Lauren Stevens Osoro

Lauren Stevens - Teacher and Fine Artist

CREATIVE CRAFTS

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Unit Plan example - Creative Crafts (year 8)

Year 8 Creative Crafts Unit Plan
Designing and Building Kaleidoscopes

Unit Author
First and Last Name: Lauren Stevens
Region: North West Victoria
School Name: Swan Hill College
School City, State: Swan Hill, Victoria
If your Unit Portfolio is chosen to be uploaded to the Intel® Teach to the Future database, do you want your name displayed as the author? □ Yes □ No
Unit Overview
Unit Plan Title: Kaleidoscopes
Curriculum-Framing Questions Essential Question: What is a kaleidoscope? Unit Questions: What is the origin of kaleidoscopes? How are kaleidoscopes constructed? How do kaleidoscopes work? Content Questions: What materials are most appropriate to use for the construction of my kaleidoscope? What backup drawings, research and designs are necessary for me to complete before I can begin the construction of my kaleidoscope and how can these be neatly presented in my visual diary?
Unit Summary The intention of this unit is to explore construction techniques using a range of materials. To explore and contrast various construction techniques traditionally used for the construction of kaleidoscopes. To explore the history and origins of kaleidoscopes.
Teaching and Learning Strategies
To use a detailed step-by-step approach to the formation of the finished kaleidoscope by using instructional diagrams with annotations, a series of kaleidoscope models at various stages of construction and a completed kaleidoscope. For students finding it difficult to follow and complete the steps outlined through the instructional diagram worksheets and models, worksheets for a modified kaleidoscope are provided, which outline procedures for a simplified model.
Professional Learning
Library and internet resources to source information and examples. Build models of kaleidoscopes to determine most effective procedures. Work with members of the Arts KLA to co-ordinate and share ideas about how to most effectively approach and undertake the process of building a kaleidoscope.
Year Levels
Year 8
Key Learning/Subject Areas
Arts - Level 5 Arts Practice 5.2 Develop art works in a range of two- and three-dimensional art forms Use skills, techniques and processes appropriate to particular art forms. Responding to the Arts 5.4 Describe ways in which art works are related to distinctive aspects of cultural and historical contexts. Explain the particular purpose of selected art works in particular cultural and historical contexts.
Learning Outcomes
Students should be able to: Establish the origin of Kaleidoscopes. Use instructional diagrams. Form shapes to be used for construction. Use construction techniques to build a resilient Kaleidoscope structure. Research and collect information using the internet. Use a range of art equipment and materials.
Procedures:
