Length: 20 to 30 Minutes

Transcription

1 LESSON by: Courtney Branscomb Lesson: Making a Mola Age or Grade Intended: 6 th Grade Length: 20 to 30 Minutes Academic Standards: National Visual Arts- Standard 4.1 Students know that the visual arts have both a history and specific relationships to various cultures. Academic Standards Examine artifacts, including documents, from other cultures to determine their use and significance. Performance Objectives: The student will create a visual representation of a mola when given proper materials, with 80% accuracy in details included. Advanced Preparation by Teacher: 1. Collect at least 4 colors of felt(including black), making sure that there is enough for all of the students. 2. Collect scissors for the students. 3. Collect fabric glue for the students, and paper clips or pins. 4. Make copies of the outline. Procedure: Introduction/Motivation: Show an example of a mola. What part of the world do you think these were made in? (S. America- Panama by the Kuna ndians)(knowledge) They have survive European expansion and settlement, and still exist today making these molas as a part of their wardrobe. First, we will learn a little about the molas made by the Kunas, then we will create our own. Step-by-Step Plan: 1. Pass out the worksheets. 2. Students need to fill in the worksheet during lecture. (Verbal/Linguistic) 3. When finished, have the students gather the materials that they will use. 4. Show an example of the mola to the class. Explain that they need to create a mola making sure that they include a natural-world native animal, local vegetation, or shape of coral reefs around the San Blas islands where the Kuna live. The students should pretend they are part of the Kuna and base their mola on that lifestyle. 5. Choose 4 colors of felt. Cut a design out of one pieces. (Bodily- Kinesthetic) 6. Leaving a thin border, cut out the second color around the first shape. (Paper clips or pins can be used here to hold the fabric together while cutting.) 7. Do the same for the third shape, making sure to leave a thin border around the second shape. 8. Glue all cut pieces together. 9. Glue these pieces on top of the black piece of fabric.

2 10. From scraps, cut out and glue on details to the design. Closure: How important do you think this practice is to the Kuna women? (Comprehension) Usually, it takes about 100 hours to create an authentic mola, would you be able to spend this long to create your mola? (Application) Each child explains to the class what their design represents. (Interpersonal) Adaptations/Enrichment: For an enrichment activity, the students could sew their mola together instead of using glue. Also, they could instead make a still-life of something in the classroom by cutting out shapes to represent the objects they are focusing on. For an adaptation activity, the pieces of felt could be cut out by the teacher ahead of time. The mola can also be created out of paper to make for simple cutting. Also, a clay slab could be used by having the student scratch out their design in the clay to create a ceramic mola. Self-Reflection: When the lesson is over, it will become apparent that the students understand the lesson because they should become familiar with how much work is put into making a real mola. The students should better understand some culture in South America. Hopefully, they should understand that it is important to understand why other cultures matter.

3 Name Date Kuna Indians from Panama 1. The Kuna Indians live in the San Blas area of, and have lived there for centuries. 2. When they began migrating eastward, they were introduced to,,, and thread. 3. The Kuna women usually wear costumes. 4. The term means cloth. 5. It might take hours to complete a mola. 6. Design inspiration comes from natural-world native animals, local vegetation, and the shapes of. 7. molas are the most traditional.

4 Answer Key 1. Panama 2. Needles, scissors, cloth 3. colorful 4. mola coral reefs 7. geometric

5 Mola Rubric 1. Directions were followed. 2. Worksheet was completed 3. Mola design fit into one of the categories approved by the teacher. 4. Classroom behavior was appropriate.

6 LESSON by: Courtney Branscomb Lesson: Making a Mola Age or Grade Intended: 6 th Grade Length: 20 to 30 Minutes Academic Standards: National Visual Arts- Standard 4.1 Students know that the visual arts have both a history and specific relationships to various cultures. Academic Standards Examine artifacts, including documents, from other cultures to determine their use and significance. Performance Objectives: The student will create a visual representation of a mola when given proper materials, with 80% accuracy in details included. Advanced Preparation by Teacher: 1. Collect at least 4 colors of felt(including black), making sure that there is enough for all of the students. 2. Collect scissors for the students. 3. Collect fabric glue for the students, and paper clips or pins. 4. Make copies of the outline. Procedure: Introduction/Motivation: Show an example of a mola. What part of the world do you think these were made in? (S. America- Panama by the Kuna ndians)(knowledge) They have survive European expansion and settlement, and still exist today making these molas as a part of their wardrobe. First, we will learn a little about the molas made by the Kunas, then we will create our own. Step-by-Step Plan: 1. Pass out the worksheets. 2. Students need to fill in the worksheet during lecture. (Verbal/Linguistic) 3. When finished, have the students gather the materials that they will use. 4. Show an example of the mola to the class. Explain that they need to create a mola making sure that they include a natural-world native animal, local vegetation, or shape of coral reefs around the San Blas islands where the Kuna live. The students should pretend they are part of the Kuna and base their mola on that lifestyle. 5. Choose 4 colors of felt. Cut a design out of one pieces. (Bodily- Kinesthetic) 6. Leaving a thin border, cut out the second color around the first shape. (Paper clips or pins can be used here to hold the fabric together while cutting.) 7. Do the same for the third shape, making sure to leave a thin border around the second shape. 8. Glue all cut pieces together. 9. Glue these pieces on top of the black piece of fabric.

7 10. From scraps, cut out and glue on details to the design. Closure: How important do you think this practice is to the Kuna women? (Comprehension) Usually, it takes about 100 hours to create an authentic mola, would you be able to spend this long to create your mola? (Application) Each child explains to the class what their design represents. (Interpersonal) Adaptations/Enrichment: For an enrichment activity, the students could sew their mola together instead of using glue. Also, they could instead make a still-life of something in the classroom by cutting out shapes to represent the objects they are focusing on. For an adaptation activity, the pieces of felt could be cut out by the teacher ahead of time. The mola can also be created out of paper to make for simple cutting. Also, a clay slab could be used by having the student scratch out their design in the clay to create a ceramic mola. Self-Reflection: When the lesson is over, it will become apparent that the students understand the lesson because they should become familiar with how much work is put into making a real mola. The students should better understand some culture in South America. Hopefully, they should understand that it is important to understand why other cultures matter.

8 Name Date Kuna Indians from Panama 1. The Kuna Indians live in the San Blas area of, and have lived there for centuries. 2. When they began migrating eastward, they were introduced to,,, and thread. 3. The Kuna women usually wear costumes. 4. The term means cloth. 5. It might take hours to complete a mola. 6. Design inspiration comes from natural-world native animals, local vegetation, and the shapes of. 7. molas are the most traditional.

9 Answer Key 1. Panama 2. Needles, scissors, cloth 3. colorful 4. mola coral reefs 7. geometric

10 Mola Rubric 1. Directions were followed. 2. Worksheet was completed 3. Mola design fit into one of the categories approved by the teacher. 4. Classroom behavior was appropriate.