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This program aligns with Wit & Wisdom Module 3: A New Home, and will reinforce vocabulary words: ancestor, central message, descendants, ethnicity, immigrated/immigrants, and symbol, with the underlyi... Read more

This program aligns with Wit & Wisdom Module 3: A New Home, and will reinforce vocabulary words: ancestor, central message, descendants, ethnicity, immigrated/immigrants, and symbol, with the underlying questions: how does art and culture help us to understand immigrants’ experiences?

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 professional and folklorist who directs the Department of Cultural Sustainability at the Connecticut Museum of Culture and History. She will produce a study guide and curriculum as a learning tool for the art form.

During Program: Clerona greets the class and asks them to greet her.

Kate and Clerona engage the students by eliciting answers—Who has heard of Carnival, what is it? Where are the West Indies/Caribbean, and what countries are there? Are any students descendants of Caribbean/West Indian ethnic groups? What about European? Why does Hartford have a West Indian Independence Celebration?

Clerona fills in some information about Carnival and its relation to cultural values and its celebration in Hartford. (Key words: ancestors, descendants, immigrants/immigrated, ethnicity)

She shows examples of headdresses. 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. (Key words: central message, symbol, ethnicity)

Students begin to make their headpiece, 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, Kate, the teacher, and any 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, Kate and Clerona ask students what they learned, what the central message or theme of their headdress is, and why it is important for immigrants to bring their culture with them, and keep it going where they live now.

Each classroom will require about 15 minutes of setup before the class begins. We also require access to electrical outlets, as facilitators use hot glue to adhere headpiece ornamentation. Breakdow... Read more

Each classroom will require about 15 minutes of setup before the class begins. We also require access to electrical outlets, as facilitators use hot glue to adhere headpiece ornamentation.

Breakdown and cleanup also requires 10-15 minutes after the class. For multiple classes on the same day, it is best when possible to remain in the same room.

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 Illustrate... Read more

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 for teachers to use with students

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... Read more

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)
Access to electrical outlets

Students will share their understanding of the Caribbean, West Indies, and Carnival cultural traditions with program facilitators, and will think about what they mean and how they came to Hartford,... Read more

Students will share their understanding of the Caribbean, West Indies, and Carnival cultural traditions with program facilitators, and will think about what they mean and how they came to Hartford, reinforcing key vocabulary through art creation.
Students will create a Carnival headdress using the same kinds of materials that are seen in Carnival Parades.
Students will dance and parade through the classroom (or the school!) to soca music, to imagine the experience of Carnival.