Kite History Kites of Japan Kite Making Meg Albers ABOUT THE ARTIST Meg’s interest in kites began in 1977 when she became keenly aware of the artistic value of paper & bamboo Asian kites. While her appreciation for the intrinsically artistic nature of kites remained very strong, she soon realized the immense educational and therapeutic value of kites. Meg then set out to share that knowledge through the development of workshops and curriculum material for students of all ages.
ABOUT THE PERFORMANCE GRADE LEVEL: Pre-K through teachers CURRICULUM CORRELATION Standard 1: Personal Health and Fitness Students will be properly instructed to obtain the necessary knowledge and skill required to fly a kite. Participating in various forms of kite flying will promote and enhance physical fitness by engaging in physical activity. Standard 2: A Safe and Healthy Environment: Through proper kite flying instructions, students will learn to be aware of the existence, opportunities and dangers of weather, power lines, trees, and other natural and un-natural forces in their environment. Standard 3: Resource Management. Students will be exposed to a variety of opportunities to manage resources: material resources for workshops, the financial resources' needed to acquire the materials, plus learning the responsibility of maintaining the community resource we use to fly kites...the park. Kite flyers leave a flying area in better condition then they found it.
MATHEMATICS, SCIENCE, AND TECHNOLOGY Standard l: Analysis, Inquiry, and Design Through the use of kites, students will learn to analyze, probe, engineer, design, problem-solve, and seek solutions to a variety of different situations. Kites provide the basic principles of flight using aerodynamics and physics. The dynamics of flight determine what will fly, at what angle, and will enable the students to seek answers and develop solutions. Standard 2: Information Systems Students will be exposed to the step-by-step process involved in kite making; using computers, student will go from beginning designs to a successful flight, including the acquiring of materials and building of the kite. The method allows students to learn how to access, generate, process, and transfer information while using the appropriate technology. Standard 3: Mathematics Students will understand and learn to use mathematics while becoming proficient in areas of: measurement, spatial perception, creating rectangular prisms, finding the side and diagonal of a square, using fractions and proportions to create a pattern. Standard 4: Science Students will use kites to apply scientific concepts, principles and theories. Kites can teach: aspect ratio, weight to area factor, wind speed & lift, force, etc. The historic use of kites by the US Weather Bureau helps students to recognize historical development of ideas in science as well as the kite’s early role in manned flight. Standard 5: Technology Students will apply technological knowledge and skill in designing, constructing, and the using a kite. Students will learn to evaluate products and systems by examining military applications of kites. Exposing the students to the Wright Brothers’ use of kites in their quest for flight reinforces these various applications. Standard 7: Interdisciplinary Problem Solving Students will use kites as a way to practically apply knowledge and thinking skills of mathematics, science and technology, to address real life problems of team work, kite design, kite making, problem solving; and learning to make informed decisions of when to fly what when. ENGLISH LANGUAGE ARTS Standard 1: Language for Information and Understanding: Students will be presented with a kite exhibit where they will collect data, facts, and ideas. Using kites the students will discover relationships, concepts, and generalizations as they are presented with materials. They also discuss it, read a
related story, and then write their own story. Each child will then be encouraged to verbally share their ideas and opinions about the kites presented. Standard 2: Language for Literary Response and Expression Students will be introduced to the diverse social, historical, and cultural dimensions of kites through lectures, readings and materials presented. Students will then use written and oral skills to respond to material and express an understanding of the subject matter that they have developed. Standard 3: Language for Critical Analysis and Evaluation Students will be engaged in analysis and evaluation of the kites and kite materials presented. They will also respond orally and with written passages expressing their own opinions, judgments, experiences, and ideas that relate to the material presented. LANGUAGES OTHER THEN ENGLISH Standard 1: Communication Skills Students will be made familiar with some basic vocabulary words in a variety of languages in regards to kites and kite flying. Standard 2: Cultural Understanding Students will develop a variety of cross-cultural skills and understanding through their introduction to kiting. An example of this exposure to diversity would be Japanese characters, specific kite flying clothing, and great kite making masters of Japan. THE ARTS Standard l: Creating, Performing, and Participating in the Arts Students will actively participate in creating kites as well as using kite skins as a canvas. Kites will aid students in participating with the visual arts and engage them in performing with the finished product with indoor kite ballet and a variety of flying. Standard 2: Knowing and Using Arts Materials and Resources Students will become knowledgeable about the materials used to make traditional kites, as well as what resources are needed. Standard 3: Responding to and Analyzing Works of Art Students will make critical evaluations of a variety of kites from around the world, connecting their individual styles, shapes, uses, and sizes to other aspects of human endeavors and inventions, such as man lifting with kites, or kite fishing. Standard 4: Understanding the Cultural Contributions of the Arts Students will develop an understanding of the personal and cultural affect of kites and how they have shaped artistic communication with their influence on
past and present cultures of the world. Highlights examples of kite flying in cemeteries in Mexico to keep evil spirits away, and kite flying on New Years day in China to rid the family of all the bad luck of the previous year. CAREER DEVELOPMENT AND OCCUPATIONAL STUDIES Standard l: Career Development Students will explore a variety of career options while making a close examination of a large successful kite event. Standard 2: Integrated Learning Students will demonstrate with kites how academic knowledge and skills are applied in the workplace. Students will see the relationship between kite making and mathematics through pattern design. Combining photography and kites shows students an example of integrated learning while exploring aerial photography. Standard 3a: Universal Foundation Skills Student competencies that are essential for success in the work place and which will be demonstrated through organizing a kite event are: management skills, promotions, marketing, organizing, time and people management, research, problem solving, and follow-through. SOCIAL STUDIES Standard l: History of the United States and New York Students will be exposed to the history of New York and the United States by learning about major developments, turning points, and events, such as: how a kite was used to get the first line across the Niagara Gorge in order to build a suspension bridge in 1847, military use, Franklin's experiments with electricity, Wright Brothers use of kites, the kites role in the industrial revolution. Standard 2: World History Students will be exposed to world history through the kite. Kites are used to explore ideas, eras, and themes in world history. Kites and the kite culture are thousands of years old and can give a uniquely broad sweep of history from a variety of perspectives and a truly global view.
THE PERFORMANCE All of the programs have been designed to fit into an average length class period, lasting about 40 minutes in length. Each performance/workshop begins with an explanation of materials and a lecture, and end with a lively group discussion started by a question and answer session.
The Kite Making workshop’s approximate length of time depends on which kite we are making; however many of them can be fit into an average length class period of forty minutes. The Kite Making workshop should end with going outside to fly the kites we have made, whenever possible.
GOALS • • • •
To learn to recycle materials and use them in a variety of ways To learn to make a kite that flies well To learn to understand and appreciate Asian kites, history, etc. To learn to understand the kite’s scientific, military and historical context
OBJECTIVES • • •
Following the steps to a successful completion of kite building by listening and following directions and recognizing the necessary materials required for a proper outcome. Students will participate in team projects and learning to work in groups for the desired results. Responding to questions and joining in group discussions
GETTING READY FOR THE PERFORMANCE A FEW WEEKS PRIOR TO THE PERFORMANCE 1. 2. 3. 4. 5.
Go over a glossary of kite terms Discuss the kite’s involvement in historic events Find locations of kite events on a map of the world Identify parts of a kite Highlight the kite’s role in certain cultures, religion, and science ON THE DAY OF THE PERFORMANCE
1. Review the Beaufort Wind Scale: explain, discuss, distribute 2. Review Kite Safety Material HAVE STUDENTS WATCH AND LISTEN FOR: 1. Particular vocabulary words 2. Use of specific materials 3. Variety of uses
AFTER THE PERFORMANCE 1. 2. 3. 4.
Have students write poetry about kites Have students research web pages or complete worksheets Teach the word “kite” in a variety of languages Identify the various types of kites and their uses
EVALUATION • • •
Was I able to impart some of the excitement and variety that kites and kite flying offer? Did I make learning more enjoyable through kites? Was I able to incorporate kites into the curriculum?
Kite Making Evaluation: Does it fly? Can students identify parts of a kite? Can students recite kite safety? Japanese Kite Evaluation: Can students identify a Japanese kite? Can students say “kite” in Japanese? Kite History Evaluation: Can students give examples of how kites were used for war? Can students list famous inventors and what they used kites for? VOCABULARY Beaufort Scale: Bridle: Flying Line: Frame: Keel: Kite: Kite Sail: Spine: Spreader: Struts: Tako Kichi: Tow Point:
Rating system for accurate recording of wind speed The line that connects the kite to the flying line What the kite flyer uses to keep the kite captive to the wind and prevents the kite from flying away A combination of spine and struts that support the sail Takes the place of a bridle on some kites, most notably a delta kite, connecting the kite to the flying line. Usually triangular in shape and is often the same material as the sail A heavier than air object whose support is derived from the force of the wind moving past its surfaces The material (cover), often cloth, plastic, or paper, that is mounted on the frame. The kite’s backbone (also a strut) The strut that is perpendicular to the keel or spine on kites, such as a delta kite, that have side struts set at an angle Side and cross sticks that keep the kite open Japanese for kite crazy! The part of the bridle that sets the angle of the kite to the Wind
BOOK REFERENCES Belsky, Nancy Ann. Building Kites: Flying High with Math. Dale Seymore Publications, Palo Alto: 1995 Davis, Carole, Andrea Dick, and Brenda Sampson. Kites: Primary Thematic Unit. Teacher Created Materials, Inc., Westminster, CA: 2000 Hoskings, Wayne. Kites for Kids. The Unique Place – World of Kites, Royal Oaks, MI: 1993. Hoskings, Wayne. Flights of Imagination: An Introduction to Aerodynamics. National Science Teachers Association, Washington, D.C.: 1990. Ito, Dr. Toshio and Hirotsugu Komura. Kites, the Science and the Wonder. Japan Publications, Inc., Tokyo, 1983
WEB SITE REFERENCES www.nationalkitemonth.org www.kfs.org/kites.zoo www.kitelife.com www.aka.kite.org www.kitehistory.com www.drachen.org www.tako.gr.jp www.asahi-net.or.jp www.lcweb.loc.gov
