Quillwork+Lesson+Plan


 * Quillwork Lesson Plan **

**__Art Lesson Plan:__ Quillwork Lesson Plan**

**Grade:** Five (5)

**Duration:** 3-4**,** 50 minute class

**General Curriculum Outcomes:**

**(Art)** At the end of this lesson students will:
 * 1) Manipulate and experiment with art materials such as paint, paper, clay and paste**(Materials and Techniques);** and
 * 2) Create art works based on memory, imagination, and fantasy including responses to music and literature **(Development of Imagery).**
 * (Social Studies) ** At the end of this lesson students will be expected to demonstrate an understanding of culture, diversity and world view, recognizing the similarities and differences reflected in various personal, cultural, racial and ethnic perspectives **(Culture and Diversity)**.

**Specific Curricular Outcomes:**

**(Art)** At the end of this lesson, students will:
 * 1) Demonstrate proper painting behaviour;
 * 2) Experiment with modeling techniques;
 * 3) Experiment with papier mache;
 * 4) Create images from experience, ideas and imagination;
 * 5) Discuss visual ideas they and other create;
 * 6) Recognize they have unique artistic expression.
 * (Social Studies) ** At the end of this lesson, students will:
 * 1) Describe the influences that shape personal identity;
 * 2) Use examples of material and non-material elements of culture to explain the concept of culture; and
 * 3) Describe the multicultural, multiracial, and multiethnic character of Canadian society.

**Lesson Overview** In this lesson students will continue to explore the art of quillwork in first nation art. As part of literacy and social studies students have been learning about the history and role of beading and quillwork in first nation art. This lesson will have students create a traditional piece (moccasins, medicine bags, jewelry, birch bark boxes, etc.) from papier mache during the first class. In the following classes students will paint their piece and design their quillwork. In the final class students will transfer their quillwork design on to their papier mache structure.


 * Materials **
 * Newspaper || Cardboard || Glue ||
 * Art Paste || Masking Tape || Coffee Stir Sticks ||
 * Water || Tempera Paints ||  ||
 * Paint Brushes || Colored Drinking Straws ||  ||

