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Submitted by Judy
Decker Time: 5 class periods (once a week)
Unit: Native American Art - Sculpture - Paper Mache
Lesson: Paper Mache Birds - Pueblo
Pottery Inspired -
Grade level: 3rd Grade (upper elementary thru middles school)
Alternate Lesson: Birds in African Art
See some examples of Birds
in African Art
This bird is now very long legged and has had several coats of
polyurethane added to become yard art.
Summary: Third Graders all did different Native
American inspired sculptures. This class made birds inspired by the bird
images on Pueblo pottery -- and other Native American birds. I got a
collection of books and made a few nice color photocopies from the books
and some black and white photo copies for each table. I had several books
for craftsman with Pueblo motifs in them and I made copies of those as
well.
The birds started with a balloon (6" to 7" size)- attached cardboard neck (cylinder) to
desired length - round newspaper and foil head - card board beak (open or
closed). Two layers of paper mache on body - then taped on cardboard wings
and tail - paper mached those in place. Leg were skewers (secured with
glue and more paper mache)- which were
mounted into wood blocks (wood blocks and legs were all painted black).
Birds were painted with pearlescent acrylics and decorated with Pueblo
patterns/motifs using glitter paints and pearl puffy paints and metallic
markers. Some students chose to have their bird hanging with fish line so
no legs were attached to those. Feet were just cardboard added when bird
was mounted (hole through the foot and glued in place). These took five class periods to complete (so five weeks) -
the project was a reward for well behaved class. Finished birds were
about fifteen to eighteen inches tall or so. Use your imagination. Their
kids birds were much rounder than example shown above. Tails were all
sorts of fancy designs - some used their hand as a pattern. We had all sorts
of wings - long necks - short necks. All had long skinny legs. You don't
get to see the "shoes" my bird had as those got lost when I gave
up my base for a middle school project years ago. At one time, I knew what
all of the symbols meant on my bird. Students had a handout of symbols that I made for them
(not a computer file). symbolism ofr some motifs can be found on this
page, Americas'
Cultural Diversity.
This is how I managed the project. Each student had a zip
bag with their name on it to hold their cardboard pieces, heads and necks. Each table had a
box big enough for all projects. During the day - I stacked the boxes one
on top of each other. Before I left for the day (I was only in elementary
in the morning) - I laid out all of the boxes on the tables so the
projects could dry better. I worked it out so all of the kids were ready to paint at the
same time. Students who finished the week before with paper mache had a
meaningful project to work on (they did some dancing Kachina drawings -
inspired by the work of a contemporary Native American artist). We had one
day in class for painting all of the base coats (anyone not getting done finished
before school) - then the next class period was doing the fancy work with
metallic markers and puffy paints. Students only had a choice of a few
colors - plus black for base coats to simplify the set up. Paint markers
were used first -
then the puffy. Puffy paints could just be dots- dashes - or lines (no
filling in). Puffy paints and paint markers were my favorite tools and all
of my students loved them too. Lesson plan to come on this in the future.
Objectives: Students will
- Learn about Pueblo culture and pottery. Compare and contrast
various forms of artistic expression associated with specific
groups of people, geographic regions, or time periods.
- Discover how artist get ideas - view art inspired by Pueblo
culture. Use a variety of sources to gain an understanding of an
artist and/or and arts form. Discuss/ compare artworks.
- Combine the elements of two or more arts forms
to communicate ideas or information.
- Control a variety of materials, tools
techniques and processes while creating works of art.
- Develop skills and craftsmanship in paper mache
and painting.
- Use symbolism in design motifs.
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Materials:
Handouts of Southwest designs, Newpsprint
Papier-Mâché Paste,
medium latex balloon (I used 9" balloons - just didn't
blow up all the way)
Newspapers, end rolls of brown paper toweling.
