Title: Islamic Patterns and Textiles
Facilitator: Gloria D. Smith
School: Frederick Douglass High
Grades teaching: 9-12
Grades lesson plan appropriate for: 6-12, adults
Discipline: Visual Arts
Other discipline(s) lesson plan appropriate for: English,
Language Arts and Social Studies
Time Allotment: 5 class periods (90 minutes)
Main Idea: The Silk Road
Abstract of lesson plan: The Silk Road relates to trade
routes (two land routes – north and south, and a sea route) from
East Asia (Japan and China) across Central Asia, south to India, west
across the Iranian plateau and countries surrounding the Mediterranean
Sea in Europe and Africa. This trade took place between the second century
BC and the sixteenth century in Italy. There was an exchange of horses,
precious gems, pottery, glass, spices, tea, and textiles. This lesson
will focus on the transfer of textile goods and the influence of Islamic
patterns in Italy.
Essential Learner Outcome(s):
- Outcome I: Perceiving, performing, and responding – The student
will demonstrate the ability to perceive, interpret, and respond to
ideas, experiences, and the environment through visual arts.
- Outcome II: Historical, cultural, and social contexts - The student
will demonstrate the understanding of visual arts as a basic aspect
of history and human experience.
- Outcome III: Creative expression – The student will demonstrate
the ability to organize knowledge and ideas for expression in the expression
of art.
- Outcome IV: Aesthetic criticism – The student will demonstrate
the ability to identify, analyze, and apply criteria for making visual
aesthetic judgments.
Day One
Objective(s): Participants will:
- define the history, cultural, and social contexts of The Silk Route
in reference to the Islamic influences upon Europe;
- define the types of textiles and Islamic influence of patterns
used during The Silk Route
- and create Islamic patterns using the craft of paper cutting.
Warm Up: Identify the following fabric samples numbered on
your table:
brocade, cotton, damask, linen, satin, silk, tiraz, and velvet (samples
of fabrics that are numbered on each table)
Materials:
Sketch paper
Origami paper and/or gift-wrapping paper
Scissors and/or x-acto knives
Glue
Handouts:
Map of the silk route
The Fabric of Prestige and Elegance, Imports and Imitations of Muslim
Textiles
Paper Cutting by Kay Broadwater
Vocabulary: Islamic, Muslim, The Silk Road, Brocade, Cotton,
Damask, Linen, Satin, Silk, Tiraz, Velvet
Direct Teaching Activity:
- Facilitator will discuss and write participants’ response
to the warm up.Facilitator will discuss the importance of The Silk
Raod and the Islamic influence of textiles and patterns. Participants
will take notes.
- Facilitator will show slides identifying Islamic influences and
patterns and influences. Participants will be instructed to sketch
patterns.
- Facilitator will demonstrate the paper cutting technique on origami
paper using the basic shape of a sketch from the slides.
Independent Activity: Participants will create paper cuttings
from five sheets of paper and paste them into a composition on paper.
Assessment: Facilitator will individually monitor each participant’s
progress. Participants will answer questions on the back of their compositions:
- What type of colors, forms, lines, shapes, space, textures and
values are used in the Islamic patterns and textiles?
- Where have you seen fabrics that are similar in design that appear
in modern fabrics?
- What did you learn from today lesson?
Closure: Next, class participants will learn about the Islamic
influence of carpet weaving.
Days Two to Five
Objective(s): Participants will learn about the Islamic influence
of carpet weaving and create a knot-weaving sample.
Warm Up: Cut 8 strips of construction paper ½”
in width
Materials:
Cardboard (9 x12)
Ruler
Scissors
Yarn
Graph Paper
Books on Arabic Designs and Patterns
Handouts:
Carpet Weaving, The Islamic World to1600
Vocabulary: Weaving, Warp, Weft, Beater, Plain weave, Persian
knot, Turkish knot
Direct Teaching Activity:
- Using paper strips, the facilitator will demonstrate the plain weave
technique. Facilitator will define weaving, warp, weft, and beating.
Participants will create a plain weave with construction paper strips.
- Facilitator will discuss the Islamic influences of carpet weaving
with PowerPoint presentation.
Participants will take notes.
- Facilitator will show sample of carpet weaving and sketch of design.
Independent Activity:
- Participants will create a sketch (can derive sketches from previous
lesson) to be approved by the facilitator’s signature and suggestions.
- Participants will follow instructions for preparing a cardboard
loom.
- Participants will observe demonstration for creating Persian and
Turkish knots along with plain weave.
- Participants will create their knot weaving of their transferred
design.
Assessment: Facilitator will monitor the progress of each
participant.
Evaluating artwork:
Describe – What kinds of elements of art did you use?
Analyze – What type of pattern did you use and why?
Interpret – What were you trying to express? Give your artwork
a title.
Judge – Do you feel you were successful? If you were going to
do it over, what would you change?
Rubric for weaving:
Elements/Principles of Art |
4 3 2 1 |
Craftsmanship |
4 3 2 1 |
Effort |
4 3 2 1 |
Creativity |
4 3 2 1 |
|
4 3 2 1 |
Closure: Read a story from Kalili and Dimna
Sources:
Along the Silk Road: Asian Art and Culture, Published by the Arthur
M., Sackler Gallery, Smithsonian Institution, Washington, D. C., The Silk
Road Project, Inc., and the University of Washington Press, Seattle and
London
Luxury Arts of the Silk Route Empires, (brochure) Freer Gallery
of Art and Arthur M. Sackler Gallery
The Emergence of Renaissance, Segment IV: The Visual Arts, The Fabric
of Prestige and Elegance, Imports and Imitations of Muslim Textiles
The Washington Post, Food Section – June 26, 2002 –
"The Flavor of the Silk Road"
Teaching About Islam & Muslims in the Public School Classroom
a Handbook for Educators 3rd Edition, Council on Education
Palace and Mosque, Islamic Art from the Victoria and Albert Museum,
(brochure) National Gallery of Art, Washington, July 18, 2004 to February
6, 2005
Palace and Mosque: Islamic Art from the Victoria and Albert Museum,
by Tim Stanley, Washington D.C., National Gallery of Art, 2004
Bazaar to Piazza: Islamic Trade and Italian Art, 1300 – 1600,
Rosamond Mack, Berkeley: University of California Press, 2002
http://www.cucalgary.ca/applied_history/tutor/islam/learning/carpet.html
http://www.koutayba.com/iarchitecture-org/ia/art/icarpets.html
http://www.bukhara-carpets.com/making/knots.html
http://www.hcs.ohiouniv.edu/faculty/ziff_m/hcia351/6
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