Caribbean Carnival Traditions (3)

Last changed: 05/19/2023 7:54pm
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3 Visual Art
Visual Art Social Studies
Both Grade Level and Arts/PE Program Alignment
1 45 min
1 45 min
In-School Workshop
All year In-School,
$10 40
yes In-Person , Email , Phone
All the supplies needed for making headdresses (cardboard templates/hot glue/feathers/glitter/ribbon/beads/sequins)
Examples of headdresses for students to try on
CD of music and boombox
Illustrated study guide
Tables for students to work on the craft; scissors, tape, pencils, markers
Smart board (or computer/projector) for projecting our information (if possible)
Assistance with bringing supplies into the school
Parking spaces for two cars (artist and facilitator)
Large room with tables for students to work on
Open space in room for parade and/or dancing
Electrical outlets (multiple)
I can recognize the elements of Caribbean Carnival celebrations "“ visual arts, music, and dance
I can design and make a Carnival headdress
I can participate in a Parade procession wearing my headdress along with the class
The program uses visual arts and dance to teach the culture, history, and values of Caribbean cultures in an authentic, engaging way that connects with the heritage of many students in Hartford schools. Caribbean visual artist and dancer Clerona Cain will guide students in learning about Caribbean community celebrations, making a Carnival headdress, and performing with their headdresses in parade formation as a group. Kate Schramm (Facilitator) is a museum curator and folklorist who directs the statewide CT Cultural Heritage Arts Program at the Connecticut Historical Society. She will produce a study guide and curriculum as a learning tool for the art form. 1st visit: Clerona greets the class and asks them to greet her. Using a discovery process, she demonstrates a "Parade Walk" , wearing her Carnival costume and moving rhythmically to music. She then asks the students to comment on what they observed, with guided questions such as: What did you see? What did you hear? Why am I wearing this outfit? What does my costume and movement remind you of? When do you think I wear this and move like this? Is there something in your life like this? Have you ever seen this before? She fills in some information about Carnival and its relation to cultural values and its celebration in Hartford. She shows examples of headdresses created in the summer Mas Camp. She asks how students might design a headdress using the poster board templates provided. She asks them to select a character or theme that they will use. They draw a design and colors on paper and begin to make their headpiece, cutting out the shape and then selecting colored feathers, ribbons, beads, and other decorations that fit their character. Pre-organized materials are all displayed on a table at the front of the class, or handed out to each student. Clerona and the teacher, and adult volunteers assist students with beginning the process, selecting materials, translating their designs into the piece. Clerona then has the students practice a simple dance step to music. They either parade around the room with their headdresses, or dance in place. The headdresses are theirs to take home. Before leaving she asks them to find out more information about Carnival in the Caribbean. Grade 3 includes discussion of Caribbeans in our community. Group Parade performance is for all grades.
This program is a combination of visual arts and performance, as would be done in an authentic Carnival presentation where masqueraders create their own themed costumes and then parade wearing them, to music. We know this is a lot for a class to accomplish in a short visit, so the program focus is on the visual arts component, to include cultural information about Caribbean traditions and the important history of migration to Hartford, to connect with the Social Studies curriculum. The Parade component is a basic learning experience of simple steps and formations that can be used in a group procession to present their headdresses. Taken together, the elements of this program can stimulate the understanding of Caribbean Carnival art forms and their social context, and can generate discussion about how family and community celebrations are marked in the students" lives. Completing all the parts of the program successfully, including collaborating as a group on the presentation, can inspire a sense of achievement for students.
Volunteers - parents or community members - are very welcome and can assist the class by helping to hand out supplies, or assist the students with their creating. Up to 5 volunteers could be involved.

Grade 3

Grade 3: Geography: Human-Environment Interaction: Places, Regions, and Culture: 3.4: Explain how culture influences the way people modify and adapt to their environments

Grade 3: Geography: Human-Environment Interaction: Places, Regions, and Culture: Geo 3.6: Describe how environmental and cultural characteristics influence population distribution in specific places or regions.
Grade 3: Visual Arts: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work
Elaborate on an imaginative idea.

Grade 3: Visual Arts: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Recognize that responses to art change depending on knowledge of the time and place in which it was made.