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Unit Overview
Mexican Dia De Los Muertos Sugar Skulls
Unit: Creation of works
Project Summary and Rationale: In this unit lesson, 6th grade students will learn about the history of Mexican Day of the Dead Sugar Skulls, and create their own artworks in this style with an understanding of the cultural heritage and Latino background. The projects will first be made two dimensionally in paper craft, then a second project will further explore the theme three dimensionally in clay, which will be hand painted.
Unit Objectives: Students will learn the history of the traditional artform, then work within this theme to create their own sugar skulls, whereby refining motor skills, utilizing color theory, patterns, linework, as well as sculpture design and execution. Artworks will be on display in the school for Halloween festivities.
Lesson 1:
Cultural exploration: A brief history of Sugar Skulls and Dia De Los Muertos in Mexican culture and its assimilation into popular American culture.
Lesson 2:
Design and creation of paper sugar skulls: Students will look at examples of traditional filigree paper rolling, paper cutouts, collage styles and then make their own, to demonstrate knowledge of this craft.
Lesson 3:
Design and creation of clay sugar skulls: Students will create a sugar skull in clay using knowledge acquired from formative lessons 1 & 2 and expand their works in a new medium.
Lesson 4:
Painting clay sugar skulls: Students will use acrylic paint to ornament and finalize their previously fired clay sugar skulls from lesson 3, and implement knowledge of color theory, pattern and line work, and symmetry.
Lesson 5:
Critique and assessments: Students will utilize various critique methods to discuss works, synthesize knowledge, and relate their personal experiences to the art making experience.
Dia de los Muertos
Sugar Skulls
Lesson 1 of unit
Cultural Exploration
Teacher: Joy Danila
Grade Level: 6th grade
Time Needed: Aprx 1, 40 min class
NCAS Standards:
Anchor Standard 11: Relate artistsic ideas and works with societal, cultural, and historical context to deepen understanding.
Performance Indicators: Distinguish different ways art is used to represent, establish, reinforce, and reflect group identity.
Project Summary and Rationale:
Students will learn about the Day of the Dead as well as the history of sugar skulls in Mexican and Latin Culture. Videos and discussion will form the basis of the lesson. Traditional historical examples will be shown alongside modern works which commemorate El Dia de los Muertos. Video and lecture will be kept short, with the majority of time spent in group discussion with smartboard images.
Enduring Understandings
People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.
Essential Questions
How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art reserve aspects of life?
Knowledge Objectives/Learning Targets-
Students will know:
Skills Objectives/Learning Targets
Students will be able to:
Materials: Smartboard for videos and imagery, handouts with history and questions.
Resources:
Videos on the Day of the Dead:
https://youtu.be/oj7nsq48BcQ
https://youtu.be/-v4-1wFEzM0
https://youtu.be/Erw41GlmJ1o
Childrens’ books on Day of the Dead:
Vocabulary: ancestral spirits, assimilation, quilling, filigree
Motivation:
Lesson Sequence
Introduction of the lesson: Welcome class and introduce new unit. Show videos on brief history of the Day of the Dead in Latino Culture.
Implementation of the lesson: Group discussion and “dissection” of works through VTS, analysis, questioning, conversation, and discussion.
Closure of the Lesson: Explain what this unit will entail – paper, clay, painting – to explore and deeply examine the unit lesson in various media. Handout to reflect what was learned and written or verbal question/answer section to highlight main points of cultural history and artwork style.
Differentiated Strategies:
Assessment
Formative: Use direct observation and questioning (What do you notice about these images?) utilizing classroom discussion with Visual Thinking Strategies. Observe class participation and engagement and allow for varied methods of communication.
Summative: Handout will highlight and review main points, and question/answer section will serve as a summative assessment for understanding of lesson – which is critical to the remainder of the unit.
Dia de los Muertos
Sugar Skulls
Lesson 2 of unit
Design and creation of paper sugar skulls
Teacher: Joy Danila
Grade Level: 6th grade
Time Needed: Aprx 3, 40 min class
NCAS Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Performance Indicators: Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design.
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Performance Indicators: Generate a collection of ideas reflecting current interests and concerns that could be investigated in artmaking.
Project Summary and Rationale:
Students will explore paper sugar skull making as a traditional Mexican art form to demonstrate adding interest to artwork in paper craft. Students will create multiple thumbnail sketches before beginning on their final project.
In this lesson, students will delve into techniques such as quilling, collaging, and expand prior knowledge of linework in Zentangle patterning, while using balance to play with symmetry and asymmetry.
