city school district cultural arts curriculum...district visual arts curricula, but recognize that...

ArtworkbyKyleeBeatus

GalenaCitySchoolDistrict

CulturalArtsCurriculumK‐8KoyukonStudiesandVisualArts

FirstEdition

Grades K‐8 GCSD Cultural Arts Curriculum

IntroductionandAcknowledgements TheGalenaCitySchoolDistrict(GCSD)recognizesthatbystudyingfinearts,studentsdevelopcriticalthinkingskills,initiative,disciplineandperceptualabilitiesthatextendtoallareasoflife.TheGCSDbelievesthatacomprehensiveartseducationprogramshouldbeanintegralpartofthebasiceducationofferedtoallstudents.TheDistrictalsorecognizestheuniqueculturesandtraditionsrepresentedinourschoolpopulation,andiscommittedtocelebratingandsupportingourcommunity’scultureandheritage.ThisK‐8CulturalArtsCurriculumstrivestopresentfineartseducationthroughtheuniqueculturallensofKoyukonStudies.Throughthisblendofartandculturaleducationwehopetoinstillinstudentsanappreciationforbeautyinartandculture,skillsforlifelongartisticexpression,andsupportastheydeveloptheirownculturalidentities. TheAlaskaStateBoardofEducationalsorecognizestheimportanceofartandcultureinaqualityeducation.TheAlaskaContentandPerformanceStandardsincludeguidanceinbothArtandCulturewhichformthebasisofthiscurriculum.TheCulturalStandardsforAlaskaStudentswerepreparedbytheAlaskaNativeKnowledgeNetwork,whichhaspublishedGuidelinesforNurturingCulturallyHealthyYouth,adocumentwhichwasalsousedinthedevelopmentofthiscurriculum.NumerousschooldistrictsacrossthestatehavethoughtfullydevelopedVisualArtscurriculawiththehelpofAlaskaDepartmentofEducationandEarlyDevelopment(DEED)andtheAlaskaStateCouncilfortheArts(ASCA).ThesecurriculaarebasedontheArtStandardsforAlaskaStudentsandhavemuchincommon,butareoftentailoredspecificallytotheculturalheritageofeachschooldistrict.WehavedrawnheavilyfromtheCopperRiverSchoolDistrictandBeringStraitSchoolDistrictvisualartscurricula,butrecognizethatartistsandeducatorsfromallacrossthestatehavecontributedtothedevelopmentoftheseresources. KoyukonculturalcomponentsofthecurriculumaredrawnfromtheCulturalStandardsforAlaskaStudents,inputfromcommunitymembers,andthelegacyofalong,successfulKoyukonStudiesprogramatGCSD.AdditionalideascamefromtheAlaskaNativeEducationK‐6curriculumoverviewdevelopedbyFairbanksNorthStarBoroughSchoolDistrict. Wewishtosincerelythankallofthecommunitymembers,parents,teachersandadministratorswhohavehelpedtodevelopthiscurriculum.WededicatethisworktoourElderswhohaveinspireduswiththeirlivesandtheirwisdom,andouryouththattheymaycarryallofthiscultureandbeautyintothefuture.

GCSD Cultural Arts Curriculum Grades K‐8

TableofContentsIntroductionandAcknowledgements.................................................................................2GoalsandInstructionalApproach.........................................................................................4AlaskaContentStandardsforART........................................................................................6AlaskaContentStandardsforCULTURE.............................................................................8GradeLevelCulturalArtsCurriculum:

Kindergarten……………………………..………………………………………………………..12FirstGrade……………………………………………………………………………….…………17SecondGrade……….……………….……………………………………………………………..22ThirdGrade.….……………………………………………..………………………………………27FourthGrade..……………………………………………………………………………………..32FifthGrade……………….………………………………………………………..………………..37SixthGrade………………………………………………………………………..………………..42SeventhGrade……….………………………………………………………..…………………..47EighthGrade……….…………………………………………………………………..…………..52

AdditionalResources:GuidelinesforNurturingCulturally‐HealthyYouth....................................................57

GuidelinesforYouth.........................................................................................................57GuidelinesforEducators.................................................................................................58GuidelinesforSchools......................................................................................................59

AthabascanCulturalValues...................................................................................................60KoyukonElders’BiographiesandOralHistories.........................................................61AthabascanLanguageResources........................................................................................62OtherBooksofRegionalInterest........................................................................................65FilmsofRegionalInterest......................................................................................................67OtherCurriculumResources................................................................................................69NotableAlaskanArtists...........................................................................................................71ABriefHistoryofArtinAmericanAlaska.......................................................................75GlossaryofArtTerms..............................................................................................................78


GoalsandInstructionalApproach

ThroughtheK‐8CulturalArtseducationtheGCSDseeksto: Introducestudentstoartandculture,withparticularemphasisonthelocal

community’sculturalheritageandartistictraditions. Helpstudentsdeveloplifeskillsinartisticexpressionandprovideopportunitiesfor

creativeendeavor. Encouragestudentsbecomeawareoftheirownculturalidentityandheritage,as

wellasasenseofbelongingtoalargercommunity,astheydeveloptheirownidentity.

PreserveandpasselementsofKoyukoncultureontofuturegenerations. Teachstudentstoappreciateothercultureswithoutdiminishingthevalueoftheir

own.TheGCSDK‐8CulturalArtscurriculumisarrangedinthreemodesoflearningacrossthegradelevels:ENCOUNTERandEXPLORE:Studentsareintroducedtonewconceptsinartandcultureandlearnfromaccomplishedartistsandwisdomkeepersfromthepastandpresent.Throughtheseexperiencesstudentsareinstructedandinspiredtothencreatetheirownartandparticipateinculturalactivities(ProduceandPerform).Gradelevelencountersandexplorationstakeintoconsiderationstudents’ageandinterest,socialstudiesandsciencethemes,andahistorical,multiculturalandgenderbalancedoverview.GoalsforENCOUNTERINGandEXPLORINGartandculture:

LearnaboutKoyukonculture,traditions,values,languageandart. Comparetheartsofdifferentcultures,inAlaskaandthroughouttheworld. Respectdifferencesinpersonalandculturalperspectives. Makestatementsaboutthesignificanceofartsandbeautyinstudents’lives. Exploretheroleofseasonsandenvironmentinthedevelopmentofartandculture,

andhowandwhycultureschangeovertime. LearnfromtheexperiencesofEldersinrespectfulways.

AlaskaStateContentStandardsaddressed:ArtsB,C,&D;CultureA,B,D,&E


PRODUCEandPERFORM:Thisisthemostactive,hands‐onportionofthecurriculum.Studentsbecomeengagedinthecreativeprocess;theyexploremedia,tools,andtechniquesandlearntocultivateindividualcreativityandproblem‐solvingskills.Artisticandculturalskillsarepracticed,developedandinternalized,equippingthestudentswithnewmeansofexpression.Suggestedartactivitiescanbetailoredtoenhanceculturalcontentandsupportinstructioninothersubjectareas.GoalsforPRODUCINGandPERFORMINGart:

Usenewandtraditionalmaterials,tools,techniquesandprocessesappropriately. Developlifelongskillsforartisticandculturalexpression Collaboratewithotherstocreateworksofart. Refineartisticskillsandself‐disciplinethroughpracticeandrevision. Developasenseofconnectednesstothecommunityanditsheritage. Demonstratethecreativityandimaginationnecessaryforinnovativethinkingand

problemsolving. Creativelyexploreanddevelopself‐identityandskillstomaintainahealthylifestyle.

AlaskaStateContentStandardsaddressed:ArtsA;CultureA,B,C,&DREFLECTandRESPOND:Studentsbenefitfromtakingtimetorespondtoandreflectuponwhattheyhavelearned.Thisisanimportantwayforstudentstointegratewhattheyaredoing,whattheyarelearning,andwhotheyarebecoming.Suggestedactivitiesandexperiencescontributetothedevelopmentofspeakingandlisteningskills,socialinteractionsandrolesincommunity,healthylifechoices,andlifelongappreciationofbeauty.GoalsforREFLECTINGONandRESPONDINGTOartandculture:

Learnandapplycriteria(elements,principles,etc.)usedtodescribeandevaluateart.

ExaminehistoricalandcontemporaryartfromAlaskaandtheworld,aswellasstudents’ownart.

Describeelementsofculture(values,beliefs,traditions,etc.)andhowtheseaffectthemselves,thecommunity,andtheworld.

Identifyelementsofthenaturalenvironmentanddiscusshowthesearevaluedbyandinfluenceculture.

Considerwaysoftransformingwhattheyhavelearnedintolifeskills.

AlaskaStateContentStandardsaddressed:ArtsB,C&D;CultureA,B,C,&E


AlaskaContentStandardsforART

A.Astudentshouldbeabletocreateandperforminthearts.Astudentwhomeetsthecontentstandardshould:

1.participateindance,drama,music,visualarts,andcreativewriting;2.refineartisticskillsanddevelopself‐disciplinethroughrehearsal,practice,and

revision;3.appropriatelyusenewandtraditionalmaterials,tools,techniques,andprocesses

inthearts;4.demonstratethecreativityandimaginationnecessaryforinnovativethinkingand

problemsolving;5.collaboratewithotherstocreateandperformworksofart;6.integratetwoormoreformstocreateaworkofart;7.investigatecareersinartsproduction.

B.AstudentshouldbeabletounderstandthehistoricalandcontemporaryroleoftheartsinAlaska,thenation,andtheworld.Astudentwhomeetsthecontentstandardshould:

1.recognizeAlaskaNativeCulturesandtheirarts;2.recognizeUnitedStatesandworldculturesandtheirarts;3.recognizetheroleoftraditionandritualinthearts;4.investigatetherelationshipsamongtheartsandtheindividual,thesociety,and

theenvironment;5.recognizeuniversalthemesintheartssuchaslove,war,childhood,andcommunity;6.recognizespecificworksofartcreatedbyartistsfromdiversebackgrounds;7.exploresimilaritiesanddifferencesintheartsofworldcultures;8.respectdifferencesinpersonalandculturalperspectives;9.investigatecareersrelatingtoartshistoryandculture.

C.Astudentshouldbeabletocritiquethestudent’sartandtheartofothers.

Astudentwhomeetsthecontentstandardshould:1.knowthecriteriausedtoevaluatethearts;thesemayincludecraftsmanship,

function,organization,originality,technique,andtheme;2.examinehistoricalandcontemporaryworksofart,theworksofpeers,andthe

student’sownworksasfollows:a.)identifythepiece,b.)describetheuseofbasicelements,c.)analyzetheuseofbasicprinciples,d.)interpretmeaningandartist’sintent,e.)expressanddefendaninformedopinion;

3.acceptandofferconstructivecriticism;4.recognizeandconsideranindividual’sartisticexpression;5.exhibitappropriateaudienceskills;6.investigatecareersrelatingtoartscriticism.


D.Astudentshouldbeabletorecognizebeautyandmeaningthroughtheartsinthestudent’slife.Astudentwhomeetsthecontentstandardshould:

1.makestatementsaboutthesignificanceoftheartsandbeautyinthestudent’slife;2.discusswhatmakesanobjectorperformanceaworkofart;3.recognizethatpeopletendtodevaluewhattheydonotunderstand;4.listentoanotherindividual’sbeliefsaboutaworkofartandconsiderthe

individual’sreasonforholdingthosebeliefs;5.considerothercultures’beliefsaboutworksofart;6.recognizethatpeopleconnectmanyaspectsoflifethroughthearts;7.makeartisticchoicesineverydayliving;8.investigatecareersrelatedtothesearchforbeautyandmeaning,whichis

aesthetics.


AlaskaContentStandardsforCULTURE

A.Culturally‐knowledgeablestudentsarewellgroundedintheculturalheritageandtraditionsoftheircommunity.Studentswhomeetthisculturalstandardareableto:

1.assumeresponsibilityfortheirroleinrelationtothewell‐beingoftheculturalcommunityandtheirlife‐longobligationsasacommunitymember;

2.recounttheirowngenealogyandfamilyhistory;3.acquireandpassonthetraditionsoftheircommunitythroughoralandwritten

history;4.practicetheirtraditionalresponsibilitiestothesurroundingenvironment;5.reflectthroughtheirownactionsthecriticalrolethatthelocalheritagelanguage

playsinfosteringasenseofwhotheyareandhowtheyunderstandtheworldaroundthem;

6.livealifeinaccordancewiththeculturalvaluesandtraditionsofthelocalcommunityandintegratethemintotheireverydaybehavior.

7.determinetheplaceoftheirculturalcommunityintheregional,state,nationalandinternationalpoliticalandeconomicsystems.

B.Culturally‐knowledgeablestudentsareabletobuildontheknowledgeandskillsofthelocalculturalcommunityasafoundationfromwhichtoachievepersonalandacademicsuccessthroughoutlife.Studentswhomeetthisculturalstandardareableto:

1.acquireinsightsfromothercultureswithoutdiminishingtheintegrityoftheirown;

2.makeeffectiveuseoftheknowledge,skillsandwaysofknowingfromtheirownculturaltraditionstolearnaboutthelargerworldinwhichtheylive;

3.makeappropriatechoicesregardingthelong‐termconsequencesoftheiractions;4.identifyappropriateformsoftechnologyandanticipatetheconsequencesoftheir

useforimprovingthequalityoflifeinthecommunity.

C.Culturally‐knowledgeablestudentsareabletoactivelyparticipateinvariousculturalenvironments.Studentswhomeetthisculturalstandardareableto:

1.performsubsistenceactivitiesinwaysthatareappropriatetolocalculturaltraditions;

2.makeconstructivecontributionstothegovernanceoftheircommunityandthewell‐beingoftheirfamily;

3.attainahealthylifestylethroughwhichtheyareabletomaintaintheirownsocial,emotional,physical,intellectualandspiritualwell‐being;

4.enterintoandfunctioneffectivelyinavarietyofculturalsettings.


D.Culturally‐knowledgeablestudentsareabletoengageeffectivelyinlearningactivitiesthatarebasedontraditionalwaysofknowingandlearning.Studentswhomeetthisculturalstandardareableto:

1.acquirein‐depthculturalknowledgethroughactiveparticipationandmeaningfulinteractionwithElders;

2.participateinandmakeconstructivecontributionstothelearningactivitiesassociatedwithatraditionalcampenvironment;

3.interactwithEldersinalovingandrespectfulwaythatdemonstratesanappreciationoftheirroleasculture‐bearersandeducatorsinthecommunity;

4.gatheroralandwrittenhistoryinformationfromthelocalcommunityandprovideanappropriateinterpretationofitsculturalmeaningandsignificance;

5.identifyandutilizeappropriatesourcesofculturalknowledgetofindsolutionstoeverydayproblems;

6.engageinarealisticself‐assessmenttoidentifystrengthsandneedsandmakeappropriatedecisionstoenhancelifeskills.

E.Culturally‐knowledgeablestudentsdemonstrateanawarenessandappreciationoftherelationshipsandprocessesofinteractionofallelementsintheworldaroundthem.Studentswhomeetthisculturalstandardareableto:

1.recognizeandbuildupontheinter‐relationshipsthatexistamongthespiritual,naturalandhumanrealmsintheworldaroundthem,asreflectedintheirownculturaltraditionsandbeliefsaswellasthoseofothers;

2.understandtheecologyandgeographyofthebioregiontheyinhabit;3.demonstrateanunderstandingoftherelationshipbetweenworldviewandthe

wayknowledgeisformedandused;4.determinehowideasandconceptsfromoneknowledgesystemrelatetothose

derivedfromotherknowledgesystems;5.recognizehowandwhycultureschangeovertime;6.anticipatethechangesthatoccurwhendifferentculturalsystemscomeincontact

withoneanother;7.determinehowculturalvaluesandbeliefsinfluencetheinteractionofpeoplefrom

differentculturalbackgrounds;8.identifyandappreciatewhotheyareandtheirplaceintheworld.


Grade‐LevelCulturalArtsCurriculum


EncounterandExplore:KindergartenLearnaboutconceptsinartandculture,andlearnfromaccomplishedartistsandwisdomkeeperspastandpresent.

ElementsofArt

General

Generallyrecognizedelementsofartincludeline,shape,form,space,light,texture,andcolor.Inkindergarten,introducestudentstolineandcolor.

Engagestudentsinrecognizingandusingdifferentkindsoflinesandcolors,andpointoutlinesandcolorsinnature.

Observeshapesinartandnature

Color Observehowcolorscancreatedifferentfeelingsandhowcertaincolors

canseem“warm”(red,orange,yellow)or“cool”(blue,green,purple). Observetheuseofcolorinpaintings,illustrations,orotherart.

Line Identifyandusedifferentlines:straight,zigzag,curved,wavy,thick,thin Observedifferentkindoflinesinexamplesofart.

Explore

Afterstudentshavebeenintroducedtoelementsofartandarangeofartworkandartists,engagetheminlookingatpicturesandtalkingaboutthem.

Askstudentsaboutfirstimpressions:Whatdotheynoticefirst?Whatdoesthepicturemakethemthinkorfeel?

Discusslines,colorsanddetailsnotobviousatfirst,whytheythinktheartistchosetodepictthingsinacertainway,etc.

ExploringCulture

CulturalValuesandTraditions

Makestudentsfamiliar withAthabascanvalues,howtheyhaveshapedlocalcultureandhowtheyapplytotheirownlives.*

Provideopportunitiesforstudentstolearnculturaltraditionsthroughhands‐ondemonstrationsofculturalknowledge,practices,andskills.

SeasonsandSubsistence

ThecycleoftheseasonsandrelatedactivitiesarecentraltoKoyukonAthabascanculture.Throughouttheschoolyear,activitiescanbeorientedaroundtheseasonstomakestudentsfamiliarwiththeannualcycleoftraditionalactivities.

Studentsbecomefamiliarwiththeneedfor,andactivitiesrelatedtosubsistenceharvest,andhowthesehavechangedovertime.Activitiesincorporatenativescienceandoutdoorexploration.

LearningfromElders

Elders,asthetradition‐bearers,canhelpnurtureculturallyhealthyyouthbysharingtheirwisdom

Studentsacquirein‐depthculturalknowledgethroughactiveparticipationandmeaningfulinteractionwithElders.

StudentslearnfromEldersofthepastthroughbooksandsoundrecordings.*

AlaskanArtists Alaskahasbeenhometomanyartists,nativeandnon‐native,pastand

present.ProvideexamplesofAlaskanartworkthatpertainstothesubjectsbeingstudiedandexplored.*

AlaskanLiterature

Studentslearnaboutlocalculture,traditionalstoriesandhistorythroughage‐appropriatebooks.*

*SeeResourcesectionformoreinformation.


ProduceandPerform:KindergartenStudentsimagine,plan,andcreateworksofartincludingthosethatreflectculturaltraditions.

Drawing:Theportrayalofanideausinglineand/ortone. Materials

Practicedrawingusingawidevarietyoftools. Pencil,pen,eraser Markers Crayons Coloredpencils

Createanddescribemanydifferentlinesandshapes.

Drawfromstories,imagination,nature,memory,andobservation

Painting:Theapplicationofpainttoasurface. Beintroducedtoavarietyofpaints.

Fingerpaint Temperapaint Varietyofpapers Varietyof

paintbrushes

Paintwithlargeandsmallpaintbrushes.

Paintonavarietyofsurfaces–bothonaneaselandtabletop

Exploremixingcolors

Printmaking:Theprocessoftransferringanimagewithmultiplecopies. Createimagesbyprintingfoundobjects(vegetables,etc.). Foundobjects

Sponges Stamps Paint Stamppad Crayons

Makeamonoprintbymakingaprintfromawetpainting.

Makerubbingsofdifferenttextures.

Sculpture:Thecreationofformsthatfillspaceorthreedimensions. Manipulateclayormodelingdoughusingrollingandpinching

techniques;addtexturedpatterns. Clayandclaytools Modelingdough Varietyofpaper Wood Fabricandyarn Foundobjects

Learntobend,fold,swirl,andgluepaperinto3‐Dforms.

Usefoundobjectstocreateasculpture.

MixedMedia:Theuseofacombinationofmaterialstocreateartwork. Makeacutortornpapercollage. Magazines

Calendars Fabric,felt,yarn Craftmaterials Beadsandfeathers Varietiesofpaper

Makeacollagethathasdifferenttextures.

Makeapictureaboutthemselvesusingdifferentmaterials.


ProduceandPerform(continued):Kindergarten

Beadwork:Usingbeadsaloneorappliedtoothermaterialstocreatetraditionalartwork

Materials

Practicestringinglargebeadsontopipecleanersand/orlacing. Large‐holedbeads

ofmanycolorsandmaterials(plastic,glass,wood)

Pipecleaners,lacing

Explorecolorsandpatternswhenselectingbeads.

Makesimplenecklacesandbracelets.

ClothSewingandHandwork:Usingneedle,thread,cloth,yarntoproducetraditionalclothingorotheritems.

Developsewingskillsusinglacingcardorsimilarobjectswithholesthroughwhichlargeneedlesandyarncanbepulled.

Yarn Plasticneedles

withlargeeyes Lacingcardsor

othermaterialsFurandSkinSewing:Thepreparationanduseoffurandhidesfortraditionalpurposes.

Touch,feel,identifydifferentlocalanimalfursandhidesanddiscusshowtheyarealikeanddifferent.Learnabouthowtheseanimalsareharvestedandhowskinsandhidesareprepared.

Samplesoflocalanimalfursandhides

Basketry:Theproductionofbasketsandothertraditionalitemsusingnaturalmaterialssuchasbirchbark,willow,sprucerootsandothermaterials.

Makebasicwovenpapermatsorothertwo‐orthree‐dimensionalshapes.

Paperofcontrastingcolors

Scissors Glue

OtherCulturalSkills:Creatingtools,culturalitems,ordevelopingskillsusedinavarietyoftraditionalactivities. Demonstrateculturalvaluesofrespect,sharingandhelpfulnessinthe

classroomandinthepresenceofElders. LocalElders,

Koyukoncultureresources

Exploredifferentwinterrecreationalandsubsistenceactivitieswithhands‐onexperiences.Createadepictionofawintercampwithtools,animalsandplants.

LearnabouttraditionalAthabascanfamilyrolesincludingtheroleofEldersasteachers.

KoyukonLanguage:UnderstandingspokenandwrittenKoyukonwordsandphrases,andcommunicatingwithothersintheKoyukonlanguage.

LearntounderstandandsayatleasttennewKoyukonwordssuchasweatherterms,animalnames,andclassroomcommands.

Koyukonlanguageresources

Storytelling,SongandDance:Learningandperformingtraditionalstories,songsanddance. ListentoandretelltraditionalstoriesfromElders. LocalElders,

audioandwrittenKoyukonstoriesandsongs

LearnatleastoneKoyukonchildren’s’song.


ReflectandRespond:KindergartenAnalyzeandevaluatetheprocessoflearningaboutandparticipatinginartandculture.

StudentswillDESCRIBEARTusingthesedesignelements:Line Observeavarietyoflinesandnamethem.

Shape/Form Recognizeacircle,square,triangle,rectangle,oroval.Color Recognizeprimarycolors(red,yellow,blue).

Value Discernbetweenlightanddarkinsamecolors.

Texture Findactualorvisualtextureandinventdescriptivewords.

Space/Perspective Beawareofnearandfar,andbeabletodiscusswhatlookscloserinpicturesorotherart.

StudentswillANALYZEARTusingthesedesignprinciples:Pattern Begintorecognizepatterns.

Rhythm/Movement Lookforrepetitionandthesuggestionofmotion/movementinart

Proportion/Scale Comparesizeofobjectsinanartworkasanintroductiontoscale.

Unity Discusswhetheranartworkseemscomplete/finished.

Emphasis Discusswherethecenterofinterestisinaworkofart.

StudentswillDESCRIBECULTUREusingthesetermsandconcepts:

Heritage Understandlocalhistoryandfactorsthathavecontributedtothe

developmentoflocalcultureandtheirownidentity. Recounttheirowngenealogyandfamilyhistory.

Values/Beliefs Becomefamiliarwithculturalvaluesandhowtheyaffectbehavior. Understandrelationshipsbetweenbeliefs,worldviewandtheway

knowledgeisformedandused.

Traditions Learnaboutlocaltraditionsofthepastandpresent. Understandhowandwhycultureschangeovertime.

Subsistence

Describeseasonalsubsistenceactivitiesandtheroletheyplayindevelopingcultureandidentity.

Identifyhistoricchangesintechnologyandtheconsequencesoftheiruseforimprovingthequalityoflifeinthecommunity.

Community

Understandhowcommonheritageandexperiencescreatecommunity,andhowcommunityshapesindividuals.

Determinetheplaceoftheirculturalcommunityinregional,state,national,andinternationalpoliticalandeconomicsystems.

Environment

Learnhowsubsistenceactivitiesandculturaltraditionsaffectandareshapedbythenaturalenvironment.

Becomefamiliarwithlocalplantsandanimals. Understandconceptsofsustainabilityandrespectforenvironment.


ReflectandRespond(continued):Kindergarten

StudentswillEXPRESSCULTUREintheirownlives:

Identity

Recognizetherolecultureandlanguageplayindeterminingwhotheyareandhowtheyunderstandtheworldaroundthem.

Integrateculturalvaluesandtraditionsintoeverydaybehavior. Assumeresponsibilityfortheirroleinrelationtothewellbeingofthe

community.

Respect

Treatself,classmates,teachers,Eldersandothercommunitymemberswithkindness.

ShowrespecttoEldersinthecommunitybyassistingtheminanywaypossible.

Valueandtreatelementsofthenaturalworldinaresponsiblemanner. Acquireinsightsfromotherpeopleandcultureswithoutdiminishingthe

integrityoftheirown. Consistentlyactasagoodrolemodel,showingrespectandproviding

supporttoothers.

HealthyLiving

Useculturalvaluesasguidanceinmakinghealthychoicesthatcontributetophysical,mentalandspiritualwellbeinginselfandothers.

Associatewithfriendswhoarehealthyrolemodelsthatmakeapositivecontributiontoyourgrowthanddevelopmenttowardadulthood.

Engageinrealisticself‐assessmenttoidentifystrengthsandneedsandmakeappropriatedecisionstoenhancelifeskills.

Participateinsubsistenceactivitieswithparents,Eldersandothermembersofthecommunityandlearnthestoriesandlessonsassociatedwiththoseactivities.

Becomeactivelyinvolvedinlocalactivitiesandorganizationsthatcontributetothequalityoflifeinthecommunity.

Stories

Acquireandpassonthetraditionsofthecommunitythroughoralandwrittenhistory.

Usestorytellingasawayofcommunicatingexperiencesandvalueswithothers.

Usecriticaljudgmentintheselectionofpopularmediaforreading,viewingandlisteningandmakesurethesearethestoriesyouwanttoguideyouinbecominganadult.

Resourcefulness Identifyandutilizeappropriatesourcesofculturalknowledgetofindsolutionstoeverydayproblems.


EncounterandExplore:FirstGradeLearnaboutconceptsinartandculture,andlearnfromaccomplishedartistsandwisdomkeeperspastandpresent.

ElementsofArt

General






Line Identifyandusedifferentlines:straight,zigzag,curved,wavy,thick,thin Observedifferentkindsoflinesinexamplesofart.

Explore

Introducestudentstoportraits,self‐portraits,andstilllife.Afterstudentshavebeenintroducedtoelementsofartandarangeofartworkandartists,engagetheminlookingatpicturesandtalkingaboutthem.


Discusslines,colorsanddetailsnotobviousatfirst,whytheythinktheartistchosetodepictthingsinacertainway,etc.

ExploringCulture


MakestudentsfamiliarwithAthabascanvalues,howtheyhaveshapedlocalcultureandhowtheyapplytotheirownlives.*





LearningfromElders






AlaskanLiterature




ProduceandPerform:FirstGradeStudentsimagine,plan,andcreateworksofartincludingthosethatreflectculturaltraditions.


Practicedrawingusingawidevarietyoftools. Pencil,pen,eraser Markers Crayons Coloredpencils Oilpastels Varietyofpapers

(colors,textures,shapes)

Createanddescribemanydifferentlines.

Drawfromstories,imagination,nature,memory,andobservation

Drawonavarietyofsurfaces–differentkinds,shapes,sizes

Painting:Theapplicationofpainttoasurface. Useavarietyofpaints. Fingerpaint

Temperapaint Watercolorcrayons Varietyofpapersand

othersurfaces Varietyofpaintbrushes

Paintwithlargeandsmallpaintbrushes.

Paintonavarietyofsurfaces(fabric,cardboard,etc.)

Discoversecondarycolorsbymixingprimarycolors.

Printmaking:Theprocessoftransferringanimagewithmultiplecopies. Createimagesbyprintingfoundobjects(vegetables,etc.). Foundobjects

Sponges Stamps Paint Stamppad Crayons



Makeprintedpapersusingspongesandpaints,fingerpaints,etc.tobeusedforcut/tornpapercollagesatanothertime.

