3 sessions; 40 minutes per session

SWBAT understand that fibers can be used to create more than fabrics.
SWBAT identify complementary colors.
SWBAT idetnfy analagous colors.

Yarn, multiple colors
Scissors
Plastic wrap
Styrofoam bowls (to mold the yarn)
Flour (to make paper mache paste)
Bowls to hold the paper mache
Examples
Small pony beads to decorate Finished bowl(optional)
Puffy Paint (optional)
Mod Podge (optional)
Paper slips for name labels

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DAY 1:
Introduction:
We will begin class by discussing what fiber arts are and what materials can be used to provide the fibers used in fiber arts (cotton, wool, etc.). When I teach this lesson to classes that are studying the colonial period of American history, we look at looms and spindles and discuss their importance during this period.

We also review the difference between complementary and analagous colors and how to find them using a color wheel. Students will choose whether they want the color scheme of their bowl to be complementary or analagous.

They will put their names on the bottom of a styrofoam boal, which will be used as a mold for the wet yarn next time. They will place a piece of plastic wrap in it and then cut pieces of yarn to dip in paper mache and wrap in the bowl next time.

DAY 2:
TTW review what was done last class period. I have the students turn to a tablemate and explain whether they have chosen to use complementary or analagous colors.

TTW demonstrate how to dip the string in the paper mache, squeezing any excess off and use the bowl as a mold for their yarn. The plastic wrap should be placed between the yarn and the styrofoam (to make it easier to remove the dried yarn when finished). I allow students to place the yarn in one of three ways:
1. They can wind the yarn inside the bowl and up the sides.
2. They can wind the yarn over the outside of the bowl.
3. Students who have difficulty getting the yarn to wind can place it in random designs either inside the styrofoam or over it. As long as the string is touching, the paper mache will cause it to stick together.

Students will use the yarn they cut last week to place into the design they want for their bowl. Once complete, these will be permitted to dry.

DAY 3:
Students will receive their now dry bowl. They will remove it from the styrofoam mold and can decorate it by adding small pony beads or dots of puffy paint.

When complete, students will complete a peer assessment. They will do a "think-pair-share" where they discuss their work with classmates.

Rubric
Teacher observation
Peer

http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_id=2114168&

Rubric used to score this project

I thought this was a great fiber arts project to do that was not necessarily weaving.

[K-4] Students use art materials and tools in a safe and responsible manner

[5-8] Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas

[5-8] Students describe and place a variety of art objects in historical and cultural contexts

[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

[K-4] Students understand there are various purposes for creating works of visual art

[K-4] Students identify connections between the visual arts and other disciplines in the curriculum

Color/Value, Form, Rhythm/Pattern

Fibers

History/Social Studies