Weaving Whirlwind

Third grade students began this unit by examining some Navajo rug and tapestry weavings.  We pointed out how most used neutral colors and displayed geometric many patterns using geometric shapes.  After learning a little bit more about the history of Navajo weaving, students discovered that the yarn used to make these weavings, came from sheep and traditionally were the natural color with little or no dye applied.  Additionally, after becoming familiar with the natural landscape of the Navajo Nation,  we were able to see why some of the  common imagery used, depicted grey hills and crystal patterns.  Most importantly, we learned how these weavings began being produced purely for functional reasons and only after becoming a very popular trade item , did that purpose change. 

Navajo winter hogan with blanket used as a door, 1880-1910

Navajo Weavers, 1972

Two Grey Hills Navajo weaving

 In an effort to create our own pouches,  we defined a weaving to be when fabric is woven together by interlocking vertical (WARP) and horizontal (WEFT) thread on a loom.  We examined a variety of traditional and non traditional looms and then used chipboard to warp our own loom.  Next, students planned out a few color choices for their tabby weaves (a weave with horizontal lines) and carefully chose colors that had some meaning or was aesthetically pleasing to them. Once students were comfortable with the process of weaving, many weaved multiple pouches and even attached flaps, straps, and buttons. Most of the weaving was done outside of class and students were able to refer to videos I made on the art studio blog for each step with extra help during the studio time.  Some students even started weaving clubs, in hopes to sell some of their woven merchandise.  

Warping Loom

Weaving flap

Student weavers

Student Examples

Other Resources: As a good introduction to weaving we read the book below:

Visiting Princeton

First grade did their annual visit to the Princeton Art Museum where we had a guided tour by several docents.  We examined a variety of representational and non objective art inside the museum and did a tour of the sculpture garden outside.  We even had time to sketch the Bengal tigers. Students were shocked to learn how these two male and female tigers arrived on campus the same year the school became coed.

 

Exploring the Grounds!

Third grade spent the day visiting Grounds for Sculpture in Hamilton Township.  We were able to examine a variety of sculptures from representational to abstract.  Students enjoyed viewing the different artworks as well as exploring the different trails and hidden pathways.  We were able to see how artist and founder of the grounds Sewart Johnson recreates many famous 19th century paintings by transforming them into three dimensional spaces as he explains "to allow an intimacy that the paintings do not allow themselves." 

New Jersey Performing Arts Center Spring Exhibit

First grader on the left and third graders on the right in front of their artwork. 

We were lucky enough to have two students selected to have their artwork exhibited for the Spring Art Show at the New Jersey Performing Arts Center.  Their work was chosen among hundreds of students art that was entered and will be up until the end of the summer for thousands of people to see as they attend concerts and shows at the NJPAC.

Printmaking Center of New Jersey Stops By!

We were privileged to have The Printmaking of New Jersey visit to teach a workshop on silk screening with our fourth grade students.  Each young artist created a stencil of an animal with construction paper, paying close attention to the positive and negative space when they were cutting them out.  Next, each student worked with the visiting print maker to transfer their designs onto T-shirts.  We plan on wearing them for the Art show, coming up on June 5th and 6th, but some couldn't wait until then and wore them the very next day.