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Table of Contents
Armlet (Kaka)
Anklet
Earplugs (Isiqhaza)
Beaded collar
Amulet
Comb (Duafe)
Nose ring
Bangle bracelet
Toe ring
Fibula (Ibzimen)
Owl charm
Cameo brooch
Belt buckle
Sash
An Introduction to Adornments
What can you do with this case?
Children young and old have a lively interest in personal adornment. They often insist on choosing their own caps, belts, shoes, book bags, and jewelry. Because of its appeal and familiarity, and because it is found in every society in the world, personal adornment is a natural starting place for studies you may wish to undertake about our own and other cultures. You can use the objects in the case to embark on or complement many different areas in social studies or the arts, such as personal identity, social roles and status, the impact of environment and circumstances, and aesthetics. This introduction, the information about the objects in the case, and the activities and resources in this guide are all intended to give you some ideas for using personal adornment in your curriculum. They are only meant to provide a starting point, though. We have included a matrix detailing how each activity connects to current New York State Learning Standards (see page 20), but there are many more connections you could make with other content areas. You and your students together can determine how and where you wish this curriculum to go.
Modes of adornment
All over the world, men, women, and children decorate themselves in a variety of ways. People cut their hair short or wear it long, and dress it up in buns, braids, or dread locks. They use their skin as a canvas by daubing on makeup, painting themselves with rich colors, drawing complex patterns on their hands with henna dye, or tattooing themselves with symbols or pictures. Some tribes in Africa even create designs on their bodies by cutting their skin to create a raised pattern of shiny scars. People all over the world adorn themselves according to their different customs, circumstances, and ideas of beauty. Amid this amazing diversity, though, there is one almost universal way of adorning the human body: through the use of jewelry and other accessories. For thousands of years, people have fashioned personal adornments out of stone, clay, metal, glass, and a wealth of natural materials. They attach these decorations to their bodies in a variety of ways, such as by draping necklaces around their necks or belts about their waists. Some people pierce their ears, lips, and noses (among other things). Others slide armbands, anklets, rings and toe rings over their limbs. If you can think of a body part, chances are good that somewhere on earth, someone has found a way to embellish it. The objects in this case were chosen to demonstrate some of the great variety of adornments found all over the world and over time as well. They come from Africa, Oceania, Europe, and the Americas. Some of the adornments are very old (such as the cameo from the 1860s) while others are quite recent (like the bamboo doorknocker earrings made popular in the 1980s). They can teach us valuable lessons about beauty, power, and identity.
status and prestige. For example, the Mendi chest ornament in the case brings prestige to the wearer by advertising how much of his wealth he has given away (implying that he must be very rich indeed). Abelam men demonstrate their personal or family wealth by wearing necklaces and other jewelry made of dog teeth (a traditional form of currency). Similarly, in American society, some wealthy people drape themselves in diamonds to illustrate their success. Expensive jewelry is an especially important signifier of economic status among people who live in nomadic societies, like the Bedouin tribes of Saudi Arabia; constantly on the move, they have found that gold and silver jewelry is often the easiest way to transport their wealth and demonstrate their high position to the people around them. Some adornments mark the wearer as a person of authority. Although we have not included any such examples in the case, contemporary Western society yields many instances of this. Political leaders may wear a sash or a medal as a sign of office. Military or police officers wear uniforms decorated with stripes, bars, ribbons, medals, badges, and patches that identify their place in a complex chain of command. Other adornments make a statement about the wearers social identity, from their family ties to their marital status. People in the Scottish highlands traditionally advertised their clan or family identity by wrapping themselves in swaths of distinctive plaid cloth known as a tartan. The native tribes of the Pacific Northwest Coast emblazoned their jewelry, masks, shields, and even their homes with animals representing their clan or family crests. Also, in many societies there are some pieces of jewelry that are only worn by married people. For example, in the U.S. and other Western countries it is customary (though not universal) for married people to wear a
ring on the third finger of their left hand. Similarly, in India the nose ring and bangle bracelet in this case would typically be worn only by married women. Sometimes a person receives an adornment to mark a special moment in the cycle of life, such as puberty, marriage, or starting a family. Zulu children are given earplugs as part of the ceremony to initiate them into adult society, with all its privileges and responsibilities. Kabyle women receive a fibula as a gift from their parents on their marriage (though fibulas are worn by unmarried people as well). Akan men may give their sweethearts, wives, daughters, or sisters a comb like the one in the case to celebrate a marriage or the birth of a child. In like manner, people in the U.S. may give or receive jewelry to celebrate an engagement, anniversary, or a milestone birthday (like a sweet sixteen).
have turned toward more sophisticated techniques for making jewelry and accessories. They have learned to heat and work metal into complex shapes, or to form shards of glass into intricate beads. Today some adornments are molded from plastic by machines and mass-produced by the thousands. All of these materials and techniques are represented by objects in this case.
Words in boldface have been included in the Vocabulary Words section on page 19.
ACTIVITY 1
All Grades Related Objects: All
This activity can be done before you receive the case (or before you share its contents with the class) in order to introduce the idea of adornment.
Materials:
Whatever youre wearing! Optional: Background runway-type music will help students get into the spirit. Optional: Images or even videos of fashion shows featuring both men and women. (Hint: You can search the Internet for fashion show videos and find some short examples online.) These also add to the fun.
What To Do:
1 Remind your students that people wear other things besides their clothes. Discuss some of the accessories you are wearing and tell the students why you have chosen them. For example, if you are wearing a special piece of jewelry, you may wish to share its significance with your students. Ask them to think about what the accessories we wear say about us. 2 Tell the students that they are going to be models in a fashion show in which their adornments will be highlighted and described by other students as they walk the runway.
Discussion Questions:
How many different parts of the body did you see adorned on the runway today? What other parts of the body could also be adorned? What are some types of body adornment besides jewelry and accessories? Why do people pierce or tattoo their bodies?
See page 20 for details on how this activity meets New York State Learning Standards.
ACTIVITY 2
Grades 25 Related Objects: All
Your students can learn a lot about the objects in the case by looking at them carefully. After the students examine the objects, you can share more about them using information from this guide, the resources listed at the back, or your own knowledge.
Materials:
Objects from the case One or more copies of the "What Can Objects Tell Me" observation chart for each student (OR a transparency of it for a whole class exercise) A large piece of chart paper for recording group observations.
Discussion Questions:
All of these items are worn on the body. What part of the body does each adorn? How did looking at the object help you figure this out? Based on the materials the objects are made of, what can you say about the people who made them or where they live? What other things can you say about the people who wore them?
What To Do:
1 Depending on the age and interests of your students and the amount of time you would like to spend, you can do this activity using a handful of objects or every object in the case. 2 Prior to the presentation of the lesson, set the classroom up into stations (make sure there are enough stations that you have only 34 students working at each one). Place one or more objects and a magnifying lens on the table at each station.
See page 20 for details on how this activity meets New York State Learning Standards.
Look at each object closely. What kinds of things can we learn about an object just by examining it closely? What can objects tell us about the people who made them? Use this chart to record everything you discover.
What kind of decoration What part of the body does it have? does it adorn?
ACTIVITY 3
Materials:
Copies of the Where Do You Wear It? body template worksheet for each student Pencils and crayons
Discussion Questions:
Why do you think people make or use jewelry and other accessories? When you wear jewelry, what are you telling people about yourself? What can adornments tell us about the wearer? (Hints: social status and position, age, gender, marital status, wealth, etc.) What are some examples of this from your own life? (Hints: a married person wears a ring, a police officer wears a badge, etc.)
What To Do:
1 Lead a discussion about individual objects using the background cultural information about each object and the people who created it. 2 Give each student one or more copies of the Where Do You Wear It? worksheet on the next page. 3 Younger students may draw a selection of objects from the case on the body template, and also fill in the facial and physical features as they choose.
See page 20 for details on how this activity meets New York State Learning Standards.
Have students write a sentence or paragraph describing the adornments they drew on the worksheet body template, and what characteristics those adornments are supposed to represent. Alternatively, they may write a story about the person they created on the worksheet, paying particular attention to how the persons adornments reflect his or her age, gender, or role in society.
What can the adornments you drew tell us about this person?
ACTIVITY 4
Grades 36 Related Object: All
Who Am I ?
3 Based on the situations and roles you brainstormed together, have each student pick a role to portray (they should choose silently and keep their choice a secretit is fine if some choose the same role). Then using whatever craft materials you have gathered, students should create an adornment reflecting that role. (Examples: a graduates cap, a bridal veil, a coachs whistle, patches identifying a ball team or police rank, a royal crown, and so on.) 4 Have the students put on their completed adornments. Then, one by one, they should stand before the rest of the class and act out their role while their classmates try to guess their identity. Encourage students to ham it up, and to use their accessories to help make their point.
Many adornments or accessories tell us something about the wearers role in a particular situation or status in society. This activity encourages students to create and use adornments to act out a social role. It is a good opportunity to talk to your students about how societies organize themselvesby age group, socioeconomic level, job type, and so on.
Materials:
Any of the following: White or colored construction paper Small scraps of cloth Beads, buttons, bells String, yarn, pipe cleaners Any other general craft supplies
Discussion Questions:
Why do people wear adornments and accessories, besides simply for decoration? Why are some adornments and accessories worn only by certain people? Think of examples of adornments and accessories that reflect a persons age, job, marital status, position of authority, wealth, and so on. Think of examples of when it is helpful to be able to identify a persons role or rank. (Hints: When you need an employees help at a store, or when you need to ask a MTA agent for directions.)
