Shared Learning Objectives / Option 2
District: Heuvelton Central School
School District Representative: Linda Kenny
SLO Project Name: From Sheep to Shawl
Authored by: Linda Kenny
E-mail: kenny@northnet.org
Homepage address: http://humber.northnet.org/heuveltoncs
Grade Level(s):
K-8
Objective (Learning context): The students will learn the attributes of
wool, learn to knit a rectangle as part of a blanket to send to a charitable
organization. They will search the Internet for knitting for charity sites.
Prior knowledge: Students need no prior knowledge. This is taught K-3 in Waldorf Schools and in many Scandinavian schools, it is part of the curriculum.
Subsequent knowledge:
Students
will learn about wool/knitting around the world.
Students
will learn the many characteristics of wool fiber.
Students will learn to create with wool/acrylic yarn by finger knitting, then
real knitting.
Students will search the Internet for helpful ways to donate what they create.
Procedure:
Students will feel real fleece from
a sheep to observe oils, smells, dirt, and wool.
Students will make a felt ball from wool roving.
Students will dye wool yarn with Kool Aid.
Students will learn to finger knit.
Students will learn to knit with knitting needles.
Students will knit a rectangle from yarn.
Students will search the Internet for charity sites to give knitted products.
Specific inquiry/activity:
Students are taken to the computer
lab.
Students learn to sign on to the server at each computer in the computer lab.
Students learn to go the Internet for specific sites given to them to search
for charity knitting.
Students respond to four questions about the unit and the websites.
Instructional Modifications: None
Time Required: This unit took 10-42 minute periods, spaced
every other day over a 6 week time period. Teachers needed a
little time to gather materials. We used midwinter, right after Christmas but
before the end of the semester. There was no homework and students did not need
to use free time or study halls to make the squares, although we encouraged
them to work outside of class if they had their own equipment. We provided yarn
and knitting needles for each student. The wool products may be purchased at a
farm which sends their fleeces away for processing into wool. Sheared sheep
fleece may also be obtained from a sheep farm.
Resources (materials):
Fleece from real sheep,
yarn and needles for each student,
undyed yarn to dye,
knitting books,
Kool-aid
Yarn needle to sew rectangles together for blanket
Web sites referenced:
www.knitting.about.com
www.craftyarncouncil.com
www.specialknittingforces.org
Binky4kids@aol.com
www.childrensaidsociety.org
venusarts@onebox.com
www.knit2together.com
www.interweave.com/knit/cancer.html
www.chemocaps.com
www.bygpub.com/books/tg2rw/sweater.htm
Actual Learning Standards
Referenced: (taken from SED
publication)
The Arts
Standard 1: Creating, Performing, and Participating
in the Arts Students will actively engage in the processes that constitute
creation and performance in the arts (dance, music, theatre, and visual arts)
and participate in various roles in the arts.
Key Idea
- Students will make works of art that explore different kinds of
subject matter, topics, themes, and metaphors. Students will understand
and use sensory elements, organizational principles, and expressive images
to communicate their own ideas in works of art. Students will use a
variety of art materials, processes, mediums, and techniques, and use
appropriate technologies for creating and exhibiting visual art works.
Performance
Indicator
Students
will:
* use the
elements and principles of art to communicate specific meanings to others in
their art work
* during the creative process, reflect on the effectiveness of selected mediums
or techniques to convey intended meanings.
Standard
2: Students will be knowledgeable about and make use of the materials and
resources available for participation in the arts in various roles.
Key Idea
- Students will know and use a variety of visual arts materials,
techniques, and processes. Students will know about resources and
opportunities for participation in visual arts in the community
(exhibitions, libraries, museums, galleries) and use appropriate materials
(art reproductions, slides, print materials, electronic media.) Students
will be aware of vocational options available in the visual arts.
Performance Indicator
Students:
*develop skills with a variety of
art materials and competence in at least one medium(a)
Assessments:
Rubric
|
Knitted Rectangle |
Excellent |
Good |
Average |
Needs Work |
|
Attitude |
Cheerful, cooperative |
Open-minded, attentive |
Inattentive |
Whining, complaining |
|
Work Habits |
Listens, follows directions |
Follows with repetition |
Proceeds with repetition and individual help |
Won’t Try anything |
|
Skill Level |
Perfect rows, no mistakes |
Good stitches, some holes |
Cast on stitches only |
Nothing on needles |
|
Final Product |
Completed rectangle |
Partially complete, some errors |
Attempted rectangle, Little completed |
Nothing on needles |
Exemplars:
Reflections:
Not only did I want to see if
children could learn the skill of knitting for relaxation and creation of
useful products in their adult life, but I also wanted them to think about
being able to knit for someone else. Our goal in this project was to knit rectangles
to put into a blanket for the Binky Patrol for children who are removed from
the home suddenly. But I wanted them to be aware of other groups that would
have use for knitted products that they might create. I mentioned several We
went to the computer lab and signed on with their passwords for the first time.
I mentioned several charities that accept knitted work besides Binky Patrol,
including Guideposts Sweaters, Warm Up America, and Children in Common
Challenge. A worksheet listed one website, www.knitting.about.com which all
students were directed to access. After looking at the website, they were to
scroll down to a place on the left and choose Charity Projects. A list of
several charities that need knitted items appears. Students were to click on
any blue hot links that interest them, read about the charity and answer four
questions about the charity and the unit.
Bibliography
Books
Britz-Crecelius, Heidi. Children at Play: Using Waldorf Principles to foster childhood development. Rochester, VT, Park Street Press, 1972.
Cooper, Stephanie. The Children’s Year: Crafts and clothes for children and parents to make. Gloucestershire, UK Hawthorn Press, 2000.
Edmonds, L. Francis. Rudolf Steiner Education: The Waldorf School. Sussex, England, Rudolf Steiner Press, 1992.
Falick, Melanie. Kids Knitting. New York, Artisan, 1998.
Macdonald, Anne L. No Idle Hands: the social history of American knitting.
New York, Ballantine, 1990.
Articles
Gorman, Anna. "Reading: Reading by 9: A philosophy that doesn’t rush pupils to read:" Los Angeles Times, 10-17-1999, p. B-2.
Guirguis, Jean. "Knitting Hope." Vogue Knitting. Spring-Summer, ’02, p. 10+.
Prescott, Jennifer. " A day in the life of a Rudolf Steiner School." Instructor. V109, no.4, Nov./Dec., 1999) pp. 21-25.
Smith, Rick. "Eastern Europe Takes to Steiner." Internationald Herald Tribune, 02-09-1998, reproduced in Electric Library, www.elibrary.com/s/edumark/getdoc.
Wiseman, Nancie. "Knitting with Kids." Cast On: The Magazine
for Knitters. Summer, 1995, p. 41-2.