1. Introduction Hand out a worksheet for students to fill out as they view the PowerPoint presentation. Show Power Point presentation of various Kaleidoscopes and discuss: Differences in materials used, construction techniques used, decorative effects used and differences in outcomes. How Kaleidoscopes work, i.e., reflection and light. 2. Research Activity Students to research kaleidoscopes using the internet, answering the questions: Who invented the Kaleidoscope? What country was the inventor born in? What year was the Kaleidoscope invented? How was the first Kaleidoscope constructed and with what materials? What does the word kaleidoscope mean? How is reflection used to create images in a Kaleidoscope? What is symmetry and why is this word important the images we see through a Kaleidoscope? Students to collect visual references: 3 different Kaleidoscope structures. 5 Kaleidoscope images. 2 Kaleidoscopes with interesting exterior decorative features. Students to list a bibliography of websites visited. 3. Visual Diary Students to write the heading ‘Constructing a Kaleidoscope’. Draw and annotate the steps illustrated on the ‘Construction Procedure Worksheet’. Students to complete a life-size drawing showing the intended decoration/design of the exterior of the kaleidoscope. 4. Activity Procedure Student to follow the steps they have previously written and drawn out in visual diaries and begin to make the pieces of the Kaleidoscope. Students to construct the Kaleidoscope. 5. Evaluation Complete three drawings of images that can be seen through the Kaleidoscope in visual diaries. Answer the following questions: Were you able to construct the structure of the Kaleidoscope as you intended? Were you successfully able to produce reflected images using your kaleidoscope? What do you like about the Kaleidoscope you made? What don’t you like about the Kaleidoscope you made? What would you have done differently?
Approximate time needed:
Nine 50-minute lessons @ 3 lessons per week = 3 weeks
Prerequisite Skills:
Basic 3D construction skills, basic research skills, basic drawing skills.
Materials and Resources
Technology – Hardware
Datashow Projector	Internet connection
Technology – Software
Internet Web Browser	Word processing
Printed Materials: Question worksheet for research Construction procedure worksheet with instructional illustrations
Supplies: PVC piping Mirrored Paper Cardboard Glue Acetate Coloured glass, glass beads or transparent marbles.
Internet Resources: http://inventors.about.com/library/inventors/blkaleidoscope.htm http://dogfeathers.com/kaleido/index.html http://courses.ncssm.edu/gallery/collections/toys/html/exhibit04.htm
Accommodations for Differentiated Learning
Students with Special Needs: Working with another student to construct a Kaleidoscope. Modified research questions. Simplified Kaleidoscope structure and accompanying worksheet.
English as a Second Language (ESL) Student: Modified research questions. Construction procedure worksheet with clear instructional illustrations.
Gifted Student: Extension research questions relating to math and geometric principles used to form kaleidoscopic images.
Student Assessment:
Instruction Sheet will have a table of assessment criteria Research: Introductory worksheet – 5 points Response to questions – 5 points Collection of visual references – 5 points Visual Diary: Clarity of instructional images – 5 points Creativity of decorative design of intended Kaleidoscope - 5 points Drawings of images that can be seen through the complete Kaleidoscope – 5 points Kaleidoscope – Final Presentation: Accuracy of pieces used to form the structure – 5 points Construction – 5 points Exterior decoration – 5 points General: Use of class time – 5 points Total 50 Marks
Key Word Search:
Kaleidoscope, Symmetry, Reflection, Construction, Decoration

