Showing posts with label Indigenous American Peoples. Show all posts
Showing posts with label Indigenous American Peoples. Show all posts

Saturday, October 22, 2011

"song cousins" lesson plan

Title: “Song Cousins”
Topic: recognizing text features, Eskimo culture, performance arts
Goals/Objectives:
  • Students will identify text features such as: stanzas, refrains, punctuation, definitions, glossary, index, novels, medical charts etc...
  • Students will compare/contrast how cultural practice and belief are identified through text features.
  • Students will reenact verbally through and artistic performance a song or poem from contemporary culture in America.
GLEs: Fine Arts
  • AP.3.A.HS Level 4. Analyze and evaluate art using art vocabulary to interpret the meaning of the work. (subject, theme, symbolism, message communicated)
  • HC.5.B.HS Level 4. Compare and contrast artworks from different historical time periods and/or cultures. Describe the evolution of an artist’s body of work over time and explain an artist’s place in historical context.
  • IC.4.A.HS Level 4. Explain the connections between Visual Art and Communication Arts, Math, Science or Social Studies. Explain how contemporary events and social ideas are reflected in student artworks.
  • HC.5.A.HS Level 4. Compare and contrast artworks from different historical time periods and/or cultures. Select and research periods/movements of art that align with portfolio development.
GLEs  For Information and Communications Technology Literacy:
  • T.1.A. Process Components. Grade 9-12 Follow, monitor, and evaluate inquiry processes: Identify an information need, Access prior knowledge relevant to the needed information, identify additional information to meet the need, locate relevant sources and select information appropriate to the problem or question, seek feedback from others, exchange knowledge and ideas in appropriate formats, evaluate the results, use critical thinking skills to adapt process, as necessary, to fulfill purpose
  • T.1.B. Process Approach. Grade 9-12 Follow an inquiry process to construct new understanding, draw conclusions, and create new knowledge. Contribute to the construction and exchange of ideas through independent, cooperative, and/or collaborative work
  • T.2.A. Purpose and Audience Grade 9-12 Determine nature and intent of information needed in order to identify how intended audience and purpose affect information is needed.
  • T.3.A. Source Selection Grade 9-12 Access information efficiently and effectively by locating multiple sources of various media using appropriate organizational tools and selecting material appropriate to student’s reading ability
  • T.5.A. Information Recording Grades 9-12 Use information effectively and creatively. Record relevant information using a self-selected note taking or organizational strategy.
Grade: 9th- 12th  grade
Length of Class Period: 55 minutes
Frequency of Class Period: five days a week
Time Needed: five class periods
Facility & Equipment Requirements:
  • One computer lap top
  • Room with good lighting
  • Large tables, approximately ten, each seating four students
  • Two sinks
  • Dry erase board
  • Drying racks
  • Cabinets for storage
  • Projector for viewing computer video, CDs and DVDs
The Spoken word Revolution
Resources Needed:
Materials Per Student:
  •      Packet containing chapter assignment per small group and CD recording
Vocabulary/Terminology: most terms from free dictionary or encyclopedias
  1. Song Cousins – an ancient ceremonial rite of passage among the Eskimo in which two opponents try to out wit, out sing , and generally deliver a superior performance describing their hunting prowess.
  2. Performance Art - is a performance presented to an audience; either scripted or unscripted, random or carefully orchestrated; spontaneous or otherwise carefully planned with or without audience participation. The performance can be live or via media; the performer can be present or absent. It can be any situation that involves four basic elements: time, space, the performer's body, or presence in a medium, and a relationship between performer and audience. Performance art can happen anywhere, in any venue or setting and for any length of time. The actions of an individual or a group at a particular place and in a particular time constitute the work.
  3. Slam Poetry - A poetry slam is a competition at which poets read or recite original work (or, more rarely, that of others). These performances are then judged on a numeric scale by previously selected members of the audience.
  4. Hip Hop - A style of popular music of US black and Hispanic origin, featuring rap with an electronic backing. 
  5. Oral Traditions – An oral tradition is a method of keeping a culture alive without relying on writing or recording media.
  6. Eskimo - A member of an indigenous people inhabiting northern Canada, Alaska, Greenland, and eastern Siberia, traditionally living by hunting (esp. of seals) and by fishing.
Motivation- Looking and Talking Activity: Students will participate in a game that requires skill and focus about “Text Identification”
  • The teacher posts in the front of the room prior to class a variety of text formats. These formats only use the lower or upper case letter “a.” to demonstrate a point. Legible words and or sentences do not need to be understood in order for text formats to be distinguishable to informed students.
  • There are many text formats that the teacher could use such as: drama script, poem stanzas, novel, index, glossary, dictionary, or even a medical chart. Teachers could also post musical text formats like: stanzas, refrains, rhymes and rhythmic symbols.
  • Teacher should assign to students partners and allow each team five or six minutes to determine between themselves which text features belong to those definitions listed on the chalkboard.
  • Students will then be called upon to identify at least one text feature per team. After a feature has been identified correctly, it can no longer be included by a opponent team.
  • Define all of the text feature illustrations until they have been eliminated from the list of definitions.
Step-by-Step Classroom Activity Specifics:
  1. Students will view a Power Point presentation about, “Song Cousins”
  2. Students will listen to CD recordings from “The Spoken Revolution.”
  3. Students will be assigned to small groups and each group will review a chapter from, “ The Spoken Word Revolution.”
  4. Each small group will select one member from their group to present a brief demonstration of the poetry topics covered from their chapter.
  5. Small groups join the larger class to share their findings.
  6. Each individual student will then need to select a poem or music selection to perform in a competition at the end of the week. This competition will be judged by their peers within a similar context used by the Eskimos during their competitive performances known as “Song Cousins.”
Health & Safety Concerns: There are no health and safety concerns for this project.
Special Needs Adaptations:
  • Student will be seated closer to instructor so they will be better equipped to hear instructions or read lips
  • Student will be provided with written instructions so that they read about the discussions and demonstrations
  • The instructor may use a amplification devise provided by the school or student’s parents
  • Deaf students will be expected to sign their performance
Cleanup Time & Strategy: Students will be instructed to put away art materials neatly in their containers, clean off their tables, and recycle their trash two minutes prior to dismissal.
All jpgs. and lesson plans are copyrighted by Grimm, 2011
Posted by at No comments:
Labels: , ,

