1. Topic-
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| West African Art: Balance and Repetition |
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2. Content-
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Connecting the core content cultural art of West Africa (Ghana)
with the principle's of design: balance and repetition through examples
of Adinkra cloth. The cloths were originally made for ceremonial wear,
but were soon used as an everyday way to express emotion and feelings.
Introduction will include the terms horizontal and vertical.
AH - 05 - 1.4.1 Students will analyze or explain elements of art
and principles of design in works of art. DOK 3
AH - 05 - 2.4.1Students will identify how visual art has been
a part of cultures and times periods throughout history.DOK 2
AH-05-3.4.1 Students will identify how art fulfills a variety of purposes.
AH - 5-SA-S-VA2 Students will use the elements of art and principles
of design in creating artworks independently and with others |
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3. Goals: Aims/Outcomes-
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1.To inspire the use of balance and repetition through cultural
historical examples of Adinkra cloth.
2.To enable students to create an Adinkra cloth of their own.
3.To encourage a diversity of influence and to associate and develop
a personal respect for their own creative production, not just that
of adults. |
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4. Objectives-
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1. The student will identify balance and repetition in examples
of Adinkra cloth.
2. TSW create their own Adinkra cloth design.
3. TSW engage in art making by choosing a desired medium. |
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5. Materials and Aids-
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Instruction: White board, Star board, computer, overhead projector,
dry erase marker, and powerpoint.
Quick Adinkra cloth project: 4"x4" cut cloth for all students, shape
stamps, white paint diluted with water, and bowls.
Painting: Paint, pallets, brushes, water, water containers, paper,
and easels.
Clay: clay, shape tools, cutting tools, and multi-tool devices.
Building (permanent): various cardboard sizes, glue, tape, staplers,
scissors, and clean/safe waste products (junk).
Building (temporary): various size and material blocks, gear sets,
and geometric templates.
Drawing: Crayons, markers, rulers, colored pencils, oil pastels, stencils,
and paper.
Collage: multi-colored paper strips, scissors, canvas paper, and glue.
Sewing: various sized and patterned cloth, thread, needles, and scissors.
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6. Procedures/Methods-
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A. Introduction-
1. What is a pattern? Where have you heard that word before? Does
it have any place in art making?
2. Choose one student to write their name vertically on the white
board. Teacher will draw a horizontal black line underneath each letter.
3. Have student repeat each letter across the horizontal line. |
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B. Development-
1.Following student responses with appropriate wait-time, guide
the discussion about what a pattern is with the idea of repetition.
Introduce the Adinkra cloth examples and how we can see balance and
repetition.
2.
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C. Practice-
1.Focus on one Adinkra cloth example and ask students to describe
what they think of one the symbols or collection of repeated symbols.
2.Present materials for students creation of their own cloth demonstrating
pattern and repetition.
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D. Independent Practice-
1. Students will choose their own patterns and complete their projects.
2.
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E. Accommodations (Differentiated Instruction)-
1. Students are to complete the practice Adinkra cloth and can start
centers when they finish.
2. Whole group formative checks on learning in the form of verbal
response of key terms and ideas.
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F. Checking for understanding-
1. Formative random questioning and critique.
2. Completion of personal Adrinka cloth.
3. |
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G. Closure-
1. Continue the development of West African influence, balance,
and repetition through one-on-one discussion/assessment during art
making.
2. Repetition and balance are all around us and have places in not
only Math, Science, Reading |
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