Classroom Resource

Quilt Block Collage

Subject Area

Arts Education

Grade(s)

3, 4, 5

Overview

Students will explore the history of quilts, uses of quilts, and quilt block patterns.  They will create a pattern for a collage quilt block.  Each student will complete one block to be used in the class quilt.  

Arts Education (2017) Grade(s): 3 - Visual Arts

AE17.VA.3.1

Elaborate on an individual or prompted imaginative idea.

Unpacked Content

UP:AE17.VA.3.1

Vocabulary

  • Creativity
  • Criteria
  • Critique
  • Design
  • Media
  • Mixed media
  • Monochromatic
  • Principles of design
    • Rhythm
  • Technology
  • Visual image

Essential Questions

EU: Creativity and innovative thinking are essential life skills that can be developed.
EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?

Skills Examples

  • Use a variety of materials to create a three-dimensional mask showing a student's personality.
  • Use torn paper scraps to create rhythm in a landscape.
  • Plan a community/city; then, build a model of it with recyclable materials, such as cardboard, boxes, containers, and tubes.
  • Collaborate with a group to demonstrate how to care for tools used in class (such as paintbrushes).
  • After looking at Vincent van Gogh's painting, Bedroom, create a narrative painting depicting a memory of a student's personal bedroom.
  • Use appropriate visual art vocabulary during the art-making process of two-and-three-dimensional artworks.
  • Collaborate with others to create a work of art that addresses an interdisciplinary theme.
  • Read and explore books like Imagine That by Joyce Raimondo or Dinner at Magritte's by Michael Garland and then create a Surrealistic style artwork.
  • Recognize and identify choices that give meaning to a personal work of art.
  • Create a drawing using monochromatic colors (paint, oil pastels, etc.).
  • Explore individual creativity using a variety of media.
  • Understand what effects different media can have in a work of art.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 3 - Visual Arts

AE17.VA.3.9

Identify and explain how and where different cultures record and illustrate stories and history through art.

Unpacked Content

UP:AE17.VA.3.9

Vocabulary

  • Creativity
  • Criteria
  • Critique
  • Design
  • Media
  • Mixed media
  • Monochromatic
  • Principles of design
    • Rhythm
  • Technology
  • Visual image

Essential Questions

EU: Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding.
EQ: What is an art museum? How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences? How do objects, artifacts, and artworks collected, preserved, or presented, cultivate appreciation and understanding?

Skills Examples

  • Communicate the process used to make a presentation of visual artwork within limited space.
  • Select and present visual arts in accordance with given topics and ideas.
  • Describe the sequence of the process used to create the artwork.
  • Discuss Chauvet cave paintings, Diego Rivera's mural (The History of Mexico), or the Bayeux Tapestry depicting the events of the Norman Conquest.
  • Discover how and understand why the color yellow is a special color in other cultures and explore the color symbolism of various cultures.

Anchor Standards

Anchor Standard 6: Convey meaning through the presentation of artistic work.
Arts Education (2017) Grade(s): 4 - Visual Arts

AE17.VA.4.2

Collaboratively design and create artwork that has meaning and purpose.

Unpacked Content

UP:AE17.VA.4.2

Vocabulary

  • Constructed environment
  • Cultural traditions
  • Digital format
  • Engagement
  • Tertiary color
  • Preservation
  • Proportion
  • Principles of design
    • Unity
  • Shade
  • Style
  • Tints & shades

Essential Questions

EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
EQ: How does knowing the contexts, histories, and traditions of art forms help create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?

Skills Examples

  • Create a list of multiple ideas, sketches, or thumbnail-sketches before beginning the final version of an artwork.
  • Identify, select, and vary art materials, tools and processes to achieve desired results in their artwork.
  • Brainstorm (alone or with others) potential art styles for a given piece of art, such as Monet's Water Lilies.
  • Create an artwork from direct observation (still-life, self-portrait, figure drawing, etc.).
  • Design a two-dimensional drawings of a futuristic art room, town, or planet
  • Use wood, found objects, wire, paper, or clay-based materials to construct a three-dimensional form.
  • Locate business logos in the community and explore the visual arts skills and materials that were used to create these works.
  • Engage in group critiques of one's work and the work of others.
  • Experiment with art materials by using them in unusual and creative ways to express ideas and convey meaning.
  • Use and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.
  • Mix equal parts of a primary and a secondary color located beside each other on the color wheel to create a tertiary color.
  • Use the design principles of repetition and alignment to add visual unity to an artwork.
  • Create a painting using a monochromatic color scheme by using one color (red) adding white to create a tint (a lighter value--pink) and adding black to the color (red) to create a shade (darker value).

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 4 - Visual Arts

AE17.VA.4.14

Create works of art that reflect community and/or cultural traditions.

Unpacked Content

UP:AE17.VA.4.14

Vocabulary

  • Constructed environment
  • Cultural traditions
  • Digital format
  • Engagement
  • Tertiary color
  • Preservation
  • Proportion
  • Principles of design
    • Unity
  • Shade
  • Style
  • Tints & shades

Essential Questions

EU: Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
EQ: How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through artmaking?

Skills Examples

  • Create a quilt square in the style of the Gee's Bend Quilters.
  • State what materials or processes you prefer and why.
  • Discuss how art and design serves multiple functions such as to inform, entertain, invest, persuade, ritualize or assist in everyday tasks.
  • Observe and discuss the statue of Vulcan in Birmingham and talk about its relationship to history of the city.
  • Investigate differences in cultural style, genres, and context through historical time periods.
  • Discuss how art reflects the interests, accomplishments and conflicts of culture and society over time.
  • Use details and descriptive language to identify universal themes, subject matter and ideas expressed across arts disciplines.
  • Identify and describe how artists have depicted Alabama history.

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Arts Education (2017) Grade(s): 5 - Visual Arts

AE17.VA.5.1

Combine ideas to develop an innovative approach to creating art.

Unpacked Content

UP:AE17.VA.5.1

Vocabulary

  • Cultural context
  • Formal & conceptual vocabulary
  • Genre
  • Linear perspective
  • Preserve
  • Principles of design
    • Movement
    • Emphasis
  • Relief
  • Vanishing point

Essential Questions

EU: Creativity and innovative thinking are essential life skills that can be developed.
EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?

Skills Examples

  • Use a variety of materials (wood, found objects, wire, paper, clay, etc.) to construct a three-dimensional work of art.
  • Have students keep journals to reflect on and combine ideas for their works of art.
  • Draw a still life of students' favorite objects, while adding color with a variety of media (paint, pastels, collage, etc.).
  • Draw an object or other images (landscapes, hallways, etc.) in linear one-point perspective.
  • Create tessellations in connection with interdisciplinary subjects such as mathematics.
  • Write a short story and illustrate the story with original drawings.
  • Draw and transform two-dimensional shapes into three-dimensional forms.
    • (squares to cubes, circles to spheres, triangles to pyramids and cones)
  • Write a personal artist statement to accompany an original work of art.
  • Draw a landscape including foreground, middle ground, and background.
  • Create an artwork integrating observational and technical skills to solve a problem or address contemporary social issues.
  • Create a bas-relief by carving into a clay slab.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Link to Resource
https://www.oercommons.org/authoring/57510-quilt-block-collage/view

CR Resource Type

Learning Activity

Resource Provider

Other

Resource Provider other

NDE Digital Learning
Accessibility
License

License Type

BY-NC-SA

Approved Date

ALSDE LOGO

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