LESSON PLANNING TEMPLATE FORM D: DUPLICATE AS NEEDED

Lesson prepared by:____Rebecca Zastrow__________

Lesson
title/topic
Weaving Designing a
Tapestry
Subject area Art
Date Week 14-end Time 4 weeks Grade HS
STANDARDS/OUTCOMES
1A. Use materials, technique, media technology, and processes to communicate ideas and experiences.
1B. Use art material and tools safely and responsibly.
1C. Apply organizational principles and functions to solve specific visual arts problems.
2A. Apply knowledge of materials, techniques, and processes to create artwork.
2D. Apply and adapt subjects, symbols, and creative ideas in artworks and use the skills gained to
solve problems in daily life.
OBJECTIVES Through these learning activities, the student will be able to:
-use lines to create abstract designs
-apply a sketch to practices of weaving
-use yarn to create loom and weave
-accurately use yearn to accomplish weaving pattern
INSTRUCTION Teaching strategy: _______________________
Introduction/Instructional activities/Conclusion
Introduction: The students are questioned to if they have ever created a weaving project or have seen an
object created through weaving. They are then shown examples of blankets and tapestries woven with
patterns. The students are then instructed to create a sketch, including at least two diagonal lines and
incorporating at least three colors, which will be applied to their tapestry weaving.
Instruction: Students are shown how to set up their loom, stretching the yarn around the cardboard loom
tabs all the way to the other edge of the board. The weaving pattern of placing the yarn under every other
string is then demonstrated. The students are also shown the pattern of how to create a diagonal line
through the weaving loom. This is all applied to the sketch drawn as the sketch is placed beneath the strings
in order to be referenced and followed. In order to keep the weaving tight, the students are also shown how
to press their weaving lines tightly together.
Conclusion: Students then apply these strategies to their own work, following the lines and sketch they
created. Following their design in the final project as well as keeping the weaving tight and finishing it off are
all evaluated once the project is finished.
How this lesson provides for ASSESSMENT of student learning:
Pre-assessment
Students are asked about their previous weaving experiences. As a class, we discuss different patterns on
woven blankets and what it means to create a weave.
Checking up
The students observe a demonstration of weaving practices, including how to begin their own weaving. After
completing their sketch, the students must then apply these practices to their own weaving board, preparing
themselves to begin the project.
Post-assessment
The students complete their tapestry which is then evaluated on the design following their sketch, being
held tightly together through the appropriate weaving pattern, and being a complete product that is
accurately finished off.
How this lesson provides DIFFERENTIATION for the students in this class
When demonstrating, the students are able to hear and watch me as I present the ideas. The kinesthetic
learners then get the chance to interact with the yarn, pulling the yarn throughout the piece.
RESOURCES NEEDED
Cardboard loom with cut tabs, various colors of yarn, scissors, tape, paper, pencils, sketch, colored pencils,
rulers







REFLECTIVE ASSESSMENT of lesson and student success (To be written on back after lesson is taught)

Unfortunately this project was not finished in time before my final week at the school so I
was unable to observe the final result. The students struggled at first with the idea of beginning
the weaving project. Some grasped more quickly than others, but they struggled with getting the
alternating pattern down when creating the weaving. This is a concept that the students would
benefit from knowing more fully before beginning on the final project.
Being in a school with a fairly large African American population, I began the project
with asking about their experience with weaving. This question received the reaction, Do you
see who you are working with? Of course we know what a weave is! Never thinking about
weaving in reference to hair, I explained that I was talking about a different form of weaving.
When teaching this lesson again, I need to more clearly define the terms before beginning.
To my surprise, students who struggled with following instructions on previous
assignments reacted well to the weaving process. After they were started with the weaving
process, they were easily able to recognize when the made mistakes and were able to go back
and fix them.