Lesson Plan Title:­­______Timeline Tapestries___________________

Length:___three week lesson_________________________

Note: Before you plan and write art experiences; pre-assess your students based on the
proposed concepts, enduring understandings, and objectives of the unit/lesson(s). You may also
gather this information from (previous) teachers, by reviewing already completed artwork,
consulting curriculum materials, etc., to get a better understanding of what content students
already know and what they will need to know to be successful.

Pre-Assessment:

This will need to be done prior to teaching your lesson. Outline the method you will use to determine the
skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson. (Hint:
turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.

Students answer google form for pre-assessment: Pre-Assessment Form the class
before.

Performance:

What will students accomplish as a result of this lesson? This can be presented to students in the form of a story.
In this narrative the students take on a role and create a learning product about a specific topic for a certain audience.
(RAFT – Role / Audience / Format / Topic)
You are an artist. Artists use their art to communicate ideas and tell stories. What is it
that you would like to share with the world? You will create a piece of art that shares a
story with your audience.

Concepts:

List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable.
Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox, Influence, Style,
Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement,
Shape, Improvisation, and Observation Look for concepts in the standards, content specific curriculum, etc.
Big Ideas:

Artists create to communicate personal ideas.

Artists are storytellers.

Concepts:

Weaving- the craft or action of forming fabric by interlacing threads

Tapestry- a piece of thick textile fabric with pictures or designs formed by weaving colored
weft threads or by embroidering on canvas, used as a wall hanging or furniture covering:

Plain Weave- a common and basic style of weave in which the weft alternates over and
under the warp.

Patterned Weave- any of the patterns or methods for interlacing the threads of woven
fabrics.

Representation- To look like or resemble, To stand in for something or someone

Composition- Composition is the art of arranging in a decorative manner the diverse elements
at the painter's command to express his feelings -Matisse

Warp- part of the weaving that acts as the structure. Typically goes top to bottom

Weft-part of the weaving that is added to the warp left to right to create the pattern/tapestry.

Elements of Art: line, form, shape, texture, color

Enduring Understanding (s):

Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best
enduring understandings not only link two or more concepts; but demonstrate why this relationship is important. Like concepts,
they are timeless, transferrable and universal.
Artists use representation through color psychology and abstraction to communicate
personal ideas.

Artists create using movement and composition to tell a story.

Standards: (All lessons should address all standards.)

1. Observe and Learn to Comprehend

2. Envision and Critique to Reflect

3. Invent and Discover to Create

4. Relate and Connect to Transfer

Objectives/Outcomes/Learning Targets:

Objectives describe a learning experience with a condition → behavior (measurable) → criterion. Aligned to:
Bloom’s – Standards – GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology. Should be
written as: Objective. (Bloom’s: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy,
and/or Technology)

Using a preliminary sketched timeline, students will be able to plan out their weaving on
paper with measurements.

(Bloom’s: Create / Standard: Create / GLE: Use media to express and communicate ideas / Art
learning: Conceptual-Ideation and Expressive features)

Using specific measurements, students will be able to drill and hammer their looms.

(Bloom’s: Applying / Standard: Create / GLE: Materials and processes can be used in
traditional, unique, and inventive ways / Art learning: Materials and techniques)

Given yarn for their weaving, students will be able to employ weaving techniques (plain
weave, rya knots, patterned weave) to create a tapestry.

(Bloom’s: Applying / Standard: Create / GLE: Materials and processes can be used in
traditional, unique, and inventive ways / Art learning: Materials and techniques)

Given images of historical weavings, students will be able to identify fiber art from
Africa and the Pacific Islands.

(Bloom’s: Remembering / Standard: Comprehend / GLE: Works of art articulate and express
different points of view / Art learning: Historical and multicultural content)

Using completed artwork, students will be able to write an artist statement defending
and reflecting on their artistic choices of representation.

(Bloom’s: Create / Standard: Reflect / GLE: The critique process informs judgments about
works of art / Art learning: Critical reflection / Literacy)

Using completed artwork students will be able to create an exhibition and interpret
peer’s artwork.

