| Home |  |
| Directories | |
| Links | |
| Search | |
| Login | |
|
|
|
||
|
 Comparing Cultural Holidays
Adapted by Jeannene Smith, Maria Saludares, Ricardo Sandoval Click here to download the flipchart that goes with this lesson. Arts Discipline: Visual Arts Grade level: 3rd Grade Standard: 3.5 - Write about a work of art that reflects a student’s own cultural background. Approximate Time: Four 45-minute periods Note: In the lesson plan, some of the words that are underlined serve as web links that provide the teacher with resources that they can use for this particular lesson. Objective(s): The students will:
General Terms Ancestor - one from whom a person is descended Celebrate - to perform publicly and with appropriate rites; to honor or observe with solemn rites or ceremonies by refraining from business-related activities; keep as a holiday; to perform a religious ceremony Custom - a long-established practice common to a people or culture Holiday - a religious feast day; any day of exemption of labor, often a period of rest and recreation, thus a vacation; a day fixed by law for the suspension of business Tradition - a belief, attitude, or teachings that are handed down from the past Day of the Dead Terms Alfenique - a special candy made into shapes of skulls and fruits and flowers Angelitos - the souls of the young who have died, literally "little angels" Atole - an drink made from corn meal, water and fruits Calavera - a skull, also a name for "daredevil" Calaveras - songs and poems about the day of the dead Careta - a face mask Cempazuchitl - a yellow marigold, the symbol of death Mole - a thick sauce made from a variety of ingredients including spices, chocolate, sesame seeds, chilis and fruit Ofrenda - an offering, such as food and flowers put on altars Pan de los muertos - bread of the dead Introduction Ask the students what they think of and how they might define the words "holiday," "celebrate," and "tradition." Place the words on the board in a chart form and give space for student responses. Students will likely list specific holidays, things to celebrate, and traditions. Distribute the Vocabulary handout and discuss the definitions with students. Guided Practice One holiday that students will likely mention is Halloween, a holiday that has become a controversial holiday in many communities. Discuss what students in the class do to observe Halloween. Do they dress up and trick-or-treat in their neighborhoods? Do they go to parties? Quite a few students may not observe the holiday. Discuss the reasons for not celebrating the holiday, including religious objections. Ask students if they know the history of Halloween. Explain that in ancient Celtic times (in the region that is now England, Ireland, Wales, and Scotland), Halloween was regarded as a time when the spirits of those that had died the previous year returned to earth. The living put on masks to seek protection by hiding from the spirits. Halloween, October 31, is also called "All Hallows' Eve." Explain that in the Roman Catholic religion, November 1st is known as All Saints' Day. It is a "holy day of obligation" (a day on which Catholics are required to attend mass). It is a day that honors the saints whose birth or death anniversaries are not known. The following day, All Souls' Day, honors all others who have died. In England, it was once the custom to give money and food to the poor on All Souls' Day. This led to the custom of children begging for treats on Halloween. Tell the students that in Mexico, November 1st and 2nd are known as "El Día de los Muertos" or "Los Días de los Muertos" (Day of the Dead). During this annual event, which is a blend of Spanish Catholic traditions and native beliefs in Mexico, people create altars to honor departed relatives. Families gather items such as marigolds, the relative's favorite food, and pictures of the person. They take these items to the graveyard and have a picnic or party on the grave. This tradition is thought to make death less frightening, because it shows that you will be remembered after you have died. It also helps to console the living people who miss the deceased individual. Research Activity Divide the class into four different groups to research about Halloween and El Día de los Muertos. The students are to compare the two holidays looking for examples of music and visual art. The students should conduct research using print and Web resources. For resources, see the Teacher References section. Have the groups share their research with class. As a follow-up to this activity, note that many cultures have traditions for honoring the dead. In Afghanistan, one prepares and eats the favorite food of the deceased relative for a month after he/she died on Thursdays. Vietnamese and Koreans create shrines to honor ancestors like the altars in Mexico. Japanese Buddhists clean homes and prepare special foods for a three-day celebration of the dead in July. Independent Practice Honoring and celebrating the life of a departed loved one is a way to keep that person living on in the hearts of those left behind. Explain to each student group that they will be creating an altar, similar to those used on El Día de los Muertos, to honor a relative or special person who has died. (Note: If the students do not personally know of a person who has died, tell them to talk to their parents or guardian about someone meaningful in their life who passed away.) Follow these steps to create an altar:
Encourage each group to individualize their altar with a variety of art supplies, including paint, colored paper, and crayons or markers. (Note: The process of creating the altar may be sensitive or emotional for some students. Encourage students to use only positive, constructive feedback. Circulate the room offering guidance and support) Conclusion When students have completed their altars, have each group present their altar to the class with an explanation of the meaning of each item in the altar. You may also wish to have students accompany their verbal presentation with a written synopsis about what they learned from the process of making an altar to honor the dead. Assessment Use the Assessment Rubric to evaluate students understanding and learning. Interdisciplinary Connections HSS 3.3.3 - Trace why their community was established, how individuals and families contributed to its founding and development, and how the community has changed over time, drawing on maps, photographs, oral histories, letters, newspapers, and other primary sources. Social Studies Activity: Have the students make a collage using articles, pictures, or words about the history of their own community. Have them write how their collage helps to explain the presence of their own culture in their community. Curriculum Resource: Harcourt Reflections: Unit 3, Community History Internet Source: Kennedy Center - ArtsEdge Website Extension Lessons: Mexican Bird Rattle Day of the Dead Amate Style Painting Note: Click here to download the flipchart (3VisArtsExt.flp) to use with the extension lessons above. Locate the appropriate flipchart page(s) for each extension lesson. |
|
|
|
|
|
NSD > Educational Services > Classroom Resources > Lesson Plans > Vapa > 3Vis3 5SocUnit3 > Comparing Cultural Holidays |
May 17, 2012 |
© Copyright 2004 National School District. All rights reserved.
Site by Leslie's Web Design & Development (email:
4webdesigns at pobox dot com)