The learner will:
- participate in a Junkanoo-like parade and share his/her knowledge of Junkanoo with others.
- evaluate his/her performance and the performance of the group.
- Student-made headdresses
- Cowbells; bongo drums (or decorated containers, such as oatmeal boxes), whistles
- Video camera and tape or camera and film.
- Locate or have students make musical instruments, if desired.
- Designate an area to have the parade (classroom(s), hallways, or outside).
- Alert appropriate school personnel about what you are doing.
- Make enough certificates so that every group gets one.
- Set up the video equipment or have a camera ready.
Invite families to watch the parade or help make food for the event. Make enough copies of the photographs for each family to have one. Copy the video for families who request it. Invite the press! This makes great publicity.
None for this lesson.
Anticipatory Set: Put on a headdress and move in a rhythmic motion. Ring a cowbell in beat. Move around the room. If you prefer, ask for a volunteer to do this.
Explain that the class will be performing a Junkanoo-Festival parade, like the one in December in the Bahamas. Remind students that they are not in the streets of the Bahamas and they need to keep the noise level appropriate.
If you have a video camera for the event, film an introduction for the videotape. "Welcome to __________(your school name)'s presentation of Junkanoo, a Bahamian Festival. Students from the __________ grade have designed and made headdress costumes like the ones worn at the Junkanoo festival in Nassau. We proudly present our parade to you."
Conduct a parade, as elaborate or simple as you choose. Videotape the parade, or take photographs of each group. Follow the recommendations under Service Experience to share the learning with others.
Present a variety of awards: most colorful, most original, largest, team leader, supporter, encourager, etc.
For an informal assessment, watch the video and discuss the entire experience. Ask the class to cite some good things about the class designs. Do the headdresses stay on? Do the groups look like they belong together and make an attractive presentation? Did most students participate? How was art used to help create a celebratory atmosphere? Did students enjoy themselves? Can students name the festival and the country where it is celebrated?
Formal assessment: The presentation can be scored using the following rubric. Points Parade Performance Headdress Display:
3 Actively participated in the parade by moving in an appropriate rhythmic motion, Headdress was clearly visible and effective
2 Participated somewhat, Headdress is on display most of the time
1 Little participation, Headdress is only on display a short time
This parade should be shared with other classes in the school as an educational program or could be presented in a local retirement/nursing home. When presented as a program, the following additions could be used: a recitation of a poem by Eloise Greenfield sharing of food from the Bahamas student reports about the Bahamas a presentation about effective group work a display of the student charts from Lesson Two: Group Headdresses a speaker from the community talking about organizations that address human equality and the importance of respecting individual rights.
Strand PHIL.IV Volunteering and Service
Standard VS 03. Providing Service
Benchmark E.1 Provide a needed service.