african kente cloth lesson learning targets - nwsisdmrc · african kente cloth lesson ... •...
TRANSCRIPT
African Kente Cloth Lesson
Learning Targets
• Instructional Plan Purpose: This lesson serves as an introduction to traditions of western
African culture.
• State Learning Targets:
Arts EALR 3: The student communicates through the arts (dance, music, theatre, and visual
arts).
Component 3.1: Uses the arts to express and present ideas and feelings.
Context: Expresses ideas and feelings using artistic symbols in a variety of
genres and styles with teacher direction.
Component 3.3: Develops personal aesthetic criteria to communicate artistic choices.
Context: Explains how personal aesthetic criteria are reflected in art works
and/or performances with teacher direction.
Communication EALR 1: The student uses listening and observation skills and strategies to gain
understanding.
Component 1.2: Understands, analyzes, synthesizes, or evaluates information from a
variety of sources.
GLE 1.2.1: Applies strategies to comprehend auditory and visual information.
Context: Summarizes stories, information, and videos with teacher
assistance.
• Content Objectives: Students will use listening and observation skills to gain and comprehend
information provided through a PowerPoint presentation about Kente cloths in order to produce
their own personalized paper replica of a Kente cloth.
• Language Objectives: Students will be able to apply what they have learned about African
Kente cloth and use it to build their description of the symbolism behind their own paper Kente
cloth.
• Previous Learning Experiences: Prior to this lesson (earlier this day), I read the story, “The
Spider Weaver- a Legend of Kente Cloth” by Margaret Musgrove. This helped lay a basis of prior
knowledge for students to build upon through this Kente cloth lesson.
Assessment Strategies
• Formative: Throughout the presentation I will be asking students to identify the important
information that each slide presents. To ensure that I seek the input from each student I will
keep an informal checklist to track who has shared.
• Summative: I will evaluate students’ comprehension of information presented through the
slideshow via their responses to my questions asked throughout the PowerPoint presentation.
Art Production Criteria/Art EALR Assessment: The completion of their own Kente cloths
will be evaluated based upon the following criteria:
Construction of a “woven” Kente cloth (I will teach students how to weave the paper
together. A link to this handout is available below).
Incorporation of symbols or colors that represent student’s personality, beliefs, or values
Explanation of the connection between the symbols or colors used with student’s
personality, beliefs, or values.
Grouping of Students for Instruction
• Students will be whole-class grouped for this lesson.
Learning Experiences
• Introduction: I will have students gather at the carpet for the beginning of this lesson. I will
then make reference to the story read earlier in the day, “Spider Weaver” by Margaret Musgrove,
and let students know that this afternoon we will be learning about African Kente cloth. Then, I
will introduce the next story to be read to them, “Kente Colors” by Deborah Chocolate to begin
our lesson.
• Questions (to be asked throughout lesson during appropriate times): Art History
After reading “Kente Colors,” what do we know about the colors used in making a Kente cloth?
Where did Kente cloth weaving originate?
Where is Ghana? What continent is Ghana on?
Long ago who were the only people who wore Kente cloths? Is it still that way now?
How are Kente cloths made?
What is so significant about the colors and patterns woven to make Kente cloths?
What colors would you use in your Kente cloth?
Would you incorporate any special designs? Why?
What are the key points talked about in this slide of the presentation?
What have you learned about Kente cloths?
What was helpful to you when I asked you to write down what you have learned?
What techniques did you apply as we watched the presentation that helped you answer that
question?
• Learning Activities:
o After story is read and several questions have been asked by me and answered by the
students, we will discuss why listening, taking turns to speak, and watching and thinking
about what is presented is so important. Students will contribute their feedback and
suggestions. I will ask them to keep this in mind as they participate and view a
presentation on Kente cloths.
o After this discussion, students will return to their desk seats and I will begin the
presentation.
o During the presentation I will welcome any student comments or questions regarding
their learning. I will also ask students to identify the key points on each slide.
o After the presentation I will have students recall what they have just learned about Kente
cloths. I will monitor class participation by calling on students who have not contributed.
o I will ask what techniques did they apply during the presentation that helped them to
respond to that question.
o We will discuss students’ responses.
o I will remind students that listening, taking turns to speak, and watching and thinking
about what is being presented, and other comprehension monitoring strategies are
helpful to maximize their learning.
o The modes I will use to present this lesson are through the use of stories, PowerPoint
presentation, and through handouts. Extension activities were provided via the handouts
as there is much information that they can read to broaden their knowledge about the
topic. Various visual aides were utilized to help remedial students better understand the
content and achieve the learning goals.
• Closure: Art Production- Visual Arts
o I will tell students that now they must take what they’ve learned and apply it in order to
make their own Kente cloths out of paper. The paper passers will pass out handouts
that I have prepared which provide information regarding traditional symbols and
meanings associated with colors used in Kente cloths (these are just examples and
students are encouraged to create their own symbols). Students can use this
information when creating and decorating their paper Kente cloths. Students will also
have the choice to create their own symbols and color patterns based upon their
individual preference and creativity. Students will construct their Kente cloths and
incorporate symbols or colors that display elements of their personality, beliefs, or
values. Students will share their personal connections to their symbols and colors to
show how their Kente cloth is a portrayal of their personalities, believes, or values to
fulfill the criteria listed above (summative assessment).
• Independent Practice:
o Students can explore additional books that I have checked out from the library that are
about Kente cloths.
o Possible Family Interaction: Students can teacher their families how to weave paper
Kente cloths and also share the one they have completed in class.
Instructional Materials, Resources, and Technology
“Kente Colors” by Deborah Chocolate and “The Spider Weaver- a Legend of Kente Cloth” by
Margaret Musgrove.
PowerPoint presentation (shown below).
Handouts to help explain traditional African symbols and significance of colors (links included
below).
Assorted colored construction paper
Additional Requirements
Integration with Other Content Areas: This lesson integrates social studies with art.
Acknowledgements: Lesson plan created by Sharlene Kauffman. PowerPoint courtesy of
www.whms.jordan.k12.ut.us/teachers/packer/powerpoints/kentecloth%20weaving.ppt with modifications
by Sharlene Kauffman. Information provided by handouts from
http://www.bermudanationalgallery.com/docs/Kente%20Cloth.pdf and curriculum.new-
albany.k12.oh.us/jsage/documents/KenteClothandAdinkra.doc.
Accommodation Strategies
Lessons or strategies will be adapted or applied according to IEP needs and any issues arising
prior or during lesson.
Student Voice Where appropriate describe how you will gather information and data from students
that inform you of:
o Their knowledge of the thinking strategies they can use to achieve the learning targets: Prior
to the viewing of the slideshow students will discuss why listening, taking turns to speak, and
watching and thinking about what is presented is so important. Students will contribute their
feedback and suggestions. I will ask them to keep this in mind as they participate and view
a presentation on Kente cloths. This topic is also revisited toward the end of the lesson.
o Their use of and communication about learning strategies (why they are using what they are
using, and are those strategies effective): Throughout the presentation I will be asking the
students to indicate what the main points of the learning provided from each slide of the
PowerPoint. I will reiterate that students were able to provide those responses because they
are listening and monitoring their comprehension as we proceed through the presentation.
o Their knowledge of the development and maintenance of a learning community: This is
addressed as I ask students why it is important to listen to one speaker at a time and
dedicate attention toward this person, whether it is the teacher or fellow classmate.
African Masks Lesson
Learning Targets
• Instructional Plan Purpose: This lesson serves to inform students of the tradition of African
mask-making.
• State Learning Targets:
Communication EALR 1: The student uses listening and observation skills and strategies to gain
understanding.
Component 1.1: Uses listening and observation skills and strategies to focus attention
and interpret information.
GLE 1.1.2: Applies a variety of listening and observation skills/strategies to recall
and interpret information.
Context: Describes visual information
Communication EALR 2: The student uses communication skills and strategies to interact/work
effectively with others.
Component 2.3: Uses skills to communicate interculturally.
GLE 2.3.1: Understands that individuals may have differing opinions, cultural
practices, and ways to communicate.
Context: Explains how people have different ways to communicate,
using examples.
Content Objectives: Students will learn about the purpose, use, and process of African mask-
making to show the visual appearance and purpose of communication derived from African
masks.
• Language Objectives: Students will have the opportunity to communicate using music and
dance what they have learned about African masks. Within their performances they should
display the masks’ purpose of communicating in African culture.
• Previous Learning Experiences: This lesson was preceded the day before by a lesson on
African Kente cloth. Student can draw upon this prior knowledge as they work toward the
learning targets.
Assessment Strategies
• Formative: Throughout the presentation I will be asking students to identify the important
information that each slide presents. To ensure that I seek the input from each student I will
keep an informal checklist and anecdotal notes to track who has shared.
• Summative: Students’ responses to various questions that I ask throughout the lesson. Within
students’ responses they must describe visual information regarding the masks and indicate the
main purposes of traditional African masks as well as their role in passing on information in the
African culture. This will be assessed through students’ performances using the masks they have
constructed.