Year 8 Creative Crafts
Artist Books

Unit Author
First and Last Name: Lauren Stevens
Region: North West Victoria
School Name: Swan Hill College
School City, State: Swan Hill, Victoria
If your Unit Portfolio is chosen to be uploaded to the Intel® Teach to the Future database, do you want your name displayed as the author? □ Yes □ No
Unit Overview
Unit Plan Title:
Curriculum-Framing Questions Essential Question: What is an artist book and how can I make one? Unit Questions: What is classified as an artist book? How can I use images and fonts creatively in my artist book? How can I use design elements and principals to create effective design and construction of my artist book? Content Questions: What theme will I chose to complete my artist book on? What materials will I use to complete my artist book? What colours will I use to complete my artist book? What equipment will I need to complete my artist book?
Unit Summary The intention of this unit is to consider a theme relevant to a student and present this theme in a creative manner through the use of images and text in a book format. To look at the way other artist interpret the term ‘book’ and present themes in a unique manner using the ‘sequence of pages’, book structure.
Teaching and Learning Strategies
Students view examples of artist books, research other artist books on the internet, mind map themes, list materials, develop images and text in visual diaries, transfer developed images and text to final artist book and construct. Students who are fining it difficult to engage, use traditional structure of a book and add images.
Professional Learning
Library and internet resources to source information and examples. Develop examples of artist books to illustrate the use of various themes, materials and construction techniques. Work with members of the Arts KLA to co-ordinate and share ideas about how to most effectively approach and undertake the process of idea development and artist book construction.
Year Levels
Year 8
Key Learning/Subject Areas
Arts - Level 5 Arts Practice 5.2 Develop art works in a range of two- and three-dimensional art forms Use skills, techniques and processes appropriate to particular art forms. Responding to the Arts 5.4 Describe ways in which art works are related to distinctive aspects of cultural and historical contexts. Explain the particular purpose of selected art works in particular cultural and historical contexts.
Learning Outcomes
Students should be able to: Generate ideas and present them in a logical and sequential order. Use a book structure to present ideas. Develop images and text relevant to a selected theme. Research ideas generated by artists using artist books art their art form.
Procedures:
1. Introduction Show students a PowerPoint presentation illustrating various artist books, drawing attention to the potential structures, materials and themes explored. 2. Visual Diary Mind Mapping Students write the heading ‘Artist Books’ in their visual diaries. Students mind map three different themes of their own choice in visual diaries. Collection of Visual References Students research images and text relating to the selected theme, including the library and the internet. Developmental Drawings Students complete a series of 10 sketches in visual diaries exploring possible structures, formats, order of ideas, images and text. Students annotate drawings commenting on the strengths and weaknesses of their ideas. Students include small material samples and experiment with potential colours and mediums. Students to incorporate images and text collected from research. 3. Artist Book Construction Students collect the equipment and material required to construct their final artist books. Students construct their final artist books. 4. Evaluation Students complete a 250 word evaluation of their completed artist book, considering: choice of theme materials construction methods Sequence of ideas.
Approximate time needed:
Nine 50-minute lessons @ 3 lessons per week = 3 weeks
Prerequisite Skills:
Moderate research skills, drawing skills and construction skills.
Materials and Resources
Technology – Hardware
Computer(s)	Datashow Projector
Internet connection
Technology – Software
Internet Web Browser	Word processing
Printed Materials: Work sheet explicating procedure. (Generating ideas, collecting visual materials and references, exploring ideas in visual diary, making the final artist book.)
Supplies: Cardboard, paper, grey lead pencils, colour pencils, acrylic paints, sticky tape, glue, string, any extra materials supplied by students.
Internet Resources: http://www.sil.si.edu/Exhibitions/Science-and-the-Artists-Book/ http://www.library.yale.edu/aob/term.html http://www.library.yale.edu/aob/booklinks.html http://www.cecilia-letteringart.com/karenterhaar/karengallery.html http://www.cecilia-letteringart.com/judieroberts/judiegallery.html http://www.cecilia-letteringart.com/nicollheaslip/nicollgallery.htm
Others: Artist book models.
Accommodations for Differentiated Learning
Students with Special Needs: Students with special needs may use a book that is already constructed in a traditional format and make adaptations and modify the text to incorporate their selected theme. Modified evaluation worksheet. Students with special needs to answer questions ‘My idea was…,’ ‘I drew pictures of..’, ‘Three important words I used in my artist book were….’, ‘What I think work really well was……’, ‘What I thought didn’t work very well was…..’.
English as a Second Language (ESL) Student: Handout modified with point form heading and previously completed examples of steps to be completed. Modified evaluation worksheet. ESL students to answer questions ‘My idea was…,’ ‘I drew pictures of..’, ‘Three important words I used in my artist book were….’, ‘What I think work really well was……’, ‘What I thought didn’t work very well was…..’.
Gifted Student: Student may choose a more abstract theme, such as a feeling as the artist book theme. Student may complete more in depth research, such as poetry relating to the selected theme. Student may construct a more complex structure for the artist book.
Student Assessment:
Instruction sheet will have a table of assessment criteria. Creativity of theme/idea – 5 points Mind Mapping – 5 points Collection of visual references – 5 points Developmental Drawings/10 sketches: Annotations of strengths and weaknesses - 5 points Exploration of potential structures and annotations of strengths and weaknesses – 5 points Exploration of different construction materials, media and techniques – 5 points Final Artist Book: Construction/Use of materials – 5 points Sequential/ Logical Order – 5 points Evaluation – 5 points General: Behaviour/Use of Class Time: - 5 points Total 50 marks
Key Word Search:
Artist Book, binding, sequence, theme, structure.