(Bloom’s: Evaluate / Standard: Transfer / GLE: Viewers and patrons make personal meaning
and infer artistic intent / Art learning: Assessment-Evaluation / Literacy)
Differentiation:

Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive
scale. Describe the strategies you will use for students who are already proficient and need growth beyond what you
have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges.
Students must still meet the objectives.

Differentiation: Access (Resources and/or Process) Expression (Products and/or

(Multiple means for students
to access content and multiple
modes for student to express
understanding.)
Demos
Performance)
1.) Live Demos and Recorded
2.) Think Pair Share for
timelines
3.) Variety of sizes in looms
4.) Choice in patterns, yarns,
etc,
1.) Students can watch in
person as well as refer back to
recorded demos for assistance
2.) Students may work alone or
with a partner.
3.) Students may choose to
make a bigger piece or a
smaller piece

4.) Students may choose a

more complex
design/patterns/tapestry or a
simple plain weave.

Extensions for depth Access (Resources and/or Process) Expression (Products and/or
and complexity: Performance)

1.) Written artist 1.) Student may

statement or voice choose to write artist
recording statement or turn in a
voice recording or
2.) Student may video.
write/record artist
statement in language 2.) Student may use
of their choice language most
 comfortable to them to
create artist statement

Literacy:

List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy
is integrated into the lesson.

Weaving- the craft or action of forming fabric by interlacing threads

Tapestry- a piece of thick textile fabric with pictures or designs formed by weaving colored
weft threads or by embroidering on canvas, used as a wall hanging or furniture covering:

Plain Weave- a common and basic style of weave in which the weft alternates over and
under the warp.

Patterned Weave- any of the patterns or methods for interlacing the threads of woven
fabrics.

Representation- To look like or resemble, To stand in for something or someone

Composition- Composition is the art of arranging in a decorative manner the diverse elements
at the painter's command to express his feelings -Matisse

Warp- part of the weaving that acts as the structure. Typically goes top to bottom

Weft-part of the weaving that is added to the warp left to right to create the pattern/tapestry.

Materials:

Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These
are the materials students will use.) List all materials in a bulleted format.
-sketchbooks

-Pencils, markers, colored pencils, crayons, pens

-wood for each student

-drills

-drill bits

-nails

-hammers

-clamps

-rulers

-different yarns

-scissors

-shuttles

-videos for demos:

-student laptops for Pre-Assessment and Post Assessment

-dowels, sticks, old paint brushes, etc for finished pieces

-tacks

-paper/laptop/or cellphone for artist statements/ reflections

Resources:

List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make
reference to where the material can be found. (These are the resources used by the teacher to support/develop the
lesson.) List all resources in a bulleted format.
How to Weave on a Frame Loom

How to Set up Your Frame Loom

How to Finish your Frame Loom

https://docs.google.com/presentation/d/1bp-cQT5qeSnZGfVf_SF5dZ-efvFBeLOEuHO
rQ7GkwYU/edit?usp=sharing

Preparation:

What do you need to prepare for this experience? List steps of preparation in a bulleted format.

-Get wood plus extra from woodshop

-Get drills, bits, hammer, and nails from woodshop

-Have extra sketchbooks and coloring utensils

-Have google slides set up and ready

-Have Links ready for demos

- have my loom prepped for live demos

-have yarn, scissors, needles, dowels set out

-have paper
-send out pre-assessment before

Safety:

Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted
format.

-careful with scissors, needles, drills, hammers - give demo on safety

-have students wear safety glasses

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate student’s interest. How will you pique their curiosity and make
them interested and excited about the lesson? What inquiry questions will you pose? Be specific about what you
will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of
learning styles/intelligences of your students. Some ideas might include: telling a story, posing a series of questions,
role-playing, etc.
-What was your favorite childhood memory?
What was your favorite birthday?
What was your most embarrassing moment?
What do you wish people new about you?
What was a time in your life that shaped who you are today?

Ideation/Inquiry:

Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood
as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry questions and
processes you will engage students in to help them develop ideas and plans for their artwork.

