Mexican Paper Bag Poncho
Kindergarten
Art 207-8, Group 4
Lana Coenen, Ericia Ojeda, Dustin Ford, Tara Scully
Date
of presentation: April 27th, 2004
Objectives:
1.
Students
will learn about Mexico and their culture.
2.
Students
will learn a brief history of Cinco de Mayo.
3.
Students
will learn that a poncho is a functional piece of clothing.
4.
Students
will create their own poncho using their choice of design and colors.
Student Materials:
-
large
brown paper grocery bag
-
tempera
paint
-
paintbrushes
-
containers
for paint and water
-
yarn
Teacher Materials:
-
actual
poncho (if possible)
-
variety
of transparencies including Mexican flag, map, and poncho
-
examples
of previously made paper bag ponchos
Vocabulary:
-
poncho
-
Cinco
de Mayo
-
Independence
Procedures:
1.
Introduction: Briefly discuss location of Mexico,
Mexican flag, and history of Cinco de Mayo. Present an actual poncho and discuss the use of them.
2.
Pass
out prepared paper grocery bags to each student. Teachers should cut a hole in the top of the bag for the
neck.
3.
Instruct
students to decorate one side of bag using tempera paint and their choice of
design. Be sure that the entire
front is covered.
4.
After
one side of grocery bag is covered completely and dries, attach yarn or tissue
paper on bottom with glue as fringe.
5.
Lastly,
assist students in cutting slits along each side.
6.
Closure:
Have students share their Cinco de Mayo ponchos and their choice of design with
rest of class.
Visual Procedures:
Step
1: Teachers should cut out neck holes in
top of each bag for students.
Step 2: Begin to decorate one side of bag with designs using
tempera paint.
Step 3: Once one side in completely filled and dried, glue
tissue paper or yarn on bottom
As
fringe.
Step 4: Lastly, assist students in cutting slits on each side.
Suggestions and/or Comments:
Crayons,
markers, or oil pastels can replace the tempera paint. This can also be a part of an entire
unit on Mexico. Other activities
can include short writing assignments or stories, learning to count to ten in
Spanish, or learning a childrenfs Spanish song. The unit can also be closed with a fiesta, including
traditional food and music.
Artistic Development for Kindergartners:
Most
children in Kindergarten are in the beginning stages of the symbolic or
schematic stage. It is during this
stage that children develop their line and shape making skills. Their muscular coordination in using
drawing tools, scissors, and glue are also beginning to develop. The beginning stages include drawing simple,
recognizable images called symbols and producing them deliberately and as a
controlled act. These are often
not more complicated then a head and feet figure and usually geometric shapes
are used more than realistic shapes.
During this stage, children will also progress from randomly placing
objects anywhere on the paper to developing some type of spatial recognition
and placing certain objects in specific places on the paper.
Cultural/Historical Background:
Cinco de Mayo celebrates the victory of the Mexican Army over the
French Army at the Battle of Puebla in 1862. Cinco de Mayo is NOT Mexican
Independence Day. Mexican Independence Day is actually on September
16. In this country we celebrate Cinco de Mayo to honor the people of
Mexico and to recognize their culture. We often have parties, eat Mexican
food, and listen to Mexican music. It is also a celebration of pride and
freedom. The first Cinco de Mayo celebration in this country was in
1967 by a group of college students who felt that the Mexican culture needed to
be appreciated.
References:
http://www.kinderart.com/mutic/poncho.shtml
Herberholz, Donald and Barbara. Artworks for Elementary Teachers. Ninth Edition.
McGraw-Hill, New York: 2002.
Pages 100-109.
Feedback:
Overall the feedback received from the class was great. The organization of the entire
presentation was mentioned, as well as the instructions being very clear. The introduction seemed to be the most
favorite among the class. The
history along with the visuals made the introduction interesting and
understandable. The real life
poncho contributed a great deal to the introduction as well. Another thing mentioned was how we all
cooperated together and had equal parts in the presentation. It was also a great way to have an art
project using recycled materials.
Some things that could have gone smoother was cleanup. The cleanup intructions should have
been more specific and more time should have been allowed. The map of Mexico also should have been
a map showing not only Mexico, but either a world map or one showing the United
States and Mexico. That way
kindergartners could see Mexico in relation to where they live.