1. I would read the story Henry's Freedom Box to the students about what the time period was like during slavery. (15 min)
2. We discussed questions and also I mentioned how quilts were apart of helping slaves find a path towards freedome. Video https://www.youtube.com/watch?v=PKFtJ_ZqfMY (5 min)
3. I would bring up how quilts repeat shapes and colors in the design. We would discuss the math standard about how fractions relate to quilt making. (5 min).
4. Teacher demo how to cut the basic shapes into fractions or shapes to be used on their paper quilts. (5 min)
5. Students collected their paper colors and then start cutting. (15 min)
6. Students would clean up. (5 min)
7. Next class review. Demo how other fractions can be created from other shapes. (10 min)
8. Allow student to finish the rest of their quilts. (30 min)
Students will be assessed based on the number of fractions that are in the quilt block design. I required they do at least 3 fractions.
1. Really demo how to cut the paper. Students will think a half of a square cut down in the middle is the only way to make the fraction 1/2. They can cut from the corner to corner to also make 1/2.
2. I taped the students quilt squares together to make on large paper quilt for a nice display.
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[K-4] Students use art materials and tools in a safe and responsible manner
Visual Arts Standard 2: Using knowledge of structures and functions
[K-4] Students know the differences among visual characteristics and purposes of art in order to convey ideas
Visual Arts Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
[K-4] Students select and use subject matter, symbols, and ideas to communicate meaning
[K-4] Students explore and understand prospective content for works of art
[5-8] Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks
Visual Arts Standard 4: Understanding the visual arts in relation to history and cultures
[K-4] Students know that the visual arts have both a history and specific relationships to various cultures
[K-4] Students identify specific works of art as belonging to particular cultures, times, and places
[K-4] Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art
[5-8] Students describe and place a variety of art objects in historical and cultural contexts
Visual Arts Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
[K-4] Students understand there are various purposes for creating works of visual art
Visual Arts Standard 6: Making connections between visual arts and other disciplines
[K-4] Students identify connections between the visual arts and other disciplines in the curriculum