Pre-Visit Activity: Art Talk

Please view the two reproductions with your class and lead a discussion using the following questions as guidelines.  There are no “right” answers.  The questions are meant to guide the group discussion.
Students will revisit and discuss the original works at BAM.  The vocabulary in this packet will aid discussion.

Research and experience have shown that students feel more comfortable when they can connect with something familiar once they arrive at the Museum.  The students are excited to find “their” works of art while they are at BAM.  They enjoy sharing their insights from the classroom discussion with the docent and making valuable comparisons between the textbook-like reproductions and the original works of art.

Las Artes de Mexico

Las Artes de Mexico examines over three millennia of tradition and change across the broad spectrum of Mexican life. From the ancient to the modern, the arts of Mexico retain a unique perspective on the world. They resonate with both complexity and simplicity, with the old and the new. Las Artes de Mexico is a celebration of the past and the present and of the human experience. Technologies, language, art, music, plants, animals, religion, and people from many cultural and historic roots combined to become present day Mexico. The stories of the people of Mexico, as seen through their art, are an important part of the history of our hemisphere.

Yarn Painting – Huichol (Detail) Late 20th century, wool yarn and beeswax Many stories from Huichol folklore are portrayed in yarn paintings. Yarn paintings are created when softened wax is spread evenly over a wood board. The artist then presses strands of colored yarn into the wax. Over 60 different colors of yarn could be used in any one yarn painting. Do you see any recognizable objects in the painting? How many different shapes do you see in this artwork? What shapes are repeated the most? Through symbols, this painting tells a story that may be known only to the artist who created the painting, or could be a commonly known folk tale. If you were to tell a story with pictures, what story would you tell? What kind of pictures and symbols would you use? What colors or shapes would you choose to best tell the story?

Vocabulary

Indigenous Peoples: Those who originated in and inhabited a specific area, region, or environment in the world. They are considered the first peoples or natives of the land.

Medium:A specific kind of artistic technique or means of expression as determined by the materials used or the creative methods involved: the medium of lithography. The materials used in a specific artistic technique: oils as a medium.

Media:The plural of medium

Respond:To say something in return, visually, verbally or in writing.

Mesoamerica: This area roughly encompasses the modern countries of Mexico and Central America. The ancient civilizations of Mesoamerica were loosely linked through trade, culture and religion.

Symbol: Something that stands for or suggests something else. A visible sign of something invisible (The lion is a symbol of courage, for example.)

Textile: A woven or knit cloth. A fiber, filament, or yarn used in making cloth.

Curricular Connections
Discovering Environments Across the Curriculum

• Music has played an important part in Mexican culture. Play a variety of Mexican songs such as La Cucaracha or La Rielera and find images of Mexican instruments. Have students research traditional instruments, including how they were constructed and decorated to depict historic events, traditional stories, and festivals. Students can create their own instruments with decorations and write short essays about specific traditions and music.
• Discuss the formation of pre-conquest indigenous empires in Mexico. Have students draw comparisons between these forms of governments and our modern day American democracy. Have students compare these forms of government to our modern-day democracy. Students can make short presentations about life under the various government structures by playing specific roles. (Examples: Mayan emperor, Common citizen, slave, Spanish monk, or Spanish explorer depending on the government portrayed)
• Have students break into several groups with each group assigned a section of time in Mexican history. Have each group create a timeline of important events and a map that includes geographical points, major cities, points of significance, and cultural landmarks specific to their time period.
• Learn about the foods important to Mexico including corn, beans, squash, chili peppers, herbs and fruits. Find out about special containers and utensils that were made specifically for making foods with these products.
• Chocolate is another important Mexican food. Chocolate was used before the Spanish came to Mexico as a form of wealth and as a ritual drink of the upper classes. The Spanish introduced chocolate to Europe, where it was first mixed with sugar. In Mexico, chocolate is still made into a drink and used in many different pastries as well as mole sauce and for ceremonial purposes. Have students identify the species of coca tree (Thebroma Cocao) growing in Mexico that produces chocolate flavoring found in cocoa and in candy. Research where the largest producers of cocoa are located today.
• Learn more about symbols in Mexican culture. Have students research why the emblem of an eagle sitting on a cactus appears on the Mexican flag.
• Have students research the history of festivals in Mexico. Have them write about the changes over time and other outside influences that contributed to these changes.

