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Collars, Curtains & Kings: Exploring the History of Lace
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Title:
Collars, Curtains & Kings: Exploring the History of Lace
Posted by:
Cooper-Hewitt National Design Museum
Date:
9/20/2006
Grade Level:
Middle School
Category:
Fashion Design
Subject Area:
Arts
Language Arts
Social Studies
Lesson Time:
Two fifty-minute class periods
Introduction:

Design invites us to explore the world of objects. In this activity students will learn about lace. They will explore the history of lace, how lace is made, where lace is made and the role of lace in women's lives. The class will create a lace mural highlighting what they learn about the world of lace.

State Standards:
State Standard
National Standards:
History
Standard 2. Understands the historical perspective
11. Knows how to perceive past events with historical empathy 
Geography
Standard 11. Level III. Understands the patterns and networks of economic interdependence on Earth's surface
2. Understands issues related to the spatial distribution of economic activities (e.g., the impact of economic activities in a community on the surrounding areas, the effects of the gradual disappearance of small-scale retail facilities such as corner general stores and gas stations, the economic and social impacts on a community when a large factory or other economic activity leaves and moves to another place) 
Reading
Standard 4. Level III. Gathers and uses information for research purposes
3. Uses a variety of resource materials to gather information for research topics (e.g., magazines, newspapers, dictionaries, schedules, journals, phone directories, globes, atlases, almanacs, technological sources)
Standard 7. Level III. Uses reading skills and strategies to understand and interpret a variety of informational texts
1. Uses reading skills and strategies to understand a variety of informational texts (e.g., electronic texts; textbooks; biographical sketches; directions; essays; primary source historical documents, including letters and diaries; print media, including editorials, news stories, periodicals, and magazines; consumer, workplace, and public documents, including catalogs, technical directions, procedures, and bus routes)
Listening & Speaking
Standard 8. Level III. Uses listening and speaking strategies for different purposes
6. Makes oral presentations to the class (e.g., uses notes and outlines; uses organizational pattern that includes preview, introduction, body, transitions, conclusion; uses a clear point of view; uses evidence and arguments to support opinions; uses visual media) 
Art Connections
Standard 1. Level III. Understands connections among the various art forms and other disciplines
2. Understands characteristics of works in various art forms that share similar subject matter, historical periods, or cultural context
Working With Others
Standard 1. Contributes to the overall effort of a group
Visual Arts: Artistic Expression & Communication
Standard 2. Level III. Knows how to use structures (e.g., sensory qualities, organizational principles, expressive features) and functions of art
3. Knows how the qualities of structures and functions of art are used to improve communication of one's ideas
Objectives:

Students will do the following:

  • brainstorm responses
  • conduct Internet research
  • compare, contrast, synthesize and evaluate diverse sources of information
  • participate in small-group and large-group discussion
  • relate historical events to current-day events
  • learn about the social and economic conditions surrounding lace making
  • create a mural
Resources:
  • Internet websites about lace and lace-making
Materials:
  • computer with Internet access
  • drawing or construction paper to make a mural
  • markers, crayons, pencils
  • scissors, glue, tape
Vocabulary:
Students in this age group should be familiar with all words used.
Procedures:

Building Background
Observations on Lace 

The purpose of this activity is to introduce students to the topic of lace.

1. Ask the class to brainstorm responses to the following prompt.

List some examples of where you have seen lace used.

Record students' responses. Ask the students to look for additional examples of lace that can be added to the list.

2. Provide students with copies of home furnishing and fashion magazines and ask them to find examples of lace.

Teacher Note: You can also assign this as homework prior to beginning the lesson activity.

Fascinating Facts on Lace

The purpose of this activity is to introduce the role of lace in a historical context.

1. As a class, read the article on the history of lace making in 16th century France. This can be viewed at

https://www.theotherside.co.uk/tm-heritage/background/lace.htm .

2. Ask the students to briefly discuss what surprised them the most about the information in this article. 

Steps for Learning

The purpose of this activity is to help students explore the topic of lace from multiple perspectives.

1. Divide the class into small research groups. Tell the students that they are going to research different aspects of lace using the web resources provided.  Tell the students that they are going to create a class mural based on what they have learned.  

Group One: History of Lace

 

Group Two: Lace Around the World

 

Group Three: Lace Around the World

 

Group Four: Women Lace Makers

  • Sister Mary Alençon, France   

https://www.ville-alencon.fr/dentelle/anglais/sister_mary_of_the_sacred_heart.htm

https://www.ville-alencon.fr/dentelle/anglais/histoirea.htm

 

Group Five: Issues in Lace Making

 

2. Tell the students that they may use the images listed below to create their mural:

 

3. Ask students to discuss the following questions prior to beginning the class mural:

  • How did lace play a role in the social and economic life of women?
  • How did world events and circumstances influence the production of lace in varied countries?
  • Are there current-day problems in the global economy that affect women?


4. Provide time for the students to construct the class mural.

5. Ask each group to create a short oral presentation explaining the varied elements they used in the mural.
Assessment:
Reflection 
Create a class rubric with your students that will help them assess their class mural. Use the following guidelines to help create the rubric.


-Rate how effectively you analyzed the varied information sources you used.

Excellent             Good            Adequate            Poor

-Rate how well you described the varied components of lace.

Excellent             Good            Adequate            Poor

-Rate your creativity.

Excellent             Good            Adequate            Poor

-Rate the overall quality of your mural.

Excellent             Good            Adequate            Poor
Enrichment
Extension Activities:
Activity One: Antique Irish Lace Museum
Have your students browse the website of the Antique Irish Lace Museum to learn more about lace making in Ireland at https://www.irishlacemuseum.com/Homepg.html.
Activity Two: Lace Making Equipment 
Ask your students to learn more about some of the equipment that was used in lace making by browsing the website at https://www.mkheritage.co.uk/cnm/lace/lacehtml/prickings.html.

(Click on each piece of equipment on the sidebar).
Teacher Reflection:
N/A.
Related
Files:
No related files are necessary.
 
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