The technique called “Quilling” is also known as “Filigrana” in Spanish; quilling is a technique where strips of paper are rolled and bent into an array of shapes, and then glued together in a variety of designs. Students will also incorporate collage, as well as drawing in both pencil and marker to add variety and visual texture to their mixed media paper artwork.
Enduring Understandings
Artists use traditional art forms and imagery to inspire their own artworks.
Themes can serve as a jumping off point for creating new, original, and unique works. Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches.
Essential Questions
How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?
How does engaging in creating art enrich people’s lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through artmaking?
Knowledge Objectives/Learning Targets-
Students will know:
Skills Objectives/Learning Targets
Students will be able to:
Materials: scissors, glue, a wide variety of paper colors and textures, markers, pencil and eraser.
Resources:
Childrens’ books on Day of the Dead:
Vocabulary: ancestral spirits, assimilation, quilling, filigree,
Motivation:
Lesson Sequence
Introduction of the lesson: Introduce the lesson through Visual Thinking Strategies to engage students with traditional paper quilling and collage of sugar skulls. Demonstrate proper quilling and collage techniques and how students might design and to build their work.
Implementation of the lesson: Students gather materials from supply area and look at inspirational sugar skull images as they work. Students begin by drawing the shape of the skull face on background cardstock, then add bits, pieces, and parts - incrementally filling in the skull face with increasingly more detail, pattern, collage and quilling as they wish.
Closure of the Lesson: As students finish, they are encouraged to complete a self-assessment and begin preparation for lesson 3 (brainstorming, designing a template to be used in clay).
Differentiated Strategies:
Assessment
Formative: Use direct observation and questioning (Which steps do you use to begin your skull?; where will you build up paper texture with collage or quilling?; how will you balance with symmetry or purposefully use asymmetry to accent an area?); utilize classroom discussion with Visual Thinking Strategies; one to one check-ins with student and teacher; peer to peer assistance. Teacher will encourage students to mix media and add more detail; observe class participation and engagement; show student progress and share each sugar skull with the class at the beginning of each block, as projects are passed out.
Summative: Self-evaluation and rubric, which cover the objectives of the lesson, based on the National Core Arts Standards.
Dia de los Muertos
Sugar Skulls
Lesson 3 of unit
Design and creation of clay sugar skulls
Teacher: Joy Danila
Grade Level: 6th grade
Time Needed: Aprx 3, 40 min class
NCAS Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences making art.
Performance Indicators: Create works of art that reflect community cultural traditions.
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Performance Indicators: Formulate an artistic investigation of personally relevant content for creating art.
Project Summary and Rationale:
Students will create 3D sugar skulls in works of clay with reinforcement of prior knowledge, including Zentangle patterning, balance in symmetry and using asymmetry to accentuate and create visual focus. Students will learn additive sculpture techniques and retractive carving skills.
Before creating their work in clay, students will create multiple draft-sketches to brainstorm designs they will execute in final project.
Enduring Understandings
Through art-making, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
Essential Questions
How does engaging in creating art enrich people’s lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their community through art-making?
How does knowing the contexts histories, and traditions of art forms help us create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigation?
Knowledge Objectives/Learning Targets-
Students will know:
Skills Objectives/Learning Targets
Students will be able to:
Materials: Clay, cardboard, canvas, needle tools, wire tool, water (cup or spray bottle), clay carving tools, nitrile gloves (if needed for sensory challenges).
Resources:
Art Education Sugar Skulls:
Video on carving in clay:
Childrens’ books on Day of the Dead:
Vocabulary:
Slip and score, needle tool, leather hard, bone dry, wet clay, additive sculpture, retractive carving
Motivation:
Lesson Sequence
Introduction of the lesson: Introduce the lesson with cultural examples on smartboard and give in person demonstration of clay project in progress (“wet” clay) as well as various stages (exmples which have been dried out to “leather hard”, “bone dry” and fired stages).
Implementation of the lesson: Offer both verbal and written reinforcement (bullet point list on smartboard) of tips: size of clay (palm of hand), thickness of clay (.25’ - .5”), steps to take for clay that is still being worked for next week’s class (cover in damp paper towel/newspaper, wrap in plastic bag, name on masking tape on bag), steps to take if artwork is completed and ready to be fired (uncovered, on the shelf, name and class block carved on bottom).
Closure of the Lesson: Remind students of steps to take and ask questions, such as: “How will I know your piece is ready to fire?”; “How will I know that you are not yet finished with your piece?” to prompt wrapping and remind of importance of keeping clay wet enough to continue to work in. Check every student area for cleanup before dismissing class (clay is messy!).
