Suggested Grade Level: 3-5
Estimated Time: One class period

Introduction:

Gold was plentiful in the Americas when the Spanish colonists arrived in the early 16th century. For over 30,000 years, gold objects, including jewelry, utensils, masks, and sculptures, were made in abundance by the native Indian civilizations. Goldsmiths invented a variety of techniques and styles of metallurgy, most notably in the Andean region, Central America, and Mesoamerica, where there was an abundance of gold and other metals.

In most early American societies, gold held sacred connotations because it was associated with the heavens, most especially the sun. Many gold objects had ritual or votive functions, including honoring the gods or accompanying the dead in tombs, although some pieces, such as vessels, deep bowls, and tweezers, served mainly domestic functions. Gold jewelry was frequently used as an emblem of office, reflecting the rank and duty of important individuals such as priests, warriors, and rulers.

Lesson Objectives:

• Become familiar with traditional design elements and functions of Central and South American gold objects
• Begin to understand the techniques of metalworking, especially repoussé

Key Terms:

• repoussé
• metallurgy
• Moche
• Chimú
• tumi

Instructional Materials:

Lightweight cardboard Gold tempera paint or gold foil Scissors Glue Cotton string Pencils Paper

Procedures:

Students will create a sculpture inspired by the masks, pendants, or human/animal forms found in ancient Indian art of the Americas.

• Have students cut the basic shape of their proposed sculpture out of heavy paper. Explain that this shape will be used as a model for the final design. Encourage students to fashion a three-dimensional design. For human and animal figures, the legs and feet can be folded so that the object can stand alone.
• After students have determined the basic shape of their object, ask them to use their paper patterns to trace the design onto cardboard and cut out this design.
• Encourage students to add surface details to their sculpture by pasting cut pieces of cardboard or string onto the body. For example, round cardboard disks can be added for eyes and twisted string can form abstract designs. The raised components will illustrate the repoussé technique, in which raised metal defines the detail.
• Once everything is glued into place, students can paint over their objects with gold tempera or cover them with gold foil.

Evaluation:

Base evaluation on students’ creativity and comprehension of the process and significance of ancient American metalworking.

Follow-Up:

• Ask students to draw a scene in which their object is being used. For example, they may choose to depict someone wearing the mask or jewelry; a room where the sculpture would have been located; or a ceremony in which their object would have been used.
• Have each student discuss the function and design of his or her work.

Illinois Learning Standards:
Social Studies: 18
Fine Arts: 25-27

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