Lessons 1-2: Native Indian Art of George Catlin
Duration:  2 class periods
     
Standards-Based Assessments
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials.     Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art.   Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Assessment:  Art Rubric
Materials:  pencil, sketchbook, bent thick wire and blinder card for the drawing ritual, white drawing paper, larger black paper for mounting, thin black marker, color medium of choice, color wheel
Vocabulary: analogous colors

Activities

1. Begin with a Wire Drawing Ritual in your Sketchbook - use the instructions for the Wire Drawing. This is a 5 minute drawing warm up using thick wire bent into an odd shape. Insert a pencil through an 8"x8" BLINDER card. The blinder card will keep you from looking down on your paper while drawing.  Trace the contour of the wire in the air by using your finger to follow the contour of the wire SLOWLY until you reach the starting point. Next, fix your eyes on the starting point  and position your pencil on the sketchbook. As your eyes follow the contour of the wire your pencil follows your eye movements exactly.  Put the date in your sketchbook.
    

2. Native Indian Art of George Catlin. Read over the information and describe his art.
    

3. What Native American name would you name yourself? This website will give you a few ideas!
    

4. Draw a picture from one of these ideas.  If you are drawing an animal have a picture to look at. You may use the Google search engine. Outline with thin black marker and and color with a medium of choice.
    

5. Look at this webpage to learn about ANALOGOUS COLORS . These are colors that are next to each other on the color wheel.  Look at a color wheel and pick out some analogous colors. Try using some of these
   Analogous Colors in your drawing when coloring in your shapes.  For example, if you'd like a blue sky, try blue-violet and violet along with your blue and overlap all three colors to create interesting effects.  Use a color wheel to help you choose your colors.
    

6. When you are finished write your name on the lower right corner. You can glue this onto larger black paper as a frame.
    

7. Hang your picture up for all to see!

Differentiation
Support: 
Extension:  Here are a few Color Wheels to view. More Analogous Color information

Lesson 3:  Leather Painting (Part 1)
Duration:  1 class period
     
Standards-Based Assessments
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials.     Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art.Li Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Assessment:  Art Rubric
Materials: sketchbook, pencil, blinder card and bent wire for the drawing ritual, brown paper bag,  scissors, tub of water or sink

Activities

1. Begin with a Wire Drawing Ritual in your Sketchbook - use the instructions for the Wire Drawing. This is a 5 minute drawing warm up using thick wire bent into an odd shape. Insert a pencil through an 8"x8" BLINDER card. The blinder card will keep you from looking down on your paper while drawing.  Trace the contour of the wire in the air by using your finger to follow the contour of the wire SLOWLY until you reach the starting point. Next, fix your eyes on the starting point  and position your pencil on the sketchbook. As your eyes follow the contour of the wire your pencil follows your eye movements exactly.  Put the date in your sketchbook.
    
2. Look at a Cherokee Art Gallery for some artwork created by Cherokee Indians. This site also has contemporary Cherokee music to listen to as you search the art gallery. What subjects do the artists use in the paintings? Some paintings tell a story. Can you describe the story in one of the paintings?
    
3. You will research a native American tribe and take notes on what is important in the culture. You may also draw some sketches in your sketchbook.
    
4. Here is an American Indian Leather Painting Lesson Plan to follow.
    
5. Prepare the bag first. Cut out one side of the paper bag and write your name on it with permanent marker.  Soak it in water for a few minutes. Take it out and carefully crush it into a ball to wring out the water. Open it up and let it dry on newspaper.
    
6. Listen to the Native American Background Music Counter Clockwise Dance and the Cherokee Morning Song while you research.

Differentiation
Support:  Help the student with the research. Choose one simple story to tell about the tribe.

Lessons 4-5: Leather Painting (Part 2)
Duration:  2 class periods
     
Standards-Based Assessments
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials.     Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art.   Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Assessment:  Art Rubric
Materials: sketchbook, pencil, blinder card and bent wire for the drawing ritual, prepared dry paper bag from last class, crayons or oil pastels, brown watercolors, paint brush, water container, newspaper, paper towels

Activities

1. Begin with a Wire Drawing Ritual in your Sketchbook - use the instructions for the Wire Drawing. This is a 5 minute drawing warm up using thick wire bent into an odd shape. Insert a pencil through an 8"x8" BLINDER card. The blinder card will keep you from looking down on your paper while drawing.  Trace the contour of the wire in the air by using your finger to follow the contour of the wire SLOWLY until you reach the starting point. Next, fix your eyes on the starting point  and position your pencil on the sketchbook. As your eyes follow the contour of the wire your pencil follows your eye movements exactly.  Put the date in your sketchbook.
2. Continue the American Indian Leather Painting Lesson Plan from last class.
3. Listen to the Native American Background Music Counter Clockwise Dance and the Cherokee Morning Song while you work.
4. Use your notes and sketches from last class and draw some pictures on the dry paper bag. You may outline with a permanent marker and add color with crayons or oil pastels.
5. Place newspaper under your bag and set up your watercolors, water container, brush and paper towels near you. Add a brown watercolor wash on top of the oil pastels.
6. When you are finished your Leather Painting lay your wet image somewhere safe to dry. You may even glue it onto larger black paper as a frame when it is dry.
7. Hang up all the artwork for a class critique. Each student can talk about his/her own art. Talk about the various stories depicted on the bags. What Indian tribe is it? What are they doing? What is important in the culture? Only positive feedback from the other students is allowed!
8. Your teacher will display your story art outside the art room for all to see. Very good!

Differentiation
Support: 
Extension:  

Lessons 6-7: Wampum Belt and Symbols in Art
Duration:  2 class periods
     
Standards-Based Assessments
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials.     Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art.   Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Assessment:  Art Rubric
Materials: sketchbook, pencil, blinder card, bent wire for the drawing ritual, string, assorted beads, (cut straws optional) |

Activities

1. Begin with a Wire Drawing Ritual in your Sketchbook - use the instructions for the Wire Drawing. This is a 5 minute drawing warm up using thick wire bent into an odd shape. Insert a pencil through an 8"x8" BLINDER card. The blinder card will keep you from looking down on your paper while drawing.  Trace the contour of the wire in the air by using your finger to follow the contour of the wire SLOWLY until you reach the starting point. Next, fix your eyes on the starting point  and position your pencil on the sketchbook. As your eyes follow the contour of the wire your pencil follows your eye movements exactly.  Put the date in your sketchbook.
    
2. Wampum belts were used to record events and memories. The use of patterns and symbols and color were a method of storytelling. To learn more read some information on history and use of the wampum belt: History Through Arts (Here the students design a patterned belt on graph paper and use it to tell a story), Native Tech.org . What do the colors white, purple and black symbolize?
    
3. This site shows how to string a single strand of wampum: Homestead.org
   
   Here is a simple idea to make a short wampum belt: Cut a straw in half. Tie two  pieces of 15" yarn on one piece of straw.  (You can add more yarn later if you'd like.) Use 1/2" cut straw and large beads to pull through the two pieces of  yarn. When the two strands of yarn are full of beads and straw, tie the bottom of the yarn to the second half of the straw. You may add more pieces of yarn along with beads and cut pieces of straw to the "belt" if you'd like.  Think about color and pattern when you string your yarn. You may use colored permanent marker to color the straw pieces. The belts can be much longer as well.

Differentiation
Support: 
Extension:   Add and lengthen your yarn strands to create a longer and intricate belt.

Lessons 8-9: Native American Basket Weaving
Duration:  2 class periods
     
Standards-Based Assessments
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials.     Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art.   Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Assessment:  Art Rubric
Materials: pencil, sketchbook, blinder card and found object for drawing ritual, 16 oz. plastic cups (2 per student), yarn in various colors, beads, glue, scissors, paper & crayons (for preliminary sketches)

Activities

1. Begin with a Drawing Ritual in your sketchbook- Look at this site for Rituals to Start an Art Class. This is a five minute warm up in your sketchbook. Use a blinder card (place the pencil through a hole in the center of a 8 x 8 inch card). The card will keep you from looking down on your paper.  You may look down only to reposition your pencil when you begin a new line.
2. Look at some Native American Baskets. Choose your favorite basket. What tribe does it come from? What materials were used and what would it be used for? You may sketch the design of one or two baskets in your sketchbook.
3. Design an simple basket with a pattern or design with crayons or colored pencils.
4. Follow one of these lessons using cups, yarn and beads. Lingenfelter Museum Lesson , Princeton Online Lesson
5. Display the completed baskets on a table outside the art room. Great job!
    

Differentiation
Support: 
Extension:  

Lessons 10-11: Native American Burlap Weaving Art
Duration:  2 class periods
     
Standards-Based Assessments
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials.     Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art.   Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Assessment:  Art Rubric
Materials: pencil, sketchbook, found object and blinder card for the drawing ritual, variety of colored burlap pieces, 12" × 10" assorted yarns, beads, needles, scissors, 12" dowel rods, glue gun/sticks, name tags
 
Activities

1. Begin with a Drawing Ritual in your sketchbook- Look at this site for Rituals to Start an Art Class. This is a five minute warm up in your sketchbook. Use a blinder card (place the pencil through a hole in the center of a 8 x 8 inch card). The card will keep you from looking down on your paper.  You may look down only to reposition your pencil when you begin a new line.
2. Follow this lesson: Burlap Weaving Lesson plan.

Differentiation
Support: 
Extension:  

Lessons 12-13:  Native American Pottery
Duration:  2 class periods
     
Standards-Based Assessments
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials.     Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art.   Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Assessment:  Art Rubric
Materials: pencil, sketchbook, found object and blinder card for the drawing ritual, air dry, oven or kiln clay (follow the manufacturer's directions)

Activities

1. Begin with a Drawing Ritual in your sketchbook- Look at this site for Rituals to Start an Art Class. This is a five minute warm up in your sketchbook. Use a blinder card (place the pencil through a hole in the center of a 8 x 8 inch card). The card will keep you from looking down on your paper.  You may look down only to reposition your pencil when you begin a new line.

2. Look through these pottery lessons: Illinois Museum Pottery Lessons, Dick Blick Coil Pots Lessons
   
   View the student ART GALLERY for some coil pottery.

Differentiation
Support: 
Extension:  

Lesson 9:
Duration:  1 class period
     
Enduring Understanding: 
Essential Questions:  
 
Activities

Differentiation
Support: 
Extension: