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| BEAD-BY-BEAD:
A FUNDRAISER FOR A FAMILY |
written by Maryann Ziemer |
When a child is diagnosed with cancer, the impact on the family takes many faces. One is economic. At the same time that there are staggering medical bills, the earning power of the family is often altered. Where two parents are employed, one may have to leave his or her job to attend to the cancer-stricken child’s medical needs. Or work hours are reduced, with a reduction in earnings, as time is taken off from work to meet the child’s needs.
In this unit, students will learn how family income is altered by cancer, how they can be of service to the family by learning to craft an item that can be sold as a fundraiser, and how they can take their learning and service into the community in action that both raises community awareness and financially benefits the family fighting cancer.
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| Visual Arts |
Grades 8 to 12 |
| Language Arts |
| Economics and Math |
| Working with Others |
| Thinking and Reasoning |
| Business Education |
| Technology |
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Visual Arts |
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- 1. Understanding and applying media, techniques, and processes
- 4. Students understand the role of visual arts in relation to history and cultures
- 4.
Level III, 3. Analyzes, describes, and demonstrates how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art
- 5. Reflects upon and assessing the characteristics and merits of their work and the work of others
- 5. Level III, 1. Compares multiple purposes for creating works of art
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Language Arts |
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- 1. Uses the general skills and strategies of the writing process
- 2. Uses grammatical and mechanical conventions in written compositions
- 4. Gathers and uses information for research purposes
- Demonstrates ability to identify appropriate research sources, gather information from the sources, and synthesize and organize the information
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Economics |
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Mathematics |
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- 1. Uses a variety of strategies in the problem solving process
- 3. Uses basic and advanced procedures while performing the processes of computation
- 4. Understands and applies basic and advanced properties of the concepts of measurement
- 9. Understands the general nature and uses of mathematics
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Working with Others and Personal Development |
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- 1. Contributes to the overall effort of the group
- 4. Displays effective interpersonal communication skills
- 5. Displays leadership skills
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Thinking and Reasoning |
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- 2. Develops logical arguments that are based on quantitative data
- 8. Knows how relationships among ideas form the basis for valid analogies
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Business Education |
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- 14. Uses basic mathematical operatives to solve business problems
- 19. Understands the characteristics and components of a business plan
- 20. Understands human resource issues
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Technology |
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- 2. Knows the characteristics and uses of computer hardware and operating systems
- 6 . Understands the nature and uses of different forms of technology
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- Students understand the impact of serious illness on a family’s economy and recognize that their learning and service can have value to the family through fund raising community action.
- Students demonstrate ability to identify appropriate resources, and to gather, synthesize and organize information.
- Students learn about the historical value of beads and explore media which have been used to make beads before choosing a medium.
- Students develop design, process, and production skills while making beads.
- Students learn the basic points of business planning and the relationships between producer and consumer in a market economy.
- Students produce a written narrative that describes the project and evaluates the results.
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| ASSESSMENTS |
- Students’ oral participation in and contribution to unit clip Discussion Questions, and understanding of economic impact of pediatric cancer on the family.
- Teacher observation of student participation during brainstorming and discussions about choices of art medium and fabrication technique.
- Teacher evaluation of quality and completeness of students’ written reports based on research and on the unit's rubric, and written record of questions and answers during brainstorming.
- Student self-assessment of personal involvement and degree of participation during medium and technique evaluation and choice.
- Students’ and teacher’s joint assessment of quality of art and recommendations for improvement.
- Students’ ability to work successfully as a team.
- Students' ability to successfully maintain an accurate production and work schedule calendar.
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LESSONS CONTAINED IN THIS UNIT:
| LESSON 1: OVERVIEW OF FILM PROJECT AND PURPOSE |
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Economics |
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Mathematics |
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- 1. Uses a variety of strategies in the problem-solving process
- 3. Uses basic and advanced procedures while performing the processes of computation
- 9. Understands the general nature and uses of mathematics
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| LESSON OBJECTIVES |
- Students learn that reduced job attendance means reduced income.
- Students recognize that employee skills are important to a business.
- Students compare the incomes of a family with two salaries and one salary.
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| PROCEDURE |
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Note to Teachers: Please review the suggested Discussion Questions (PDF) prior to the group viewing of the Unit Clip. You may need to adjust the questions according to the unique make-up of your group. For most active viewing of the material, please engage group in both pre-viewing and post-viewing discussions.
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1.Give an overview of A Lion in the House. Explain that the film tells the stories of families with children who have cancer. Information about the making of the film can be found at http://www.pbs.org/independentlens/lioninthehouse/
2.
Prepare students for active viewing by leading them in a discussion based on the pre-viewing questions. Then view the clip and follow up with class discussion of the post-viewing questions.
3.
Ask the students to construct this hypothetical family scenario:
• This is a family where both parents are employed.
Dad’s salary is $_____ per month.
Mom’s salary is $______per month.
Their combined salaries give them a monthly income of $_____.
• Both parents are skilled workers.
Their jobs are important to the companies they work for.
It is important for them to be at work every day.
• Then one of their children is diagnosed with a life-threatening illness.
Mom and Dad take turns leaving work to be with their child during doctor visits, treatments, and stays in the hospital.
• The parents must be with their sick child so often that they both miss a lot of work.
At work, their jobs must be taken over by someone who can be there full time.
• The family decides that one parent will have to quit his or her job to be with their child.
• The family’s income is reduced when one parent quits work.
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4. Have the students solve the math problem to determine the family’s new income.
How much less is the income when one parent quits his or her job?
5. Discuss what impact the reduced income might have on the family. What changes or sacrifices might the family have to make in their daily lives to make up for the lower income? |
| ASSESSMENTS |
- Students answer the Discussion Questions (PDF).
- Student participation and contribution to discussion of changes in family practices because of reduced income.
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| EXTENSIONS |
- Discuss what it means to have a family budget. What are the essential and non-essential items in a family budget?
- Students suggest adjustments that individual family members might have to make in their daily lives to make up for the loss of income.
- Discuss the role that family savings may play in a family’s reduced income.
- Investigate the cost of medical tests or procedures such as X-rays or a bone marrow transplant.
- Learn about health insurance. What is it? What does it do (or not do)? How much does it cost?
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Back to Lessons
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| LESSON 2: RESEARCHING THE HISTORY OF BEADS |
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Beads have had artistic and monetary value for thousands of years. Archeologists find beads adorning ancient articles of clothing. They find them enclosed in tombs. Some cultures trade beads like money, as in the American Indian word “wampum”. And beads can send a message. The materials they are made of, their color, their design may send a message of status, membership, or solidarity with others.
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Note to Teachers: Ask students to think globally as they do their research on beads. Encourage them to illustrate their written reports with visuals and examples.
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| Visual Arts |
| 4. Understands the role of visual arts in relation to history and cultures. |
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Level III, 1. Knows and compares the characteristics of artworks in various areas and cultures
- 5. Level III, 1. Distinguishes multiple purposes for creating works of art
- 4. Level III, 3. Analyzes, describes, and demonstrates how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art
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| Language Arts |
- 1. Uses the general skills and strategies of the writing process
- 3. Uses grammatical and mechanical conventions in written compositions
- 4. Gathers and uses information for research purposes
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| Technology |
- 2 .Knows the characteristics and uses of computer software programs
- 6. Understands the nature and uses of different forms of technology
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| LESSON OBJECTIVES |
- Students develop research skills using literature, online, and video or DVD.
- Students gather information from print, Web, film, and personal contact sources. Students organize the information in the form of a report.
- Students understand that value has been placed on beads by different cultures throughout history.
- Students identify various mediums from which beads have been or can be made.
