Annie and the Old One: Creating Patterns

Curriculum Objective 6020-0201:
    Identify cultural traits and values that are inherited and acquired; i.e.,
family, religious, and cultural traditions, physical characteristics, etc.
(302-202)

Curriculum Objective 5020-1301:
    Recognize, describe, extend, and create a wide variety of patterns.

My Objective:
    Students will be able to create a pattern using four designated colors
that has an obvious rule for a beadwork design that will be completed in
a succeeding lesson

Materials Needed:
half sheet of graph paper per student
transparency with grid lines
transparency markers--four different colors

Introduction (10 min):

1. In Annie and the Old One, Annie was taught to weave by her mother
who was taught by Annie's grandmother. This is an example of a skill
learned and handed down within a family.

2. Other examples of skills that are passes down through a family are . . .
(Dolls and Toys of Native America: A Journey Through Childhood)
            - scrimshaw
            - canoes
            - dolls

3. What are some skills we learn from our parents?
        - sewing         - knife-sharpening         - family recipes

Methods (10 min): 

4. Some Native American tribes are extremely skilled in beadwork.
Today, we're going to learn how to bead for ourselves.

5. The first this we need to do, even before setting up the loom, is to
design our pattern.

6. On the overhead, using a transparency with grid lines, demonstrate
how to create a pattern.
- Start by marking out the width and length of beadwork.
- Make sure the warp is an even number of strings (on graph paper this would be an odd number of squares/spaces).
- When marking out your color choices, use only four different colors.
- Emphasize that each square you color in represents one bead.
- Discuss the restrictions of patterns. Rule, the repeated segment of the pattern, needs to be adhered to.

7. Answer any student questions.

Closure (30-40 min):

8. Pass out graph paper to student.

9. Using only the four designated colors, students are given time to create their designs. Note: Colored pencils or crayons are best for the creating
process; marker bleed and are clumsier to handle.

10. If students finish their design before time is up, have them complete
work from the previous days (chalk picture or weaving design).

Assessment (ongoing):

11. Observe student response during design creation. Make sure each
student understands what they are to be doing and how to do it.
Correctly designed patterns are important for tomorrow's lesson.