Kindergarten - Craft Lesson - November

Baltimore Curriculum Project Draft Lessons

Introductory Notes

These lessons generally follow the grade-by-grade topics in the Core Knowledge Sequence, but they have been developed independent of the Core Knowledge Foundation. While the Core Knowledge Foundation encourages the development and sharing of lessons based on the Core Knowledge Sequence, it does not endorse any one set of lesson plans as the best or only way that the knowledge in the Sequence should be taught.

You may feel free to download and distribute these lessons, but please note that they are currently in DRAFT form. At this time the draft lessons on this web site do NOT have accompanying graphics, such as maps or cut-out patterns. Graphics will be added to this site later.

In participating BCP schools, these lessons are used in conjunction with the Direct Instruction skills programs in reading, language, and math. If you use or adapt these lessons, keep in mind that they are meant to address content and the application of skills. You will need to use other materials to ensure that children master skills in reading, language, and math.


Create a totem pole.

Gain familiarity with the visual characteristics of design elements: line, color, shape, texture.

Explore media using basic skills in cutting, pasting, and drawing.


9 x 12 construction paper (any colors)

A paper towel cardboard tube (one per student)

Markers or crayons

Patterns (on the following page)

Yarn, paper scraps, buttons, feathers . . .


1. Cut the construction paper the length of the paper towel tube.

2. Glue the paper to the tube.

3. With markers, divide the tube into several sections.

4. Using a variety of colors and materials cut out tabbed ears, noses, hands, wings, and hair to be glued to the tube. See the following page for sample patterns to use.


Kindergarten - Craft - November

5. Make a different face in each section using markers, buttons, rolled paper, or other available material. strong> em>


Kindergarten - Craft - November


Cut out two copies of each pattern, one for each side of the totem pole.


Kindergarten - Craft - November - Totem Pole Patterns continued


Kindergarten - Craft - November


Create Native American costumes to wear during culminating activities of American Civilization Lessons.

Explore media using basic skills of cutting, pasting, and coloring.


A large grocery bag for each student

Markers, paints, or crayons


Construction paper strips - tan or brown 4"x 24" (one per student)

Various colored paper for feathers 2 " x 9"

Different shapes of macaroni noodles

Rubbing alcohol

Food coloring


Heavy string


Native American Vest

1. Cut the grocery bag up the middle of the front. Cut out head and arm holes.

2. Use paints or markers to make Native American symbols and designs. Refer to Lit/Hist lessons to see samples of symbols.

3. Cut fringe at the bottom.

Feather Headband

1. Fold the 4" x 24" construction paper strip in half lengthwise.

2. Make sure the opening side is up. Use crayons or markers to decorate the headband with Native American designs.

3. Trace a feather pattern to make as many feathers as you wish.

4. Cut out the feathers. Use scissors to give them a feather look.

5. Open the headband and glue in the feathers. Fold the headband and glue it together. Staple the headband to fit.

Macaroni Necklace

1. Advanced preparation to be done by the teacher: dye the macaroni by putting a small amount of rubbing alcohol, a few drops of food coloring, and macaroni in a jar. Gently shake the jar until the macaroni is brighter than the desired color. Spread the macaroni on paper towels to dry overnight.

2. Repeat with several other colors.

3. Children will string the macaroni in an interesting pattern using heavy string.


Kindergarten - Visual Art - Lesson 5

(portions adapted from Teacher Packet "8 Masks," developed by Linda Andre, BMA)


Look at Native American sculpture in the form of a mask.

Understand Native American reverence for plants and animals.


Slide of Native American Seneca mask (cornhusk mask)

Classroom size world map or globe

Background for Teacher

If you have created an overhead transparency or enlargement of the map "American Indian Groups" (Lit/Hist worksheet following p. 39), it will be useful to show it to the children for this art lesson. While most of the historical material they learn in the Lit/Hist unit has reference specifically to the Sioux Indians of the plains, the children can locate the Iroquois tribes on the same map prepared for that lesson. Help them to understand that the Seneca, westernmost of the Iroquois Five Nations, who originally lived in west-central New York State, depended on nature to meet their needs for food, clothing, and shelter just as the Sioux and other indigenous peoples of America did. The building pictured on the map is a long house, which the Seneca and other Iroquois tribes built out of poles covered with the bark of elm trees. More than one family lived in a long house, but each family had its own cooking fire.


