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HOTCH POTCH
BACKGROUND FOR TEACHERS / PRESETChildren’s toys in the 1700s were often intended to instruct as well as to entertain boys and girls. The cavorting characters creating the alphabet letters were published in 1782 in London. It was called “The Alphabet Turn’d Posture-Master”. The stuffed doll, Hotch Potch, was sold to extend the product’s application. Our jointed cardboard Hotch Potch can be bent and manipulated to create the alphabet letters as well.
SUMMARYStudents will learn about the Colonial American toy, Hotch Potch, a doll designed to help teach the alphabet in the 1700s.
MAIN CURRICULUM TIES
Language Arts / 4th grade
MATERIALSThe book Hands-On America, vol. 2, Art activities about Colonial America, African Americans and Southeast Indians by Yvonne Merrill, published by Kits Publishing, Salt Lake City, Utah. ISBN 0-9778797-0-4. See pages 16-17: “Learn the Alphabet with Hotch Potch”.
PROJECT MATERIALSAs listed in the opening paragraph of the project pages 16-17.
PROJECT PRODUCTIONFollow the 7 steps on page 17. Time allowed for art activity 45-75 minutes. Could / should be done in two periods.
EVALUATIONStudents have demonstrated they understand there are various ways to study the alphabet.
BENTO: THE JAPANESE LUNCH BOX
BACKGROUND FOR TEACHERS / PRESETEkiben is the Japanese name for the cold box lunches available at train stations and other public places all over Japan. Ekiben is similar to our fast food. Containers are extravagantly decorated to describe the food inside (a crab on the lid for a crab-filled sushi, shrimp for a salad, etc.). The lid design might also represent a local symbol such as the silhouette of a famous temple. Commonly called a Bento box they are a daily part of a Japanese commuters mealtime. It is a tradition in Japan to put as much beauty and appeal into the presentation of the container as the tastiness of the food.
SUMMARYStudents will learn about the Japanese tradition of selling and packaging portable lunches in handsomely designed fast food boxes.
MAIN CURRICULUM TIES
Social Studies
MATERIALSThe book Hands-On Asia by Yvonne Merrill published by Kits Publishing, Salt Lake City, Utah. ISBN 0-9643177-5-3. The project is on pages 28-29.
PROJECT MATERIALSAs listed in the opening paragraph of the project
PROJECT PRODUCTIONFour types of Bento designs are described: a mask, a Daruma , an animal, wrapped with hand-printed paper and raffia cording. Time for the first three projects is 45 minutes.
EVALUATIONStudents demonstrate a unique approach to packing a lunch as the Japanese do, creating a simple package of beauty.
EASY ROMAN MOSAICS
BACKGROUND FOR TEACHERS / PRESETWhen we think of Roman mosaics we usually recall floor mosaics that have been preserved because of durable material. The earliest floors were made of natural pebbles dating from the 8th to 7th centuries B.C. Greeks used light and dark rocks to show contrasting figures. Strips of lead or terra-cotta clay outlined important parts of the design. Pebbles and stone chips were eventually combined. Stones as small as 1/4” were commonly used in mosaics in Pompeii and Herculaneum. Marble chips were found in stonemasons’ rubble piles. Throughout the Roman empire stunning floor mosaics were made from local stone and imported materials. Contemporary examples of memorable mosaic patterns can be seen in Islamic mosques throughout the Muslim world.
SUMMARYStudents will study ancient Roman mosaics, rich in design and color. Producing a mosaic of their own will further enhance the understanding of this art form still in use today.
MAIN CURRICULUM TIES
Social Studies
MATERIALSThe book Hands-On Ancient People, vol 2, Art activities about Minoans, Ancient Greeks, Etruscans and Romans by Yvonne Merrill, published by Kits Publishing, Salt Lake City, Utah. ISBN0-9643177-9-6. See pages 48-49.
BACKGROUND FOR TEACHERSWhen we think of Roman mosaics we usually recall floor mosaics that have been preserved because of durable material. The earliest floors were made of natural pebbles dating from the 8th to 7th centuries B.C. Greeks used light and dark rocks to show contrasting figures. Strips of lead or terra-cotta clay outlined important parts of the design. Pebbles and stone chips were eventually combined. Stones as small as 1/4” were commonly used in mosaics in Pompeii and Herculaneum. Marble chips were found in stonemasons’ rubble piles. Throughout the Roman empire stunning floor mosaics were made from local stone and imported materials. Contemporary examples of memorable mosaic patterns can be seen in Islamic mosques throughout the Muslim world.
PROJECT MATERIALSAs listed in the opening paragraph of the project.
PROJECT PRODUCTIONFollow the four steps on page 49. First 45 minute session involves painting mosaic material, designing mosaic and preparing the cardboard base shape. The second 45 minute session involves cutting the painted mosaic chips, applying them in the planned design to the base with glue. Depending on how complex and big the design is, the project should be completed in this session. Let glue dry overnight.
EVALUATIONStudents appreciate the stone mosaics of the ancient culture and adapt a mosaic production to easy materials. Students learn to recognize and enjoy studying mosaics in their own community of cultural sites, religious and commercial buildings.
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