Professional Documents
Culture Documents
Forms
Frames
Conceptual Framework
Artmaking (60%)
Developing Sketches
Creating Wind Chimes
2D
Cultural
Artwork
3D
Subjective
Artist
Structural
Audience
4D
Postmodern
World
LEARNING OBJECTIVES
As a result of this lesson, students will be able to:
1. Using pen and paper, write a list of at least 8 words that depict who they are. (VA:Cn10-6a)
2. Students will choose 5 words from their lists and create at least one 2x2 sketch to represent each word. (VA:Cr1-6b)
3. Through class discussion, students will orally describe at least 3 characteristics of Native American Totem Poles.
(VA:Cn11-6a)
4. Using clay and the pinch pot method, students will create an approximately 3x 2 wind chime topper that incorporates at
least one of their most important symbols. (VA:Cr1-5a)
5. Using clay, students will create at least two symbolic charms no larger than 1.5 x 1.5 to hang below their topper. (VA:Cr15a)
6. In pairs, students will act as art critics by orally interpreting the meaning of each others symbols and giving at least two
reasons for their interpretation. (VA:Re8-5a)
7. In pairs students will orally describe the meaning of their artwork and compare/contrast their meaning with their partners
interpretation giving at least two reasons why they are similar/different. (VA:Re7-5a)
INTERDISCIPLINARY CONNECTIONS
History, Social Studies, English, Geography
TEACHER MATERIALS
Paper/Pencil
Clay tools (carving, needle tools,
etc.)
Items for texture in clay
STUDENT MATERIALS
Clay tools
Molds (if needed)
Books
Paper plates
Posters/images
Computer/projector
Decorations (Kits)
Camera
Key Artists
Key Artworks
Key Critical Questions
ARTISTS IN CONTEXT
Robert Davidson, Richard Aitson, Marcus Amerman, Rick Bartow
Davidson, Three Variations of The Killer Whale Myth, 1985
Davidson, Gliding Eagle, 2002
Bartow, Big Bear, 2014
1. How does their work reflect Native American culture?
2. What do you think the symbols represent? Why/How?
3. Where do the artists get their influences?
4. Who do the artists make their work for? Why?
5. How are the artists work similar? Different?
6. What does their work make you think about?
and come to the front of the room (or where the presentation is projected)
The Teacher will introduce the Native American Culture by asking students what
they know: What are some things you know about the Native American Culture?
Are all Native American tribes the same? Why/Why not?
What are Totem Poles? What do they represent?
After the discussion the teacher will instruct the students back to their seats and
introduce objective 2
The students will have 8-10 minutes to work on their sketches
The teacher will instruct the students to return to the front of the room
The teacher will discuss the meaning of different Native American symbols and
ask students: What do you think the symbol means? How might you represent
that word/idea instead?
The teacher will show/ discuss artists/artwork for more examples of symbols
The teacher will allow 5-8 more minutes for sketching
The teacher will introduce the wind chime assignment and demo how to work
with clay
The students will receive clay when they have completed their sketches
The teacher will communicate the amount of time they have left throughout the
class period
Closure
Teacher will instruct students to leave their work on their plates
Teacher will break students into pairs and instruct them to interpret each others
work
Each pair will share their discussion with the class
When students are finished sharing they will turn in their artwork to the
designated area and being clean up
Instruction Methods
Direct instruction
Pair/share