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| MATERIALS |
- Art books, trade or craft magazines, encyclopedia
- Library and Internet access
- Writing materials
- Notebook or folder to be used a portfolio
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| PROCEDURE |
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1. Class divides into teams to research the history of beads.
Information should include:
• How factors of time, place, resources, ideas, and technology have influenced the purpose and visual characteristics of beads.
• Bead-making materials or substances can come from plant, animal, and mineral sources.
• Types and design of beads. How are different types shaped as they are being made? how are they colored?
• Beads used as money. Trade beads.
• Significance of beads used as personal adornment, both male and female, in some cultures.
• Beads as decoration on useful or ornamental objects.
• Bead vocabulary. |
2. Students write reports based on their research.
3. Teams share information in class. Students discuss the role and use of beads both artistically and economically in various cultures.
Teacher facilitates discussions of bead-making materials or substances and of methods of construction, and explains how this information will be useful to the class in developing plans for their fundraiser. |
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| ASSESSMENTS |
- Students’ written reports based on their research.
- Ability to work as a team.
- Participation is class discussions.
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| EXTENSIONS |
- View illustrations of various types of beads as found in art books, encyclopedias, and jewelry supply catalogs.
- Individual students choose a specific bead sub-topic to research in greater depth.
- Contact a local bead artist to visit the classroom and talk about his or her art form.
- Talk to museum curators to locate a local museum or cultural center that has a bead collection or display. Plan a field trip to the museum or center.
- Locate and visit bead shops in the community.
- Are there words or terms used commonly in bead references? Compile a bead vocabulary with definitions and perhaps illustrations.
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Back to Lessons
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| LESSON 3: IT'S BEAD-MAKING TIME |
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Beads can be made from many different materials, ranging from natural and polymer clays to newspaper and magazine pages to felted wool. Students have learned about some of these materials in their bead history research and other resources are listed below.
In this lesson, students will debate the merits of several different mediums and the techniques and skills needed to use them. Based on their evaluation, they will choose one medium to work with to produce beads that will ultimately be used to make a saleable fundraising item.
Note to Teachers : This lesson provides a prime opportunity to partner with the art teacher in your school.
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Visual Arts |
- 1. Understanding and applying media, techniques, and processes
- 5. Reflecting upon and assessing the characteristics and merits of their work and the work of others
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| Working with Others |
- 1. Contributes to the overall effort of the group
- 4. Displays effective interpersonal communication skills
- 5. Displays leadership skills
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| Thinking and Reasoning |
- 2. Develops logical arguments that are based on quantitative data
- 8. Knows how relationships among ideas form the basis for valid analogies
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| LESSON OBJECTIVES |
- Students share feedback and ideas; use communication skills to express their opinions about suitability of mediums.
- Students work cooperatively to select a medium for making beads, based on their understanding of the characteristics of the media.
- Students explore techniques and processes for making beads.
- Students respond to feedback and ideas to reach consensus on a choice medium for making their beads in quantity.
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- Reference books. See Additional Resources.
- Samples of several types of art sculpting media to evaluate. (earthen or natural clay, Femo™ or other polymer clay, papier maché)
- Supply of the medium selected by the class for making beads.
- Kiln or oven if required by the selected medium and technique.
- Selection of simple tools for rolling, cutting, marking, or piercing the selected medium: rolling pins, spatulas, scissors, knitting needles, bamboo skewers, plastic drinking straws.
- Paints or glazes as desired for the selected medium.
- Appropriate workspace, such as an art room or classroom with washable tabletops.
- Elastic cord for stringing beads into bracelets.
Note : Some mediums require oven baking that may produce fumes. Consider this before settling on the medium.
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| PROCEDURE |
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1. Students select and experiment by making prototype beads using several types of media.
Roll, form, cut, and pierce bead shapes. Let dry or process otherwise according to instructions for the specific medium.
2. Students evaluate the prototype beads and select one medium to work with.
Evaluation and selection should include:
• Analysis of the medium with respect to ease of use (can most students acquire fabrication techniques and skills for this medium?)
• Would we need special or expensive equipment?
• Cost of raw materials
• Pleasure in working with the medium (would it be fun to do this project with this medium?) |
3. Students select one medium and work in class to produce beads in quantity. Depending on the selected medium, finishing work might include painting or glazing individual beads.
| Note : Suggest that the beads be fashioned in such a way so that when they are assembled into bracelets, the bracelets are readily identifiable as a fundraising item. For example, they may be of a certain combination of colors or shapes or of a single, unique design. |
4. Students discuss that if their beads are to be made into fundraiser bracelets, they will have to have some kind of elastic stringing cord.
Ask students to measure several wrists and take the average to get an idea of how long the cords should be. Allow for knotting and stretch to get the bracelets on and off. |
| ADDITIONAL RESOURCES |
- Reid, Margarette S. Pictures by Ashley Wolff (1997). A String of Beads. New York: Dutton Children’s Books. This colorful book simply yet interestingly tells the story of beads, bead making, and bead use through the bead-collecting and stringing activity of a little girl and her grandmother.
- Sadler, Judy Ann(1977). Beads. Buffalo, New York: Kids Can Press Ltd. Gives well illustrated and easy to follow directions and materials needed for making many kinds of beads, from dough to paper to polymer clay. Also shows how to make items using the beads described.
- For bead supplies, recipes, and how-to information check out these web sites:
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| ASSESSMENTS |
- Student contribution to evaluation of media
- Students’ self-assessment regarding the appropriateness of their choice of medium and technique
- Students and teacher together assess the quality of the beads with respect to workmanship, appearance, and durability
- Students and teacher discuss recommendations for improving quality, appearance or durability of the beads for future bead production
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EXTENSIONS
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- If appropriate to their selected medium, students could research the kinds of color-producing glazes or paints that could be used on their beads.
- Beads could be of a distinctive color or color combination, making them easily identifiable as the work of this particular class or group, or identified with a particular purpose or cause (such as the community action fundraiser integral to this unit).
- Taking it further: Many classes can contribute to the bead-making project. Several art classes for each grade could be devoted to making beads, thereby more quickly producing beads in quantity.
- Students may wish to have variety in the bead mediums. Part of the class may make beads using a polymer clay while others use a rolled paper technique, for example.
- Making it simpler: Younger children or special needs kids can string beads or even make very simple large round beads.
- Science Extension: The role of light in the visual sciences. Chemistry of paints and glazes. Minerals used in glazes. Effects of temperature on clays and glazes.
- Health: Read directions and recommendations on art material labels. Determine which materials produce fumes during processing or pose other health hazards.
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Back to Lessons |
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| LESSON 4: WE NEED A BUSINESS PLAN |
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Writing a business plan can be a lengthy and arduous process, yet it’s an essential task for anyone wishing to start a business venture. A business plan is like a road map for finding a place you’ve never been to before. It asks a lot of questions and when the answers have been figured out, the business plan tells what your goal is for your business venture, and how you plan to arrive there. If you need financing for your venture, you would never go to a bank or potential investor without a detailed business plan!
In this lesson, students learn the importance of planning in the success of a fundraising venture. And while their business plan will be simpler than most business plans, it will give them a road map that helps answer questions that will contribute to the success of their fundraising activity
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Business Education
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- 14. Uses basic mathematical operatives to solve business problems
- 19. Understands the characteristics and components of a business plan
- 20. Understands human resource issues
- 42, Level IV, 1 Understands importance of production schedule
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Mathematics
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- 1. Uses a variety of strategies in the problem solving process
- 3. Uses basic and advanced procedures while performing the processes of computation
- 4. Understands and applies basic and advanced properties of the concepts of measurement
- 9. Understands the general nature and uses of mathematics
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| Language Arts |
- 1. Uses the general skills and strategies of the writing process
- 3. Uses grammatical and mechanical conventions in written compositions
- 4. Gathers and uses information for research purposes
- Demonstrate ability to identify appropriate research sources, gather information from the sources, and synthesize and organize the information
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| Technology |
- 1. Knows the characteristics and uses of computer hardware and operating systems
- 6. Understands the nature and uses of different forms of technology
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| LESSON OBJECTIVES |
- Students use various strategies to answer questions that identify the information needed to move forward with a plan. Research, interview, inquiry, trial and error.
