Teacher Training Institute
Prairie Public
June 2013
Prepared by: Margaret Johnson
johnsom@fargo.k12.nd.us
TITLE: Weaving Along
GRADE LEVEL(S):
4th Grade (may be adapted to other elementary grade levels)
TIME ALLOTMENT:
4 class periods at 50 minutes each. Further exploration of these concepts can go into additional
class times.
OVERVIEW:
Incorporating art with math and social studies inspires students to observe the world
around them. Students will demonstrate their knowledge of weaving, as well as produce
interesting works of art that can be displayed to show their understanding. Once items are
created students will role play the “olden” days of bartering their wares.
SUBJECT MATTER:
Visual Art with connections to Math and Social Studies
LEARNING OBJECTIVES: Students will be able to kinesthetic/hands on create a simple weaving.
Students will be able to barter their wares.
STANDARDS (National, State – MN, ND and Core):
Visual Art
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4.4.7.g Describes how the arts inform viewers about people and events from history.
4.1.12.a Produces work that shows understanding of craftsmanship.
4.1.14.a Knows and applies appropriate handling of art tools.
4.5.7.c Self assesses and reflects on own artwork.
4.5.9.e Uses grade level art vocabulary.
Math
 4.1.11. Use a variety of strategies to solve problems; 3.g., guess and check, work
backwards, draw pictures, use objects.
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4.2. Geometry and Spatial Sense
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4.2.1 Analyze and describe the attributes of two- and three-dimensional shapes (i.e.,
circle, squares, trapezoid, rhombus)
4.2.2. Identify, describe, and model (e.g., using straws or other materials) parallel,
perpendicular, and intersecting lines and line segments
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COMMON CORE STATE STANDARD: Apply geometric methods to solve design
problems (e.g., designing an object or structure to satisfy physical constraints or
minimize cost; working with typographic grid systems based on ratios).
Social Studies
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4.5. Concepts of Geography: Students understand the nature and interaction of
geographic regions and cultures around the world.
4.6. Human Development and Behavior: Students understand the role culture plays in
shaping human development and behavior.
4.6.1Explain how background and history influence people’s actions (e.g., farming
methods, hunting methods, economic decisions)
4.6.2.Explain the contributions of various ethnic groups (e.g., Native Americans,
immigrants) to the history of North Dakota (e.g., food, traditions, languages,
celebrations)
MEDIA COMPONENTS
Weaving websites:
Navajo Rug: http://www.pbslearningmedia.org/resource/760db1a0-5a98-4245-b9f1664e8c1a915f/760db1a0-5a98-4245-b9f1-664e8c1a915f/
Navajo Rug: http://www.pbslearningmedia.org/resource/d1387d2e-47bd-4796-85ad205c9f6ebc77/d1387d2e-47bd-4796-85ad-205c9f6ebc77/
PBS Learning Media: http://www.pbslearningmedia.org/search/?q=weaving
The history of weaving; http://www.alientravelguide.com/art/weaving/history/
Weaving with straws: http://pbskids.org/zoom/activities/do/strawweaving.html
Free technology to teachers/weaving timeline to match map:
http://www.freetech4teachers.com/2011/06/weaving-history-create-timelineswith.html#.USwRqh04stg
Images for weaving in the 1800’s;
http://www.google.com/search?q=weaving+in+the+1800&hl=en&rlz=1C1SKPL_enUS442US443&tbm=is
ch&tbo=u&source=univ&sa=X&ei=ghIsUcXNDMTNrQGNnYHwCQ&ved=0CE4QsAQ&biw=1165&bih=628
Lewis and Clark Trail.com/Native American designs and colors:
http://www.lewisandclarktrail.com/section2/colorsanddesigns.htm
Paper weaving lesson plan: http://www.dickblick.com/lessonplans/paperweaving/
Weaving images:
http://www.google.com/search?q=weaving+art+lessons&hl=en&rlz=1C1SKPL_enUS442US443&tbm=isc
h&tbo=u&source=univ&sa=X&ei=XhUsUbnXC4fd2QWd6YHQCQ&ved=0CEcQsAQ&biw=1165&bih=628
Pinterest/art lessons/weaving: http://pinterest.com/scottart/art-lessons-weaving-fibers/
Pouch weaving-(Pinterest K/5 lesson plans): http://pinterest.com/carollemke/k-5-art-lessons-weaving/
Painted papers weavings: http://pinterest.com/pin/210472982555033506/
Step by step painted papers weaving: http://pantherspalette.blogspot.com/search/label/Weaving
The art of education (weaving): http://www.theartofed.com/2011/07/23/lesson-multiple-layerweaving/
Historical Trading:
http://www.ndstudies.org/articles/north_dakota_a_national_trading_center_long_before_lewi
