ALEX | Alabama Learning Exchange

Navajo Weaving

Classroom Resource Information

Title:

Navajo Weaving

URL:

https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/lessons-and-activities/lessons/k-2/navajo-weaving/

Content Source:

Other
The Kennedy Center

Type:

Lesson/Unit Plan

Overview:

Students will discuss key details from the book Ten Little Rabbits by Virginia Grossman. They will compare Navajo blankets to the colors and patterns in the book. They will perform movements following a pattern from the book. Students will collaborate to create a movement pattern that relates to weaving.

Content Standard(s):

Arts Education ARTS (2017) Grade: K Dance	20) Express something of interest within a work of art (visual, music, theatre, etc.) through movement. Example: Use texture in a painting to inspire movement quality. Unpacked Content Artistic Process: Connecting Anchor Standards: Anchor Standard 10: Synthesize and relate knowledge and personal experiences. Process Components: Synthesize Essential Questions: EU: As dance is experienced, all personal experiences, knowledge, and context are integrated and synthesized to interpret meaning. EQ: How does dance deepen our understanding of ourselves, other knowledge, and events around us? Concepts & Vocabulary: Relate personal experience to dance. Integrate other art disciplines in dance. Elements of Dance Dance Literacy Skill Examples: Recognize how dancers interact with each other and their emotions when they dance together. Utilize texture in a painting to inspire movement quality. Describe the levels created by peers in an improvisation or dance phrase.
Arts Education ARTS (2017) Grade: 1 Dance	15) Identify a movement or movement phrase that repeats to make a pattern within a dance. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 7: Perceive and analyze artistic work. Process Components: Analyze Essential Questions: EU: Perceive and analyze artistic work. EQ: How is dance understood? Concepts & Vocabulary: Identify recurring movement. Identify movements in culture dance or genre. Utilize dance terminology to communicate. Explain dance choices. Skill Examples: View recorded or live dance phrases and identify patterns (i.e., Trisha Brown's Accumulation). Observe an example of a simple canon. Tap: flap, toe heel, shuffle, dig step Ballet: plié, tendu, rond de jambe, chaîne African Dance: hand waves, step touch, hops View a recorded dance work and discuss what the dance may be about. Hypothesize the meaning of dance work (i.e., Alvin Ailey's Revelation, Martha Graham's Lamentation). Improvise movement to specific music to evoke specific emotion Explore and explain dance choices (i.e., Shaking hands to express frustration, holding heart to express love, pointing to ring finger to express marriage, saluting to express patriotism).
Arts Education ARTS (2017) Grade: 2 Dance	16) Observe or perform dance movements from a specific genre or culture and describe or demonstrate the movements. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 7: Perceive and analyze artistic work. Process Components: Analyze Essential Questions: EU: Perceive and analyze artistic work. EQ: How is dance understood? Concepts & Vocabulary: Identify recurring movement. Create recurring movement. Perform dance movements from a culture or genre and describe movement. Identify meaning utilizing simple dance terminology. Identify and explain movement to convey a theme or concept. Skill Examples: Students create a call and response hand clapping rhythm and allow students to identify the pattern. Students create a short phrase that includes a pattern of movement, then have other students identify the pattern. View and/ or perform the Russian Troika, Charleston Bump, or Hoe Ana cultural dances. Sauté to show surprise, melt to show sadness, leap to show happiness. Identify the characters and describe the story in a narrative dance. Draw a picture and write a caption in response to a live or recorded performance of dance. Create short sentence that tell a story and have students improvise movement to describe the sentence.
