Additional Creole Heritage Activities

Art

Students will examine a piece of art and tell a story based on the piece.

Take an imaginary journey inside a drawing, painting, or photograph of a Creole home or Creole site. Use art criticism, discussion, and creative writing skills to tell a story describing the journey and the surroundings.

            Supplies

                        image of a Creole house
                        pencils
                        paper

            Time

                        45 minutes 

            Directions

    1. Display the chosen image of a Creole House or Creole site for students to examine.

    2. Share a list of questions with the students to guide them in their observation processes. These should include but not be limited to:

      1. What do you see?

      2. Are you in the town or country?

      3. Are there any images which help you determine the weather conditions?

      4. What sort of shelter can you find to protect you from the elements?

      5. Judging by the outside of this building, who do you think might have lived here?
    3. Write a story, poem, newspaper article, or diary entry using the information collected from the questions listed above.

    4. Exhibit students' written interpretation along with the image in the classroom.

    Students will create portraits using architectural features in the background.

    Conduct a portrait drawing exercise, and require that the background, be it interior or exterior, exhibit some architectural features such as a gallery, a wrap around fireplace mantel, or even French doors.

    Supplies  

    diagram featuring the dimensions of the face

    mirrors

    array of images featuring 19th century portraits and interior/exterior portions of Creole buildings

    paint

    paint brushes

    paper

    pencils

    water containers for dipping paint brushes

Time

2 hours
Directions
  1. Discuss portrait drawing techniques, particularly the shape of the head (somewhat egg shaped) and the distance between the top of the head, eyes, ears, nose, mouth, and chin. The eyes are located half way between the top of the head and the chin, the bottom of the nose is half way between the eyes and the chin, the lips are half way between the nose and the chin, and the ears are located on the sides of the head between the eyes and the nose.
    2.

  2. View images of 19th century portraits and building examples.

  3. Assign a model for the portrait drawing project or allow students to draw self portraits by using mirrors.

  4. When designing their portraits, remind students to include architectural details in the background.

  5. Complete the drawing by adding color with the use of paint

    Architecture

         Students will create a floor plan from memory.  

 

A floor plan is a diagram showing where rooms, hallways, closets, bathrooms, etc. are located in a house or other building. Drawing from memory, students will sketch the layout of the first place they remember living.

Supplies

                      Sample floor plan drawings of modern homes and one of a typical Creole cottage

                      Pencils

                      Paper

         Time

               45 minutes

    Directions

    1. Define floor plan, display examples, and discuss the spaces that are found in modern homes that were not present in Creole architecture.

    2. Encourage students to close their eyes to visualize their first dwelling place recalling every room and pathway.

    3. Instruct students to map out their memories of these places in the form of a floor plan labeling each room.

Students will learn to identify a variety of Creole architectural elements. Using a list of objects found in Creole architecture, students will design the facade of a Creole house.

 

Supplies

                        a list of architectural terms with a visual example beside each

                        pencils

                        paper 

    Time

                        20 minutes

     Directions  

  1. Review architectural terms and visual examples of each.

  2. Identify a minimum of three terms such as gallery, transom windows, and shutters which must be incorporated in the following assignment.

  3. Draw the front of a Creole cottage being sure to include transom, a gallery, and shutters.

  4. When the drawing is complete, label the required components.

Students will use Creole heritage vocabulary words to describe Louisiana Creole sites or buildings.

Students will produce sales pitches for historic Creole sites of Louisiana to be announced at a mock classroom auction. 

             Supplies

                        images and descriptions of Creole historic sites in Louisiana

                        podium with microphone (optional)

                        posters

                        markers

              Time

                        3 hours

              Directions

  1. Assign Creole sites to individual students. Provide them with images and descriptions from the Louisiana Studies in Historic Preservation website, and allow time for the students to gather details from the description to be utilized in their speeches persuading the audience to bid on their site. 

  2. Allow time for students to write and practice their speeches.

  3. Instruct students to create visually exciting posters promoting their site to be used in their presentations.

  4. Evaluate the students' presentations based on accuracy and enthusiasm.

 

Entertainment

Students will engage in 19th century pastimes to experience a portion of what life was like long ago.

Students can experience history by participating in old-fashioned games or playing with old fashioned toys. 

              Supplies

Antique or reproduction toys and/or games which may be found in attics, museum gift shops, or through businesses such as the Cooperman Company who can be reached by phone at 860 - 767 - 1779. Their email address is: info@cooperman.com. They may be reached at www.cooperman.com.

              Time

                        30 minutes - 1 hour 

              Directions   

  1. Plan a class period filled with old-fashioned fun and games.

  2. Spend some time in advance collecting toys and instructions for parlor games and outdoor leisure activities to share with the class. Look for items such as Rolling Hoops, Graces, Croquet, spinning tops, and hand-made dolls.

  3. Go over the rules for all of the chosen activities, and rotate small groups of students from one activity to the next during the allotted class time.

Students will learn about the Creole custom of entertaining.

Just as visitors who were greeted in Creole homes with iced syrups or fruit waters on sultry, summer days, students will enjoy the pleasantries of Creole customs after concocting a favorite, refreshing summer drink.

            Supplies

                        12 lemons already cut in half for students

                        1 lb. of  sugar

                        2 quarts of water

                        ice

                        pitcher

                        stirring spoon

                        measuring cup

                        strainer

                        disposable cups

           Time

                        20 minutes

           Directions

    1. Set up a work table with the above mentioned supplies for students to experiment making the popular drink, iced lemonade.

    2. Allow different students turns at squeezing the juice of the lemons and straining it into the picture. Assign other students to measure the necessary amounts of sugar and water and slowly add them to the lemon juice. Stir the combined ingredients. Serve over ice in the provided cups.

Further Your Studies

Have students research old “receipts” or recipes and have them compare them to modern day recipes. If possible, have a cooking demonstration in class identifying the food history of each ingredient.

Plan an activity incorporating French words used in architectural descriptions. Examples might include faux bois or bousillage.   

Pass around materials such as a piece of cypress, a straw mat, and a swatch of mosquito netting for students to touch and examine. Encourage students to investigate who would use netting and why, what the purpose of the straw mat was, and how cypress was used in the construction of historic buildings. 

Investigate the ethnic groups in your community. Find out what architectural styles they may have contributed to the area.

If possible, request a copy of a family’s inventory records from a local historic Creole House. Study the records. Figure out the uses of some of the belongings listed in this primary document.

Bibliography

Compiled By The Editors of the New Orleans Picayune. The Picayune Creole Cookbook. New Orleans, Louisiana: Picayune Publishing Co., 1900.

 

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