Year 8 – Creative Crafts
Decoupage Plaque

Unit Author
First and Last Name: Lauren Stevens
Region: North West Victoria
School Name: Swan Hill College
School City, State: Swan Hill, Victoria
If your Unit Portfolio is chosen to be uploaded to the Intel® Teach to the Future database, do you want your name displayed as the author? □ Yes □ No
Unit Overview
Unit Plan Title: Decoupage Plagues
Curriculum-Framing Questions Essential Question: What is Decoupage? What are the materials and techniques used to decoupage objects? What is the history of decoupage? Content Questions: How do I acquire and prepare images for decoupage? How do I apply the images to the surface? How will I arrange the images on the surface? How to I apply decoupage?
Unit Summary The intention of this unit is to introduce students to decoupage. Students will gain an understanding into the history of decoupage through research and will discover the potential of decoupage through collection of images. Students will explore decoupage materials and techniques by making a decoupage plaque.
Teaching and Learning Strategies
Facilitate students to work independently to research decoupage through internet resources. Demonstrations of decoupage techniques and provision of decoupage examples.
Professional Learning
Library and internet resources to source information and examples. Collect a variety of decoupage objects to illustrate a variety of decoupage outcomes. Work with members of the Arts KLA to co-ordinate and share ideas about how to most effectively approach and undertake the process of decoupage.
Year Level
Year 8
Key Learning/Subject Areas
Arts - Level 5 Arts Practice 5.2 Develop art works in a range of two- and three-dimensional art forms Use skills, techniques and processes appropriate to particular art forms. Responding to the Arts 5.4 Describe ways in which art works are related to distinctive aspects of cultural and historical contexts. Explain the particular purpose of selected art works in particular cultural and historical contexts.
Learning Outcomes
The student should be able to: Use materials and techniques to decoupage objects. Discuss and analyse a range of decoupage objects. Design and create a decorative plaque using decoupage techniques. Evaluate his/her finished decoupage plaque to determine strengths and weaknesses of the design and application of decoupage images.
Procedures:
1. Introduction Show students different examples of decoupage. Explain the decoupage technique, discussing the importance of the placement of images. 2. Research - Analysis Handout ‘Decoupage Analysis’ worksheet. Using the internet, find three different objects that have been decorated using the decoupage technique. 3. Visual Diary Students are to write the heading ‘Decoupage Analysis’ in their visual diaries. Paste the collected decoupage examples into visual diaries and analyse them answering the following questions: What object has been decorated with a decoupage technique? What material is this object made of? Is the surface material of the object showing through or has the background been painted or decorated in some other way? What images have been applied to the surface using a decoupage technique? Are these images printed or hand drawn/painted? Do you think this is a successful example of decoupage? What do you like most about it? Is their anything you dislike about the way the decoupage technique has been used? 4. Decoupage Plaque Hand out ‘Decoupage Process’ (outlining the steps used to decoupage images to surfaces) worksheet to students and read through with students. Students to paste these into their visual diaries Students are to collect a selection of images that they would like to apply to their plague from magazines or bring images to school from home. Once student have collected their images hand out squares or rectangles of wood (scraps from the technology department). Students are to paint the wood a colour that will complement their collected images. Students are to decoupage their images to the wood using the ‘Decoupage Process’ worksheet. Allow time for the plaques to dry. Hammer (or screw) two small nails into the back of the wood and tie a piece of string between the two nails to make a hanger. 5. Evaluation Students are to write the heading ‘Decoupage Evaluation’ into their visual diaries and answer the following questions: Were you able to successfully use the decoupage technique? Do you think that you have arranged the images into a successful composition? Why? Do you think that you have applied an appropriate colour to the background? Does it complement the images you have selected to apply over the top? What do you think is the most successful part of the plaque? Why? Is their any part of the plaque that you think could be improved? Why?
Approximate time needed:
Nine 50-minute lessons @ 3 lessons per week = 3 weeks
Prerequisite Skills:
Basic research skills, basic literacy skills.
Materials and Resources
Technology – Hardware
Datashow Projector	Printer	Computer(s)
Internet connection
Technology – Software
Internet Web Browser	Word processing
Printed Materials: Decoupage analysis worksheet Decoupage process worksheet Assessment worksheet
Supplies: Scissors Decoupage Gold and Silver Pens Paint brushes Sponge Paint
Internet Resources: http://www.save-on-crafts.com/howtodeceg.html
Accommodations for Differentiated Learning
Students with Special Needs: Decoupage Process sheet has illustrated steps for low literacy. Modified evaluation questions.
English as a Second Language (ESL) Student: Decoupage Process sheet has illustrated steps for low literacy. Modified evaluation questions.
Gifted Student: Gifted student may find another object decorated with decoupage through internet research, complete an analysis of the object, find the object and appropriate images and decoupage the object.
Student Assessment:
Instruction sheet will have a table of assessment criteria. Research: Collection of 3 objects decorated using a decoupage technique– 5 points Visual Diary: Analysis of 3 researched objects – 5 Points Neatness/Organisation – 5 Points Final Presentation: Neatness and accuracy of cut out images edges – 5 points Neatness and accuracy of decoupage application – 5 points Effective choice of background colour – 5 Points Effective composition (use of design principals) – 5 points Inclusion of a hanger – 5 Points Evaluation: Response to questions – 5 points General: Behaviour/Use of Class Time: - 5 marks Total 50 marks
Key Word Search:
Decoupage, repetition, lacquer, varnish, decorative, design principals.