Sculpture:Thecreationofformsthatfillspaceorthreedimensions. Manipulateclayormodelingdoughusingrollingandpinching

techniques;addtexturedpatterns. Clayandclaytools Modelingdough Varietyofpaper Wood Wireandpipecleaners Fabricandyarn Foundobjects

Modelsimpleformsinclay.

Learntobend,fold,swirl,andgluepaperinto3‐Dforms.

Usefoundobjectstocreateasculpture

MixedMedia:Theuseofacombinationofmaterialsinartwork.

Makeacutortornpapercollage. Magazines Calendars Fabric,felt,yarn Craftmaterials Beadsandfeathers Varietyofpaper


Makeapictureaboutselforfamilyusingdifferentmaterials


ProduceandPerform(continued):FirstGrade

Beadwork:Usingbeadsaloneorappliedtoothermaterialstocreatetraditionalartwork Materials

Usesmallbeads,needlesandthreadtocreatesimplenecklacesandbracelets.Continuetoexplorecolorandpatterninbeadselection.

Beads Needles Thread,elastic Felt

Learnsingleneedlebeadappliqueonfeltusingrandomcolors.(Patternsmaybepre‐drawnonfelt.)


Sewsmallsquareorrectangularpillow(s)usingastraightrunningstitch.Expresspersonalchoiceinclothcolor/patternselection.

Needles Thread Cloth,stuffing Yarn Knittingneedles Learnbasicknittingtechniquesandknitasmallpotholderorscarf

FurandSkinSewing:Thepreparationanduseoffurandhidesfortraditionalpurposes.

Touch,feel,identifydifferentlocalanimalfursandhidesanddiscusshowtheyareusedintraditionalclothing.Learnabouthowtheseanimalsareharvestedandhowskinsandhidesareprepared.

Samplesoflocalanimalfursandhidesandtraditionalarticlesofclothingmadefromthem


Learnabouttraditionalusesofbirchbark,andmakeareplicaofatraditionalbirchbarkcontainerusingpaper.

Paperprintedwithbirchbarkpattern

Photosorexamplesofbirchbarkcontainers

Learnwhenandhowbirchbarkisharvested.

OtherCulturalSkills:Creatingtools,culturalitems,ordevelopingskillsusedinavarietyoftraditionalactivities. Exploredifferentspringrecreationalandsubsistenceactivitiesand

movementswithhands‐onexperiences. LocalElders,Koyukoncultureresources LearnabouttraditionalAthabascanfamilyrolesincludingchild,parent,

andElder.KoyukonLanguage:UnderstandingspokenandwrittenKoyukonwordsandphrases,andcommunicatingwithothersintheKoyukonlanguage. Learntounderstandandsayatleasttenwordsorphrasesrelatedto

introductions,weather,animals,numbersand/orfamilymembers. Koyukonlanguage

resources

Storytelling,SongandDance:Learningandperformingtraditionalstories,songsanddance. Listentoandretellatraditionalstoryrelatedtospring. LocalElders,


Giveapersonalaccountofspringrecreationorsubsistenceactivity.

Learnandperformatleastonetraditionalsong.


ReflectandRespond:FirstGradeAnalyzeandevaluatetheprocessoflearningaboutandparticipatinginartandculture.

StudentswillDESCRIBEARTusingthesedesignelements:Line Identifylinesinartworkofselfandothers.

Shape/Form Findbasicgeometricshapesinartandnamethem.Color Recognizeprimaryandsecondarycolorsonacolorwheel.

Value Discernbetweenlightanddarkinthesamecolors.

Texture Findtextureinartpieces.Space/Perspective Findoverlappingobjectsanddiscusswhatlookscloserandwhy.

StudentswillANALYZEARTusingthesedesignprinciples:Pattern Recognizepatternsintheenvironmentandinartwork.

Rhythm/Movement Lookforrepetitionandthesuggestionofmotion/movementinart.

Proportion/Scale Comparesizeofformsandobjectsinanartworkasanintroductiontoscale.

Unity Discusswhetheranartworkseemscomplete/finished.

Emphasis Discusswherethecenterofinterestisinaworkofart.







Subsistence



Community



Environment




ReflectandRespond(continued):FirstGradeStudentswillEXPRESSCULTUREintheirownlives:

Identity



community.

Respect





supporttoothers.

HealthyLiving






Stories






EncounterandExplore:SecondGradeLearnaboutconceptsinartandculture,andlearnfromaccomplishedartistsandwisdomkeeperspastandpresent.*SeeResourcesectionformoreinformation.

ElementsofArt

General






Line Identifyandusedifferentlines:straight,zigzag,curved,wavy,thick,thin Recognizelinesashorizontal,verticalorhorizontal.Exploresymmetry. Observedifferentkindsoflinesinexamplesofartandarchitecture.

Explore

Reviewportraits andstilllife,andintroducelandscapes.Comparelifelikeandabstractart.Afterstudentshavebeenintroducedtoelementsofartandarangeofartworkandartists,engagetheminlookingatpicturesandtalkingaboutthem.


Discusslines,shapes,colors,andtextures;detailsnotobviousatfirst,whytheythinktheartistchosetodepictthingsinacertainway,etc.

ExploringCulture







LearningfromElders






AlaskanLiterature



ProduceandPerform:SecondGradeStudentsimagine,plan,andcreateworksofartincludingthosethatreflectculturaltraditions.


Practicedrawing,withincreasingdetails,usingawidevarietyoftools.

Pencil,pen,eraser Markers Crayons Coloredpencils Oilpastels Varietyofpapers

(colors,textures,shapes)

Exploregeometricandorganicshapesindrawing.

Drawfromstories,imagination,nature,memory,observationandculturalthemes.

Drawonavarietyofsurfaces–differentkinds,shapes,sizes.

Painting:Theapplicationofpainttoasurface. Continuetouseavarietyofpaintsandpaintbrushes. Fingerpaint

Temperapaint Watercolorcrayons Watercolorpaints Varietyofpapers

andothersurfaces Varietyof

paintbrushes

Continueexperimentingwithpaintonavarietyofsurfaces,includingwatercolorandwetondrysurfaces.

Createapreparedpaperusingpaint,sponges,etc.tobeusedforcollage

Continueexperimentingwithmixingcolorsandrecognizecolorsonacolorwheel.

Printmaking:Theprocessoftransferringanimagewithmultiplecopies. Createimagesbyprintingfoundobjects(vegetables,etc.).

Foundobjects Sponges Paint Printingfoam



Makeasimplestencilandprint

Sculpture:Thecreationofformsthatfillspaceorthreedimensions.

Createsculpturefromfoundobjectsand/orwire. Clayandclaytools Modelingdough Varietyofpaper Wood Wireandpipe

cleaners Fabricandyarn Foundobjects

Continuetomodelavarietyofformsinclay.

Continuepapersculpturetechniques.

MixedMedia:Theuseofacombinationofmaterialstoproduceartwork.

Combinematerialtomakecollages. Magazines Calendars Fabric,felt,yarn Craftmaterials Beadsandfeathers Varietyofpaper


Explorefiberarts(e.g.stitcheryandweavingwithfoundobjects)


ProduceandPerform(continued):SecondGradeBeadwork:Usingbeadsaloneorappliedtoothermaterialstocreatetraditionalartwork Materials

Createsmallbeadedarticlessuchasapin,medallionorkeychainusingsingleneedleappliqueonfelt.

Beads Needles Felt Paperpatterns

Exploreuseofcolorinappliquedbeadpatterns.

Learntotransferprovidedpatternstofeltforbeading.

ClothSewingandHandwork:Usingneedle,thread,cloth,yarntoproducetraditionalclothingorotheritems. Sewapatchworkpilloworsmallblanket(teachermayneedtomachine

finishproject)

Cloth Sewingneedles Thread Yarn Knittingneedles,

crochethooks

Continueknittingandlearnbasiccrochettocreatesmallarticlessuchasapotholder,trivet,teacozyorhat.

FurandSkinSewing:Thepreparationanduseoffurandhidesfortraditionalpurposes. Learnabouttraditionalskinningandtanningtechniques. Examplesoflocal

fursandhides,commerciallyandtraditionallytanned

Comparetraditionallyandcommerciallytannedfursandhidesandlearnabouttheappropriatenessofeachinmakingtraditionalclothingandbeadwork.


Makeasmallyarn‐coiltrivetorbasket. Yarn Coilcore Yarnneedles

OtherCulturalSkills:Creatingtools,culturalitems,ordevelopingskillsusedinavarietyoftraditionalactivities. InviteanEldertotheclassroomtosharestoriesandknowledge,and

showthemproperhospitalityandrespect. LocalEldersandsubsistenceharvesters,Koyukoncultureresources

Learnabouttraditionalsummeractivities,plant/animal/fishharvestandreinforcelearningbypreparinganartdisplayorperformance.

Exploretoolsusedinsummersubsistenceactivitiesandlearnhowtoweaveaportionoffishnet.

KoyukonLanguage:UnderstandingspokenandwrittenKoyukonwordsandphrases,andcommunicatingwithothersintheKoyukonlanguage. LearnhowtoperformasimpleintroductionofselfinKoyukon.

Koyukonlanguageresources Learntounderstandandsayatleasttenwordsorphrasesincluding

weatherobservations,countinganimals,andbodyparts.Storytelling,SongandDance:Learningandperformingtraditionalstories,songsanddance. Listentoandretellatraditionalstoryrelatedtosummer. LocalElders,


Giveapersonalaccountofsummerrecreationorsubsistenceactivity. Learnandperformatleastonetraditionalsong.


ReflectandRespond:SecondGradeAnalyzeandevaluatetheprocessoflearningaboutandparticipatinginartandculture.

StudentswillDESCRIBEARTusingthesedesignelements:Line Describelinesfoundintheclassroomandinart.

Shape/Form Recognizedifferencebetweengeometricandorganicshapes.Color Recognizetherelationshipbetweenprimaryandsecondarycolors.

Value Findcolorsinapieceofartthatshowlightanddarkvalues.

Texture Experienceactualtextureandcompareimagesthatimplytexture(i.e.rubbings).

Space/PerspectiveRecognizethatobjectsappearcloserwhenplacedloweronpage(placement);closerobjectsappearlarger(relativesize);begintorecognizeconceptofforegroundandbackground.

StudentswillANALYZEARTusingthesedesignprinciples:Pattern Findpatternsinartandinventdescriptivewordstonamethem.

Rhythm/Movement Lookforrepetitionofelementsinart(lines,shapes,colors,etc.).

Proportion/Scale Comparesizeofforms,objects,andpeopleasanintroductiontoscale.

Unity Discusswhetheraworkofartseemscomplete/finished.

Emphasis Identifythefocalpoint,orwhereyoureyeisdrawninaworkofart.







Subsistence



Community



Environment




ReflectandRespond(continued):SecondGrade


Identity



community.

Respect





supporttoothers.

HealthyLiving






Stories






EncounterandExplore:ThirdGradeLearnaboutconceptsinartandculture,andlearnfromaccomplishedartistsandwisdomkeeperspastandpresent.

ElementsofArt

Light

Buildonwhatthestudentshavelearnedinearliergradestofurtherintroduceconceptsoflight,space,anddesign.

Observelightandshadowinnature. Noticehowartistuselightandshadowinvariousartwork. Explorecolorvalue(therelativelightnessordarknessofacolor)

Space

Understandthefollowingterms:two‐dimensional(height,width)andthree‐dimensional(height,width,depth).

Observerelationshipsbetweentwo‐dimensionalandthree‐dimensionalshapes:squaretocube,triangletopyramid,circletosphereandcylinder.

Observehowartistscanmaketwo‐dimensionallookthree‐dimensionalbycreatinganillusionofdepth,andexaminetheforeground,middleground,andbackgroundinpaintings.

Design Exploretheconceptofdesign (howelementsofartworktogether). Becomefamiliarwithhowpattern,balanceandsymmetrymaybeusedin

art.

Explore BegintocompareAlaskanarttoartfromothercultures,particularly

thosebeingstudiedinothersubjects(e.g.languagearts,socialstudies,etc.).

ExploringCulture







LearningfromElders






AlaskanLiterature




ProduceandPerform:ThirdGradeStudentsimagine,plan,andcreateworksofartincludingthosethatreflectculturaltraditions.


Continuedrawingusingavarietyoftoolsandbothgeometricandorganicshapes.Exploretexturesindrawings Pencil,pen,eraser

Markers,crayons Coloredpencils ColoredChalk Oilpastels Varietyofpapers

Drawfromstilllife,imagination,memory,natureobservation,andculturalthemes.

Practicequicksketchesandextendeddrawings

Drawonavarietyofsurfaces–differentkinds,shapes,sizes.

Painting:Theapplicationofpainttoasurface. Continuetouseavarietyofpaintsandpaintbrushes. Watercolor paints,

crayonsandpapers Temperapaintand

cakes Varietyofpapersand

othersurfaces Varietyof

paintbrushes

Continueexperimentingwithwetanddrysurfaces.

Explorecolorschemesusingwarmandcoolcolorstoproduceapainting.

Explorecolorvaluebyaddingblackandwhitetoacolor.

Printmaking:Theprocessoftransferringanimagewithmultiplecopies. Makeamorecomplexmonoprintbymakingaprintfromawet

painting. Foundobjects Sponges Crayons Stampsandstamppad Paint Cuttingmatsandtools

Createacompositionbyrubbingandoverlappingwithavarietyoftextures.

Usestencilstomakeatwo‐colorstencilprint

Createareliefblockprint

Sculpture:Thecreationofformsthatfillspaceorthreedimensions. Continuetocreatewiresculpturesaddingnewmaterials. Clayandclaytools

Modelingdough Varietyofpaper Wood Wireandpipe

cleaners Fabricandyarn Foundobjects

Createreliefandfreestandingsculpturesusingdifferentmaterials.

Usefoundobjectstocreateasculpture

Continuepapersculpturetechniques.


Combinematerialstomakecollages. Magazines Calendars Fabric,felt,yarn Craftmaterials Beadsandfeathers Varietyofpapers


Weavewithpaperorsimplecardboardloomandyarn


ProduceandPerform(continued):ThirdGrade


Usesingleneedleappliquetechniqueonfeltormoose hidetocreateasmallbeadedobject(medallion,pin,keychain).

Beads Thread Needles Feltorpre‐cut

moosehide Patterns

Beginapersonalcollectionofbeadworkdesigns.

Createownbeadworkpatternonpaper,andtransferpatternontomaterialforbeading.

ClothSewingandHandwork:Usingneedle,thread,cloth,yarntoproducetraditionalclothingorotheritems. Learntocreateanduseapatterntocutoutmaterialandsewasmall

objectsuchasstuffedshapeoranimal. Cloth,stuffing Sewingneedles Thread Yarn Crochet/knitting

needles

Knitorcrochetasmallarticlesuchasahatorscarf.Exploreuseofcolorsandtrymakingowndesignsratherthanusingpatterns.

FurandSkinSewing:Thepreparationanduseoffurandhidesfortraditionalpurposes. Learnbasicskinsewingtechniquesusingrabbitfur,includingthe

importanceofevenwhipstitches(spacingandtension),evenlypiecedfur,andappropriateknots.

Rabbitfur Thread Needles


Makealargebasketortrayusingyarncoiltechniques. Yarn Yarnneedles Coilcore Naturalmaterials Explorenaturalmaterialsusedinbasketmaking.

OtherCulturalSkills:Creatingtools,culturalitems,ordevelopingskillsusedinavarietyoftraditionalactivities. LearnabouttypesofAthabascanpotlatches,villageandseasonal

variations,anddifferencesbetweenpastandpresentpotlatches. LocalElders,Koyukoncultureresources

Preparefoodforaclassroompotlatch. Learnaboutfallsubsistenceandexpresslearninginartorperformance. Learnaboutculturalritesofpassageforyoungpeople.KoyukonLanguage:UnderstandingspokenandwrittenKoyukonwordsandphrases,andcommunicatingwithothersintheKoyukonlanguage.

Learnamorecomplexintroductionofself,includinghomevillageandparent’sandgrandparent’snames.

Koyukonlanguageresources

Learntounderstandandsayatleasttenwordsorphrasesrelatedtofood,potlatch,andfamily.

Storytelling,SongandDance:Learningandperformingtraditionalstories,songsanddance. Learnaboutthetraditionsandroleofsongsinpotlatches;learnand

performatleastonepotlatchsong. LocalElders,

audioandwrittenKoyukonstoriesandsongs Listentoandretellatraditionalstoryrelatedtofall.


ReflectandRespond:ThirdGradeAnalyzeandevaluatetheprocessoflearningaboutandparticipatinginartandculture.

StudentswillDESCRIBEARTusingthesedesignelements:Line Findthelineattheedgesofshapes

Shape/Form Distinguishbetweenshape(2‐dimensional)andform(3‐dimensional).Color Recognizeanddistinguishbetweenwarmandcoolcolors.

Value Recognizethatapieceofartmayusemanyvalues(light/dark)ofonecolor.

Texture Usetexturewordswhendiscussingart(i.e.,rough).Space/Perspective Discussforegroundandbackgroundinartworkaspartof“perspective”.

StudentswillANALYZEARTusingthesedesignprinciples:

Pattern Begintorecognizethatrepetitionofelementsinpatternscreatesthevisualallusionofrhythm.

Rhythm/Movement Lookforrepetitionthatsuggestsmovement.

Proportion/Scale Lookatanobjectandcomparetherelationshipofoneparttoanotherandtothewhole.

Unity Discusswhetheraworkofartseemscomplete andunified(allthepartsseemtofit)








Subsistence



Community



Environment




ReflectandRespond(continued):ThirdGrade


Identity



community.

Respect





supporttoothers.

HealthyLiving






Stories






EncounterandExplore:FourthGradeLearnaboutconceptsinartandculture,andlearnfromaccomplishedartistsandwisdomkeeperspastandpresent.*SeeResourcesectionformoreinformation.

ElementsofArt

Color Introducethetermsbrightness,dullness,andintensityfordescribingcolor.

Light

Continuetostudyconceptsoflight,space,anddesign.Introducetheideaofpositiveandnegativespace.

Observelightandshadowinnature. Noticehowartistuselight,shadowandcolorvalueinvariousartwork.

Space

Understandthefollowingterms:two‐dimensional(height,width)andthree‐dimensional(height,width,depth).

Observehowartistsmakeobjectslookthree‐dimensionalusingshadingaccordingtolightsources.

Continueobservingtheforeground,middleground,andbackgroundinpaintings.

Design Observehowelementsofartworktogethertocreatedesign. Becomefamiliarwithhowpattern,balanceandsymmetryareusedinart.

Explore Lookatavarietyofpaintings,includinglandscapes,anddiscussthe

“mood”thattheartistcreatesthroughtheirwork.Discusswhatelementsevokefeelingsintheviewer.

ExploringCulture




Begincomparinglocaltraditionswiththoseofothercultures,particularlythosebeingstudiedinothersubjectareas.




LearningfromElders






AlaskanLiterature



ProduceandPerform:FourthGradeStudentsimagine,plan,andcreateworksofartincludingthosethatreflectculturaltraditions.

Drawing:Theportrayalofanideausinglineand/ortone. Materials Continuemakingquicksketchesandextendeddrawingsfrom

observation,nature,imagination,memory,stilllife,andculturalthemes.

Pencil,pen,eraser Markers,crayons Coloredpencils ColoredChalk Oilpastels Varietyofpapers

Practicecontourlinedrawings.

Usepositiveandnegativespaceindrawing.

Drawonavarietyofsurfaces–differentkinds,shapes,sizes. Createdrawingswhichincludedifferenttextures.

Painting:Theapplicationofpainttoasurface.

Useseveralwatercolortechniques,suchasresist,dry‐on‐dry,wet‐on‐wet,andwash. Watercolorpaints,




paintbrushes

Continuecreatingvaluesbymixingblackandwhiteintocolorsandapplymultiplevaluesofacolortoapainting.

Mixcomplimentarycolorsandobservehowtheyaffecteachother(brightness,dullness,intensity)whenplacedneareachother.

Createapaintingexpressingmood.

Paintalandscape.

Printmaking:Theprocessoftransferringanimagewithmultiplecopies.

MakereliefblockprintsusingStyrofoamorcuttingmatsandtools. Foundobjects Sponges Inkandpaint Cuttingmatsandtools Brayersandrollers Glue,string,etc.

Begintoexperimentwith“collagraph”(printingfromcollagesmadeofgluelines,string,foundobjects,etc.)

Usestencilstomakeatwo‐colorstencilprint.

Sculpture:Thecreationofformsthatfillspaceorthreedimensions. Create3Dsculptureswithavarietyofmaterialsandsurface

patterns. Clayandclaytools Modelingdough Paperandwood Fabricandyarn Foundobjects

Createasubtractivesculpturebystartingwithablockofsoaporclayandcarvingaformoutofit.


Createmixedmediadrawings,paintings,andcollages. Magazines Calendars Fabric,felt,yarn Craftmaterials Beadsandfeathers Varietyofpapers

Createalandscapeusingmixedmedia.

Makemasksusingavarietyofmaterials(considerAlaskanandworldcultures).


ProduceandPerform(continued):FourthGrade


Learntwoneedlebeadworkappliquetechniqueonfelttocreatesmallitemssuchaspins,barrettes,keychains.Addtopatterncollection.

Felt Needles Beads Learnedgingtechniquestocompleteprojects.


Sewashoulderbagusingbasicsewing,patchwork,applique,crossstitchtechniques.

Cloth Needles Thread Embroideryfloss


Practicegoodskinsewingtechniquessuchasevenwhipstitches,evenlypiecedfur,andappropriateknots.

Rabbitfur Needles Thread

Sewapatchworkpillowofalternatingcolorsofrabbitfur.


Makeacoilbasketusingnaturalmaterials. Raffiaintwoor

morecolors Largeneedles

OtherCulturalSkills:Creatingtools,culturalitems,ordevelopingskillsusedinavarietyoftraditionalactivities. LearnaboutotherAthabascanculturesandothernativegroupsin

Alaska,andexpresslearningthroughartdisplaysorperformance. LocalElders,Koyukoncultureresources Learnhowtothankmembersofanothercommunitywhenyouvisit.

MakefoodforaclassroompotlatchandinviteatleastoneElder.

KoyukonLanguage:UnderstandingspokenandwrittenKoyukonwordsandphrases,andcommunicatingwithothersintheKoyukonlanguage. Beginlearningsentencestructure,andconversewithotherclassmates

insimpleKoyukonsentences. Koyukonlanguage

resources

Learnatleast10newwordsorphrases.

Storytelling,SongandDance:Learningandperformingtraditionalstories,songsanddance.

Learnaboutseasonalityoftraditionalstorytelling. LocalElders,


Listentoandretellatraditionalstorythatincludesnativelanguagewords.

Performatraditionalsongasaclasstoanotherclassorgroup.


ReflectandRespond:FourthGradeAnalyzeandevaluatetheprocessoflearningaboutandparticipatinginartandculture.

StudentswillDESCRIBEARTusingthesedesignelements:Line Recognizecontourlinesindrawings.

Shape/Form Locateanddifferentiatebetweencircle/sphere,square/cube,triangle/cone,andrectangle/cylinder.

Color Recognizeintensitychangesthroughuseofcomplimentarycolors.

Value Recognizethatartworkusesmanyvalues(light/dark)ofcolor.

Texture Compare/contrastdifferenttexturesofartwork.Space Identifypositiveandnegativespace.

Perspective Useperspectivetermsincludingplacement,overlapping,size/scale,foreground/background,anddetailwhendiscussingart.

StudentswillANALYZEARTusingthesedesignprinciples:Pattern Recognizehowusingcolor,line,shape,andformcancreatepatterns.

Rhythm/Movement Recognizethatrepetitionofelementscreatesthevisualillusionofrhythmandmovementinart.

Proportion/Scale Begintolearnbodyproportions.

Balance Recognizesymmetryandasymmetryinart;considerwhetheraworkofartseemsbalanced.

Unity Discusswhetheraworkofartseemscompleteandunified(allpartsseemtofit).








Subsistence



Community



Environment




ReflectandRespond(continued):FourthGrade


Identity



community.

Respect





supporttoothers.

HealthyLiving






Stories






EncounterandExplore:FifthGradeLearnaboutconceptsinartandculture,andlearnfromaccomplishedartistsandwisdomkeeperspastandpresent.

ElementsofArt

Color Buildontheconceptofcolorvaluetointroducemonochromatic colorschemes.

Line Identifyandcomparecontourlinesandsketchinginartwork.

Space Observehowplacement,overlapping,sizeandscaleofmultipleforms in

apieceofartworkcreateperspective. Observeforeground,middleground,background,anddetailinartwork.

Design Observehowelementsofartworktogethertocreatedesign. Becomefamiliarwithhowpattern,balanceandsymmetryareusedinart.

ExploringCulture








LearningfromElders






AlaskanLiterature




ProduceandPerform:FifthGradeStudentsimagine,plan,andcreateworksofartincludingthosethatreflectculturaltraditions.

Drawing:Theportrayalofanideausinglineand/ortone. Materials Continuemakingquicksketchesandextendeddrawingsfrom

observation,nature,imagination,memory,stilllife,andculturalthemes.

Pencil,pen,eraser Markers,crayons Coloredpencils ColoredChalk Oilpastels Charcoaland

blendingstumps Varietyofpapers

Continuetoexploreandpracticecontourline. Explorevalueindrawingsusingdifferentshadingtechniques. Useexamplesofpositiveandnegativespaceindrawings. Drawfromstilllife. Exploreportraitandhumanbodyproportions.

Painting:Theapplicationofpainttoasurface. Practiceandnameavarietyofbrushstrokessuchasstipple,hard

edge,andsoftedgewhileusingtempera. Watercolorpaints,




paintbrushes

Continuemixingvalues(addingwhiteandblacktocolors)andcomplimentarycolorsanduseresultsinapieceofartwork.

Continuetouseandnamecolorschemes(e.g.warm,cool,monochromatic).

Continuetousedifferentwatercolortechniques.


Useandcombinedifferentprintingtechniquessuchasstamping,rubbing,stenciling,reliefblocks,andmonoprints.

Foundobjects Sponges Inkandpaint Cuttingmatsand

tools Brayersandrollers Glue,string,etc.

Createaneditionofthreeprints;signandnumberproperly.

Sculpture:Thecreationofformsthatfillspaceorthreedimensions. Createa3Dworkofchosenmaterialandembellishitwithsurface

patterns. Clayandclaytools Modelingdough Paperandwood Wirepipecleaners CreateasculpturebasedonAlaskaNativeart.


Combineavarietyofmaterialstocreatemixed‐mediadrawings,paintingsandcollages.

Magazines Calendars Fabric,felt,yarn Craftmaterials Beadsandfeathers Varietyofpapers

Usemixedmediatocreateapieceofartrelatedtoculturalthemesortopicsbeingstudiedinothersubjectareas.


ProduceandPerform(continued):FifthGrade


Usetwoneedleappliquetechniquetomakeabeadworkprojectsuchasabarretteorheadbandonmoosehide.Finishtheprojectwithedging.

Beads Needles Thread Patterns Makeapairofbeadedearrings.


Makeatraditionalpersonalsewingkit. Cloth Sewingneedles Thread Yarn Knitting/crochet

needles

Knitand/orcrochetanintermediateprojectsuchassocks,mittens,hat.Learntousemultiplestitches(knit,purl,etc.).

FurandSkinSewing:Thepreparationanduseoffurandhidesfortraditionalpurposes. Userabbitfurinatraditionalartproject,suchasaddingtopinedges,or

pillow.Learnhowtocutfurandconservematerial. Rabbitfur Needles,thread


Makeasmallbirchbarkbasket. Birchbark Awl Roots

OtherCulturalSkills:Creatingtools,culturalitems,ordevelopingskillsusedinavarietyoftraditionalactivities. Learnabouttraditionalorganizationand leadership,moderntribal

leaders,government,anddecisionmakingthataffectssubsistencelifestyles. LocalElders,

Koyukoncultureresources

Practicepositiveinteractionswithclassmatesandhowtogivecompliments.Exploretheprocessandimportanceofunlearningstereotypes.

MakesomethingorprovidehelpforalocalElder.KoyukonLanguage:UnderstandingspokenandwrittenKoyukonwordsandphrases,andcommunicatingwithothersintheKoyukonlanguage. Continuetolearnsentencestructureanddevelopconversationalskills.

Koyukonlanguageresources Learnatleasttennewwordsorphrasesincludingthoserelatedto

subsistenceactivities.Storytelling,SongandDance:Learningandperformingtraditionalstories,songsanddance. Listentoandretellatraditionalstorythatincludesnativelanguage

words. LocalElders,audioandwrittenKoyukonstoriesandsongs

Learnabouttraditionalvalueofpublicspeakinganditsimportanceinleadershipandculturalevents.

Performatraditionalsongasaclasstoanotherclassorgroup.


ReflectandRespond:FifthGradeAnalyzeandevaluatetheprocessoflearningaboutandparticipatinginartandculture.

StudentswillDESCRIBEARTusingthesedesignelements:Line Distinguishbetweencontourlinesandsketching.

Shape/Form Differentiatebetweenavarietyofshapesandformsinart.

Color Begintorecognizemonochromaticcolorschemes,includingvaluedifferences.

Value Recognizethatartworkusesmanyvalues(light/dark)ofcolor.

Texture Differentiatebetweenpiecesofartthatuseactualandvisual(implied)texture.

Space Identifypositiveandnegativespace.

Perspective Useperspectivetermsincludingplacement,overlapping,size/scale,foreground/background,anddetailwhendiscussingart.

StudentswillANALYZEARTusingthesedesignprinciples:Pattern Recognizepatterninincreasinglycomplexworksofart.


Proportion/Scale Continuetolearnbodyproportions.Studyproportionandscalewithinindigenousarts.

Balance Identifyexamplesofvisualbalanceinart.


Emphasis Findandidentifyexamplesoffocalpointinaworkofart.







Subsistence



Community



Environment




ReflectandRespond(continued):FifthGrade


Identity



community.

Respect





supporttoothers.

HealthyLiving






Stories






EncounterandExplore:SixthGradeLearnaboutconceptsinartandculture,andlearnfromaccomplishedartistsandwisdomkeeperspastandpresent.

ElementsofArt

Color

Recognizeanalogous andothercolorschemesinrelationshiptobasiccolortheory.

Distinguishbetweenopaque,translucentandtransparentandconsiderhowtheyrelatetolightness/darknessorvalue.

Line Recognizecontourline,outline,andsketching Identifylinesusedincreativeandinventiveways.

Space

Investigatehowperspectiveisimpliedinanartworkusingtheconceptsofoverlapping,scale,placement,foreground/background,degreeofdetail,andcolorintensity.

Recognizethatconverginglinesshowdepth.

ExploringCulture








LearningfromElders






AlaskanLiterature




ProduceandPerform:SixthGradeStudentsimagine,plan,andcreateworksofartincludingthosethatreflectculturaltraditions.

Drawing:Theportrayalofanideausinglineand/ortone. Materials Drawusingawidevarietyoftools.



Uselineincreativeandintensiveways;drawusingsketch,outline,andcontour.

Useplacement,overlapping,size,scale,anddetailwhendrawingtoshowperspective;learnhowcolorintensityfadeswithdistanceandusethisindrawing.

Useformsandlightsourcestostudyshading. Continuetodrawfromstories,nature,memory,imagination,

observation,still‐life,andculturalthemes.Usemusic,movementandmoodforinspiration.

Exploreactualtexturesandcreateimpliedtextureindrawing.

Painting:Theapplicationofpainttoasurface. Useavarietyofpaintingmedium(e.g.,tempera,watercolor,and

paintingcrayons)inoneartwork. Watercolorpaints,crayonsandpapers

Temperapaintandcakes

Varietyofpapersandothersurfaces

Varietyofpaintbrushes

Useavarietyofpaintingtechniquestocreatedifferenteffects(e.g.,stipple,hard‐andsoft‐edged,spatter,fluid).

Learnanduseanalogousaswellaswarm,cool,neutral,andcomplimentarycolorschemes.

Exploretheuseofopaque,translucentandtransparentcolors/paints.

Createapaintingthatshowsmood.

Printmaking:Theprocessoftransferringanimagewithmultiplecopies. Useandcombinedifferentprintingtechniquessuchasstamping,

rubbing,stenciling,reliefblocks,andmonoprints. Foundobjects Sponges Inkandpaint Cuttingmatsand


Constructareliefprintusingtwoofthefollowing:cardboard,gluelines,foundobjects,string.

Createaneditionofthreeprints;signandnumberproperly.

Sculpture:Thecreationofformsthatfillspaceorthreedimensions. Createa3Dworkofchosenmaterialandembellishitwithsurface

patterns. Clayandclaytools Modelingdough Paperandwood Wirepipecleaners

Combinetwoconstructiontechniquesinasingleclaypiece(e.g.,pinch,coil,slab,modeling,carving).


Combineavarietyofmaterialstocreatemixed‐mediadrawings,paintingsandcollages.Createapiecethat“makesastatement.”

Magazines Calendars Fabric,felt,yarn,

paper Craftmaterials Beadsandfeathers



ProduceandPerform(continued):SixthGrade


Usetwo‐needleappliquetechniquestomakeonelargeorseveralsmallbeadeditemssuchasbarrette,jar‐top,headband,glovetops.Continuetoaddtopatterncollectionandcreateownpatterns.

Needles,thread Beads Beadlooms Earringhooks Makeabraceletornecklaceonabead loomusingtraditionalpatterns.

Makeearringsorzipperpullusingpeyote stitch.ClothSewingandHandwork:Usingneedle,thread,cloth,yarntoproducetraditionalclothingorotheritems.

Makeasmallormediumsizedhandsewnitemusinganexistingpattern. Cloth Needles,thread Patterns Yarn Knittingneedles crochethooks

Makeasmallhandsewnitemusingaself‐madepattern.

Knitorcrochetanitemtobegivenaway;conductaclasscharityproject.


Makeamoose‐hidewalletorothersmallitem.Decoratewithbeadsorfur.

Moosehide Fur Beads Needles,thread


Createacontainerormodelcanoeusingbirchbark.

Birchbark Awl Roots Smallwoodpieces

OtherCulturalSkills:Creatingtools,culturalitems,ordevelopingskillsusedinavarietyoftraditionalactivities. LearnaboutcircumpolarculturesandhistoricinteractionsofKoyukon

Athabascanswithothercultures,includingtradenetworks,wars,andEuropeancontact,andexpresslearningthroughartorperformance.

Regionalhistory,culture,andgovernmentresources

tools/equipmentusedforoutdoorsurvival

Investigatenaturalresourcemanagementandseasonalsubsistenceactivities,includingmaking/usingtoolsandequipmentnecessaryforsubsistenceactivitiesandoutdoorsurvival.

KoyukonLanguage:UnderstandingspokenandwrittenKoyukonwordsandphrases,andcommunicatingwithothersintheKoyukonlanguage. Learnatleasttennewwordsorphrases.Focusonloan‐wordsadapted

fromRussianandotherlanguages. Koyukonlanguage

resourcesStorytelling,SongandDance:Learningandperformingtraditionalstories,songsanddance. Listentoandtelltraditionalandpersonalstoriesrelatedtoseasonal

cyclesandactivities. LocalElders,

audioandwrittenKoyukonstoriesandsongs Learnaboutprotocolsregardinguseofsongsfromdifferentvillages.


ReflectandRespond:SixthGradeAnalyzeandevaluatetheprocessoflearningaboutandparticipatinginartandculture.

StudentswillDESCRIBEARTusingthesedesignelements:Line Distinguishbetweencontourlinesandsketching.


Color Identifyprimary,secondary,warm,cool,neutral,analogousandmonochromaticcolorschemes.

Value Recognizesequentialvaluechangesinasinglecolor.

Texture Differentiatebetweenactualandvisual(implied)texture.Space Identifypositiveandnegativespace.

PerspectiveRecognizehow placement,overlapping,size/scale,foreground/background,degreeofdetail,andcolorintensitycreateperspective.

StudentswillANALYZEARTusingthesedesignprinciples:Pattern Recognizesymmetryandpatterninincreasinglycomplexworksofart.


Proportion/Scale Continuetolearnbodyproportions.

Balance Identifyexamplesofvisualbalanceandcontrastinart.


Emphasis Findandidentifyexamplesoffocalpointinaworkofart;lookforvisualaccents,stress.







Subsistence



Community



Environment




ReflectandRespond(continued):SixthGrade


Identity



community.

Respect





supporttoothers.

HealthyLiving






Stories






EncounterandExplore:SeventhGradeLearnaboutconceptsinartandculture,andlearnfromaccomplishedartistsandwisdomkeeperspastandpresent.

ElementsofArt

General

Investigatetherelationshipsbetweenartandtheindividual,societyandtheenvironment.

Compareartfrommultiplecultures. Recognizetheroleoftradition,ritual,andenvironmentinart.

Color

Identifyprimary,secondary,warm,cool,neutral,analogous,andmonochromaticcolorschemes.


Line Recognizecontourline,outline,andsketching. Identifylinesusedincreativeandinventiveways.

Space



ExploringCulture








LearningfromElders






AlaskanLiterature




ProduceandPerform:SeventhGradeStudentsimagine,plan,andcreateworksofartincludingthosethatreflectculturaltraditions.

Drawing:Theportrayalofanideausinglineand/ortone. Materials Drawusingawidevarietyoftools.Includetextureandshading.

Pencil,pen,eraser Markers,crayons Coloredpencils ColoredChalk Oilpastels Charcoalandblending

stumps Varietyofpapers


Useplacement,overlapping,size,scale,and detailwhendrawingtoshowperspective;learnhowcolorintensityfadeswithdistanceandusethisindrawing.

Continuetodrawfromstories,nature,memory,imagination,observation,still‐life,andculturalthemes.Usemusic,movementandmoodforinspiration.

Workonunconventionalformats,experimentwithbreakingedges.







Experimentwithusinganalogous,monochrome,warm,cool,neutral,andcomplimentarycolorschemes.


Createpaintingsthatshowmood.Determinemoodandcolorsbeforehand.

Printmaking:Theprocessoftransferringanimagewithmultiplei

Useandcombinedifferentprintingtechniques. Foundobjects Sponges Inkandpaint Cuttingmatsandtools Brayersandrollers Glue,string,etc.

Constructareliefprintusingcardboard,gluelines,foundobjects,string,etc.

Createaneditionofmultipleprints;signandnumberproperly.

Sculpture:Thecreationofformsthatfillspaceorthreedimensions. Createafreestandingsculptureusingatleast3differentmaterials

andvariousjoiningtechniques. Clayandclaytools Modelingdough Paperandwood Wirepipecleaners

Combinemultipleconstructiontechniquesinasingleclaypiece(e.g.,pinch,coil,slab,modeling,carving).







ProduceandPerform(continued):SeventhGrade


Produceandadvancedbeadworkprojectsuchasslippertops,glovetops,purse.Continuetocreateandaddtopatterncollection.

Beads Needles,thread hoops Makeabeadedsuncatcher.

ClothSewingandHandwork:Usingneedle,thread,cloth,yarntoproducetraditionalclothingorotheritems. Learntouseasewingmachineandmakeasmallprojectsuchasapillow

orpillowcase. Sewingmachine Cloth Thread Yarn Knittingneedles,

crochethooks

InviteanEldertoteachsockknittingorcrochetingpillowcoversandafghans,andcompleteaprojectbasedonwhatislearned.

Sewanitemusedforoutdooruse,suchasadog‐harness,packorbag.


Createapairofbeadedglovesusingpre‐madegloves,furandbeadedglovetops.

Gloves Rabbitorbeaver

fur Moosehideorfelt


Makeabasketorothertraditionalitemusingbirchbarkorothernaturalmaterials.

Birchbark Roots Grass,etc.

OtherCulturalSkills:Creatingtools,culturalitems,ordevelopingskillsusedinavarietyoftraditionalactivities. Usewoodtocreatemodelsofatraditionalitemsuchasalogcabin,

fishwheelordogsled. Pre‐madeand

foundwoodpieces Glue tools/equipment

usedforsubsistenceandoutdoorsurvival

Investigatetraditionaltrappingmethodsandlearnabouthowtrappingregulationsaremade.Make/usetoolsandequipmentnecessaryforsubsistenceactivitiesandoutdoorsurvival.

KoyukonLanguage:UnderstandingspokenandwrittenKoyukonwordsandphrases,andcommunicatingwithothersintheKoyukonlanguage. Learnatleast10newwordsorphrasesrelatedtotrappingandwinter. Koyukonlanguage

resources LocalElders InviteanEldertocomeandsharewordsorstoriesinKoyukon.

Storytelling,SongandDance:Learningandperformingtraditionalstories,songsanddance. LearnatleasttwonewKoyukonstories(legendsorElderaccounts)and

songs.

LocalElders,audioandwrittenKoyukonstoriesandsongs Telltraditionalstoriesandteachsongstostudentsinayoungergrade.


ReflectandRespond:SeventhGradeAnalyzeandevaluatetheprocessoflearningaboutandparticipatinginartandculture.

StudentswillDESCRIBEARTusingthesedesignelements:Line Distinguishbetweencontourlines,outlinesandsketching.





PerspectiveRecognizehowplacement,overlapping,size/scale,foreground/background,degreeofdetail,andcolorintensitycreateperspective.













Subsistence



Community



Environment




ReflectandRespond(continued):SeventhGrade


Identity



community.

Respect





supporttoothers.

HealthyLiving






Stories






EncounterandExplore:EighthGradeLearnaboutconceptsinartandculture,andlearnfromaccomplishedartistsandwisdomkeeperspastandpresent.

ElementsofArt

General

Investigatetherelationshipsbetweenartandtheindividual,societyandtheenvironment.

Compareartfrommultiplecultures. Recognizetheroleoftradition,ritual,andenvironmentinart.

Color

Identifyprimary,secondary,warm,cool,neutral,analogous,andmonochromaticcolorschemes.


Line Recognizecontourline,outline,andsketching. Identifylinesusedincreativeandinventiveways.

Space



ExploringCulture








LearningfromElders






AlaskanLiterature




ProduceandPerform:EighthGradeStudentsimagine,plan,andcreateworksofartincludingthosethatreflectculturaltraditions.

Drawing:Theportrayalofanideausinglineand/ortone. Materials Drawusingawidevarietyoftools.Includetextureandshading.




Useplacement,overlapping,size,scale,anddetailwhendrawingtoshowperspective;learnhowcolorintensityfadeswithdistanceandusethisindrawing.

Continuetodrawfromstories,nature,memory,imagination,observation,still‐life,andculturalthemes.Usemusic,movementandmoodforinspiration.

Workonunconventionalformats,experimentwithbreakingedges.







Experimentwithusinganalogous,monochrome,warm,cool,neutral,andcomplimentarycolorschemes.


Createpaintingsthatshowmood.Determinemoodandcolorsbeforehand.


Useandcombinedifferentprintingtechniques. Foundobjects Sponges Inkandpaint Cuttingmatsand


Constructareliefprintusingcardboard,gluelines,foundobjects,string,etc.

Createaneditionofmultipleprints;signandnumberproperly.

Sculpture:Thecreationofformsthatfillspaceorthreedimensions. Createafreestandingsculptureusingatleast3differentmaterials

andvariousjoiningtechniques. Clayandclaytools Modelingdough Paperandwood Wirepipecleaners

Combinemultipleconstructiontechniquesinasingleclaypiece(e.g.,pinch,coil,slab,modeling,carving).







ProduceandPerform(continued):EighthGrade


Produceandadvancedbeadworkprojectsuchasslippertops,glovetops,purse.Continuetocreateandaddtopatterncollection.

Beads Needles,thread Smallbottles Decorateabottleorothersmallitemusingpeyotestitch.

ClothSewingandHandwork:Usingneedle,thread,cloth,yarntoproducetraditionalclothingorotheritems. Useasewingmachineandcutoutandsewabets’eghehoolaane orsnow

shirt. Sewingmachine Cloth Thread Yarn Knittingneedles,

crochethooks

InviteanEldertoteachsockknittingorcrochetingpillowcoversandafghans.Makeitemstogiveaway.


Completeandadvancedprojectsuchasgloves,skinboots,orpatchworkfur/beadedpillow.

Moosehide Rabbitorbeaver

fur Needles,thread


Makeabasketorothertraditionalitemusingbirchbarkorothernaturalmaterials.

Birchbark Roots Grass,etc.

OtherCulturalSkills:Creatingtools,culturalitems,ordevelopingskillsusedinavarietyoftraditionalactivities.

Usewoodtocreateadioramaofatraditionalsceneincludingitemssuchaslogcabins,fishwheelsanddogsleds.

Pre‐madeandfoundwoodpiecesandotheritems

Glue boards tools/equipment

usedforsubsistenceandoutdoorsurvival

Investigatetraditionalhuntingandfishingpracticesandhowmodernregulationsaremade.Make/usetoolsandequipmentnecessaryforsubsistenceactivitiesandoutdoorsurvival.

KoyukonLanguage:UnderstandingspokenandwrittenKoyukonwordsandphrases,andcommunicatingwithothersintheKoyukonlanguage. Learnatleast10newwordsorphrasesrelatedtohuntingandfishing. Koyukonlanguage

resources LocalElders InviteanEldertocomeandsharewordsorstoriesinKoyukon.

Storytelling,SongandDance:Learningandperformingtraditionalstories,songsanddance. LearnatleasttwonewKoyukonstories(legendsorElder accounts)and

songs. LocalElders,

audioandwrittenKoyukonstoriesandsongs Telltraditionalstoriesandteachsongstostudentsinayoungergrade.


ReflectandRespond:EighthGradeAnalyzeandevaluatetheprocessoflearningaboutandparticipatinginartandculture.

StudentswillDESCRIBEARTusingthesedesignelements:Line Distinguishbetweencontourlines,outlinesandsketching.





PerspectiveRecognizehowplacement,overlapping,size/scale,foreground/background,degreeofdetail,andcolorintensitycreateperspective.













Subsistence



Community



Environment




ReflectandRespond(continued):EighthGrade


Identity



community.

Respect





supporttoothers.

HealthyLiving






Stories






AdditionalResources


AlaskaNativeKnowledgeNetwork

GuidelinesforNurturingCulturally‐HealthyYouth

GuidelinesforYouthCulturally‐healthyyouthtakeanactiveinterestinlearningtheirheritageandassumeresponsibilityfortheirroleascontributingmembersofthefamilyandcommunityinwhichtheylive.Youthcannurturetheirownculturalwell‐beingthroughthefollowingactions:

a. Learnallyoucanaboutyourfamily,kinshiprelationsandcommunityhistoryandculturalheritage.

b. Participateinsubsistenceactivitieswithparents,Eldersandothermembersofthecommunityandlearnthestoriesandlessonsassociatedwiththoseactivities.

c. Becomeactivelyinvolvedinlocalactivitiesandorganizationsthatcontributetothequalityoflifeinyourcommunity.

d. ShowrespecttotheEldersinyourcommunitybyassistingtheminanywayyoucan.e. Getinvolvedinregional,stateandnationalissuesandorganizationsthatimpact

yourcommunity.f. Makehealthychoicesinyourlifestylethatcontributetothewholenessandwell‐

beingofyourselfandthosearoundyou.g. Alwaysbeagoodrolemodel,showrespectandprovidesupporttoothers.h. Participateinapprenticeshipswithculturalexpertsinthecommunityandacquire

traditionalconflictresolutionskills.i. Seektoacquirealltheknowledgeandskillsassociatedwiththe"culturalstandards

forstudents"(publishedintheAlaskaStandardsforCulturally‐ResponsiveSchools.)j. Usecriticaljudgmentintheselectionofpopularmediaforreading,viewingand

listeningandmakesureitisalignedwithyouraspirationsasanadult.k. Associatewithfriendswhocanprovidehealthyrolemodelsthatwillmakea

positivecontributiontoyourgrowthanddevelopmenttowardadulthood.


AlaskaNativeKnowledgeNetworkGuidelinesforEducators

Educatorsareresponsibleforprovidingasupportivelearningenvironmentthatreinforcestheculturalwell‐beingofthestudentsintheircare.Educators(teachers,administrators,aides,counselors,etc.)canhelpnurtureculturally‐healthyyouththroughthefollowingactions:

a. Learntraditionalchild‐rearingandparentingpracticestolinktheknowledgebaseoftheschooltothatofthecommunity.

b. Recognizethatstudents'developmentalneedsundergosubstantialchangesinearlyadolescencethatcaneffectacademicperformance,soinstructionalstrategieswillneedtobeadaptedaccordingly.

c. Adoptcurricularandinstructionalstrategiesthatconnecttotheculturalandphysicalworldinwhichthestudentsaresituated.

d. Makeeffectiveuseoflocalexpertise,especiallyElders,asco‐teacherswheneverlocalculturalknowledgeisbeingaddressedinthecurriculum.

e. Takestepstorecognizeandvalidateallaspectsoftheknowledgestudentsbringwiththemandassistthemintheirongoingquestforpersonalandculturalaffirmation.

f. Developtheobservationandlisteningskillsnecessarytoacquireanin‐depthunderstandingoftheknowledgesystemindigenoustothelocalcommunityandapplythatunderstandinginteachingpractice.

g. Visitthestudent'shomesandlearnabouttheparentsaspirationsfortheirchildrenaswellastheirexpectationsforyou.

h. Carefullyreviewallcurriculumresourcematerialstoinsureculturalaccuracyandappropriatenessandassiststudentsinmakingsimilarcriticaljudgmentsthemselves.

i. Makeeveryefforttoutilizelocally‐relevantcurriculummaterialswithwhichstudentscanreadilyidentify,includingmaterialspreparedbyAlaskaNativeauthors.

j. Serveasarolemodelforstudentsbyutilizingconstructiveformsofdisciplineoverpunishmentandprovidingpositivereinforcementovernegativefeedback.

k. ProvidesufficientflexibilityinschedulingElderparticipationsotheyareabletofullysharewhattheyknowwithminimalinterferencebytheclockandprovideenoughadvancenoticeforthemtomakethenecessarypreparations.

l. AlignallsubjectmatterwiththeAlaskaStandardsforCulturally‐ResponsiveSchoolsanddevelopcurriculummodelsthatarebasedonthelocalculturalandenvironmentalexperiencesofthestudents.

m. Recognizetheimportanceofculturalandintellectualpropertyrightsinteachingpracticeandhonorsuchrightsinallaspectsoftheselectionandutilizationofcurriculumresources.

n. Participateincommunityeventsandactivitiestoacquiretheinsightsneededtodevelopappropriatemotivationanddisciplinepracticesintheschool.


AlaskaNativeKnowledgeNetworkGuidelinesforSchools

Schoolsmustbefullyengagedwiththelifeofthecommunitiestheyservesoastoprovideconsistencyofexpectationsinallaspectsofstudents’lives.Schoolsmayhelpnurtureculturally‐healthyyouththroughthefollowingactions:

a. Establishaneasilyaccessiblerepositoryofculturally‐appropriateresourcematerialsandareliableprocessforthedailyinvolvementofknowledgeableexpertise,includingrespectedElders,fromthecommunity.

b. Includethevoicesofrepresentativesfromthelocalcultureinthecurriculummaterialsusedintheschool.

c. Providedevelopmentally‐appropriatecurriculathattakeintoaccounttheculturalvariabilityofthesocial,emotional,intellectualandspiritualneedsofeachchildandcommunity,especiallyduringthecriticalperiodofidentityformationthattakesplaceduringtheadolescentyears.

d. Utilizethenaturalenvironmentofthecommunitytomoveeducationalactivitiesbeyondtheclassroomasawayoffosteringplace‐basededucationanddeepeningthelearningexperiencesofstudents.

e. SupporttheimplementationofanElders‐in‐ResidenceprogramineachschoolandclassroomandteachrespectforEldersatalltimes.

f. Provideanin‐depthculturalorientationprogramforallnewteachersandadministrators.

g. PromotetheincorporationoftheAlaskaStandardsforCulturally‐ResponsiveSchoolsinallaspectsoftheschoolcurriculum,whiledemonstratingtheirapplicabilityinprovidingmultipleavenuestomeetthestateContentStandards.

h. UtilizeEldersandNativeteachersfromthelocalcommunitytoacquireacomprehensiveunderstandingofallaspectsofthelocal,regionalandstatewidecontextinwhichthestudentslive,particularlyasitrelatestothewell‐beingandsurvivalofthelocalculture.

i. Makeuseoflocally‐producedresourcematerials(reports,videos,maps,books,tribaldocuments,etc.)inallsubjectareasandworkinclosecollaborationwithlocalagenciestoenrichthecurriculumbeyondthescopeofcommercially‐producedtexts.


AthabascanCulturalValues Source:DenakkanaagaEldersConference1985

Self‐sufficiencyandHardWork

CareandProvisionfortheFamily

FamilyRelationsandUnity

LoveforChildren

VillageCooperationandResponsibilitytoVillage

Humor

HonestyandFairness

SharingandCaring

RespectforEldersandOthers

RespectforKnowledge&WisdomfromLifeExperiences

RespectfortheLandandNature

PracticeofNativeTraditions

HonoringAncestors

Spirituality


KoyukonElders’ BiographiesandOralHistories

Yukon‐KoyukukSchoolDistrictBiographySeries:

HenryBeatusSr.–HughesJoeBeetus–HughesAltonaBrown–RubyRogerDayton–KoyukukHenryEkada–NulatoMosesHenzie–AllakaketJohnHonea–RubyMarthaJoe–Nulato

EdgarKallands–KaltagBillyMcCarty,Sr.–RubySimeonMountain–NulatoJosephineRoberts–TananaGoodwinSemaken–KaltagEdwinSimon–HusliaMadelineSolomon–Koyukuk

OtherPersonalNarratives:Nulato,anIndianLifeontheYukonbyPoldineCarlo.1983.

SpiritoftheWind:TheStoryofGeorgeAttla,Alaska'sLegendarySledDogSprintChampbyLewFreedman,EpicenterPress2001.

YughNoholnigee:TheStoriesChiefHenryToldbyChiefHenry,transcribedandeditedbyElizaJones,Fairbanks:AlaskaNativeLanguageCenter,1979.

OntheEdgeofNowherebyJimmyHuntingtonwithLawrenceElliott,EpicenterPress.

ShadowsontheKoyukuk:AnAlaskaNative’sLifealongtheRiverbySidneyHuntingtonwithJimRearden,AlaskaNorthwestBooks.1993

ProjectJukeboxaudiorecordings:Raven’sStory

[Availableathttp://jukebox.uaf.edu/RavenStory/START.htm]Huslia:StevenAttla,CatherineAttla,CueBifelt,FranklinSimon,LloydandAmeliaDeWilde

Kaltag:GoodwinSemakenSr.,FranklinMadros

Koyukuk:BenedictJones,ElizaJones

Galena:EdgarNollner,HazelStrassburg,SidneyHuntington,MargieAttla,LillianOlin

Hughes:BillWilliams,JoeandCeceliaBeatus,HenryBeatus

Allakaket:JohnsonMoses,PollockSimon,KittyandDavidDavid,SarahSimon

Nulato:EddieHildebrand,PaulinePeter,JustinPatsy,HumphreyAmbrose

Ruby:HenryTitus,JohnandLorraineHonea,AltonaBrown,JohnHonea,PaulineChapelle,JamesJohnsonSr.


AthabascanLanguageResources KoyukonLanguageAlaskaNativeLanguageCenter:http://www.uaf.edu/anlc/KoyukonAthabaskanDictionarybyJulesJetté,JulesandElizaJones.(bookandPDF/CD

format)

Denaakkenaage'KoyukonGrammarbyElizaJonesandJoeKwaraceius.

JuniorDictionaryforCentralKoyukonAthabascanbyElizaJones.

Yukon‐KoyukukSchoolDistrict:KoyukonLanguageScopeandSequence(265pp.);KoyukonLanguageCurriculumStudentWorkbook(158pp.);KoyukonLanguageCurriculumLessonPlans(89pp.).

byChadThompson,MelissaAxelrod,andElizaJones.1983.

KoyukonStories:Bekk'aatughTs'uhuney/StoriesWeLiveBybyCatherineAttla,ElizaJonesandMelissa

Axelrod,AlaskaNativeLanguageCenter.

K'etetaalkkaanee:TheOneWhoPaddledAmongthePeopleandAnimalsbyCatherineAttlaandElizaJones,AlaskaNativeLanguageCenter.

SitsiyYughNoholnikTs'in'(AsMyGrandfatherToldIt)byCatherineAttla,ElizaJonesandMelissaAxelrod,AlaskaNativeLanguageCenter.

SitsiyYughNoholnikTs'in'(AsMyGrandfatherToldIt):ATeacher'sGuidebyNikiMcCurryandElizaJones,AlaskaNativeLanguageCenter.

TalesfromtheDena:IndianStoriesfromtheTanana,Koyukuk,&YukonRiversbyFredericadeLaguna,UniversityofWashingtonPress,2002.

OnTen’aFolkLorebyJulesJette,JournaloftheRoyalAnthropologicalInstituteofGreatBritanandIrelandVol38(298‐367),1908.

OnTen’aFolkLore(PartII)byJulesJette,JournaloftheRoyalAnthropologicalInstituteofGreatBritanandIrelandVol39(460‐505),1909.

MakePrayerstotheRaven:AKoyukonViewoftheNorthernForest.byRichardK.Nelson,UniversityofChicagoPress,1983.

Donooghnotok'idaatlno:_Gaadoo_kbySallyPilotwithElizaJones,AlaskaNativeLanguageCenter,1975[availableelectronicallyatAlaska’sDigitalArchives,http://vilda.alaska.edu/]


TheKoyukonCulturalEnrichmentProgram:Anchorage,1973[AvailableelectronicallyatAlaska’sDigitalArchives,http://vilda.alaska.edu/usesearchterm:Koyukon]Consonants(LowerKoyukon)Deeltsa‐aadil‐aaK'idogheełtaanDibaaAsdlaan?andDemaaAslaan?Doatsoan'YokoayOak'onaałt'ukI.Donoogh‐Notok’idaatłno,II.GaadookDot'aan?Dotson'Nonot'oh(RavenGotFooled)Dotson'saTaałeebaayLaatłghaan(HowtheRavenKilledtheWhale)

GameofMemoryHadohudiGi‐eeyah:IamlearningK'adoants'idneeK’adonts’idneeMyAlphabet:LowerKoyukonAthapaskanPaulDineegaOkoAntaalkaanSaanGaaga,Ghonoyee,Łook’aYiłSamTobaanatsah

KoyukonSongs:KoyukonAthabaskanDanceSongspreparedbyTupouL.Pulufromstoriesandsongs

providedbyMadelineSolomon,NationalBilingualMaterialsDevelopmentCenter,RuralEducationAffairs,UniversityofAlaska[availableelectronicallyat:http://library.alaska.gov/hist/hist_docs/docs/anlm/41699107.pdf]

SoonaaneyhK’eleek:JoyfulSongscompiledbySusanPaskvan,YukonKoyukukSchoolDistrict,2009.[Availableelectronicallyat:http://www.yksd.com/Page/157]

KoyukonRiddles:KoyukonRiddlesadaptedbyRichardDauenhaue,AlaskaBilingualEducationCenter,Alaska

NativeEducationBoard,1975.[AvailableelectronicallyatAlaska’sDigitalArchives,http://vilda.alaska.edu/]

K'ooltsaahTs'in'.KoyukonRiddlesbyChiefHenry,Fairbanks:AlaskaNativeLanguageCenter,1976.

RiddlesoftheTen'aIndianscompiledbyJulesJette,Anthropos8:181‐201,1913.


OtherKoyukonLanguageResources:SpokenKoyukon:teachingunitsforbeginningsecondlanguagebytheKoyukonLanguage

Team,MarjorieAttla,etal.AlaskaNativeEducationBoard,AlaskaBilingualEducationCenter,1975.[AvailableelectronicallyatAlaska’sDigitalArchives,http://vilda.alaska.edu/]

KoyukonLocationalsbyDavidandKayHenry,AnthropologicalLinguistics11(4):136‐42,1969.

KoyukonEthnogeographybyElizaJones,AlaskaHistoricalCommission,1986.

GeneralWorksonAthabascanLanguagesAlaskaNativeLanguages:Past,Present,andFuturebyMichaelE.Krauss,Fairbanks:Alaska

NativeLanguageCenter,ResearchPaperNumber4.1980.

NativePeoplesandLanguagesofAlaska.byMichaelE.Krauss,Fairbanks:AlaskaNativeLanguageCenter,1982.(Full‐colorwallmapwithpopulations,territories,andlanguagestatus.)

AlaskaNativeLanguages:ABibliographicalCatalogue.PartOne:IndianLanguagesbyMichaelE.KraussandMaryJaneMcGary,Fairbanks:AlaskaNativeLanguageCenter,ResearchPaperNumber3,1980.

TeachingYukonNativeLanguages:AGuidebookforNativeLanguageInstructorsYukonNativeLanguageCentrePublications/YukonCollege.Whitehorse,Yukon.2003.ISBN1‐55242‐230‐5.ThiscomprehensiveguidetoteachingAthabaskanandTlingitlanguageclassesattheelementarylevelincludesatenmonthcurriculumoutline,avarietyofdetailedteachingactivities,andresourcematerials.


OtherBooksofRegionalInterest

Children’sBooksBooksbyKirkpatrick(Pat)Hill:

TheYearofMissAgnesAlladinPaperbacks,2002.MissAgnesandtheGingerTomCreateSpaceIndependentPublishingPlatform,2011.DancingattheOdinochkaMargaretK.McElderryBooks,2000.WinterCampAlladin,2007.ToughboyandSisterMargaretK.McElderryBooks,2000.

BooksillustratedbyJohnVanZyle:RavenandRiverAlaskaSketchbookIditarodMemoriesMardyMurieDid!Douggie,SledDogHeroArcticLights,ArcticNightsDisappearingLakeHoneyPawandLightfootRiverofLife

BigAlaskaTheEyesofGrayWolfTheGreatSerumRaceSledDogsRunGoneAgainPtarmiganACaribouJourneyAWoolyMammothJourneySurvivalat40BelowThreeDogs,TwoMulesandaReindeer

CulturalandHistoricalReferencesAlaskaGeographicPublications:

MiddleYukonRiverbyPennyReddick,TheAlaskaGeographicSociety,1990.UptheKoyukukbyRobert.A.Henning,TheAlaskaGeographicSociety,1983.Alaska’sGreatInteriorTheAlaskaGeographicSociety.Alaska’sNationalWildlifeRefugesTheAlaskaGeographicSociety.

WhoLivedinThisHouse?:AStudyofKoyukukRiverSemisubterraneanHousesbyA.McFadyenClark,CanadianMuseumofHistory,1996.

BatzaTena:TrailtoObsidian:ArchaeologyatanAlaskanObsidianSourcebyDonaldW.ClarkandA.McFadyenClark,CanadianMuseumofHistory,1993.

TravelsAmongtheDena:ExploringAlaska'sYukonValleybyFredericadeLaguna,UniversityofWashingtonPress,1999.

ASpecialGift:TheKutchinBeadworkTraditionbyKateDucan,UniversityofAlaskaPress,2007.

Anna’sAthabascanSummerbyArnoldGriese,BoydMillsPress,1995.

Ann’sCreations–DesignsandInstructionsforMakingYourOwnAthabascanBeadworkbyAnnGoessel,1990.


BooksbyGlennR.Gregory:Alaska,MyAlaska,TraffordPublishing2006.NeverTooLatetobeaHero,ToddPublications1997.TheTradingPost,UluBooks1997MissingLynx,UluBooks1999.

CalloftheWild,MyEscapetoAlaskabyGuyGrieve,HodderandStoughton,2007.

TheHistoryofRuby,Alaska,the“GemoftheYukon”byBetsyHart,NationalBilingualMaterialsDevelopmentCenter,RuralEducation,UniversityofAlaska,1981.PlantsoftheWesternForest:AlaskatoMinnesotaBorealandAspenParkland(earlieredition:PlantsoftheWesternBorealForestandAspenParkland)byDerekJohnson,LindaKershaw,AndyMacKinnon,andJimPojar,LonePinePublishing,2009.

TwointheFarNorthbyMargaretMuriewithTerryTempestWilliams,AlaskaNorthwestBooks,2003.

BooksbyRichardK.Nelson:MakePrayerstotheRaven:AKoyukonViewoftheNorthernForest.Chicago:

UniversityofChicagoPress,1983.HuntersoftheNorthernForest:DesignsforSurvivalamongtheAlaskanKutchin.

UniversityofChicagoPress,1973.TheAthabaskans:PeopleoftheBorealForest.Fairbanks:UniversityofAlaska

Museum,1983. TheIslandWithin.Vintage,1991.TheCruelestMiles:TheHeroicStoryofDogsandMeninaRaceAgainstanEpidemicbyGay

SalisburyandLaneySalisbury,W.W.Norton&Company,2005.

AHistoryofAlaskanAthapaskansbyWilliamE.Simeone,Anchorage:AlaskaHistoricalCommission1982.

TenThousandMileswithaDogSled:ANarrativeofWinterTravelinInteriorAlaskabyHudsonStuck,CosimoClassic,2007.

Melozi:ATeenager'sSearchforASummerJobLandsHimAnAdventureInTheAlaskaBushbyMichaelTravis,PublicationConsultants,2010.

TheRacetoNomebyKennethUngerman,1993.

AthapaskanAdaptations:HuntersandFishermenoftheSubarcticForestsbyJamesWVanStone,AldinePub.Co.1974.


FilmsofRegionalInterest

AssociationofInteriorNativeEducatorspublications:http://ainealaska.org/publications.html

TheAlaskaProject“PreservingaCulture”(57minutes)LearnabouttheAthabascanculturefromNativeEldersattheAlaskaIndigenousPeoples’AcademycampsiteontheYukonRiver.SevencertifiedNativeteachersoftheAssociationofInteriorNativeEducatorsdiscussideasonhowtousetheinformationintheclassroom.

TenThousandYearsofLearning(25minutes)InAugust1996,sixNativeEldersandelevencertifiedteachersattendedanEldersAcademyinOldMinto.Sincethen,AINEhashostedacampeachsummeratdifferentlocationsinInteriorAlaska.TheEldershavetaughttheteachersmanytraditionalAthabascanskills,suchashowtomakeaSoos(wintercache),cutfish,birchbarkbasket,fishnet,andtheuseoftraditionaltools.Manystoriesweretoldabouttheitemstheyusedandthetraditionalvaluesassociatedwitheach.

TheAlaskaProject“RememberingtheElders”(25minutes)JointheAssociationofInteriorNativeEducatorsmembersandselectedEldersattheir6thAnnualEldersAcademyheldatHowardLuke’sGaalee’yaSpiritCampinAugust2001.TheCampislocatednearOldChenaVillageonTananaRiver.ThefocusofthisyearEldersAcademywasonCaribou.

Thisvideohasfoursections: o CaribouTufting(SelinaAlexander)o CaribouLeggingBoots(PaulinaStickmanandPaulinePeter)o WillowRootBasketMaking(LinaDemoski)o WillowFishTrap(HowardLuke)

Otherfilms:MakePrayerstotheRavenproducedbyMarkBadger,RichardK.NelsonandWayneAttla;

KUAC‐TV,UniversityofAlaska‐Fairbanks,1987.Thisfilmseriesexploresthewaystraditionalspiritualvaluesandbeliefsguidetheday‐to‐daylivesofAlaska’sAthabascanIndiansontheKoyukukRiver.Eachhalf‐houroccursinasingleseason,revealingthesurprisingblendofWesternandnon‐Westernbeliefswhichshapeandcontrolthatseason’shunting,gatheringandliving.Fiveepisodeswitharunningtimeof28minuteseach.

SpiritoftheWinddirectedbyRalphLiddle,1979.Thefilmisasemi‐autobiographicalstorybasedupontheearlylifeandrisetoprominenceofKoyukukRiverNativedogmusherGeorgeAttla,Jr.(born1933).


LandsandRiversoftheKoyukonRegion:KoyukukandNowitnaNationalWildlifeRefugesandNaturalResourcesoftheKoyukonRegion:KoyukukandNowitnaNationalWildlifeRefugesbyTheUnitedStatesFishandWildlifeService.ThesetwofilmsdocumentthenaturalhistoryoftheKoyukukandNowitnaNationalWildlifeRefuges,researchdonebyrefugebiologists,andconnectionsbetweenthelandandlocalresidents.

IceboundbyDanielAnkerandSusanKim,2012.Thegrippingtrue‐lifestoryofthelegendary1925"SerumRun,"inwhich34menandmorethan150dogs,rushedlife‐savinganti‐toxinacrossthefrozenarctictosavethechildrenofNome,AKfromadeadlyoutbreakofdiphtheria.IncludesinterviewswithGalenaElders.


OtherCurriculumResources

AlaskaNativeKnowledgeNetwork:http://ankn.uaf.edu/The Alaska Native Knowledge Network (ANKN) is designed to serve as a resource forcompiling and exchanging information related to Alaska Native knowledge systems andways of knowing. The site includes a database of downloadable lessons and unitssearchablebycontentandculturalstandards,culturalregionandgradelevel.AlsoincludesAlaskaCulturalStandardsandGuidelines.

Athabascanspecificunitsinclude:http://ankn.uaf.edu/Curriculum/Units/BeaverinInteriorAlaskaBirdsaroundtheVillageBlackfishDiggingandPreparingSpruceRootsDogSalmon

MooseMooseinInteriorAlaskaRabbitSnaringSnowshoes

OtherAthabascanresources:KoyukonPlant/EthnobotanyDatabasehttp://ankn.uaf.edu/ANL/course/view.php?id=10

AthabascanWinterUnit:Kindergartenhttp://ankn.uaf.edu/Curriculum/Athabascan/Fairbanks_School_District/ANEProgram

AthabascansofInteriorAlaska:4thGradeSocialStudiesUnit:AthabascanCulturehttp://ankn.uaf.edu/Curriculum/Athabascan/Athabascans/appendix_a.html

AssociationofInteriorNativeEducators:http://ainealaska.org/publications.htmlThe Association of Interior Native Educators (AINE) is a non‐profit organizationestablished to provide a voice for Native educators and advocacy for educational issuesaffecting Alaska Native people. AINE seeks to share with others, especially those in avariety of educational settings, Alaska Native cultural knowledge. AINE has publishedCulturallyBasedCurriculumUnits,ResourceBooks,&Videos.CurriculumUnitsinclude:

InteriorPlantProject,3‐5GradebyGertieEsmailka.13dayinterdisciplinaryunitonthemanyusesofplantsandtheirvaluetoAthabascanPeople.

IntroductiontoAthabascanCulture,7‐12Grade,byCarolLeeGho.15daylanguageartsandsocialstudiesunitontheAthabascanPeople.

TheAthabascanPotlatch,6‐8GradebySharonAttla.10daylanguageartsandsocialstudiesunitontheAthabascantraditionssurroundingthepotlatch.

AthabascanGames,6‐8GradebyCoraMaguire.11dayinterdisciplinaryunitonAlaskaNativeGames.


AthabascanTraditionalValues,6‐12GradebyRebeccaGallen.12dayinterdisciplinaryunitonAthabascanfamilyvalues.

FishSkinBoots&Geometry,9‐12GradebyCarolLeeGho.14daymathandsocialstudiesunitonAthabascanculture.

BirchBarkUses,3‐5GradebyEdithNicholas&KathleenMeckel.13dayinterdisciplinaryunitontheusesofbirchbarkbyKoyukonAthabascanPeople.

Łookk’einTheirSeasons,6‐8GradebyThelmaSaunders&KathleenMeckel.12dayinterdisciplinaryunitonthesubsistenceusesofsalmonbyKoyukonAthabascanPeople.

"Kkaakene"CaribouLeggingBoots,K‐12by"Nakukluk"VirginiaNed,FredaBeasley,GertieEsmailka,PaulinaStickman,PaulinePeter.14dayinterdisciplinaryunitontheuseofcaribouleggingstomakeapairofmoccasinsor"Kkaakene",aKoyukonAthbascanwordforskinboots.