Differentiated Strategies:
Assessment
Formative: Use direct observation and questioning (Which steps do you use to create this clay sculpture?; how do we wrap the piece so the work will not dry out over the week? (in wet paper towels and plastic bags); what would you do to properly add a new piece of clay to your design? (slip and score); how will we know your piece is finished and ready for firing? (uncovered and name/section carved into bottom)); utilize classroom discussion with Visual Thinking Strategies; one to one check-ins with student and teacher; peer to peer assistance. Teacher will approve each stage before students progress to next phase (i.e., proper thickness of clay base; beginning to carve; carving the clay at a proper depth; supporting the clay as it dries into a shape (or flat); continued work in clay over three class periods (each class is one week apart) and maintaining wetness of clay over time; completion of design – name on, class section on, unwrapped); observe class participation and engagement; show student progress and share each weaving with the class at the beginning of each block, as weaving projects are passed out.
Summative: Self-evaluation and rubric, which cover the objectives of the lesson, based on the National Core Arts Standards.
Dia de los Muertos
Sugar Skulls
Lesson 4 of unit
Painting clay sugar skulls
Teacher: Joy Danila
Grade Level: 6th grade
Time Needed: Aprx 2, 40 min class
NCAS Standards:
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Performance Indicators: Analyze how art reflects changing times, traditions, resources, and cultural uses.
Anchor Standard 2: Organize and develop artistic ideas and work.
Performance Indicators: Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design.
Project Summary and Rationale:
Students will paint their clay sugar skulls in watercolor or acrylic paints to amplify artworks made in the prior lesson. Painting work will serve to emphasize pattern work and carving, additive sculpture demonstrating balance in symmetry and focal points via asymmertry; color theory, elements and principles of art will also be stressed.
Enduring Understandings
People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.
Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches.
Essential Questions
How does art help us understand the lives of people of different times, places and cultures? How is art used to impact the views of society? How does art preserve aspects of life?
How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?
Knowledge Objectives/Learning Targets-
Students will know:
Skills Objectives/Learning Targets
Students will be able to:
Materials: watercolor, acrylic, brushes, water cups and water, newsprint or table cover
Resources:
https://www.theartofed.com/2015/12/14/forget-glazing-15-other-innovative-ways-to-add-color-to-clay/
https://youtu.be/qGN_eLJAYZ4
Vocabulary: appropriation, adaptation, watercolor, acrylic, sealant
Motivation:
Lesson Sequence
Introduction of the lesson: Introduce painting on clay with video. Remind students where to place their items when they are completed versus if they are not yet finished.
Implementation of the lesson: Students are self-directive and get all materials and supplies.
Closure of the Lesson: Students are reminded when there are “5 more working minutes left” ten minutes prior to class ending; at 5 minutes remaining, students are reminded to cleanup. Sinks and studio areas are checked prior to dismissal.
Differentiated Strategies:
Assessment
Formative: Use direct observation and questioning (What do you notice about the paint when it touches the clay?); one to one check-ins with student and teacher; peer to peer assistance. Observe class participation, engagement, effort, and safe use of materials.
Summative: Self-evaluation and rubric, which cover the objectives of the lesson, based on the National Core Arts Standards.
Dia de los Muertos
Sugar Skulls
Lesson 5 of unit
Critique and assessments
Teacher: Joy Danila
Grade Level: 6th grade
Time Needed: Aprx 2, 40 min class
NCAS Standards:
Anchor Standard 7: Perceive and analyze artistic work
Performance Indicators: Identify and interpret works of art or design that reveal how people live around the world and what they value.
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Performance Indicators: Analyze similarities and differences associated with preserving and presenting 2D and 3D works.
Project Summary and Rationale:
Students will critique their own work and the work of their peers. Students will explain how they plan to present/display their works (attach to candle holder?; attach to a wreath on door?; hang on wall?) and how they have allowed for this in the planning of their works (glue metal hook to back of clay, seal or laminate paper, etc).
Enduring Understandings
Individual esthetic and empathic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.
Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects, artifacts, and artworks for preservation and presentation.
Essential Questions
How do life experiences influence the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our responses to art?
How are artworks cared for, and by whom? What criteria, methods, and processes are used to select work for preservation and presentation? What do people value objects, artifacts, and artworks, and select them for presentation?
Knowledge Objectives/Learning Targets-
Students will know:
Skills Objectives/Learning Targets
Students will be able to:
Materials: index cards & marker (for name cards at student work on display), tables and chairs circled up
Resources:
https://artsedge.kennedy-center.org/educators/how-to/tipsheets/student-critique.aspx
Vocabulary: critique
Motivation:
Lesson Sequence
Introduction of the lesson: Give parameters of critique, classroom setup (lay items out on tables with a name card and circle up chairs); outline how the class will proceed.
