The Americas

Lesson 23: Tradition as Innovation: La Calavera don Quijote, Mexico

Summary and Objectives

Students use the imagery of don Quixote to examine how literary themes can be reinterpreted across artistic disciplines. In working with the story of don Quixote they explore the notion of satire and parody, and use these literary devices in their writing. They also research the satirical poetry (calaveras) of José Guadalupe Posada (which inspired the featured work of art), experiment with elements of satire in their writing, and illustrate their own calaveras centering on issues of concern in their lives. Finally, activities extend to students’ exploration of the Mexican Days of the Dead, in which skeletal arts play a key role in beliefs and familial and community celebrations. Students will

  • Explore through discussion and writing the themes of the novel Don Quixote de la Mancha.
  • Discuss the purpose and character of satire and develop these literary techniques in their writing.
  • Create a satiric calavera poem about a current issue or person.
  • In the spirit of the hero don Quixote, students construct paper cutouts or papier-maché images of their own heroes, or original interpretations of literary works.

 

THIS LESSON IS PART OF:
Curriculum Resource for Intersections: World Arts, Local Lives.
Unit 4: Art and Transformation

Lesson 21: Arts for Spiritual Intervention: Honoring Patron Saints with Retablos, Mexico

Summary and Objectives

Students learn about the meanings of retablos and ex-votos in Mexico and discuss the significance of these to the individuals and families who use them in ritual practice. They create individual votive-inspired expressions of wishes and/or thanks. The lesson also includes a closer look at the representational imagery of Catholic saints and the impact such images may have in students’ lives. Students will

  • “Read” and interpret retablos and ex-votos from Mexico through discussion and writing.
  • Create retablo- and votive-like offerings.
  • Discuss individuals’ beliefs about ancestors and family patron saints as intercessors with the divine.

 

THIS LESSON IS PART OF:
Curriculum Resource for Intersections: World Arts, Local Lives.
Unit 4: Art and Transformation

Lesson 19: Memorials and Transcendence: El Arbol de la Muerte, Mexico

Summary and Objectives

Students use a work of art to explore an ongoing and tragic series of events in Juárez, Mexico. They research and write about the “maquiladora murders” and use the idiom of the Tree of Life to express their feelings about this and other community issues. Activities also center on students’ study of the Tree of Life and suggestions are given for their making of trees that reflect themes significant to the students themselves. Students will:

  • Use the imagery on a tree of death by ceramicist Veronica Castillo as a means to explore the maquiladora murders in Juarez, Mexico.
  • Research and write about the maquiladora murders and concerns in their own community.
  • Study the Mexican tradition of the Tree of Life and create a work inspired by the tradition.  

 

THIS LESSON IS PART OF:
Curriculum Resource for Intersections: World Arts, Local Lives.
Unit 4: Art and Transformation

Lesson 16: Status and Prestige: A Wall of Status and Prestige, Africa, Asia and the Americas

Summary and Objectives

Through a study of twelve works on display, students investigate how works of art can convey status and prestige. Provided with short commentaries on the objects, they should determine how the works confer status and then add to the list prestige objects of their own choosing, justifying their selections with short written discussions on the objects. Students will

  • Study twelve works of art to investigate how art can convey an individual’s status and importance.
  • Explore objects of power in their own lives through a creative writing activity.
  • Make judgments about works of art that express notions of power and status.

 

THIS LESSON IS PART OF:
Curriculum Resource for Intersections: World Arts, Local Lives.
Unit 3: Art and Power

Lesson 10: Performing Knowledge: Teaching about the Spirit World: Katsina Traditions, Southwest U.S.

Summary and Objectives

As students study Katsina traditions of the Hopi of northern Arizona and New Mexico they will become more familiar with the general principles and details that serve to identify the spirits represented. They will consider the importance of corn among Hopi peoples and they will ponder notions of spiritual and environmental balance, as embodied in Hopi values and teachings. As part of this study students will 

  • Explore Katsina traditions through visual analysis, story telling, and research.
  • Deepen their knowledge of the educational roles of dolls through discussion and artmaking activities.
  • Broaden their understanding of the importance of foods to the lifestyles and rituals of different cultures through research, discussion, and artmaking.
  • Explore water conflicts and the need for environmental balance as valued and taught by the Hopi.


 

THIS LESSON IS PART OF:
Curriculum Resource for Intersections: World Arts, Local Lives.
Unit 2: Art and Knowledge

Lesson 8: Memory and Cosmology: Cacao and a Ballplayer: Maya Ceramic Vessel, Mexico

Summary and Objectives

As students explore the iconography of a Maya chocolate vessel they explore topics of hieroglyphics, the ancient ball game, and culinary arts. Other curriculum connections include a focus on the Maya epic, Popul Vuh, in which are told stories of the Hero twins, and contemporary sociological challenges for Maya today. Activities involve research, visual analysis, artmaking, creative writing, and cooking. Students will

  • Explore the iconography on a Maya chocolate vessel through drawing activities and compare these with logographs in our writing system.
  • Explore topics of hieroglyphics, the ancient ball game, and culinary arts of the Maya through a variety of activities.
  • Develop a deeper understanding of Maya civilization through a study of the stories in the Maya epic Popul Vuh.
  • Consider and respond to issues and concerns facing the modern Maya today as they assimilate into new homes, far removed from their highland origins.

    

THIS LESSON IS PART OF:
Curriculum Resource for Intersections: World Arts, Local Lives.
Unit 2: Art and Knowledge

Lesson 1: The Role of the Artist. Crown for Yoruba Initiation by José Rodriguez, U.S.

Summary and Objectives

Through the study of one beaded crown students are introduced to the Yoruba concept of ase and the idea that power can be vested in certain individuals and works of art associated with them. Students analyze the multiple meanings and symbolic associations of beads (and their colors) in Yoruba arts and consider how the appearance of a work can affect its emotional presence. Students are introduced to the maker of this work, José Rodriguez, and consider how artists can be pioneers and explorers who push the boundaries of the knowable world through their creations. Students will

 

  • Explore the multiple meanings of beaded arts among Yoruba peoples in Nigeria and the African diaspora.
  • Use the metaphors of color and meanings associated with beads in Yoruba art in writing and artmaking.
  • Consider and discuss the affective power of Yoruba arts.

Curriculum Resource for Intersections: World Arts, Local Lives.

Summary

This curriculum resource unit is conceived as a paradigm for approaching world arts and cultures in K-12 classrooms. In keeping with the conceptual framework of Intersections, this study presents a curricular approach based on how art works for individuals rather than one based on geography or historical chronology.