CONCEPT: Many cultures use animals as symbols. The Kuna women create molas for functional purpose (clothing- Mola means blouse in Kuna language) and for financial reasons (to sell on the world market). This is their "material wealth". Students will use radiating line to simulate a Kuna mola - making a construction paper appliqué.

Many thanks to Linda Lehman, art teacher at Bath Elementary. I was first introduced to Molas while substituting for Linda back in the 1980's. We taught this lesson to her 4th graders (it was the second go-around for her with the lesson). She got the idea from an article in Arts and Activities or School Arts. Linda made them 9" x 12" - that was also a good size for my third graders. 

Note: This unit - with all of the discussion and Internet lessons - took me about two weeks meeting every day. Student who finished early, made colorful decorative mats - using mola techniques. They picked a posted board color that enhanced their paper mola design. To me, learning about the people was every bit as important as making the art. Try to purchase some molas yourself to share with your students. Crizmac Art and Cultural Educational Materials  has many in their catalog along with several books. They are also easy to find online.

Online Resources: Molas  http://www.princetonol.com/groups/iad/lessons/middle/molas.htm
Animal Symbolism http://www.princetonol.com/groups/iad/lessons/middle/animals.htm

OBJECTIVES: The students will

• create a Mola using construction paper
• explore Kuna (Cuna) Indian body decoration
• explore Kuan (Cuna) Indian Molas and Kuna culture (vie Internet)
• symbolize animals
• analyze Molas and simulate with regards to color and shapes relationships
• analyze Molas for abstraction - design principles and use of art elements
• demonstrate craftsmanship in cutting and gluing.

VOCABULARY: Mola, pattern, space, symbolism, repetition, Kuna Indians, Panama, silhouette, motif, appliqué, contrast, overlapping, color families

MATERIALS: construction paper, scissors, glue, visuals (images from Internet and National Geographic), pencils, paint markers, molas examples

PROCEDURES:

1. View different molas from Panama in Central America -- Discover the Kuna culture via the Internet (Decker Web page http://www.princetonol.com/groups/iad/lessons/middle/molas.htm)

2. Discuss discovery of Indians, Panama Canal, reasons for it's creation, how that has affected these Indians.

3. Discuss their body decorations which led to creation of these brilliant fabrics. Discuss the varying ideal of "what is beautiful?"

4. Discuss different repeated shapes and patterns created -- discuss actual examples of Molas (Decker collection. Molas may now be purchased from Crizmac Catalog) -- Discuss "Value" of molas (Art is valuable. Tell how much each was worth)

5. Analyze color families and contrasts

6. Discuss symbolism of animals- silhouette, abstraction (Study animal symbolism via Decker Web page: http://www.princetonol.com/groups/iad/lessons/middle/animals.htm)

7. Demonstrate making animal pattern and repetition of pattern -- Demonstrate procedure to create a paper mola (layering animal on paper and cutting out larger)

8. Create animal pattern -- draw on white paper --  use as pattern to cut out construction paper. Glue animal to another sheet of construction paper (turn over so pencil lines do not show) and cut out larger all the way around (about 1/4 inch larger). May glue to another paper and cut another layer larger all the way around. My students created symmetrical designs - either point of symmetry or line of symmetry. Two animal shapes were cut at a time.

9.  Create repeated patterns on animal with small pieces of construction paper. Use three to four colors.

10. Create additional images to accompany animal for negative space.

11. Glue to background color. All larger shapes should be layered.

12. Create a pattern filling the open/negative spaces repeating colors from the abstracted animal. These shapes can be dashes - ovals - dots - triangles. Accent with paint marker details reminiscent of stitching.

13. Share completed Mola with class discussing reasons for choosing the animal and colors.

EVALUATION:

1. Large animal on mola -- animal abstraction - use of design principles.

2. 3 to 4 colors to animal

3. Craftsmanship in cutting and gluing

4. Followed directions -- Classroom participation in discussions and studio.

5. Identify symbols of animals -- Written expression of animal symbolism.

6. Use of color families -- identify color plan. Any special meaning to colors to you?

7. Filled page with pattern -- use of shapes and color to fill negative space -- Unity

8. Mola handout from Internet lesson -- Identify characteristics of a mola.

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[IAD MIDDLE SCHOOL LESSONS]  [INCREDIBLE ART DEPARTMENT HOME]

[ELEMENTARY LESSON PLANS]

1. Present culture of Kuna Indians
2. Demonstrate cutting and layering process
3. Review color planning
4. Students cut large animal shape from 9 x 12 construction paper - glue to another sheet and cut out larger all around if desired.
5. Add layered details to cut out animal (bird, insect, etc)
6. Glue to larger black paper (or choice of contrasting color)
7. Add shapes from the environment in negative space (trees, flowers, grass, etc).
8. Fill negative space with dashes of color reminiscent of the fabric molas.

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