Day of the Dead/Dia de los Muertos Calaveras Masks
Author: Zachary Baggett Year: 2017 Artform: Visual Art Grade: 2-3
Duration: 45 Min sessions SUPPLIES, EQUIPMENT AND RESOURCES Projector
Images of Day of the Dead Celebrations
Images of Candy Skull Decorations
Scissors for each student
1 Paper Plate for each student
Glue Sticks
Markers
Optional, but useful, giant hole punch with shape for eye sockets. Stampin up is the brand of punch I use in the video
TEACHING AND TIMELINE
INTRODUCTION Display images of day of the dead festival. Ask a student if they know what celebration this pictures. Often students will say Halloween, however every class I have done this project with also had students who know about day of the dead. I organize these students together and have them discuss as tables the differences and similarities of Day of the Dead to Halloween. Peer to peer teaching in small groups. While they discuss I hand out supplies.
Before beginning demonstration, recap key aspects of day of the dead celebrations, like paying tribute to lost loved ones, and providing offerings and that it is a day of memory and celebration.
DEMONSTRATION
The original idea for this artwork was adapted from this blog post: http://scrumdillydo.blogspot.com/2010_10_01_archive.html
It has images and instructions that you may also find helpful.
Make sure to emphasize symmetry in pattern making on the skulls, also emphasize the types of patterns and symbols that are being used, like dotted line patterns, flowers, swirls, mustaches etc.
WORK PERIOD Help students between each step. Teacher should do hole punch as the students frequently make a mistake and ask to restart from the beginning. I also like to turn on mariachi music during the student work time.
CLOSURE/SUMMARY Have students share their thoughts and new things they learned about the cultures and traditions of people in their own class, similarities and differences.
FINE ART STANDARDS Grade 2
Standard 2.V.CR.4: Repurpose objects to make something new.
Students will relate artistic skills, ideas, and work with personal meaning and external context (Standards 2.V.CO.1–2).Standard 2.V.CO.1: Create works of art about events in home, school, or community life.Standard 2.V.CO.2: Compare and contrast cultural uses of artwork from different times and places.
Grade 3
Students will understand, evaluate, and articulate how works of art convey meaning for the observer as well as the creator (Standards 3.V.R.1–3).
Standard 3.V.R.1: Contemplate about the processes an artist uses to create a work of art, and determine messages communicated by an image.
Standard 3.V.P.3: Identify and explain how and where different cultures record and illustrate stories and history of life through art.
INTEGRATED STANDARDS
Grade 2
Social Studies Standard 2
Grade 3
Explain the various cultural heritages within their community.
Explain ways people respect and pass on their traditions and customs.
Give examples of how families in the community borrow customs or traditions from other cultures.
Objective 2 Recognize and describe the contributions of different cultural groups in Utah and the nation.
Identify various cultural groups within the state and the nation.
Describe contributions of cultural groups to our state and nation.
Explain ways American Indians and immigrants have shaped both Utah's and America's culture (e.g., names of places, food, customs, celebrations).
Compare and contrast elements of two or more cultures within the state and nation (e.g., language, food, clothing, shelter, traditions, and celebrations).
Grade 3
Social Studies Standard 2
Students will understand cultural factors that shape a community.
Objective 1 Evaluate key factors that determine how a community develops.Identify the elements of culture (e.g. language, religion, customs, artistic expression, systems of exchange). Describe how stories, folktales, music, and artistic creations serve as expressions of culture. Compare elements of the local community with communities from different parts of the world
OBJECTIVES Students will explore familiar themes through observing the celebrations of various groups and in attempting to replicate the patterns and designs used specifically in Day of the Dead celebrations.
INTEGRATION INFORMATION
Share images, video, music and or stories about Day of the Dead. Compare/contrast with Halloween traditions. ESSENTIAL QUESTIONS How do people create artwork to express their cultures?
How are Halloween and Day of the Dead celebrations different/similar?
How are traditions from people around the world different/similar?
DIFFERENTIATION Several teaching strategies are used including: Oral Lecture with visual imagery Live demonstration Active Participation by students Individualized instruction
VOCABULARY Culture
Tradition
Memorial
Symmetry
Candy Skull
Mariachi
ASSESSMENT STRATEGIES
Informal observation of project creation and by listening to student dialogue about Day of the Dead celebrations OTHER INFORMATION Include other aspects of day of the dead, such as music, or dance.
