Catching Dreams in Spider Webs
1.
BIG IDEA: Looking at Early American Cultural Traditions
a. RATIONALE: Cultural traditions are found all around us. By looking at how other
cultures such as the Ojibway and Lakota Native Americans show their cultural traditions
through art making students can make art expressing their own unique traditions.
Students need to be aware that other cultures, not just those that are most common
should be valued and respected just like any other and show tribute though imitation
with attention paid to avoiding stereotyping the respected cultures of study.
b. ESSENTIAL QUESTIONS: What is a cultural tradition? How can you show your culture
using art? Why do we need to learn about other’s cultures?
2.
OBJECTIVES:
Students will be able to…
identify characteristics of dream catchers.
tell the origin or inspiration behind the dream catcher legend.
create a dream catcher.
a. CONCEPTS:
Cultural traditions allow use to express our unique traits.
Cultural traditions are what make us unique.
By learning about other’s cultural traditions we can expand our mind.
3.
ANTICIPATORY SET:
At the beginning of class I will show students some dream catchers. I’ll begin by asking
them if they know what the objects are. I will tell students about the dream catchers. I will
ask if any know the story behind the Native American craft. I’ll tell the students a quick
synopsis of the history of the dream catcher. Then we will discuss their unique cultural
traditions by talking about New Year’s traditions. I’ll bring traditions like eating black eyed
peas for good luck.
Show students the example of what we will be creating.
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4.
TEACHING/PRESENTATION INPUT:
a. VOCABULARY:
Dream Catcher: round, spider web like artworks created by the Objiway and Lakota
Sioux thought to catch bad dreams allowing only good dreams to reach those sleeping
below them
Ojibway: Northern Canadian plains Indians who started the tradition of making dream
catchers
Radial Symmetry: Repeating parts that come from central point, like a flower or sun
Symbolism: a symbol or something meaning or standing for another idea or thing,
colors or flowers have certain feelings or meaning associated to them
Crafts: art made with a certain function in mind
b. MATERIALS:
Paper Plates
Water and Cups
Hole punchers
Projector
Scissors
Paper for writing
Yarn/twine
Pencils
Feathers
“Grandmother’s Dreamcatcher” by
Beads
Becky McCain
Paints (Tempera Cakes)
“Dreamcatcher” by Audrey Osofsky
Plastic tube
Crayons/Markers/Color Pencils
Paint Brushes
c. QUESTION STRATEGIES:
We will discuss our own cultural traditions about celebrating the new year. Students will
be asked
d. MODELING:
DAY 1
i. I will demonstrate how to cut the plate once it is folded “taco style” and show the
proper way to create holes. Remind students to have AT LEAST 11 holes and to
space them out evenly. After demonstrating students will be given supply tubs
with their materials and will begin cutting out the
ii. . Tell students to write their name on the back of their plate!
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iii. Students will be given the option of using colored pencils, crayons, tempera
paints to decorate their paper plate. Native American symbols and patterns will
be provided on a print out for students to choose to decorate their plates with.
Students also have the option to draw things they would like to dream about on
their plates.
iv. Clean up, have plates put into the drying rack. Wrap up of lesson asking
students: What tribe started the tradition of making dream catchers?
DAY 2
i. Review the ideas of art and craft as discussed in the previous class. Remind
students that we should respect other cultures’ traditions just as they would
want their own to be respected. Ask if any students found out new traditions
they may do during other times of the year.
ii. Demonstrate yarn lacing technique. Show students how folding over the end of
the yarn can make it easier to pull through the whole.
iii.
Show how you can stop between plate hole lacing and add beads with a simple
not to suspend them in yarn web. Remind them some of their holes will be for
dangling feathers!
iv. Demonstrate how to tie feathers off on the extra holes. Remind students they are
limited to 3 feathers each!
v. Allow time for any questions
vi. Pass out paper plates. Pass out plastic tube with supplies (yarn, beads, scissors,
and feathers).
vii. Monitor students and help those with problems.
viii. Clean up leaving 8 minutes of class for students to fill out a quick reflection on
the assignment. (SEE REFLECTION DOCUMENT)
e. CHECK FOR UNDERSTANDING:
 How do you show your culture in your art?
 What are your cultural traditions?
 What is a craft?
 How do artist show their cultural traditions in art?
 Why should we learn about other culture’s traditions?
 Are crafts art too?
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5. GUIDED PRACTICE/MONITORING: Walk around the classroom and help students having
trouble with the project. Model the correct way to start and know allow student to repeat it
to finish the knot when lacing.
6. CLOSURE: While lining up to go to the next class I will ask students questions to review
what we’ve learned that period such as:

