New York State Learning Standards:

Standard 1: Students will actively engage in the processes that constitute creation and performance in the arts and participate in various roles in the arts.

Standard 2: Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.

Standard 3: Students will respond critically to a variety of works in the arts, connecting the individual to other works and to respond to other aspects of human endeavor and thought.

Standard 4: Students will develop and understanding of the personal and cultural force that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.

How the Standards are addressed in this lesson:

1. Creation of a sticky foam “quilt” on fabric based on a memory of their own family time, inspired by Faith Ringgold’s Tar Beach.

2. Creation of several sticky foam stamps in different shapes, using color, repetition and patterns to form their story in a “quilt” on fabric.

3. Look at and discuss the art of Faith Ringgold and other quilts, written Artist Statement.

4. Understanding of faith Ringgold’s sources of inspiration as well as their own – the self.

Lesson Procedures:

Lesson Segments:

1. Read Tar Beach by Faith Ringgold, write paragraph of own family story.

2. Look at more of Ringgold’s quilts as well as other examples – discuss shape, color, pattern and repetition. Introduction:  Show demo, discuss steps, begin by measuring and taping square on muslin.

3. Sketch of story on paper

4. Final draft on gesso-ed fabric in pencil, intro to painting & mixing colors. Paint final draft on fabric

5. Create border with sticky foam, discuss shapes & repetition.  Demo how to cut and make stamps, practice, make final art

6. Artist Statement

Materials:

1. Tar Beach, written assignment sheet with graphic organizer

2. PP of Ringgold’s work as well as other quilts. Fabric for final “quilt” (white Muslin 9 x 9 squares), masking tape, Gesso, Acrylic Paint or Tempera Paint

3. Paper cut to size of square

4. Self-Adhesive Foamboard, Styrofoam, Scissors, Markers, practice paper

5. Xeroxes, rubric

Segment 1: Reading of Tar Beach (1 class)

Teaching Style:

Guided Practice -

1. Read and discuss Tar Beach.
2. Discuss with the children Faith Ringgold's artistic background, including her use of fabric as medium.  Explain how the images you see are actually scenes from her childhood.  Family was/is very important to her.  This is where she draws her INSPIRATION.

3.  Have them think about a family time that is/was important to them, and write a paragraph describing that time (finish for HW).

4.  Explain that this will be the inspiration for their own Quilt – show example.

Assessment Method: Verbal - share some stories

Segment 2: Look at the art of Faith Ringgold, tape & gesso (1-2 classes)

  Teaching Style:

Guided Practice –

1. Look at and discuss some of Ringgold’s quilts, as well as other examples focusing on shape, color, pattern and repetition.

2. Show demo, discuss painting and border.

3.  Demo measuring and taping to prep for gesso.

4. If time, gesso – make sure there is newspaper and they go on the drying rack without any paper!

Assessment Method: Verbal

Modifications:

Segment 3: Sketch (1-2 classes)

Teaching Style:

Guided Practice – Discuss sketching – using body language, show space, details to include.

Independent Practice – Students make sketches

Assessment Method: Verbal

Modifications:

Segment 4: Final draft on fabric (3-4 classes)

Teaching Style:

Guided Practice – Make final draft on fabric.

Demo painting:

ê          Only primary & black and white

ê          Must mix colors and values

ê          Discuss primary, secondary and intermediate colors

ê          Demo painting techniques – wet paint, smooth textures, dry brush

Independent Practice – Students make drawings on fabric and paint

Assessment Method: Verbal

Modifications:

Segment 5: Stamps

Teaching Style:

Guided Practice - Demo making stamps, and how shapes should relate to the story.  Discuss repetition and pattern. 

Independent Practice – Students make stamps, then make practice “quilt” border on paper, and finally onto fabric using markers.

Assessment Method: Rubric

Modifications:

Segment 6: Artist Statement

  Teaching Style:

Guided Practice – Go over Artist Statement assignment and graphic organizer, discuss good writing and grading. 

Independent Practice – Begin Statement by filling in organizer and starting first draft in class – due next day.

Assessment Method:

Modifications:

Excellent

Good

Adequate

Unsatisfactory

Score

Theme

The final art describes very clearly your specific story, with lots of details (20)

The final art describes your story, clearly, with some details,  but the viewer may have some questions after looking carefully (17)

It is hard to understand exactly what the final art is describing, there is little detail, but with a lot of work, you might figure it out (14)

The final art may or may not describe a story, there is almost no detail,  and it is very hard to decipher or understand what the memoir is about (12)

Space

There is very clear Space in the art, using a horizon line, and Perspective (overlapping objects and getting smaller further away) (20)

There is clear Space in the art, using a horizon line, and/or Perspective (overlapping objects and getting smaller further away)- but not completely correctly (17)

There is not clear Space in the art, however, there was an attempt to use a horizon line, and/or Perspective (overlapping objects and getting smaller further away)- but not completely correctly (14)

There is no attempt to create a sense of Space in the art, with a horizon line, and/or Perspective (overlapping objects and getting smaller further away) (12)

Acrylic Painting

Color

The acrylic painting uses mixed colors that relate to the story (20)

The acrylic painting uses mostly mixed colors that relate to the story (17)

The acrylic painting uses some mixed colors, but there may be a few unmixed straight from the tube – but relate to the story (14)

The acrylic painting uses only a few mixed colors, and there are several unmixed straight from the tube – and/or do not relate to the story (12)

Acrylic Painting

Value

The acrylic painting uses mixed values that relate to the story: communicating time and/or mood (20)

The acrylic painting uses mostly mixed values that relate to the story: communicating time and/or mood (17)

The acrylic painting uses some mixed values, but there may be a few unmixed straight from the tube – but relate to the story: but may not be communicating time and/or mood clearly (14)

The acrylic painting uses only a few mixed values, and there are several unmixed straight from the tube – and/or do not relate to the story: but is not communicating time and/or mood (12)

Stamps & Shape

There are at least 3 stamps in the border and the shape of the stamps relate to the story very clearly (10)

There are at least 2 stamps in the border and/or the shape of the stamps relate to the story pretty clearly but the viewer may have to work just a tiny bit to figure it out (9)

There are les than 2 stamps in the border and/or the shape of the stamps relate to the story somewhat clearly but the viewer may have to work kind of hard to figure it out (7)

There is no border on the finished art the shapes seem very random with no relationship to the story (6)

Pattern

The quilt has a border made up of alternating patterns, with no mistakes (10)

The print has a border made up of alternating patterns, with one or two mistakes (8)

The print has a border made up of a pattern, but not alternating, and may have one or two mistakes (7)

The border has many many mistakes, and does form a clear pattern (6)

Grade: