Patterning Through Beading

Transcription

1 Patterning Through Beading Kaaren Dannenmann Grade 2/3 Subject Topic Math Patterning/Aboriginal Culture and Traditions Description The First Nations tradition of beading is passed from generation to generation using the patterns that are of the family or the area. Kaaren Dannenmann shows us the techniques of beading by first drawing the design she wishes to use on graph paper using coloured pencils. From there, the design is transferred to the loom. The loom can be made simply by winding thread around a book, tying the threads together at the back of the book, and placing an eraser under the threads to make it easier to move the needle and beads onto the threads. Using the needle and thread, the beads are threaded according to the pattern that has been created. There are many math concepts inherent in the traditional ways of beading and many math lessons can evolve from this art form. Materials Supply of beads Thread Needles Graph paper Coloured pencils Book (for loom) the Traditional patterns The Flower Video the Traditional patterns Geometric Shapes Video 1

2 Each student will need graph paper and coloured pencils. Using 11 lines width, ask the students to create a repeated pattern design. It could be a geometric design, a flower design or other design with which the student is familiar. the Creating a Loom Video the Beading 1 Video the Beading 2 Video Following the instructions on the video, create a loom using thread woven around a book 11 times. Place an eraser under the threads. Using the needle and thread and the collection of small beads, the students transfer the design from the graph paper onto the loom. Observe how Kaaren picks up the beads with the needle according to the pattern on the graph paper and places them under the threads on the loom, making sure that each bead is between a thread. The needle is threaded back through the beads ready to start the next line. 2

3 Math Patterning Materials 9 pipe cleaners about 6 inches long (preferably black or white) for each student Lunch bag or clear sandwich bag Red, yellow and blue pony beads One sheet of graphing paper (1/4 inch grid per student) (A pony bead is a plastic ¼ inch round bead with 1/8 inch opening) Coloured crayons or pencils (red, blue, yellow) Yogurt or dixie cups (3 per student) For each student, cut a piece of black or white bristol board in the following dimensions 10 cm by 15 cm (4 inches by 6 inches) Space Requirements Classroom Getting Ready What is a pattern? Where do patterns exist in our everyday lives? Discuss. Look around the room for examples of different patterns in colour, shape, line, and texture. Look at the windows, blinds, and bricks. What else? Give each student one plastic bag which contains the chart paper, 25 yellow pony beads, 16 blue pony beads, 32 red pony beads and 9 white or 9 black pipe cleaners. Give each student 3 cups (yogurt containers, dixie cups, etc.) to hold the coloured beads. Ask the students to sort all the beads by colour and put them into the 3 cups. Make sure each student has a set of primary coloured crayons or pencil crayons Development Ask the students to take out 4 red, 3 yellow, and 2 blue beads to make a pattern. To help the students think about patterns, ask the following questions. How many different patterns can you make? How do you know you can t make any more? How is your pattern different from that of your neighbour? Is there a centre focal point? Is the pattern the same or different on both sides of the middle bead? Discuss how a pattern can be symmetrical. the Introduction to Patterning 3

4 Application Ask the students to take 1 pipe cleaner out of the bag, 4 red, 3 yellow and 2 blue beads out of the cups. Ask the students to make a symmetrical pattern using one pipe cleaner, 4 red, 3 yellow, and 2 blue beads. What colour of bead will have to be the centre bead to make a symmetrical pattern? Discuss. Once the students have discovered that the yellow bead will have to be in the centre, ask them to create a symmetrical pattern. Now the students take another pipe cleaner, 4 red, 3 yellow and 2 blue beads from the cups. On the second pipe cleaner, ask the students to create a different pattern making sure that a yellow bead remains in the middle and the 2 blue ones are placed on each side of the yellow bead. Be sure to keep the pattern symmetrical. (Placing the 2 blue beads together would make an asymmetrical pattern). Repeat this process with 2 more pipe cleaners. Ask the students to place their 4 pipe cleaners side by side to create a pattern. Looking at the blue beads, a blue half diamond will emerge. Ask the students to take 3 more pipe cleaners and using 4 red, 3 yellow, and 2 blue beads for each pipe cleaner, create the other half of the blue outlined diamond shape. With one more pipe cleaner, and 4 red, 4 yellow and 1 blue bead, ask the students to now arrange the red and yellow beads symmetrically on either side of the blue bead. Repeat this pattern with the last pipe cleaner. Place the pipe cleaners at each end of the existing diamond pattern. Transfer the colour patterns of each pipe cleaner (one by one) to chart paper. You might need to demonstrate how to do this on chart paper or on the board. Give each student the prepared bristol board. Have them lay their completed pattern on one side of the bristol board. Make sure it s in order. Bend the pipe cleaners around each side of the bristol board. Turn the board over. Glue the folded over pipe cleaner ends to the back of the bristol board. Paper punch 2 holes at the top of the bristol board. Attach one 12 inch pipe cleaner (or piece of wool) to the bristol board. the Creating an Original Pattern Give each students a sheet of graph paper (9x9 squares) and make sure they each have a red, yellow and blue coloured pencil (or coloured pencils matching the beads they are working with).ask the students to create a symmetrical pattern on the graph paper using the 3 coloured pencils. It will be easier to start in the middle and work out from there. How will they find the middle? the Beading the Original Pattern 4

5 When the pattern is completed on the graph paper, give each student 9 pipe cleaners and ask them to transfer the pattern to the pipe cleaners using the graph as a guide. If you wish to create a display of these beading patterns, cut a length of foam core to the width of the pattern and wrap the ends of the pipe cleaners firmly around the foam core. Fit as many patterns as you can to the length. Make a display in your classroom. Closure Have the students hang their beaded math design on a wall for class viewing and discussion. Ask some of the following questions. Are there any similarities in the designs? (colour, shapes, texture, symmetry, etc.) How are they different? Do you see a repeat of your design on the wall? 5