- Students use knowledge of mathematics, business practices, and technology to construct a plan of action for their fundraiser.
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| MATERIALS |
- Writing materials
- Calendars
- Computer with internet access
- Scheduling flow sheets
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| PROCEDURE |
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1. Students define their vision for a fundraising business venture.
Ultimately a community action effort.
2. Students brainstorm business plan questions and answers:
• Who will we sell to, what is our market?
• When and where will we sell?
• How much inventory do we need to get started? (How many beads per bracelet?)
• How will we maintain an inventory of our product?
• Who will be our work force?
• How will we schedule production of our product?
• When and where will the production take place?
• How do we price our product, knowing that it this is a non-profit business?
• How will we publicize or advertise our product and why we are selling it?
• What about taxes? Do we have to pay any? What kind and how often?
• What about banking?
• Do we need to open a business checking account?
• How will the funds raised be distributed to the family?
• Will we need to make deposits to a fundraiser bank (trust) account, which is different from other types of accounts?
• How long will our campaign go on?
• Do we have a dollar amount goal?
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ADDITIONAL RESOURCES |
Covello, Joseph and Hazelgren, Brian (2002). Your First Business Plan, ll4th edition. Naperville, IL: Sourcebooks, Inc.
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| ASSESSMENTS |
- Students keep a written record of questions and answers that arose during brainstorming.
- Students devise and maintain a calendar for scheduling production and work schedules.
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Recruit the school business classes to help develop the business plan, using appropriate business language and format.
- Write a description and history of the project and business plan. Submit it to local newspapers and business publications
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Recruit a partner for the fundraiser. Talk to members of youth and service groups. Use the business plan to promote the concept.
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Initiate a second round of fundraising. Produce a variation on the bead bracelet, perhaps a pendant or a pin with a special design that identifies the fundraising effort to the community.
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Back to Lessons
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| LESSON 5: COMMUNITY SERVICE > A BEAD BRACELET FUNDRAISER |
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Step by step, students have advanced toward their community action goal. They have researched, written, spoken, expressed, projected, and produced. In the process, they learned to make something of value and explored ways to promote it to the community. Their goal has been to financially benefit a family impacted by pediatric cancer.
We have seen in recent years how people come together in a show of solidarity for a common cause. Some wear pink ribbons on a lapel, some tie yellow ribbons around the old oak tree. And here we are, with a pile of multicolored beads, soon to be bracelets, that people will wear to show their solidarity with the family that has been financially affected by their child’s cancer diagnosis.
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Language Arts |
- 1. Uses the general skills and strategies of the writing process
- 3. Uses grammatical and mechanical conventions in written compositions
- 4. Gathers and uses information for research purposes
- Demonstrate ability to identify appropriate research sources, gather information from the sources, and synthesize and organize the information
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| Visual Arts |
- 4. Understands the role of visual arts in relation to history and cultures
- 4. Knows and compares the characteristics of artworks in various areas and cultures
- 5. Compares multiple purposes for creating works of art
- 4. Analyzes, describes, and demonstrates how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art
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| Working with Others and Personal Development |
- 1. Contributes to the overall effort of the group
- 4. Displays effective interpersonal communication skills
- 5. Displays leadership skills
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| Technology |
- 2. Knows the characteristics and uses of computer hardware and operating systems
- 6. Understands the nature and uses of different forms of technology
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| LESSON OBJECTIVES |
- Students assemble bead bracelets.
- Students devise an advertising strategy.
- Students develop ways to take the fundraiser into the community.
