DBAE LESSON Focus: To learn about the Native American cultures their artist and their contributions to art. Objectives: After completing this lesson, students will be able to: * Name and describe four major groups of Native Americans * Identify the contributions to art made by the different Native American cultures * Make a tepee and totem pole depicting a Native Americans culture Resources: Instructor's Choice Magazine Photographs of artworks relating about Native American Art Handout about the history of Native Americans Books and articles about Native American tribes and their art Materials: Wall map of the world Newspaper and newsmagazines, sheets of drawing paper, pencils, and watercolor markers. Fabric, construction paper, and several cut outs of many animals Sheets of drawing paper or outline maps of the United States, pencils, and fine-line markers. Vocabulary: Petroglyph Pueblo Totem pole Tepee Preparation: Make copies of handout of the reading assignment about Native Americans for each student. Organize selected artworks from the handout for group discussion Write summaries of background information Be sure to organize discussion questions for activities in the teaching lesson (procedure). Organize student in-groups for discussion, writing and making projects. Procedure: 1. Display a map of the world, and ask volunteers to point out the approximate route sailed by Christopher Columbus: Where did he intend to sail? Was he headed in the correct direction? What was in his way? Then ask who was living in North American when Columbus arrived? What did he call these people? Why? What do you think they called themselves? What collective name do you think these people prefer now? Why? (If necessary, help students mention specific tribal names as well as the terms Native Americans, Tribal People, and Original People.) How do you think these different collective names affect people's perceptions of the Native Americans? 2. Pass out handouts on background information relating on Native Americans Art of the Past and other Background information relating about Native Americans. Have children read and discuss cooperatively about the handout. 3. After students are done reading, help students examine and discuss the Northwest Coast totem poles shown in 13-5: What do you see in this work? What visual elements can you identify? Which principals of art used to organize those elements? What message do you think the totem pole is intended to communicate? Are you able to fully understand that message? Why, or why not? What mood or feeling does the work convey to you? Do you think the person who created this totem pole considered the work an example of fine art or an example of applied art? Why? Which to you consider it? Why? 4. Have students discuss and compare two works by the Plains people: the cradle board shown in Figure 13-6 and the hide painting shown in Figure 13-7. (In the handout) What function was each work created to serve? How successfully does it serve that function? Is each a successful work of art? In terms of which aesthetics view do you consider the works successful? Why? 5. Have students form four groups, and each group to research one these topics about the Pueblo people: their farming methods, including irrigation techniques; the development and construction of their multistory pueblos; the cycle of ceremonies throughout a year; the use and design of their petroglyphs. Then have the groups present their information to the rest of the class, and encourage discussion among all groups. 6. Help students compare the cultures of the Pueblo people and the Plains Indians: What were the most important differences between the lives of people in these two groups? How was the architecture of the two groups different? What differences in their crafts can you identify? What do you think accounts for these differences? Encourage all students to participate in this discussion; ask interested students to do further research and to share their findings with the class. Assessment: If given five questions over the handout, can each student answer at least 4 question about Native Americans? Here are the following questions: 1. In what region did the Pueblo settle? Where are they and other Native American groups believed to have come from? 2. What are the coiled pots? What ate petroglyphs? 3. What form of architecture gave one Native American group its name? Why was this word chosen? 4. For what unmistakably Native American form of art ate the Northwest Coast Indians known? 5. What are tepees? Why did the Plains Indians have a need for tepees? Also, ask each student to write a short response to this question: What are the most interesting or important new facts you have learned about Native Americans and their cultures? Background for Students: (Art Production)   Making Teepee and Totem Pole Assignment Each student is to make a tepee and totem pole on which he/she creates an artwork in some way makes a statement about the representation of Native American. The subject of the tepee and totem pole assignment is individual or cooperative decision but students will individually make their on artwork. In addition, to the artwork student will give a brief written response about their project and the Native Americans culture it may represent. Allow creativity when giving this presentation! Tell students they can use music, or do a dramatic scene (play). This assignment will be constructed in about a week. Extensions: Ask students to work in small groups to learn about the uses of natural dyes. What colors did Native American weavers use? Which plants provided those colors? How was the dying accomplished? Encourage interested groups to experiment with natural dyes. Selected References: Caduto, Michael, and Joseph Bruchac. Keeper of the Earth. Golden, Colo.: Fulcrum, 1988. Holm, Bill. Northwest Coast Indian Art. Settle: Univeristy of Washington Press, 1965. Mittler, Gene, and Raggans, R. Understanding Art: Teachers Manual. California: Glencoe Division, Macmillan/McGraw-Hill, 1992.