**Lesson Activities:**

__ Class #1: __ >> OR __ Class #2: __ __ Class #3 __
 * 1) To begin the class we will recall from other classes information that has been learned about quillwork from selected readings and research.
 * 2) Mikmaq are well known for their quillwork
 * 3) Quillwork is created from porcupine quills
 * 4) Quills are embroidered onto clothing, jewelry, birch bark boxes, medicine bags
 * 5) Quillwork is most commonly done on leather
 * 6) Some quillworks are used to create designs that have some type of significance, such as a star representing strength or courage. Other quillworks are based solely on geometric patterns.
 * 7) Conduct inquiry plan looking at quillwork. (See Attached)
 * 8) Discuss with students the purpose of the patterns they may see on quillworks.
 * 9) Do the designs have meaning?
 * 10) What might the designs mean?
 * 11) If you were to make a design what would it be of and what would it mean?
 * 12) What is the purpose of designs that may not hold meaning? (decorative)
 * 13) Have students discuss in small groups the kinds of designs they could create using quillwork and what they represent to them. Create a web of images and responses. (Steps 1-4 may need to be completed in a class prior to the art period to save time in the papier mache process)
 * 14) Explain to students that we are going to be creating quillwork art pieces. Each student will need to create a structure and papier mache it.
 * 15) Have students at each group number off from 1 to 4. Each student will have the following job corresponding with their number:
 * 16) Gathering plastic to cover the desks
 * 17) Picking up cardboard, paper and masking tape to build structures
 * 18) Picking up watered down art paste and newspaper
 * 19) Returning unused materials and throwing away plastic covering
 * 20) Review with students each of the jobs listed above. Have them written or posted somewhere in the classroom. Explain that when one person from the group is standing and moving around the classroom everyone else is to remain seated. This limits traffic in the classroom.
 * 21) Give students a few minutes to discuss in their group what they each want to make as a structure and how they may decorate it. Have #1’s pick up plastic and cover group tables.
 * 22) Demonstrate to entire class the process of creating a structure.
 * 23) Use cardboard and paper to build up a structure for a box.
 * 24) Use masking tape to secure the shape.
 * 1) Using a mold of a shape, cover the shape in a plastic bag and tape in place
 * 2) Have #2’s collect materials to build structures. Students begin building papier mache structures.
 * 3) Circulate around room providing assistance and suggesting techniques for building structures.
 * 4) When the majority of students have completed their structures have all students stop and watch a demonstration on papier mache
 * 5) Take a strip of newspaper and dip it in art paste
 * 6) Drag off excess art paste by running newspaper between two fingers
 * 7) Lay newspaper onto structure and smooth out so there are no bumps
 * 8) Repeat process overlapping pieces of newspaper
 * 9) Have #3’s collect newspaper and art paste for their groups. Students may begin to papier mache their structure.
 * 10) Circulate around room assisting students in papier mache
 * 11) When complete have #4’s return the unused materials and then gather up the plastic oover the desks and throw it away.
 * 12) Allow structures to dry. Students who finish early may begin a draft sketch of what their quillwork design will look like.
 * 1) Briefly discuss with students what we had completed in the previous class
 * 2) Discussed quillwork in first nations art: importance, designs hold meaning
 * 3) Began thinking about designs that hold meaning to them
 * 4) Created structure and completed papier mache
 * 5) Explain that today we will first be giving our structures a base coat of paint that we will then apply our quillwork to next class.
 * 6) Students have used paint several times in previous classes. Have students again number from 1-4 with the following jobs posted in the classroom:
 * 7) 1. Pick up plastic to cover desks
 * 8) 2. Pick up paint, paintbrushes, and water
 * 9) 3. Clean paintbrushes for group
 * 10) 4. Clean off desk and pour out water
 * 11) Have #1’s and #2’s complete their jobs as listed above. Allow students to begin working on painting their structures.
 * 12) When students finish, have #3’s and #4’s complete their jobs.
 * 13) Show students examples of quillwork and look back at some of the recorded ideas of designs and meaning that they could use in their own quillwork. Point out:
 * 14) Quillwork consists of flattened out quills to make the design
 * 15) Some quillworks are patterns and others are pictures
 * 16) Some quillworks overlap or weave different colors together.
 * 17) Have students work on a sketch of what they would like their quillwork design to be. Encourage details in their sketch including colors.
 * 1) Review with students different techniques used in quillwork:
 * 2) Zigzag: Begin with the “quill” in one spot and flip the quill over itself creating a zigzag pattern between two points.
 * 3) Parallel Lines: alternate folding the quill over itself and then under itself to create bands.
 * 4) Single Quill Line: make small folds back and forth along a line.
 * 5) Multiquill Plaiting: set up quills in a weaving pattern and weave quills back and forth.
 * 6) For visuals and clear instructions see: []
 * 7) Have students look at their sketches and decide which techniques they want to incorporate and where they can use each of the techniques.
 * 8) Demonstrate to the class how we will be creating our quillworks.
 * 9) Take a plastic drinking straw or coffee stir-er and flatten it out by pressing your nail against the desk
 * 10) Attach straw using glue or tape and choose one of the quilling techniques to use
 * 11) Distribute drinking straws and materials to groups and have students work on completing their quillwork design on their structure. Alternative: create quillwork on a piece of paper or cardstock, let it dry and attach the whole design to the structure.
 * 12) When students finish their quillwork have them clean their working area and work on a written response that will accompany their work.
 * 13) Students must write a written piece explaining what their structure is, what their quillwork pattern is and the significance of their pattern to them.

**Assessment**

When students have completed their quillwork, they will then present them to the class. Each student will be responsible for explaining why they chose to do their quillwork the way they did and what it tells us about their cultural background. The presentation should be no more than 5 minutes. While the student is presenting, the teacher will be assessing them using the “Teacher Assessment Rubric” (see attached).




 * Accomodation & Modification**
 * For a student who may be hearing impaired or sensitive to sensory over stimulation the teacher may work one on one instruction to the student after the class starts to work. The tasks may also be broken down into a smaller checklist that is more manageable for the student to complete.