Tapestry/Quilt Story

Goal Statement & Rationale

"This story is about being color blind, or free of color prejudice--one of the most difficult things to achieve in our society. How do you deal with this problem in your life?" writes Faith Ringgold artist and author of How the People Became Color Blind (quoted from her website). In this lesson, inspired by Ringgold's story, students visually interpret the story using symbols and visual form as a method of non-verbal communication in the creation of a hanging quilt/tapestry while utilizing the quilting technique, appliqué. Meant to stimulate a dialogue regarding color prejudice and cultural diversity, students are encouraged to incorporate their own, personal experiences in their tapestry/quilt story. In addition, students are exposed to the historical and contemporary use of storytelling in quilting, including it's African-American significance during the Civil War era.

Objectives & Standards

Conceptual/Personal Grounding:
 
• Students will visualize and create a story quilt that is their personal interpretation of the story, How the People Became Color Blind, by Faith Ringgold; Standard 2: Students know and apply elements of art, principles of design, and sensory and expressive features of visual arts; Standard 1: Students recognize and use the visual arts as a form of communication.

• Students will understand, and, be able to identify, as well as utilize symbols/visual imagery as a form of non-verbal communication; Standard 1: Students recognize and use the visual arts as a form of communication. 


Elements/Principles of Art Materials/Techniques:

• Students will learn and apply the quilting technique of appliqué to create a unique/personal story quilt; Standard 3: Students know and apply visual arts materials, tools, techniques, and processes.

Critical Reflection/Aesthetics-Assessment/Evaluation:

• Students will be able to explain their decision-making process, as well as, appraise and evaluate (discuss/debate/critique), the effectiveness of their (and their peers’) quilts in regard to the “readability” of their quilt story/interpretation, as well as, critique it’s visual appeal; Standard 5: Students analyze and evaluate the characteristics, merits, and meaning of works of art.

Historical/Multicultural Content-Assessment/Evaluation:

• Students will be able to identify, as well as, describe, explain, and interpret the unique ways that (historical/contemporary African-American) artists utilize the story quilt a form of visual storytelling; Standard 4: Students relate the visual arts to various historical and cultural traditions.

Accommodations
 

Exceptional Students:

• Quilts can be as detailed and complex—even 3-D with forms stretching off the surface utilizing wire (like bas relief) as the student desires; creation of quilt allows for open-ended exploration of ideas and imagery.
• Many additional resources (web-sites; books) available for additional research/exploration/independent study.
• Students may create a second story quilt based on a theme of their choosing.
• Students may create a second story quilt based on a theme of their choosing utilizing the traditional sewing appliqué method.
• For additional research regarding cultural diversity and a personal exploration of racial questions and answers, students can access Faith Ringgold’s website and take a test to see where they stand regarding this issue (http://www.faithringgold.com/racialquestions/.)

Special Needs Students:

• Transportability of quilts allows students to complete unfinished work at home, at their leisure.
• Motivation story (How the People Became Color Blind, by Faith Ringgold) read aloud, as well as, available in printed form to reread and take home.
• Quilt story/interpretation can be as simple as patches of color or patterns.
• Story available in Spanish.
• Additional quilt story fiction books available in Spanish.

Multiple Intelligences
 

This lesson addresses different learners in a variety of ways:

Abstract Random Learners:
• Group Discussions
• Utilizing symbols to communicate a personal story/interpretation/viewpoint.

Abstract Sequential Learners:
• Individual copies of the story, How the People Became Color Blind, by Faith Ringgold for each student to reread and take home.
• Additional non-fiction, as well as, fiction books centering on/involving the use of quilts as a of mode of storytelling available to check-out and take home.

Concrete Sequential:
• Hands on activities: creation of story/interpretation quilt.
• Able to apply ideas in a practical way; to visually interpret their personal response to the story, How the People Became Color Blind, by Faith Ringgold.

Concrete Random:
• Quilt story/interpretation involves open-ended options: there are no set rules for how students must answer/interpret/visualize/create their quilt.
• Creation of quilt allows for independent work/study.
• Creation of quilt with few restrictions, encouraging unusual solutions.

