Lesson Title:
Celebrating the Day of the Dead		   Unit Title:
Dia de Los Muertos;
a day of remembrance
Developed:
Alix E. Peshette
  School/District:
Emerson Junior High School
Davis Joint Unified
School District
Lesson Overview: This unit integrates visual art and science to introduce students to figure drawing and figurative sculpture. The Indo-Hispanic tradition of honoring ancestors through Dia de Los Muertos activities and artwork provides a cultural context for students to sketch, construct, paint and develop figurative sculptures which convey every day activities.
VAPA Framework Objectives for the Lesson

Artistic Perception:

  • Students observe and record the visual and tactile qualities of the folkart associated with Dia de Los Muertos as shown in postcards, books, slides, artifacts, folkart examples, videos and multimedia presentations.
  • Students expand their visual arts vocabulary as they observe and use the elements and principles of design in language and visual imagery through a series of guided drawing and sculpture activities.
  • Students recognize visual structures in both art and the human skeleton and record their impressions through their drawings and sculptures.

Creative Expression:

  • Students manipulate two-dimensional and three-dimensional media techniques to imbue an inanimate object with personal feelings and characteristics.
  • Students identify and use two- and three-dimensional media to create a sculptural figure which communicates an environment, activity or idea.

Historical and Cultural Context:

  • Students will observe examples of traditional altars, folkart and images, using books, postcards, pictures, videos, slides and PowerPoint presentations.
  • Students respond to visual artworks by discussing and drawing their own interpretations, ideas, attitudes, views and interactions with artworks.

Aesthetic Valuing:

  • Students recognize and discuss multiple purposes for creating works of art, which are integral parts of remembrance traditions in various cultures.
  • Students discuss how experiences such as loss and remembrance of a loved one influence the development of specific artworks.
Background Information:
Dia de Los Muertos is a uniquely Indo-Hispanic custom that demonstrates a strong sense of love and respect for one's ancestors, celebrates the continuance of life, family relationships and community solidarity - all positive concepts. It is believed that the deceased are given permission to visit with their family and relatives here on earth on one special day. The families prepare special treats, foods, folk toys and decorations in anticipation of these joyous visits and to celebrate the life of deceased family members.
Vocabulary:
altar: an elevated place or structure for offerings (altares: Spanish, plural)

ancestors: persons from whom one is descended

architecture: the art and science of erecting a building

caricature: a pictorial exaggeration to produce a comic or grotesque effect

contour line: the outside edge of an object

Día de Los Muertos: (Spanish) Day of the Dead, November 1 and 2

Inside line: all the lines within the contour that we see looking at an object

installation: art composed of several items, using props and mixed media, site specific, thematic

memento: reminder of the past; a keepsake

memorial: a monument designed as a remembrance of a person or event

memory box: a collection of mementos and decorations arranged in a box

mixed media: several art materials used

mundo: (Spanish) world

offering: a contribution or gift

ofrenda: (Spanish) offering; most Mexican altars are called ofrendas

pan de muertos: (Spanish) Sweet bread prepared for Day of the Dead

profile: a side view, especially of a human head

remembrance: something serving to honor the memory of a person or event

sculpture: art made in 3D or relief

skeleton: the bony supporting structure or framework of the body

skull: the bony part of the head

symbol: something that represents something else by association

traditional: done the same way from generation to generation
Materials
monofillament fish line Shoe boxes or cardboard squares 6"X6" Wire - electric fence wire on spools starch or white glue
Black and white tempera paint Basic tempera paint colors Black and white spray paint (optional) Black fine line markers
bamboo skewers, toothpicks white glue or tacky glue (hot glue fabric scraps & lace. Scrap paper for sketching
craft sticks, corks pipe cleaners

paper towels

 beads & glitter

Equipment
Realistic skeleton - borrow from science department Large and small paint brushes Hot glue guns (optional) Grocery bags storing student art
Scissors Wire snips Zip lock plastic bags - storing materials Plastic drop cloth for drying surface


Instructional Strategies
Guided drawing activities Multimedia presentations
Teacher demonstrations Planning sheets and activity sheets
Resource sheet reference materials Individual student work time

Activity Sequence
Into
  • Parent permission form is sent home and returned signed.

Guided drawing activities: 20-30 minutes each

  • Contour and inside line drawing crumpled paper, torn paper cups
  • Gesture drawing: student volunteers pose as models
  • Bicycle drawing: looking carefully for detail and drawing what you see
  • Mr. Bones the skeleton: student volunteers pose with Mr. Bones
  • Dancing Skeletons: drawing front and side view skeletons

Looking at cultural resources:

  • Multimedia PowerPoint presentations
  • Videos
  • Resource sheets, post cards, books

Planning Sheets:

Skill Activity Sheets:


Through
Longer Process Shorter Process
Building the Armature: Building the Armature:
Building the Armature:
1class session (50 minutes)
Teacher demonstrates and leads the class in step-by-step construction of the figure armature.

 1 class session (50 minutes)
Teacher demonstrates and leads the class in step-by-step construction of the figure armature.
Paper Maching the Figure:
2 class sessions
Teacher demonstrates how to tear paper strips, dip into vano starch and apply to the armature. Students should apply at least three layers of paper to the figure.

 Taping the Figure:
1 class period
Teacher demonstrates how to wrap the figure with masking tape.

Painting the Figure:
2 - 3 class sessions
Students apply black or white tempera paint to cover the paper mache layers.


 Painting the Figure:
1 class session
The teacher applies white or black spray paint (outside, on two sheets of butcher paper) to student work.

Adding Skeletal Details:
1- 2 class sessions
Students use fine brushes to add black or white tempera paint details to skeletons.

 Adding Skeletal Details:
1 class session
Students use fine line black markers or white out pens to add details to skeletons.

Beyond
Creating the Environment:
2 - 4 class sessions
Students paint and create environments for their skeletons in shoes boxes.		 Creating the Environment:
1-3 class sessions
Students paint and create environments for their skeletons on 6"x6" cardboard squares.

Critique
Students use the assessment rubric to write a short critique of their personal artwork. Students attend the Altares del Mundo exhibition to write a critique on the installations.


Assessment
See assessment sheet


Integration/Correlation/Extensions
Remote-Connections

  • The teacher leads the class in a discussion on how skeletons are a natural part of our human body. Without a skeletal structure, we would be unable to stand upright on two feet. Students brainstorm and draw what life would be like without our skeletal structure.

  • The teacher and students discuss why some cultures and segments of American culture consider skeletons to be scary, satanic or evil.

  • Students observe the human skeleton and relate personal experiences of broken bones.

  • The teacher leads a discussion on how Dia de Los Muertos is not a version of Halloween. Students compare and contrast the two folk observances and discuss their findings.

  • Students look at myths and observances from other cultures to find that remembrance rituals are common to all cultures in one form or another.

Modifications for Special Students

  • Special needs students can have the armature constructed for them so that they can add the clothing.


  • Students can do any of the other activities included in this unit as an alternative, depending on their special needs requirements.

  • Students whose parents have requested an alternative curriculum can create realistic sculptural figures doing everyday activities.

Safety Issues
  • The use of spray paint should only happen outside in well-ventilated areas. The teacher should be the only person handling and spraying the artwork.

  • Students with allergic reactions to vano starch can use a 50% white glue, 50% water solution for paper mache or wear cheap surgical gloves.

  • Some art materials suggested in this unit are only appropriate at the secondary level. Make adjustments where necessary.