Tell the children that many of the masks they can see in museums now come from the peoples who were the original settlers of the continents of Africa and North and South America. Have a few of the children show each of these three continents on a world map or globe. Say: Usually, these kinds of masks were created by people in the tribe to be an important part of some celebration that everyone in the tribe would take part in. Certain celebrations are known as rituals. Does anyone know what the word ritual means?

If no one has any ideas, tell the children that we have special rituals now for events such as christening, baptism, confirmation, bah and bat mizvah, and these usually take place when the child is of a particular age, in order to celebrate something special about the child. As far as a yearly ritual, you can talk about Thanksgiving, reminding the children of some of the things they've been learning about the origins of that holiday and talking about the special foods, the coming together of large groups of people to give thanks together and share food and each other's company.

Show the children the slide of the Seneca cornhusk mask. Tell them it was made about a hundred years ago. Say: At the time the mask was made, the Seneca Indians grew great quantities of corn to eat. The women in the tribe did most of the planting, tending, and harvesting of the corn. They believed that special spirits called "Huskfaces" helped them to grow their corn. Every year in the middle of winter the people had a great celebration. Certain people were chosen to represent the "Huskfaces" and would bang loudly at the door of the long houses, enter, and dance with the people. The Indians believed that this ritual celebration would ensure a good corn crop the next year. Similar masks were used for certain rituals used to cure sick people in the tribe.


Kindergarten - Visual Art - Lesson 5

Ask whether anyone can guess what this mask is made of. Explain that Native American

peoples did not like to waste any of the resources they grew. Say: What do you usually do when

you have nice fresh corn on the cob in the summer? What do you have to do before you can cook and eat it? (husk it) What do you do with the husks after you strip them away from the corn on the cob? (throw it away) Tell the children that the Seneca women braided the pieces of husk together, then coiled the braids in the shape of a face, and--leaving two holes for eyes and one for the mouth--sewed it with a kind of string made from husks or animal rawhide. Make sure the children realize what a long time this mask has lasted and what importance it had to the people who used it in their rituals.

Ask the children whether they think this mask looks joyful or sad (joyful) and why. Probably, the sense of joy comes from the fringe of "hair" that seems to grow and dance in all directions around the mask.


Tell the children that many of the African and native American masks they can see in the Baltimore Museum of Art and museums of natural history are made in the form of animals. When people made masks to look like animal faces, they chose the animal very carefully, since they thought that some of the special powers of the animal could be built into the making of the mask and whoever wore that mask might take on some of the special powers of the particular animal when it was used in ritual celebrations and dances.

Have the children help you create a chart on the board that records the results of some brainstorming you do with the class, trying to have each child contribute to the discussion. Say: If you were going to choose just one animal to represent in your mask, what would that animal be and why? If they have trouble thinking up characteristics, remind them of animal stories they have heard about rabbits who were especially fast, wolves who might howl at the moon, eagles who had especially sharp sight, mice who could hide easily because of their size, and foxes who had clever minds that could trick another animal. If there is time, let the children draw the animal masks they have chosen; then, you can write the name of the animal on the masks as the children finish.


Kindergarten - Visual Arts - Lesson 6


Look carefully at two Native American masks.

Appreciate Native American reverence for animals and nature.

Observe how the use of a mask helps create a character.


Slide of Inuit female mask from Alaska

Slide of Tlingit beaver crest hat

Children's drawings of animals, made in Lesson 3; tag board, glue, scissors and popsicle stick for each child

Map of North America, attached

Picture of a beaver made into a simple mask (eye holes not necessary)


Briefly review with the children some of the basic things they have learned in American Civilization lessons this month that were common to all traditional Native American cultures. Next, ask who remembers what they looked at in the last art lesson (Lesson 5 - cornhusk mask from the Seneca people) and what the mask was used for (celebrating holidays, rituals).