Teacher has students do a Think-Pair-Share of a story they might want to tell: teacher
has students get out sketchbooks, draw a horizontal line through the middle, has
students create their personal timeline, writing or drawing major events of their lives
thus far. (individual practice). Students pair up and share ideas/timeline, students
share ideas with class.
Instruction:

Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and
instructional methodology: skills, lecture, inquiry, etc. Include motivation and ideation/inquiry where appropriate; including
what student will understand as a result of the art experience
D Instruction - The teacher will... (Be
ay specific about what concepts,
1 information, understandings, etc. will
be taught.) Identify instructional
methodology. KNOW (Content) and
DO (Skill)
Learning - Students will... i.e.: explore
ideation by making connections,
comparing, contrasting; synthesize
possibilities for each painting technique;
etc. (Be specific about what will be the
intended result of the instruction as it
relates to learning.) UNDERSTAND

(2min) Teacher greets students

and gives them their learning
target: I can sketch a timeline for 1.) Students consider choices
artists make to communicate
my story and transfer it into a
through art. Students develop
sketch of my weaving
observation skills.
(15 min) Teacher shows images of
weavings both contemporary and
historical. Teacher explains the
history and significance of
weaving in African and Pacific Art-
-Pua Kumbu in Pacific Islands,
huge spiritual significance,
patterns represent meanings
-Kente Cloth- patterns have
specific meaning only known to
their culture,materials reflect the
area
-Alexandra Kehayoglou: creates
tapestries to tell story of
deterioration of river in Argentina
(2min) Teacher asks students what
questions they have. (Check for
understanding)

(20min) Teacher has students do a

Think-Pair-Share of a story they
might want to tell: hands out large
desk size pieces of paper for each
student (or students may use
sketchbooks) and has student
draw a horizontal line through the
middle, has students create their
personal timeline, writing or
2.) Students practice ideation
skills by contemplating personal
stories, and listening to others.
Students transfer ideas into a
sketch.
 drawing major events of their lives
thus far. (individual practice).
(5min) Teacher does demo of
sketching timeline and transfer to
sketch of weaving
Students pair up and share 3.) Students observe teacher to
ideas/timeline, students share comprehend how to make their own
ideas with class loom.

DAY 2
(15 min) Teacher gives
demonstration on how to build a
frame loom
-draw two lines on top and bottom
leaving ½ inch of margin
-measure out quarter inch and
mark on the two lines
-clamp down wood
-Give instructions on how to apply
drill bit to drill, what to do if drill
dies, etc
-using safety glasses and drill bit,
teacher demos how to create little
holes on 1/4inch marks
-Teacher gives demonstration on
how to hammer nails into each
hole. 4.) Students plan their looms and build
and design using instructions given to
(45min) Students build looms them.

DAY 3

(15min) Teacher gives demo on 5.) Students observe and learn to

setting up frame loom (modeling) comprehend how to set up their frame
-check that yarn does not break looms.
when you pull it
-double knot bottom corner, go
through nails, keeping/checking
tension

(45 min) Students finish building

looms and add their warp
 DAY 4 6.) Students observe and learn to
comprehend

(15min) Teacher gives plain weave 7.) Students begin their weavings
demo on frame loom. (model) based off of their sketches.
-Teacher explains how different
colors and patterns are used to 8.) Students identify new weaving
represent personal meaning. techniques and consider how to apply
-Teacher gives examples on techniques to personal work.
experimental weft
-Teacher gives demo on rya knots,
loops, finge, and braids.
-Teacher asks for questions.
(check for understanding)

4.) Students transfer

knowledge of techniques and
color representation into a plan
(5min) Students choose yarn for
for their art. Students invent a
weaving and links for optional plan to create a piece.
patterns and demos and begin
projects.
-How to Weave on a Frame Loom
How to Set up Your Frame Loom 5.) Students create piece they
How to Finish your Frame Loom have invented on paper.
How to Weave Organic Shapes

(40 min) Students finish warp and

6.) Students practice time
begin their weavings
management and weaving
skills.
DAY 5-8 - work days:

-Teachers assist students in questions

and problems, checking for mistakes,
7.) Students reflect on peers’
keeping students on track.
artwork and take feedback from
each other. Students talk about
DAY 9-

(25min) Working Critique

-Teacher reviews rubric and essential

questions, talks about importance of
looking at artwork, and receiving
feedback, emphasizes importance of
participation
-TAG: Tell something you like and why, peers’ art
Ask a question, Give feedback

DAY 10-13

Work days

Day 14:

(60 min)

Teacher has students fill out Post .

