Lesson Topic/Subject: Papel Picado ( Mexican Cut Paper)
Grade: Fifth
Teacher: Holly McCarty
Time: 1 hour

Objectives:

1. Students will describe the characteristics of a piece of papel picado. art seen in the El Dia de los Muertos festival. Knowledge.
2. Students will predict what medium was used in the papel picado art. Analysis.
3. Students will predict where they might find the papel picado art. Analysis.
4. Students will explain how the scene in the papel picado art made them feel. Comprehension.
5. After seeing a demonstration of simple papel picado art, students will produce their own papel picado art using the appropriate technique. Application.

Materials:

1. different kinds of paper for designs (butcher paper, tissue paper, fadeless colored paper, origami paper)
2. colored construction paper for background paper
3. pencils
4. scissors
5. copies of papel picado piece from Mexico
6. books showing visual examples of cut paper traditions and styles in other cultures (Example:. Matisse paper cutouts, French silhouettes, Chinese hua yang, German scherenschnitte, or Japanese kirigami ).

Procedures:

1. Hand students a copy of a papel picado art piece from Mexico. ( The one used in this lesson was taken from a book called Paper Innovations from the Mingei International Museum of World Folk Art. It contained wonderful images of the animated skeletons.) Ask students to look at the art piece closely.
2. Have students answer questions about the art which have been written on the board in their writing notebooks.( Example: What are some characteristics of this artwork? What materials do you think the artist used to make this artwork? Where might you find art like this? How did it make you feel?) Give the students a few minutes to answer each question.
3. Let students share their observations of the art with the class. Point out some of the key characteristics of the art. After students have shared their observations, share with the students that the author used a technique called papel picado. Tell the students what the term means and write it on the board. Discuss how papel picado is made.
4. Explain to students that this technique is a popular art form in Mexico. Discuss it’s uses and how it plays a role in the festival of El Dia de los Muertos.
5. Hold up examples of cut paper art from other countries. (German Sherenschnitte, French silhouttes, China) Explain to students that it is an art form used all over the world, but each kind has its own special characteristics.
6. Explain to students that they will make their own papel picado art. Demonstrate the process of simple papel picado.
   1. Choose which paper you would like to use for your creation.
   2. Fold the paper in half. Sketch one half of the design on one of the folded halves.
   3. Designs must touch and connect to other areas of the paper as they form the positive shapes on the paper.
   4. Shade negative areas that will be cut away with pencil to help in cutting.
   5. Cut away negative areas around design with scissors.
   6. Open slowly and flatten. Glue design to a colorful background paper.
   7. More complex designs can be made by folding paper more than once.
7. While demonstrating the activity, explain to students what terms positive and negative areas mean in art. Show an example of a papel picado creation. Have students point out the positive and negative areas in the piece. This instruction will help the students cut out their paper creations more successfully.
8. Organize materials in the front of the room for easy accessibility. Allow students to approach the materials to choose their design paper and background paper in small groups.
9. Circulate around the room observing the students and offering assistance when needed.
10. When students are finished, display their papel picado creations in the classroom.

Evaluation of Student Learning:

1. Did students describe the characteristics of the picture of the art given to them?
2. Did the students predict how the art was made?
3. Did the students predict where they might see the art?
4. Did students describe how the art made them feel?
5. Did students produce papel picado creations using the correct technique?

Reflection:

1. Were my visual aids of the art work engaging for the students?
2. Did the lesson relate well to the previous lessons on El Dia de los Muertos ?
3. Did my questions for the artwork encourage students to think deeper about the artwork?
4. Did I encourage and make all students feel comfortable about responding to the artwork?
5. Were my materials on hand and organized?
6. Was I effective in my demonstration of the lesson?
7. Was I effective in my instruction of positive and negative space?
8. Was the lesson and art activity engaging to the students?
9. Did I encourage students to be reflective, critical thinkers?
10. Overall, how did the lesson go? 

Sources:

• Walkup, Nancy. "Papel Picado: The Art of Mexican Cut Paper." North Texas Institute for Educators on the Visual Arts Newsletter. Fall 1996. 7:3.
• http://www.art.unt.edu/ntieva/news/vol_7/issue3/96falp11.htm
• Temko, Florence. Traditional Crafts form Mexico and Central America. Minneapolis: Lerner Publications Co.
• Hopf, Claudia. Scherenschnitte Traditional paper Cutting. Pennsylvania: Applied Arts Publishers. 1977.
• Mingei International Museum of World Folk Art. Paper Innovations. La Jolla , Ca.