Project-Based Unit

 Book Making

Subject Area

Grade Level

Time to Complete

Art and Language Arts

K – High School

50 minutes or more

Author’s Name

School Address

Phone, E-mail

Peggy Cromwell

Conway Elementary School

447-3369

Community Partner   Marnie Cobb * Marnie Cobb’s Bookbinding Eaton NH

Framing Question

Will writing a story be more meaningful to a child if they create the book it is written in?

Workplace or Community Context

Books have been around for thousands of years and are used every day by people of all ages. Books are constructed in many ways and with the revival of journals; book making is coming alive in the creative world. I want students to know that there are people that make and repair rare books for a living. The goal is for students to learn some basic skills for book making and to make books of their own.

The Project

Overview

Students will make a book. They will learn the basics of book making; cutting, folding, gluing and sewing.

As they become more skilled the complexity of the book can increase.

Alignment with New Hampshire Curriculum Frameworks

Framework

How it is addressed in your project

NH Visual Arts K-12

  

Apply age appropriate media, techniques, and processes.

Each project will start off simple, short direct instructions and increase in complexity with skill and age.

Learn, identify, and apply the elements of visual art and principles of design.

While creating each books students will have to make decisions about color, shape, space, line texture, form, line, balance, unity, and rhythm.

Consider, select and apply a range of subject matter, symbols and ideas.

Students will have to plan and choose the text for the books created. They will learn that art has more parts to it than just the visual piece.

Timeline

Project Step or Supporting Activity

Description

Construction of the Accordion Book

Proper folding techniques of the paper. Adding more details as skills develop.

Construction of the Signature Book

Proper folding techniques of the paper, sewing pages, making the cover and adding text.

Each of these books can be simple or complex depending upon student’s ability and creativity.

  

 

Project Resources

Making Books and Journals, Richards, Constance Lark Books ISBN 1-57990-0925

Making Books That Fly, Fold, Wrap, Hide, Pop Up, Twist & Turn, Diehn, Gwen, Lark Books ISBN 1-887374-02302. Paper, cardboard (cereal boxes), paper cutter, glue (white, stick), ribbons, wallpaper, weights, tag board, railroad board, colored paper, painted papers or decorated paper, thread, string or twine, sharp sewing needles, wax. Marnie Cobb. Paper ends from printing shops are excellent for variety of color weight and texture.

Assessment

Assessment will be based upon my specific goals for each individual lesson. After students master the skills I will be assessing them more upon their creativity and content of the books created. Did they go that one step further? Is their craftsmanship at their level? Are they showing their understanding of the construction principles?

The first few books made will be assessed on these points; 1.The student’s ability to follow visual and oral directions. 2. The neatness of their folds. 3. Proper use of materials and tools. 4. Craftsmanship (introduction of this concept, display works and critique as a group).

 

Implementation Plan
  1. When do you plan to implement your project-based unit?

    2. I plan to implement these lessons through out the 2000-2001 school year and beyond. Not just in the Art room setting of my job but in other setting that I am involved with children and even adults. I have one teacher already interested in working cooperatively on this. Also I am volunteering in my children’s school to create books with the students in their classroom.

     

  2. List the steps you need to take to implement your project-based unit. Include approximate meeting dates with your peers and your project-based learning consultant.
  1. If I were to do these lessons with another teacher we would have to meet a few times to discuss what the outcome of the project was going to be.
  2. We would make decisions about size, type, purpose and materials to be used.
  3. It would have to be clear as far as to my role in the project am I just to teach the actual book making or am I going to be responsible for any text or illustrations taking place in my classroom. Another important factor is time how much can get done in a 50minute period once a week. Will the classroom teacher do carry over in the classroom.
  4. After a project is completed do a self-evaluation of the process. Did it go as planned? What needs to be change? Talk with Marnie about trouble- shooting? Have classroom teacher and students give feed back. Keep revising the lessons till all rough spots are smoothed out. Note what are the realistic expectations for all grades.