Saturday, June 18, 2011

study native americans online

       Archaeology is the science and humanity that studies historical human cultures through the recovery, documentation, analysis, and interpretation of material culture and environmental data, including architecture, artifacts, biofacts, and landscapes. Archaeology aims to understand humankind through these humanistic endeavors. In the United States the field is commonly considered to be a subset of anthropology, along with physical anthropology, cultural anthropology, and linguistic anthropology, whilst in British and European universities, archaeology is considered as a separate discipline.
      Archaeology involves surveyance, excavation and eventually analysis of data collected in order to learn more about the past. There are various different goals to the discipline, including the documentation and explanation of the origins and development of human cultures, understanding culture history, chronicling cultural evolution, and studying human behavior and ecology, for both prehistoric and historic societies. Indeed, archaeology is particularly useful in discovering information about human Prehistory, which comprises over 99% of total human history, due to the lack of written sources for this period and the full reliance on archaeological evidence. However, alongside this it is also used to investigate more recent history, even that reaching back only a few decades.

 Left, Artist Lucy Telles and large basket, in Yosemite National Park, 1933 Center, Haida totem pole, Thunderbird Park, British Columbia. Right, Mata Ortiz pottery jar by Jorge Quintana, 2002. Displayed at Museum of Man, San Diego, California.

