Annie Olson
Hamline University
Dec. 2, 2006
Interdisciplinary Art Lesson (Language Arts)

Quilts of Gee's Bend

adapted from the Whitney Museum of American Art Pre- and Post- visit Materials for Elementary School Students, Pre-visit Project 1: Piecing Together: Classroom Community Quilt. Found online at: http://www.whitney.org/www/programs/eventInformation.jsp?EventTypeID=4
under the heading of Pre- and Post- visit materials.

Grade Level: 2-5^th grade

Time Required: About an hour.
Reading the book as a class (approx. 10 min.)
Review Gee's Bend Quilts (if time)
Student Interview Time (10-15 min.)
Time for quilt square creation (at least 15 min.)

Time for display and observation (10-20 min.)

Featured Artworks/Artists: The Quilters of Gee's Bend, Alabama

Lesson Overview: Students will read a book as an example of a cultural identity. Then students will interview a partner about their cultural identity and then create a quilt square that represents who they are.

Materials:

reliable access to the internet: “Quilts of Gee's Bend Catalogue”

http://auburn.edu/academic/other/geesbend/explore/catalog/index.htm

(click on quilts of Gee's Bend Catalog)

and/or

The Quilts of Gee's Bend by: John Beardsley, William Arnett, Pauljane Arnett, and Jane Livingston (Hardcover - Aug 2002)

One or more of these books (or another book that reflects your students' identities and communities):

Lomas Garza, Carmen In My Family/En Mi Familia, San Francisco: Children's Book Press, 1996.

Hubley, John A Family in Jamaica, Minneapolis: The Lerner Publishing Group, 1985.

Leder, Jane Mersky A Russian Jewish Family, Minneapolis: The Lerner Publishing Group, 1996.

Lyons, Mary E., Ed. Talking with Tebe: Clementine Hunter, Memory Artist, Boston: Houghton Mifflin Company, 1998.

Ringgold, Faith Tar Beach, New York: Crown Publishers, 1991.

White index cards (or cardstock); lined paper; pencils or pens; markers or crayons; tape or pushpins; bulletin board or wall.

Learning Objectives: Students will be able to interview a partner about their cultural identity. Students will be able to create a quilt square representing their partner.
(Meeting Minnesota Art Standards (k-3) D: 2, 4 or (grades 4-5) D: 2,5)

Steps:

1. Read a story together as a class. (review cultural uniquenesses represented in the book)

2. Remind students of the unit topic Gee's Bend Quilts and review some of the website slideshow or display some of the pictures of the quilts. (History)

3. Tell students that they are going to make their very own classroom quilt. Ask students to find a partner to interview. (see Attached student interview questions)

4. Have students create a quilt square that represents who their partner is using card stock and markers or crayons. (Production, Asthetics)

5. Display the quilt squares and the interviews approximately side by side to create a classroom community quilt.

6. Have students present and discuss their drawings and interviews with the class. (Critique)

Conclusion:
Discuss as a class:

What did they learn about their partners?

Which cultures are represented in their class?

What do they have in common?

What is special or unique about each person?

What do they have in common with the quilters of Gee's Bend?