Students begin by studying the history of making quilts in America.

This involves examining different communities in America, the role that quilts played in those communities historically, and the role quilts play in American society today. Students begin project journals.

Once a historic base of knowledge is created, students can use a number of ways to create their own quilts, with each student responsible for creating at least one quilt “block” (panel) that represents something about them, their life, and their family or community. They might use fabric, materials, or patterns that have special significance to them.

Once the blocks are created, they can be assembled into a quilt that will be displayed in school.

Alumnus of the school are also asked to create blocks, as we will encourage students to update and add blocks as they progress through Middle School, High School, and beyond.

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Quilts as Life Artifacts

By: Brenda Noble Cole Kleitsch   Teaching Team: Cole Kleitsch Joe Masi Brenda Noble Zelda Spence   School: Maxson Middle School   Grade Levels: 8th   Academic Focus/ Core Curriculum Standards: The Arts (Visual and Performing): 1.1, 1.2   Comprehensive Health and Physical Education   Language Arts Literacy: 3.1, 3.2   Mathematics: 4.2   Science   Social Studies: 6.1, 6.4   World Languages   Technology   Consumer, Family & Life Skills   Core Ethical Values: Respect, Cooperation

Project Description: Students begin by studying the history of making quilts in America. This involves examining different communities in America, the role that quilts played in those communities historically, and the role quilts play in American society today. Students begin project journals. Once a historic base of knowledge is created, students can use a number of ways to create their own quilts, with each student responsible for creating at least one quilt “block” (panel) that represents something about them, their life, and their family or community. They might use fabric, materials, or patterns that have special significance to them. Once the blocks are created, they can be assembled into a quilt that will be displayed in school. Alumnus of the school are also asked to create blocks, as we will encourage students to update and add blocks as they progress through Middle School, High School, and beyond.   Target Audience: Students (present and former), their families, and interested members of the community.   Timeline: About three months.   Project Scheduling: Usually during class time, but can be adjusted to after school to accommodate community shareholders (quilters in the community).            Equipment Needed: Quilt-making information, fabric, felt, crayons, scissors   Academic Focus: Visual Arts: Students learn how to make quilt panels and use their creativity to make a panel that has personal meaning to them. Language Arts Literacy: Students write essays that express the importance of the material they have chosen to use for their quilt panel. Students also reach out to Maxson Middle School alumnus and ask them to participate in the project. Mathematics: Designing the quilt required that some geometry be used, in that “whole piece” blocks were not allowed; students had to use a variety of materials/patterns/pieces to create their block. Social Studies: Students learn the history of quilts in American culture, as well as different types, methods, and designs that have been used to make them.

Hurdles Encountered: Hurdles: Locating resources that had little or no cost.     Solution: Identified the State Quilt Guild of New Jersey, Inc., and secured free resources and instruction from the Guild.

Educational Strategies: Performance-based Education Students create their own part of the quilt as they learn the importance of quilt-making throughout American history.   Cooperative Learning Assembly of the respective blocks into the quilt required planning and cooperation.   Interdisciplinary Approach Students combine visual arts, social studies, and mathematics in order to understand the history of quilt-making and how to create their own quilt.   Personal Growth Outcomes: Students learn cooperation by working together in order to create a quilt that accommodates all of the panels. They also learn respect by realizing the importance of quilts and how it is connected with history and their own lives.

Celebration:     Recognition:     Key Findings:

Community Involvement: The State Quilt Guild of New Jersey, Inc, and its members; alumnus of Maxson Middle School   Parents and Volunteer Involvement: Quilters came in to talk about why quilting is important to them, and to share skills with students.   Reflection Activities: Students write journal entries that reflect what materials they have chosen and why.   Means of Assessment: Questionnaires to be used prior and post project.