      In broad scope, archaeology relies on cross-disciplinary research. It draws upon anthropology, history, art history, classics, ethnology, geography, geology, linguistics, physics, information sciences, chemistry, statistics, paleoecology, paleontology, paleozoology, paleoethnobotany, and paleobotany.
      Looting of archaeological sites is an ancient problem. For instance, many of the tombs of the Egyptian pharaohs were looted during antiquity. Archaeology stimulates interest in ancient objects, and people in search of artifacts or treasure cause damage to archaeological sites. The commercial and academic demand for artifacts unfortunately contributes directly to the illicit antiquities trade. Smuggling of antiquities abroad to private collectors has caused great cultural and economic damage in many countries whose governments lack the resources and or the will to deter it. Looters damage and destroy archaeological sites, denying future generations information about their ethnic and cultural heritage. Indigenous peoples especially lose access to and control over their 'cultural resources', ultimately denying them the opportunity to know their past.
      Popular consciousness often associates looting with poor Third World countries, but this is a false assumption. A lack of financial resources and political will are chronic worldwide problems inhibiting more effective protection of archaeological sites. Many Native American Indians today, such as Vine Deloria, Jr., consider any removal of cultural artifacts from a Native American Indian site to be theft, and much of professional archaeology as academic looting.

 Left, Storyteller Under Sunny Skies, storyteller doll by Rose Pecos-SunRhodes (Jemez), 1993, collection of the Children’s Museum of Indianapolis. Center, Una Vida Pueblo, Chaco Canyon, New Mexico. by photographer James Q. Jacobs. Right, "Carpet" of land in the Town Hall Square in La Orotava Tenerife in celebration of Corpus Christi.

      In 1937 W. F. Hodge the Director of the Southwest Museum in Los Angeles CA, released a statement that the museum would no longer purchase or accept collections from looted contexts. The first conviction of the transport of artifacts illegally removed from private property under the Archaeological Resources Protection Act (ARPA; Public Law 96-95; 93 Statute 721; 16 U.S.C. 470aamm) was in 1992 in the State of Indiana.
      In the United States, examples such as the case of Kennewick Man have illustrated the tensions between Native Americans and archaeologists which can be summarized as a conflict between a need to remain respectful towards burials sacred sites and the academic benefit from studying them. For years, American archaeologists dug on Indian burial grounds and other places considered sacred, removing artifacts and human remains to storage facilities for further study. In some cases human remains were not even thoroughly studied but instead archived rather than reburied. Furthermore, Western archaeologists' views of the past often differ from those of tribal peoples. The West views time as linear; for many natives, it is cyclic. From a Western perspective, the past is long-gone; from a native perspective, disturbing the past can have dire consequences in the present.
Susquehannock artifacts on display at the 
State Museum of Pennsylvania, 2007
      As a consequence of this, American Indians attempted to prevent archaeological excavation of sites inhabited by their ancestors, while American archaeologists believed that the advancement of scientific knowledge was a valid reason to continue their studies. This contradictory situation was addressed by the Native American Graves Protection and Repatriation Act (NAGPRA, 1990), which sought to reach a compromise by limiting the right of research institutions to possess human remains. Due in part to the spirit of postprocessualism, some archaeologists have begun to actively enlist the assistance of indigenous peoples likely to be descended from those under study.
      Archaeologists have also been obliged to re-examine what constitutes an archaeological site in view of what native peoples believe to constitute sacred space. To many native peoples, natural features such as lakes, mountains or even individual trees have cultural significance. Australian archaeologists especially have explored this issue and attempted to survey these sites in order to give them some protection from being developed. Such work requires close links and trust between archaeologists and the people they are trying to help and at the same time study.
      While this cooperation presents a new set of challenges and hurdles to fieldwork, it has benefits for all parties involved. Tribal elders cooperating with archaeologists can prevent the excavation of areas of sites that they consider sacred, while the archaeologists gain the elders' aid in interpreting their finds. There have also been active efforts to recruit aboriginal peoples directly into the archaeological profession. (Wikipedia.org)

