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\n\"Folk-Art\n\n
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\nCurated OER\n
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\nFolk-Art Weathervanes\n

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\n\nFor Teachers\n\n1st - 6th\n
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\nStudents research the history of American Folk Art, as evidenced in weathervanes and whirligigs. They compare and contrast the traditional examples they find with their more modern drawings. They then recognize and apply math terms such...\n
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\n\"Folk\n\n
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\nCurated OER\n
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\nFolk Art: Bird of Paradise Quilt Top\n

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\n\nFor Teachers\n\n7th - 9th\n
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\nStudents examine a \"Bird of Paradise Quilt Top\" to discover what the themes and patterns tell about mid-nineteenth-century America.  In this American Folk Art lesson, students discuss the possible creator of the quilt and the...\n
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\n\"Mexican\n\n
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\nCurated OER\n
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\nMexican Metal Tooling\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nMetal work can be a wonderful way to expose learners to Mexican folk art. This resource provides all the necessary steps for creating Mexican metal tooling with your art class. Images, web links, recommended books and products make...\n
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PPT
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\n\"Rotational\n\n
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\nCurated OER\n
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\nRotational Hex Designs\n

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\n\nFor Teachers\n\n3rd - 6th\n
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\nLearn about the Pennsylvania Dutch folk art, Rotational Hex Design. This image-rich presentation provides a comprehensive description of the origin and meaning behind these interesting totems. Instructions to create these symmetrical...\n
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\n\"Designing\n\n
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\nNational First Ladies' Library\n
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\nDesigning an Appalachian Folk Art Museum\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLearners investigate the concepts related to the Appalachian area and the movement of Folk Art. They conduct research using a variety of resources and use the samples as inspiration for creating their own works of art. They could...\n
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\n\"Oaxacan\n\n
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\nCurated OER\n
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\nOaxacan Animal Art\n

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\n\nFor Teachers\n\n1st - 6th\n
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\nKids of any age can experience the beauty, color, and patterns of Oaxacan art. They view, discuss, and then make their own versions of Oaxacan animal sculptures using sulphite paper. This would be a good follow-up activity to accompany a...\n
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\n\"Mexican\n\n
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\nMexican Folk Art: Sugar Skulls\n

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\n\nFor Teachers\n\nK - 5th\n
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\nScholars use their knowledge of color to create vibrant skulls for Día de los Muertos. A thoughtful discussion brings forth information about the special holiday. A review of cool colors and warm colors prepares learners for the creation...\n
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\n\"Ceramics\n\n
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\nCeramics - African African American Folk Art\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nLearners gain appreciation and knowledge of art history, specifically the African American contributions to folk art made in the South Carolina region.\n
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\n\"Symmetry\n\n
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\nSymmetry and Symbols\n

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\n\nFor Teachers\n\n2nd - 3rd\n
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\nLearners identify symmetrical and congruent elements in folk art. In this art and geometry lesson, students examine pictures of Masonic Plaque in the Form of a Royal Arch Tracing Board for evidence of congruent and symmetrical elements....\n
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\n\"History\n\n
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\nNational Endowment for the Humanities\n
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\nHistory in Quilts\n

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\n\nFor Teachers\n\nK - 5th\n
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\nLearners investigate the use of cloth-based art forms intended to pass down traditions and history. They research types of quilts, quilt characteristics and then identify how Freedom Quilts were historically used in the US.\n
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\n\"Folk\n\n
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\nFolk Art Weather Vane\n

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\n\nFor Teachers\n\n3rd - 6th\n
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\nStudents observe weather vanes and explore their purpose and history and create a miniature weather vane from cardboard or wood.\n
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\n\"Carrying\n\n
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\nCarrying on the Storytelling Tradition\n

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\n\nFor Teachers\n\n1st - 6th\n
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\nStudents examine the art of Clementine Hunter, a Creole folk artist. They compare Hunter's Folk Art style with Grandma Moses' Primitive work. They then draw an important memory in Hunter's style, and describe their drawing orally for a...\n
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\n\"Checkerboard\n\n
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\nCurated OER\n
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\nCheckerboard\n

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\n\nFor Teachers\n\n4th - 7th\n
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\nStudents explore the game of checkers and the folk art that has been used to create checkerboards. They create their own checkerboards that reflect current culture.\n
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\n\"Creating\n\n
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\nCreating and Preserving a Tradition\n

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\n\nFor Teachers\n\n1st - 12th\n
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\nStudents explore folk art and tradition. They work in small groups and produce an essay about folk art or traditions practiced in their community. Students discuss the creation and preservation of a tradition. They discuss various...\n
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\n\"Folk\n\n
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\nFolk Art Weather Vane\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nStudents create replicas of Folk Art Weather Vanes using farm animal outlines, cardboard or wood, paints, and staining techniques. Emphasis is placed on the appreciation of folk art, the history of the weather vane, and creativity.\n
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\n\"Create,\n\n
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\nCurated OER\n
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\nCreate, Design, and Invent with Plastic\n

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\n\nFor Teachers\n\n1st - 5th\n
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\nStudents explore creative ways to reuse materials. In this ecology/art lesson, students create artwork using trash. Students view examples of folk art from around the world that used waste products as a main component.\n
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\n\"Fiber\n\n
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\nFiber of Life\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents examine the importance of plants to individuals and society through a multi-discipline set of activities. They observe and draw different leaf structures and then create a book about trees and photosynthesis. They explore ways...\n
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Worksheet
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\n\"Isleno\n\n
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\nCurated OER\n
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\nIsleno Folk Arts and Artists Worksheet\n

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\n\nFor Students\n\n7th - 8th\n
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\nIn this Isleno folk arts and artists worksheet, students find some images of Isleno folk art online at the Creole States Exhibit. They choose one of the artists' biographies to report on to the class ad make a brochure about the artist...\n
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\n\"Ojo\n\n
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\nOjo De Dios \n

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\n\nFor Teachers\n\n8th - 9th\n
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\nSpanish learners will follow directions given in Spanish (provided here) to craft an \"ojo de dios\". Learners will also discuss where it originated from and what its purpose is. \n
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\n\"Huichol\n\n
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\nHuichol Indian Yarn Painting\n

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\n\nFor Teachers\n\n2nd - 6th\n
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\nCreate to understand the cultural significance and beauty of Huichol Yarn Painting. Elementary learners use glue and bright yarn to create images similar to those made by the native Mexican Huichol Tribe. Note: Images of this art form...\n
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\n\"ART\n\n
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\nART IN COLONIAL AMERICA: PAINTINGS AND CRAFTS\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders examine art critically and discuss art they have made, art made by their peers, and art made by recognized artists. They add to their art vocabulary and use it accurately to discuss art.\n
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\n\"Shoe\n\n
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\nShoe Shine\n

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\n\nFor Teachers\n\n5th - 12th\n
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\nYoung artists use Paintstik colors on paper, canvas, metal, fabric or another surface to create a work of art to be presented in a gallery. Students research the origins of the \"Snakebasket\" they are creating. These art lessons produce...\n
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\n\"Many\n\n
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\nMany Ways of Seeing\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nInvestigate themes and issues in art such as the concept of originality, interpretation of visual language, symbolism, and examination of the categories of fine art and folk art.\n
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\n\"The\n\n
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\nThe Fine Art of Paper-Cutting\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nMiddle schoolers create original examples of the ancient Chinese Folk Art technique of Paper-Cutting in this middle-level instructional activity highly adaptable for either the Art classroom or a Social Studies class.\n
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