Name: Marta Kozbur School: Lincoln School

Title: Textile Art of Ancient Peru

Subject(s) this lesson addresses: Grade level(s) for this lesson:
Mesoamerican Art 3rd & 4th Grade
Big Ideas: The lessons taught in this unit cover multiple skills and themes. Students will learn
the basics of weaving while being introduced to a new culture. Students will be asked about the
symbolism found in the textiles, the natural materials used to create the textiles and the culture
that created them.
Time Line: Five class periods (50 minutes each that meet once a week)
Description: Ancient Peruvian cultures created beautiful textiles that served multiple purposes.
Many well-preserved textiles that have been found were wrapped around Mummy Bundles. Due
to the dry climate in the area, they are very well preserved. Students will create a loom that is
made out of clay. They will design their own symbols based on ones they have studied in the
museums textile collection to decorate the loom. They will also create a design for their textile
and weave it on their loom.
Objectives: The lesson on textiles is one in a unit on the Art of Ancient Peru. Other lessons
include clay and metal work. For the Textile lesson:
The students will study the textiles in the Art Institute collection from ancient Peru and
transform them into a present day project that echoes ancient Peru.
The students will make a loom out of clay.
The students will weave a textile incorporating a design of their own interpretation based
on what they learned and saw.
Standards: ISBE Fine Art State Goals
25: Know the language of the arts
25.A.1d. Identify the elements of line, shape, space color and texture, the principles of
repetition and pattern; and the expressive qualities of mood, emotion and pictorial
representation.
26: Through creating and performing, understand how works of art are produced.
26.A.1e. Identify media and tools and how to use them in a safe and responsible manner
when painting, drawing and constructing.
26.B.1d. Demonstrate knowledge and skills to create visual works of art using
manipulation, eye-hand coordination, building and imagination.
27: Understand the role of the arts in civilizations past and present.
27.B.1. Know how images, sounds and movement convey stories about people, places
and times.
Art Institute of Chicago artwork:
Loincloth Fragment, Chim A.D. 1250/1470
Cotton and wool (camelid), slit tapestry weave;
edged with plain weave extended weft cut
fringe
Textiles, Not currently on Display

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Activities: After introducing Ancient Peruvian cultures and the art of weaving to the students, the
students will work on creating a symbol for their look and a design for the textile. On the second
day of class, the students will make their own loom from a slab of clay. The loom will be
approximately 12 x 12 inches. Students will stamp patterns into the clay. Once the 'loom' has
been fired and glazed, students will weave a small textile of their own.

Day 1: Anticipatory/Motivational Set: The classroom is set up so that when students enter the
room they observe reproductions of Peruvian art around the room, examples of textile symbols on
the board, photographs of everyday life of present day Peru, materials for hands on activities
arranged on the center table. On the first day of the unit, the discussion is of a more general
nature. Instructor will lead a discussion about Peru starting with the geography of the country,
flora/fauna and indigenous people. Instructor will tell students about the life of ancient Peruvian
cultures. Students will be introduced to musical instruments of Peru and will listen to music CDs.
When introducing the lesson on textiles, the discussion will focus more on which Peruvian
cultures were best known for their textiles and in which areas they were best preserved.
Students will also talk about the symbols they see on the board and how they relate to symbols
found on textiles and ceramic art. Each table will have a handout with examples for students to
look at.

After the discussion, students will be instructed to create a design for stamping/drawing into their
loom. (Depending on the particular class, sometimes I offer the students stamps and/or tools to
create designs, sometimes they make their own stamps) In their sketchbooks, students draw a
nine square grid. The center is left empty because that is what will be cut out for weaving.
Students will create their design around the center square. They will choose between a design
that has alternating squares with patterns, or a design that repeats around the center.

Day 2: Clay activity: When the students enter the classroom, their tables will be ready for the
clay activity. Water, burlap to work on, clay tools/stamping tools will be at each table. Once the
students are seated, instructor will hand out sketchbooks and ask the students to open to their
loom design. Each student will get a 10 x10 square slab of clay (edges do not necessarily need
to be perfectly cut). The students will be instructed to place the square piece of tag board in the
center and with their clay tool, cut the square out. After they have cut out the center, they will be
instructed to draw/stamp their design into the clay using the tools provided at their table. If they
have an alternating design, they may use the square to measure off their grid. While the class is
working on their clay project, students will be called up two at a time to the center table and they
will have the opportunity to examine some of the materials set up in the center that show what
natural materials were used to create pigments how yarn was dyed. As students finish
stamping/decorating their clay they will use the straw at their table to punch holes for their loom.
The holes will be punched on two opposite sides of the cut out center. (an alternative is to punch
holes all the way around). Once the students have done this, they will put their name on the back
of the finished loom and bring it to the storage area. Once the clay looms are finished, instructor
will use wadded paper towels to prop areas of each loom to give it the effect of fabric.