Reading and Writing

• Masks are worn by dancers and are used as part of costumes to portray historical and mythical figures. The festivals related to these costumes and dances often incorporate both indigenous and Hispanic elements. Have students create masks and write stories based on a traditional story they have read or have them create their own stories related to their masks.
• Discuss myths and stories of ancient Mexican cultures then have students write their own mythological stories and create masks and costumes that include symbols from the myth. (Examples: Why the sun rises and sets, why the scorpion stings, etc.)
• Have students pick an historical figure or artist from Mexican culture. Have them write an interview with questions they would ask the person. Have students trade the questions with a classmate and have the classmate write expected responses based on their new knowledge of Mexico. Then discuss.
• Have students select a person from Mexican history and write a brief biography about their life and how it affected Mexican tradition and culture. Ask them to include important events along with terms and art they have learned about.
• Introduce students to glyphs, the ancient form of Aztec writing.

• Weaving is an ancient Mexican craft. Have students review the basic design structures of various weaving patterns. Have students study the shapes, measure angles, and discuss the symmetry used in the designs. Have students create their own weaving patterns on paper either in groups or individually using angles and measurements from traditional Mexican designs.
• Have students study the architecture of ancient Mayan cities. Discuss the pyramids and large structures built by the Mayans and how the remains of cities look today. Students can learn basic principles of geometry, physics, engineering, and architecture by researching the use of pyramids in ancient and modern societies.
• Have students find out more about ancient Mexican cities and ruins. Develop a series of questions to guide their studies, such as ‘Mexico city is built on the remains of what Aztec city?’
• Mexico is geographically diverse with fertile valleys, tropical forests, high mountain peaks, deep canyons and desert landscapes. Have students look at a variety of maps of Mexico including topographical maps to learn more about the geography. Have students discuss the research, map and graph the cultural and technological developments in each area that may have been influenced by the geography.
• Have students research ancient mathematics. Have students learn how the used the sky and stars to measure and do calculations then practice using these ancient formulas.

Science and Physics

• Mayans and Aztecs developed intricate calendars and writing systems based on their scientific observation of the sky and constellations. Have students review the Mayan calendar and the glyphs used for different months and seasons. Have students compare it to our modern day calendar and months. Students can create their own symbols based on our calendar and seasons in relation to constellations or seasonal changes. Visit http://en.wikipedia.org/wiki/Maya_calendar or http://en.wikipedia.org/wiki/Aztec_calendar for information on the Mayan and Aztec calendars.
• Mayans developed cities with pyramids and advanced architecture. Discuss these architectural developments and explore the materials and techniques Mayans used in creating expansive cities, particularly Tenochtitlan, which had numerous bridges and levies, along with various security walls. Have students research the ancient city and Mayan advancements in architecture and science. http://www.mnsu.edu/emuseum/archaeology/sites/meso_america/tenochtitlan.html
• Have students find out about the types of materials used in modern day architecture and why they were used. Discuss natural materials along with synthetic materials and which are better architecturally and environmentally.

