Blanchard, Year One
Bradshaw – Austin Sargent
Learning Objective/Exit Outcomes:
- Students will create their own Kente cloths.
- Students will demonstrate understanding of line, pattern, and sequence.
- Students will brainstorm their own ideas about color theory and how it is represented in Kente Cloths.
- Students will use their bodies to demonstrate understanding of both the literal and metaphoric meaning of the colored Kente cloths.
State Standards:
VA2PR.2 Understands and applies media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills.
VA2C.1 Applies information from other disciplines to enhance the understanding and production of artworks.
- Explores and creates art inspired by ideas from literature, science, music, and/or math.
- Creates works of art inspired by universal themes (e.g., self, family, community, world).
TA2.PR.1 Act by communicating and sustaining roles in formal and informal environments
- Use imagination and physical choices to communicate a character’s thoughts and emotions.
- Collaborate and perform with an ensemble to share theatre with an audience.
TA2.CN.1 Explore how theatre connects to life experience, careers, and other content.
- Connect theatre experiences to life experiences and other content areas.
ESD2.CR.2 Demonstrate an understanding of dance as a form of communication.
- Improvise and create movement based on ideas, feelings, and personal experiences.
- Recognize and describe how movement quality impacts meaning
Integration Area/Subject:
Art/ Theatre/ Movement
Materials/Playing Space:
Open space in the classroom. A kente cloth to an analyze (smartboard or literal).
Description:
Students were already familiar with Kente cloths and had already started working on their own visual representation. It was helpful for students to understand the artistic principles of pattern, line, and shape.
PAIR Specialist introduced the idea of physically connecting the color values to a physical movement (green = wealthy, so what does wealthy look like?, red= war, and what does war look like?). Students created tableaus in small groups, and based on teacher feedback could adjust and change as needed.
After the small group time, the teacher split the groups apart into individuals and put them in sequence according to their color groups (red, green, yellow, red, green, yellow, red, green, yellow). Students first physically embodied the literal shape of their color (horizontal/vertical/ up and down). Then they would switch back to the metaphorical meaning of the color (wealth, war, etc.) upon teacher instruction.
The teacher could then say “Switch!” as many times and they wanted, watching students connect the literal shape of a square of kente cloth to the metaphorical meaning behind that square.
Notes:
This activity relies heavily on small group participation and critical thought. Let students discover those physical tableaus themselves, but don’t be afraid to ask leading/thought provoking question.