 Archaeology Links:
Museums that house significant Native American Collections for teachers and students to study from. These museums also host numerous Native American exhibitions:
More of The Best Native American clipart, photographs, illustrations, and engravings. Our staff updates all of the links listed below.
  1. First People's giant collection of indian clipart.
  2. Native American Clipart from old books.
  3. Indian graphics from Greasy Grass
  4. Native American Clipart from the Public Domain
  5. Heartland Ranch Indian Graphics
  6. Heartland Prairie Indian Graphics
  7. School Clip Art of Native Americans
  8. Blue Cloud Abby Native American Photograph Collection.
  9. Pictures of Native Americans in the United States
  10. Edward S. Curtis's The North American Indian
  11. American Indians / Native Americans from the Chicago Daily News
  12. National Anthropological Archives
  13. Indians of North America-Theodore De Bry Copper Plate Engravings
  14. Index of White Watercolors and De Bry Engravings
  15. Picturing the New World, The hand-colored De Bry Engravings of 1590
  16. Public Domain Images of Native Americans
  17. Native portraits from the Public Domain Photo Blog
  18. National Anthropological Archives
  19. Native American Photochroms
  20. After Columbus: Four-hundred Years of Native American Portraiture
  21. American Indian Occupation of Alcatraz Island
  22. American Indians of the Pacific Northwest Digital Collection
  23. Benedicte Wrensted: An Idaho Photographer in Focus
  24. Dawn of a New Day, photograph collections at the Arizona State University Library
  25. Early Photographers Of First Peoples In British Columbia
  26. Edward Harvey Davis Photo Gallery - San Diego Historical Society
  27. Gallery of the Open Frontier, University of Nebraska Press and the National Archives
  28. Images of the Indian Peoples of the Northern Great Plains
  29. Indians near Warner Springs - San Diego Historical Society
  30. Mi'kmaq Portraits
  31. Native American Photographs : Nineteenth Century Images, Pitt Rivers Museum, University of Oxford
  32. Panoramic photographs from the National Archives, including one of a large group on Indians.
  33. Photographs from the Union Pacific Railroad Archives
  34. Picture Collection Online from the New York Public Library
  35. Pictures of Indians in the United States , in the National Archives
  36. Prints and Photographs Reading Room , Library of Congress
  37. llustrations and Photographs, 1891-93 by Thomas W. Kavanagh
  38. Wanamaker Collection of American Indian photographs
  39. Reading Historic Photographs: Photographers of the Pawnee by Thomas W. Kavanagh
  40. Richard Throssel: Photographer of the Crows
  41. Special Collections and Archives Department, Cline Library , Northern Arizona University
  42. Stereotyping Native America
  43. The Outsider and the Native Eye: The Photographs of Richard Throssel
  44. Visual Records Collections, British Columbia Archives
  45. Wisconsin Historical Images
  46. Alaska Clipart Collection
  47. ETC's Native American Clip Art
  48. Native American Clipart from U.S. History Images
  49. Native American Symbols
  50. Native American Indian Graphics from classroomclipart.com
  51. Native American Tribal Designs from Adcre8tr.com
  52. Tribal Clip Art from Native American Art Prints
Posted by at No comments:
Labels:

Tuesday, January 4, 2011

Effigy Pots Lesson Plan

Effigy Head Pot (mid - 14th - 15th century) from the St. Louis Art Museum.
 
