Native+American+Cultural+Studies+Resources

Unit Plan ** **Teacher:** Angelica Medina **Grade Level:** K-6 **Estimated Time:** One Semester Unit Study 1. ** Art Standards: ** * students recognize and use the visual arts as a form of communication. * Students Analyze and evaluate the characteristics, merits, and meaning of works of art. * Students know and apply visual arts materials, tools techniques, and processes. * Students know and apply elements of art, principles of design, and sensory and expressive features of visual arts. 2. ** Literacy Standards: ** * Students read and understand a variety of materials * Students apply thinking skills to their reading, writing, speaking, listening, and viewing. 3. ** Core Contend Standards: ** **Math Standard:** * Students develop number sense and use number relationships in problem solving situation and communicate the reasoning used in solving these problems. 4. ** Goal: **Introduce students to ideas of Native American Art and Culture. Reveal techniques of traditional art development, and ideologies of design motifs. 5. ** Learning Objectives: ** The Students will learn cultural history/ techniques that define Native American Indian Art. The students will then implement those aspects/ techniques within each project and medium. 1. The Students will create work within procedure guidelines 2. The Students will be respectful of the culture 3. The Students will actively participate in art making and discussions. 6. ** Background: **Early Native American Art was used for mainly utilitarian purposes. It wasn’t until the early 20th century that Native Americans began to make art for its aesthetic purposes. Native American art became a sought after art form, appreciated by museums, art histories, and art patrons. Today Native American art has evolved through the hands of a new generation. Native artists explore the world around them, and make visual commentary about its impacts within their own worlds. 7. ** Essential Questions: ** What were the original purposes of Native American Art? How did this art reflect to us about its makers? What did the design images mean? What does Native American Art mean today? 8. ** Pre-assessment skills: **Begin each lesson with reference materials, i.e. Slides, posters, pictures, written materials. Each lesson should begin with a brief demo of the project, as well as a brief period for questions. Each lesson should reference its origins within the Native American culture, with a brief descriptor of meaning/purpose/usage. 9. ** Pre-requisite skills: ** 10 ** Interim Assessment: ** I will walk around the room, observe and comment on what the students are doing. Make sure everybody is on the right track and on task. ** Vocabulary: ** * Native American * Tribes/Bands * Design Motifs * Traditional Techniques * Contemporary Native Art * Native American Artists * Master Artists * Procedure Guidelines * Appropriate Use of Materials * Descriptors 11. ** Materials List: ** * Sculpture tools * Jewelry tools * Pottery tools * Drawing tools * Painting tools * Photography tools * Architecture tools * Weaving tools * Printmaking tools * Reference Books, magazine, internet sites 12. ** Instructional Strategies: **Begin each lesson with reference materials, i.e. Slides, posters, pictures, written materials. Each reference should reflect its particular lesson content, as well as include oral descriptors of the reference/topic material. Each lesson should begin with a brief demo of the project, as well as a brief period for questions. Each lesson should reference its origins within the Native American culture, with a brief descriptor of meaning/purpose/usage. 13. ** Literacy component: ** Have students critique each others work. Set work on table, have students (K-3) walk around work table with a small note pad of paper listing at least two good words about each piece, and one idea of improvement. Grades 4-6 will take part in the same process with an additional short written statement ( one paragraph) about their specific pieces. 14. ** Adaptations for higher/lower functioning or English language learners: ** More one-on one with the students, using a buddy to translate vocabulary and or help with understanding of project. Use visual examples of work to clarify project expectations. 16. **Rubric:** 17. ** Post Assessment: ** Critique/Class discussion. Evaluate what worked, and what ideas/techniques did not work. Revise lesson plan based on findings. 18.** Resources: **
 * Course: Native American Art **
 * ** Criteria ** || ** Advance ** || ** Proficient ** || ** Partially Proficient ** || ** Unsatisfactory ** ||
 * 1. Create Work within procedure guidelines || 1. Create Work within procedure guidelines, requested additional level projects. || 1. Create Work within guidelines, used different procedures || 1. Create little Work within procedure guidelines || 1. Created no Work within procedure nor guidelines ||
 * 2. Be respectful of the culture || 2. Was respectful of the culture, researched on own time. || 2. Was respectful of the culture || 2. Was somewhat respectful of the culture || 2. Was not respectful of the culture ||
 * 3. Actively participate in Art making and Discussions. || 3. Actively participate in Art making and Discussions. Requested additional information || 3. Actively participate in Art making and Discussions. || 3. Actively participate in Art making not Discussions, or vise versa || 3. Did not participate in Art making nor Discussions. ||
 * Institute of American Indian Arts **
 * Smithsonian Museum of the American Indian **
 * Wheelright Museum **
 * Native American Arts Magazine **
 * Native People Magazine **