SUBJECT: Pre Columbian LEVEL: Kdg. - 8 TYPE: Appreciation, Directed-Creative OBJECTIVES: As a result of the lesson the students will: 1. define Pre Columbian art as the art of the Americas before the arrival of Christopher Columbus 2. view slides and reproductions of Pre Columbian art in order to describe and analyze the works content and characteristics 3. locate the regions of Mexico, Middle and Andean South America on a map or globe discussing the Olmec, Mayan, Aztec and Inca cultures 4. create art reflecting traditional elements PROCEDURE: The teacher will: 1. Relate that the artwork to be studied is from the Americas. Dissect the word PreColumbian leading students to discover its meaning. 2. While showing slides and reproductions, call students to the screen to identify colors, lines, shapes, textures and patterns. Is there anything emphasized in the artwork? Compare the characteristics of a variety of Pre Columbian art forms analyzing similarities and differences (Remember to highlight the type of art or subject matter that will be the focus of that grade level’s activity. 3. Ask children in lower grades to mimic the subjects shown. You may also wish to share a Pre Columbian myth. I use a toucan puppet and share an ancient legend of creation. 4. Follow procedure for creating art reflecting Pre Columbian characteristics. 5. Play cultural music and/or rainforest tape MATERIALS: Museum slides, reproductions, library books Appropriate art supplies for selected project Stencils - Ancient Mexico, GoodYear Books The Flame of Peace- A Tale of the Aztecs by Deborah Nourse, Lattimore, Harper Collins Publishers Chancay and the Secret of Fire by Donald Charles, Putnam Publishing Incas, Aztecs & Mayas and other PreColumbian Peoples - a coloring book, Bellerophon Books EVALUATION: Did students: Select media and use techniques and processes which made them effective in communicating ideas? Employ organizational structures and analyze what makes them effective or not in the communication of their ideas? Analyze, describe and demonstrate how factors of time and place influence visual characteristics that give meaning and value to a work of art Use subjects, themes and symbols that demonstrate knowledge of PreColumbian Art? Reflect on and assess the characteristics and merits of their work and the work of others? CURRICULUM EXTENSION: Math: Calendrical units, base 20 system Language Arts: Myths, poetry, codices (folding screen books from fig bark) Science: rainforest products, astronomy    FORMING PROCESSES GRADE K: Snake:Trace large circle.Cut. The teacher draws a large black spiral on each shape starting at the edge and continuing to center while children find interesting patterns in the cultural works.Using markers and crayons create pattern on the circular road. Demonstrate at board first. Cut only on black crayon line to create snake. Add eyes and tongue from scrap paper. GRADE 1: Stand up Rainforest Animal: List rainforest animals on the board. Draw simply.Student chooses favorite and takes appropriate color paper. Fold the 9x12 sheet of colored paper in half horizontally. Cut half circle shape from bottom flap edge. Teacher cuts half inch slit on each end of fold and folds flaps back. Student uses more paper to complete and design animal, adding head, tail, etc. GRADE 2: Ceremonial Bird Headdress:Trace bird head on 12 x 18 paper, folded lengthwise. Cut. Glue edges of "beak" portion of hat. Decorate with feathers and features using colorful paper.Teacher slits back of hat slightly along fold. Overlap and staple. An additional staple may be needed near the front of the hat for a better fit. GRADE 3: Stuffed Spirit: Stuff each of 2 brown lunch bags with 1 sheet of newspaper. Open ends together, place one bag within the other, gathering open edge and tying securely with string. Decorate with colorful paper reminding children of the large mouths, protruding tongues and elaborate headdresses depicted in slides. GRADE 4: Watercolor with Glyph Stamp: Lightly draw a figure in the Precolumbian style leaving a space at the side for glyphs. Review use of watercolors, then carefully paint figure. Create own glyph on pre-cut Styrofoam squares filling the area with design.’Carve' lines with ball-point pen.Use stamp pad to print glyph on watercolor in blank area. GRADE 5: Step Pyramid: Using gray or brown 12 x 18 construction paper, trace 1 large and 1 small cross. Cut and fold each flap toward center, one at a time. The small cross requires an additional fold at the 1/2 point of each flap. Save scraps- larger piece for steps. The large cross creates the bottom portion of the pyramid. Demonstrate so that students will arrange their designs correctly. Decorate, pencil first, then color heavily with crayon using spirals, step patterns and geometric shapes and patterns. Sponge lightly with watered down black tempera paint over both the crosses. Assemble, gluing box made from the small cross to center of large cross. When set, tape or staple large cross edges. GRADE 6: Gold Calendar Disk: Cut circular gold or bronze disks about the size of a large coffee can lid from roll of 38 gauge foil. Also create a few templates from heavy paper or cardboard. Students should trace template on paper and create Pre Colombian style design with such subject matter as animals, spirits, people in everyday life. They can use present day people and situations and adapt the style of the ancient art. Using a newspaper as a pad on which to work, trace design on back of foil and use ball-point pens, blunt popsicle sticks or skewers to push out areas of design. Mount on heavy paper. GRADE 7: Wall Painting: Prepare "wall sections" from plaster of paris or "Sculptamold" product. Follow mixing directions and pour into styrofoam vegetable trays measuring approximately 5" x 8" x 1". On paper first, students draw figures or glyphs transferring to "wall" by placing drawing over wall and tracing with slight pressure. This will leave an indentation of the picture. Proceed with carving shallow and deeper sections of the design using blunt wooden tools. (You may also wish to pour about 2" of Sculptamold into larger plastic margarine tubs for circular shapes. Students can then create Calendar Disks.) GRADE 8: Jade Carving: Provide each student with 1 bar of "Irish Spring" soap. Students trace 2 soap rectangles onto paper and sketch sculpture design, both front and back within the areas. Transfer design onto soap using method above. Carve slowly, a little at a time until complete. Use scissors, popsicle sticks or wooden carving tools. Many Pre-Columbian faces and glyphs fit nicely into the bar shape.