I. Lesson Title: Exploring Sepik Culture
II. Lesson # 2
III. Key Concepts
Understanding different cultures
Aesthetic values
IV. Essential Questions
What kinds of values do other cultures have?
How can we learn about other culture’s values through aesthetics?
Why is it important to understand different cultures?
V. Lesson Objectives
Students will use the internet to explore different cultures, aesthetic values and weaving traditions.
After being introduced to the Sepik River culture, students will then learn a weaving technique similar to
that of bilum bags common through the Sepik region.
VI. Specific Art Content
Art of Sepik region
Aesthetic and cultural values of Sepik region
Weaving traditions of Sepik region and other cultures
VII. Resources & Materials for Teacher
www.sepikculture.weebly.com
Other resources about the Sepik culture are listed on website
Example bilum bag
Examples of other weaving projects (blankets etc.)
Yarn and string, in a variety of colors
Frame matting for looms (cut slits in the cardboard to fasten the yarn or string for weaving)
Plastic weaving needles
Scissors
VIII. Resources & Materials for Students
Access to computer with video and sound
Access to internet
Student sketchbook with writing materials
Yarn or string, if they would like (teacher will provide yarn and string)
IX. Vocabulary
Aesthetics - the philosophy of why people make art
Sepik - an area of northeastern Papua New Guinea
Bilum - traditional woven bag of Sepik River region
Warp - in weaving, this is the yarn or string that runs parallel to the ground
Weft - in weaving, this is the yarn or string that runs perpendicular to the ground
X. Instruction and Its Sequencing
Day I
1. Motivation
Students will go to the computer lab to complete a webquest. Each student will complete the webquest
on his or her own. The webquest can be found at www.sepikculture.weebly.com. Each webpage guides
students to different information about the Sepik culture, weaving, and/or other non-western cultures
that use weaving. Students will record the required information in their sketchbooks and turn them in at
the end of the period for a grade.
2. Purpose
Students should receive introductory information about the Sepik river region, aesthetics, weaving and
other cultures that use weaving.
3. Instruction
Introduce the task, guide students to the website once at the computer lab, answer questions and
engage students in discussion at the end of the webquest.
4. Guided Practice
What did you learn about the Sepik River region today? What did you learn about weaving today? What
did you learn about the cultures that use weaving today? What is aesthetics and what does it mean to
you?
5. Check for Understanding (Formative Evaluation)
The sketchbooks will be graded to check for understanding (see rubric). New concepts about the Sepik
people, weaving, aesthetics and other non western cultures will be reinforced through the week.
6. Independent Practice
Students will complete the tasks required within the webquest. Additional resources are also included
for further study if the student so chooses.
7. Closure
Class discussion on Sepik culture, weaving and aesthetics.
8. Classroom Management Procedures
Presence in the computer lab, ensuring sketchbooks are graded after webquest.
Day II (etc.)
1. Motivation
A very short lecture to reinforce information on the culture and weaving from the webquest
2. Purpose
Today, students should learn the meaning and practice of the words warp and weft, and how to weave a
small square.
3. Instruction
The teacher will introduce weaving techniques through demonstration. Each student will receive a loom,
and chose colors of yarn or string that they feel represents them as described in one of their webquest
sketchbook assignments. Students are also free to bring their own yarn or string.
4. Guided Practice
The teacher will demonstrate how to prepare the loom and begin weaving. The teacher will have
examples of a bilum and other woven objects available for classroom viewing.
5. Check for Understanding
A short class discussion before the start of the project will reinforce concepts gained in yesterday’s
webquest.
6. Individual Practice
The students will set up their loom and start their weaving project according to instruction and
examples provided in the classroom demonstration.
7. Closure
As students clean up, ask general aesthetic questions about weaving and the cultures that use it as an
art form. Is weaving an art form? Is it an artifact? Can an object be both?
8. Classroom Management Procedures
Walk around the room, make sure that each student is staying on task. Teacher will be available for
questions and extra examples. Students will be informed that they will have some time over the next
few days to finish their weaving projects before the critique.
Day III-IV
1. Motivation
Each day, teacher will introduce a different contemporary artist that uses weaving in their work. (Cathy
Kata, Nick Cave’s Soundsuits, Jane Deschner, Janine Antoni’s Moor)
2. Purpose
Students will complete weaving project
3. Instruction
Teacher will provide minimal information on weaving. Students should continue work on their weaving
projects.
4. Guided Practice
Teacher will help individuals as needed
5. Check for Understanding (Formative Evaluation)
A short class discussion before the students continue working on their project will allow for further
discussion and new insights into each new artist presented.
6. Independent Practice
Students will complete the weaving project.
7. Closure
As students are cleaning up, the teacher will ask specific aesthetic questions related to bilum bags. Are
bilum bags considered art? Can functional objects be considered art?
8. Classroom Management Procedure
Walk around the room; make sure that each student is staying on task. Teacher will be available for
questions and extra examples.
Day V
1. Motivation
Classroom critique of weaving project
2. Purpose
Students will learn to discuss and defend their work with their peers. Students will also learn to critique
another student’s work in a constructive way.
3. Instruction
After students finish their projects, the teacher will gather students in a group with each of their
projects. The teacher will provide a short lecture on what is appropriate during a critique and what is
not acceptable. Then, each student will present his or her project and allow classmates to comment on
what is successful and what is not.
4. Guided Practice
If necessary, teacher will prompt students with questions about specific works
5. Check for Understanding (Formative Evaluation)
Students will receive participation grades for thoughtful comments
6. Independent Practice
Students should be able to discuss their work and the work of other members of the class.
7. Closure
Teacher will lead a short discussion on the significance of gender in the Sepik culture, specifically as it
relates to weaving. As they leave, students will be encouraged to think about our own culture, and what
is considered “men’s work” and “women’s work.”
8. Classroom Management Procedure
The teacher will be available to guide students’ discussion, as well as to ensure that critique stays on
topic and appropriate.
XI. Summative Assessment and Evaluation
F
C
B
A
WebQuest
All questions were
not answered
completely.
Not all questions
were answered
completely, or
greater than 2
rationales for the
all answers were
not clearly stated.
All questions were
answered
completely, but
rationales for the
all the answers
were not clearly
stated.
All questions were
answered
completely and
rationales for the
answers were
clearly stated.
Participation
(Critique/Daily
Discussions)
Student did not
participate in
discussion or
critique or student
only made
inappropriate or
hurtful comments.
Student’s
participation in
daily discussions
was minimal.
Student
consistently
provided
comments, but
was not always
thoughtful and
actively engaged.
Student provided
thoughtful insights
and was actively
engaged in the
daily discussions.
Weaving
Project does not
meet the standards
as specified on the
“Weaving Specific
Rubric” provided for
the studio portion of
this project.
Project meets some
of the standards as
specified on the
“Weaving Specific
Rubric” provided
for the studio
portion of this
project.
Project meets
most of the
standards as
specified on the
“Weaving Specific
Rubric” provided
for the studio
portion of this
project.
Project meets all
of the standards
as specified on the
“Weaving Specific
Rubric” provided
for the studio
portion of this
project.
Weaving Specific Rubric
F
C
B
A
The weaving is a
copy of an
example seen in
source material or
one made by
another student
(80% or more of
elements are
copied).
Some aspects of
the weaving are
unique, but several
elements are
copied from source
materials or other
students.
Most of the weaving
elements are unique,
but 1 element may be
copied from source
material.
Totally original
design, no
element is an
exact copy of
designs seen in
source material.
Attractiveness/ The weaving looks
Craftsmanship thrown together
at the last minute.
It appears that
little design or
planning was
done.
Craftsmanship is
poor.
The design and
construction were
planned. The item
has several flaws
(uneven cadence to
the rhythm of the
weaving, a few
unfinished threads
visible, unwanted
holes), that detract
from the overall
look.
The weaving shows
that the creator took
pride in his/her work.
The design and
construction look
planned. The item
has a few flaws
(uneven cadence to
the rhythm of the
weaving, a few
unfinished threads
visible), but these do
not detract from the
overall look.
The weaving
shows that the
creator took great
pride in his/her
work. The design
and construction
look carefully
planned. The item
is neat (free of
unwanted holes,
unfinished
threads).
Time and
Effort
Class time was not
always used wisely,
but student did do
some additional
work at home.
Class time was used
wisely. Student could
have put in more
time and effort at
home.
Class time was
used wisely. Much
time and effort
went into the
planning and
design of the
weaving. It is clear
the student
worked at home
as well as at
school.
Creativity
Class time was not
used wisely and
the student put in
no additional
effort.
XII. Interdisciplinary Connections
Social Studies--students will study a culture different than their own, and be made to reflect upon their
own cultural practices.
XIII. Background Information
See references below.
XIV. References
Information on contemporary weaving artists:
 About Nick Cave --> http://www.jackshainman.com/artist-images9.html
 About Cathy Kata --> http://hailanstoailans.com/artists/biographies/cathy-kata-biography/
 About Janine Antoni --> http://www.pbs.org/art21/artists/antoni/
 Jane Deschner --> http://www.janedeschner.com/Home_Page.html
Information on Sepik culture:
 www.sepikculture.weebly.com
 Calliope's Sisters: A Comparative Study of Philosophies of Art (2nd Edition) by Richard L.
Anderson
Information about weaving a bilum:
 http://alex.golub.name/porgera/bilum.html