Type of Lesson Plan: Object-based Lesson Plan
Topic: Effigy Pots
Goals:
  • Students will develop sculpting skills necessary to creating a three-dimensional medium.
  • Students will learn about pottery techniques and designs from Meso-American cultures.
Objectives:
  • Students will be able to produce a 3-dimensional pot using both sculpted clay and paper pulp within the same artwork.
  • Students will be able to compare and contrast a variety of pottery images from two or three different cultures of people after viewing the effigy power point.
  • Students will be able to describe “how” effigy pots reflect the cultures of those artists who created them.
Missouri Show-Me Standards: FA 5, FA 4, FA 1
GLE’s:
Strand V: Historical and Cultural Contexts – Prepare and contrast artworks from different historical time periods and/or cultures
A. Grade 6 – Identify works from Pre-Columbian Americas
A. Grade 8 – Identify works of art from Native American
Strand IV: Interdisciplinary Connections – Explain the connections between Visual Art and Communication Arts and Social Studies
A. Grade 6 - Explain how American artworks reflect the cultures in which they were created
Strand I: Product/Performance – Select and apply three-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems
A. Grade 7 – Create an in-the-round artwork by joining two or more surfaces using a layering material
Grade Level Targeted: Middle School (7-9)
Number of Class Periods: four or five 55 minute class periods
Facility & Equipment Requirements:
  • The teacher will need a kiln or an oven depending upon the type of clay the students will be working with
  • A variety of covered baking sheets to transport clay and fire it
  • A computer for viewing the power point presentation on effigy pots
Resources needed for teaching lesson:
  • “Effigy” power point
  • Teacher sample projects
  • Woodworking glue in specific
Materials Per Student:
  • A variety of tools used to mark/manipulate the clay
  • A small amount of low-fire or even oven bake clay about the size of the student’s fist
  • A small recycled bottle made of glass or heavy plastic, preferably with a handle
  • A roll of masking tape
  • 2 cups of paper pulp clay, prepared in advance
Vocabulary Terms:
  1. Effigy Pot– An effigy pot is a sculpted, three-dimensional vessel representing either a person, animal, or god. Effigy pots may or may not have religious purposes depending upon the beliefs of the artist/culture in which the vessel originated.
  2. Low-fire Clay – Low-fire clay is heated between 1700-2000 degrees before it matures. It does not often shrink, is soft to work with, is less durable and it will absorb liquids.
  3. High-fire Clay – This clay, porcelain or stoneware, matures at temperature above 2000 degrees, is rigid, more difficult to work with, and is also very durable.
  4. Sculpt – To sculpt, is to shape any medium into a new form.
  5. Mesoamericans – These are the ancient peoples of North and South America. This group includes the Olmec, Teotihuacan, Astec and Mayan cultures of people as well as any other ancient peoples who once occupied any part of the American continents prior to the 16th century.
  6. Native American -  These people are the indigenous peoples of North America who have occupied the North American continent for thousands of generations. Some of these natives were at one time descendants of Mesoamericans, others may have ancestors who crossed the Bering Strait that joined Siberia to Alaska. Native Americans have lived in the Americas prior to it’s discovery/settlement by European explorers in the late 1400s.