Pie plates
Optional : Paper pulp or Celluclay
For adding beaks, wings, etc.
cardboard scraps
masking tape
newspaper, aluminum foil
paper towel/ cardboard tubes
glue, tape
pearlescent acrylic paint, puffy paint, metallic markers, glitter
paint, glitter glue, feathers, beads, sequins, beads, buttons
electric drill (adult only) - bit size of skewers
bamboo skewers (fish line for hanging birds)
square small wooden block
tacky glue (or hot glue) |
| Resources:
Southwest
Pottery Internet Lesson (this is for older students)
Native
American Art Links
Dover Publications - copyright free design motifs
Numerous books on Native American Art (check your local library)
More resources to come.
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| Preparation:
Blow up balloons before student arrive. Mix paste in advance. I
used kid safe wheat paste but you may want to try this recipe:
Combine 1/2 cup all-purpose flour with 2 cups cold water in a bowl.
Add to a pan of 2 cups boiling water, and boil again. Remove from
the heat. Stir in 3 tablespoons of sugar. Cool (thickens as it
cools). Warning: Balloons deflate quickly. Once they are blown up -
try to get paper mache all covered in one class period. Get students
in after school/before school to finish if not done. I only lost one
from the entire class. That student found a nice newspaper ball
ready to go the next class period (made by the
"Elder").
Motivation:
- Present images of Pueblo pottery - talk about meanings of
symbols. Talks about the culture.
- Talk about abstraction - demo how they will abstract birds - make
stylized - getting ideas from the Pueblo pottery and other
Native American art (primarily Southwest).
- Demonstrate processes - how to make a head wings - etc.
(Demonstrate each step).
Procedures
Day 1- Learn about culture - Begin designs
- Design bird on 12 x 18 newsprint - draw actual size - Use
folder of ideas for reference (Objective Artist as researcher) I
had a few sample balloon for student to get size of body.
- Make head from newspaper and foil - Make wings and tail from
cardboard. Check with sample balloon to see if size will work -
compare to sketch. Store bird parts in zip lock bag - put name
on bag.
Day 2 - Paper mache balloons
- Apply two layers of newspaper to balloon. Dip the newspaper in
the paste, and then squeeze off extra with fingers. Press them
on the balloon, overlapping pieces. (I had student helpers
prepare tray of newspaper strips for each table to save time.
Torn pieces work better than cut).
- Begin brown paper toweling layer. Keep brown layer very
smooth. WE used about 2" square pieces - smaller pieces
for the details.
Day 3 - add sculptural elements
- Tape head, wings, tail onto birds
- Paper mache all into place - we used brown toweling for all of
the details.
- Optional: build up features with paper pulp or Celluclay. I
showed student how to make features with paper mache.
- Insert skewers for legs and glue/tape in place -- add paper
mache around top of legs (Note: I painted the skewer black ahead
of time). Make feet from card board scraps. Put hole in feet for
skewers.
Day 4 - paint base coats
- Student paint main color base coats. May use more than one
color. I limited base coats to four or five colors. We used cool
colors mixed with pearl paint. Paint wood bases if time remains
( I spray painted based for ones who did not get theirs
painted). Drill holes in wood bases prior to class - student
will need bases to help their paint dry.
Day 5 - Paint and embellish
- Finish any base coats
- Use native America Motifs to decorate. Paint markers first -
then puffy paints. I had sets of metallic paint markers and
assorted puffy paints (mainly metallic and peal colors). Add any
otehr embellishments you desire. Bead and sequins might be nice.
- Paint feet and insert into wood bases using hot glue or tacky
glue
- Tie fish line on those that will hang (we put small holes in
the wings)
Alternate lesson: Wacky animals and creatures.... Use
animals of Dr. Seuss for inspiration. See The Secret Art of Dr Seuss. He made some very fun sculptures. Students make any kind of
animal - have any number of legs. Make them wacky - wild FUN - add
sculptural detail with Celluclay or paper pulp. Embellish to your
heart's content: Paints, Squeeze puffy paints, glitter glue,
glitter, feathers, beads, sequins, buttons, pom-poms, craft
eyes....yarns....fabrics.... any other materials you have on hand. I
did this unit with 7th graders and it was such a HOOT. Great project
for end of the year. Motivation was high.