Year 8 - Creative Crafts
Cross Stitch Bookmarks

Unit Author
First and Last Name: Lauren Stevens
Region: North West Victoria
School Name: Swan Hill College
School City, State: Swan Hill, Victoria
If your Unit Portfolio is chosen to be uploaded to the Intel® Teach to the Future database, do you want your name displayed as the author? □ Yes □ No
Unit Overview
Unit Plan Title: Cross Stitch Bookmarks
Curriculum-Framing Questions Essential Question: What is cross stitch? Unit Questions: How do I make a cross stitch bookmark? What is the history of bookmarks? Content Questions: What cross stitch techniques can I use to decorate a book mark? What design will I use to cross stitch my book mark? What materials do I need to cross stitch a bookmark?
Unit Summary The intention of this unit is to introduce student to basic cross stitch techniques and materials. Students will gain an understanding of cross stitch techniques through research and through practice using these techniques. Students will also design basic logos incorporating their initials and develop these into a finished cross stitch design.
Teaching and Learning Strategies
Facilitate students to work independently to research cross stitch through internet resources. Demonstrations of cross stitch techniques and provision of a work sheet illustrating procedures for basic cross stitch techniques.
Professional Learning
Library and internet resources to source information and examples. Collect a variety of cross stitch examples to illustrate a variety of cross stitch outcomes. Work with members of the Arts KLA to co-ordinate and share ideas about how to most effectively approach and undertake the process of teaching basic cross stitch techniques.
Year Level
Year 8
Key Learning/Subject Areas
Arts - Level 5 Arts Practice 5.2 Develop art works in a range of two- and three-dimensional art forms Use skills, techniques and processes appropriate to particular art forms. Responding to the Arts 5.4 Describe ways in which art works are related to distinctive aspects of cultural and historical contexts. Explain the particular purpose of selected art works in particular cultural and historical contexts.
Learning Outcomes
The student should be able to: Gain a basic understanding into the use of materials, techniques and terms relating to cross stitch. Design a cross stitch pattern. Use cross stitch materials and techniques to make a cross stitch. Have an understanding of the history of bookmarks
Procedures:
1. Introduction Show students a finished example of a cross stitch bookmark. Show students examples of various other cross stitched items to illustrate a variety of potential outcomes. Show students Aida cloth and explain how it is used. 2. Research Hand out ‘Research worksheet’ (with assessment criteria) Using the internet students are to complete the following research: Using the website http://www.miragebookmark.ch/wb_history.htm provide a point form overview of the history of bookmarks. Provide a definition and an illustration of basic cross stitch (http://www.netstitch.co.uk/cross_stitch_stitching_techniques.htm#Basic%20Cross%20Stitch) Provide a definition and an illustration of two ways you can start off your cross stitch. (http://www.netstitch.co.uk/cross_stitch_stitching_techniques.htm#Basic%20Cross%20Stitch) 3. Visual Diary Students are to paste the research information they have collected into their visual diaries. Handout out a ‘Steps for Bookmark Cross Stitch’ worksheet outlining the steps the students are to take. Students are to complete three cross stitch designs in their visual diaries using the following guidelines: Rule three boxes 30mmX120mm. Complete three designs, one in each box. Incorporate your initials or the initials of someone you would like to make a cross stitch bookmark for. (Students may research different fonts) Keep the designs very simple. Use two different colours in your design. 4. Cross Stitch Bookmark Students are to cut out a piece of Aida cloth, 40mmX130mm Students are to transfer their designs onto the cloth, leaving a space around the edges. Students are to cut out two pieces of cardboard 50mmX140mm. Students are to cut a box out of one of the pieces of cardboard 30mmX120, leaving a border. Students are to place their cross stitch design in between the two pieces of cardboard so that the cross stitch design is positioned inside the border. Students are to glue the edges of the border to the back piece of cardboard. 5. Evaluation Students are to write the heading ‘Cross Stitch Evaluation’ in their visual diaries and answer the following questions: Do you feel that you made the right choice in design? Why did you choose this design out of the three? What technical problems did you encounter? How were these overcome? Do you think your cross stitch is successful overall? What is the most successful part of your cross stitch bookmark?
Approximate time needed:
Nine 50-minute lessons @ 3 lessons per week = 3 weeks
Prerequisite Skills:
Basic research skills, basic drawing skills.
Materials and Resources
Technology – Hardware
Computer(s)	Printer
Internet connection
Technology – Software
Internet Web Browser	Word processing
Supplies: Cardboard Glue Scissors Sewing needles Coloured embroidery threads Aida cloth
Internet Resources: http://www.miragebookmark.ch/wb_history.html http://www.netstitch.co.uk/cross_stitch_stitching_techniques.htm#Basic%20Cross%20Stitch http://www.netstitch.co.uk/cross_stitch_stitching_techniques.htm#Basic%20Cross%20Stitch
Accommodations for Differentiated Learning
Students with Special Needs: ‘Steps for book mark worksheet’ has illustrated steps for low literacy. Modified evaluation questions.
English as a Second Language (ESL) Student: ‘Steps for book mark worksheet’ has illustrated steps for low literacy. Modified evaluation questions.
Gifted Student: Gifted students may complete another cross stitch design in their visual diaries and complete a second book mark.
Student Assessment:
Instruction sheet will have a table of assessment criteria. Research: History of bookmarks – 5 points Collection of cross stitch definitions and illustrations - 5 points Visual Diary: 3 cross stitch designs – 5 Points Neatness/Organisation – 5 Points Final Presentation: Neatness and accuracy of stitches – 5 points Neatness and accuracy of bookmark border – 5 points Effective choice of colour (threads & cardboard) – 5 points Centring and placement of cross stitch design – 5 points Evaluation: Response to questions – 5 points General: Behaviour/Use of Class Time: - 5 marks Total 50 marks
Key Word Search:
Aida cloth, cross stitch, design, bookmark