  7. Seed Pot – Seed pots are clay vessels fashioned by Native Americans to store seed safely for later use in planting. These pots are usually fashioned after a beast or have a animal/insect depicted on the surface of the pot. of some Seed pots have  tiny openings at the top of the pot in order to keep seed from exposure to the elements, in a dark, dry place, and from spilling easily. The natives did indeed insert one seed at a time through the tiny opening as these were harvested from their plants.
  8. Press Mold – A press mold has only one side and it is used to replicate a three-dimensional image in clay.
  9. Pierce – To pierce the clay is to stab into it with a dowel or sharp object in order to create a tiny opening.
  10. Symbols – Symbols in clay are marks, illustrations, or sculpted areas that are associated or resemble something or someone else other than the clay itself.
Step-by-step activity: First I will share a power point (slide show) with my students before actively demonstrating the following art assignment. During this presentation the students will be asked to share their reactions and I will also teach them the vocabulary terms.
  1. Make certain the bottles are clean and dry before beginning this project.
  2. Cover with a single layer, the entire outside of the bottle with masking tape. Then set the bottle aside for later use.
  3. Sculpt from the clay the facial features that you would like to apply to the bottle.
  4. The instructor will place the completed faces on a cookie sheet and bake these in the oven or kiln depending upon which clay he has chosen for the project.
  5. On the second day, students will then glue the clay features to the surface of their bottle with wood glue and apply the paper pulp mache to the surface surrounding the mask.
  6. Students will then watch a power point presentation and return on the following day to finish applying the rest of the pulp to the outside of the bottle.
  7. The bottles must then dry again over night and on the third day, students may attach a felt piece to the bottom of their bottles to keep surfaces from being scratched by their artwork.
  8. Wood putty may then be pressed into any crevices the student desires to fill and then it must be sanded before painting.
  9. On the fourth day, students may sand out any imperfections and paint their bottles with fast drying acrylic paints.
  10. Then a acrylic sealer may be applied by the students with a large soft brush.
Cleanup Time & Strategy: Cleanup time allotted 5 minutes
Assessment: I will be using an informal assessment and will also take notes during the completion of the projects. The grades will be posted online for the students and their parents to view at a private rubrics site hosted by their school district. Below is a list of criteria that I will be looking for while assessing the student's grades on this particular project:
  • The student successfully sculpted a face out of clay materials and formed it to fit a curved surface properly.
  • The student applied paper pulp evenly across a curved surface, filled it with wood putty afterwards and sanded it down to create a smooth texture.
  • The student painted and sealed their effigy pot efficiently.
  • The student demonstrated his knowledge of the vocabulary discussed during the power point presentation by conversing actively with the instructor and his peers when asked to.
  • The student turned their assignment in on time.
Start with a glass jar or bottle.
With masking tape and crushed newspapers,
 shape and tape the effigy around the bottle
Glue the clay features on top of the masking tape as well.
Make sure you look at your effigy
 from many different angles in order to
 determine the proportions of your creature.
Make sure to add tape to the bottom of the bottle as well.
 You will need to glue a piece of felt to the bottom to prevent scratches!
I have added a thin even layer of
 pulp to the entire effigy pot.
 This will be put in the sunshine and allowed
 to harden over night, before I paint the surface.
 
