Scolelesson Grade2

Unit Title (BIG Idea) Unit Goal/s- Teacher’s name
The students will select and use art media,

Storytelling: The Narrative in Art subject matter and symbols for expression and Sharon Cole
(Visual Communication & Production) communication.
Lesson Title Grade Length of time-
Second Grade Art: Dreamweavers- 2 45 min periods/ 5

Exploring with Loom Weaving. days
General Lesson Objectives-
The student will identify symbols and create patterns on a circle loom to tell a story (narrative).
VA. SOLs - Art SOLs-
Math Standard 2.20: The student will identify, create, Art Standard 2.5.5: The student will identify and use
and extend a wide variety of patterns. patterns-- complex, alternating and repeating.
English Standard 2.12: The student will write stories, Art Standard 2.17: The student will interpret ideas and
letters, and simple explanations. feelings expressed in personal and others’ works of art.
Materials: Resources for lesson or parts of lesson-

• Partially make a first half demo: partially painted
plate with animal or two Webpage of glass artwork “I Was Dreaming of Spirit
• Partially make a second half demo: finished Animals”, 1997 by Catherine “Cappy” Thompson
painted plate with partially woven yarn http://collection.chrysler.org/emuseum/view/objects/asite
• Make a completed demo with a written project m/273/44/title-asc?t:state:flow=67b6eac4-0b1a-4115-
statement to be posted on the board. 9e45-66113fb4aca6
• Make loom templates from chinet plates.
• Preload webpage for artwork discussion. Alternate backup- show picture of above artwork on
overhead projector.
gather for students- Chinet paper plates, tempera paints,
thick yarns, beads, pencils, scissors, loom templates.
Vocabulary-
symbol: object used to represent something else
alternating: taking turns
pattern: something that repeats in a predictable way
warp: yarn pattern used as frame
weft: yarn used to weave through the warp (old English word that means “that which is woven”)
Anticipatory Set-
Can your dreams inspire you to make art? Let’s look at an example of art that was inspired by an artist’s dreams.
Direct Instruction-
1. Input-
This is a glass bowl entitled, “I Was Dreaming of Spirit Animals”. What do you see? Could we tell a story about the
figures on this glass bowl? The person and animals represent things in this artist’s life. We call that symbolism. If
you were to create a dream about your family, what animal symbols would you use to represent your family
members? What kinds of patterns do you see? We see patterns all around us in art, math and even the clothes
we wear. So for our new project, we are going to become Dreamweavers. (Introduce concept by showing a
finished sample project with written statement, “I will be able to create a circle loom using patterns and symbols.”)
Read the statement out loud to the class. Pin the sample on the board for easy student reference.
2. Modeling/ Demo-
Demonstrate the project step by step using inquiry based instruction:
a) Show first demo plate with pattern and animal. Add a pattern and animal and then ask, “Am I finished
painting?” (no) “The entire plate should be filled in with circular patterns and animals. Does everyone have
to draw the same number of animals?” (no) “How many animals you draw depends on how many family
members you choose to symbolize on your loom.” When finished, ask, “Is it okay that yours doesn’t look
exactly like mine?” (yes!)
b) Show second demo plate painted with yarn, slots and template. “This is what we do after our loom has
been painted and dried.” Trace and cut some slots with template. “There are 19 slots on this template. So
how many slots should we trace and cut on the rim of our plate?” (19!) “Do not cut beyond the rim of the
plate or you will get a saggy weave. We want our weavings to be floating dreamily above the plate. So
where do we cut?” (On the rim!) “Do we want saggy weaves?” (no!) Explain that we will learn how to warp
and weave our circle looms during our third class period.
c) Review second demo at beginning of second class period.
d) Third and fourth class period demos are explained below under guided practice.
e) Use fifth class period to finish up project.
3. Directions-
Today we are going to paint our patterns and animal symbols on our plates. Start by putting your names on the
back and always use good craftsmanship.
4. Check for understanding-

