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by
Myrna York
Peiffer Elementary, Littleton, Colorado
myork@jeffco.k12.co.us
Caitlin
Jensen ©
Grade 4, Peiffer Elementary
|
Assignment
Description | Materials/Equipment | Design Process |
| Production
Process | Resources |
The
lessons in this unit are planned for
grade level 4 and above.
The
creation of a Philippine banig mat involves
a sequential order of steps which leads
to building a unique pattern and rhythm.
Students discover the rhythm as they
practice the pattern.
The
design is created by weaving colored
strips within the banig mat. The strips
form geometric shapes.
Students
will learn:
Know,
understand, and apply patterns. Benchmark
A: Demonstrates awareness and practice
in the use of elements by translating
organic shapes into geometric shapes.
Cultural and personal
Benchmark A: Recognize that art is an
integral part of one’s
own culture.
Students
will be introduced to the tropical rainforest
of the Philippines. They will investigate
the lifestyle of the Filipinos as dictated
by the environment. They will compare
and contrast lifestyles by looking at
similarities and differences. Students
will understand how the banig mats are
an integral part of Filipino living.
As a functional piece of art, students
will appreciate the design process by
creating their own miniature banig mat.
However, instead of using tropical themes,
they will use shapes and forms taken
from the environment they are most familiar.
nt
Students
will follow a series of steps in order
to create the banig mat. Each step is
mathematically sequenced creating a rhythm
to the process. As students demonstrate
understanding a step, they move to the
next step and so forth.
- Exceptional level
of understanding of the pattern and incorporating
and transferring the advanced skills
in the creation of a banig mat.
- Student is independent
and self-directed in applying the thinking
skills and production techniques learned
in class.
- Student investigates
alternative solutions to the processes
and design techniques.
- Student successfully
creates a banig mat.
- Student applies the
thinking skills and production techniques
taught in class.
- Student demonstrates
ability to translate an organic shape
into a geometric shape.
- Student attempts
to create a banig mat.
- Students attempts
to apply the thinking skills and production
techniques with prompts from teacher
and other students.
- Student creates a
design using common geometric shapes.
- Recognize
numbers and letters.
- Understand
directional positions, up, down, left,
right, flip over left, flip down, and
flip up.
- Understand directional
line, horizontal and vertical.
What knowledge/skills do students
need to know? Weaving: Assigning numbers
and letters to strips then investigate
the pattern and rhythm of weaving. Following
directions in verbal and written format.
Designing: Create geometric designs using
graph paper.
Review scissors safety.
- Color
coding strips for each step.
- Change letters
and numbers to their choice of names.
For example, strip A becomes their name.
Strip B becomes their mom. Strip C becomes
their Dad, Strip D becomes their dog.
Letters and numbers are too abstract
for them to remember.
- Practice on recycled
paper.
When more assistance is needed for guided
practice, ask the advanced students to
tutor other kids. Once the rest of the
class is engaged in independent work,
the teacher can provide one on one teaching
with other students.
For
students with ALP’s or advanced
students, challenge them to create their
banig mats by doing a side by side L
creating a warp and weft in a diagonal
pattern. See extended production process.
What connections can be
made to previous learning in art? How
can instruction be connected to other
contents? Review characteristics of organic
and geometric shapes.
Geography: Connect
geography by locating the Philippines
on the map. Define archipelago. Explore
rainforests and compare tropical and
temperate rainforests for those who have
traveled to the northwest US or Hawaii.
Reading: Banig
Weaving. Contact Myrna York at myork@jeffco.k12.co.us to order a copy of Banig Weaving that
she has written.
Math: STANDARD
1F-Use of numbers to
count, to measure, to label and to indicate
location in problem-solving situations.
STANDARD 2A- reproduce,
extend, create, and describe patterns
and sequences using a variety of materials.
Algebraic sentences.
Introduce the Philippine culture as similar
to our culture because of television,
the movies, and technology equipment
such as computers, cell phones, video
games. Point out that children do similar
activities as we do. Daily living conveniences
are also available in the cities and
towns. Filipinos speak and learn English
grammar in the schools along with the
native language, Tagalog. Point differences
as dictated by the environment and cultural
traditions. Make connections by comparing
our summer lifestyle with tropical living.
Because of the hot humid weather, sleeping
on a thick mattress is not practical.
Banig mats made out of the pandan reeds
are airy, lightweight, and easy to transport.
By rolling the mat, one can move to any
sleeping area. Banig mats are also environmentally
sound. They are biodegradable. Connect
the pandan plant to grass on our lawns.
