Students learn about the tradition, history and deep heritage of Barn Quilts. A great lesson to adapt for any age.
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THE PLAN
SWBAT define barn quilt.
SWBAT explain where barn quilt tradition began.
SWBAT design and paint a barn quilt.
1. Paint ( Acrylic, tempera, latex if placed outside )
2. Masonite Board ( can be done on plywood, or for lower grades, paper, cardboard, matte board, ect.)
1. Learn the tradition and heritage of the Barn Quilt.
2. Design and layout a barn quilt pattern.
3. Paint barn quilt pattern.
Great lesson for any age! I have done this with middle school students on paper with tempera paint, as well as a group project with high school students. With the high school students we created 4 foot by 4 foot plywood barn quilts and auctioned them off at our Gala to raise money for the school.
THE STANDARDS
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[K-4] Students use different media, techniques, and processes to communicate ideas, experiences, and stories
[9-12 Proficient] Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use
Visual Arts Standard 2: Using knowledge of structures and functions
[K-4] Students describe how different expressive features and organizational principles cause different responses
[5-8] Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas
[9-12 Proficient] Students create artworks that use organizational principles and functions to solve specific visual arts problems
Visual Arts Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
[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
[9-12 Proficient] Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture
Visual Arts Standard 4: Understanding the visual arts in relation to history and cultures
[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 analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art
[9-12 Proficient] Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places
THE FEATURES
Edward Hopper, Jasper Johns, Mark Rothko, Frank Stella, Grant Wood, Frank Lloyd Wright
Regionalism, Minimalism, Hard Edge, Folk Art, American Art
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