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BEADED ROSETTE DESIGNS Teacher Name: Katelynn Saufert Date: November 17, 2017 Subject Area: Art Grade: 2 Topic: First Nations & Metis Beadwork Time: 60 mins * Lesson adapted from The Learning Circle: Classroom Activities on First Nations in Canada - Ages 4 to 7 by Harvey McCue and Associates for Aboriginal Affairs and Northern Development Canada, 2010. https://www.aadnc-aandc.gc.ca/eng/1316530132377/1316530184659
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    BEADED ROSETTE DESIGNS Teacher Name:  Katelynn Saufert Date:  November 17, 2017 Subject Area:  Art Grade: 2 Topic: First Nations & Metis Beadwork Time:  60 mins * Lesson adapted from The Learning Circle: Classroom Activities on First Nations in Canada -  Ages 4 to 7  by Harvey McCue and Associates for Absrcinal Affairs and Northern Development Canada, 2010. https://www.aadnc-aandc.gc.ca/eng/1316530132377/1316530184659  Learner Outcomes (From Alberta Program of Studies for Art 1-6) 1.   Reflection a.   Component 2 - Assessment: Students will assess the use or function of objects i.   Designed objects serve specific purposes. ii.   Designed objects serve people. iii.   Designed objects are made by people or machines.  b.   Component 3 - Appreciation: Students will interpret artworks literally. i.   Art takes different forms depending on materials or techniques used. ii.   An art form dictates the way it is experienced. iii.   An artwork tells something about its subject matter and the artists who made it. 2.   Depiction a.   Component 4 - Main Forms and Proportions: Students will learn the shapes of things as well as develop decorative styles. i.   Shapes can be made using different procedures. 3.   Composition a.   Component 8 - Unity: Students will create unity through density and rhythm. i.   Families of shapes, and shapes inside or beside shapes, create harmony. ii.   Repetition of qualities such as colour, texture and tone produce rhythm and balance. 4.   Expression a.   Component 10(i) - Purpose 5: Students will create an srcinal composition, object or space based on supplied motivation.    i.   Outside stimulation from sources such as music, literature, photographs, film, creative movement, drama, television and computers can be interpreted visually.  b.   Component 10 (iii) - Media and Techniques: Students will use media and techniques, with an emphasis on exploration and direct methods in drawing,  painting, print making, sculpture, fabric arts, photography and technographic arts. i.   Drawing 1.   Use drawing tools to create a variety of shapes - open, closed forms; straight, curved forms; geometric (rectangles, squares, circles, triangles) and free form. 2.   Use drawing to add details and textures or create pattern. Learner Objectives 1.   Students will be able to identify colours, shapes, patterns in beadwork designs. 2.   Students will be able to use drawing tools to create designs based on the colours, shapes,  patterns of beadwork design. 3.   Students will be able to create designs in which the repetition of colours, shapes and  patterns create unity and harmony. Assessment (Formative)   ●   Students will hand in designs when finished. Check for criteria: ○   Includes at least two different shapes ○   Includes a pattern - have students explain their pattern when they hand it in ○   All beads are coloured ●   Observe students’ ability to identify colours, shapes, and patterns in beadwork designs.   Materials   1.   Artifacts - moccasins, rattles, 6 rosettes 2.   Presentation - pictures and description of beadwork designs    3.   Colouring utensils 4.   Paper Introduction - First Nations Culture   ●   Tell students that today we are going to learn about beadwork done by First Nations and Metis artists. ●   Discuss how beadwork is part of First Nations culture. ●   Discuss what it means for people to have different cultures. (wearing, doing and using different things). ○   Show students the vest with beadwork ■   Different cultures wear different kinds of clothing ○   Show students mossbag ■   Discuss how mossbags were used for very young babies - to keep it warm and cuddled, and was filled with moss and grass. ○   Show students baby mocassins ■   How are they similar/different to other baby shoes? (made from different materials, decorated with beads) ○   Show students baby rattles ■   How are they similar/different to other baby rattles? ●   (made from different materials, have beads, different colours) Introduction - Examining Artifacts & Pictures   ●   Gather students on the carpet to look at rosettes. ●   Introduce by telling students we are going to talk about beadwork - which is an important  part of First Nations and Metis culture. ●   Discuss what rosettes are (decorative, used on clothing, dresses) ●   First - show a rosette from far away ○   “From far away, what kinds of shapes can you see? Colours? Patterns?”   ○   Before handing out rosettes remind students how to handle and pass items gently and with respect, and that each student should hold it for a few seconds and then  pass it to the next person. ○   Ask students to hold the rosette and look closely at all the individual beads that make up the shapes, lines and patterns. Ask students to take a finger and feel all    the beads. ○   Discuss how they are made (the artist plans their design first, then each tiny bead is sewn on by hand) ○   When all students have looked at a rosette, have them move back to their tables. ●   Look at pictures of rosettes. ○   Review what shapes and colours students see. ○   Discuss how shapes and colours repeat to create patterns and “unity” or bring the design together. Introduction - First Nations Culture   ●   Discuss how beadwork is part of First Nations culture. ●   Discuss what it means for people to have different cultures. (wearing, doing and using different things). ○   Show students the vest with beadwork ■   Different cultures wear different kinds of clothing ○   Show students mossbag ■   Discuss how mossbags were used for very young babies - to keep it warm and cuddled, and was filled with moss and grass. ■   After looking at how many beads it would take to make just the small rosettes we just looked at imagine how many beads it would take to cover a whole vest. ●   “What does this tell us about the artist? Do you think the person who made this vest care a lot about it?”   ○   Show students baby mocassins ■   How are they similar/different to other baby shoes? (made from different materials, decorated with beads) ○   Show students baby rattles ■   How are they similar/different to other baby rattles? ●   (made from different materials, have beads, different colours) ○   Activity #2 - Creating Beadwork Designs  
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