s_and_clark_visit
Fur Trade Exploits Native People—A Way of Life Changed
http://www.ndstudies.org/articles/a_north_star_editorial_investigative_report_fur_trade_expl
oits_native_people
Upper Missouri trade:
http://www.ndstudies.org/articles/lisa_opens_upper_missouri_trade_hopes_to_establish_fur_
empire
North Dakota studies:
http://www.ndstudies.org/articles/an_interview_with_meriwether_lewis_and_william_clark
Video Clips
SaturdaySancocho (the meaning of barter)
http://www.learn360.com/ShowVideo.aspx?SearchText=barter&lid=7411464&ID=355984&pl
ayer=13
History of bartering: http://bizkids.com/clip/profile-bartering
Home Crafts: wool
http://www.learn360.com/ShowVideo.aspx?SearchText=weaving&lid=7411464&ID=639146
&player=13
New fabric, then fiber:
http://www.learn360.com/ShowVideo.aspx?SearchText=weaving&lid=7411464&ID=515903
&player=13
Rock, paper scissors:
http://www.learn360.com/ShowVideo.aspx?SearchText=paper+weaving&lid=7411464&ID=4
79159&player=13
Construction paper woven wind socks:
http://www.learn360.com/ShowVideo.aspx?SearchText=paper+weaving&lid=7411464&ID=1
46371&player=13
Cotton:
http://www.learn360.com/ShowVideo.aspx?SearchText=weaving&lid=7411464&ID=231088
&player=13
Optional sites: (to further geometry, social studies, art, literacy and science integration)
http://www.pbs.org/teachers/connect/resources/7685/preview/
http://teachers.net/lessons/posts/1313.html
http://www.prairiepublic.org/television/prairie-public-on-demand/
http://www.ndstudies.org/
http://www.ndstudies.org/articles/ghost_dance_movement_spreads
http://www.pbs.org/teachers/connect/resources/7685/preview/
http://prairiepublic.pbslearningmedia.org/content/#taxonomy=Arts&q=shapes&page=1&per_p
age=20
http://www.learn360.com/Search.aspx?Subject=9331252&SearchText=geometry
http://www.brighthubeducation.com/lesson-plans-grades-3-5/63018-teaching-geometry-artand-shapes/
http://www.artic.edu/aic/resources/resource/1019
Multimedia Tools
Avervision Document Camera, Projector, HP computer, Internet access.
MATERIALS: Session One/Setting the Stage
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Different colors of construction paper, 10x16
Black construction paper, 12x18
Pencil and eraser
Scissors
Tempera Paint (opt.)(paper plates, brushes, water containers-opt.)
Glue
Ruler (18 inch ruler works best)
Tape
Videos
MATERIALS: Session Two/Learning
 Same materials as in session one (continuation)
 Art prints and books available.
MATERIALS: Session Three and Four/Learning/Culminating Activities
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Same materials as before needed to complete the project
Art prints and books available.
PREP FOR TEACHERS:
1. P review and set up media components.
 Computer
 Avervision (document camera)
 Lesson on hard drive or flash drive
 Projector that will allow computer hook-up
 Screen or wall on which to project images
2. Prepare materials – Prior to starting unit
Gather materials so each student has the following:
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White drawing paper (80 lb.) or water color paper, 10x16 (2/student)
Black construction paper, 12x18 (1/student)
Pencil and eraser (1/student)
Scissors (1/student)
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Tempera Paints (variety of colors) Opt. cool (blue, green, purple) and warm (red, orange,
yellow), OR complementary colors (red/green, orange/blue, or yellow/purple), add
white to add a tint of a color.
Brushes (one per student)
Water containers (1 per table of 4)
Paper plates to put paint on
Elmer’s Glue (1/student or share)
Ruler (18 inch ruler works best) (1/student)
Tape (1/table of 4 students)
INTRODUCTORY ACTIVITY - SETTING THE STAGE :
Day 1
1. Overview of unit:
 Students will learn about the word, barter.
 Students will create a weaving.
 Students will learn about the history of bartering
 Students will learn about the history of weaving
 In doing so, Math, Social Studies, Language Arts and Visual Arts will be integrated
into this unit of study
2. Activities
View the video (entire video or continue viewing throughout lesson times or a video
clip), “SaturdaySancocho (the meaning of barter)
http://www.learn360.com/ShowVideo.aspx?SearchText=barter&lid=7411464&ID=355
984&player=13
 View and research art prints about weaving
 Explore books on weavings
 Explore books and other sources on bartering.
 Show examples of handmade weavings if possible
 Create their own weaving
 Barter their wares when weavings are completed.
Day 2
1. Demonstration to begin our learning activities.
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A. Pass out materials: (4 students per table)
White drawing (80lb) paper or watercolor paper, 10x16 (1/student)
Paint
Water containers to clean brushes
Brushes
Paper plates for paint
B. Demonstrate as students follow along:
 Discuss and show examples of weavings
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Show examples of color choices (cool/warm, complementary, tints)
Demonstrate painting of 2 papers - pattern painting/color mixing/adding
white to create tints.
Students will paint 2 papers - opt. color schemes (1 cool, 1 warm),
complementary (red/green, blue/orange or yellow/purple) with white as a
tint for mixing colors on each page.
Clean area/put papers in drying rack.
LEARNING ACTIVITIES:
Day 3
1. Pass out materials:
 Tape (1 roll/table of 4 students)
 Pencil and eraser (1/student)
 Ruler (18 inch ruler works best-1/student)
 Scissors (1/student)
 Elmers Glue (2/table)
 12x18 black or your color choice construction paper for border of weaving.
 Pass out painted papers to students.
2. Demonstrate
a. On back side of paper 1 (your choice), draw a 1 inch ruler wide line across top
with pencil. To create the warp (up and down parts of a weaving), draw 5 or 6
wavy or straight lines from the ruler line to the bottom edge of paper, spacing as
uniformly apart as possible
b. With scissors, cut on pencil line (warp) up to ruler line.
c. On back side of paper 2, create the weft lines by drawing 6 wavy lines across
and numbering the right side of the paper 1 through 7 strips. This will help in
weaving the artwork together in the proper order.
d. Cut 1 weft at a time/weave through the warp. Cut #2 out/weave through the
warp etc. until all 7 strips have been woven together. There will be a little extra
left on strip #7– cut and trim it or leave as is. Glue this last trip in place and
mount onto the 12x18 construction for your finished product.
3. Explore
a. Consider adding embellishments on top of your weaving
b. Laminate and actually use it as a placemat.
Day 4 and Day 5 (if needed):
Discussion:
In looking at the finished weavings: (opt. questions to ask)
 Color choices and why?
 Which one would you like to have and why?
 Which one would sell the most if for sale?
 How come?
View: History of bartering: http://bizkids.com/clip/profile-bartering
Discussion on how to barter (trade)
 Time to Barter your wares!
4. Discussion Topics
A.
B.
C.
D.
Weaving – basket weaving, clothes
World craft/art form
Early weavings can be found back in history.
Bartering today and past
CULMINATING ACTIVITY:
After creating the hands-on artwork assignment(s), students will:
(Visual Art)
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Display finished artwork within their school.
Share and reflect with peers.
Each student can verbalize about their artwork using academic terms (terms to be
taught in a given course) (e.g. parts of a weaving: warp (up and down) and weft (left to
right)
(Social Studies)
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Identify the location/region of cultures studied or represented.
Explain how background and history influence people’s actions (e.g., farming methods,
hunting methods, economic decisions)
Explain the contributions of various ethnic groups (e.g., Native Americans, immigrants)
to the history of North Dakota (e.g., food, traditions, languages, celebrations)
(Math)
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Use a variety of strategies to solve problems; drawing pictures to plan out finished
artwork.
Describe the attributes of two- and three-dimensional shapes. Identify, describe, and
model (e.g., using straws or other materials) parallel, perpendicular, and intersecting
lines and line segments
CROSS-CURRICULAR ACTIVITY:
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Visual Art – Create a simple weaving using paper
Social Studies – A characteristic of significant features of different cultures/how
bartering was and is used today.
Math – Draw pictures to solve problems, describe 2D and 3D shapes.
Language Arts – Write to understand and improve comprehension.
COMMUNITY CONNECTIONS:
 English Language Learners professionals in your school ( many cultures barter)
 Hjemkomst Center: www.hjemkomstcenter.com/ The Heritage Hjemkomst
Interpretive Center, commonly known as the Hjemkomst Center, is an interpretation
center museum in Moorhead, Minnesota
 Clay County Historical Society www.hcscconline.org/ The Clay County Historical
Society was established in Moorhead, Minnesota, in 1932 to collect, preserve and
disseminate the history of Clay County. Collections
 The Rourke Art Museum: http://www.therourke.org/
 Plains Art Museum: http://plainsart.org’exhibits/
Students in ND and northern MN can relate to many of the artworks found at these
museums in Fargo, ND and Moorhead, MN. The exhibits change throughout the year, so I
am providing these links that could be used to preview and select an art work that will
complement the lessons. (Art works always need to be previewed for appropriateness
before displaying them for students.)
STUDENT MATERIALS:
The materials used would be on the materials list above. Students will be able to take their
artworks home after they have been displayed.