Implementation of the lesson: Students will describe the work they are discussing without using value words such as "beautiful" or "ugly". Students may discuss their own work and then choose two other students’ works to examine. Use critique prompts such as “Describe the elements of the work (i.e., line movement, light, space)” “Describe the technical qualities of the work (i.e., tools, materials, instruments)” “Describe the subject matter. What is it all about? Are there recognizable images?”
Closure of the Lesson: Self assessments are completed and submitted with works.
Differentiated Strategies:
Assessment
Formative: Group VTS discussion, verbal feedback, mini-critiques and peer-to-peer meetings.
Summative: Peer critique, self-assessment rubric.
Mexican Dia De Los Muertos Sugar Skulls
Unit: Creation of works
Project Summary and Rationale: In this unit lesson, 6th grade students will learn about the history of Mexican Day of the Dead Sugar Skulls, and create their own artworks in this style with an understanding of the cultural heritage and Latino background. The projects will first be made two dimensionally in paper craft, then a second project will further explore the theme three dimensionally in clay, which will be hand painted.
Unit Objectives: Students will learn the history of the traditional artform, then work within this theme to create their own sugar skulls, whereby refining motor skills, utilizing color theory, patterns, linework, as well as sculpture design and execution. Artworks will be on display in the school for Halloween festivities.
Lesson 1:
Cultural exploration: A brief history of Sugar Skulls and Dia De Los Muertos in Mexican culture and its assimilation into popular American culture.
Lesson 2:
Design and creation of paper sugar skulls: Students will look at examples of traditional filigree paper rolling, paper cutouts, collage styles and then make their own, to demonstrate knowledge of this craft.
Lesson 3:
Design and creation of clay sugar skulls: Students will create a sugar skull in clay using knowledge acquired from formative lessons 1 & 2 and expand their works in a new medium.
Lesson 4:
Painting clay sugar skulls: Students will use acrylic paint to ornament and finalize their previously fired clay sugar skulls from lesson 3, and implement knowledge of color theory, pattern and line work, and symmetry.
Lesson 5:
Critique and assessments: Students will utilize various critique methods to discuss works, synthesize knowledge, and relate their personal experiences to the art making experience.
Dia de los Muertos
Sugar Skulls
Lesson 1 of unit
Cultural Exploration
Teacher: Joy Danila
Grade Level: 6th grade
Time Needed: Aprx 1, 40 min class
NCAS Standards:
- VA:Cn11.1.8a
Anchor Standard 11: Relate artistsic ideas and works with societal, cultural, and historical context to deepen understanding.
Performance Indicators: Distinguish different ways art is used to represent, establish, reinforce, and reflect group identity.
Project Summary and Rationale:
Students will learn about the Day of the Dead as well as the history of sugar skulls in Mexican and Latin Culture. Videos and discussion will form the basis of the lesson. Traditional historical examples will be shown alongside modern works which commemorate El Dia de los Muertos. Video and lecture will be kept short, with the majority of time spent in group discussion with smartboard images.
Enduring Understandings
People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.
Essential Questions
How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art reserve aspects of life?
Knowledge Objectives/Learning Targets-
Students will know:
- Where the Day of the Dead originated
- How the Day of the Dead can be represented in visual context
- Patterning and bright colors depict the traditional imagery
Skills Objectives/Learning Targets
Students will be able to:
- Recognize Day of the Dead and Sugar Skull imagery
- Relay information to teacher and peers about common Sugar Skull representations
- Brainstorm on how they might create their own Sugar Skull imagery
Materials: Smartboard for videos and imagery, handouts with history and questions.
Resources:
Videos on the Day of the Dead:
https://youtu.be/oj7nsq48BcQ
https://youtu.be/-v4-1wFEzM0
https://youtu.be/Erw41GlmJ1o
Childrens’ books on Day of the Dead:
- Barner, B., & Mlawer, T. (2011). The Day of the Dead: El Dia de los Muertos. New York: Holiday House.
- Moss, J. (2010). Day of the dead: a pictorial archive of Día de los muertos. Mineola, NY: Dover Publications.
Vocabulary: ancestral spirits, assimilation, quilling, filigree
Motivation:
- Introduction: A brief introduction of lesson explaining the criteria of lesson.
- Videos: Show videos to relay information on the history and meaning behind Day of the Dead and sugar skulls.
- Visual Examples: Cultural examples on slideshow demonstrate traditional sugar skull patterning.
- Inquiry Based Questions: Group discussion in tandem with imagery on smartboard will serve to deepen understanding of the cultural tradition. Students will develop critical thinking in analysis of the artworks.