Day 3: Glazing: Student clay pieces will be fired the day before they come to class so that

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glazing may start on day three. Instructor will prepare glazes and place them on each table ready
for the students to use. Each table will also be supplied with water cups and glazing brushes.
Once student clay pieces have been handed back, students will be instructed on how to use the
glazes, being very careful not to glaze the holes made for weaving. As students finish glazing,
they will be given clean up instructions and will bring their glazed looms to the storage area. All
clay pieces will be fired the following week.

Day 4 -5 Weaving: Students will get their fired looms back and will be asked to choose their
colors of yarn. They will be limited to three colors. Each student will get a large paper clip that
has been re-shaped to use for weaving.

*The first step will be to weave the warp. They will thread the yarn through with the paper clip
and weave through the holes at the top and bottom of the clay loom.

*Next, students will start weaving the weft. They will be instructed to pay close attention to
weaving under then over, making sure the next row is the opposite of the row above. When
students are ready to change colors, they will be instructed on how to change colors and tie off
the yarn.

Because the loom is small, most students finish in two class periods.

Materials: Sketchbooks, markers, crayons, water cups, burlap, clay, stamps, clay tools, 4 inch
tag board square, straws, glazes, glazing brushes, yarn, large paper clips (to use as weaving
needles), poster reproductions of Peruvian Textiles, pictures of animals found in the Amazon
Rain Forest, examples of natural flowers, bugs, seeds and grains that were used in dying yarns
for textiles.
Vocabulary/Glossary/Key Words:
Alpaca - a small mountain animal raised by the Incas for its fine wool.
Andes - A mountain chain that stretches the length of South America for 4,000 miles.
Back strap loom - A simple loom in which the weaver ties one end of the warp around the waist
and the other around a fixed object. The weaver leans back to create tension on the warps.
Cuzco - Capitol city of the Incas.
Inca - At first, only the members of a few related families from Cuzco were referred to as Incas,
but later the name was used for all the people who came under Inca rule.
Llama - Mountain animal, larger than an alpaca, raised by the Incas for its wool. Used to carry
loads and also in religious ceremonies.
Machu Pichu - The lost city of the Incas found by Hiram Bingham in 1911.
Vicuna - A smaller relative of the llama prized by the Incas for its fine wool.
Warp - The set of threads in woven fabric that are held under tension on a loom.
Weft - The set of threads that cross the warp at a right angle. The weft threads are woven over
and under the warp threads.

Assessments:
Students Name:

Knowledge of Basic Art Concepts

Line

Color

Pattern

Repetition

Technique and craftsmanship

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 Use of Clay

Use of Clay Tools

Weaving

Neatness

Manual Dexterity

Attitude - Interest Ability

Cooperation

Participation

Care for and Use of Materials

Quality of Work

Respect for Students and Other Work

Use of Class Time

Working to Potential:

YES: NO:

Other Comments:

+, ,-
Resources and bibliography:
Audio:
XTABAY: Voice of the Xtabay is the first studio album by Peruvian soprano Yma Sumac.
It was released on 1950 by Capitol Records. It was produced and composed by Les
Baxter, along with Moiss Vivanco and John Rose as composers. The album features the
Sumac's voice with a wide vocal range, accompanied of ethnic percussion and musical
variations influenced by the Music of Peru.
INKUYO: The traditional instruments, rhythms and melodies are played with authenticity
and joyful exuberance. The liner notes are superb for interpreting the history and origin of
the songs. Truly ancient rituals, festivals, and ordinary life of the Incas come alive in the
imagination of the listener. One is transported to another time and culture.
Music in the the diablada, kantu, saya, yaravi, huayao, carnaval, and San Jacinto,
rhythms played on the panpipes, quenas, and stringed instruments transmit the energy,
beauty, flow of life, joy, sadness and harmony of this unique part of the world.
MI RAZA ~ Music of The Andes : Volume Three
Inkari (Performer), Carlos Pastor, Hugo Navarro, Fernando Hernandez, Marcelo
Salvatierra Fredy Salazar (Performer) | Format: Audio CD

Websites:
Threads of Peru has a wealth of information on Natural Dyes, Looms and Technique, and
Symbols and Patterns of Ancient Peruvian Textiles: http://www.threadsofperu.com/how-textiles-
are-made/natural-dyes/