Materials

• Quilt Panel (discontinued fabric samples ranging in size)
• Fabric Remnants
• Various colors and styles of fabric ribbon, beaded ribbon, wired ribbon, tulle, boa yarn, and leather pieces.
• Pinking Shears
• Craft/Fabric Glue
• Paper Towels
• Hand-out with story, How the People Became Color Blind, by Faith Ringgold (http://www.faithringgold.com/ringgold/story.htm)
• 5/16-inch dowel, cut to the appropriate size for hanging quilt panel, if so desired.
• Slides of various examples of quilts.
• Slide Projector
• Hand-sewn flag/quilt. (Note: With lead time, send a note to parents, requesting the use of these items, or, better yet, invite a parent to attend as a quest speaker and “show and tell” their hand-made family quilt.)
• Audio CD: Ella Jenkins and a Union of friends Pulling Together
• CD Player

 
Slides:
• Audio CD: Ella Jenkins and a Union of friends Pulling Together
• Belfer, Nancy: Vine Patterns (detail)
• Crow, Nancy: Mexican Wheels II, 1988; Lady of Guadalupe III, 1987
• Hawkins, Patty: Summer Jazz, 1995
• Jones, Geary & David Johnson: Synergy, 1985
• Krevitsky, Nik: At End of Rainbow (detail)
• Mangat, Terrie Hancock: American Heritage Flea Market, 1986
• Powers, Harriet: Bible Quilt, 1898
• Ringgold, Faith: Flag Story Quilt, 1985
• Ringgold, Faith: Echoes of Harlem, 1980
• Ringgold, Faith: The Purple Quilt, 1986
• Ringgold, Faith: Tar Beach, 1988
• Ringgold, Faith: Church Picnic Painted Quilt, 1988
• Saville, Joy: Summer’s End, 1995
• Schapiro, Miriam: Wonderland, 1983
• Scherer, Deidre: Consideration, 1988
• Tiffany, Virginia: Hero
• Tiffany, Virginia: Hero, (detail)
• Schira, Cynthia: Riverrun, 1988
 

Resources
 

Web Sites:

• Faith Ringgold
• Quilts and Quiltmaking in America 1978-1996
• African American Quilting Traditions 
• Appliqué
• PBS-Quilts A Century of Quilts: America in Cloth
• Quilts: An Integrated Unit for 1/2 Grade Mary Beth Martin  
• Yale-New Haven Teachers Institute The Art of the Quilt by Sylvia Sherertz
• EDSITEment Lesson Plan: Family and Friendship in Quilts

Books:

• Wahlman, Maude. Signs & symbols : African Images in African American Quilts. Atlanta: Tinwood, 2001.
• Mazloomi, Carolyn. Spirits of the Cloth: Contemporary African-American Quilts. New York: Clarkson Potter/Publishers, c1998.
• Cameron, Dan. Dancing at the Louvre: Faith Ringgold's French Collection and Other Story Quilts. New Museum of Contemporary Art (New York, N.Y.) Akron Art Museum. 1998.
• Coerr, Eleanor. The Josefina Story Quilt / by Eleanor Coerr ; pictures by Bruce Degen. New York: Harper & Row, c1986.
• Coerr, Eleanor. Josefina y la Colcha de Retazos / Eleanor Coerr ; ilustrado por Bruce Degen ; traducido por Aida E. Marcuse. New York: HarperCollins, 1995.
• Cobb, Mary. The Quilt-Block History of Pioneer Days: with projects kids can make. Brookfield, Conn.: Millbrook Press, c1995.
• Ringgold, Faith. Tar Beach. New York: Crown Publishers, c1991.
• Flournoy, Valerie. The patchwork quilt. New York: Dial Books for Young Readers, c1985.
• Eikmeier, Barbara. Kids can quilt. Bothell, WA : That Patchwork Place, c1997.
• Johnston, Tony. The quilt story. New York : Scholastic Inc., 1990.
• Johnston, Tony. La historia de una colcha. New York : Scholastic, c1993.
• Ransom, Candice F., The promise quilt / Candice F. Ransom ; illustrations by Ellen Beier. New York : Walker and Co., 1999.
• Bateson-Hill, Margaret, . Shota and the star quilt. New York : Zero to Ten Unlimited, 1998.
• Bourgeois, Paulette. Oma's quilt. Toronto: Kids Can Press, c2001.
• Hopkinson, Deborah. Sweet Clara and the freedom quilt. New York: Knopf, 1993.
• Warner, Sunny. The moon quilt. Boston: Houghton Mifflin Co., 2001.
• Avery, Kristin. The crazy quilt. Glenview, IL: GoodYearBooks, 1994

Audio CD:

Jenkins, Ella. Ella Jenkins and a union of friends pulling together [sound recording]. Washington, DC : Smithsonian Folkways Recordings, 1999.
 

