Objectives

1. Students will understand how amulets, milagros and ex-votos are used in diverse cultures (historical and cultural understanding.)
   
   
2. Students will learn about the forms and symbols used to create amulets, milagros and ex-votos (perceiving, analyzing and responding.)
   
   
3. Students will find their own solutions in the process of creating amulet necklaces by exploring materials, design, line, shape, color and texture (creating and performing.)

New Mexico Educational Standards
Art 1, 2, 3, 4, 5, 6, 7, 8
Social Studies II

Materials
Aluminum tooling foil cut into 3 inch x 4 inch pieces
craft foam 6 inch x 9 inch
pencils
scrap paper, scissors, string, beads, ball-point pens.

Motivation
Ask the students if they are wearing any special types of medals or necklaces with symbols, like a cross, a star of David, a heart, or a special charm.  What do they mean to them?  You may want to pass out precut shapes to talk about what the shapes symbolize.  Do shapes always have the same meaning?

Why do people wear charms?  Why do people do things to encourage good luck?  Do the students have good luck charms?  What are they and how do they use them?  Ask students to think about people they admire, adults and/or sports figures.  Do these people do special things to encourage good luck (have a special number, wear a certain jersey, or carry a special stuffed animal)?

What kinds of protection do people use every day?  Do students wear bicycle helmets, skate board pads or other physical protections?  Of what other forms of protection that are they aware? 

Explain that amulets are used for protection, as a charm, and to fulfill wishes.  Ex-votos or votive offerings or milagros (Spanish for miracle) are presented as gifts in gratitude for answered prayers or as a petition or request for divine assistance.  Show images of amulets, ex-votos and milagros, if possible.  Amulets, milagros and ex-votos have been used by people from many cultures worldwide during rites of passage such as birth, marriage, pregnancy, baptism and adulthood.  Their symbolism can be apparent, such as an arm representing physical strength, or hidden, when an envelope form is used to enclose a special prayer or request. 
Tell the students that they will be making amulet necklaces.  They can think about what they wish for, what they want protection from or want to give thanks for.  What shapes convey that feeling?  They can draw a body part, an object, a symbol or any shape that they like.

1. Have the students sketch their ideas on the scrap paper.
2. When they are ready, draw the images lightly on the aluminum. 
3. Cut the shape out carefully with scissors.
4. Flatten the aluminum by rolling the pen over the aluminum when it is resting on the foam.
5. Emboss designs on the amulet with the point of the pen.  Make sure the foam is still underneath.  Students can write messages, make designs using different kinds of lines.  They can turn the amulet over and emboss from both sides.
6. Use the pen tip to poke a hole in the amulet, or cut an opening with scissors for the string to go through.  Some students may want to make a tab and fold it over to make a conduit for the string.
7. Thread the string through and then add beads.  Use knots to separate the beads and add another decorative element if they like.
8. Have the students tie the necklaces around their necks or the neck of a friend or loved one.  Enjoy Good Luck!

Evaluation

Have students wear their amulet necklaces and explain why they made them.

Students can photograph each other wearing their amulet necklaces.  Create a display of the photographs with labels explaining each image.

Bibliography
Francis, Doris, ed.  Faith and Transformation:  Votive Offerings and Amulets from the Alexander Girard Collection  Santa Fe, NM:  Museum of New Mexico Press, 2007

Paine, Sheila.  Amulets:  Sacred Charms of Power and Protection.  Rochester, Vermont:  Inner Traditions, 2004.