What To Do:
1 Brainstorm with your class a variety of social occasions, ceremonies, or occupations in which people have clearly defined roles that are reflected in what they wear. This may include anything from school graduations and weddings to sports teams or jobs that require uniforms. 2 Discuss the different roles you might encounter in those situations, such as principal, graduate, bride, groom, coach, player, police officer, or MTA agent. Ask your students how they can tell who a person is based on what they are wearing. Emphasize how each persons clothing or adornments reflect their identity or role in that particular situation.
See page 20 for details on how this activity meets New York State Learning Standards.
ACTIVITY 5
Grades 35 Related Objects: armlet, bush cow ring, Fulani amulet, evil eye amulet, Frafra anklet
People all over the world create special pieces of jewelry called amulets (or talismans or lucky charms) that they believe hold magic and power to protect them from harm and bring them good luck. Amulets may include images of powerful animals or even teeth and claws that help to remind the wearer to be strong and fearless. In this activity, students can make their own protective amulet.
Discussion Questions:
What kinds of amulets or charms do you or people you know wear for protection or good luck? (Possible examples: a rabbits foot, a saints medal, or other religious jewelry.) What symbols do these amulets use to offer protection or good luck? The objects in the case are from many different places in the world. Look at each object. What kinds of things do you think the people who created these amulets might need protection from? (Hints: Bad luck, illness, bad dreams, evil spirits or people, accidents.) What symbols do they use to protect themselves?
Materials:
Optional: You may want to prepare for this activity in advance by asking your students to bring a small object from home that is special to them so that they may incorporate it into their charm. Lengths of colored wire or plastic lanyard string Beads or buttons in a variety of sizes and colors Small scraps of cloth no larger than 3 x 3
What To Do:
1 Discuss with your class what the word amulet means, and brainstorm some reasons why people might want to wear a protective charm. 2 Refer to the related objects in the case in order to demonstrate the variety of forms an amulet might take. 3 Have the students cut and bend the wire or lanyard to create a ring, bracelet, necklace or other form of adornment.
See page 20 for details on how this activity meets New York State Learning Standards.
LITERACY EXTENSION
Have your students write a paragraph describing their amulet, including details like what it will protect them from, and how they chose to decorate it and why.
ACTIVITY 6
See page 20 for details on how these activities meet New York State Learning Standards.
Vocabulary Words
accessory:
something a person wears (such as a piece of jewelry, a scarf, or a belt) to accent or complete his or her outfit.
fire: to bake clay until all the moisture is gone, leaving the clay hard and durable. jewelry:
ornamental pieces (such as necklaces, rings, or bracelets) worn for personal adornment. Originally this word applied only to pieces made with precious metals and stones, but its definition has expanded to include objects made from all sorts of materials.
adornment:
something people wear to demonstrate their status, to ensure protection or good luck, or to make themselves more attractive, beautiful, or interesting.
amulet: an adornment believed to protect the wearer from evil spirits or to bring good luck. Often amulets are decorated with magical or religious symbols. brooch:
a piece of jewelry with a pin or clasp on the back, meant to be fastened to the wearers clothing. Brooches are usually worn by women.
motif: a design or decorative theme. nomadic: lacking an established home or village; constantly on the move. ornament: a decoration; something that lends grace or beauty to the object or person it adorns. pendant:
a piece of jewelry that hangs around the neck from a chain (or a piece of string or leather).
charm:
an object believed to have magical powers to ward off evil or ensure good luck.
Conquest:
a historical term referring to the European (and particularly Spanish) conquest of the Americas from the 15th to the 17th century.
plaited: braided.
diviner:
a person (usually a religious figure) who is believed to be able to foretell the future through magical or supernatural means. For more vocabulary ideas, see the Word play extension activity on page 18.
fibula:
a clasp or cloak pin.
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Paine, Sheila. Amulets: Sacred Charms of Power and Protection. Rochester, Vermont: Inner
Traditions, 2004.
American Museum of Natural History: Totems to Turquoise: Native North American Jewelry Arts of the Northwest and Southwest. www.amnh.org/exhibitions/totems/ The Costumers Manifesto: Click on pages for Jewelry, Accessories, and Ethnic Dress to find hundreds of links to websites about those topics. www.costumes.org The Newark Museum: Baubles, Bangles, and Bling Bling: A World of Jewelry. www.newarkmuseum.org/blingbling/collection.htm
Brooklyn Museum
200 Eastern Parkway, Brooklyn (718) 638-5000 www.brooklynmuseum.org
Acknowledgments
Beth Alberty Niobe Ngozi Chrisy Ledakis Tim Hayduk Nobue Hirabayashi Whitney Thompson
Special Thanks
The Teachers of the New York City Department of Education
Funding
This revision of Brooklyn Childrens Museums Portable Collections Program is made possible by a Learning Opportunities Grant from the Institute for Museum and Library Services.
2006 Brooklyn Childrens Museum 145 Brooklyn Avenue Brooklyn, New York 11213 718-735-4400 ext. 170 www.brooklynkids.org
For information about renting this or other Portable Collections Program cases, please contact the Scheduling Assistant at 718-735-4400 ext. 118.