| TAF >> Teaching Materials >> Online Publications |
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| INTRODUCTION | |
| PART I Myself & the Neighborhood | |
| Myself & Neighborhood | |
| Community Quilt | |
| The Mail Carrier | |
| Let Your Fingers Do the Walking | |
| The Sign Walk | |
| Who I Am | |
| Baking Bread with the Little Red Hen | |
| PART II Exploring Systems | |
| What's in a Thumb | |
| Parts of You | |
| Puzzles Are Systems | |
| How Many Systems Do I Belong To Right Now | |
| PART III Communicating with Others | |
| Talking with our hands | |
| Lullabies link people | |
| PART IV Myself and the Larger World | |
| Move, Feet, Move | |
| The Challenge of the Desert | |
| Planning a Park | |
| Communication Tools | |
| TV or Not TV | |
| Missing the Point | |
| Who Likes Animals | |
| A Simple Chocolate Bar | |
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COMMUNITY
QUILT Purpose Making a quilt is an enjoyable way to record the things students have learned about their neighborhood and city. It is also a way to build cooperation within groups and within the class as a whole. Areas of Study Social Studies (viewing the creation of a quilt as a .cooperative effort depicting buildings, landmarks, resources, and people in the city, and showing large and small group dynamics) Language Arts (listening, improving eyehand coordination) Mathematics (measuring, computing) Art (learning the art form of quilt making, sewing) Suggested Time At least 2 class periods per child's square Materials Fabric (a 12" x 12" square per child plus trimmings), fabric scraps, scissors, needles, thread, pencils Comments to the Teacher Creating a quilt can be an exciting group process. Children do not need a great deal of eye-hand coordination to make a quilt, but the organization of materials is necessary to succeed in your project. A note written home to parents asking for fabric, thread, and volunteer helpers usually brings results. Begin by telling children that you are going to make a quilt which tells about your city. Explain that it is important that you all work together to create your quilt. Showing children a quilt or pictures of quilts÷especially those that depict historical events-might be helpful. Have each child choose a building or person or landmark they wish to use as a subject. Have the children draw a simple design of the subject on a sheet of paper the same size as the fabric square they will use. Activity Give each child a 12" by 12" piece of material. Tell them that this will be their background and that they will sew onto this fabric. Show the children how to use their own drawings as patterns in cutting out pieces to sew on their quilt squares. A double-threaded needle and simple running stitch can be used to attach the pieces. The name of the subject the child stitched can be embroidered on the square or written on with large felt-tip pens. Another technique for creating quilt blocks is to give children 12" by 12" squares of heavy white cotton fabric. Instead of sewing, children use large felt-tip pens to draw on their design. When the blocks are completed, arrange them so they make an even shape. Pin rows of pieces together and sew one row at a time. Then sew the rows together. If you wish, ask a parent to do the sewing, but be sure the parent sews the quilt at school so the children can see the "putting together" process. The quilt can be backed by sewing a sheet onto its other side. When the work is completed, discuss the processes the children went through to create their quilt. Try to make a sequence of the events in the process, emphasizing the importance of cooperation and patience. Be sure to display your finished quilt. You and your students may wish to give a presentation about the subjects on it. Make a traveling show and take your quilt to other classrooms. Part of the fun of creating something is sharing it with others. |
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