Soda Straw Weaving by Sheila Samuel (007) topic3

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Subjects: Contemporary weaving, Fiber Arts, Weaving with plastic straws, Arts

For students of 3rd to 12th grade.

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ATTENTION  ATTENTION  ATTENTION
My computer lost connection and "timed out" as I was creating this lesson plan, so that is why it is posted twice. Sorry about that.
007Sheila
topic3





Dorchester District 2 Lesson Plan Format			
Sheila Samuel
Unit Title: Fiber Arts
Lesson Title: Soda Straw Weaving
Grade: 5th
School: Newington Elementary 871-3230
Author: Sheila Samuel

Curriculum connections: social studies, cultures, art process and technique, real world connections, mathematics

1.	Task Description:

Students will create a fiber art project using a soda straw loom.  They will make a “soda straw weaving.”  Students will learn the technique of weaving and develop skills in the process.  A writing activity will accompany the lesson.  They will explain the steps they used, and describe how they feel about their weaving.
One of our curriculum connections will be math.  Students will have to measure the final length of their weaving to meet our criteria.
This activity will actively involve all students at various degrees of fine motor skills.  Students will work at their own pace throughout the weaving process.  We will also view transparencies of various cultures that incorporate weaving into their daily lives.

2.	SC Art Standards:

VI. Making connections between Visual Arts and Other Disciplines
B. Identify connections among the visual arts, other arts disciplines, and content areas across the curriculum.

II. Using Knowledge of Structures and Functions
A.	Describe, both orally and in writing, how the various elements and principles of art function to evoke different responses in the viewer of an artwork.

3.	Instructional Objectives:

1.	Set up soda straw loom as demonstration.
2.	Cut appropriate lengths of yarn as shown.
3.	Use “over—under” method when weaving with the straws.
4.	Write about the weaving process and how you feel about your weaving.
5.	Measure the weaving.   It should be at least 6 inches long.
6.	Use a variety of colored yarns in the weaving.
7.	Cut the weaving away from the straw loom as demonstrated.

4.	Materials:
Yarn (variety of colors)
Scissors
Straws
Tape
Rulers
Drawing paper
Pencils
Crayons
Markers
Paper pouches

Resources:
Transparency, How to Make a Woven Bookmark
Transparency, Navajo People Weaving
Transparency, Mayan People Weaving
Transparency American Indian Weaving
Teacher sample soda straw weaving

5.	Teacher Strategies:
Day 1 – 5

1.	Introduce weaving as a fiber art form.
2.	Talk about history of weaving.  Show overhead transparencies.
3.	Talk about terms we want to learn such as: loom, warp, weft, over-under, and measurement.
4.	Introduce materials and show supplies needed for weaving.
A: setup the straw loom
B: weaving the yarn through

5.	Show example of a before and after soda straw weaving.
6.	Demonstrate the proper length of yarn to use, and how to measure at the 6-inch mark.
7.	Demonstrate the process for weaving.  Show each student about 1st line process.  This includes the tying of the yarn on the first straw.
8.	Have students write about weaving as a daily journal.

                    Daily Artwork Rubric
Categories

•	Creativity: 
E=Very original
S=some originality
N=Uses ideas from peers
U=Appears copied or traced

					
•	Appropriate use of materials:
E=demonstrates proper use and excellent control of tools and materials     
S=demonstrates proper use and good control of tools and materials      
N=demonstrates adequate use and control of tools and materials   
U=unable to use tools and materials in a controlled way


•	Time on task: 
E=paid attention and stayed on task all of the time   	
S=the student is on task most of the time, and pays attention    
N=the student is not on task often, and has trouble paying attention     
U=the student is not on task and does not pay attention


•	Understanding of concepts taught: 
E=directions followed the first time given. Product clearly shows the understanding of concepts taught    
S=directions followed. Product shows a good understanding of concepts taught     
N=directions followed. Product shows little understanding of concepts taught   	  
U=very little attempt made to follow directions. Product shows no clear understanding of concepts taught.

Point Values	E=4pts.	S=3pts.	N=2pts.	U=1pt.

E=13-16		S=9-12		N=5-8		U=0-4