Vocabulary: (http://encarta.msn.com/dictionary)

1. pattern: pat•tern
noun (plural pat•terns)
design: a repeated decorative design, for example, on fabric
a zigzag pattern

2. appliqué: ap•pli•qué
noun
fabric pieces sewn on fabric: shaped pieces of fabric pattern

3. quilt:
noun (plural quilts)
1. bed cover: a bed cover made of two layers of fabric stitched together, with interior padding of cotton or feathers held in place by decorative intersecting seams
2. something similar to quilt: something that resembles a quilt or is quilted

4. interpret: in•ter•pret
verb
1. find the meaning of something: to establish or explain the meaning or significance of something
2. ascribe a meaning to: to ascribe a particular meaning or significance to something
3. perform something in particular way: to perform something such as a play or piece of music in a way that conveys particular ideas or feelings about it

5. ascribe: as•cribe
verb
1. give something as cause: to believe or say that something was caused by something else that is named

6. symbol: sym•bol
1. something that represents something else: something that stands for or represents something else, especially an object representing an abstraction
2. sign with specific meaning: a written or printed sign or character that represents something in a particular context, for example, an operation or quantity in mathematics or music

7. represent: rep•re•sent
verb
3. transitive verb symbolize something: to symbolize or stand for something
The bear is often used to represent Russia.

8. prejudice: prej•u•dice
http://www.factmonster.com/ipd/A0601035.html
noun
1. an unfavorable opinion or feeling formed beforehand or without knowledge, thought, or reason.
2. any preconceived opinion or feeling, either favorable or unfavorable.
3. unreasonable feelings, opinions, or attitudes, esp. of a hostile nature, regarding a racial, religious, or national group

9. cultural diversity: cul•tur•al di•ver•si•ty
noun
social inclusiveness: ethnic variety, as well as socioeconomic and gender variety, in a group, society, or institution

10. abstract: ab•stract
adjective
(ARTS) nonrepresentational: not aiming to depict an object but composed with the focus on internal structure and form

11. plague: plague
transitive verb (past plagued)
1. afflict somebody or something: to occur or recur frequently, causing a great deal of trouble, difficulty, or pain to somebody or something ( often passive )
2. annoy somebody constantly: to harass or annoy somebody constantly, usually by asking questions or making requests or demands

12. contrast: con•trast
noun (plural con•trasts)
1. marked difference: a difference, or something that is different, compared with something else
in stark contrast to the luxury they formerly enjoyed
2. juxtaposition of different things: an effect created by placing or arranging very different things, for example, colors, shades, or textures, next to each other
3. degree of lightness and darkness: the difference or the use of differences between the lightest and the darkest parts of something, for example, to create a special effect in a painting, photograph, or television image

13. envy: en•vy
noun
wanting what somebody else has: the resentful or unhappy feeling of wanting somebody else’s success, good fortune, qualities, or possessions
transitive verb
want what somebody else has: to desire something possessed by somebody else
It would be churlish of me to envy them their success.

14. shame: shame
1. negative emotion: a negative emotion that combines feelings of dishonor, unworthiness, and embarrassment

15. respect: re•spect
noun (plural re•spects)
1. esteem: a feeling or attitude of admiration and deference toward somebody or something
2. state of being admired: the state of being admired deferentially
3. thoughtfulness: consideration or thoughtfulness

16. deference: def•er•ence
noun
1. respect: polite respect, especially putting another person’s interests first
2. submission: submission to the judgment, opinion, or wishes of another person

17. compare: com•pare
verb
1. transitive verb examine for similarities: to examine two or more people or things in order to discover similarities and differences between them

18. distinguish: dis•tin•guish
verb
1. transitive and intransitive verb recognize differences: to be aware of a difference between two or more people, groups, or things, or to show that they are different from each other
to distinguish between fact and fiction
2. transitive verb be the identifying difference: to be the feature or characteristic that shows that one person, group, or thing is different from another
What distinguishes dogs from wolves?
3. transitive verb make something out: to be able to recognize or identify something
I could barely distinguish people’s faces in the fog.

