Jenna Hermany
-Big/Enduring Idea: Throughout time and across cultures humans have found a sense of
security and stability in being part of a community. Weaving, like life, takes individual
parts to form a unified whole.
-Lesson Title: Weaving a Community
JH
-Grade(s): 4
-Time Allotment: Five 45 minute classes
Overview:
Lesson Summary
In this lesson, students will be asked to find the connection between the idea of community and
the process of weaving. We will explore both ideas in the work of artist Janine Antoni as well as
in a hands-on experience. Students will learn the traditional methods of weaving as well as
dyeing – but there’s a twist! A fruity twist! We’re Kool-Aid dyeing!
Artworks/Artists/Artifacts
-Janine Antoni – “Moor”
Key Concepts
-A community is a group of individuals who come together for a common purpose.
-Weaving is the process of combining individual materials to create a unified whole.
Essential Questions
-What is a community?
-What community(ies) are you a part of?
-Why is it important to be part of a community?
-How are weaving and community connected?
Standards
PA Standards for Arts and Humanities
9.1: Production, Performance and Exhibition of Dance, Music, Theatre, and Visual Arts
9.1.5.C: Know and use fundamental vocabulary within each of the art forms.
Students will be exposed to the usual weaving jargon and must use the terms
throughout the lesson: warp, weft, loom, protein fibers, dye bath, skeins, pick-up
stick, selvedges.
Jenna Hermany
9.1.5.J: Apply traditional and contemporary technologies for producing, performing and
exhibiting works in the arts of the works of others.
Students will be taught the traditional art of weaving as well as the art of dyeing.
The twist is that they are dyeing fibers with Kool-Aid, a contemporary material that,
thanks to modern technology, contains no harmful chemicals and attaches to protein
fibers and can therefore safety dye wool.
9.3: Critical Response
9.3.5.A: Recognize critical processes used in the examination of works in the arts and
humanities: compare and contrast, analyze, interpret, form and test hypotheses,
evaluate/form judgments.
Students will be shown segments of Janine Antoni’s piece Moor and will be asked to
analyze what they see – what materials have been woven into this piece?
Interdisciplinary Connections
PA Standards for Reading, Writing, Speaking, and Listening
1.6 Speaking and Listening
1.6.2.A: Listen actively and respond to others in small and large group situations: respond
with grade level appropriate questions, ideas, information, or opinions.
Students will work as a class, in groups, and individually throughout this lesson and
must act appropriately in the various situations. They are expected to take part in
class and group activities and discussions.
Objectives
Knowledge
Students will define “community” and give examples through class discussion and brainstorming
in order to get them thinking about the big idea and how it relates to them.
Students will acquire, understand, and use weaving vocabulary throughout the lesson to properly
talk about their projects: warp, weft, loom, pick-up stick, dye bath, skein, protein fibers, selvedges.
Skills
Students will follow directions to hand dye wool yarn using Kool-Aid in order to personalize their
woven pieces and also to work as a group/community in the dyeing process.
Students will create a woven piece using bits of dyed string from all groups in order to create a
visual representation of their classroom community and pay special attention to selvedges and
tension to show that they have an understanding of their newly acquired weaving skills.
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Jenna Hermany
Dispositions
Students will explain how Janine Antoni’s piece “Moor” encompasses community in order for
them to make the connection between weaving and community.
Assessment
Thumbs-Up, Thumbs-Down
Formative Assessment
After giving instructions or introducing an assignment, I will ask students for either a Thumbs-Up
(I got this) or a Thumbs-Down (I need further clarification).
Step-By-Step Checkpoints
Formative Assessment
I will be checking student work at several points before they can move onto the next steps of both
dyeing and weaving.
Final Product
Summative Assessment
The final product for this lesson will be graded based on a rubric of certain criteria. (see attached)
Students will be graded based on the following: following directions, time management, and
craftsmanship.