As we mow our grass, the thicker they
grow. The same is true with pandan plants,
the more you cut them down the more reeds
grow. This is a fine example of living
in harmony with the environment.
Students will formulate questions
and inquire about the Philippines. Address
these questions during the discussion.
This is a good assessment tool to determine
prior knowledge for students to make
connections. Also, any prejudices and
false notions will surface which can
also be corrected and clarified.
What strategies will students use? How
will they be allowed to take some risks?
Independent thought and exploration will
allow students to push limits. Their
designs will require visualization and
translating shapes from organic to geometric.
By trial and error, designs can be easily
adjusted or corrected without ruining
the banig mat.
What
consumable supplies need to be ordered
and organized? What equipment needs to
be prepared?
- Sketchbook
- 12" x 18" sulphite
paper or any high rag papers
- Or Handmade papers
for texture design
- Or Origami papers
- Paper shredder
- Graph paper
- Scissors
- Removable tape
rainforest, archipelago, nipa hut, pandan
reed, banig, warp, weft, organic shapes,
geometric shapes, pattern, rhythm, beat,
selvage
What
information has to be researched and
organized? What "anchor sets" (examples
for skill levels or production steps)
need to be made or collected?
- Shred
sulphite paper into 18” long
strips. Plan on one sheet per student.
- Prepare teaching
materials.
- Prepare production
materials.
Use a graph paper that can be attached
to the student’s sketchbook.
- Have students draw
a circle.
- Next, draw another
circle using the lines of the graph paper
as a guide. The circle now becomes an
octagon.
- Practice another
curved shape. Repeat that shape using
the lines of the graph paper.
- Have students come
up with their own shapes.
- Use colored pencil
to create a pattern of color inside their
shapes.
- Have students choose
one shape to repeat for a pattern.
- Use a variety of
colored strips to create shape designs.
Weave colored strips under over the warp
and weft strips of the mat. You may also
use handmade papers to create textural
effects.
- Cut the excess lengths
that extend beyond the shape. Tuck under
a warp or weft to disguise ends.
Introduce
the Philippines using a map. Have students
ask or write questions in their sketchbook.
Based on the map, what would be the climate
of the Philippines? Introduce the rainforest.
Compare with other rainforests. Students
write notes in their sketchbooks. Read
or show pictures of Banig Weaving.
Show samples of the banig mats. Demonstrate
the weaving process. And the kids will
go, “Huh?” Have
students get their strips ready. Start
with 8 strips per student. Follow the
steps with the class. Nice and slow.
Assess for understanding with each step.
Form an L
with one strip by folding the strip in
the center. Label the warp, the
tip of the vertical strip with “A” and
the weft, the tip of the horizontal strip
with “1”.
Flip “1” the
weft, the horizontal half to the left ¼“ from
the left fold, in line with the “A” strip’s
vertical right edge.
Add another
strip adjacent to “A” the
vertical strip. Align at centers. Label
the tip with “B”. Now you
have 2 warp strips.
Flip “1” back
to its original position making an L
again. Use removable tape to hold strips
in place.
Flip “B” the
warp, the vertical strip down ¼” from
the fold, in line with the “1” strip’s
horizontal edge.
Add
another strip adjacent to “1”,
the horizontal strip. Label the tip with “2”.
Now you have 2 weft strips.
Ask
students to predict the next step to
assess for understanding.
Flip “B” the
vertical strip back up. Beat warp and
weft strips to cover holes.
Flip “2” add “C” then
flip back to its original position.
Flip “A and C”, add “3”,
flip back.
Flip “1
and 3”, add "D", flip back.
Flip “B and D”, add “4”,
flip back.
Flip “2
and 4”, add "E", flip back.
Flip “A,
C, E” + “5”,
flip back.
Flip “1,3,5” + “F”,
flip back.
Flip “B,
D, F” + “6”,
flip back … and so on. By now,
students will have figured out the pattern
and the rhythm and will be able to work
independently. As you go through the
steps, have students predict the next
step to check for understanding. Finish
selvage by weaving strips back into the
mat.
Designed for the advanced
students or higher grade level. Form
two “L’s” and
line them next to each other with the
warp and wefts adjacent to each other.
Label the warp strips, "A and B".
Label the weft strips, “1 and 2”.
Proceed to weave as above. The weaving
will be on a diagonal pattern. The selvage
runs diagonally.
Comments
for future use of unit/lesson plan. What
would I change?
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