Year 8 – Creative Crafts
Paper Beads

Unit Author
First and Last Name: Lauren Stevens
Region: North West Victoria
School Name: Swan Hill College
School City, State: Swan Hill, Victoria
If your Unit Portfolio is chosen to be uploaded to the Intel® Teach to the Future database, do you want your name displayed as the author? □ Yes □ No
Unit Overview
Unit Plan Title:
Curriculum-Framing Questions Essential Question: How can I make my own beads? Unit Questions: What is the history of beads? How can I use the beads I have constructed to create my own jewellery item? Content Questions: What materials and techniques do I need to make my own beads? What jewellery making techniques can I use to make a bracelet?
Unit Summary The intention of this unit is to introduce student to beads, bead making and jewellery construction.
Teaching and Learning Strategies
Facilitate students to work independently to research the history of beads through internet resources. Demonstrations of the techniques involved in making paper beads and provision of a work sheet illustrating procedures for paper bead making techniques.
Professional Learning
Library and internet resources to source information and examples. Collect a variety of bead examples to illustrate a variety of cross stitch outcomes. Make paper beads as examples to show students.
Year Level
Year 8
Key Learning/Subject Areas
Arts - Level 5 Arts Practice 5.2 Develop art works in a range of two- and three-dimensional art forms Use skills, techniques and processes appropriate to particular art forms. Responding to the Arts 5.4 Describe ways in which art works are related to distinctive aspects of cultural and historical contexts. Explain the particular purpose of selected art works in particular cultural and historical contexts.
Learning Outcomes
The student should be able to: Gain an understanding into the history of beads. Recognise and evaluate beads made from different materials. Construct paper beads. Use the constructed beads to make a jewellery item.
Procedures:
1. Introduction Show students finished examples of hand made paper beads (different sizes and colours). Show students examples of various beaded items to illustrate a variety of potential outcomes. 2. Research Hand out ‘Research worksheet’ (with assessment criteria) Using the internet students are to complete the following research: Using the website http://www.beaded-baubles.com/Historyofbeads.htm Using provide a point form overview of the history of beads. Find an example of a item that is constructed using the flowing types of beads: Glass beads Stone beads Ceramic beads Plastic beads Paper beads 3. Visual Diary Students are to paste the research information they have collected into their visual diaries. Students are to answer the following questions about each of the different bead types they have collected: What is this bead made of? Do you think this material works well for beads? Why? What is the overall effect of the material on the bead, does it make it look a certain shape, texture or colour? 4. Paper Beads Handout out a worksheet illustrating the steps the students are to take to make their paper beads. Students are to bring in three different sheets of wrapping paper. Students are to cut the wrapping paper into elongated triangles (the width at the thick end it how wide the bead will be and the length of the triangle is how thick the bead will be.) Show an example of an elongated triangle. Demonstrate how to wrap the paper around the skewer. Students are to roll 1 cm of the triangle (thick end) around a skewer. Students are to put glue down the elongated triangle (the white side). Students are to roll the skewer and wrap the remaining length of the elongated triangle around the skewer. Allow the beads to dry. Paint the beads over with glittery, clear nail polish or a light translucent nail polish. Allow to dry. Remove the beads from the skewer. Tread the beads onto fishing wire and make bracelets or a necklace. 5. Evaluation Students are to write the heading ‘Paper Bead Jewellery Evaluation’ in their visual diaries and answer the following questions: Do you think that you have made a good choice in the selection of your wrapping paper? What was the overall effect of the wrapping paper? What technical problems did you encounter? How were these overcome? Do you think your paper bead jewellery is successful overall? What is the most successful part?
Approximate time needed:
Nine 50-minute lessons @ 3 lessons per week = 3 weeks
Prerequisite Skills:
Basic research skills
Materials and Resources
Technology – Hardware
Computer(s)	Printer
Internet connection
Technology – Software
Internet Web Browser	Word processing
Printed Materials: Making paper beads instruction sheet Research question sheet & assessment criteria
Supplies: Wrapping paper Fishing Wire Glue Glitter nail polish Scissors
Internet Resources: http://www.beaded-baubles.com/Historyofbeads.htm http://www.beadedflowerpatterns.com/ http://www.sicc.sk.ca/saskindian/a97jun20.htm
Accommodations for Differentiated Learning
Students with Special Needs: ‘Steps for making paper beads worksheet’ has illustrated steps for low literacy. Modified evaluation questions.
English as a Second Language (ESL) Student: ‘Steps for making paper beads worksheet’ has illustrated steps for low literacy. Modified evaluation questions.
Gifted Student: Gifted students may make a matching necklace and bracelet.
Student Assessment:
Instruction sheet will have a table of assessment criteria. Research: History of beads – 5 points Collection of bead examples - 5 points Visual Diary: Analysis of bead examples – 5 Points Neatness/Organisation – 5 Points Final Presentation: Neatness of bead construction – 5 points Selection of appropriate papers – 5 points Varnishing – 5 points Bracelet/arrangement of beads on fishing wire – 5 points Evaluation: Response to questions – 5 points General: Behaviour/Use of Class Time: - 5 marks Total 50 marks
Key Word Search:
Jewellery, beads.