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MATERIALS |
- Beads
- Elastic cord
- Scissors
- Rulers
- Poster board
- Poster paints
- Copy machine
- Printer
- Printer paper
- Cash box, change, receipts
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PROCEDURE |
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1. Students design a colorful poster to advertise their fundraising activity.
| • Reduce the poster in size and make copies for distribution and posting. |
2. Students begin to string the beads to make bracelets.
• Suggest that the students get permission to set up their work sites in well- traveled parts of the school where they are visible to other students.
• The strategy is that the sight of peers stringing a large number of colorful beads will stimulate other students’ curiosity and provide opportunities to explain and promote the fundraiser. A poster nearby would give a visual anchor to an upcoming fundraiser kickoff.
• Have a “potential customer” list for those expressing interest to sign. |
3. Students have a fundraiser kickoff.
• Announce it at an all-school assembly.
• Tie it to another all-school event.
• Announce it during half times or intermissions.
• Tell where the bracelets are being sold, how much they cost, and to what good cause the money will go.
• Make the bracelets available at dances, plays, concerts, art, science, and book fairs. |
4. Students form teams of two to go into other classrooms to tell about the fundraiser.
5. Arrange to get on the program at community organization meetings to advertise and promote the fundraiser.
6. Send a public relations packet to local newspapers, radio and television stations. Include one of the well-written descriptions of the project and a poster/flier. If you’ve been taking pictures, include them, too. Ask for publicity.
7. Post photos of some of your beadwork and any related events on the Scrapbook page of mylion.org. Hotlink "Scrapbook" to your own site page. |
ASSESSMENTS |
Note to Teachers: Prepare the students for assessment by describing the assessments early in the lesson, though they will be completed over a period of time during the fundraiser activity.
Self-assessment: At the start of the lesson, hand out self-assessment sheets with three categories. Ask the students to write complete statements that evaluate their degree of participation in:
1. assembling bracelets.
2. producing and placing advertising materials.
3. time and effort given to fundraiser events and occasions. |
Teacher and/or students may wish to add other categories. |
| • Ask students to write a one-page description of the most interesting encounter they had during their fundraiser experience. The description should use story-telling techniques (strong action verbs, setting, dialogue, quotes), and have a beginning, middle, and end. |
| • Have students assess their dollar goal achievement by calculating sales volume at several pre-determined dates. |
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EXTENSIONS
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- Contact local businesses to ask if they would give selling space to the bracelets:
- Hospital gift shop
• Bookstores
• Craft shops
• Card shops
• Bead shops
• Jewelry stores
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Note to Teachers: If you do this, have reliable students assume responsibility for maintaining inventory, recording sales, and collecting money from sales.
- Man a booth at an arts and crafts show. Have a poster on an easel that explains the purpose of the bracelet.
- Sell the bracelet at school events. Have students with trays of bracelets go among the spectators or audience (sort of like hot dog venders at a ball game).
- Build on interest shown by students from other classes by suggesting ways that they can become involved in the fundraiser. For example, media students could create a commercial about the beads.
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Back to Lessons
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| UNIT REFLECTION |
- Learning to make something by hand often requires patience, attention to detail, and commitment. During this project, did you recognize your level of patience? Attention to detail? Commitment?
- During this project, did you learn something about yourself that you didn’t know before? What was it?
- Did you enjoy working with your classmates or group members on this project? Was your enjoyment more arts-based or more economics-based?
- Do you have a source of income? From an allowance or a job?
- What is meant by “fixed expenses”? Do you have any fixed expenses? What are they?
- Think about the family who will receive the money you raised in this project. What is one essential thing, perhaps a fixed expense, they might use the money for? How does it make you feel to know this?
- The skills you developed during this lesson are used to help someone. Have you ever before used a skill you possess to help someone? How did it make you feel?
- There are many good causes that need financial support. Would you consider working on another fundraiser with your classmates, or maybe a youth group or club? Think about who they would be and how you would suggest they help.
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