Related Web Sites

For Teachers

www.mexconnect.com/mex-_/arts.html - site highlights various artisans, writers, painters, sculptors and more.

http://www.folkart.com/home/mex.htm - information not appropriate for all ages, however contains great resources and links to order DVDs.

http://www.eduplance.com/ss/act/artwrld.html - lesson plan for making museum exhibit in class.

http://www.edureg.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Social_Studies/Multicultural_Education/MUL0006.html - for elementary grades, teaches the multicultural history of America including Mexican influence.

http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Social_Studies/Geography/GGR0017.html - for high school grades, student research Inca culture and learn skills with map overlay.

http://www.juniperlearning.com/skull.html - learn about Mexican culture and art through the Day of the Dead.

http://k12west.mrdonn.org/Mexico.html - numerous lesson plans and resources for K-12 about Mexico.

http://www.teach-nology.com/teachers/lesson_plans/holidays/cincodemayo - teaches art and history of Mexico through the holiday Cinco de Mayo. .

http://lessonplanets.com/search/Social_Studies/History/Mexican_History - database to 185 lesson plans about incorporating Mexico into various subjects grades K-12.

http://www/educationworld.com/a_lesson/lesson/lesson023.shtml - focuses on celebrating Hispanic Heritage Month through lesson plans that incorporate Mexican art, culture, and history.

For Teachers and Kids

http://www/educationworld.com/a_lesson/lesson/lesson023.shtml - focuses on celebrating Hispanic Heritage Month through lesson plans that incorporate Mexican art, culture, and history.

http://www,mexonline.com/cullart.htm - links to various artists, Mexican art history, dance and music.

http://explora.presidencia.gob.mx/index_kids.html - kids site with information and games about Mexico.

http://www,duegorivera.com/index.php - virtual museum of Diego Rivera.

http://www.kyrene.org/schools.brisas.sunda.arthistory/mexico.htm - simple site for students to learn on their own.

http://www.humanities-interactive.org/splendors/ - gallery, games, timeline, and essays outlining thirty centuries of Mexican art and sculpture.

http://www.ancientmexico.com - site explores art, culture and history of ancient Mexico with nice maps, books, and movies for additional resources.

http://www.historyforkids.org/learn/southamerica/index.htm - distinguishes the differences among Maya, Inca, and Aztec cultures, covers the history of the Aztec Empire in Mexico, and explores the Aztec language system and literature.

Post-Visit Activity: MAKE IT!

To extend the museum experience and connect the tour to your curriculum, please consider using or adapting this suggested lesson

Mexican Yarn Painting: Symbols in Thread

In this activity, students explore the history and culture of the Huichol Indians of Mexico through the native art of making yarn paintings to tell stories. Students will create their own yarn painting using easily accessible and non-toxic materials to tell a story.

Materials

• Variety of brightly colored yarn
• 9” x12” Sticky Collage Boards ® which can be purchased from Nasco at www.enasco.com
  (Note: An alternative to Sticky Collage Boards would be cardboard and glue. The traditional method utilizes melted wax on board. However, the advantage of the collage board is the ease of use and clean-up.)
• Scissors
• Paper the same size as the sticky boards
• Crayons, markers or colored pencils
• Copy of the book The Journey of Tunuri and the Blue Deer: A Huichol Indian Story by James Endredy and Maria Hernandez de la Cruz
  

• Read aloud the story The Journey of Tunuri and the Blue Deer: A Huichol Indian Story making sure to show the illustrations to the class.
• Discuss the yarn paintings that illustrate the story including the symbolism.
• Discuss the importance of maintaining respect for other cultures.
• Discuss the origins of myths and folk tales. Ask students to think about the stories they know, and compare and contrast their stories with those of other cultures.
• Ask students to use the paper and crayons, markers or colored pencils to create the plan for their yarn paintings that tell stories through the symbols they choose to use.
• Once students are satisfied with their drawings, have them translate their drawings into yarn paintings using the sticky boards and yarn. This requires time and patience. The works may need to be completed over several working sessions.
• Students could create a museum-style label for their yarn paintings explaining the symbolism and artworks could be displayed together on a wall to form a “quilt.” This method of display can be used as an opportunity to tie Mexican story telling to American story telling, as both cultures use textiles to create stories and document important events.

This activity was adapted from a lesson on www.sedl.org.

Applications and Extensions for Mexican Yarn Painting

Reading and Writing

• Have students research either Mexican or American textiles in relation to story telling. Have students write brief research papers about what they learned.
• Have students apply Mexican textiles to modern-day fashion and clothing. Have them write about an outfit they would create which would tell their life stories or best describe characteristics they find in themselves.
• Select a Mexican folk tale to read to the students or have them read. Then have them write about how they would turn the story into a yarn painting. Encourage them to use as much detail as possible.
• Have students interpret a well-known story with fabric. First, have students identify and decide which of the events in the story they would like to illustrate. The selected scenes should help other students identify the story just by looking at the images. Have students present their illustrations to their classmates and have students try to identify the story. Relate the students’ experiences with storytelling and oral history.

Math

• Math and symmetry are often used in Mexican textiles and weaving. Have students measure print-outs of various textiles and record the dimensions of each and record the rations and frequency of specific shapes and patterns.

Visual Arts

• Compare Mexican textile art to American quilting. Have students compare the patterns found in both. Have students discuss the prominent shapes and designs in each.

Geography and History

• Have students look at the variety of cultures within ancient Mexico and compare their textiles. Have students plot on a map indicating where the textiles originated and where textile arts are still practiced.
• Have students research areas where textiles are prominent. Have each group present a poster board project listing facts about the textiles in that area.
• Have students research the history of clothing and fashion. How has clothing changed? How do they vary from culture to culture?

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Bibliography

Teachers

• Berrin, Kathleen (ed.). The Art of the Huichol Indians. New York: Harry N. Abrams, Inc., Publishers, 1979.

• Berdan, Frances F. The Aztecs, Indians of North America series. New York, New York: Chelsea House Publishers, 1989.

• Coe, Michael. Breaking the Maya Code. London, England: Thames and Hudson, 1992.

• Cordry, Donald and Dorothy, Mexican Indian Costumes. Austin, Texas: University of Texas Press, 1968.

• Culbert, T Patrick. Maya Civilization, exploring the Ancient World series. Montreal, Canada, and Washington, D.C.: St. Remy Press and Smithsonian Institution, 1993.

• Diehl, Richard A. The Olmecs: America’s First Civilization (Ancient People & Places). London, England: Thames and Hudson, 2005.

• Giffords, Gloria Fraser. Mexican Folk Retablos. Albuquerque, New Mexico: University of New Mexico Press, 1998.

• Goetz, Delia and Sylvanus G. Morley. Popul Vuh: The Sacred Book of the Ancient Quiché Maya. Norman, Oklahoma: University of Oklahoma Press, 1950.

• Goldstein, Ernest. The Journey of Diego Rivera. Minneapolis, Minnesota: Lerner Publications Company, 1996.

• Helm, MacKinley. Mexican Painters: Rivera, Orozco, Siqueiros and Other Artists of the Social Realist School. New York, New York: Dover Publications, Inc., 1968.

• Kennedy, John G. The Tarahumara. New York, New York: Chelsea House Publishers, 1990.

• Mauldin, Barbara. Masks of Mexico: Tigers, Devils, and the Dance of Life. Santa Fe, New Mexico: Museum of New Mexico Press, 1999.

• Meyer, Michael, William L. Sherman and Susan M. Deeds. The Course of Mexican History. USA: Oxford University Press, 2002 (7th edition).

• Sayer, Chloë. Arts and Crafts of Mexico. San Francisco: Chronicle Books, 1990.

• Sayer, Chloë. Costumes of Mexico. Austin: University of Texas Press, 1985.

• Sayer, Chloë. Mexico: The Day of the Dead. Boston, Massachusetts: Shambhala Redstone Press, 1993.

• Townsend, Richard F. Townsend. The Aztecs. London, England: Thames and Hudson, Ltd., 1992.

• Trout, Lawana Hooper. The Maya, Indians of North America series. New York, New York: Chelsea House Publishers, 1991.

• Weaver, Muriel Porter. The Aztecs, Maya and Their Predecessors. San Diego, California: Academic Press, Inc., 1993.

• Williams, Adriana. Covarrubias. Austin, Texas: University of Texas Press, 1994.