Instructional Procedures:
Day 1
Motivation
-I will start off class by writing “community” on the board and asking the class, “What is
community? What are examples of community?” Community – a group of individuals coming
together for a common purpose.
-I will write “weaving” on the board and ask the students if they have woven before. What did
you weave with? What is woven? (Clothing!)
-“Today we’re going to talk about community and weaving. I’m going to introduce you to an artist
who uses both in her artwork.”
Development
-I will introduce students to the artist Janine Antoni through a PowerPoint on her life and her
piece “Moor”. (see attached)
-What does “Moor” look like? What is it? (A rope.) What does “moor” mean? (To tie up/dock
a boat.)
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Jenna Hermany
-I will explain the story behind the making of the piece and the techniques of rope making with
the slides of the artist creating portions of the piece.
-Pausing at the slides of close ups of “Moor”, I will ask students what materials they see woven
into the rope. With the final slide I will read a description from the artist of the exact materials
used to make that specific section of rope. Students will be asked to point out the materials as I
read the list.
-“After talking about the idea of community and looking at the way Janine Antoni uses rope
making and weaving to make her piece “Moor”, can anyone tell me how weaving and community
are connected?” (They each take individual parts to make a unified whole for a common purpose.)
-I will gather students around for a warping demonstration. I will go through the warping process
step-by-step and introduce students to the weaving vocabulary: warp, weft, loom.
-Next, we warp as a class. I will pass out pre-measured strings and looms. Each student gets two
different colored strands for their warp – this will help during the weaving process when they
have to weave under and over every other string. It will be much easier to weave under the blue
and then under the white.
-After everyone has correctly warped their looms, students will write their names on them and
stack them neatly at their tables.
Close
-“Next class we’ll be dyeing yarn. Does anyone know what dyeing is?”
Day 2
Motivation
-Class is going to start off with dyeing yarn! When students enter the room, each table will have a
packet of Kool-Aid and a paintbrush.
-I will explain that we must get the dyeing process underway so that our yarn can soak and we
can reveal the colors at the end of class. Each student is going to have a job while we dye as a
class.
-The first student from each table will meet me at the sink and pick up a tub of warm
water to take back to their tables.
-The second student will open the Kool-Aid packet and dump it into the water. This person
is in charge of remember the Kool-Aid flavor their group has.
-The third person is responsible for stirring the mixture with the paintbrush until the
drink mix is dissolved.
-Person number four takes the skein of wool yarn I have handed to each table and puts it
into the mixture, using the paintbrush to push it down and make sure all of the yarn is
submerged.
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Jenna Hermany
Development
-Once the yarn is soaking, I will explain the dyeing process:
-Kool-Aid attaches to protein fibers (fibers from animals). What other kinds of animal
fibers could we dye with Kool-Aid? (Alpaca, silk, pets, hair – no chemicals so it’s
completely safe!)
-We will go over the vocab words skein and dye bath.
-I will demonstrate and lead the class through weaving three paper strips (1/2” thick) through
their warp strings to create a “buffer zone” – leaving enough string at the ends to tie together one
we cut the pieces off the loom.
Close
-The last ten minutes of class will be the dye reveal. The first person at each table – whoever
collected the tub of water at the beginning of class – will meet me at the sink again. I will rinse
the skein, hold it up for the class to see, announce the flavor of Kool-Aid used to dye it, and then
ask the student to drape it over the drying rack.
-“We start weaving next class!”
Day 3
Motivation
-When students enter the classroom, I will hand each student two strands of their groups Kool-Aid
yarn.
-“Remember when we looked at Janine Antoni’s rope she made by collecting materials from the
people in her life, her community? Well today we’re doing the same thing! When I say, “Go!”
you’re going to have two minutes to trade away ONE of your Kool-Aid strings to someone from
another group. So after two minutes you should have one strand of your color and one strand of
another color. Go!”
