Navajo Weaving

Learning Resource Type

Classroom Resource

Subject Area

Arts Education

Grade(s)

K, 1, 2

Overview

Students will discuss key details from the book Ten Little Rabbits by Virginia Grossman.  They will compare Navajo blankets to the colors and patterns in the book.  They will perform movements following a pattern from the book.  Students will collaborate to create a movement pattern that relates to weaving.  

Arts Education (2017) Grade(s): KG - Dance

AE17.D.K.20

Express something of interest within a work of art (visual, music, theatre, etc.) through movement.

UP:AE17.D.K.20

Vocabulary

  • Relate personal experience to dance.
  • Integrate other art disciplines in dance.
  • Elements of Dance
  • Dance Literacy

Essential Questions

EU: As dance is experienced, all personal experiences, knowledge, and context are integrated and synthesized to interpret meaning.
EQ: How does dance deepen our understanding of ourselves, other knowledge, and events around us?

Skills Examples

  • Recognize how dancers interact with each other and their emotions when they dance together.
  • Utilize texture in a painting to inspire movement quality.
  • Describe the levels created by peers in an improvisation or dance phrase.

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Arts Education (2017) Grade(s): 1 - Dance

AE17.D.1.15

Identify a movement or movement phrase that repeats to make a pattern within a dance.

UP:AE17.D.1.15

Vocabulary

  • Identify recurring movement.
  • Identify movements in culture dance or genre.
  • Utilize dance terminology to communicate.
  • Explain dance choices.

Essential Questions

EU: Perceive and analyze artistic work.
EQ: How is dance understood?

Skills Examples

  • View recorded or live dance phrases and identify patterns (i.e., Trisha Brown's Accumulation).
  • Observe an example of a simple canon.
  • Tap: flap, toe heel, shuffle, dig step
  • Ballet: plié, tendu, rond de jambe, chaîne
  • African Dance: hand waves, step touch, hops
  • View a recorded dance work and discuss what the dance may be about. Hypothesize the meaning of dance work (i.e., Alvin Ailey's Revelation, Martha Graham's Lamentation).
  • Improvise movement to specific music to evoke specific emotion
  • Explore and explain dance choices (i.e., Shaking hands to express frustration, holding heart to express love, pointing to ring finger to express marriage, saluting to express patriotism).

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): 2 - Dance

AE17.D.2.16

Observe or perform dance movements from a specific genre or culture and describe or demonstrate the movements.

UP:AE17.D.2.16

Vocabulary

  • Identify recurring movement.
  • Create recurring movement.
  • Perform dance movements from a culture or genre and describe movement.
  • Identify meaning utilizing simple dance terminology.
  • Identify and explain movement to convey a theme or concept.

Essential Questions

EU: Perceive and analyze artistic work.
EQ: How is dance understood?

Skills Examples

  • Students create a call and response hand clapping rhythm and allow students to identify the pattern.
  • Students create a short phrase that includes a pattern of movement, then have other students identify the pattern.
  • View and/ or perform the Russian Troika, Charleston Bump, or Hoe Ana cultural dances.
  • Sauté to show surprise, melt to show sadness, leap to show happiness.
  • Identify the characters and describe the story in a narrative dance.
  • Draw a picture and write a caption in response to a live or recorded performance of dance.
  • Create short sentence that tell a story and have students improvise movement to describe the sentence.

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): KG - Music

AE17.MU.K.2

Generate musical ideas.

UP:AE17.MU.K.2

Vocabulary

Rhythm
  • Steady beat
  • Long/ Short
  • One and two sounds per beat
  • Silent beat
Melody
  • High and low
  • Pitch set: So, Mi
  • Musical alphabet
Harmony
  • Accompaniment/ no accompaniment
Form
  • Like and unlike phrases
  • Echo
Expression
  • Speak, sing, shout, whisper
  • Solo/ Group
  • Unpitched percussion
  • Flute, trumpet, violin, piano
  • Loud/ Soft
  • Fast/ Slow
Other
  • Age-appropriate audience and performer etiquette

Essential Questions

EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?

Skills Examples

Performing
  • Chant, move, play, and sing grade level skills.
  • Echo simple rhythmic patterns.
  • Echo a three-pitch melodic pattern using the correct syllables and hand signs.
Creating
  • Perform an improvised rhythmic pattern within a framework of four beats.
  • Perform an improvised melodic pattern on a pitched percussion instrument set to the pentatonic scale within a framework of four beats.
  • Improvise short songs and instrumental pieces using a variety of sound sources, including traditional or classroom sounds, body percussion, and sounds produced by electronic means.
  • Explore musical sources freely using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use sound and silence.
Reading/ Writing
  • Create a visual representation of sound.
Responding/ Evaluating
  • Respond to a musical call or question with an age- appropriate musical answer.
  • Evaluate peer performance to determine steady beat/no steady beat.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 1 - Music

AE17.MU.1.1

Create musical ideas for a specific purpose.

UP:AE17.MU.1.1

Vocabulary

Rhythm
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 -C5)1
  • Mallet/ drumming technique — hands together

Essential Questions

EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?

