Junkanoo Parade (A)

6, 7, 8

The class will perform a Junkanoo-like parade.

Lesson Rating 
PrintOne Fifty-Minute Class Period

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.
Home Connection 

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 videotape for families who send a blank tape. Invite the press! This makes great publicity.


  1. 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.

  2. 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.

  3. 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 in December in Nassau. We proudly present our parade to you."

  4. Conduct a parade, as elaborate or simple as you choose. Videotape the parade or take photographs of each group. Follow the recommendations under Experiential Component to share the learning with others.

  5. 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 site some good things about the class designs. 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? 

Cross Curriculum 

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.

Philanthropy Framework

  1. Strand PHIL.IV Volunteering and Service
    1. Standard VS 03. Providing Service
      1. Benchmark MS.1 Provide a needed service.