Ask: Have you ever seen or used a mask? Where? (Halloween, clowns in a circus)

When you see people in masks, how do they make you feel? (Answers will vary, but there will probably be a lot of strong feelings generated, such as scared, giggly)

Tell the children that for Native Americans, masks had some very magical properties. People believed that wearing a mask that looked like a particular animal, gave the person who was wearing the mask the special powers of that animal. That meant that the mask could help protect a person in a special way. Some masks helped people to speak directly to powerful spirits of wind or water, the kinds of spirits that made storms or brought rain. These masks were made slowly and carefully, always keeping in mind the special kinds of powers they could bring.

Show the children the slide of the female mask from Alaska, and tell the children that the Indians who live in Alaska are called Inuit (also called Eskimo). Ask whether anyone can find Alaska on a map of North America and what they know about it (a state of the United States, cold) Using the map, show the children that Alaska is so far north, so cold for much of the year that hardly any trees grow there, and the only wood they can use is driftwood that the water washes up on the shore. Tell them that, since they could not grow food in such a cold land, they had to be good hunters.

Ask: What do you think the Inuit used the animals they hunted for? (skin and fur for warm clothes, meat for food, oil for fuel and light) The ice and snow that covered everything made hunting even more difficult. Inuit believed they needed the help of a nature spirit named Tunghak to be good hunters. The mask in this slide is a mask of Tunghak. What do you think they used to make the mask? (bird feathers, hands made of driftwood found on beaches, string, and clay, which is really a special kind of earth or soil) They believed that Tunghak had all the animals in her power in the spirit world. What do you notice about her hands? (small thumbs) Inuit hunters believed that the tiny thumbs show that she is willing to let some animals slip away BCP DRAFT ART 18

Kindergarten - Visual Arts - Lesson 6

from the spirit world and enter the land and sea of the Inuit people. This brought good fortune to the Inuit, who needed to catch animals for their food and clothing.

Next, show the second slide, of the Tlingit beaver crest hat. Have the children guess what it is supposed to be (an animal, in this case a beaver) and what it is made out of (wood that is painted with black, green and red; shell, and string). Be sure they can see the nose and eyes of the animal and what strong features they are.

Ask: If the Native Americans who made this mask used wood, what does that tell us about where they live? (not as cold as Alaska; trees grow there). Tell the children that the name of the tribe who made this mask is Tlingit and that the mask was made about a hundred years ago.

Say: The Tlingit live in North America, but not in the United States. Find part of coastal Canada where the Tlingit Indians lived. Show the children the relationship between the location of Alaska and Canada, where the boundary of the United States is, and remind them that Alaska is a state of the U.S. even though it is separated from the northern boundary by some of Canada's land.

Tell the children that the Tlingit are the same Native Americans who build totems (remind the children of their Art/Craft lesson in which they built a totem and what the animals look like on totems.) Tell them that in the Tlingit tribe, people did not have a language that they could write down, but they loved to tell stories. The stories were very important to the people, because they told how the world began, how the animals came to be, and how the spirits of nature made things happen in the world. Storytellers wore masks to make their stories more exciting and magical.

The chief who wore this mask had a beaver as his crest. This means that the figure of the beaver would be at the top of any totem built for him, and in this case it is the figure on his mask. Tell the children a little story about beavers--where they live, how they cut down trees with their sharp teeth and slap the water with their broad tails as a way of signaling to each other when there is danger. First tell the little story with very little expression. Then, holding the beaver-picture mask in front of your face, tell the story in a dramatic way with a lot of movement in and out among the children. Ask them which way they liked the story told and why.



Return to the children the mask drawings they made in Lesson 5. Have each of them paste their drawing on an 8 x 11 sheet of tag board, then cut around the outline of the mask and glue a wide popsicle stick or tongue depressor to use as a handle.

Ask for volunteers to tell a few sentences about the animal shown on their mask, hiding behind it as they speak. Encourage them to be mysterious and exciting as they tell just a few things about the animal of their mask--what its name is, where it lives, and what special powers it has. (You may have to show the children how to hold the mask well away from their faces so that they can look down and around to see where they are going. The idea is to do this as simply as possible, without making eye holes in the masks, but just giving the children the sense of dramatic play. If you have the time to make masks with the children, cutting eye holes and other refinements, that makes it even better, but it is not necessary.)


Kindergarten - Visual Arts - Lesson 6