Why is it important for us to learn about other cultures’ traditions?

What is a cultural tradition?

Why do we make art showing our cultural?

What was the Native American tribe that started the dream catcher tradition?
7. STANDARDS: TEKS
3rd Grade:
a.2 By analyzing artistic styles and historical periods students develop respect for the
traditions and contributions of diverse cultures. Students respond to and analyze artworks,
thus contributing to the development of lifelong skills of making informed judgments and
evaluations
b.1.A-B identify sensory knowledge and life experiences as sources for ideas about visual
symbols, self, and life events; identify art elements such as color, texture, form, line, space,
and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and
unity in artworks.
b.2.B-C develop a variety of effective compositions, using design skills; and produce
drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of art
materials appropriately
b.3.B-C compare content in artworks from the past and present for various purposes such
as telling stories and documenting history and traditions; compare selected artworks from
different cultures
4th Grade:
a.2 By analyzing artistic styles and historical periods students develop respect for the
traditions and contributions of diverse cultures. Students respond to and analyze artworks,
thus contributing to the development of lifelong skills of making informed judgments and
evaluations.
b.1.A-B communicate ideas about self, family, school, and community, using sensory
knowledge and life experiences; and choose appropriate vocabulary to discuss the use of
art elements such as color, texture, form, line, space, and value and art principles such as
emphasis, pattern, rhythm, balance, proportion, and unity
b.2.B design original artworks
b.3.B-C compare and contrast selected artworks from a variety of cultural settings; and
identify the roles of art in American society
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5th Grade:
a.2 By analyzing artistic styles and historical periods students develop respect for the
traditions and contributions of diverse cultures. Students respond to and analyze artworks,
thus contributing to the development of lifelong skills of making informed judgments and
evaluations
b.1.A-B communicate ideas about feelings, self, family, school, and community, using
sensory knowledge and life experiences; and identify in artworks that color, texture, form,
line, space, and value are basic art elements and that the principles such as emphasis,
pattern, rhythm, balance, proportion, and unity serve as organizers
b.2.A combine information from direct observation, experience, and imagination to express
ideas about self, family, and community
b.3.B compare cultural themes honoring history and traditions in American and other
artworks;
8.
ASSESSMENT Rubic
N- Needs
Improvement
Used materials
without
permission, Didn’t
participate in
clean up,
damaged or
misused materials
Did not
participate in
discussion
S- Still
Developing
Disrespectful to
materials, Didn’t
clean up or put
materials away
properly
M – Meets
Expectations
Used materials
properly and
helped clean up
materials
correctly
E- Exceeds Expectations
Did not work to
the best of one’s
abilities
Focused and on-task for
whole class
Citizenship
Purposefully
disruptive or rude
Reflection
Worksheet
Did not fill out
worksheet
Disrespectful to
fellow artists and
teacher(s)
Fill out some
answer on
worksheet but
didn’t show really
effort
Worked at a
reasonable pace,
on task most of
class
Respectful of
fellow artists and
teacher(s)
Filled out some
answers with
effort
Materials
On-Task
Used materials in an
innovative way/ Clean up
and helped others
Acted as a role model for
the treatment of fellow
artists and teacher(s)
Filled out all answers with
effort shown
COMMENTS:
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