- Distribute the copies of the Power Point presentation entitled “Umbanda Altars and Offerings Found in Niteroi” and pictures of the orixás.
- Again, students will sit for several minutes without speaking and drink in the picture(s) of the orixá they have chosen to represent.
- As a class, brainstorm ideas for altars. Items can be those that are traditionally represented or items that students would like to offer.
- Demonstrate how to roll out the placemat that the offering will go on. This mat should be fairly thick so it does not crack in the oven and can hold the weight of the items. Roll it out gently with the “rolling pin” and turn it often so the slab is even in thickness. Use the razor blade to trim and cut the sides of the mat. The picture at the beginning is a sample that altar sits on a placemat that is approximately two inches wide.
- After rolling the slab, students may go back up to the teacher’s table to get the extra colors for their altar. They may use a variety of colors; however, one glance at the altar should be enough to determine two dominant colors for the chosen orixá. The only exception is the orixá that is the spirit of rainbows. Also, white is often used to represent all of the spirits. Students may also use colors that they would like. They do not have to follow the orixá colors; students may make up their own color combinations, if they prefer.
- Demonstrate how the razor blades are used to make very fine details and textures.
- After altars are made, students use the four steps of art criticism to prepare a class presentation about their altars.
- Describe - What are the elements of the altar?
- Analyze - How are the elements of line, shape, form, texture, color, space, and value used? How are the principles of unity pattern, rhythm, variety, balance, emphasis, and proportion used?
- Interpret - What is the artist/religious practitioner trying to say to the Candomblé spirits? What is going on in the “composition” or the artwork/offering?
- Decide - What do I think about this altar/artwork? Does it resonate artistically with you? Why or why not? Does an altar have to be artistically pleasing to be an altar? Why or why not?
Extending the lesson:
- Each student shows his altar to the class and explains its elements using the prepared presentation.