Classic Mardi Gras Parade & Float Films DVD - This is a compilation of amateur film captured from Mardi Gras in 1941, during the WWII era. Included is approximately 10 minutes of rare footage from the Parade of Nor and approximately 10 minutes of footage from the Parade of Krewe of Rex.
Video on Demand
The Ultimate Guide to New Orleans Mardi Gras - Co-hosts Shane Jacobson and Ashley Arcrement celebrate Mardi Gras' quirks and idiosyncrasies as its inhabitants recover from the devastation of Hurricane Katrina, determined to keep the 150 year Mardi Gras tradition alive. The hosts ride on a float in the parade, attend several Mardi Gras Balls and visit Bourbon Street and the Bourbon Street awards.
This lesson will begin with the teacher reading the book, Mardi Gras: A Cajun Country Celebration as the motivational activity. Students are encouraged to go home and beg (ask nicely) their parents to buy them 1
package of double folded bias tape while explaining the begging ritual
and this project.
This lesson works well for me because I begin the 3rd grade school year
with a stained glass window project from the Gothic Period. The first
lesson of the year teaches my students about the timeline. This lesson
gives them another opportunity to use their timeline skills.
The begging ritual taught during this lesson came from the Medieval
times and would be a nice activity to do as a lead into the Renaissance
artists listed for 3rd grade in the Berkeley County Art Curriculum
Guide: Leonardo, Donatello, Raphel, Michelangelo
Students are encouraged to go home and beg (ask nicely) their
parents to buy them 1 package of extra wide double folded bias tape and
rick rack while explaining the begging ritual and this project.
Procedures for Lesson #2
Begin with a quick review of the project by asking questions.
Demonstrate how to cut bias tape to fit the sides of the screen.
Demonstrate how to glue bias tape on each side. Be sure to push
the screen all the way into the fold. Press the bias tape down on the
screen and hold in place until the glue begins to set. Trim off any
excess bias tape.
Have students select bias tape and complete the demonstrated steps.
When students have finished gluing bias tape on screen,
demonstrate how to locate the middle of the screen in order to line up
facial features so that they will be symmetrical.
Have students place the screen over their best eye design and trace the shapes with a Sharpie black marker.
Color in the shapes of the eye design with Cray-Pas.
Outline eyes with slick paint.
Finish lesson with clean-up and close by sharing with each other how their masks look so far.
Procedures for Lesson #3
Begin lesson by reviewing vocabulary with questions.
Demonstrate how to glue fringe onto the bottom edge of the mask.
Demonstrate how to select and glue decorative trim on all four sides of the mask.
Have students complete the demonstrated steps.
Attach elastic band or strings to the sides of the mask.
Draw 4 different sketches for eyes showing symmetry and
Did the student draw 4 different eye sketches with the following
criteria: symmetry, originality, large shapes and color the best one?
Select and combine a variety of materials to create a unique screen mask.
Did the student create a mask with the following criteria: craftsmanship, originality, and several types of media?
Historical and Cultural Heritage:
Name the Mardi Gras colors and what they represent.
Did the student name the Mardi Gras colors and what they represent on the worksheet?
Describe the Mardi Gras run.
Did the student describe the Mardi Gras run through discussion and journal entries?
Explain what Mardi Gras is.
Did the student explain what Mardi Gras is through discussion and journal entries?
Explain the difference between a violin and a fiddle.
Did the student explain the difference between a violin and a fiddle through discussion and worksheet answers?
Locate the medieval period on the art timeline.
Was the student able to locate the medieval period on the art timeline?
Discuss and assess their screen masks using a rubric with specific criteria
Did the student complete the rubric assessment instrument?
Define vocabulary used during this project
Did the student complete the worksheet?
Describe their mask within the context of the new vocabulary they have learned.
Did the student describe their mask within the context of the new vocabulary by writing about it?
Decide if the people in the book consider their masks to be art.
Did the students discuss and decide if the country Cajun people in the
book we read consider their masks to be art? Why or why not?
Name a variety of masks and categorize them as functional, decorative or ceremonial.
Were the students able to categorize a group of mask pictures as functional, decorative or ceremonial?
Teach students dance steps to go with "Kidd Jordan's Second
Line." Have the students parade through school doing the jazz walk
wearing their masks.
Have students beg their parents for the ingredients to make a gumbo.
Make a capuchon, the tall pointed hat worn by people during Mardi Gras.