Where do we see body art?
Body art is practiced all around us. Have students keep a journal for a week in which they record examples of body art. Examples can be described in writing, drawn, or photographed. The journal should include three interviews. Did the students become more aware of different types of body art? Did the variety or frequency of particular kinds of practices surprise them?
English Language Arts - Standard I: writing to collect data, facts, and ideas
Science - Standard 5: thoughtful questioning and reasoning strategies
Applied Learning - Standard 3: gather, analyze, and evaluate information
The Arts - Standard 4: understanding social, cultural, and environmental dimensions of human society

Cultural definitions of beauty influence the way people look at one another. Body art is often used to create an idea of "the other." People stereotyped in this way are usually foreign, often not accepted, even feared. What is considered desirable in one part of the world may be forbidden in another. Look for examples of body art in cultures you are studying. How do they use body art? How did these practices affect the way they were treated by others? Have people ever stereotyped you because of the way you look? Social Studies - Standard 2: understanding world cultures and civilizations Applied Learning - Standard 3: gather, analyze, and evaluate information The Arts - Standard 4: explore art and artifacts from historical periods and world cultures

Masai girl in her finest ornaments photo credit: Donna K Pido

People have been sharing ideas and inspiring one another for generations.
Ask students to collect images of body art they find in magazines, newspapers, and on the Internet. Research the original meanings and practices of the traditional body art that inspired these contemporary practices. How have the practices been adapted? How have the meanings changed?
Social Studies - Standard 2: examining themes across time and within cultures
Applied Learning - Standard 3: gather, analyze, and evaluate information
The Arts - Standard 4: explore art and artifacts from historical periods and world cultures

How has body art been used to heal? In many cultures, body art serves as protection. Rubbing a medicinal plant into a cut on the skin can function as an inoculation against snakebite, certain poisons, or in the past, even smallpox. Henna, kaolin, and ocher are often seen as "medicines" since they offer protection from spiritual dangers. Research one of these and prepare a report. Science - Standard 4: interaction between science and society English Language Arts - Standard 1: interpreting information into one's own words The Arts - Standard 4: explore art and artifacts from historical periods and world cultures

A Hindu bride's hands covered with henna floral designs photo credit: Pravina Shukla

How is body art used to influence and manipulate our thoughts?
Have students look through different types of magazines and create a collection of images that include body art. Extend into movies and television. Analyze the imagery. Where did it come from? How is body art being used? What purpose do these images have? To sell something? To educate? Are they surprised by anything they find? Make a bulletin board/classroom display of the student's images and writings. Classify them according to students' analyses.
English Language Arts - Standard 3: informed judgments about television, film and the media
Applied Learning - Standard 3: gather, analyze, and evaluate information

What happens to the body when it is tattooed or pierced? Why is a tattoo permanent? How does a tattoo affect the way the skin functions as an organ? Can a tattoo be removed? The New York City Department of Health publishes a pamphlet with recommendations for tattooing and piercing practices. On the Internet you will find numerous sites answering frequently asked questions. Use these as a starting-off point to research the laws and safety issues concerning tattooing and piercing in your community. Science - Standard 2: behavior of the skin as a system in the body Science - Standard 4: interactions between science and society

Janet and tattoo artist Mike - both of Chicago photo credit: William DeMichele

How has body art and our ideas of beauty changed over time?
Focus on one technique within one culture. Research its history. Why was it practiced? How does this technique physically change the body? Is it still practiced today? If so, how has it changed? Encourage students to consider the politics, economics, and medical practices of the geographic region as factors that influence the practice of body art. If the practice was abandoned, what other practices - body art or otherwise - were developed as substitutes?
Social Studies - Standard 2: examines themes across time and within cultures
Science - Standard 4: interactions between science and society

Body art can be about self-expression. Our bodies can be used as places for marking who we are, where we came from, and what we hold meaningful. The colors, symbols, and techniques we choose have histories and personal meanings. How do we each mark and identify who we are? Where do these symbols originate? What meanings do they hold? Discuss body art traditions and cultural ideas about beauty. Use art materials to create personal designs and symbols. Social Studies - Standard 2: understanding world cultures and civilizations The Arts - Standard 4: understanding social, cultural, and environmental dimensions of human society Mathematics - Standard 6: refers to geometric shapes and terms correctly

A Luba statue with bowl photo credit: Denis Finnin

If you have visited the exhibition, how has the visit affected your views on adornment, beauty, and body art?
Review the Museum visit through a class discussion. Compare students' original "pre-visit" views with what they observed and learned in the exhibition. Use the student observation sheets as inspiration for additional writing assignments.
English Language Arts - Standard 2: literary response
Mathematics - Standard 6: refers to geometric shapes and terms correctly

Use photographs related to the exhibition.
Visit the AMNH Body Art Web site and download images of objects and photographs used in the exhibition, or use the recommended book list and find images similar to those in the exhibition to structure a lesson.
Look at one image. Tell a story describing what you see. Include as many details as you can. Give your image a title. Write your own Museum label.
English Language Arts - Standard 1: interpreting information into one's own words
Social Studies - Standard 2: understanding world cultures and civilizations
The Arts - Standard 4: explore art and artifacts from historical periods and world cultures
Applied Learning - Standard 3: gather, analyze, and evaluate information