Students will create two or three-dimensional articles using a variety of fiber media.
| STANDARDS MET | CONTENT/SKILLS | SUGGESTED ACTIVITIES | |||
|---|---|---|---|---|---|
| A | B | C | D | ||
| Performing and Creating | |||||
| 1-6 | 1 | a. Develop artistic skills and expression by exploring a variety of techniques using fiber, textile, and fabric design. | • Combine two or more fiber media to create a product. | ||
| 1-6 | 1 | b. Explore the tools, materials, and techniques related to fiber arts. | • Combine fiber arts with other artistic media. | ||
| 1-6 | 1-5 | 7 | c. Demonstrate the ability to express ideas through fiber art projects. | ||
| 1-6 | 3-5, 7,8 | 1-5 | 3-7 | d. Demonstrate the ability to discuss, review, and solve problems related to the creation of personal art work and the art work of others. | • Create projects using any of the following: tie-dye, weaving, batik, basketry, natural fibers and dyes, silk painting and surface design, textile design, soft sculpture, crochet, knitting, costume design, sewing, and needle work. |
| 1-7 | e. Recognize the possibilities of combining and integrating two or more fiber related media, as well as the possibility of combining fiber arts with other artistic media. | ||||
| History and Culture | |||||
| 7 | 1-8 | 2-5 | 1-7 | a. Discuss and explore the variety of fabric surface designs used in various world cultures. | • Discuss the reasons why certain styles have evolved throughout different regions of the world. |
| 1-9 | 2-5 | 1-7 | b. Discuss and explore the variety of weavings used in various world cultures. | • Explore natural dyes used by the Alaska Natives and other cultures. | |
| 7 | 1-9 | 1,2 | 1-7 | c. Identify the relationship between historical periods and cultures by viewing fiber artwork. | • Identify and describe a variety of techniques and styles used by different fiber artists from a variety of cultures and historic periods. |
| 4 | 1,3,4,7,8 | 1-5 | 1-8 | d. Understand the relationship of the history of basketry to the Alaska Native cultures. | • Identify possible careers using fiber arts and discuss the ways history and culture have affected these opportunities. |
*Prerequisite: Introduction to Art or instructor’s approval
| STANDARDS MET | CONTENT/SKILLS | SUGGESTED ACTIVITIES | |||
|---|---|---|---|---|---|
| A | B | C | D | ||
| Evaluation and Analysis | |||||
| 7 | 1-8 | 1,2 | 1-6 | a. Use and understand the different criteria for evaluating surface design, basketry, weaving, knitting, sculpture, etc. | • Use written, oral, or performance methods to respond to fiber arts. |
| 1,2 | b. Apply the principles and elements of art to evaluate a specific work of fiber art. | • Use description, analysis, interpretation, and judgment to critique fiber arts. | |||
| 1-8 | 1,2 | 1-4 | c. Recognize craftsmanship, function, originality, technique, and design of several different pieces of fiber art. | • Critique personal work and the work of peers. | |
| 1-8 | 1-5 | 1-7 | d. Evaluate and critique historical and contemporary forms of art. | ||
| 3-5 | 1-7 | e. Accept and offer constructive criticism. | |||
| 7 | 1-8 | 1-5 | 1-7 | f. Demonstrate sensitivity to both traditional and self-expressive applications of art. | |
| Aesthetic Perception | |||||
| 4,7,8 | 1-6 | 1-8 | a. Identify and discuss the characteristics of successful fiber art. | • Discuss the impact of fiber arts and aesthetic experiences upon contemporary life and society. | |
| 7 | 1-8 | 3-5 | 1-8 | b. Recognize that personal opinions are a reflection of past experience, beliefs, and culture. | • Discuss the impact of cultural beliefs upon fiber art work. |
| 3-5 | 1-8 | c. Demonstrate the capacity to maintain a discussion and share opinions. | • Demonstrate sensitivity to the diversified experiences and personal preferences that people embrace through the arts. | ||
| • Discuss issues related to aesthetics, artists, values in art, and other related topics. | |||||
ASSESSMENTS
- Concept assimilation and demonstration
- Creativity
- Participation in class
- Public exhibit of art
- Rubric
- Safety habits
- Skill growth and manipulatives
- Time on task
- Working to assignment parameter
*Prerequisites: Introduction to Art or instructor’s approval