Sparkling African Collar Necklace

Sparkling African Collar Necklace lesson plan

Transform an ordinary paper plate into stylish ethnic jewelry! Similar necklaces are worn by many groups of people in central Africa.

  • 1.

    For hundreds of years, women in central African nations have worn beautiful collar necklaces made of metal. Cloth versions are still worn today. Students locate the region on a map where these jewelry pieces originated. Invite students to research the origins of these necklaces, their significance to the women who wear them, and how the jewelry is made. Thismay be done in pairs or small groups.

  • 2.

    Once research is complete, students make replicas of these stunning necklaces. Begin by using Crayola Scissors to cut out the inner circle of a paper plate so the outside ribbed edge remains.

  • 3.

    With the base of the necklace cut out, students cover their work areas with recycled newspaper. Distribute Crayola Glitter It! Tempera Mixing Medium and brushes. Have students cover the entire back of the ring with paint. Air-dry the glitter.

  • 4.

    Mix small amounts of Crayola Tempera Paint with more Glitter It! on another paper plate. Students add interesting designs to necklaces. Encourage them to make necklaces as authentic as possible. Bold geometric shapes usually look good together and fit the size and shape of these necklaces. Air-dry paint and glitter.

  • 5.

    Cut the strip open to place the necklace will open to be placed around the neck. Students proudly wear their unique jewelry!

Standards

  • LA: Read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grade level text complexity band independently and proficiently.
  • LA: Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • LA: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade level topics and texts, building on others’ ideas and expressing their own clearly.
  • SS: Describe ways in which language, stories, folktales, music, and artistic creations serve as expressions of culture and influence behavior of people living in a particular culture.
  • SS: Use appropriate resources, data sources, and geographic tools to generate, manipulate, and interpret information.
  • VA: Use different media, techniques, and processes to communicate ideas, experiences, and stories.
  • VA: Use visual structures of art to communicate ideas.
  • VA: Select and use subject matter, symbols, and ideas to communicate meaning.
  • MATH: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Adaptations

  • Invite a local jeweler to visit with the class to discuss how jewelry is made and how jewels are organized to create an attractive article. Prior to the visit, students write questions for the expert. After the meeting, students post learning to a class blog.
  • Students investigate other ethnic groups that create jewelry. Students create replicas of these examples and compare/contrast with the pieces that represent the African nations.
  • Students draw the African continent, label all bodies of water and other waterways. Identify any significant landforms on the continent. Locate the regions that are best known for the collar jewelry. Why might this be so? Are there mines of gems available? What resources are easily accessible that have encouraged the creation of these pieces of jewelry?