Basket Weaving

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					Basket Weaving
Brief History of Basket Weaving
Basket making is among the earliest of human-made
   objects. Its early appearance allowed humans to
  gather, share, and store food. Over time, basketry
     evolved in complexity and began to include
  elements of creative expression. All civilizations
   and cultures have created and continue to create
     baskets from materials in their environment.
    Contemporary Basket Makers often use man-
          made materials in sculptural forms.
     Connections to the 5th Grade
            Curriculum
Social Studies
 Explain how people in the U.S. participate in
  basic economic interdependency (rely on each
  other for trade)
 Examine how the natural resources (land-not
  created by humans) and physical features
  (mountains, rivers) influence human activity in
  each region of the U.S.
      Connections to the 5th Grade
        Curriculum Continued
Science
 Describe structures, processes, and
  interactions, that take place in cells

Math
 Estimate, select, and apply customary and
  metric units of measurement for length
     Art Standards and Elements
I.  Creates artwork reflecting a range of concepts,
    ideas, subject matter
    A. Creates artworks inspired by:
            3. research of history
II. Understands and applies media, techniques, and
    processes
    A. Uses a variety of materials/techniques to create
        2-D and 3-D artwork including but not limited
        to sculpture (open and closed form)
       Art Standards and Elements
               Continued
IV. Self-evaluates art learning and develops habits of excellence

     A. Recognizes and cultivates habits of mind necessary for
        artistic work:
      1. persistence – changing approach as needed
      2. observation and visualization skills
      3. problems have more than one solution
      4. care in craftsmanship (whole is larger than the parts)
      5. self-evaluation; understands learning goals for each artwork;
         evaluates when goals are reached
      6. evaluates of work-in-progress and adjusts approach as
         necessary
     B Links art terms and production with math, language arts,
        social studies, science curriculum
      Art Standards and Elements
              Continued
V. Understands the visual arts in relation to history
   and cultures
     A. Interprets art from selected periods
         based on historical facts, theories and
         other information compiled by art
         historians
     D. Discusses technological advances that
        changed the way artists work
                 Day One
Students will:
     1.) Learn the history of baskets
     2.) Measure fifteen 12” spokes
     3.) Place spokes through the holes of the
               base, making sure each spoke
  extends      2” from the bottom
     4.) Secure the spokes by weaving them
         along the base
         The History of Baskets
   Traces of baskets have been found in the
    Egyptian pyramids, and woven basket liners
    have left their impressions inside the fragments
    of ancient pottery.
   There are ancient Indian baskets from the
    Southwest that have been identified by
    archaeologists as nearly 8000 years old.
    Early North American Baskets
   Native Americans and colonists discovered
    that basketry allowed them to take advantage
    of the natural abundance of their surroundings
    in the form of reeds, grass, straw, pine needles,
    roots, vines, cornhusks, and splints of willow,
    walnut, hickory, oak, and ash with a minimum
    of tools and hardware.
    So how did baskets travel from one
       part of the world to another?
   With the explorers, of course. And this is how the
    various techniques of baskets also traveled to other
    parts of the world.
   As the explorers arrived in new lands, they traded
    goods they carried in baskets. As the recipient of the
    goods looked over the basket, he then applied that
    technique to the materials of his own land. This
    explains how so many Asian techniques- like
    hexagonal weaves- are found in European baskets,
    and how European techniques were then carried over
    to the Americas.
                 Day Two
Students will:
     1.) Learn about the rattan palm vine
     2.) Begin weaving with the weaver
     3.) Add a new weaver
     4.) Learn how to shape their baskets
     5.) Choose 4 pieces of dyed reed for
         Day Three
          The Rattan Palm Vine
   Rattan is actually the stem of a climbing palm, a
    rugged woody vine which can be steamed and formed
    into any desired shape. The large rattan palm vines
    grow up to 600 feet in length and are cut when they
    are 7 to 10 years old. The vine is usually cut about
    three feet above the ground. The remaining shoot
    continues to grow and in seven years, is ready to
    harvest again. Rattan is an extraordinarily versatile
    material, extremely durable and tough, as well as
    resilient and flexible.
Harvesting the Rattan Palm Vine
   The spines make the collection of rattan very
    difficult.
   Collectors harvest rattan from deep in the rain
    forest. They pull the vines down from the
    forest canopy and remove the spiny leaves.
    Bare cane is carried out of the rain forest and
    partially processed before being sold to
    middlemen who then transport it to major
    cities for further processing.
             Shortage of Rattan
   Until recently almost all rattan was collected from
    tropical rain forests. With forest destruction, the
    habitat area of rattan has decreased rapidly over the
    last few decades and there is now a shortage of
    supply. The Forest Department in Indonesia has
    become aware of the vulnerability of the rattan supply
    and has begun a cultivation program aimed at
    safeguarding the long-term supply of rattan cane for
    the industry.
   Cultivation of rattan appears to be viable and offers
    the best possibility for future supply
                Day Three
Students will:
     1.) Continue weaving by introducing the
          dyed reed
     2.) Incorporate patterns using the dyed
          reed
     3.) Learn two techniques for creating a rim
          for their baskets
     4.) Be introduced to several different
          examples of baskets
Nantucket Lightship Baskets
     Nantucket Lightship Baskets
   The men stationed to monitor the ship for months at a
    time were on two watches. This provided leisure time
    which they began to fill with the weaving of baskets.
   The Lightship baskets were quite unique with their
    combination of cane sides and wood spokes
    emanating from a grooved wooden bottom. The
    quality of the Nantucket Lightship Baskets was
    superior to the plain baskets which had preceded
    them.
   A set of these baskets from the period of the original
    days is quite valuable today. A nested set of 6 sold at
    auction at Sotheby's in 1994 for $119,000.
Native American Baskets
       Native American Baskets
   In earlier days, baskets accompanied Indian
    people throughout their lives. Babies were
    carried in baskets, meals were prepared and
    cooked in them, worldly goods were stored in
    them, and people were buried in them.
Botswana Baskets
              Botswana Baskets
   Botswana baskets are widely regarded as some of the
    finest baskets in Africa, and certainly the best in
    southern Africa. Their high quality, outstanding
    craftsmanship and originality have gained them
    international recognition and they are now exported
    to many countries around the world
   The baskets are made of mokolwane palm which are
    cut and boiled in natural earth toned colorings.
   The shape of the baskets vary according to their
    function.
     Post Activity / Assessment
 Students will bring in a basket from home,
  gather in small groups and discuss the
  differences and similarities.
 Students will locate the spokes, weavers, and

  rim
 Students will describe the basket using the
  appropriate vocabulary taught in the lesson

				
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