VISUAL ART WEEK PLAN

TEACHER NAME
UNIT TITLE

Miss Schmidt
Unity quilt

VA:Cr1.2.6a Formulate an artistic investigation of personally relevant content for creating art.
VA:Cr2.1.5a Experiment and develop skills in multiple art-making techniques and approaches through practice.
VA:Cr2.1.6a Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and
design.

National Visual Arts Standard(s)

Common Core State Standard(s)
Focus/Assignment/Theme

The communication of peace through artistic interpretation

1. Students will be able to orally discuss the difference between art and craft in at least 2 sentences
2. students will be able to discuss the importance of collaboration and unity in at least 2 sentences.
3. Students will be able to differentiate the processes of knitting, sewing, embroidering and fabric painting in at least one
sentence.
4. Students will be able to create at least one skill for the quilt. (knitting, sewing, embroidering or painting)
Pre test,
station formative assessment
post test
Students who may not have the physical skills to knit or sew will have the ability to choose which skill they want to work on.
(especially because I do not expect many students to be able to do knitting
-Create more squares, help sew quilt together

Learning Objective(s)

Assessment
Modifications/Accommodations

Early Finisher Activities

WEEK

5&6

DATES
Materials

'Up in the back, around the

corner, in through the bunny
hole, up and out
create a poster of knitting
directions, sewing directions,
and painting directions, and
embrodery.
Create a vote for who wants
to work on what
pre and post test
fabric paint
fabric
needle and thread
knitting stuff
scissors
stations understanding chart.
Rings
embroider thread & needles
parent letter
tickets for raffle
library showing

ART MAKING
Testing out skills:
embroidery
knitting

VOCAB
Art vs craft
knitting
needles
yarn
thread
embroidery
collaboration
unity

ARTIST/ART HISTORY
Yarn bombing
pioneers and female
crafts
artist that use fabric

ACTIVITIES
Set Induction: students will start off with a pre test
1. Introduce yarn bombing
2. introduce art vs craft have discussion on it
3. start introducing knitting and embroidery and sewing skills
4. test them out and rotate
5.
Closure: Students will get a letter sent home about the importance of unity
and quilt making and that parents can participate in the quilt
tell students about the word unity and ask them to think about that for next
week
-also have them decide what they will decide to work on for the quilt in a
formative assessment

CRITICAL QUESTIONS
Is knitting art... why do I think it is important to
teach you this?
Is yarn bombing illegal?
Should it be done? Does is beautify or distroy...
should it be illegal?
Why do you think collaboration is important?
Whats the big deal about unity

Knitting
embrodery
painting

Sewing
unity-symbols of
unity
social justice

Collaboration
unification community

Set Induction: open with a brainstorm on homework... why is

unity/collaboration important
1. Project overview, reiterate skills
2. students decide where they want to go to work on their square
3. Students will vote on what we do with the money from the quilt..
which organization?
Closure: reiterating parent involvement

Why is it important for me to get your family

involved?
Can you take credit for your work if it is made
by many
what can unity do as a symbol for this
community
what can this quilt represent?

2015

GRADE

WEEK

ART MAKING

VOCAB

AS ABOVE

AS ABOVE

ACTIVITIES

CRITICAL QUESTIONS

Set Induction: Introducing the place were sending

1. Wrapping up, putting squares together.
2. Emphasizing quilt portion
Closure: Finished quilt
Set Induction:
1.
Closure:

Set Induction:
1.
Closure:

Teacher Notes/Reflections

ARTIST/ART HISTORY