Year 8 – Creative Crafts
Sewing and Constructing a Kite

Unit Author
First and Last Name: Lauren Stevens
Region: North West Victoria
School Name: Swan Hill College
School City, State: Swan Hill, Victoria
If your Unit Portfolio is chosen to be uploaded to the Intel® Teach to the Future database, do you want your name displayed as the author? □ Yes □ No
Unit Overview
Unit Plan Title: Sewing and Constructing a Kite
Curriculum-Framing Questions Essential Question: How do I make a kite? Unit Questions: What is the history of kites? What different styles of kites exist? Content Questions: What sewing techniques do I need to learn to construct a kite? What construction techniques do I need to learn to construct a kite? How do I read a pattern to make a kite?
Unit Summary The intention of this unit is to introduce students to kites. Students will explore the history of kite making and explore the many different styles/structures of kites that exist. Students will gain skills in sewing and basic construction by making a kite. Students will also gain skills in drawing through decorations added to the kite.
Teaching and Learning Strategies
Facilitate students to complete research on the internet through clear worksheets with questions and assessment and criteria. Provide illustrated instructional worksheets outlining the steps involved in the kite construction. Students who are fining it difficult to engage, to work with partners and use simplified construction techniques, such a gluing instead of sewing with a sewing machine.
Professional Learning
Library and internet resources to source information and examples. Collect a kite example to illustrate the structure of the kite students will be making. Work with members of the Arts KLA to co-ordinate and share ideas about how to most effectively approach and undertake the process of kite making.
Year Level
Year 8
Key Learning/Subject Areas
Arts - Level 5 Arts Practice 5.2 Develop art works in a range of two- and three-dimensional art forms Use skills, techniques and processes appropriate to particular art forms. Responding to the Arts 5.4 Describe ways in which art works are related to distinctive aspects of cultural and historical contexts. Explain the particular purpose of selected art works in particular cultural and historical contexts.
Learning Outcomes
The student should be able to: Understand the origins and history of kites. Recognise a range of kite structures. Sew and construct a kite. Evaluate the kite they have constructed.
Procedures:
1. Research Handout research question worksheet (including assessment criteria). Students are to complete the following research: Using the website http://www.kckiteclub.org/DaveEllis/japkites1.htm provide a brief overview of the history of kites in point form. Using the website http://www.zianet.com/katgraham/kites/history.html find information on three different types of kites and print the information off. Visual Diary Students are to write the heading ‘Different Kite Structures’ in their visual diaries. For each of the three kite structures the students have collected they are to complete the following: Write the name of the kite type as a heading. Cut out the image they have printed off showing the different kite structure. Using the information they have collected for each kite type write a brief summery of the kite under the image. Students are to evaluate the kite answering the following questions: What materials is this kite made from? Does it look like it is based on a particular shape, i.e., a square or box, a triangle, or does it look like it is based on something else, such as an animal, i.e., a bird or a dragon? How is this kite decorated? If not, how would you decorate the kite? Kite making procedure Hand out Illustrated ‘Steps