Lesson: Learning Levels: Time Allotment:
Rhythm and Blues Artists Doll (Soft Sculpture Project) Grades 2 to 6 4 days of 2-hour sessions held over a 1-week period
Doll Making Workshop Supplies: Buttons Dolls Body (blank pre-sewn and stuffed dolls) Doll Hair (or yarn) E6000 Glue Fabric Glue Fabric pieces (appropriate for male and female R & B artists; for female dolls some fabric should be flimsy enough for draping); no really large pieces as dolls should all be dressed in different material Faux Fur (small) Feathers and assorted other notions Hand Needles Markers Miniature Musical Instruments Notions such as small flowers or objects that artists might have Notions that are sparkly and suitable for jewelry and accessorizing Paints and Brushes Paper Pencils
Plastic Microphones Scissors Shoes and Hats especially for male dolls although they might have to paint on shoes Straight Pins (with ball head) Threads (to include 1 spool of gold, 1 spool of silver, and various colors for clothing)
Art Lesson Overview: Students created their favorite soft sculpture Rhythm & Blues artists doll, which was based on their exploration of the theme “Music in the Community” associated with the museum’s recent exhibition Banding Together: Schools Bands as Instruments of Opportunity. The students were given a list of Rhythm & Blues artists from which to select. The children then focused on re-creating dolls of people they admired and who performed their favorite music. Prior to the doll-making workshop, the students participated in an inclass music appreciation of Rhythm & Blues music, researching and writing about their favorite artists in their journals. At the end of the workshop, students worked on creating the finishing touches to their dolls by adding accessories, jewelry, and musical instruments. Objectives: Students: Create a basic doll clothing pattern Create anatomically correct facial features Learn basic sewing and measuring skills Learn about Rhythm & Blues music by conducting research on their favorite artist Assemble and create a decorative soft sculpture object to keep Teaching Strategies: Students learn how to sew by creating a simple straight stitch to create doll clothing Students learn how to measure and assemble an object by creating a basic doll pattern (i.e., pants, shirt, dress, or skirt)
Using simple geometric principals children learn how to take correct measurements of the face Students learn about a style of music called Rhythm and Blues by researching and writing about their favorite artist in their journals Using simple geometric principles, children learn how to take correct measurements of the face Students learn about a style of music called Rhythm and Blues by researching and writing about their favorite artist in their journals
Evaluation of the lesson was based on: Completed research in their journals of their favorite Rhythm & Blues artist Students’ completion of the Rhythm and Blues Artists Doll Workshop worksheet Students completed one soft sculpture doll representing the doll of their choice from the following list Student’s active participation in all of the above activities Suggested Resources: Publications Whitney, Trisha. Kids Like Us: Using Persona Dolls in the Classroom. Redleaf Press, 1999 This book provides easy to use information on how to use persona dolls in the classroom. Kids Like Us: Using Persona Dolls in the Classroom gives practical tips with inspirational stories on working with children and dolls. This is an excellent resource for any adult who wants to nurture a healthy identity and positive self-esteem. Web Resources Smithsonian in the Classroom: Making Native American Dolls, Fall 2004 (PDF file) http://www.smithsonianeducation.org/educators/lesson_plans/native_dolls/i ndex.html
The lesson plan presents Native American doll makers and their craft in describing how their work is in keeping with old traditions while staying current and developing new ones. These Native voices encourage students to examine dolls from the collections of the National Museum of the American Indian and to connect them to the diverse cultures, communities, and environments.
Targeted National Standards: Art Connections (K-12) Standard 1. Understands connections among the various art forms and other disciplines. Language Arts (K-12) Standard 1. Uses the general skills and strategies of the writing process. Mathematics (K-12) Standard 1. Uses a variety of strategies in the problem-solving process. Visual Arts (K-4) Standard 1. Understands and applies media, techniques, and processes related to the visual arts. Benchmark 3. Knows how different media (e.g., oil, watercolor, stone, metal), techniques and processes are used to communicate ideas, experiences, and stories.