African Kente Cloth Lesson Learning Targets • Instructional Plan Purpose: This lesson serves as an introduction to traditions of western African culture. • State Learning Targets: Arts EALR 3: The student communicates through the arts (dance, music, theatre, and visual arts). Component 3.1: Uses the arts to express and present ideas and feelings. Context: Expresses ideas and feelings using artistic symbols in a variety of genres and styles with teacher direction. Component 3.3: Develops personal aesthetic criteria to communicate artistic choices. Context: Explains how personal aesthetic criteria are reflected in art works and/or performances with teacher direction. Communication EALR 1: The student uses listening and observation skills and strategies to gain understanding. Component 1.2: Understands, analyzes, synthesizes, or evaluates information from a variety of sources. GLE 1.2.1: Applies strategies to comprehend auditory and visual information. Context: Summarizes stories, information, and videos with teacher assistance. • Content Objectives: Students will use listening and observation skills to gain and comprehend information provided through a PowerPoint presentation about Kente cloths in order to produce their own personalized paper replica of a Kente cloth. • Language Objectives: Students will be able to apply what they have learned about African Kente cloth and use it to build their description of the symbolism behind their own paper Kente cloth.
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African Kente Cloth Lesson
Learning Targets
• Instructional Plan Purpose: This lesson serves as an introduction to traditions of western
African culture.
• State Learning Targets:
Arts EALR 3: The student communicates through the arts (dance, music, theatre, and visual
arts).
Component 3.1: Uses the arts to express and present ideas and feelings.
Context: Expresses ideas and feelings using artistic symbols in a variety of
genres and styles with teacher direction.
Component 3.3: Develops personal aesthetic criteria to communicate artistic choices.
Context: Explains how personal aesthetic criteria are reflected in art works
and/or performances with teacher direction.
Communication EALR 1: The student uses listening and observation skills and strategies to gain
understanding.
Component 1.2: Understands, analyzes, synthesizes, or evaluates information from a
variety of sources.
GLE 1.2.1: Applies strategies to comprehend auditory and visual information.
Context: Summarizes stories, information, and videos with teacher
assistance.
• Content Objectives: Students will use listening and observation skills to gain and comprehend
information provided through a PowerPoint presentation about Kente cloths in order to produce
their own personalized paper replica of a Kente cloth.
• Language Objectives: Students will be able to apply what they have learned about African
Kente cloth and use it to build their description of the symbolism behind their own paper Kente
cloth.
• Previous Learning Experiences: Prior to this lesson (earlier this day), I read the story, “The
Spider Weaver- a Legend of Kente Cloth” by Margaret Musgrove. This helped lay a basis of prior
knowledge for students to build upon through this Kente cloth lesson.
Assessment Strategies
• Formative: Throughout the presentation I will be asking students to identify the important
information that each slide presents. To ensure that I seek the input from each student I will
keep an informal checklist to track who has shared.
• Summative: I will evaluate students’ comprehension of information presented through the
slideshow via their responses to my questions asked throughout the PowerPoint presentation.
Art Production Criteria/Art EALR Assessment: The completion of their own Kente cloths
will be evaluated based upon the following criteria:
Construction of a “woven” Kente cloth (I will teach students how to weave the paper
together. A link to this handout is available below).
Incorporation of symbols or colors that represent student’s personality, beliefs, or values
Explanation of the connection between the symbols or colors used with student’s
personality, beliefs, or values.
Grouping of Students for Instruction
• Students will be whole-class grouped for this lesson.
Learning Experiences
• Introduction: I will have students gather at the carpet for the beginning of this lesson. I will
then make reference to the story read earlier in the day, “Spider Weaver” by Margaret Musgrove,
and let students know that this afternoon we will be learning about African Kente cloth. Then, I
will introduce the next story to be read to them, “Kente Colors” by Deborah Chocolate to begin
our lesson.
• Questions (to be asked throughout lesson during appropriate times): Art History
After reading “Kente Colors,” what do we know about the colors used in making a Kente cloth?
Where did Kente cloth weaving originate?
Where is Ghana? What continent is Ghana on?
Long ago who were the only people who wore Kente cloths? Is it still that way now?
How are Kente cloths made?
What is so significant about the colors and patterns woven to make Kente cloths?
What colors would you use in your Kente cloth?
Would you incorporate any special designs? Why?
What are the key points talked about in this slide of the presentation?
What have you learned about Kente cloths?
What was helpful to you when I asked you to write down what you have learned?
What techniques did you apply as we watched the presentation that helped you answer that
question?
• Learning Activities:
o After story is read and several questions have been asked by me and answered by the
students, we will discuss why listening, taking turns to speak, and watching and thinking
about what is presented is so important. Students will contribute their feedback and
suggestions. I will ask them to keep this in mind as they participate and view a
presentation on Kente cloths.
o After this discussion, students will return to their desk seats and I will begin the
presentation.
o During the presentation I will welcome any student comments or questions regarding
their learning. I will also ask students to identify the key points on each slide.
o After the presentation I will have students recall what they have just learned about Kente
cloths. I will monitor class participation by calling on students who have not contributed.
o I will ask what techniques did they apply during the presentation that helped them to
respond to that question.
o We will discuss students’ responses.
o I will remind students that listening, taking turns to speak, and watching and thinking
about what is being presented, and other comprehension monitoring strategies are
helpful to maximize their learning.
o The modes I will use to present this lesson are through the use of stories, PowerPoint
presentation, and through handouts. Extension activities were provided via the handouts
as there is much information that they can read to broaden their knowledge about the
topic. Various visual aides were utilized to help remedial students better understand the
content and achieve the learning goals.
• Closure: Art Production- Visual Arts
o I will tell students that now they must take what they’ve learned and apply it in order to
make their own Kente cloths out of paper. The paper passers will pass out handouts
that I have prepared which provide information regarding traditional symbols and
meanings associated with colors used in Kente cloths (these are just examples and
students are encouraged to create their own symbols). Students can use this
information when creating and decorating their paper Kente cloths. Students will also
have the choice to create their own symbols and color patterns based upon their
individual preference and creativity. Students will construct their Kente cloths and
incorporate symbols or colors that display elements of their personality, beliefs, or
values. Students will share their personal connections to their symbols and colors to
show how their Kente cloth is a portrayal of their personalities, believes, or values to
fulfill the criteria listed above (summative assessment).
• Independent Practice:
o Students can explore additional books that I have checked out from the library that are
about Kente cloths.
o Possible Family Interaction: Students can teacher their families how to weave paper
Kente cloths and also share the one they have completed in class.
Instructional Materials, Resources, and Technology
“Kente Colors” by Deborah Chocolate and “The Spider Weaver- a Legend of Kente Cloth” by
Margaret Musgrove.
PowerPoint presentation (shown below).
Handouts to help explain traditional African symbols and significance of colors (links included
below).
Assorted colored construction paper
Additional Requirements
Integration with Other Content Areas: This lesson integrates social studies with art.
Acknowledgements: Lesson plan created by Sharlene Kauffman. PowerPoint courtesy of
www.whms.jordan.k12.ut.us/teachers/packer/powerpoints/kentecloth%20weaving.ppt with modifications
by Sharlene Kauffman. Information provided by handouts from
http://www.bermudanationalgallery.com/docs/Kente%20Cloth.pdf and curriculum.new-