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My Teaching Event
Transcript of My Teaching Event
Show children examples of Kumihimo braids
Discuss the concept of complementary colors using the color wheel as a visual aid and explain how we will use them in the braids.
Discuss the history, cultural influences, and production processes of Kumihimo braiding, using the Japanese Kumihimo: The Art of Silk Braiding website as a visual aid.
Instruction By Demonstration:
Show students how to construct their own Kumihimo braids using a scaffolding technique in a step by step manner so that students can follow along. Byrns Darden Elementary, Title 1
80% or greater Free and Reduced
Definitions and examples of academic language learned in prior lessons within the unit: the color wheel, primary colors, secondary colors, and tertiary colors.
Students should have simple cutting and tying skills. Color- the element of art that is produced when light, striking an object, is reflected back to the eye
Hue-the name we give to a color(red, yellow, blue, etc.)
Value- the lightness or darkness of a color
Intensity- the strength and vividness of the color
Color Wheel- a circle with different colored sectors used to show the relationship between the colors
Primary Colors- a group of colors from which all other colors can be obtained bu mixing(red, yellow, and blue)
Secondary Colors- colors resulting from the mixing of two primary colors(orange, green, purple.)
Tertiary Colors- a color made by mixing one primary color with one secondary color (red-orange, red-purple, blue-purple, blue-green, and yellow-green, and yellow-orange)
Complementary Colors- a color pair directly opposite each other in the color spectrum or color wheel (blue and orange, yellow and purple, red and green) Reduce speed bumps due to the different levels or artistic development of the students.
Pre-cut the paper plates and poke holes in the center before I give them to the students; this will substantially shorten the set up time.
Spend more time explaining how to not tangle the bundles or yarn when selecting the 8 strands, this cuts down on the untangling time and selection of strand time.
Do not take prior knowledge for granted (how to tie a knot). Begin with the cross curricular direct instruction to help students build cognitive relationships between facts in order to establish long term learning.
Reiterate previously learned concepts such as the color wheel in order to build on prior knowledge.
Put direct instruction about history, culture, and color theory into action by hosing the Kumihimo braiding project, this way the children will connect the learned information with this hands on approach.
Review learned concepts and assess using higher level thinking processes. Students will construct their own Kumihimo braid in order to really understand the process and connect with what they previously learned about during the direct instruction.This segment will be taught by teacher demonstration in order to provide student with the scaffolding in a step by step technique so that students can follow along.
If you are curious about the method, please see me after the presentation. Students will have scaffolding in learning this new skill by having a demonstration shown at each step in the process.
Students will also have assistance upon request with skills such as knot tying.
Why would we need to know how to do this type of braiding?
What can we use this type of braiding for? Conclusion Additional Opportunities and
Evaluation Conclusive Strengths and Weaknesses Standard 1 - Formative - Visually assessing correct braiding technique.
Standard 2 - Formative - Bell ringers using academic language.
Standard 2 - Summative - Evaluate if students were following the technique on the project.
Standard 4 - Summative - End of the unit multiple choice about historical and cultural significances of the Kumihimo braid.
Standard 6 - Formative - Classroom discussions and bell ringers about how the Kumihimo braids connect with other Japanese historical and cultural information. Students will have the opportunity to select some addition yarn if they wish to explore the Kumihimo braiding process further on their own time.
Throughout the 4 day lesson, students will be assessed using the three Bell Ringers and one Self Assessment Critique.
Example: Invent a new use for Kumihimo braids. Discuss using unit vocabulary what would be required to make this invention a success (How long should it be? What colors should be used? How would we create it, by hand or machine?). Strengths:
Cross Curricular Learning
Assessing the Arts
Depends on Prior Knowledge and Fine Motor Skills
Keeping Noise Levels Under Control