us/muslink/pdfs/hh_applique.pdf
Clothesline of Quilts
Many communities across the country are participating
in a project called the National Clothesline of Quilts.
Locally this might be called a quilt trail or a quilt
barn project. The idea is to honor community quilters
by painting giant (8” x 8”) quilt “blocks” and
mounting them on barns or other structures. Sometimes
they are painted directly on surfaces like flood walls,
and sometimes they are put up as free-standing units.
In many areas, school art classes have chosen a quilt
pattern to paint for their school or their community.
To learn more about the project, visit one of these
websites:
•http://www.appalachianohio.org
•http://www.abcquiltalley.com
•http://ces.ca.uky.edu
•http://www.handmadeinamerica.org
Quilt trails are spreading all across the country, so
you might want to search for an organization in your
area that would like to work with your school. If you
want to benefit from the experience of others in terms
of materials to use, etc. you can visit http://groups.yahoo.com/group/KQTP and look through the files. If you decide to participate
in this project, it is important to share with your
students the story of the project. It all began when
one woman, Donna Sue Groves of Ohio, decided to paint
a quilt square on her barn to honor her mother, Maxine
Adams, a lifetime quilter. It is a great example of
the way one person can have a great impact through
art and sharing.
Political Statements in Fiber Arts
Have students
view the works by Jon Eric Riis and Gwen Magee. Ask them
to compare and contrast the works in terms of the ideas
they communicate. Use one of the following lesson plans
to explore social and political issues in art
•http://www.craftinamerica.org
•http://www.princetonol.com
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