Skip to main content

4 Hour Class - "How To" Guide #2: Mummification

HOW TO MAKE A MUMMY

STEP 1: What is a mummy?

Looking at pictures in Halloween themed books may inspire such a question:




STEP 2: Experiment with ways to replicate the image

a teacher's arm

white paper and glue
paper towel rolls

googly eyes and markers

masking tape

pipe cleaners

STEP 3: Learn about the real thing

Ancient Egyptians mummified the dead bodies of important people

this was a process that took a long time

STEP 3A: Remove the brain and internal organs

If you do not have a real dead body on hand
make your own substitute internal organs

In this case we used balloons and beads

STEP 3B: Place the internal organs in decorative jars

After removing and cleaning the organs

Place them in decorative jars

STEP 3C: Dry out the body with a special kind of salt and fill it with 
spices, plants and rags to maintain shape

If you do not have a real dead body at your disposal, you may skip "Step 3C" to save time.


STEP 3D: Wrap the body in linen

If you do not have linens at your disposal bed sheets are an acceptable substitute

Wrap all parts of the body

Take great care when fastening the linen to the body

Sometimes less is more... other times more is more!




Thank you for reading the 4 Hour Class - "How To" Guide #2: Mummification. We hope you have found it to be educational and inspiring - we sure did!

This has been and Amazing Expression of Creativity brought to you by the 4 Hour Class.





Comments

Popular posts from this blog

4 Year Old M/W/F Class – I Hear…I See…I Wonder…

We began one of our circle discussions with a question for the children, “What would you like to learn, wonder or hear about?” Here is what they said:    “Skateboarding, Soccer, Perches” (Connor) “Bikes” (Taylor) “Going outside to see if I left my toy” (Jun)  “The Sun” (Jack) “Rollerskating and Swimming” (Daniella)"Skating” (Noel) “Ball” (Sofie) “Scooter and Tricycle” (Masaki) “Shoes” (Ashlan) “When you put something under a pillow you can find it” (Tia) “Soccer” (Kyle) From my list I noticed quite a few of the children were interested in wheels, so at our next circle discussion we looked closely at a scooter and a pair of roller skates – as well as the wheels on a long board. The conversation brought up more questions and answers, which the children confidently discussed amongst themselves. One of the questions was “What makes this a scooter?” The conversation followed with “The scooter has a handle and a brake” and “I know how to ride a long board.” ...

Social Responsibility: Down to the Core

Social responsibility- a term that has now become quite common in the field of education and has the potential to lose its meaning if we are not careful. As an early childhood educator, I have always placed great importance on the need to develop this way of thinking in young children. It is for this reason that we engage in activities that benefit others, such as volunteering at our local food bank, adopting an owl, or raising money for Variety Club. With the recent catastrophe in the Philippines, my mind was suddenly thrown into its own typhoon. I found myself asking questions around social responsibility and what it really means. What does it mean to me? What does it mean to my preschoolers? How far does it extend into the world around us? Can four year old children grasp these deep and complex concepts? What can they understand about their world? How can we teach them about being socially responsible to: ones self; ones family; ones community; ones province; ones country; ones worl...

And We Begin

This week marks a new beginning for all of us. And, with all new beginnings, it provides us with an opportunity to reflect on the past and think about what is to come. I have been going to yoga a lot this past while and one of the things the instructors mention at the onset of each class is to create an intention for your practice.  I thought a lot about this concept and decided that it would be interesting and important to apply it to my teaching on a deeper level than in the past. So, as I move into the year, I am hoping to set intentions, which I believe are different than goals. For me personally, goals are more structured and outcome driven. Intentions imply more of a journey. Balancing intentions with flexibility and openness will be the challenge.  I also want to explore the idea of children setting their own intentions. Can this work? Will they understand? Can we help support this idea without creating comparisons or pressure? I am really not sure. And so we begin...