An adaptation of this lesson can be found in Primary
Art
(Gryphon House, Inc) Alternate Lesson: Birds
of the Senufo - Birds
in African Art http://www.hamillgallery.com/SITE/Birds.html
(site was off line last I checked) http://www.hamillgallery.com/EXHIBITIONS/BirdsinAfricanArt.html An
alternate lesson would be birds and their relationship to West
African cultures. Birds are important to the Yoruba and Senufo (and
other cultures). Yoruba beaded crowns were worn by the king, or Oba,
in public ceremonies, they are embellished with symbolic designs.
Beads were signs of wealth and status. The bird on top is a symbol
of power. See
this lesson for Yoruba Crowns.
image copyright © 2005 Africa
Direct |
Yoruba
Bird
Pictured is an example from Africa
Direct similar to the beaded birds on the top of crowns
worn by Yoruba kings and medicine bottles. This one
stands on its own and may inspire your students. Among
the Yoruba, beadwork is the province of the Ife diviner,
something akin to a priest.
For excellent examples of Yoruba
beadwork, see Fagg's "YORUBA BEADWORK" and BEADS
BODY AND SOUL-ART AND LIGHT IN THE YORUBA UNIVERSE," by
Drewal and Mason.
See Africa
Direct for fine examples of Yoruba Beadwork. Bird
image is from Africa Direct |
Yoruba Crown - Birds:
A commanding bird at the top protects the powerful medicines
inserted in the crown's summit. Other birds may be added on the
crown's body. Birds are symbols of the mystical powers of women
whose support is needed for the oba to rule effectively. The most
senior official of the royal lineage is the one who places the crown
on the head of the king during his installation ceremony. See Africa
Direct for examples
of Yoruba Birds Senufo
Hornbill Birds http://www.hamillgallery.com/SENUFO/SenufoBirds1/SenufoBirds1.html
SENUFO, HORNBILL FIGURES 1, Ivory Coast
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(From Hamill Gallery) Hornbill figures, called Setien
or Porpianong, were used by the Lo and Poro societies. A
symbol of fertility and the original ancestor cult, the
hornbill was the mythological founder of the Senufo people.
The figures were originally worn on the head during long
dances and processions. The Setien, hermaphrodictic,
represent procreation, with their long hooked beaks touching
their protruding stomachs that they have fertilized, therefore
being the carrier of life and a symbol of continuity to future
generations.
Hornbills are noble birds; they mate for life, they share
equally in the raising of their young who they protect by
spreading their wings. They are depicted in their erect,
protective stance.
Images shown at left are from Hamill
Gallery and will be removed at their request. |
See The
Sejen bird figures of the Senufo People, Côte d'Ivoire by
David Zemanek
http://www.tribalartforum.org/sejen_bird/sejen.html
Among the Senufo,
cast-metal or wooden staffs depicting birds with extended wings were
presented to the winners of agricultural competitions. Possession of
such staffs identified young men as champion cultivators. In newer
staff, the birds are sometimes replaced with airplanes.
Instead of mounting your paper mache bird (or ceramic bird)
with two long skinny legs - mount with one dowel into a wood base
and you have a symbol of hard work for your classroom. Begin with a
shape of rolled up newspaper for body if a round body is not wanted.
I am going to
make another bird for my garden - this one inspired by Senufo Art -
and embellished with Yoruba colors.
For many images of birds in African art - try the search
on National Museum of African Art Site.
See Birds
in African Art - Images provided by Tribal-Art-Auction
House Zemanek-Münster
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Submitted by Judy Decker
Unit: Native America Art - Sculpture
Family Totem Poles - Plaster addition on Pringles Can -
Grade level: Fifth
grade
 
This has now been coated with several layers of polyurethane and has
become yard art.