Assessment, and write an Artist
Statement and Reflection on piece.
Final day to finish/ make adjustments/
add hanging device.
8.) Students reflect on their
artmaking process and
articulate their purpose and
intention behind their art.
Students reflect on what they
have learned throughout the
unit.
Student reflective/inquiry activity:

Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper
thinking, reflection and refined understandings precisely related to the grade level expectations. How will students
reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and
techniques and reflecting about their experience as it relates to objectives, standards and grade level expectations of
the lesson.)

Artist Statements and Reflections:

Firstly, please write an Artist Statement for your piece.

The length shouldn't be more than a page. 25% of the grade will be spelling, grammar, and
formatting. The other 75% is your content, which should include:

-The title of your piece

-Your intentions behind your artistic choices (ie, the representation of color, patterns,
texture, etc in relation to your story).

-Your hopes for your viewer's experience (what do you hope they will notice and interpret?)

-Your reflection on your process (what came easily to you and what did you struggle with
the most? When did you have to problem-solve? What mistakes did you make, and what
did you learn from them? What did you learn about yourself as an artist?)

Secondly, please self-assess your weaving using the rubric attached.

Thanks so much for all your hard work, young artists!!

https://docs.google.com/document/d/1Ss0n-XG1N5k8jkZ76zTeDwW5bEIXlArDJpSTzv_hl
TI/edit?usp=sharing Examples of Artist Statements
https://docs.google.com/document/d/1rRait73O_a5CWxtfOGKXWfiod2CIS5B-OseVyZFgp
1g/edit?usp=sharing Rubric

Post-Assessment Post-Assessment Instrument:

(teacher-centered/objectives as
questions): How well have students achieved the objectives and grade level
expectations specified in your lesson plan? Include your rubric,
checklist, rating scale, etc.
Have students achieved the objectives and grade
level expectations specified in your lesson plan?

Post Assessment Google Form https://docs.google.com/forms/d/e/1FAIpQLSeI

lines up with Pre-Assessment 30DWRWXtAQFi1RHVi22c1aa3VIwaVImqUlU
bVh_SLlRd3A/viewform?usp=sf_link

Self-Reflection:

After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do
differently. Specifically address: (1) To what extent were lesson objectives achieved? (Utilize assessment data to
 justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were
to teach again? (3)What do you envision for the next lesson? (Continued practice, reteach content, etc.)

According to my post assessment, objectives were obtained fairly well. The next time
I teach this lesson, I will review vocabulary more to help them. I will be intentional to
use specific vocabulary in my formative assessments when I am walking around
checking for understanding, but also during the working critique. I think either having
the vocab words as cards and you draw a card and then have to use that word, or
maybe a bingo sheet! Or perhaps just have them on the board even for the students to
refer to.

Another change I would make is the size of the weaving. Even though they are
high-schoolers and are capable of weaving something larger, for their first project, I
don’t think that it is necessary, because it took up a lot of time. I also wouldn’t
necessarily build the looms; it’s just that this particular school I was at, did not have
many materials, so we got creative!

I would definitely make the rubric more specific- requiring at least one pattern and at
least one tapestry technique.

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to
students.

How to Weave on a Frame Loom

How to Set up Your Frame Loom

How to Finish your Frame Loom

https://youtu.be/gM5-oX55mXQ
https://docs.google.com/document/d/1rRait73O_a5CWxtfOGKXWfiod2CIS5B-OseVyZFgp1g/edi
t?usp=sharing

Examples of Artist Statements

Pre Assessment

https://docs.google.com/presentation/d/1bp-cQT5qeSnZGfVf_SF5dZ-efvFBeLOEuHOrQ7GkwY
U/edit?usp=sharing

https://docs.google.com/forms/d/e/1FAIpQLSeI30DWRWXtAQFi1RHVi22c1aa3VIwaVImqUlUb
Vh_SLlRd3A/viewform?usp=sf_link

https://drive.google.com/open?id=1FoLtEzIfbnW2Xnil1TaaIwEprHkZnJagmMjNlyWbfKc&authuser=0
instructions

Compact Lesson Plan TAG Critique

8/9/15 Fahey