Grouping of Students for Instruction
• Students will begin in a whole-class grouping and then break into smaller groups for purposes
within this lesson.
Learning Experiences
• Introduction: Music- Aesthetics and art criticism activity
The students will be returning from recess and entering the classroom to the sound of traditional
African music. They will gather at the carpet where we will discuss the music being played. I
will ask various questions including:
o Where do you think this sound comes from?
o How would you describe this sound?
o Do you consider it music? Why or why not? Do you like this sound? Why or why not?
Art aesthetics
o Can you compare and contrast this sound with current music you listen to? What do you
notice about it that is the same or different? Art criticism
o How does the music make them feel?
I will tie our music discussion to what we will be learning about during this lesson. I will share
with students that we will be learning about African masks, their purpose, and that we will be
making our own. After our masks are made, we will revisit the music we have listened to in
order to design expressive dances.
I will begin by asking students the questions, “Why do we wear masks?” and “When are times
when we would wear masks?”
• Questions (to ask throughout the lesson):
Why do we wear masks?
When would you wear a mask?
What do you observe about these pictures of masks?
Why do you think they make these masks in Africa?
Are there any similarities or differences with this African tradition and your own family traditions?
Why do they use these masks to share their traditions and values?
How do they make them?
How long do they last?
Are they meant to look like people?
Can anyone describe characteristics of this mask?
Can anyone compare and contrast the two masks we see on this slide in the PowerPoint
presentation? What do you see in each mask? Art criticism
Can masks only cover your face?
Do you think masks are art? Why or why not? Art aesthetics
• Learning Activities:
o Students will watch and contribute their comments and questions regarding the topics
covered in the slideshow presentation (questions listed above will be asked).
o Students will be asked to find similarities and differences between what we are learning
about African customs and the culture that their own families practice.
o Students will also identify how and why the African culture uses masks to communicate
values and beliefs within their culture.
o Students will describe how some of the examples of masks look and eventually apply
some of these mask characteristics when crafting their own masks. Art production
o After the presentation, students will listen to more African music as they construct their
own masks.
o The modes I will use to present this lesson are through the use of music and a
PowerPoint presentation and several books on African masks (for students who complete
their art associated with this lesson). The books range in reading levels to account for
students needing remedial and extension accommodations.
• Closure: Dance
o Students will select material to make masks. Several books displaying pictures and
information on African masks will be set out for the purpose of using these texts as a
resource when making their own masks. In addition to making a mask, students will
continue this statement, “The person behind this mask likes…” with a piece of
information that is unique to them. This helps to portray a value that the student holds
and can be shared through the mask. After students are finished making their masks
and writing the “person behind this mask” statement, they will get into small groups to
create a dance to share their masks. Dances will be set to the African music, or the
students may bring in appropriate music to help them convey their messages. This may
take an additional day or two for each group to choreograph and share their dances.
o Once students have completed their dances, their masks, and “The person behind this
mask” statements will be displayed in the hall for the visual enjoyment of the school
community.
• Independent Practice:
o Students can explore additional books that I have checked out from the library that are
about African masks.
o Possible Family Interaction: The upcoming parent-teacher conferences give students’
families an opportunity to see the class’s display of African masks.
Instructional Materials, Resources, and Technology
African mask informational books.
PowerPoint presentation (shown below).
Assorted colored construction paper
Additional Requirements
Integration with Other Content Areas: This lesson integrates social studies with art.
Acknowledgements: Lesson plan created by Sharlene Kauffman. PowerPoint created by Sharlene
Kauffman. PowerPoint information provided by “The Art of African Masks: Exploring Cultural Traditions”
by Carol Finley.
Accommodation Strategies
Lessons or strategies will be adapted or applied according to IEP needs and any issues arising
prior or during lesson.
Student Voice Where appropriate describe how you will gather information and data from students
that inform you of:
o Their knowledge of the thinking strategies they can use to achieve the learning targets:
Students will verbally respond to questions I pose to the classroom. Students will listen to
and generate their own responses to this question.
o Their knowledge of how proper and efficient use of technology enhances learning: This will
be evident as students view the examples of masks via the PowerPoint presentation and
discuss the appearance of several mask samples. As I do not have access to a genuine
African mask, the PowerPoint and pictures provide students with an accurate representation.
o Their knowledge of the development and maintenance of a learning community: As need be,
students will be reminded of the purpose of raising their hands and waiting to be
acknowledged. The importance of listening to one another respectfully and with an open-
mind will also be reviewed.