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Lesson Plan: Papier Mache Kachina Dolls

1. Lesson Name:Papier Mache Kachina Dolls (4th-5th grade)

   Grade Level: 4th-5th

2. Class Sessions: 4-5

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3. Learning Standards/Objectives:
1. AP: The students will be able to mold a Hopi kachina doll by using papier mache, tissue paper, newspaper, cardboard tubes, egg cartons, and other found items.
2. AH: The students will be able to identify kachinas as Hopi spirit messengers who send prayers for rain, bountiful harvests and a prosperous, healthy life for humankind. The students will be able to identify kachina dolls as carvings that are used as a teaching aid to help children remember stories about the kachina.
3. AC: The students will discuss why they think people would use dolls to help their children learn about the kachina.
4. AA: The students will discuss any technical difficulties they encountered while working on this project in their self evaluation.


4. Learning/Teaching Activities:
1. AP: The teacher will discuss some of the different Hopi kachina. The teacher will provide pictures of different Hopi kachinas. The students will make a practice sketch before beginning their papier mache kachina.
2. AH: The teacher will present a brief lecture on Hopi kachina spirit messengers, kachina dances and kachina dolls. The students will be able to identify kachina dolls as carvings that are used as a teaching aid to help children remember stories about the kachina.
3. AC: The teacher will ask the students why they think people would use dolls to help their children learn about the kachinas. The students will discuss why dolls might help children remember.
4. AA: The teacher will encourage the students to discuss technical difficulties, possible solutions and learning experiences. The students will discuss any technical difficulties they encountered while working on this project in their self-evaluation.

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5. Production:
1. The teacher will begin by displaying pictures of Hopi kachinas. The teacher will explain that today, they will be talking about Hopi kachinas. Kachinas are made by the Hopi tribe. The Hopi live in Arizona. Many Hopi ceremonies seek to maintain and improve their harmony with nature. They pray for good health and a long, happy life. They also often pray for rain. Through their dances, they celebrate the renewal of life, ancient migrations, and their spiritual connection with their land.

   Kachinas are Hopi spirit messengers who send prayers for rain, bountiful harvests and prosperous, healthy life for humankind. The Hopi believe they are their friends and visitors. Kachinas bring gifts and food, as well as messages to teach appropriate behavior and the consequences of unacceptable behavior. Kachinas, of which there are over two hundred and fifty different types, represent various beings, from animals to clouds.

   During their stay at Hopi, the kachinas appear among Hopi people in physical form, singing and dancing in ceremonies. Most dances start shortly after sunrise (usually on Saturday and/or Sundays) and continue throughout the day, with breaks for lunch and other rest periods. The ceremonies usually end at sunset.

   The "dolls" representing these kachinas are carvings that are used as a teaching aid. Why do you think the Hopi would use dolls to help their children remember the kachina stories? These carved and painted figures are not dolls, playthings for the children, but small parts of the kachinas they represent. Each kachina doll is believed to bear a portion of the individual kachina's spirit's power.

   Traditionally, Hopi have used dried cottonwood roots as the base material for their carving.

   After explaining a little about different kachinas the teacher will present the new project: to mold a Hopi kachina doll by using papier mache, tissue paper newspaper, cardboard tubes, egg cartons, and other found items.

   The students will begin making a sketch of the kachina that they want to sculpt. If the students wish to create their own Kachina, it must represent something. They may relate this to their school's character education program. Anticipatory set/Input/Guided Practice/ Re-Teach if Necessary

2. The teacher will begin by reviewing some of the things they discussed the day before about kachina dolls. The teacher will go over some basic ways to begin construction of the kachina, such as building up a body with news paper and tape and adding onto it with papier mache. The teacher will then allow the students to begin constructing their kachina. Input/ Guided Practice/ Check for Understanding/Re-Teach if Necessary
3. The teacher will review some of what was learned about kachina dolls. The students will continue working on their kachina dolls. After constructing the main body, the students may begin decorating their kachina with tissue paper and paint. The teacher will go around the room and offer help and suggestions. Guided Practice/ Check for Understanding/ Re-Teach if Necessary.
4. Students will continue work on their kachinas. When finished the students will fill out and evaluation form and tell the class about their kachina doll. Guided Practice/Check for Understanding/ Re-Teach if Necessary/Question time and closure.

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6. Vocabulary Words:

   kachina, Hopi, papier mache

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7. Preparation Checklist:

   examples of kachina dolls, example of a finished kachina doll, cardboard tubes, tissue paper, tempera paint, egg cartons, papier mache mix, yarn, newspaper, feathers.

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8. Standards Based Curriculum/ Evaluation Method:
1. AP: Evaluate the papier mache techniques. Does the kachina utilize any of the symbols that the Hopi kachina dolls use? Was the project done neatly? How is the overall design and craftsmanship in the finished piece?
2. AH: Evaluate the class' ability to identify kachina as spirit messengers. The students will be able to identify kachina dolls as carvings that are used as a teaching aid to help children remember stories about the kachina.
3. AC: Evaluate the class discussion on why dolls might help children remember.
4. AA: Evaluate the discussion on the student's technical difficulties and discoveries when making this piece.

Learning Standards/Objectives | Learning/Teaching Activities | Production | Vocabulary Words
Preparation Checklist | Evaluation Method | Back to Top | Go Back to How Art Lessons Are Developed