SchoolArts Magazine

MAY-JUN 2007

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Get all of your art lesson plans and materials in one place! Continued from "Textile Design for the Real World" on page 31. Middle School Studio Lesson Textile Design Denise M. Cassano T for the Real World a much larger, more complicated design. Wallpaper swatch books provide many examples for students. They are also excellent examples of motif and repetition. Students realize there are two The Challenge basic ways to repeat a motif. Some This project challenges students designs are simply made, moved and to identify functional art in their repeated. In effect, it is the same everyday lives. motif repeated next to the original. We develop a broad definition Others are made and then flipped, so of a textile as a "woven or knitted there is a mirror image of the original. fabric or cloth." Once flipped, Students analyze textile Typically, stunew, interesting dents think of patterns create designs, then create their curtains, clothown motifs and repeat them lines of reflecing, bed sheets, tion. With these to turn them into a much etc., however, I reflected motifs, larger pattern. encourage them beautiful, often to think about unusual new conmore unusual fabrics, such as those nections emerge along the edges. My on car seats, towels, tents, banners, sixth grade students often refer to it as wallpaper, and umbrellas. looking like a kaleidoscopic design. It's important for students to Organic vs. Geometric understand that artists do not typiTo begin the design process, stucally make the entire pattern from dents choose between organic or scratch. They actually make one geometric shapes. This allowed small area, called a motif. That for them to have control over the motif is then repeated to create exact shapes they wanted to use. extile design is a multi-million-dollar business that affects all of us. However, the idea of textile design is often ignored in our art classes. 30 SchoolArts Organic designs focused on flowers, leaves and other life forms. I usually gear students toward organic shapes because I feel it helps them with their ability to render detail. Alternately, geometric designs were favorites of students who were not confident in their drawing abilities. Students were able to trace from circle stencils, French curves, and rulers. Students gained confidence with the availability of these tools. We begin by drawing flowers, stems, leaves, and even insects, in a simplified manner on 9 x 12" white paper. This is key, because the finished piece is 18 x 24". You may change the size of the finished swatch, just make sure the original drawing is one quarter the finished size. This small drawing should be done in pencil, with only contour lines (no shading or small detail). This drawing, when flipped and traced, will be used to create the larger, finished piece. Remember, the success of the entire design is dependent on the quality of the original, smaller drawing. Therefore, I give my sixth grad- May/June 2007 first. Students usually don't overlap enough and often go out of the lines but their efforts improve with practice. 1-800-558-9595 www.eNasco.com/artsandcrafts SA705 Circle No. 120 on Reader's Service card. Great Pr oducts Great Service Thr ow -N-GO TM TM The perfect classroom wheel! *Weighs under 45 pounds and can center 50+ pounds of clay! *Complete - Includes stool, Versa-BatTM, three bats, splash pan. *Stackable - Reclaim valuable workshop or classroom space. *Internal storage - For buckets, bats, tools or clay. *Water, Tool or Scrap receptacles built into body. *Reversible - With the flip of a switch. Kilns Conclusion I have done this project for a few years and can honestly say all of my students are successful. Hanging the finished drawings with real fabric textiles makes for a wonderful showcase of student work. This unit combines technical accuracy, color vocabulary, and a taste for designing in the real world. My sixth graders genuinely enjoy the design process and are proud of the finished piece. Assessment Students have the following list as they work, so it promotes student reflection. Each category has a point value attached to it. You may assign each category the point value you feel is appropriate. Textile Design Scoring Key 1. Design exhibits a reflection from top to bottom and left to right. 2. Pencil lines are light and neat. 3. Blending is precise and accurate. 4. Objects connect on lines of reflection to create new shapes. Tools Clay Denise Cassano teaches art at Scarsdale Middle School, Scarsdale, New York. dodici12@charter.net Glazes GREAT LAKES CLAY & SUPPLY COMPANY 800-258-8796 Fax 847-551-1083 www.greatclay.com Circle No. 329 on Reader's Service card. 64 SchoolArts May/June 2007 NatioNal StaNdard Students understand and apply media, techniques, and processes. Web liNk www.metmuseum.org/education/ er_online_links/er_ra.htm

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