Lesson Sequence
Introduction of the lesson: Welcome class and introduce new unit. Show videos on brief history of the Day of the Dead in Latino Culture.
Implementation of the lesson: Group discussion and “dissection” of works through VTS, analysis, questioning, conversation, and discussion.
Closure of the Lesson: Explain what this unit will entail – paper, clay, painting – to explore and deeply examine the unit lesson in various media. Handout to reflect what was learned and written or verbal question/answer section to highlight main points of cultural history and artwork style.
Differentiated Strategies:
- Present instruction/resources verbally and visually.
- Modify for students with auditory and visual disabilities.
- Provide various means through which students with disabilities can communicate their ideas or questions (written, drawn, verbal, etc.).
- Provide varying means through which students can express what they have learned.
- Encourage students to explore various subtopics of a larger topic or issue.
- Identify student readiness and learning differences and modify instruction to meet varying needs of students.
Assessment
Formative: Use direct observation and questioning (What do you notice about these images?) utilizing classroom discussion with Visual Thinking Strategies. Observe class participation and engagement and allow for varied methods of communication.
Summative: Handout will highlight and review main points, and question/answer section will serve as a summative assessment for understanding of lesson – which is critical to the remainder of the unit.
Dia de los Muertos
Sugar Skulls
Lesson 2 of unit
Design and creation of paper sugar skulls
Teacher: Joy Danila
Grade Level: 6th grade
Time Needed: Aprx 3, 40 min class
NCAS Standards:
- VA:Cr2.1.6a
Anchor Standard 2: Organize and develop artistic ideas and work.
Performance Indicators: Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design.
- VA:Cn.10.1.6a
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Performance Indicators: Generate a collection of ideas reflecting current interests and concerns that could be investigated in artmaking.
Project Summary and Rationale:
Students will explore paper sugar skull making as a traditional Mexican art form to demonstrate adding interest to artwork in paper craft. Students will create multiple thumbnail sketches before beginning on their final project.
In this lesson, students will delve into techniques such as quilling, collaging, and expand prior knowledge of linework in Zentangle patterning, while using balance to play with symmetry and asymmetry.
The technique called “Quilling” is also known as “Filigrana” in Spanish; quilling is a technique where strips of paper are rolled and bent into an array of shapes, and then glued together in a variety of designs. Students will also incorporate collage, as well as drawing in both pencil and marker to add variety and visual texture to their mixed media paper artwork.
Enduring Understandings
Artists use traditional art forms and imagery to inspire their own artworks.
Themes can serve as a jumping off point for creating new, original, and unique works. Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches.
Essential Questions
How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?
How does engaging in creating art enrich people’s lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through artmaking?
Knowledge Objectives/Learning Targets-
Students will know:
- The history of Sugar Skulls and Dia de Los Muertos in Mexican Culture
- Mexican Day of the Dead images have become popular in American culture
- What quilling is
Skills Objectives/Learning Targets
Students will be able to:
- Collage and quill in papercraft
- Apply prior knowledge of Zentangle pattern making
- Create designs using symmetry
- Utilize asymmetry to showcase focus
- Use multiple media to create visual texture and add interest
Materials: scissors, glue, a wide variety of paper colors and textures, markers, pencil and eraser.
Resources:
Childrens’ books on Day of the Dead:
- Barner, B., & Mlawer, T. (2011). The Day of the Dead: El Dia de los Muertos. New York: Holiday House.
- Moss, J. (2010). Day of the dead: a pictorial archive of Día de los muertos. Mineola, NY: Dover Publications.
- https://www.youtube.com/watch?v=bhKqx0wXkLE
Vocabulary: ancestral spirits, assimilation, quilling, filigree,
Motivation:
- Introduction: A brief introduction of lesson explaining the criteria of lesson.
- Visual Examples: Samples of work at various stage of completion are shown. Cultural examples on slideshow demonstrate traditional sugar skull patterning.
- Inquiry Based Questions: “How might I include symmetry and asymmetry?”, “Where might we include Zentangle patterns into our designs?”, “Which mixed media will we incorporate to show a variety of visual interest?”
- Demonstration: Show proper quilling and collaging techniques, then demonstrate making a paper sugar skull while using both symmetry and asymmetry in a sugar skull.
Lesson Sequence
Introduction of the lesson: Introduce the lesson through Visual Thinking Strategies to engage students with traditional paper quilling and collage of sugar skulls. Demonstrate proper quilling and collage techniques and how students might design and to build their work.
Implementation of the lesson: Students gather materials from supply area and look at inspirational sugar skull images as they work. Students begin by drawing the shape of the skull face on background cardstock, then add bits, pieces, and parts - incrementally filling in the skull face with increasingly more detail, pattern, collage and quilling as they wish.