First, let me
start out by saying I did these projects before I knew it was
"wrong" to teach Native American art without using their
traditional materials. Once I learned in 1998 that my methods were
"wrong", I only taught Native American art through ceramics. And
I taught about cultures I really admired - Pueblo cultures mainly. This
example is in non-traditional colors for a reason...these are MY favorite
colors (photo colors are a bit washed out). These students had to select
colors for their meaning to them. I couldn't expect them to remember all
of the meanings of the colors to the Northwest Coast cultures. (Besides -
I painted my bird - my totem pole - and my fifth grade lizard sculpture -
also South West inspired - all the same night. I always worked through the
lesson myself before doing it with kids - then worked on demos with
them along the way. Seeing a finished example did motivate my students.
This totem when through some revisions after I started the project with
the class and they had some difficulty. I ripped off my 3-D bear head and
added the flat bear face with relief elements as a solution to a problem. Originally
these were going to have lift off lids - but I didn't want to hassle with
washing out all of the cans. I had handouts of animals and their meaning
from various cultures - from print materials finding them on the web right
now is a challenge.
Our totem poles would fit this category:
"The top figure on a pole is usually the
clan crest. The most common crests are the eagle, raven, thunderbird,
bear, beaver, orca and frog. Eagles and thunderbirds have curved beaks,
while the raven has a straight beak. Thunderbirds have outspread wings.
Bears and beavers have ears on the top of their heads, and beavers also
have large teeth. The orca ('killer whale') has a dorsal fin.
The figures under the crest represent figures in
a story. The story may be a myth or legend, or it may be a story from the
life of a person in the tribe."
My top figure is either a thunderbird or an eagle
- take your pick - they both work fine as they symbol for my husband. The
middle figure is my son - which is probably a bear- or a cougar (How dare
I forget who my son is!) -the bottom is me - the fish. Of course I had
stories to tell on why these are my symbols for my family. They all had to
tell me their stories of they symbols as we worked. The stories were so
important. Originally, I am the fish because I am a Pisces....but they got
other stories as well.
The eagle head is foil and newspaper.... the
bear/cougar head is cardboard and plaster added - the fish is cardboard
with foam core scrap between for thickness - wings/ fins cardboard. This
was one of those forever projects. I worked out a deal with their
classroom teacher to give them extra art days to finish. They were awarded
an extra art day if they all got their work done for her (I came back at
the end of my middle school day for the extra lesson). All students knew
where the materials were and came in before school started if they wanted
to. Some projects got really fancy. One student had hands on either side -
as the "Hands of God" -- his words not mine. With the help of
the classroom teacher - we got all of them ready to paint on the same day
(students could also come during recess of Fridays - I even let
responsible ones come in during my second grade classes the other days of
the week).
All colors were available. They were allowed to move to other tables if
the colors they wanted was not at their table. Hair dryers were set up for
drying if they got done early with base coats and were ready for puffy
paints and markers. Students had to use Northwest Native American Motifs
in their designs. We had quite a variety of animals represented from all
areas of the globe.
I do have to say that my elementary classroom teachers
loved me (smile). They never lost out on a art day if there was a snow
day. We always worked them in. And they helped me, too, on those
"projects for hell" and gave me extra art day to finish if
we needed it (we called them reward days for doing what they needed to do
for the classroom teacher). I will write this up as a lesson plan sometime
in the future.
Bearded
Wolf - Animal Symbolism - various cultures Some
general information on Totem poles Totem
Poles of the Northwest Coast Native Americans - lesson plan Art
Styles of the Pacific Northwest Looking
at Indian Art of the Northwest Coast (book) Northwest
Coast and Analysis of Form (book) An
article on Northwest Coast Masks Read
how another teacher use Northwest Coast Art [ELEMENTARY
LESSONS] [MIDDLE SCHOOL
LESSONS] [IAD HOME] |
