Skip to main content
Article
Integrating the Arts: Pre-Service Elementary Teachers Make African Masks of Six Cultures
Social Studies Research and Practice (2011)
  • Sarah E. Montgomery
  • Audrey C. Rule
  • Megan Altemeier
  • Lauren Angell
  • Kathleen Baker
  • Heidi Bakula
  • Kathryn Balek
  • Ashley Bargman
  • Brea Baxter
  • Kalli Boehm
  • Joel Boyer
  • Stephanie Brandel
  • Kelli Brown
  • Stephanie Bryte
  • Jaime Carrott
  • Deandra Chlystun
  • Chelsea Cole
  • Adam Crise
  • Daniel Cubit
  • Katie Dorr
  • Chelsea Drolle
  • Lindsay Early
  • Jodi Ebert
  • Kelsey Englin
  • Samantha Erhardt
  • Greg Fahnle
  • Samantha Fisher
  • Britni Flaherty
  • Sarah Fox
  • Haley Gilbertson
  • Nicole Gray
  • Elizabeth Green
  • Danielle Guntly
  • Sarah Hart
  • Bethany Hayes
  • Kellie Hedrick
  • Kelli Hildreth
  • Koby Hippen
  • Kaitlyn Hooks
  • Amanda Hover
  • Kasey Huebner
  • Jill Ita
  • Kahlie Kerns
  • Miranda Kral
  • Jamie McNamara
  • Melissa Merten
  • Kim Newton
  • Katherine Nuss
  • Sarah Oexmann
Abstract
This paper provides a model of a scaffolded major project from an arts-integrated social studies curriculum unit. The unit involved an extended collaboration between instructors and pre-service teachers of three social studies methods classes, with the elementary teachers and students of three primary classes at a university laboratory school who were participating in an integrated unit on Africa. Pre-service teachers first created masks of six distinct African cultures (Bembe, Yoruba, Maasai, Bamana, Luba, and Chokwe) in their university methods class and then supported primary students creating similar masks during a practicum experience. Through making these masks and other unit activities, the pre-service teachers taught students about the diverse cultures, customs, and geographical settings of several African ethnic groups. Although arts-integration was challenging for pre-service teachers, as most lacked experience with three-dimensional papier-mâché construction, the planning talent of the Talents Unlimited model provided a framework to scaffold the complex work. A detailed mask-making plan created by pre-service teachers based on this framework is provided for readers interested in replicating the project, along with photographs and written descriptions of the completed African masks.
Keywords
  • Arts - integration,
  • Africa,
  • Masks,
  • E lementary students,
  • Integrated unit,
  • Culture,
  • P lanning talen t,
  • Pre - service teachers,
  • S ocial studies methods,
  • Talents Unli mited,
  • Thinking Skills
Publication Date
January 1, 2011
Citation Information
Sarah E. Montgomery, Audrey C. Rule, Megan Altemeier, Lauren Angell, et al.. "Integrating the Arts: Pre-Service Elementary Teachers Make African Masks of Six Cultures" Social Studies Research and Practice (2011)
Available at: http://works.bepress.com/sarah_montgomery/17/