Closure of the Lesson: As students finish, they are encouraged to complete a self-assessment and begin preparation for lesson 3 (brainstorming, designing a template to be used in clay).
Differentiated Strategies:
- Present instruction/resources verbally and visually.
- Modify tools and materials for use by students with injuries or disabilities.
- Adjust timelines to provide additional time for students with disabilities to complete work.
- Provide various means through which students with disabilities can communicate their ideas or questions.
- Encourage students with high ability to modify or interpret outcomes to capture greater levels of complexity or sophistication in interpretations of ideas or topics.
- Provide varying means through which students can express what they have learned.
- Encourage students to explore various subtopics of a larger topic or issue.
- Identify student readiness and learning differences and modify instruction to meet varying needs of students.
- Have students work in pairs, allowing for writing and verbal abilities to share thoughts/opinions and reiterate instructions as necessary.
Assessment
Formative: Use direct observation and questioning (Which steps do you use to begin your skull?; where will you build up paper texture with collage or quilling?; how will you balance with symmetry or purposefully use asymmetry to accent an area?); utilize classroom discussion with Visual Thinking Strategies; one to one check-ins with student and teacher; peer to peer assistance. Teacher will encourage students to mix media and add more detail; observe class participation and engagement; show student progress and share each sugar skull with the class at the beginning of each block, as projects are passed out.
Summative: Self-evaluation and rubric, which cover the objectives of the lesson, based on the National Core Arts Standards.
Dia de los Muertos
Sugar Skulls
Lesson 3 of unit
Design and creation of clay sugar skulls
Teacher: Joy Danila
Grade Level: 6th grade
Time Needed: Aprx 3, 40 min class
NCAS Standards:
- VA:Cn10.1.4a
Anchor Standard 10: Synthesize and relate knowledge and personal experiences making art.
Performance Indicators: Create works of art that reflect community cultural traditions.
- VA:CR.1.2.6a
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Performance Indicators: Formulate an artistic investigation of personally relevant content for creating art.
Project Summary and Rationale:
Students will create 3D sugar skulls in works of clay with reinforcement of prior knowledge, including Zentangle patterning, balance in symmetry and using asymmetry to accentuate and create visual focus. Students will learn additive sculpture techniques and retractive carving skills.
Before creating their work in clay, students will create multiple draft-sketches to brainstorm designs they will execute in final project.
Enduring Understandings
Through art-making, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
Essential Questions
How does engaging in creating art enrich people’s lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their community through art-making?
How does knowing the contexts histories, and traditions of art forms help us create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigation?
Knowledge Objectives/Learning Targets-
Students will know:
- Cultural heritage of Sugar Skulls
- Characteristics of traditional visual styles
Skills Objectives/Learning Targets
Students will be able to:
- Carve retractively in clay
- Build with additive sculpture techniques in clay
- Create symmetry in design and execution of artwork
- Demonstrate a focal point and accentuate design work by featuring asymmetry
- Explain how their art represents themselves, personally
Materials: Clay, cardboard, canvas, needle tools, wire tool, water (cup or spray bottle), clay carving tools, nitrile gloves (if needed for sensory challenges).
Resources:
Art Education Sugar Skulls:
- Petrillo, V. (2009). A Kid's Guide to Latino History: More Than 50 Activities. doi:https://books.google.com/books?id=Of6eoWofv8EC&lpg=PA74&ots=zG5C7JWw-k&dq=how%20to%20make%20a%20flat%20skull%20out%20of%20clay&pg=PA73#v=onepage&q=how%20to%20make%20a%20flat%20skull%20out%20of%20clay&f=false
- https://craftprojectideas.com/day-of-the-dead-clay-skull/
Video on carving in clay:
- https://www.youtube.com/watch?v=_olGROl-awI
Childrens’ books on Day of the Dead:
- Barner, B., & Mlawer, T. (2011). The Day of the Dead: El Dia de los Muertos. New York: Holiday House.
- Moss, J. (2010). Day of the dead: a pictorial archive of Día de los muertos. Mineola, NY: Dover Publications.
Vocabulary:
Slip and score, needle tool, leather hard, bone dry, wet clay, additive sculpture, retractive carving
Motivation:
- Introduction: A brief introduction of lesson explaining the criteria of lesson.
- Visual Examples: Samples of work at various stage of completion are shown. Cultural examples on slideshow demonstrate traditional sugar skull patterning.
- Inquiry Based Questions: How would we show both symmetry and asymmetry?