Arts Education ARTS (2017) Grade: K Music: General	2) Generate musical ideas. Example: Improvise rhythmic and melodic variations on given simple melodies. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Essential Questions: EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources. EQ: How do musicians generate creative ideas? Concepts & Vocabulary: Rhythm Steady beat Long/ Short One and two sounds per beat Silent beat Melody High and low Pitch set: So, Mi Musical alphabet Harmony Accompaniment/ no accompaniment Form Like and unlike phrases Echo Expression Speak, sing, shout, whisper Solo/ Group Unpitched percussion Flute, trumpet, violin, piano Loud/ Soft Fast/ Slow Other Age-appropriate audience and performer etiquette Skill Examples: Performing Chant, move, play, and sing grade level skills. Echo simple rhythmic patterns. Echo a three-pitch melodic pattern using the correct syllables and hand signs. Creating Perform an improvised rhythmic pattern within a framework of four beats. Perform an improvised melodic pattern on a pitched percussion instrument set to the pentatonic scale within a framework of four beats. Improvise short songs and instrumental pieces using a variety of sound sources, including traditional or classroom sounds, body percussion, and sounds produced by electronic means. Explore musical sources freely using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use sound and silence. Reading/ Writing Create a visual representation of sound. Responding/ Evaluating Respond to a musical call or question with an age- appropriate musical answer. Evaluate peer performance to determine steady beat/no steady beat.
Arts Education ARTS (2017) Grade: 1 Music: General	1) Create musical ideas for a specific purpose. Example: Improvise four-beat patterns in question and answer form. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Components: Imagine Essential Questions: EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources. EQ: How do musicians generate creative ideas? Concepts & Vocabulary: Rhythm Quarter note, quarter rest, paired eighth notes Strong/ weak beat Steady beat/ rhythm Allegro/ adagio Melody Pitch set: Mi, So, La Steps/ skips/ repeated notes Melodic direction Modified staff Line notes and space notes Harmony/texture Rhythmic ostinati Simple bordun Form AB, ABA Expression Legato, staccato Piano (p), forte (f) Classroom instrument classifications Clarinet, trombone, cello, drum Orchestral music: ballet Non-Western music celebrations Other Proper singing posture Age-appropriate pitch matching (C4 -C5)¹ Mallet/ drumming technique — hands together Skill Examples: Performing Perform original rhythmic compositions containing quarter note, quarter rest, paired eighth notes. Perform original melodic compositions containing quarter note, quarter rest, paired eighth notes and using the pitches mi/so/la. Creating Improvise 4-beat melodic phrases containing mi/so/la, both vocally and on pitched percussion instruments. Construct 4-beat rhythmic patterns using manipulatives, such as note cards, popsicle sticks, or blocks. Reading/ Writing Read 4-beat melodic phrases on a modified staff on which mi is indicated. Notate from dictation 4-beat rhythm phrases using manipulatives such as note cards, popsicle sticks, or blocks. Identify melodic patterns on a modified staff when played on a pitched instrument. Responding/ Evaluating Create rubric for evaluation of peer compositions. With guidance, apply peer suggestions to personal compositions. Select an original composition for performance.
Arts Education ARTS (2017) Grade: 2 Music: General	3) Demonstrate and explain personal reasons for selecting patterns and ideas for music that represent expressive intent. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 2: Organize and develop artistic ideas and work. Process Components: Plan and Make Essential Questions: EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent. EQ: How do musicians make creative decisions? Concepts & Vocabulary: Rhythm Eighth note, eighth rest, half note, half rest, whole note, whole rest Strong/ weak beat — 2/4; 3/4 meter Accelerando/ ritardando Melody Pitch Set: Do , Re, Mi, So, La Five-line staff Treble clef Names of lines/ spaces (treble staff) Harmony Melodic ostinati Partner songs Form AAB, AABA, Rondo Verse/ Refrain Expression Orchestral instrument families Piano (p), forte (f) Crescendo/ decrescendo Orchestral Music: programmatic Indigenous music: Native American American music: slave songs, colonial folk songs Other Age-appropriate pitch matching (B3-D5)¹ Mallet/ drumming technique: alternating hands Skill Examples: Performing Perform original melodic patterns in do pentatonic as an introduction to a known song. Perform original rhythmic patterns on body percussion or unpitched percussion, containing eighth note, eighth rest, half note, half rest, whole note, whole rest, as an introduction to a known chant. Creating Create a melody on pitched instruments using speech rhythms from a selected poem. Improvise with a partner in question/answer style, using pitched or unpitched percussion instruments. Reading/ Writing Notate speech rhythms from a selected poem, using iconic or standard notation. Using music composition software, create an original composition based on a personally selected topic. Responding/ Evaluating Refine compositions based on self-evaluation of a recorded performance. Indicate dynamic markings for original compositions.
Arts Education ARTS (2017) Grade: K Visual Arts	12) Interpret art by identifying subject matter and describing relevant details. Example: Answer questions such as, "What do you see?" or "How does this art make you feel?" Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 8: Interpret intent and meaning in artistic work. Process Components: Perceive, Analyze, Interpret Essential Questions: EU: People gain insights into meanings of artworks by engaging in the process of art criticism. EQ: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art? Concepts & Vocabulary: Art Artwork Collaboratively Collage Cool colors Warm colors Elements of Art Color Line Shape Imaginative play Play Portfolio Primary colors Principles of design Pattern Printmaking Skill Examples: Identify art in their community, such as landscaping, etc. Communicate the ideas and stories he/she sees in a work of art. Recognize and point out basic elements of art in their own artwork and that of others. Describe the meaning in the marks they make on paper. Compare a photograph or painting of a vase to a real vase. Explain what they think a piece of artwork means. Listen carefully to the point of views of others and recognize that people have different opinions and responses. Share what they see in a piece of artwork by listing items seen using art vocabulary. Answer questions such as, "What do you see?" or "How does this art make you feel?" Explain why they like or do not like a piece of artwork. Explain why he/she likes or dislikes his/her own artwork.
Arts Education ARTS (2017) Grade: 1 Visual Arts	10) Select and describe works of art that illustrate daily life experiences. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 7: Perceive and analyze artistic work. Process Components: Perceive, Analyze, Interpret Essential Questions: EU: Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments. EQ: How do life experiences the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our responses to art? Concepts & Vocabulary: Complementary colors Contrast Curator Elements of Art Texture Landscapes Portrait Positive/ negative space and shape Principles of design Repetition Variety Secondary colors Still life Technique Venue Skill Examples: Identify the basic elements of art in a work of art through group discussion. Discuss how people create works of art to communicate ideas and serve different purposes. Investigate how a select work of art was created. Identify elements of art and principles of design in their own artwork and in those of others using art vocabulary. Connect the stories in works of art to the cultures they represent. Compare Leonardo DaVinci's Mona Lisa with Johannes Vermeer's The Girl with the Pearl Earring to identify different uses of the elements of art and principles of design. Compare images that represent the same subject matter. Connect visual stories with literary stories. Share their art-making processes with peers Classify/ group art work by portraits, landscapes and still life.
Arts Education ARTS (2017) Grade: 2 Visual Arts	15) Compare and contrast cultural uses of artwork from different times and places. Example: Australian Aboriginal dot paintings and Plains Indians pictographs. Unpacked Content Artistic Process: Connecting Anchor Standards: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Process Components: Synthesize Essential Questions: EU: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art. EQ: How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life? Concepts & Vocabulary: Principles of design Balance Brainstorming Composition Concepts Characteristic Elements of art Space Value Expressive properties Foreground Middle ground Neutral colors Resist Skill Examples: Students compare, contrast and discuss how art can reflect artists' personal experiences or interests. Compare materials and techniques in works of art using descriptive language. Identify and share the uses of visual arts outside the classroom. Teacher provides a diverse selection of artworks that represents different times and places for student viewing and discusses subject matter with students. Recognize and respect cultural differences in works of art. Compare and contrast Australian Aboriginal dot painting and Plains Indians pictographs.

Tags:

blankets, colors, movement, Navajo, patterns, Ten Little Rabbits, Virginia Grossman

License Type:

Custom Permission Type
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Comments

The lesson can be printed using this link:

https://docs.google.com/document/u/1/d/1DZQ9AST-b-_zBgKu8G4UO5Mjowm6mCnm04QLmBNNJDw/copy

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Author:

Tiffani Stricklin

ALEX Classroom Resource

Navajo Weaving