Monique Coventry
900217949

Teacher notes:
In ancient Middle Eastern history, the Hamsa was an amulet which represented the 'Hand of God.' For many religions, it is recognised as a sign of protection which brings the person who possesses it happiness, luck, health and love. It is also said to protect from the 'evil eye', hence the dominant eye image within the pattern. The hand is known by many names, including hamesh, khamsa and The Hand of Miriam (Miriam being the sister of Moses and Aaron). The most popular style of the hand includes two symmetrical thumbs.
The hamsa pendant has come back into vogue in modern day society, due to a renewed interest in mythical Judaism. Today, hamsa hands are commonly seen as pendants on necklaces and bracelets. Many artists today also use the image of the hamsa hand in their work, including wall hangings, sculptures and paintings.
Symbolism: The word 'hamsa' means five - like the five fingers on a hand. However, the number five has many other meanings in Islamic and Jewish traditions, including:
-
The five books of the Torah.
-
The fifth letter of the Hebrew alphabet: Heh - one of God's holy names.
-
The five pillars of Islam.
-
The five people of the cloak for Shi'ites.
(The Neshama Project 2014).
Culture: The Middle East is a group of countries in West Asia and Northern Africa that encompasses a number of different ethnic groups, including Jewish, Somali and Arabic groups. It is also the birthplace of many different religions, including Christianity, Islam and Judaism. The hamsa hand has different meanings to all of these ethnic groups and religions, therefore in a lesson or unit on multiculturalism for children, it would need to be made explicitly clear that the meaning of this symbol and art form may vary for different people. Similarly, for the purposes of consistency on this page, the old Middle Eastern flag has been depicted in association with the hamsa hand above. However, many different flags could be appropriately used, given its broader relevance to various different cultural and religious groups. For example, it is said that in Islam, the five fingers represent the hand of Fatima, Mohammed's daughter. Whilst in Christianity, they are said to represent the hand of Mary, the mother of God. The openness of the hand is said to represent the strength of three different major religions within the same region (Kid World Citizen 2011).
Lesson overview:
This lesson has been aimed at grade four students. I chose this level on the basis that creating the hand is a 'middle of the range' type activity and it also meets the AusVELS standard to use 'techniques and processes to create pattern, repetition and contrast using a range of media.' In addition to this, students at level four 'create symmetrical patterns, pictures and shapes' in mathematics' (VCAA 2014) which therefore relates to the art elements and techniques focused on in the decorating of the hamsa hands and allows for integration accross the curriculum. The task could be easily simplified for early years students by providing them with pre-prepared templates of the hamsa hands to cut out. The lesson overall could be extended to older students through a deeper exploration of the history and symbolism associated with hamsa hands. This lesson incorporates both a responding and making activity, the former of which is based on a modern day painting based on the hamsa hand symbol. I particularly connected with this lesson due to my personal interest and fascination with hamsa hands, particularly in jewellery. If I was to personally teach this lesson, I would bring in the necklace that I own with a hamsa hand pendant on it, for students to observe. While exploring this topic online, I struggled to find any older famous artworks that incorporate the hamsa hand, despite the fact that it is such an ancient symbol. Based on this and the fact that the symbol has become a popular symbol in modern day society, I have incorporated both the modern day painting and images of the symbol incorporated in items today such as jewellery, lamps and scarves, which will be linked to the history of the symbol.
Resources:

Right: A Gouache Painting, 'Good Luck Hamsa.' Artist unknown. Sourced via Pinterest.com.
This painting would be used as the stimulus for a 'responding' activity during the lesson, in which students analyse the hamsa hand symbol and its dominant features.
A real hamsa amulet/jewellery item (if the teacher has access to one) or otherwise photos of hamsa hands incorporated into modern day items would be distributed to students for them to analyse and discuss (images all sourced via Pinterest.com):






Amulet with jewels
Necklace
Lamp
Hanging mural
Scarf
Mosaic mural
'How To Make a Hamsa Hand' card (images via Kid World Citizen 2011):
How to Make a Hamsa Hand
1) Fold a piece of paper in half and draw a 'half hamsa' (one thumb, one finger, half a big finger). Cut it out.

2) Trace the whole hand shape you have cut out onto a piece of cardboard. Cut out the shape, then wrap the whole hand in aluminium foil so that one side is covered and the foil bunches at the back.


3) Using a toothpick, draw in the lines to show the five fingers of the hamsa hand. Then draw in the shape of the eye. Then continue using your toothpick to create detailed patterns all over the hand.
4) Once you have finished your decorating using the toothpick, use paint of a colour of your choice to paint the eye in the middle of the hand.

Your hamsa hand is complete! Where could you keep it?

Right: a photo of a completed Hamsa Hand to display on IWB for students (Kid World Citizen 2011).

Left: Map of The Middle East to display during discussion about the origin of Hamsa Hands (Kid World Citizen 2011).
References:
Kid World Citizen 2011, ‘Ward off the Evil Eye With a Hamsa Craft’, retrieved 28 August 2014, <http://kidworldcitizen.org/2012/01/17/good-luck-hamsa-craft/>
The Neshama Project 2014, 'The Hamsa Hand Symbol', retrieved 5 September 2014, <http://theneshamaproject.com/hamsa-hand-symbol/>
VCAA 2014, ‘Level 4’, retrieved 28 August 2014, <http://ausvels.vcaa.vic.edu.au/Level4>