Tami Sharp

KUMIHIMO BRAIDS/ TEXTURE

General Information: Title, Subject, Student Age, Time of Lesson, and Description
Title: Kumihimo Braids

Subject: Texture, Textiles

Student Age: 2nd -5th

Time for Lesson: 2-3 weeks, 45 mins once per week

Description of Lesson:
Following our lessons on the elements of art, students will explore texture by working with
textile art. We will be learning the kumihimo braid technique which originates from ancient
Japanese braid making. The students will have to focus in order to stay on task and not lose
their place with their braid. This is one of those projects where a quiet room is a focused room.
Students will be able to select from various colors of string to express their own individualism.

National Art Core Standards

2nd:
 Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical
context to deepen understanding

3rd:
 Anchor Standard 2: Organize and develop artistic ideas and work.
 Anchor Standard 7: Perceive and analyze artistic work

4th:
 Anchor Standard 2: Organize and develop artistic ideas and work.
 Anchor Standard 7: Perceive and analyze artistic work

5th:
 Anchor Standard 2: Organize and develop artistic ideas and work.

Learning Objectives
Objectives:
1. SWBAT- identify the difference between visual texture and actual texture.
2. SWBAT- set up their own Kumihimo braid circle loom.
3. SWBAT- use the kumihimo technique to complete their braid at a minimum of 3 inches.

Goals:
1. I can name the difference between visual texture and actual texture.
2. I can set up a Kumihimo braid loom.
 3. I can make a 3-inch braid using the Kumihimo technique.

Lesson Preparation
Class Demographics & Special Equipment & Materials Environmental
Considerations Needed Considerations

Some students are ESL 8-10 skeins of colorful yarn Materials are set up at each
learners, so Spanish Per class: 170 strands of yarn table between transition times
vocabulary is important to per class: 25 pre-made circle for easy supply access when it
is time to work. We are limited
have incorporated throughout. looms
to 45mins, so efficiency is
Scissors (For myself)
important.
30 black assessment papers
with 6 holes punches on Follow along verbal and visual
edges. instructions/demo are set up
Singe hole punch. on promethean board.
Lesson Procedure
Essential Questions, Problems, Parameters, and Supporting Info Student Considerations
Essential Questions:
How is texture we can feel different from texture we can see?
What are texture words? EBS: Nurture Metacognition

Problems and Parameters:

Parameter: Students must follow the braiding technique to
make the braid. They cannot just make up their own technique.

Supporting Information:

VOCAB
Texture (Textura): the way
an object is described to
feel.
Visual Texture: texture you
describe with your eyes
Actual texture: texture you
describe by feeling with
your hands.
Textile Art: art that uses
yarn, string, thread, fibers.
Instruction, Guided/Independent Practice, and Closure Student Considerations

Day 1: Setting up the Kumihimo loom

INTRO
Recall Q: What element of art did we work with last week? EBS: Questions/Check for
R: Form. Understanding
Today we are moving onto another element of art, texture
(Textura).
Q: What do you think texture is? EBS: Nurture Metacognition
R: describes how something feel; soft, rough, bumpy, etc.
“Textures are describing words that we can observe with our
eyes or touch with our hands.”
“There are two kinds of texture, visual texture and actual
texture.” Vocab (Have students repeat these words.)

ACTIVITY
Use Promethean to show various textures and have students
practice visual texture by describing the images. EBS: Show and Tell
Following this exercise, have students feel their other textures
they can touch and describes the actual texture they felt.
EX: their hair, the rug, the table, their shirt.

Show students textile arts, which use a lot of texture. Explain

that we will be making a textile art from KUMIHIMO braids.
Give quick intro 30 sec intro to origins of braids from Japan.
EBS: State Clear Learning
Bring your goals into fruition by reciting them together. Goals

SET-UP/DEMO using promethean board.

Step 1: Using pencil, write name on a circle loom.
Step 2: Table by table, have the students select 7 strands of
yarn for their braid.
Step 3: Have students line up their strands to match on one
end.
Step 4: Have students tie a know on the end of stands where
they were lined-up.

Q: Are there any questions? What steps do we need to EBS: Questions/Check For
understand better? Understanding

Step 5: Have students pull knot through the hole in the middle
of the circle loom.
Step 6: String the 7 strands around the notched cuts around the
circle loom.
Step 7 (optional): if there is 5-10 mins remaining, you may begin
to demonstrate how to use the circle loom and students may EBS: Practice Opportunities
try the technique out for a few minutes

Clean Up (5 mins prior to end)

Have student collect the braid looms from their table. EBS: Students Work Together
Have students collect name tags from their table. (to Clean their Tables)
All supplies put away

Closure Questions
Q: What did we learn about today?
Q: who can remember the name of the element of art
associated with textiles? EBS: Check For
Understanding
Next week we can loon forward to continuing this process and
working on out Kumihimo braids throughout all of class.

Day 2: Studio Day, Kumihimo Braiding

INTRO
Q: what element of art did we learn about last week? EBS: Check For
R: texture Understanding
Q: do we remember the two different kinds of texture?
R: Visual and Actual (Real) Texture

State Goals together again.

DEMO on promethean
Step 1: Refresh the students’ memory by showing them how to EBS: Show and Tell
braid on the circle loom.
Step 2: Have students try the technique and troubleshoot
anything that they don’t understand.

Have students independently finish this process on their own.

Walk around and help students one on one for individual EBS: Practice Opportunities
guidance.

Clean Up (5 mins prior to end)

Have student collect the braid looms from their table.
Have students collect name tags from their table. EBS: Working Together
All supplies put away

Closure Questions
Q: What did we learn about today?
Q: who can remember the name of the element of art EBS: Check For
associated with textiles? Understanding
Q: If textiles are made from yarn, string and thread, Can
average textiles we use every day, be a work of art? EBS: Nurture Metacognition

Day 3
ASSESSEMNT pop quiz
On Small black paper, student will write: EBS: Check for
-Name on Top Understanding
-1 .(Texture word)
-2. (Texture word) Assessment
-3. (Texture word)
VT: (what is visual texture?)
AT: (what is actual texture?)

(Repeat of day 2, the only difference is you will show students

how to attach their braid to their assessment 10 mins prior to
close. )

Closure Questions
Did anyone notice that the texture changes when the string EBS: Nurture Metacognition
becomes braid?
What texture was it before and what texture is it now?
Where else can texture change in nature?

Formative and Summative Assessment

Summative:
- Rubric that is in tune with class goals and objectives
- Self-evaluation for effort
ASSESSEMNT pop quiz
On Small black paper, student will write:
-Name on Top
-1 .(Texture word)
-2. (Texture word)
-3. (Texture word)
VT: (what is visual texture?)
AT: (what is actual texture?)

Formative:
- Observation that students are working, making progress and grasping the concept.
- Students are on Task

Differentiation /Modifications/ Accommodations

Accommodation:
Class adaption- premade circle looms will be created in advance.
Directions-written steps/ examples posted on board
Language- directions in English, with Spanish integrated.

Differentiation:
Demonstration for visual learners
Directions on board for visual learners.
One on one coaching as the process begins for students who need individual instruction and
guide learning.

Modification:
Time: students that need more time to finish artwork will be allowed more time.
Length of goal braid can be modified to the students capabilities via IEP.
Post-Teaching Reflection
Did the students do well in setting up the looms?
Was 2nd grade able to complete their braids and was the challenge at the right level for them?
How can I make my prep of cutting strings more efficient?
How Can I further expand my students understanding of texture?
 Kumihimo Braid Student Self-Reflection Name: ________________Class:________________

4 3 2 1

CUPCAKE KEY

Rate your effort

By circling the number

Objectives I rocked this! Tastiest I did good –I could I could have done I didn’t make any
Cupcake ever! do more. My better. This effort. My
Sprinkles, Cherries, Cupcake is tasty. cupcake needs cupcake is really
and Cookies! more. It’s eh. just a muffin.

ELEMENTS OF ART
I can name texture 4 3 2 1
words.
I can state the 4 3 2 1
difference between
visual and actual
texture.

MATERIALS/CRAFTSMANSHIP
I can set up a 4 3 2 1
Kumihimo loom.
I was respectful 4 3 2 1
towards my materials
and used them
correctly.

TIME
My braid is as least 3 4 3 2 1
inches long.
I completed my braid. 4 3 2 1
 Rubric for Kumihimo Braids Score: ___/15pts
Objectives:
1. SWBAT- identify the difference between visual texture and actual texture.
2. SWBAT- set up their own Kumihimo braid circle loom.
3. SWBAT- use the kumihimo technique to complete their braid at a minimum of 3 inches.

2 3 4
1
(kind of grasped (understands (Goes Above and Beyond in
(Needs Guidance)
concepts) concepts) concepts)
Student cannot Student know what Student can Student excels in their
identify what texture is but identify the understanding of texture
Elements of texture is. Student struggles in difference between and can recite many
Art differentiating visual and actual uncommon texture words,
Development between visual and texture. Student as well as identify the
actual texture. can describe some difference between visual
texture words. and actual texture.
Student did not use Student investigated Students Student has really elevated
any materials, and and used few demonstrated in material investigation and
there is no evidence materials. Project is appropriate use of has found creative and
Craftsmanship
of a project. incomplete and materials and appropriate ways to use
Materials
braid is less than 3 project is complete. materials. creating an overall
inches long. Braid meets 3 unique completed project.
inches Braid extends past 7 inches .
Student shows very Student was Student made the Student was zealous in effort
little of evidence of reluctant to make effort to plan and and worked diligently
Effort
work and did not the effort to participate in all throughout the activities,
(refer to
make the effort to participate in activities. Their planning and engaging
Effort Rubric)
participate in activities. effort has paid off. themselves fully.
activities.
Student did not Student only Student has fully N/A
complete self- completed some of completed self-
Reflecting
evaluation effort the self-evaluation evaluation rubric.
rubric. effort rubric

Students Name: Teacher Class:

Teacher Feedback/Comments:
Student Exemplars