I. Curricular Framework

Concept:

Impact of Physical Environment

Essential Question:

What impact does color have on our physical environments?

Bridge:

Piet Mondrian

Content:

Banner Construction

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: Using guided imagery, the students will discuss the effect environment has on the mood, motivation and attitudes of people.

Activity: Ask the students to close their eyes and think about: 1. The way they feel in a variety of environments: Hospitals, Disney World, school, home, church, the beach, etc. 2. Why environmental elements make space feel the way it does.

How colors effect us.
How sounds effect us.
How smells effect us.
How movement effects us.

Assessment: Reflection on types of spaces (Aesthetics).

2. Attend: Attending to the Connection

Objective: The students will explore spaces in the school and try to brainstorm ideas for a banner installation.

Activity: As students tour the school they will: 1. Consider how banners might change the environment of an area in the school. 2. Brainstorm about banner characteristics to be used. 3. Consider various banner shapes, sizes, colors, etc. Assessment: Shared ideas on existing spaces and the changes banners might make to it. (Aesthetics).

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: The students will transfer the idea of creating an evironment to banners, based on geometric designs.

Activity:
1. View examples of the geometric paintings by artist Piet Mondrian.
2. Divide class into groups of 2-4
3. Assign each group to a panel.
4. Explain how panels will be connected to form banners.
5. Discuss in small groups how the work of Piet Mondrian might be an inspiration for their banner panel.

Assessment: Quality of student translating the work of Mondrian into a design for a banner panel (Art History).

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: The students will collect information on banner requirements as they review the entire banner building process.

Activity: 1. Review banner process:

Working on graph paper, use squares, triangles and rectangles to create a design for a banner panel.

Check designs with the design of the group(s) on either side of their panel.

Color in graph paper design.

Check color scheme with the colors of the group(s) on either side of their panel.

Assessment: Developing banner criteria through Art Production and Art Criticism.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: The students will create a 2' x 3' drawing of their panel design to be used as a pattern.

Activity: 1. Complete 2" x 3" colored panel design on graph paper. 2. Using a 2' x 3' piece of white roll paper, enlarge and transfer design. 3. Trace over each shape using black marker. 4. Write color name on each shape. Assessment: Complete pattern pieces for banner panel (Art Production).

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: The students will build their banner panel.

Activity: 1. Carefully cut out one pattern piece from paper. 2. Pin paper pattern piece to the matching fabric color. 3. Cut out the fabric pieces as precisely as possible. 4. Repeat for all pieces of fabric. 5. As each piece of fabric is cut, lay it out on a table as you would put together a puzzle. 6. When all fabric pieces have been cut out and laid on the table, have them checked by the teacher. 7. You are now ready to begin sewing the banner panel. (Sewing may be completed by the students, the teacher or a parent - depending on sewing skills.) 8. Place two fabric pieces together, one on top of another overlapping about 1/8 inch. 9. Pin the pieces together. 10. Using a small zig-zag stitch, sew the fabric pieces together. 11. Continue to pin and sew until all pieces are assembled. Assessment: Co-operative learning through Art Production.

7. Refine: Refining the Extension

Objective: The students will complete finishing details on individual panels, attach panels together and critique work.

Activity: 1. Trim excess fabric from seams on individual panels. 2. Sew banner panels together. 3. Sew fabric strip to top of banner. 4. Attach metal grommets to top of fabric strip for hanging. 5. Critique group panel designs, craftsmanship of work and completed banners. Assessment: Group discussion on completed work (Art Production and Art Criticism).

8. Perform: Creative Manifestation of Material Learned

Objective: The banners will be hung in the school to be enjoyed by everyone.

Activity: After banners are exhibited, students will complete a short writing on the banner making experience.

Assessment: Comments on the experience from a discipline-based point of view.

Assessment, Phase Five,Performance, Creative Use of Material Learned: