Detail, Quilting Time
Made in 1986
Romare Bearden, American, 1914-1988
Mosaic tesserae mounted on plywood
Founders Society Purchase with funds
from the Detroit Edison Company
(1986.41)
© Romare Bearden Foundation
Licensed by VAGA, New York, NY
Click the image for more information. |
Description:
Students interview older family members, write biographies, and create a felt quilt square symbolizing their heritage.
Grade level: 7th grade
Activity:
Each lesson was designed for a 45-minute class period. The lesson was presented to a seventh grade social studies class of 30 students. The lesson took place over 7 days, with time allowed over the weekend for interviews.
Materials:
- Cloth scraps (provided by teacher)
- 12 x 12 felt squares, assorted colors
- fabric for backing (I used an old sheet)
- fabric glue (because it doesn’t bleed through fabric like white glue)
- hot glue gun to attach squares to the fabric
- scissors
Day 1 Introduction to Art (theme: Ordinary People)
We visited the museum with students before this lesson began.
We discussed the three works we had seen at the DIA: Quilting Time by Romare Bearden, The Piper by Hughie Lee-Smith, and Bookshop: Hebrew Books, Holy Day Books by Ben Shahn. I pointed out how they could be linked to History Theme 6, "The voices and experiences of ordinary people help us understand [the history of] America"
Next, I had the students do a ‘free write’ (5-10 minutes) describing each work of art. This can be done individually or in small groups. I followed up with a class discussion on their interpretation of the works of art. I guided the discussion with verbal prompts, such as "Why did the artist choose these particular figures/ people in their artwork? Are they famous? Are they ordinary people?" and made a list of responses on the chalkboard or overhead. I finished the discussion by explaining the significance of ordinary people in American culture, which is also covered in our text book, and how ordinary citizens made important contributions to our culture.
Homework:
I had the students identify an "ordinary person" (a grandparent or other older adult) they would like to interview, and make arrangements to interview them later in the week. Then, students brainstormed and wrote down at least three questions they would ask that person in relation to the theme of cultural heritage we had discussed. Some questions my students came up with were, "What is your heritage?" "What was your family like?" "What was your greatest accomplishment?"
Day 2 Interview Questionnaires Developed
I reviewed the questions from homework and divided students in small groups of four or five. As a group, students compiled a list of their top ten questions from the previous day’s homework assignment. When the students finished their lists, I brought the class together and discussed their lists. Together we agreed on a list of 18 Interview Questions everyone would ask. I used an overhead projector to make a final questionnaire and made copies for students to take home.
Interview Questions page 1 |
Interview Questions page 2 |
| (click each page for a larger version). |
Homework:
I gave students the weekend to complete their interviews and had them begin to write biographies of their interview subjects. The students really enjoyed talking about their grandparents as they worked on this project!
Student interview page 1 |
Student interview page 2 |
| (click each page for a larger version). |
Day 3 Introduction to the Quilt
I began the class with a discussion of culture and how ordinary people make up our culture. The American Heritage Dictionary, 2nd college edition,1982, defines culture as: “The totality of socially transmitted behavior patterns, arts, beliefs, institutions, and all other products of human work and thought characteristic of a community or population.” In other words, what makes people different from other people? We discussed different cultures that we have studied in geography class. Students were asked to find symbols of world cultures that are in their textbooks. (This was a fun activity, the students really got into it!)
Next, Nicole Reynaert, the art teacher, came into my class and talked about quilts. (She used her lunchtime to do this.) She brought a felt quilt square she had made ahead of time, talked about composition, how she had carefully placed her symbols, and how she chose symbols to describe her culture. I made my square later, with the students, so they could see that I had fun doing it, even though I am not a great artist!
Mrs. Reyneart's (art teacher) square |
Mr. Smedley's (social studies teacher) square |
| (click each image for a larger version). |
I then showed the students: Quilting Time by Romare Bearden, The Piper by Hughie Lee-Smith, Bookshop: Hebrew Books, Holy Day Books by Ben Shahn again, and as a group we picked out symbols that described the culture that was represented in each work. This helped students to think of symbols to use on their quilt square. Then students were asked to sketch a draft of their piece of quilt.
Homework:
Students completed biographies and finished their sketches.
Finished Quilt
(click the image for a larger version). |
Days 4-7
As we began presentations of the biographies I asked students to keep in mind the question, ‘Why is this ordinary person important?’ I scheduled a few student presentations each day. I handed out quilt materials After the students finished their squares, I encouraged students to show them to the class. On the last day I put the sections together on an old sheet. I used a glue gun to do this. (It can be sewn together if there is enough time.) We displayed the final project.
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