- Demonstration: Show proper thickness and size of clay, demonstrate carving and additive sculpting (attachment)
Lesson Sequence
Introduction of the lesson: Introduce the lesson with cultural examples on smartboard and give in person demonstration of clay project in progress (“wet” clay) as well as various stages (exmples which have been dried out to “leather hard”, “bone dry” and fired stages).
Implementation of the lesson: Offer both verbal and written reinforcement (bullet point list on smartboard) of tips: size of clay (palm of hand), thickness of clay (.25’ - .5”), steps to take for clay that is still being worked for next week’s class (cover in damp paper towel/newspaper, wrap in plastic bag, name on masking tape on bag), steps to take if artwork is completed and ready to be fired (uncovered, on the shelf, name and class block carved on bottom).
Closure of the Lesson: Remind students of steps to take and ask questions, such as: “How will I know your piece is ready to fire?”; “How will I know that you are not yet finished with your piece?” to prompt wrapping and remind of importance of keeping clay wet enough to continue to work in. Check every student area for cleanup before dismissing class (clay is messy!).
Differentiated Strategies:
- Present instruction/resources verbally and visually.
- Modify tools and materials for use by students with injuries or disabilities.
- Adjust timelines to provide additional time for students with disabilities to complete work.
- Provide various means through which students with disabilities can communicate their ideas or questions.
- Encourage students with high ability to modify or interpret outcomes to capture greater levels of complexity or sophistication in interpretations of ideas or topics.
- Provide varying means through which students can express what they have learned.
- Encourage students to explore various subtopics of a larger topic or issue.
- Identify student readiness and learning differences and modify instruction to meet varying needs of students.
- Have student work in group with defined jobs, allowing for writing and verbal abilities to share thoughts/opinions.
Assessment
Formative: Use direct observation and questioning (Which steps do you use to create this clay sculpture?; how do we wrap the piece so the work will not dry out over the week? (in wet paper towels and plastic bags); what would you do to properly add a new piece of clay to your design? (slip and score); how will we know your piece is finished and ready for firing? (uncovered and name/section carved into bottom)); utilize classroom discussion with Visual Thinking Strategies; one to one check-ins with student and teacher; peer to peer assistance. Teacher will approve each stage before students progress to next phase (i.e., proper thickness of clay base; beginning to carve; carving the clay at a proper depth; supporting the clay as it dries into a shape (or flat); continued work in clay over three class periods (each class is one week apart) and maintaining wetness of clay over time; completion of design – name on, class section on, unwrapped); observe class participation and engagement; show student progress and share each weaving with the class at the beginning of each block, as weaving projects are passed out.
Summative: Self-evaluation and rubric, which cover the objectives of the lesson, based on the National Core Arts Standards.
Dia de los Muertos
Sugar Skulls
Lesson 4 of unit
Painting clay sugar skulls
Teacher: Joy Danila
Grade Level: 6th grade
Time Needed: Aprx 2, 40 min class
NCAS Standards:
- VA:Cn11.1.6a
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Performance Indicators: Analyze how art reflects changing times, traditions, resources, and cultural uses.
- VA:Cr2.1.6a
Anchor Standard 2: Organize and develop artistic ideas and work.
Performance Indicators: Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design.
Project Summary and Rationale:
Students will paint their clay sugar skulls in watercolor or acrylic paints to amplify artworks made in the prior lesson. Painting work will serve to emphasize pattern work and carving, additive sculpture demonstrating balance in symmetry and focal points via asymmertry; color theory, elements and principles of art will also be stressed.
Enduring Understandings
People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.
Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches.
Essential Questions
How does art help us understand the lives of people of different times, places and cultures? How is art used to impact the views of society? How does art preserve aspects of life?
How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?
Knowledge Objectives/Learning Targets-
Students will know:
- Decorative patters are traditionally painted to enhance sugar skull designs
- Traditional and cultural uses of sugar skull designs
Skills Objectives/Learning Targets
Students will be able to:
- Paint clay with watercolor or acrylic
- Expand their patterns and symmetry/asymmetry with the use of color
- Use color theory to mix colors to create tints, tones, and shades to enhance their work
- Investigate color theory including tones, shade, value and hues
Materials: watercolor, acrylic, brushes, water cups and water, newsprint or table cover
Resources:
https://www.theartofed.com/2015/12/14/forget-glazing-15-other-innovative-ways-to-add-color-to-clay/
https://youtu.be/qGN_eLJAYZ4
Vocabulary: appropriation, adaptation, watercolor, acrylic, sealant
Motivation:
- Introduction: A brief introduction of lesson explaining the criteria of lesson.
- Video: https://youtu.be/qGN_eLJAYZ4
- Visual Examples: Samples of work at various stage of completion are shown. Cultural examples on slideshow demonstrate traditional sugar skull patterning.
