In Mexican and South American cultures, small, decorated boxes called "Nichos" are commonly found in homes and public places, displayed on walls or pedestals. Made from wood or tin and often painted with bright colors, they provide a stage-like setting for an object or collection of objects that have great significance. Most commonly functioning as an altar for a religious icon, a Nicho can also serve as a memorial to a loved one or as a reminder of an important event.

This lesson plan can be used to support a study of Mexican literature or culture, or as a character profile that can link to other literature studies. A student selects a character and builds an environment   a mixed media 3-dimensional collage   that describes that character. The Nicho can also be a personal statement, incorporating things that are important to them.

Grade Levels

5–12

Objectives

• Students will select the known qualities of a literary character and create an environment that describes the personality, surroundings, feelings and lifestyle of that character in non-verbal, visual statements.
• Students will create a 3-dimensional mixed media collage that will function as a wall sculpture.

Historical/Cultural Relativity

• Look at examples of Mexican Nichos on the web. Many examples are religious, some are humorous, and materials used vary from elaborate tooled metal and gems to recycled materials and found objects.
• Discuss the ways that a very ordinary object can become something of great value and importance when placed in a particular setting.

Procedure

1. Cut a window in the lid to the box. Measure 1/4" from the edge with ruler. Cut with scissors or craft knife.

    

2. Place box in the center of tooling foil, use embossing tool to trace the base of the box. Use ruler to continue lines to the edge of the foil piece and scissors to cut away corners to form tabs (see illustration 1). Using a magazine or newspapers to protect the work surface, tool designs or words onto the 4 tab sections only with the embossing tool. Tool from either side of the foil, but remember that the copper color will be the front, so words must be tooled on the copper side to be right-reading. Place a few drops of glue on the sides of the box, place it back in the center of the foil and wrap the box sides with the foil.

    

3. Repeat the process for the box lid. To create an opening, trace the window onto the foil piece. Use the ruler to make an "X" diagonally from each corner of the window (illustration 2), cut on the "X" and wrap the triangular tabs back over the window edge. The lid with window will have excess foil, either wrap it all around or trim it away with scissors.

    

4. Measure the scrap piece of matboard for a front piece. It will need a window slightly larger than the one in the box lid. Place the box lid in the center of the back side of the matboard, trace the window with a pencil. Use the ruler to measure lines 1/8" to 1/4" on the outside of the lines marking the window. Cut out the opening using scissors or craft knife. Leave the front piece as a rectangle or create cut-outs, rounded corners, scalloped or zig-zag edges.

    

5. Paint the front piece as desired with acrylic colors. Paint the inside of the box bottom carefully, avoiding foil.

    

6. While paint is drying on the Nicho, assemble the character or object to place in the box. You may model the character with Model Magic or Sculpey, then paint the surface, or use paper cut outs or found objects. The bird in the example above was formed with Sculpey on a wire base, then baked in the oven according to package instructions and painted once cooled.

    

7. Glue the front piece onto the box lid and assemble the box. Decorate the outside of the box to further describe the character. Add painted wood shapes, cut-outs from leftover foil or more objects created with modeling material. Use a push pin to create holes in the box, then attach copper wire pieces to string beads (see example) or to add a hanger on the back of the box (see side view). Glue the character into the Nicho as a final step.

National Standards

Content Standard #3 — Choosing and evaluating a range of subject matter, symbols and ideas.

5-8

• Students use subjects, themes and symbols that demonstrate knowledge of contexts, values and aesthetics that communicate intended meaning in artworks.

9-12

• Students apply subjects, symbols and ideas in their artworks and use the skills gained to solve problems in daily life.

Content Standard #4 — Understanding the visual arts in relation to history and cultures.

5-8

• Students analyze, describe and demonstrate how factors of time and place (such as climate, resources, ideas and technology) influence visual characteristics that give meaning and value to a work of art.

9-12

• Students describe the function and explore the meaning of specific art objects within varied cultures, times and places.

Content Standard #6 — Making connections between visual arts and other disciplines

5-8

• Students compare the characteristics of works in two or more art forms that share similar subject matter, historical periods or cultural context.

9-12

• Students compare the materials, technologies, media and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis.

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Side View
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Variations

• Instead of using tooling foil, simplify project by using paint on the box.
• Use newspaper and magazine clippings, tissue papers and other collage elements instead of, or along with paint.
• Use a larger or unusual shaped box. Mache boxes are available in many more shapes, such as ovals and hexagons.
• There are many ways to make this project more challenging for older students. Require them to create a full scene from a literary piece, or create a Nicho with multiple windows. Incorporate more sculptural elements, hinged doors or even add a light fixture.