Bilingual Books in English/Spanish for Pre-Toddlers and Toddlers

• Cisneros, Sandra. Hairs = Pelitos. Dragonfly Books. 1997.

• Ehlert, Losi. Moon Rope: A Peruvian Folktale = Un Lazo A La Luna: Una Leyenda Peruana. Voyager Books. 1997.

• Fogleson Guy, Ginger. Fiesta! Rayo Publishers. 2007.

• Mora, Pat, Uno, Dos, Tres = One, Two, Three. Clarion Books. 2000.

• Reiser, Lynn. Margaret and Margarita, Margarita Y Margaret. Rayo Publishers. 1996.

• Roe, Eileen. Con Mi Hermano – With My Brother. Aladdin. 1994.

• Rown Reed, Lynn. Pedro, His Perro and the Alphabet Sombrero. Hyperion. 1995.

Pre-K to 3rd

• Ada, Alma Flor. The Lizard and the Sun. Manchester, England: Dragonfly Books, 1999.

• Braman, Arletter N. Secrets of Ancient Cultures: The Maya. Jossey-Bass, 2003.

• Castaneda, Omar S. Abuela’s Weave. Lee and Low Books. 1995.

• Dorros, Arthur. Abuela. Picture Puffins Publishing. 2000.

• Dupré, Judith. Mouse Bride (A Mayan folk tale). New York, New York: Random House Value Publishing, 1995.

• Endredy, James. The Journey of Tunuri and the Blue Deer: A Huichol Indian Story. Rochester Vermont: Bear Cub Books, 2003.

• Heiman, Sarah. Mexico ABC’s: A Book About the People and Places of Mexico. Picture Window Books. 2004.

• Johnston, Tony. My Mexico/Mexico Mio. Putnam Juvenile. 1999.

• Johnston, Tony and Tomie de Paola. The Tale of Rabbit and Coyote. New York, New York: G. P. Putnam & Sons, 1994.

• Mariscal, Blanca Lopez and Enrique Flores. The Harvest Birds. San Francisco, California: Children’s Book Press, 2002.

• Martinez, Alejandro Curz and Fernando Olivera. The Woman Who Outshone the Sun. San Francisco, California: Children’s Book Press, 1991.

• McCunney, Michelle. Mario’s Myan Journey. Mondo Publishing, 1997.

• Mora, Pat and Domi. The Night the Moon Fell. Toronto, Ontario: Groundwood Books/Douglas & McIntyre, 2000.

• Ober, Hal and Carol. How Music Came to the World. Boston, Massachusetts: Houghton Mifflin Co., 1994.

• Olawsky, Lynn Ainsworth. Colors of Mexico. First Avenue Editions. 1997.

4 th to 6th

• Barron, Marietta. Two Worlds. Royal Fireworks Press, 1999.

• Bulla, Clyde. Conquista! New York: Crowell Press, 1978.

• Harvey, Miles. Look What Came From Mexico. Franklin Watts. 1999.

• Hinshaw, Kelly Campbell. Art Across the Ages: Ancient Mexico. Chronicle Books. 2007.

• Milord, Susan. Mexico: 40 Activities to Experience Mexico Past and Present. Williamson Publishing Company. 1999.

• Turck, Mary C. Mexico and Central America: A Fiesta of Cultures, Crafts ad Activities. Chicago Review Press. 2004.

Junior High

• Coe, Michael. Breaking the Maya Code. London, England: Thames and Hudson, 1992.

• Coe, Michael. Mexico: From the Olmecs to the Aztecs. (Fifth Edition) London, England: Thames and Hudson, 2002.

• Giffords, Gloria Fraser. Mexican Folk Retablos. Albuquerque, New Mexico: University of New Mexico Press, 1998.

• Katzenberger, Elaine. First World, Ha Ha Ha: The Zapatista Challenge. City Lights Book, 1995.

• Muller, Karin. Along the Inca Road: A Woman’s Journey Into an Ancient Empire. National Geographic Society, 2001.