Development
-Once students have performed the community material swap, I will demonstrate and walk
students through weaving their first string using a ruler as a pick-up stick and using a comb to
pack yarn down.
-Once everyone is done with their first string, I will talk about the community materials table of
yarn. There are two rules: cut yarn to an arms-length size and no more, and do not hold the
scissors while you are sizing up your yarn – wait until you have measured it and then pick up a
pair of scissors.
-Students have the remainder of class to weave.
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Jenna Hermany
Close
-Clean up – students with long ends or Kool-Aid string must bundle them up and store them
between their warp strings and their loom. Each table should have a stack of looms, rulers, and
combs. Students will be asked to walk around and collect materials.
-“We have two more days of weaving!”
Day 4
Motivation
-I will begin class by reminding students that they have two more days to weave. Also, they must
include both of their Kool-Aid strings somewhere in their weaving.
-I will also introduce new materials to the community material table: strips cut from paper bags
and various fabrics that students can use in their weavings.
Development
-Students will have the bulk of class to weave.
Close
-“Next class I will be demonstrating how to finish your weaving and cut it off the loom!”
Day 4
Motivation
-“This is our final day! Weave as much as you can!”
Development
-I will do a quick demonstration on cutting the pieces off the loom. Cut, tie, and trim the tails!
-Students will have the bulk of class to weave.
Close
-Ten minutes before the end of class I will announce that we must cut off our pieces! We will cut,
tie, and trim as a class. Before students head out the door they must organize piles of their
materials at their tables for collecting and pin up their piece on the “Weaving a Community”
display board.
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Jenna Hermany
Preparation:
Teacher Research and Preparation
-research Janine Antoni and “Moor”
-research Kool-Aid dyeing
-practice/test Kool-Aid dyeing process
-create PowerPoint (see attached)
-create both dyed and woven exemplars
-prep strings for warp (measure to length)
-prep wool yarn for dyeing (soak to remove natural oils)
-collect materials for weaving
Instructional Resources
-Blog with pictures/descriptions of “Moor”:
http://aijasevele.blogspot.com/2011/03/janine-antoni-friends-stories-rope-life.html
-Janine Antoni – Art 21:
http://www.pbs.org/art21/artists/janine-antoni
-Janine Antoni – Luhring Augustine Gallery:
http://www.luhringaugustine.com/artists/janine-antoni/
- Kool-Aid dyeing: http://heavenstobetsy2.blogspot.com/2011/02/dye-wool-with-kool-aid-kidscan-do-it.html
Student Supplies
-yarn, cardboard looms, scissors, rulers, Kool-Aid, water/dye buckets, dish detergent
Student:_______________________________
Date:________________
Weaving A Community
In this lesson, students will be asked to find the connection between the idea of
community and the process of weaving. We will explore both ideas in the work of
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Jenna Hermany
artist Janine Antoni as well as in a hands-on experience. Students will learn the
traditional methods of weaving as well as dyeing – but there’s a twist! A fruity
twist! We’re Kool-Aid dyeing!
Students are being graded on the following:
3
Following Directions
Time Management
2
1
Student warped and
Student correctly
Student had trouble
wove correctly; they
warped and wove –
warping and weaving
went above and
they may have had a
– they did not pay
beyond expectations by
bit of trouble at first,
attention to/follow
becoming and “expert”
but they paid
directions.
and helping other
attention to and
students.
followed directions.
Student made excellent
Student used work
Student used work
use of their work time:
time properly: wove a
time poorly: wove very
they wove a great deal,
good length, and used
little and didn’t get the
choosing several colors
a nice assortment of
chance to experiment
and even inquired
colors.
with other yarns.
Student paid attention
Student neatly wove
Student did not pay
to detail – kept
their piece with very
much attention to
selvedges and tension
few problems with
selvedges and tension,
neat and even
selvedges and tension.
resulting in an
about/tried out pattern
weaving.
Overall Craftsmanship
throughout weaving.
inconsistent woven
piece.
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