Community Quilt

Fiber Arts
7th & 8th Grade

Figure 1. Example of a community quilt created by participants of a Social Justice

Sewing Academy workshop quilts (The Community Quilt Project, n.d.).

Isabel Cole
14 December 2021
Introductory Information:
Lesson Title: Community Quilt
Grade Level: 7th & 8th Grade
Class Size: 20 – 25 students
Length of Class Period: 55 minutes, 8-10 classes

In this lesson, students will explore the use of social activism and community
collaboration through the process of quilting. The project will be introduced through a
close looking at quilts from different cultures. Students will have the opportunity to view
historical and contemporary examples of quilting that use a variety of methods and
materials. To begin the project, students will reflect on topics and issues that are
important to them in their daily lives and use their voice and personal expression to create
a message on a quilt. Every student will create a block on the Community Quilt that
expresses an issue or topic they are passionate about through the use of fabric collage,
sewing, embroidery, and fabric painting and drawing. Students will learn different fiber
art techniques that will allow them to collaboratively create a Community Quilt that will
show the layers of their community.

STAGE 1: DESIRED RESULTS

A. ENDURING UNDERSTANDINGS:
 Students will understand that art can be used as a social tool to question and
challenge the world around them.
 Celebrating similarities and differences among cultures affirms identities and
creates a sense of community.
 The context in which a work of art is created provides a window into the
purposes it serves and the reasons it is valued.

B. ESSENTIAL QUESTIONS:
 How does art making help us question and make sense of the world around
us?
 How do artists from different cultures and eras explore and express similar
themes?
 What can we learn by studying the contexts of works of art?

C. STATE STANDARDS ADDRESSED:

 MA 7th - 8th Grade Visual Arts Standards (Creating): Generate and
conceptualize artistic ideas and work.
 MA 7th - 8th Grade Visual Arts (Connecting): Synthesize and relate knowledge
and personal experiences to make art.
 MA 7th - 8th Grade Visual Arts Standards (Connecting): Relate artistic ideas
and works to societal, cultural and historical contexts to deepen
understanding.
 D. ACQUISITION/ LEARNING OBJECTIVES:
 Students will be able to reflect on topics and issues that are important to them
to inform their artwork.
 Students will be able to interpret their own experiences and translate them into
their artwork.
 Students will be able to compose their artworks through the use of fabric
collage, sewing, embroidery, drawing, and/or painting.
 Students will create a written statement about their quilt blocks.

STAGE 2: ASSESSMENT EVIDENCE

A. PERFORMANCE TASK OR FINAL PRODUCT:
 A successful example of this assignment will include a depiction of the
student’s social justice statement on a quilt block devised through the use of
multiple media and/or methods.
 A successful example of this assignment will also include the use of fabric
collage, embroidery, sewing, and/or fabric painting/drawing.
 A finished project will include a short artist statement about the student’s quilt
block.

Figures 2 and 3. Examples of student work utilizing embroidery and sewing (Stephens,
2014).

B. CONTINUUM OF ONGOING/FORMATIVE ASSESSMENTS:

 Students will engage in dialogue about what community means to them.

 Students will participate in a VTS discussion about different types of quilts

and quilters.

 Students will participate in a discussion about social justice issues, political

topics, or other current issues they are passionate about.

 Students will write down their responses to the discussion about social justice
and brainstorm statements for their quilt block.
  Students will think about how they will express their statement on their quilt
block through the use of fabric type, color, and design. They will create a draft
of their quilt block composition on paper.

 Students will practice embroidery, sewing, and fabric collage before delving
into their own project.

 Students will reflect on the final artworks after they are hung up all together,
and will create a short artist statement about their individual quilt blocks.

STAGE 3: LEARNING PLAN

A. MATERIALS AND EQUIPMENT:
 Sketch paper (for drafting)
 Pencils
 Erasers
 Colored pencils
 Muslin (12” x 12” squares)
 Scrap fabric
 Found fabric (brought from home)
 Fabric glue/tacky glue
 Scissors
 Embroidery thread
 Embroidery hoops
 Embroidery needles
 Sewing thread
 Sewing needles
 Fabric markers
 Fabric paint
 Sewing machine (optional)

B. RESOURCES:
VISUAL IMAGE RESOURCES:
Figures 4-7. Examples of student made collaborative community quilts (The Community
Quilt Project, n.d.).
The Community Quilt Project. Social Justice Sewing Academy . (n.d.). Retrieved December 1, 2021, from
https://www.sjsacademy.org/community-quilts.
Figures 8 & 9. Student examples of fabric collage and on quilt blocks (Learn More about
the Community Quilt Project, n.d.).
Learn More about the Community Quilt Project. Social Justice Sewing Academy. (n.d.). Retrieved
December 1, 2021, from https://www.sjsacademy.org/learn-more-community-quilts.

Figures 10 and 11. Examples of students sewing with a sewing machine and
embroidering by hand (Stephens, 2014).
Stephens, C. (2014). In the art room: Sewing and embroidery. Cassie Stephens. Retrieved December 1,
2021 from https://cassiestephens.blogspot.com/2014/04/in-art-room-sewing-and-embroidery.html.

Figures 12-14. Process of creating a quilt block utilizing freezer paper by cutting different
fabric shapes and assembling them onto the background fabric (Shell, 2014).
Shell, M. (2014, October 17). Building a community quilt part I. Tales of a stitcher. Retrieved December 7,
2021, from https://talesofastitcher.com/2014/10/16/building-a-community-quilt-part-i/.
Figure 15. Student-made example of fabric drawing on a quilt block (Breen, n.d.).
Breen, T. A. (n.d.). How to make a classroom quilt. The Savvy Age. Retrieved December 1, 2021, from
https://thesavvyage.com/how-to-make-a-classroom-quilt/.

ARTWORK RESOURCES:

Figure 16. Bisa Butler, To God and

Truth, 2019. Figure 18. Chinese (Qing dynasty,
[Artwork found in Collection of Museum of Fine
Arts, Boston, MA]. Retrieved December 1, 2021,
1644–1911). Han Chinese Boy’s
from https://collections.mfa.org/objects/685493. Robe (“One Hundred Households”
Robe) with Patchwork Design.
[Artwork found in Collection of the Saint
Louis Art Museum, Saint Louis, MO].
Retrieved December 1, 2021, from
https://www.slam.org/collection/objects/180
59/. 

Figure 17. Carla Hemlock, Turtle Island

Unravelling, 2014.
[Artwork found in Collection of Nerman
Museum of Contemporary Art, Overland Park,
KS]. Retrieved December 1, 2021, from
https://www.facebook.com/NMoCA/photos/a.85
434813259.83874.75527358259/1015301769042
8260/.
Figure 19. El Anatsui, Bleeding [Artwork found in Collection of Museum of Fine
Takari II, 2007. Arts, Boston, MA]. Retrieved December 1, 2021,
[Artwork found in Collection of Museum of from https://collections.mfa.org/objects/430773.
Modern Art, New York, NY]. Retrieved
December 1, 2021, from
https://www.moma.org/collection/works/11
6286.

Figure 21. Michael C. Thorpe, x, 2018.

[Artwork found in Collection of the Artist].
Figure 20. Irene Williams, Vote Quilt, Retrieved December 1, 2021, from
1975. http://michaelcthorpe.com/textile.
BOOK RESOURCES:

Vogel, S. M. (2012). El Anatsui: Art and life.

Prestel USA.
Warren, E. (2020). Bisa Butler: Portraits. Art
Institute of Chicago.
Parmal, P., Swope, J. M., & Whitley, L. D.
(Eds.). (2021). Fabric of a nation: American
quilt stories. MFA Publications, Museum of Fine
Arts, Boston.

Rubin, S. G. (2017). The quilts of Gee’s Bend.

Abrams Books for Young Readers.

Hicks, K. E. (2009). This I accomplish. Harriet

Powers’ Bible quilt and other pieces. Black
Threads.
VIDEO RESOURCES:

Doritos. (2021, August 06). Sara Trail | Full. Retrieved December 1, 2021, from
https://www.youtube.com/watch?v=8E0dYpfUhgI.

Art21. (2012, July 20). El Anatsui: Studio Process | Art21 “extended play.” Retrieved December
1, 2021, from https://www.youtube.com/watch?v=_d3RIE195JI.

OnlyGood TV. (2020, July 08). College basketball star now making moves in the art world.
Retrieved December 1, 2021, from https://www.youtube.com/watch?v=erX4OJh0AvU&t=1s.

The Art Institute of Chicago. (2020, October 15). Bisa Butler: Quilting for culture. Retrieved
December 1, 2021, from https://www.youtube.com/watch?v=dCkNMK2QtUY&t=1s.

C. VOCABULARY WITH DEFINITIONS

 Social Justice: everyone deserves equal rights and opportunities and to be treated without
prejudice. When institutions make decisions or act in ways that discriminate against
someone because of their race, religion, age, gender, sexuality, etc., this is a social
injustice.
 Community: a group of people living in the same place or having a particular
characteristic in common AND/OR a feeling of fellowship with others, as a result of
sharing common attitudes, interests, and goals.
 Embroidery: the process of decorating fabric by sewing patterns on it with thread
 Patchwork Quilt: a quilt with a top layer made of small pieces of cloth in different
designs, colors, or textures sewn together.

D. TEACHER INSTRUCTION
1. The teacher will greet the class and introduce the lesson by sharing the title, “Community
Quilt,” and will invite students to participate in a 5-minute gallery walk where students
will quietly look images of the following artworks:
 Chinese (Qing dynasty, 1644–1911). Han Chinese Boy’s Robe (“One Hundred
Households” Robe) with Patchwork Design.
 Irene Williams, Vote Quilt, 1975.
 El Anatsui, Bleeding Takari II, 2007.
2. As students are walking around the room, the teacher will ask them to keep two questions
in mind while looking at the artworks:
1. What is this object?
2. What is its purpose?
3. After all the students have had the chance to look at all the images, the teacher will ask
the students: What are these objects? What is their purpose?
4. The teacher will then lead a short discussion, asking students to think about the
similarities and differences in the three objects.
5. Once students start to discuss the commonalities and differences they found, the teacher
will document their ideas on the board.
 6. When a full list of ideas has been developed, the teacher will explain that the project they
will be doing is creating a community quilt together to be hung in the school.
7. Following the discussion, the teacher will lead a VTS discussion about one of the three
artworks that students looked at during the beginning of class.
8. The teacher will focus on ideas of community and collaboration, as well as how the
artists convey their messages through these quilts.
9. After the discussion, the teacher will ask students “What is social justice?” and record
their answers on the board.
10. Then the teacher will ask students to get into small groups to begin to brainstorm their
ideas for their quilt block. The groups will help each other to figure out a topic to focus
on and map out how they might represent a social justice statement with images and
words.
11. The teacher will remind students that the object of the assignment is to design and create
a quilt block that expresses their passion, pride, concern, anger, or sadness regarding a
social justice issue they care about.
12. For the rest of the first class, students will spend time drafting and designing their quilt
block. The teacher will ask them to keep the following questions in mind:
 What is your message?
 How will you convey it?
 Why is this issue important?
13. Students will spend the next class finalizing their block designs. If they have extra time,
they may begin to pick out the fabric and other elements they would like to use.
14. Following the drafting process, the teacher will spend time at the beginning of each class
showing students artwork by contemporary quilters, such as Bisa Butler, Michael Thorpe,
and Carla Hemlock.
15. When students begin the assembly process, the teacher will demonstrate out to sew or
glue fabric together and will provide examples of finished quilt blocks.
16. As student progress toward adding detail to their blocks, the teacher will demonstrate
how to embroider and how to paint/draw onto the fabric.
17. Students will continue to add to their blocks until they have finished. Once finished, the
teacher will spend time sewing all the pieces together into the community quilt. The
teacher may request help from students for extra credit.
18. When the quilt is completed, the teacher will ask students to write a short artist statement
about their individual quilt block.
19. The teacher will print out the students’ statements and hang them next to the Community
Quilt, which will be displayed in a public space in the school.

E. QUESTIONS TO GENERATE DISCUSSION:

1. Introductory:
 Ask students to find differences and similarities between the three artworks during the
gallery walk…
o What are these objects?
o What is the purpose of these objects?
o What are these objects made of?
o How were these objects made?
2. VTS for one of the gallery-walk works:
  What is going on in this picture?
 What do you see that makes you say that?
 What more can we find?
3. Idea generating questions:
 What does community mean to you?
 What is social justice?
 How can you express your passion, pride, concern, anger, or sadness regarding a
social justice issue you care about?
o What is your message?
o How will you convey it?
o Why is this issue important?
4. Reflection:
 What is your message about?
 Why is this issue important to you?
 What materials/methods did you use to help convey your message?

Figure 22. Student examples of quilt blocks before they are sewn together (Shell, 2014).

F. LEARNING ACTIVITY:
 Students will reflect independently on memories about their family/loved ones,
friends, or childhood.
 Students will discuss the similarities and differences in their memories.
 Students will closely look at artworks by Romare Bearden and Ekua Holmes and
participate in a group discussion about those artworks.
 Students will watch a video about Ekua Holmes and her artwork.
 Students will brainstorm memories they would like to make a collage about and pick
out one to focus on.
 Students will create painted paper with different textures independently or in small
groups of 2-3.
 Students will sketch the composition for their memory and will consider how they
will incorporate painted paper, magazines, drawings, pictures, found items, etc.
 Students will create their collages using any combination of drawing, painting, and
collage materials and methods.
  Students will write a poem about their memory collage.
 Students will reflect on the final project as a class.

Figure 23. Student example of a community quilt made of paper.

DeWilde, J. (2019, November 25). Quilt design and community in the art room. The Art of Education
University. Retrieved December 7, 2021, from https://theartofeducation.edu/2019/11/27/quilt-design-and-
community-in-the-art-room/.

G. DIFFERENTIATION
 The teacher will provide verbal, written, and visual instructions.
 The teacher will share visual examples as the project progresses.
 The teacher will encourage students to participate in class discussion, but will also
allow space for individual reflection.
 The teacher will encourage small-group collaboration for the creation quilt blocks
and/or block elements, but will also allow students to work independently if they
prefer.
 The teacher will keep physical copies of artworks the class looked at in the classroom
resource/reading corner for students to engage with if they would like.
 The teacher will keep physical copies of books about contemporary and historical
quilts and quilters in the classroom for students to engage with if they would like.
 The teacher will emphasize the room for choice students have both in deciding on the
content of their quilt block, as well as in media (fabric, felt, paper, sewing,
embroidery, painting, drawing, etc.).
 The teacher will make pieces of precut fabric and felt available.
 Students may create an abstract design of their social justice statement rather than a
more realistic depiction.
 Students may draw or paint a fabric block with fabric paint or markers as an
alternative project.
 Students can work together to help each other brainstorm ideas for their fabric block
or refer to the teacher for assistance.
 Students can work together to help each other write their artist statements or refer to
the teacher for assistance.
 Students may bring in their own fabric from home or other materials they wish to use
in their artworks.