Collaborative seminar design
I introduced my Visual Arts Major peers from faculty to the concept of Finger Masks with the help of the resources I included on this website. I read them my rationale, the information I had collected and we watched the youtube videos I had linked and followed this with a discussion of what we had seen as we all began experimenting wih the various materials I had brought into class for this activity. Amanda Shallall pointed out to me that she felt that this activity would take on a whole new dimension and offer students a more concrete way to engage with the new concepts and materials if it was tied to a specific Inuit Folktale or narrative.
I agree with her and believe that the inclusion of a narrative could help students to come up with ideas, without requiring the instructor to offer out specific examples for the class. The inclusion of the narrative also enables us to create a more solid interdisciplinary basis for this activity: Reading and understanding a narrative: Media Literacy, designing and making a finger mask: Visual Arts, choreographing and performing a dance: Dance, Drama and Physed... and If we ask the students to cretae their own folktale narrative on which to base the creations we add a whole new dimension of Language arts; creative writing.
The narrative I found that I would like to include with this lesson is called :THE WOMAN WHO HAD A BEAR AS A FOSTER-SON and I found it at: http://sacred-texts.com/
*YOU CAN DOWNLOAD THE STORY AT THE BOTTOM OF THIS PAGE*
These are websites that helped me to figure out how to lead a lesson on mask making and what kinds of techniques exist when it comes to finger mask making. I recommend that you to check them out:
http://alaska.si.edu/record.asp?id=216
http://www2.grand-forks.k12.nd.us/ms/iditarod/fingermasks.html
http://www.icsd.k12.ny.us/legacy/cayugaheights/amato/worldart/Firsts.html
One more excellent Document (INUET KELY) is included beneath the narrative available for download at the bottom of this page.
I agree with her and believe that the inclusion of a narrative could help students to come up with ideas, without requiring the instructor to offer out specific examples for the class. The inclusion of the narrative also enables us to create a more solid interdisciplinary basis for this activity: Reading and understanding a narrative: Media Literacy, designing and making a finger mask: Visual Arts, choreographing and performing a dance: Dance, Drama and Physed... and If we ask the students to cretae their own folktale narrative on which to base the creations we add a whole new dimension of Language arts; creative writing.
The narrative I found that I would like to include with this lesson is called :THE WOMAN WHO HAD A BEAR AS A FOSTER-SON and I found it at: http://sacred-texts.com/
*YOU CAN DOWNLOAD THE STORY AT THE BOTTOM OF THIS PAGE*
These are websites that helped me to figure out how to lead a lesson on mask making and what kinds of techniques exist when it comes to finger mask making. I recommend that you to check them out:
http://alaska.si.edu/record.asp?id=216
http://www2.grand-forks.k12.nd.us/ms/iditarod/fingermasks.html
http://www.icsd.k12.ny.us/legacy/cayugaheights/amato/worldart/Firsts.html
One more excellent Document (INUET KELY) is included beneath the narrative available for download at the bottom of this page.
| the_woman_who_had_a_bear.doc |
| inuet_kelly.docx |