19. medium: (plural me•dia)
noun
10. ARTS type of art: a method that an artist uses or a category such as sculpture in which an artist works
11. ARTS artist’s materials: the materials that an artist uses in creating a work

20. mixed-media: mixed me•di•a
noun
1. using different artistic media: the use of different artistic media, for example, painting combined with photography or collage, in a single composition or work

21. union: un•ion
noun
1. act of joining together: the act of joining together people or things to form a whole
2. result of bringing people together: a result of bringing or joining together people or things
3. See labor union: la•bor un•ion
noun
workers’ organization: an organization of wage earners that is set up to serve and advance its members’ interests in terms of wages, benefits, and working hours and conditions.
4. agreement: agreement or unity of interests or opinions
 

Preparation

1. Handout: How the People Became Color Blind, by Faith Ringgold with vocabulary list.

2. Set-up slide projector with slides.

3. Gather all the supplies listed in the materials list; arrange in a way that will be easy for students to get to and cut materials.
 

Motivation

• Viewing of a flag (U.S.), and a quilt.
• Teacher facilitated discussion regarding the historical use of quilting as a form of visual storytelling.
• Viewing of slides of quilts by (historical/contemporary) artists.
• Reading of story: How the People Became Color Blind, by Faith Ringgold.

Procedures

I. Group Discussion: Questions:

1. Does/has anyone ever sewn? What did you sew?
2. What is a quilt?
3. Has anyone ever made a quilt?
4. What is appliqué? Define. Can you think of an example, a symbol that you see often, where appliqué is used?
5. What is a symbol?
6. What are some examples of symbols? How are symbols used to communicate?
b. View Hand-sewn flag and quilt; observe appliqué technique on flag.

II. View slides with teacher-facilitated discussion noting the following:

1. Pattern
2. Color
3. Materials
4. Mixed-media
5. Storytelling

III. Pass out handouts; read aloud the story, How the People Became Color Blind, by Faith Ringgold.

IV. Explain/discuss creation of quilt story/interpretation:

1. Each student will create a quilt panel that is a personal interpretation (define interpretation) of the story, using a fabric remnant square as the base, on which shapes will be glued.
2. Teacher-facilitated discussion generating student ideas (via questioning) regarding ways that they might interpret visually their view of the story.
3. Show examples and discuss individual artist motivations


V. Demonstration:

1. How to glue top flap (if student desires quilt panel to viewed a wall hanging.)
2. Gluing fabric:
a. When it is best to apply the glue directly to fabric panel.
b. When it is best to apply glue to remnant piece/shape.
c. How to use a paper towel to clean up excess glue and keep hands, as well as, surface area clean.
d. How to bend and sandwich wire between two pieces of cloth to create a 3-D effect.
e. Show examples and discuss 3-D effect, and, layering effect.

VI. Students will: (in groups, by table)

1. Choose a fabric panel base.
2. Choose/cut pieces of fabric remnants and fabric ribbon, etc.
3. Get each of the following:
a) Scissors
b) Bottle of glue
c) Wet paper towel

VII. Students create quilt interpretations of the story by cutting and pasting pieces of fabric, etc to the fabric panel while listening to audio tape: Ella Jenkins and a Union of friends Pulling Together.

VIII. Students may, if back flap is dry enough, slip a dowel through the flap for future wall hanging.



 

Closure / Summary

   Students will discuss/share their personal interpretation, motivations, and meaning of their quilt panel in groups (with their table members.)
 

Assessment

1. In progress evaluation of student work/understanding.
2. Verbal conversations as work is in progress.
3. Group Discussion/Critique.
4. Rubric.

 

A. A. Schorsch.  contact