Skills Examples

Performing
  • Perform original rhythmic compositions containing quarter note, quarter rest, paired eighth notes.
  • Perform original melodic compositions containing quarter note, quarter rest, paired eighth notes and using the pitches mi/so/la.
Creating
  • Improvise 4-beat melodic phrases containing mi/so/la, both vocally and on pitched percussion instruments.
  • Construct 4-beat rhythmic patterns using manipulatives, such as note cards, popsicle sticks, or blocks.
Reading/ Writing
  • Read 4-beat melodic phrases on a modified staff on which mi is indicated.
  • Notate from dictation 4-beat rhythm phrases using manipulatives such as note cards, popsicle sticks, or blocks.
  • Identify melodic patterns on a modified staff when played on a pitched instrument.
Responding/ Evaluating
  • Create rubric for evaluation of peer compositions.
  • With guidance, apply peer suggestions to personal compositions. Select an original composition for performance.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 2 - Music

AE17.MU.2.3

Demonstrate and explain personal reasons for selecting patterns and ideas for music that represent expressive intent.

UP:AE17.MU.2.3

Vocabulary

Rhythm
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do , Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands

Essential Questions

EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?

Skills Examples

Performing
  • Perform original melodic patterns in do pentatonic as an introduction to a known song.
  • Perform original rhythmic patterns on body percussion or unpitched percussion, containing eighth note, eighth rest, half note, half rest, whole note, whole rest, as an introduction to a known chant.
Creating
  • Create a melody on pitched instruments using speech rhythms from a selected poem.
  • Improvise with a partner in question/answer style, using pitched or unpitched percussion instruments.
Reading/ Writing
  • Notate speech rhythms from a selected poem, using iconic or standard notation.
  • Using music composition software, create an original composition based on a personally selected topic.
Responding/ Evaluating
  • Refine compositions based on self-evaluation of a recorded performance.
  • Indicate dynamic markings for original compositions.

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): KG - Visual Arts

AE17.VA.K.12

Interpret art by identifying subject matter and describing relevant details.

UP:AE17.VA.K.12

Vocabulary

  • Art
  • Artwork
  • Collaboratively
  • Collage
  • Cool colors
  • Warm colors
  • Elements of Art
    • Color
    • Line
    • Shape
  • Imaginative play
  • Play
  • Portfolio
  • Primary colors
  • Principles of design
    • Pattern
  • Printmaking

Essential Questions

EU: People gain insights into meanings of artworks by engaging in the process of art criticism.
EQ: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art?

Skills Examples

  • Identify art in their community, such as landscaping, etc.
  • Communicate the ideas and stories he/she sees in a work of art.
  • Recognize and point out basic elements of art in their own artwork and that of others.
  • Describe the meaning in the marks they make on paper.
  • Compare a photograph or painting of a vase to a real vase.
  • Explain what they think a piece of artwork means.
  • Listen carefully to the point of views of others and recognize that people have different opinions and responses.
  • Share what they see in a piece of artwork by listing items seen using art vocabulary. Answer questions such as, "What do you see?" or "How does this art make you feel?"
  • Explain why they like or do not like a piece of artwork.
  • Explain why he/she likes or dislikes his/her own artwork.

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 1 - Visual Arts

AE17.VA.1.10

Select and describe works of art that illustrate daily life experiences.

UP:AE17.VA.1.10

Vocabulary

  • Complementary colors
  • Contrast
  • Curator
  • Elements of Art
    • Texture
  • Landscapes
  • Portrait
  • Positive/ negative space and shape
  • Principles of design
    • Repetition
    • Variety
  • Secondary colors
  • Still life
  • Technique
  • Venue

Essential Questions

EU: Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.
EQ: How do life experiences the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our responses to art?

Skills Examples

  • Identify the basic elements of art in a work of art through group discussion.
  • Discuss how people create works of art to communicate ideas and serve different purposes.
  • Investigate how a select work of art was created.
  • Identify elements of art and principles of design in their own artwork and in those of others using art vocabulary.
  • Connect the stories in works of art to the cultures they represent.
  • Compare Leonardo DaVinci's Mona Lisa with Johannes Vermeer's The Girl with the Pearl Earring to identify different uses of the elements of art and principles of design.
  • Compare images that represent the same subject matter.
  • Connect visual stories with literary stories.
  • Share their art-making processes with peers
  • Classify/ group art work by portraits, landscapes and still life.

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): 2 - Visual Arts

AE17.VA.2.15

Compare and contrast cultural uses of artwork from different times and places.

UP:AE17.VA.2.15

Vocabulary

  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist

Essential Questions

EU: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.
EQ: How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life?

Skills Examples

  • Students compare, contrast and discuss how art can reflect artists' personal experiences or interests.
  • Compare materials and techniques in works of art using descriptive language.
  • Identify and share the uses of visual arts outside the classroom.
  • Teacher provides a diverse selection of artworks that represents different times and places for student viewing and discusses subject matter with students.
  • Recognize and respect cultural differences in works of art.
  • Compare and contrast Australian Aboriginal dot painting and Plains Indians pictographs.

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

CR Resource Type

Lesson/Unit Plan

Resource Provider

The Kennedy Center

License Type

Custom

Resource Provider other

The Kennedy Center
https://www.kennedy-center.org/education/resources-for-educators/classroom-reso…

Custom License Type (URL)

https://www.kennedy-center.org/terms-conditions/

Accessibility

Graphics: includes alt tags or long descriptions

Comments or Notes

The lesson can be printed using this link:

https://docs.google.com/document/u/1/d/1DZQ9AST-b-_zBgKu8G4UO5Mjowm6mCnm04QLmBNNJDw/copy

Approved Date

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