All lessons and teacher examples copyrighted by Grimm, 2010
The top photograph is by the Saint Louis Art Museum, used by permission.
"America's Ancient Cities" published by National Geographic
Society in 1988 contains articles about:
The Eastern Woodlands, The Plains and the Northwest,
 The Southwest, and A Golden Age in Mesoamerica.
         
       Do you need to incorporate literacy with your art assignments? I keep many volumes in my library for this very purpose. I recommend "America's Ancient Cities" for this particular assignment. These articles published by National Geographic are excellent resource material to teach 7th - 12th grade cultural studies.
    Posted by at No comments:
    Labels: ,

    aztec inspired mask lesson plan


    This Tialoc Mask (c. 1300 -1500) is from the Saint Louis Art Museum.
    Type of Lesson Plan: Object-based Lesson Plan/Reading Comprehension (Integrated Studies)
    Topic: Aztec Inspired Mask
    Goals & Objectives: 
    • Students will demonstrate basic mask making techniques 
    • Students will demonstrate basic mosaic making techniques
    • Students will discuss different cultural views of beauty
    Missouri Show-Me Standards: FA 5, FA 4, FA 1.FA 3
    GLE’s:
    Strand V: Historical and Cultural Contexts – Prepare and contrast artworks from different historical time periods and/or cultures
    A. Grade 6 – Identify works from Pre-Columbian Americas
    Strand IV: Interdisciplinary Connections – Explain the connections between Visual Art and Communication Arts and Social Studies
    A. Grade 6 - Explain how American artworks reflect the cultures in which they were created
    Strand I: Product/Performance – Select and apply three-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems
    A. Grade 6 – Create a relief artwork by joining two or more surfaces using a layering material
    Strand III: Artistic Perceptions – Investigate the nature of art and discuss responses to artworks
    A. Grade 6 – Discuss how different cultures have different concepts of beauty and explain how responses to artworks from various cultures are based on both personal experience and group beliefs
    Grade Level Targeted: Middle School (7-9)
    Number of Class Periods: five 55 minute class periods
    Facility & Equipment Requirements:
    • A computer to show the slide show/power point
    • A paper shredder
    Resources needed for teaching lesson:
    •       Power point “Masks”
    Materials Per Student:
    • Newsprint
    • Masking tape
    • Glue
    • Bold and bright solid blue, white, and turquoise papers
    • Wheat paste
    • Scissors
    • Mod Podge
    Vocabulary Terms:
    1. Tialoc – was the rain god or the Aztecs
    2. Mask – a covering to disguise the face
    3. Mosaic – art consisting of the breaking up of small stones or fragments of objects or paper and applying these materials to the surface of another object
    4. Death Mask – a mask made from the actual face of a deceased person, it is made to memorialize the person
    5. Buccal Mask – This mask only covers the nose, mouth, and cheeks
    6. Functional Mask –  this mask is designed for a purpose other than drama, art, or decorative purposes
    7. Tribal Mask – this mask is developed for ceremonial purposes by a specific ethnic tribe
    8. Persona – in mask making the “persona” is the character that the mask represents
    Step-by-step activity: Allow for 20 minutes on the first day to review a slide show about masks
    1. On the first day of the studio project, students will crush and shape newspaper into a mask shape and use masking tape to refine the mask and keep newspaper under control.
    2. After you have roughed out a shape for a mask that you are pleased with, cover this form entirely with two layers of masking tape.
    3. Cut holes for eyes, nose, and mouth and wrap these inside and out with masking tape as well.
    4. Then tear one-inch strips of newspaper for the paper mache process.
    5. The instructor will provide for you a flour paste to mache with. Dip the newspaper strips into the paste entirely and gently squeeze out the excess mixture into the bowl.
    6. Smooth the newsprint pieces out over your mask form alternating the directions in which you layer each strip of newspaper. Overlap the stripes and apply two or three layers on top of each other as you cover the mask completely from front to back.
    7. Place your finished wet mask on top of a sheet of wax paper on the drying table.
    8. When students return the next day, they will be cutting a selection of papers for the mosaic work that they will apply to their masks when these have thoroughly dried.
    9. On the third day the masks should be dry enough to work with. Students may then draw a pattern on top of the mask form with a number two pencil.
    10. Then students will apply with white glue one paper mosaic tile at a time to enhance their mosaic tile mask. This work should take approximately two, 55 minute class periods to complete.
    Cleanup Time & Strategy: Cleanup time allotted 5 minutes for everyday that a studio assignment is being worked upon in the classroom
    Assessment: I will be using an informal assessment and will also take notes during the completion of the projects. The grades will be posted online for the students and their parents to view at a private rubrics site hosted by their school district. Below is a list of criteria that I will be looking for while assessing the student's grades on this particular project.
       * Selection of mosaic patterns and colors that enhance the features of the student's mask
       * Consistent cutting and pasting of paper mosaic tiles that prove care and design
       * Enthusiasm for the project
       * Participation in class discussions
    Crush newspapers into a mask shape and
    then cover this with masking tape.
    Layer wheat paste and newspapers on
    top of the mask to give it strength.
    Draw your design with markers so that you
    know where to glue your paper mosaic tiles.
    Remember students are learning a mosaic technique;
    do not insist that students necessarily copy
    a Tialoc mask if they do not wish to.
    Teaching culture does not mean that students
    "copy culture." Teaching culture properly means
    that students will learn to identify cultural ideas.
    Glue down small clippings of "paper mosaic tiles"
    with a white school glue. Finish the surface by
    sealing it with Mod Podge!
    More mask making art lessons:

    All lessons copyrighted by Grimm, 2010
    The above photograph is by the Saint Louis Art Museum, used by permission. 
    "The Mysterious Maya" by George and Gene Stuart, 1977
    Need articles for a literacy activity based upon the Mayan culture? I have a title in my own collection, "The Mysterious Maya" by National Geographic Society. These articles are written on an 8th grade reading level but are interesting enough for 7th - 12th graders. 

    Posted by at No comments:
    Labels: ,
    Subscribe to: Posts (Atom)