Lesson Sequence
Introduction of the lesson: Introduce painting on clay with video. Remind students where to place their items when they are completed versus if they are not yet finished.
Implementation of the lesson: Students are self-directive and get all materials and supplies.
Closure of the Lesson: Students are reminded when there are “5 more working minutes left” ten minutes prior to class ending; at 5 minutes remaining, students are reminded to cleanup. Sinks and studio areas are checked prior to dismissal.
Differentiated Strategies:
- Present instruction/resources verbally and visually.
- Modify tools and materials for use by students with injuries or disabilities.
- Adjust timelines to provide additional time for students with disabilities to complete work.
- Provide various means through which students with disabilities can communicate their ideas or questions.
- Encourage students with high ability to modify or interpret outcomes to capture greater levels of complexity or sophistication in interpretations of ideas or topics.
- Provide varying means through which students can express what they have learned.
- Identify student readiness and learning differences and modify instruction to meet varying needs of students.
Assessment
Formative: Use direct observation and questioning (What do you notice about the paint when it touches the clay?); one to one check-ins with student and teacher; peer to peer assistance. Observe class participation, engagement, effort, and safe use of materials.
Summative: Self-evaluation and rubric, which cover the objectives of the lesson, based on the National Core Arts Standards.
Dia de los Muertos
Sugar Skulls
Lesson 5 of unit
Critique and assessments
Teacher: Joy Danila
Grade Level: 6th grade
Time Needed: Aprx 2, 40 min class
NCAS Standards:
- VA:Re.7.1.6a
Anchor Standard 7: Perceive and analyze artistic work
Performance Indicators: Identify and interpret works of art or design that reveal how people live around the world and what they value.
- VA:Pr4.1.6a
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Performance Indicators: Analyze similarities and differences associated with preserving and presenting 2D and 3D works.
Project Summary and Rationale:
Students will critique their own work and the work of their peers. Students will explain how they plan to present/display their works (attach to candle holder?; attach to a wreath on door?; hang on wall?) and how they have allowed for this in the planning of their works (glue metal hook to back of clay, seal or laminate paper, etc).
Enduring Understandings
Individual esthetic and empathic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.
Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects, artifacts, and artworks for preservation and presentation.
Essential Questions
How do life experiences influence the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our responses to art?
How are artworks cared for, and by whom? What criteria, methods, and processes are used to select work for preservation and presentation? What do people value objects, artifacts, and artworks, and select them for presentation?
Knowledge Objectives/Learning Targets-
Students will know:
- The history of Dia De los Muertos and Sugar Skulls and its assimilation into popular American culture
Skills Objectives/Learning Targets
Students will be able to:
- Identify elements and principles of design in works
- Offer both constructive criticism and appreciation for peer artists’ work
- Analyze their own work and complete a self-assessment rubric
- Determine changes that might be made if the project were to be reworked
Materials: index cards & marker (for name cards at student work on display), tables and chairs circled up
Resources:
https://artsedge.kennedy-center.org/educators/how-to/tipsheets/student-critique.aspx
Vocabulary: critique
Motivation:
- Introduction: A brief introduction of critique style, explaining the criteria of lesson. Sample questions are given on a handout.
Lesson Sequence
Introduction of the lesson: Give parameters of critique, classroom setup (lay items out on tables with a name card and circle up chairs); outline how the class will proceed.
Implementation of the lesson: Students will describe the work they are discussing without using value words such as "beautiful" or "ugly". Students may discuss their own work and then choose two other students’ works to examine. Use critique prompts such as “Describe the elements of the work (i.e., line movement, light, space)” “Describe the technical qualities of the work (i.e., tools, materials, instruments)” “Describe the subject matter. What is it all about? Are there recognizable images?”
Closure of the Lesson: Self assessments are completed and submitted with works.
Differentiated Strategies:
- Present instruction/resources verbally and visually.
- Adjust timelines to provide additional time for students with disabilities to complete work.
- Provide various means through which students with disabilities can communicate their ideas or questions – some who are not comfortable speaking in class might write their answers and submit with self-assessment.
- Encourage students with high ability to modify or interpret outcomes to capture greater levels of complexity or sophistication in interpretations of ideas or topics.
- Provide varying means through which students can express what they have learned.
- Encourage students to explore various subtopics of a larger topic or issue.
- Identify student readiness and learning differences and modify instruction to meet varying needs of students.
Assessment
Formative: Group VTS discussion, verbal feedback, mini-critiques and peer-to-peer meetings.
Summative: Peer critique, self-assessment rubric.
