Mola Murals

These Mola Murals were created in a third grade classroom. Students learned how cultures and communities are built through the surroundings and natural resources of the land as well as through music, language, dance, and art. Students learned about the Kuna tribe in the Panama and their intricately and brightly designed Molas (clothing) which often depict animals. The clothing of the Kunas represents their spirituality and peacefulness. With that in mind, the students were to create their own Molas using a Utah animal that represented themselves in a meaningful way. With inspiration from the Kuna designs, they created lines and patterns to fill the space surrounding and protecting their animals. After being mounted onto wooden dowels and string with their names matted onto nice paper, their works were put together into a beautiful community mural – each individual showing expression while adding to the larger picture.

For the full lesson plan scroll down to the bottom of the page.

Practicum Reflection

                  During my practicum I felt that I wasn’t nervous as soon as I started teaching. It felt like second nature to me. I have had a couple years experience teaching this grade level, so having that background really helped. I was able to give clear directions, including repeating myself several times or even wording phrases or directions differently when I felt that students didn’t understand what I wanted from them. I was very organized and had practiced what I wanted to say and do before I actually taught the students, so I was well prepared – minus technology complications and figuring out how to use a smart board. I also gave plenty of one-on-one time to each and every student. Even with the Spanish-speaking students, I tried to talk with them while students translated for me. I used large gestures to help them get a gist of what I was trying to say to them.

                  If I were to change some things, I probably would have projected or talked a little louder. They had a hard time hearing me when the room got loud. I think I would be a little firmer in my expectations from the students and give more in depth demonstrations. I wasn’t able to do the in depth demonstration that I wanted because of the time factor. Classroom management was also a little difficult at times. The students were so excited about art that they didn’t really listen to directions or they would talk out of turn, even after going over manners with the students as a group. I would have liked to see a room that was more conducive to art making, but this also gives me practice and experience with a room that may be difficult to work in.

                  What I didn’t expect from this was the time it took to finish this project. Instead of taking a planned hour, this class took two hours to do this project. There was no space to move, walk around, or even work because there were no tables to work on. It was difficult to step around students and crouch down to talk with them about their art. The students also had a hard time planning out designs and following directions like I mentioned before. Displaying their work took me extra time than I expected as well. The display took me about an hour to put together.

                  There are endless possibilities with follow up lessons to this. It would be a great opportunity to talk about this Kuna culture. There could be an entire semester plan on this tribe. We could make some pottery for eating, we could make instruments to play as well as even putting these Molas onto a piece of clothing for the students to wear. They could make their own clothes to incorporate this in.

                  This experience, like all of my other experiences with teaching art, gets me excited to be a teacher. I am so comfortable in front of the students and working with the students. It feels like second nature to me. I love seeing the students excited about creating something, and watching them create.

                  When I exhibited these works, I glued the square fabric onto a wooden dowel that sat at the top with some string attached that would allow for hanging. I then had each of the students write their names on a cream colored piece of cardstock paper. They turned their names in with their artwork and I then mounted those pieces of paper with their names on it onto another piece of cardstock to frame their names. These names hung above their artwork up on a large board with all the other students and their artworks. I also put a paragraph with a map about what the project was about and where Molas come from. The students will be able to take them home and hang them on the wall as a small tapestry if they so choose.