Traditional Art Inspired by Mexico

Written By Elementary Teacher, Ms. Laura Voight

Alebrijes are a form of traditional art from the state of Oaxaca, Mexico. You have likely seen them in the popular Disney movie, Coco. While they were not highlighted within the movie, they are shown and explained as a part of the culture in southern Mexico and an important aspect to the holiday, Día de los Muertos. Known for the vibrant colors and unique patterns, they are exquisite pieces of art.

The alebrijes project was an opportunity for students to connect with the people of Mexico through a form of visual arts.

This project also provided the perfect opportunity for the Focus Level to “get their hands dirty” with an art project in their Principles of Design I class. The first two principles that the class learn about were contrast and pattern, two essential components of alebrijes. Since a part of the mission at the Academy for G.O.D. is to raise up a generation of children who are globally conscious, this was also the perfect opportunity to examine and imitate art from a foreign culture. The class learned about the history of alebrijes and how they are tied to the native Zapotec roots of Mexico. These designs are similar in style to Mayan and Aztec artistry. 

The students set out on a journey to create their own alebrijes - only they would not be carving wood as the traditional sculptures are made. After learning about the symbolism behind animals used in the traditional Oaxacan art, they used newspaper, cardboard, paper towel rolls, and finally, paper mâché to make their sculptures. This alone was a week long process. Students learned how to use their hands to form what their minds imagined. They had to be resourceful with the materials given to them and persevere through the inevitable phase of art creation where you’re just not sure what, exactly you have created. In the end, the students themselves were surprised with their work! They were proud of their creations and several of them admitted to having created something that they liked very much, despite their conviction in the middle of the project that they had somehow created the ugliest art imaginable.

In the end, the students were able to connect to the people of Oaxaca through their endurance of artwork that did not come easy. Just as the artists in Oaxaca take time to carefully carve their animals from wood, the students had to mold and re-mold their animals with paper and cardboard. They had to recall their lessons on contrast and pattern and incorporate the traditional patterns used in alebrijes. They learned to not only craft a form of art that was not initially appealing to their eyes, so used to soft colors and open spaces, but to appreciate it as well. By then end of the unit, each student was excited to take home their piece and show their families what they had learned.

Building Unity through Collaborative Visual Arts

By Ms. Corey Foster, Deputy Headmaster 

Large scale city murals seen around the world often include a team of people to accomplish the design of one or more artists. This type of undertaking requires teamwork revolving around a shared mission, collaboration on process, clear communication, honesty, and trust. I wanted my 7th grade Mixed Media students to experience this during the first month of school. Here’s what happened... 

On the first day of our academic class schedule in August, I gave students the following prompt: 

Today, you will be starting a month-long project that will stretch you. The success of this project will only be achieved on the other side of intentional teamwork. You will be creating one collaborative class mural from start to finish and each student will contribute a portion of the work. While this project will help you review the elements and principles of design and teach you layer painting skills, the most valuable lessons will be connected to your unity as classmates. 

With a combination of excitement and nerves to begin the project, I encouraged students with verses from Psalms 133:1, “Behold, how good and pleasant it is when brothers and sisters dwell in unity!” and 1 Corinthians 12:12, which highlights the body having many members. These verses don’t say “you will always agree all the time” or “everyone has the exact same task/responsibility”, but instead speak to a unity that can come from agreeing to work together and acknowledging that everyone is valuable as they bring different gifts to the group. 

Camden’s original design won the competition!

Over the next 4 weeks, this group of 7th graders set out and accomplished their own mural project together. First, they chose to develop a design that incorporated the Academy for G.O.D. mission statement, something they are all committed to, which states: “Holistically educating children to become responsible, kind and ethical neighbors; competent persons, globally conscious and historically relevant.” From that initial idea, each student developed a design that was up for consideration (see photo for winning design). After the project was finished, Josie wrote, “We were all pretty anxious about finishing and making sure it looked good because the design looked really hard to replicate. We had to focus and listen to get things right, but we all finished and it looks great!” 

Each workshop following was filled with students making suggestions, sharing their honest thoughts, working through conflict about preferences or skill sets, and making decisions together. While each student received their own canvas, each student was also accountable to the others as each canvas connected very purposefully to the ones on either side. Rollercoasters of emotions were seen, heard, and felt. From frustration to happiness and worry to amazement, students endured through emotions and as Audrey put it, “my friends helped direct me in this, and we helped each other to connect our [background] colors.” 

TL & TR: Paying attention to fonts and details

BL: Measuring for accurate design layers and display

BR: Determining colors, coloring mixing and discussing how each canvas blends into the next

Appreciation for the opportunity to learn, one of the three overarching school rules at the Academy, doesn’t just include taking in academic information. It means showing appreciation in all the moments of learning related to all aspects of our holistic education: academic, social, emotional, ethical, and spiritual. These students put this value into practice holistically as they navigated this project. 

In reflection of the entire experience, Camden said, “I like what we made. And something I learned was to always listen to everybody’s ideas.” Though not all ideas were used, the ability to share and hear perspectives, and choose the best route together made all the difference in their success. Speaking to a similar idea of valuing everyones’ voices and skills, Sophia wrote, “I got to learn how each of my classmates think through certain things. I got to understand who in my class is better at what, like drawing, measuring things, outlining, etc. This helped me learn my classmates more and even grow a closer bond with each of them.” What a gift for a group of Jr. High students! 

The final collaborative mural hanging in the 7th grade classroom with all the smiles following a job well done!