We will turn our class into an interactive exhibit of Latin America, as well as a vehicle for our multi media displays. Families will not only support our research but have the opportunity to celebrate and experience it with us. Our ‘Mirrors’ exhibit will be open for tours by fellow Edgewood students and families. All participants will have the opportunity to:
Share Our Library Of Literature And Poetry
Recreate Latin American Art
Amante Paper Cutting (Mexico)
Weaving (Central American)
Experience Our Newly Published Works
Students will be able to view four works ,written and produced by the students, on video tape. Each segment will reflect the rich Latin American influence we shared together. They will include :
Original Dance and Movement using guiros, conga, bongo and maracas
View Art Exhibits
Artists will act as inspiration and immersion, mirroring images more traditionally seen through Latin American Eyes.
Create Music, Movement And Dance With Traditional Instruments
Maracas (Caribbean Islands)
Conga (Dominican Republic)
Participate In Spanish/American Sign Singing
Excite Their Palettes With Regional Foods And Guess The Origins Using a Topographical Map And Globe.
Lesson Plan: Duality Masks
Duality Masks relies heavily on the following intellegences:
(figure available in print form)
This lesson comes during week 2
Students will be able to use facial measurements to determine their mask size.
Tinfoil, masking tape, paper mache, torn brown paper, paint
Students measure their faces to produce the appropriate sized armature for the mask (figure 1). Paper mache over tinfoil armatures establishes a strong surface for painting. Brown paper bags torn into strips is an extremely durable covering. Once dried draw a black line down the center of the mask (figure 2). At this point the students will paint scenes that symbolize two parts of their lives that are very different. If acrylics are not available mix a small amount of glue into the tempera paint to produce a faux acrylic. The effect is inexpensive and durable.
Measure from the top of your forehead to just under the chin
Measure from ear to ear
Log onto graph paper and connect them with arcs
Mold tinfoil into the shape measured and build it up to the depth of one’s face
Apply brown paper strips, paper mache mix and allow to dry
Cut eye holes, draw center line using permanent marker and paint
The teacher uses direct observation. Students and teacher share their finish masks and discuss construction problems.
Lesson Plan: Sound Travels
Sound Travels relies heavily on the following intelligences:
This lesson comes during week 4
Students will understand that sound moves.
Students will understand that sound can be identified by its pitch, loudness (or intensity), and quality.
Bunt pan, mallet, a quart, a gallon , a five gallon plastic container and chart paper
Students will log all sounds they can identify in the classroom. The list will be organized by what is easy to hear and difficult to hear. The teacher will walk around the meeting with a bunt pan held by the center stem.
Once the students attention is focused the pan will be tapped with the mallet. A clear tone is immediately sent through the air. By moving the pan from left to right the sound will be heard at different intensities as it moves at varying degrees of freedom. Each of the plastic containers are hit with the mallet with the opening covered and uncovered. The quality of the sound is changed dramatically. One child will set a beat pattern while the class chants a rhyme. Have the children chant it in high pitched voice and a low pitched voice.
These activities will act as an introduction to possible reasons we organized our classroom sounds as easy or difficult to hear. Each category will now be reorganized by pitch, loudness and quality. Resonators will be collected from home school and nature.
The teacher uses direct observation. Students and teacher share their predictions and charted information. The students will now set up a sound leaning center based on their experience.