## Paper Weaving Greeting Card

**Theme:**Unity in Diverse Art

**Lesson:**Creating Greeting Cards Using Diversity in Art

**Grade Level:**5th

**Integrated Subject:**Identifying Warm / Cools Colors and Generate parallel patterns by weaving

**Time of Lesson:**30 Mins

**Overview**

Along with learning the basic colors of the color wheel, students with use their creative side to create a diverse greeting card that involves paper weaving as the focal point. Students will create a colorful work of art (greeting card) for someone to show diversity in our creative culture.

**Vocabulary**

**Primary Color-**any of a group of colors from which all other colors can be obtained by mixing

**Secondary Color-**a color resulting from the mixing of two primary colors.

**Measure-**ascertain the size, amount, or degree of (something) by using an instrument or device marked in standard units or by comparing it with an object of known size

**Cut-**divide into pieces with a knife or other sharp implement

**Length-**the measurement or extent of something from

**Symmetry**- the property of being the same or corresponding on both sides of a central dividing line

**Additive Process-**something added to something else to alter or improve it in some way, for example, to change the color or texture

**Weave-**interlacing long threads passing in one direction with others at a right angle to them

**Perpendicular-**a straight line at an angle of 90° to a given line, plane, or surface

**Intersect-**divide (something) by passing or lying across it

**Base-**the lowest part or edge of something

**Objectives**

- Identify the difference between cool and warm colors
- Use the least amount of water while painting
- Create a greeting card
- Keep the cool or warm colors parallel to each other

**Evaluation**

Students will be graded on their basic understanding of cool and warm colors

Students should be able to write a nice greeting inside their card

Students will be graded on their completion of the project

**Visual Culture Component**

Here are just a few examples of how paper weaving uses warm and cool colors that relate to my student lesson. These show great contrast and introduces art through the use of paper weaving.

**Artist Connection**

Tapestries # 0025 |
Ellen JacksonEllen Jackson has created an art form that mirrors her intrigue with the relationship of the woven form, color, and texture. She graduated from New York’s Fashion Institute of Technology, with a degree in textile design. While she was there, she was introduced to the art of weaving and a delightfully unexpected passion for the woven structure began. The resulting pieces reflect the fascination Ellen holds for intricately interlacing various colorful papers and textured materials that are cut, moved and layered – Integrating weaving and contemporary art. Her work is a celebration of the moment – which is the only place where creativity can happen. The creative process constantly shifts and reveals itself in each moment as an unfolding of mysterious details- each piece is one-of-a-kind - the possibilities are endless. |
Tapestries # 0002a |

## Teacher Exemplar

**Standards**

**Art**

*Standard 1*: The student will demonstrate competence in the use of ideas, materials, techniques, and processes in the creation of works of visual art.

· VA3-1.3 Use and combine a variety of materials, techniques, and processes to create works of visual art.

Standard 6: The student will make connections between the visual arts and other arts disciplines, other content areas, and the world.

VA4-6.1 Identify similarities and connections between the visual arts and other subjects in the school curriculum.

*Standard 4*: The student will understand the visual arts in relation to history and world cultures and the technologies, tools, and materials used by artists.

· VA3-4.1 Identify and discuss specific works of visual art created by artists from South Carolina as belonging to a particular time, culture, and place.

**Grade 5 » Operations & Algebraic Thinking**

CCSS.MATH.CONTENT.5.OA.B.3

**Analyze patterns and relationships.**

CCSS.MATH.CONTENT.5.OA.B.3

Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane.

*For example, given the rule "Add 3" and the starting number 0, and given the rule "Add 6" and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so*.

**Grade 5 » Geometry**

CCSS.MATH.CONTENT.5.G.A.1

CCSS.MATH.CONTENT.5.G.A.2

CCSS.MATH.CONTENT.5.G.B.3

CCSS.MATH.CONTENT.5.G.B.4

**Graph points on the coordinate plane to solve real-world and mathematical problems.**

CCSS.MATH.CONTENT.5.G.A.1

Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g.,

*x*-axis and

*x*-coordinate,

*y*-axis and

*y*-coordinate).

CCSS.MATH.CONTENT.5.G.A.2

Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

**Classify two-dimensional figures into categories based on their properties.**

CCSS.MATH.CONTENT.5.G.B.3

Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.

CCSS.MATH.CONTENT.5.G.B.4

Classify two-dimensional figures in a hierarchy based on properties.

**Materials**

Paper

Water Color Paper: 8.5x11

Construction Paper: 8.5x11

Scissors

Water color paint

Paint Brushes

Glue sticks

Tape

Water cups

News print

A creative student

**Procedures**

- Place / Pass out materials
- Let students choose between cool or warm colors
- Paint (with water colors) interesting shapes and lines using warm or cool colors on paper
- Set wet paper to dry
- Glue the colored paper on the front of the card
- Begin creating the inside content of greeting card
- Place colored stripes about an inch from the top and bottom borders
- Create a creative greeting for someone special on the inside of the greeting card
- Cut painted paper into multiple stripes (about a quarter inch)
- Approach a classmate that has the opposite color choice and trade about five- six stripes with them
- Once stripes have been collected begin the weaving process
- Once you have completed the weaving process, place a "X" on the back with tape
- Glue the weaved paper on the front of the card
- Take a look at the diverse artwork created

**Active Links**

**http://www.pinterest.com/pin/38280665553494252/**

**http://www.corestandards.org/Math/Content/1/G/**

**http://www.ellenjacksonart.com/**

**Reflection**

**Three things that went well in my lesson plan:**

1. I was able to interact with the students

2. Students felt the project was creative.

3. I was able to get the students to identify warm and cool colors.

**Three things I would change if I ever did this lesson plan again:**

1. Think of a better way to illustrate how to weave paper.

2. Stay calm and try not to look so nervous.

3. Explain some of the standards.

**Student Work**