Questions are asked above during demo. Last check would be, “Raise your hand if you have any additional
questions about what we are doing today, and I will come around to talk with you.” If questions benefit the entire
class, share with the class a great question that may help everyone with their project.
Guided Practice-
Third class period:
I Do: We all sit on the floor together and I will show them how to warp my loom. Take the long length of string and
have it "go to the right neighbor's house" meaning have your string go in the next notch on the right-hand side.
Now, this neighbor is super rude and it shouts, "get outta my house!" so the string runs all the way across the plate
and makes the World's Smallest X.
Next: Rotate the plate so that the length of string is at the bottom. That story I just told about the string getting
kicked out of the neighbor's house? It's a pattern. Which means it's going to repeat.
So, let's do it again! Go to the right neighbors house. Get kicked out. Go across the street and make the World's
Smallest X. Rotate the plate.
We Do: After watching this routine, the kids walk me through completing my plate warping by repeating this as I
go: Go the neighbor. Get kicked out. Make World's Smallest X. Rotate the Plate.
Which gets shortened to: Neighbor. Out. X. Rotate. You'll know you're finished when your little string has no home
to go to. And that will be your weft or weaving string!
You Do: Then they will attempt to warp their own looms. Guide individuals as needed.
Fourth class period:
I Do: Show them how to weave a four-inch circular pattern using an alternating over and under technique, and
incorporating beads along the way. How to pull the center tight and double-knot tie a new string on the end.
We Do: After watching this routine, they repeat back to me how to weave my pattern.
You Do: Then they will attempt to weave their patterns. Guide individuals as needed.
Distribute materials Closure-

Teacher will place materials on tables prior to the 1. Clean-up-
start of class to allow more instruction time. Red/Pink table helper will put the pencil and scissor buckets
away.
Independent Practice- Green/Blue table helper will put the looms on the class shelf.
The students will paint their looms during the first Yellow/Orange table helper(s) will put the paint/water
and second class periods. The students will warp cups/brush away.
their looms during the third class period. The Blue/Brown table helper(s) will sponge off the tables, or put
students will weave their looms during the fourth yarn and beads away.
& fifth class periods.
2. Summative assessment: 2-3 Critique questions
1. How many patterns did you paint?
Evaluation of student work- 2. Does your loom have animal symbols?
Second grade work is not formally evaluated with 3. Who are the animals in your dream story?
a project grade. A visual craftsmanship rubric is
always posted on the board and addressed 3. Summary-
during demo. Work is informally evaluated based Explain to the class that, like mathematics, we can gather
upon the following: information and stories in works of art just by observing their
1. Creativity: Student produced work that was patterns and symbols.
creative and unique.
Differentiation-
2. Understanding and application of art skills -SPED- Do one or two looms as a group project.
and concepts: Student applied concepts
and skills emphasized for this project. -gifted- Write a short 3-4 sentence summary of their dream
story to be glued on the back of their looms.
3. Craftsmanship and control: Student was
mostly neat, in control of art medium and -if done early-
work was of good quality. Each class could combine their circle looms together (attach in
pairs back-to-back) into a huge kinetic piece (mobile) and
display in the commons areas of the school.
4. Time and Effort: Student followed
expectations and procedures for proper Teacher Reflections-
behavior, use of art space and art materials. Adjust lesson plan according to how successful each step of
the project was, for future use.
RESOURCE TO SHOW STUDENTS:
"The vessel depicts me as a dreamer afloat in the

night sky hovering above a townscape amid a
Northwest forest where white owls are perched when
a great celestial bear kisses me." --Cappy Thompson
PROJECT EXAMPLE INSPIRATION WITH EXCEPTION THAT THIS PROJECT WILL HAVE
DREAM ANIMALS AND PATTERNS:

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Unit Title (BIG Idea) Unit Goal/s- Teacher’s name

The students will select and use art media,

Second Grade Art: Dreamweavers- 2 45 min periods/ 5

VA. SOLs - Art SOLs-

Materials: Resources for lesson or parts of lesson-

4. Check for understanding-

Distribute materials Closure-

"The vessel depicts me as a dreamer afloat in the

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