for Making a Kite’ and ‘How to thread a sewing machine’ worksheets. Students are to paste these in their visual diaries. Hand out kite pattern. Demonstrate how to lay the pattern out, trace it and cut it out. Have students lay their patterns out over the fabric, trace around the pattern and cut the fabric out. Demonstrate how to pin the pattern and show students where they will sew. Students are to pin the pattern. Students are to draw some simple shapes out on an A4 size piece of paper and practice sewing along the lines with no thread in the machines. Demonstrate how to tread the sewing machines and have students refer to the related worksheet. Students are to sew their kites. Students are to put small guide holes in their kites looking at the pattern and hand sew around the edge of the holes. Students are to cut long strips of scrap fabric (and joint them together on the sewing machine if necessary) and attach them to the lower point of their kites. Students are to decorate their kites by adding pieces of fabric, drawing with fabric pastels or using paint. Demonstrate and assist student to attach the dowel and the string. Evaluation Students are to write the heading ‘Kite Evaluation’ in their visual diaries and answer the following questions: Did you encounter any problems sewing your kite or using a sewing pattern? Did you encounter any other technical difficulties, such as adding a tail, dowel or string? What decorative features did you add? What is the most successful part of your kite? Why? What is the most unsuccessful part of your kite? Why? Overall are you happy with the finished kite.
Approximate time needed:
Nine 50-minute lessons @ 3 lessons per week = 3 weeks
Prerequisite Skills:
Basic sewing skills, basic research skills
Materials and Resources
Technology – Hardware
Computer(s)	Printer
Internet connection
Technology – Software
Internet Web Browser	Word processing
Printed Materials: Research and analysis question sheet, including assessment criteria Illustrated ‘How to thread a sewing machine’. Illustrated ‘Steps for Making a Kite’. Kite Pattern.
Supplies: 1mX1m fabric (supplied by student) Dowel String Cotton Pins Tape measure
Internet Resources: http://www.sew-whats-new.com/sewinglessons/class1.shtml http://sewing.about.com/library/weekly/aa032898.htm
Accommodations for Differentiated Learning
Students with Special Needs: Students with special needs to complete modified research and analysis questions. Students with special needs to work with a partner to use the sewing machine and cut out patterns or may complete a simplified kite using glue instead of a sewing machine. Modified evaluation questions.
English as a Second Language (ESL) Student: ESL students to complete modified research and analysis questions. Individually go through threading a sewing machine with ESL student referring to the illustrations on the worksheet. Modified evaluation questions.
Gifted Student: A gifted student may complete three designs that he/she would like to transfer to the finished kite in his/her visual diary. The gifted student may spend more time completing decorative effects on the kite, such as additions like fringes, buttons, etc or use of embroidery techniques.
Student Assessment:
Instruction sheet will have a table of assessment criteria. Research: History of kites – 5 points Collection of kite examples - 5 points Visual Diary: Information on kite type – 5 Points Analysis of kite examples – 5 Points Final Presentation: Use of a pattern – 5 points Neatness of kite sewing – 5 points Construction techniques – 5 points Kite decoration – 5 points Evaluation: Response to questions – 5 points General: Behaviour/Use of Class Time: - 5 marks Total 50 marks
Key Word Search:
Dowel, decoration, sewing, structure, construction