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The following information was gathered from http://www.squidoo.com/traditional-andean-textiles:
Traditional Andean weaving in Peru involves the shearing of fiber from herds of Alpaca,
Sheep and Llama; the washing and dyeing of the fiber using natural detergents and dyes; the
spinning of the fiber into thread, using the drop spindle; and the weaving of cloth items using
the back-strap loom.
These ancient methods, used since before the time of the Inca, were nearly lost, as people
moved to the use of cheaper factory made fabrics and chemical dyes. But in recent years, the
traditions have awakened, as the tourist market, coupled with a strong interest in organic and
environmentally sustainable products have created a new value for the old ways. This new
interest in traditional textiles comes at a time when the indigenous communities and their
customs are eroding, as the need for work creates a migration of mountain people to the
cities.
The creation of traditional Andean textiles is a time-consuming process. Scarves may take
two to three weeks to weave, and larger pieces like mantas might take months. And that's
just the weaving!
The process actually begins in the raising of sheep, llamas and alpacas. The woolen fiber is
sheared from these animals, and it is washed and spun into threads by hand. Threads are
colored, using plant, animal and mineral dyes. The dyeing processes are often time-
consuming events in themselves. All of these things happen before the weaving can begin.

Book List: These books are available for students to read, browse and reference in the classroom
art library.

Fiona MacDonald
Turtleback Books, Oct 1, 2001
An aerial view of an Inca town, based on the great city of Cuzco, provides insight into the culture,
religion, daily life, arts and crafts, and more of these ancient people.

Ann Nolan Clark, Jean Charlot - 2007

An Indian boy who tends llamas in a hidden valley in Peru learns the traditions and secrets of his
Inca ancestors.

Rosemary Rees - 2006 - 64 pages

Explains the various elements of the Incas, including their history, daily life, religion, cooking and
eating, trading and transportation, and more.

Tim Wood

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Viking, Oct 1, 1996
Young readers can discover the secrets of the Inca civilization and peel back the double-page
acetates to look inside a typical Inca house, a temple to the sun god, an emperor's palace, and a
messenger's roadside way station.

Scholastic Library Pub, Sep 1, 1992

The books in the highly praised First Book series provide basic facts on subjects in the social
studies, the sciences, sports, and practical and fine arts. An inviting format, lively text, and
interesting illustrations make these books especially popular with young readers. Each book is
indexed and, where appropriate, includes a glossary, maps, further reading, and bibliography.

Katacha Diaz, Gredna Landolt

Soundprints, Jun 30, 2010
Today is a very important day! It is market day, and Carolina and her mother are going to the
plaza to find a birthday gift for Carolina's abuelita, or grandmother. But there are so many things
to see and so many gifts to choose from! Would Abuelita like a pretty hat? No, these hats are not
for Abuelita. Would Abuelita like a bird that chirps and sings? No, a bird might keep Abuelita up
when she is trying to sleep at night. Finally, Carolina finds the perfect gift! Won't Abuelita be
surprised?

Cindy Neuschwander, Bryan Langdo - 2007

After getting separated from their parents, Matt and Bibi follow the patterns on an ancient tunic
which leads them to the Lost City of Quwi.

Elizabeth Mann, Amy Crehore - 2000

Describes the history of the Inca civilization and the construction of the city of Machu Picchu in
the Andes Mountains.

Raoul d'. Harcourt, Grace Goldena Denny, Carolyn M. Osborne - 2002

This magnificently illustrated work offers a comprehensive view of the textiles and techniques of
pre-Columbian Peru.

Barefoot Books, May 1, 2011

This rhyming text takes readers from Lake Titicaca all the way to the city of Cusco for the highly

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popular Inti Raymi festival, celebrated in June each year. Children from many areas of southern
Peru are traveling to the festival, each using a different mode of transport. (Spanish language
edition)

By Kathleen Monaghan and Hermon Joyner

In You Can Weave!, fiber artist and elementary teacher Kathleen Monaghan provides a sequence
of step-by-step projects that build foundation of weaving knowledge and skills. The projects rely
on supplies that are readily available such as paper, yarn, ribbon, string, rags, and beads.

James W. Reid
Textile Masterpieces of Ancient Peru: With 77 Illustrations in Full Color

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PERU
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The Name PERU means Land of Abundance

The earliest people in Peru lived along the coast and in the highlands.

Peru is the third - largest country in South America, after Brazil and Argentina.

Perus official language is Spanish, though people in the highlands speak Quechua, the language
of the Inca.

The Andes make up the longest mountain range on Earth, stretching 5,000 miles along the
western coast of South America.

Incas - The Incas are famous for their architecture and stonework. The word INCA has two
meanings - it refers to the emperor himself, it also means the people he governed.

Machu Picchu : Old Mountain - is Perus most famous site. It was built around 1450 A.D. when
the Incas were at the height of their power.

The Incas believed their gods lived in nature. To worship them they built temples to the sun,
moon and stars; to the mountains and rivers.

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GOLD POTTERY TEXTILES

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PERUVIAN DESIGNS

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