Title: Kente Cloth Unit: Africa
Grade Level: 5th and 6th Grade Medium: Painting
Suggested Time: 2 Class Periods
Instructional Objectives:
Students will use tempera paint to produce a sharp, clear edge between areas of color.
Students will create an original artwork that communicates ideas about functions of art in culture.
Students will create an alternating and complex pattern.
Elements of Art:
Shape, Color
Principles of Design:
Pattern, Contrast, Movement
Materials and Equipment:
6x18 Multipurpose White Paper, Tempera Paint (secondary and primary colors), Medium Sized Paintbrushes, Pencils, Erasers, Water-Based Black Markers, Paint Palette, Water Cup
General Vocabulary:
Kente, "Alternating" Pattern, Column, Row, Loom
Art Production:
1) As students come into class and become seated, start reading the book, "Kente Colors" by Deborah Newton Chocolate.
2) Inform students that they will be creating a painted picture of their own designed Kente Cloth using an alternating pattern and contrast shapes.
3) Present Kente Powerpoint to inform students where Kente cloth is most commonly made, showing different designs, who usually wears the cloth, how it's made using a loom, and where Kente cloth can be bought.
4) Give students the 6x18 multipurpose white paper.
5) Have students fold paper in half and then in half again, hamburger style.
6) Demonstrate to students by drawing two shapes and five lines in the first square. Have students then do the same.
7) Repeat the same steps for square two, but demonstrate with different shapes and lines to show contrast.
8) For the third square, have students repeat shapes and lines in square one.
9) For the fourth square, have students repeat shapes and lines in square two.
10) Have students go over all pencil lines with black water-based marker.
11) Have students choose three of the six colors of tempera paint to put onto their paint palette (have students share paints: 2 students to 1 palette). Point out to students that they will be using both primary and secondary colors.
12) Have students paint each square with at least three colors of tempera paint. Make sure students have squares one and three the same color scheme, and squares two and four the same color scheme.
13) Once done painting, have students place artwork onto a drying rack.
14) Once the artwork is dry, have students go back over the black lines a second time so that outlines are more prominent.
15) For clean up, designate some students to wash off palettes and brushes while the other students use paper towels and water to clean up possible messes left on the table.
16) Review Kente cloth meaning to the students, ask if they enjoyed the project, and if they can think of clothing items that we use for traditions.
Note: This project may take more than one class period which is why the suggested time states two. Students may only get done with painting before needing to clean up. If so, let paintings dry till next class period then have students go over lines next time.
Grade Level: 5th and 6th Grade Medium: Painting
Suggested Time: 2 Class Periods
Instructional Objectives:
Students will use tempera paint to produce a sharp, clear edge between areas of color.
Students will create an original artwork that communicates ideas about functions of art in culture.
Students will create an alternating and complex pattern.
Elements of Art:
Shape, Color
Principles of Design:
Pattern, Contrast, Movement
Materials and Equipment:
6x18 Multipurpose White Paper, Tempera Paint (secondary and primary colors), Medium Sized Paintbrushes, Pencils, Erasers, Water-Based Black Markers, Paint Palette, Water Cup
General Vocabulary:
Kente, "Alternating" Pattern, Column, Row, Loom
Art Production:
1) As students come into class and become seated, start reading the book, "Kente Colors" by Deborah Newton Chocolate.
2) Inform students that they will be creating a painted picture of their own designed Kente Cloth using an alternating pattern and contrast shapes.
3) Present Kente Powerpoint to inform students where Kente cloth is most commonly made, showing different designs, who usually wears the cloth, how it's made using a loom, and where Kente cloth can be bought.
4) Give students the 6x18 multipurpose white paper.
5) Have students fold paper in half and then in half again, hamburger style.
6) Demonstrate to students by drawing two shapes and five lines in the first square. Have students then do the same.
7) Repeat the same steps for square two, but demonstrate with different shapes and lines to show contrast.
8) For the third square, have students repeat shapes and lines in square one.
9) For the fourth square, have students repeat shapes and lines in square two.
10) Have students go over all pencil lines with black water-based marker.
11) Have students choose three of the six colors of tempera paint to put onto their paint palette (have students share paints: 2 students to 1 palette). Point out to students that they will be using both primary and secondary colors.
12) Have students paint each square with at least three colors of tempera paint. Make sure students have squares one and three the same color scheme, and squares two and four the same color scheme.
13) Once done painting, have students place artwork onto a drying rack.
14) Once the artwork is dry, have students go back over the black lines a second time so that outlines are more prominent.
15) For clean up, designate some students to wash off palettes and brushes while the other students use paper towels and water to clean up possible messes left on the table.
16) Review Kente cloth meaning to the students, ask if they enjoyed the project, and if they can think of clothing items that we use for traditions.
Note: This project may take more than one class period which is why the suggested time states two. Students may only get done with painting before needing to clean up. If so, let paintings dry till next class period then have students go over lines next time.
Rubric:
Content:
Students will use Tempera paint to produce a sharp, clear edge between areas of color. Students will create an original artwork that communicates ideas about functions of art in culture. Students will create an alternating and complex pattern.
1 2 3 4 5
Creativity:
Do the patterns and shape truly contrast each other? Do the colors cause the shapes to "pop?" Is the artwork unique to all the rest?
1 2 3 4 5
Craftsmanship:
Is the painting neat? Are the shapes properly outlined? Are there any white spaces caused by not painting thoroughly?
1 2 3 4 5
Completion:
Did the student finish the project on time?
1 2 3 4 5
Content:
Students will use Tempera paint to produce a sharp, clear edge between areas of color. Students will create an original artwork that communicates ideas about functions of art in culture. Students will create an alternating and complex pattern.
1 2 3 4 5
Creativity:
Do the patterns and shape truly contrast each other? Do the colors cause the shapes to "pop?" Is the artwork unique to all the rest?
1 2 3 4 5
Craftsmanship:
Is the painting neat? Are the shapes properly outlined? Are there any white spaces caused by not painting thoroughly?
1 2 3 4 5
Completion:
Did the student finish the project on time?
1 2 3 4 5