OBJECTIVES:
The student should be able to:
• Identify customs associated with local holidays (Mardi Gras). (knowledge)
• Express data in a variety of ways by constructing concept maps. (SI-E-A5 & SI-E-B4) (application and evaluation)
• Use art vocabulary and the elements and principles of design to convey the language of art (create and discuss own artwork). (application)
• Experiment to create various art forms, including art forms from other cultures. (application)
Content Standards
• Understand and apply media, techniques, and process. (knowledge and application)
TIME: 45 minutes-1 hour (1 day)
MATERIALS
PowerPoint presentation
Computer
TV
Jester Map
picture cutouts for students with modifications/accommodations
mask template
scissors
glue
a variety of shades of rectangular pieces of construction paper
felt
rubber mat
foam in the 3 Mardi Gras colors
feathers
popsicle sticks
rubric checklist
globe to point out the different places Mardi Gras in celebrated
samples of mosaic mask.
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will enter the room dressed in Mardi Gras colors playing Mardi Gras music. The teacher will parade around the room tossing Mardi Gras beads. Once all the beads have been distributed, the teacher will pose the questions “Have you ever been to a Mardi Gras parade?” and “What were some things you saw?” Today will discuss what Mardi Gras stands for, why we have it, who brought Mardi Gras to Louisiana, and identify some symbols associated with Mardi Gras. To end our lesson we will create a mosaic Mardi Gras mask.
ACTIVITY:
Teach/Model: (Lesson Presentation): The teacher will use a PowerPoint presentation to discuss and identify facts about Mardi Gras. The teacher will discuss what the words Mardi Gras means (Fat Tuesday), why we celebrate Mardi Gras, who introduced Mardi Gras to Louisiana, and symbols of Mardi Gras without the PowerPoint. Throughout each slide, pause and discuss the information. After completing the GP, the teacher will model creating a mosaic Mardi Gras mask template using a variety of textures in purple, green, and gold rectangular pieces. The teacher will also show off different mosaic masks created by her own children as models.
Guided Practice: The teacher will display a carnival jester visual with subtitles like “meaning,” “origin,” “colors,” and “symbols” written in the triangle parts of his hat. (http://www.dltk-kids.com/crafts/mardigras/mjester.html) The teacher and students will them fill in the information under the subtitles by illustrating pictures and/or using words.
Independent Practice: Given the template of the Mardi Gras mask, small rectangular pieces of a variety of textures in the 3 Mardi Gras colors, the students will snip the pieces into smaller shapes to create his/her own mosaic Mardi Gras mask.
Closure: When all masks are completed the students will be allowed to share their masks with the class and discuss how they created their mosaic Mardi Gras mask. (Example: created a pattern, mixed the colors/textures up, group all the same colors and/or textures together, etc.)
EVALUATION/ASSESSMENT:
The students will be on symbols, colors, and customs through the guided practice activity, where they will supply answers to questions to complete the jester’s hat. The information will have been presented through a PowerPoint presentation and discussed. The students will be assessed through their creativity, use of different textures, and explanation on their mosaic Mardi Gras mask by using the rubric.
ART CONTENT/CONCEPTS:
Math - GLE 16 (TSSBT name and identify basic shapes using concrete models (rectangles)
GLE 17 (TSSBT compare, contrast, and SORT objects according to two attributes (colors)
Language Arts – GLE 20 (TSSBT participate in shared writing activities.)
GLE 23 (TSSBT use classroom resources to support a writing process.)
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
GLE 11 (describe the connection between life experience and text – ELA-1-E6) 20 (create compositions by participating in shared writing activities- ELA2-E1)
GLE 34 (express feelings, needs, and ideas in complete sentences – ELA-4-E1)
GLE 35 (Follow one- and two-step verbal and nonverbal directions without interrupting – ELA-4-E2) GLE 33 (initiate & sustain normal conversation on a specific topic with the teacher- ELA-4-E1)
MODIFICATIONS | ACCOMODATIONS:
For students will modifications and/or accommodations the PowerPoint will include familiar pictures that will be able to identify. During the guided practice, I will have cutouts of familiar symbols/colors, they will be able to identify and glue under the appropriate heading with guidance. During the independent practice, these students are assisted with snipping their rectangular pieces or construction paper into smaller pieces and with gluing the pieces onto the template.
TEACHER'S REFLECTION:
Reflecting back on the lesson, I felt everything went according to the plans. The children enjoyed pretending to be at a parade and yelling “Throw me something Mister!” as I paraded around the room tossing beads. The PowerPoint presented was enjoyed by everyone. The next time I present this PowerPoint is to include Mardi Gras music to each slide and add more pictures to go only with the answers of the questions, making it more visual.
One problem with this lesson was its length. A kindergarten students can usually stay focused for about 30 minutes. This lesson took about 45 minutes to teach, model, and guide before any hands-on activity was given. The next time I present this lesson, I will consider doing in two days. On the first day, I will present the PowerPoint about Mardi Gras and complete the “Jester” map. The second day will be the application of creating the mask. The problem with the length of the lesson was that by the time I presented the application of creating the mask, the students just wanted to get their hands-on it and were not paying attention to the vocabulary and instructions discussed.
The other problem I encountered with this lesson was too many different kinds of textures to cut and glue on the mask. The students got tired of snipping the textures into smaller pieces to glue on. After snipping some the textures, they began to cut into strips and place large pieces on. After reflecting a few days about this problem, some ideas I can up with to try the next time are to have a different texture of each color and provide a variety of sizes pre-snipped of the textures so the students can spend more time creating the mosaic than snipping the textured pieces.
Continuing to reflect back on this lesson, one thing that popped into my mind was the cost. In the public school system, monies are not provided when needed. You need to fill out purchase orders, provide 3 different prices for each item, and order from certain catalogs. Also consumable things are usually the last things to be ordered if there are monies left. To help with this situation is to send a letter home asking for donations from parents or you, as the teacher, pay for the materials you wish to use for the project.
I plan to use this activity again in the years to come. I would also like to take this concept and use it throughout the school in different lessons such as creating a Gingerbread Man, Easter Eggs, animals, etc. I also plan on using other art techniques introduced in this class on other projects.
RESOURCES:
http://www.dltk-kids.com/crafts/mardigras/history.htm
http://library.thinkquest.org/TQ0312226/faq.htm
TO DOWNLOAD RUBRIC, PLEASE CLICK HERE
TO DOWNLOAD POWERPOINT, PLEASE CLICK HERE
GALLERY
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