TraditionalSnowshoes,6‐8GradeJoySimon&VelmaSchafer.14dayunitaboutsnowshoesandthetraditionalwayofmakingthem.

CaribouHairTufting,K‐12"Nakukluk"VirginiaNed,FredaBeasley,GertieEsmailka,SelinaAlexander.14dayunitaboutcaribouhairtufting.

Alaskool: http://www.alaskool.org/OnlinematerialsaboutAlaskaNativehistory,education,languageandcultures.Forteachers,studentsandanyoneinterestedinAlaska’sfirstpeople.

AlaskaHumanitiesForum,AlaskaHistoryandCulturalStudiesCurriculum:http://www.akhistorycourse.org/

AlaskaHistoryandCulturalStudiesisthenewonlinecurriculumdesignedtoteachAlaskanhighschoolstudentsabouttheirstate,itsrichhistoryanditspeople.Neverbeforehassomuch information about Alaska been accessible from one website. The curriculum isdesigned to meet Alaska’s new Alaska History graduation requirement and relatedperformance standards.TheAlaskaHumanitiesForumand the state’s leadinghistorians,anthropologists, geographers and educators developed the course. It is an authoritativecompilationofinformationandthoughtprovokingquestionsaboutthe49thState.


NotableAlaskanArtists ByKeslerWoodward,ProfessorofArtEmeritus.UniversityofAlaskaFairbanks.

Personal challenge, physical and spiritual adventures,encounterswith other cultures, the prospect of riches, adesiretobuilddifferentsocieties‐allofthesearereasonsartistshavelookedtoAlaskaforanewfrontier.

Unlike the rich traditionofNative art inAlaska,which isthousands of years old, European andAmerican artworkof Alaska has a precise and much more recent startingpoint.Theseearlyworkswereattemptstounderstandanddescribe a newand 'exotic' people andplace, to fit themintoamorefamiliarversionoftheworld.

BeginningwiththeRussianvoyageledbyDanishnavigatorVitusBeringin1741,American,English,French,Spanish,andRussianexplorersmademorethan100voyagestoAlaskaduringthe18thand19th centuries. Although themaking of artistic pictureswas not a premiermotivation for thesevoyages,virtuallyalltheexpeditionsincludeddocumentaryartistsintheirentourages,todocumentthe discoveries made by captains and their crews. Prior to the Gold Rush, painters confinedthemselves to coastal settlements. Trained professional artists of some reputation produced themajorityofsurvivingimages,buttheirworkwasunvaryinglyunderstrictrestrictionsagainstanydistortion, embellishment, or interpretation. Today, our awareness that artists were directed todepictwhat they sawwith complete and accurate 'realism'makes it evenmore interesting thatinterpretiveculturalbiasesarenonethelessevidentintheirwork.Forexample,explorerartoftenemphasized exaggerated details such as Native women with bared breasts, or facial tattooing,perhapstounderlinetheartists'culturalperceptionoftheir'uncivilized'state.

Widely associatedwith the years of earlyAlaskan exploration is themuchpublished art of JohnWebber(1751‐1793),theprolificofficialartistforBritishCaptainJamesCook'slandmarkvoyageof discovery from 1776‐1780. Official artist Gaspard Duche de Vancy (d. 1788) recorded theFrenchvoyageof explorer JeanFrancoisGalaupde laPerouse, from1785 to1788.LouisChoris(1795‐1828),whoaccompaniedtheRussianvoyageofOttovonKotzebue,between1815and1817,succeeded in conveying reality perhaps more than most of the artists who accompanied

explorations in the late 18th and 19th centuries.Choris managed to produce empathetic, insightfulimages of Alaska's native people, capturing anastonishingvarietyofdetailsofthematerialculture,without the stereotyping that is typical of much'expeditionart'.

Some of themost fascinating depictions of EasternArcticexploration in the late19thcenturywerebyAlbert J. Operti (1852‐1927), who painted manycanvases chronicling the polar exploration of theera, and was himself a member of the 1896 and

1897expeditionsofRobertE.Peary.ThelastgreatexploringventuretoAlaskawastheHarrimanexpeditionof1899,whichtraveledupthecoastofAlaskaasfarasPloverBayinSiberia.Sponsored


by the railroad andminingmagnate and sportsman Edward Harriman, the elaborately outfittedexpedition includedsuchwell‐knownscientistsandnaturalistsas JohnBurroughsandJohnMuir.Artists Frederick S. Dellenbaugh (1853‐1935) and Robert Swain Gifford (1840‐1905) wereretainedtorecord landscapes;LouisAgassizFuertes (1874‐1927)wasemployedtopaintbirds;andEdwardS.Curtis (1868‐1952),thena littleknownphotographer,tophotographthesceneryandcrew.

In the first century of outside contact, the unfamiliar Native culture attracted the attention ofexplorer‐artists,andthedramaticlandscapeofAlaskaservedasamerebackdropfordocumentary,ethnographicportrayal.Bymid19thcentury,however,the'heroic'periodofArcticexplorationbyEuropeanswasending,andexploration,aswellasexploitation,ofAlaskawasincreasinglytakenupby Americans. More artists began to focus on the equally astounding landscape. This shift inemphasisisalsoreflectiveofthechangingstylisticpreoccupationsofartistsinAmericaandabroad.The mid 19th century saw the flowering of the American landscape painting tradition, andenergetic,ambitiousartistsvisitingtheTerritorywerewellawareofsuchdevelopments,andeagertoadaptthenewstylesinpaintingtotheAlaskanlandscape.Asthe19thcenturyended,theNativeAlaskantraditionalculturewasundersiege,duetoeventssuchastheGoldRush,andnon‐Nativeartists, ‐European, Canadian, or American, often attempted to recapture by selective vision andrepresentation,a lostexoticism,mystery,and 'otherness'.Artistsgradually turnedaway fromtheportrayalofNativepeople,however,totacklethemorestraightforwardbutstillchallengingsubjectofthelandscapeitself.

Upuntilapproximately1850,duetothedifficultyanddangeroftravelwithintheregion,theonlyartistswithpracticalaccess toAlaskawere thoseattached toofficialexploringexpeditionsandafewcommercialoperations.TheperiodimmediatelyfollowingthepurchaseofAlaskafromRussiain1867sawagradualrise inboat traffic to therelativelymilderclimateof theTerritory'sSouthEastportions.Regular service fromUnitedStatesports toSitkabegan immediately following thepurchase, includingsailingsoutofPortlandandSanFrancisco. JohnMuir'swritingsofhisvisit tothe Territory brought wide public attention. The onset of the Klondike Gold Rush spurred ameteoricrise invisitors.Among the thousandsof fortunehuntersandadventuroustouristsweresomeofthebest‐knownlandscapepaintersoftheday.

One of the first Americans to visit Alaska,ClevelandartistHenryWoodElliott(1846‐1930)created many works depicting the area, and isparticularlynotedasasaviorofthefurseal.Elliottvisited Alaska in 1866 in connection with anultimatelyunsuccessful attempt to lay aRussian‐American telegraph line across the Bering Strait.Later he was the official artist for the UnitedStates Geological Survey of 1869‐71. Among themany professional artists who journeyed toAlaska after the purchase of the Territory wereVincent Colyer, Frederick Whymper, JosephHenrySharp,WilliamKeith, JamesEverettStuart,LockwoodDeForest, andElizaRosannaBarchus,andTheodoreRichardson.Keith'spaintingsofAlaskawereexhibiteduponhisreturntoSan Francisco in a show at the Bohemian Club, titled 'Dreams of Alaska'. Keith's works aresignificant because they are not close transcriptions of actual scenery, but rather are fantasiesinspired by Alaska. They are important as they represent a major break from the documentary


traditioninlandscapepaintingofAlaska,astheyshowaninterestincapturingitsspiritversusjustthe topography. One of the most spectacular Alaskan landscapes of the 19th century is that byThomasHill, (1829‐1908)whowas commissionedby JohnMuir in1887 topaint 'MuirGlacier'.ProbablythebestknownpaintingofthattimeisthatbyAlbertBierstadt(1830‐1902),'Wreckofthe Ancon, Loring Bay, Alaska', a stunning piece, quite atypical of the artist'swork, depicting anabandonedvessellyingisolatedandmotionlessinamistyfog.ParticularlyprolificinhispaintingsofAlaskansceneswasJamesEverettStuart.HenryCulmer(1854‐1914)isregardedasthefirstprofessionalpainter topenetrate the interiorof theregion,whichhedidwhilecommissionedbytheAlaska SteamshipCompany. FromCordova he traveled by rail to theKennicott andBonanzaMines,richincopper,andalsopaintedglaciersoftheregion.Early in the 20th century, a new kind ofmotivation developed for visiting Alaska. The northernwilderness becamenot just a source of scenery, but a haven for the troubled spirit, and a purersourceofinspiration,aswasexperiencedbyRockwellKent(1882‐1971)in1919whenheandhissonspentalmostayearonaremoteisland.WalterB.Styles(inAlaskaduringthe1880s)wasoneoftheearliestartiststospendaprolongedtimeintheTerritory,andwhilethereherecordedlifeamong the Tlingit Indians. Four artists who made their homes in Alaska for long periods areparticular favorites of Alaskans. Known as the 'Alaska Four', they are Sydney Laurence (1865‐1940), Eustace Ziegler (1881‐1969), Theodore Lambert (1905‐1960), and Jules Dahlager(1884‐1952).Theseartistshave,overtime,takenonanalmostmythicstatusinthemindsoflong‐timeAlaskans, andhave influenced invaryingdegrees theway they see theirown land.Alaska'smostbelovedandrenownedresidentartistandhistoricalpainter,SydneyMortimerLaurence isbestknownforhistrademarkpaintingsofMountMcKinley.He,perhapsmorethananyotherartist,helped create an image of Alaska as 'the last frontier'. Ziegler was a missionary and painter inCordova, and his works covered a variety of subjects, from portraits, to Indian villages, tolandscapes, as did the works of Dahlager, who also painted in the Cordova region. Ziegler isparticularly significant for having depicted Natives neither as exotic, noble primitives, nor asdowntrodden examples of a culture under siege.BelmoreBrowne (1880‐1954), an artist oftenassociatedwithMountMcKinley,wasalsoamountaineerandwriter,andintheearly1900screatednumerousdepictionsofthegreatmountainaswellasAlaska'sanimalsandlandscapes.

AugustusDunbier (1888‐1977)wasoneof the firstartists fromtheMidwestand likely the firstfromNebraskatopaintinAlaskaintheearly20thCentury.Hespentthesummersof1926and1927basedinSitka.Fromthefirsttrip,hereturnedwithtwenty‐twocanvases,whichheexhibitedattheSeattleArtAssociationandtheSanFranciscoArtAssociationbeforereturningtoOmaha.

Thefull,long,andrichhistoryofNativeAlaskanartisaseparatesubjectfromthemoreEuropeantraditions that are the focusof theAskARTdatabase.The influenceofWestern contactupon the

evolutionofNativeartis,however,tobenoted.RepresentationaldrawingsonivoryandbonehavealonghistoryamongnativeAlaskancultures.ThesetraditionswerereadilyadaptedtoivoryscrimshawduringtheYukonGoldRush and the heyday of the whaling industry of the late 19th Century.Beginning in the1920sand1930s,several InupiatandYup'ikEskimoselftaught artists began drawing on paper and on tanned skins and hides.George Ahgupuk, Robert Mayokok, James Kivetoruk Moses, andFlorenceNupokMalewotkuk arewidely regarded as the first artists toemploy these new media. These artists recorded in pen and ink and/orwatercolor drawings traditional lifeways that were quickly changing asnatives became increasingly acculturated. European visitors and settlersbrought with them materials and techniques that were new to Native


artists,resultinginintriguingtransferofsubjectmatterfromonemediumtoanother,forexamplechangesfromcarvingandengravingonivory,topaper.Asdrawingmaterialsbecamemorewidelyavailable,anumberofEskimoartistsmadedrawingsonpaperabouttheirwayoflife,andthelifeofnewcomerstotheirterritory.GeorgeAhgupuk(b.1911)alongwithhisbrotherJamesKivetorukMoses (1900‐1982), was a leader in the establishment of graphic arts on paper among NativeAlaskanartistsmorethanacenturyago.Saidtohavebeen'discovered'byRockwellKentin1937,Ahgupuk, like a number of his compatriots, had taught himself to draw while hospitalized fortuberculosis.Perhapsbecause carvingandengraving, and thedrawing ability they required,waslongconsideredtheparticulardomainofmaleNatives,onewoman,FlorenceMalewotuk (1906‐1971), isespeciallynotable forherexceptionaldrawingsonpaper,aswellasonsealandwalrusskin.NativeartistGuyKakarook(b.late1800s)especiallyknownforhisdrawingsinwatercolor,ink,andcrayononpaper.

Inthe20thcentury,andnowthe21st,Nativeartistscontinuetodrawupontheirtraditionalimagesandmaterials,whileadoptingnewmaterialsandtechniques.Theircontributiontothedevelopmentofdrawing,painting,andsculptureinAlaskahasbeensubstantial,andNativeartistsareamongthemostprominentartistsworkingintheregiontoday.AlvinAmason(1948‐),ofAlutiiqancestry,isregardedasoneof thecurrentbestpaintersof thestate, capturingAlaska'swildlifewithhumor,affection, and respect. Ronald Senungetuk (1933‐), an Inupiat Eskimo, has perhaps the mostextensivenationalandinternationalexhibitionrecordofanyAlaskanartist.

Today a number of professional artists painting in Alaska are using their talents to bringworldattentiontoissuesofprofoundinteresttothestate,asartistsaredoinginmanypartsoftheglobe.Forexample,TheArtistsforNatureFoundation,aNetherlandsbasedgroupofover100artistsfromtheUnitedStatesandmorethantwentyothercountries,hasselectedAlaska'sCopperRiverregiononeoftheirfocussites.Theseartistsarededicatedtopromoting,throughtheiruniqueperspective,the conservation of natural and historical landscapes around the world, using the universallanguageofarttoachievethesegoalsinapositiveway.SomecontemporaryAmericanartistswholivein,orhavetraveledto,AlaskatoparticipateinthisworkareTonyAngell,PatMcGuire,SusanOgle,AndreaRich,DavidRosenthal,andToddSherman.Alaska isan inspiringlybeautifulandrichlandthattheyseektoprotectandpreserve,aregionthatcontinuesto inspiregenerationsofartists.


ABriefHistoryofArtinAmericanAlaska from:Alaska’sHistoryandCulturalStudies,AlaskaHumanitiesForum

Alaskanartfallsintoseveralcategories

DuringtheAmerican,period,artistsdepictedAlaskainseveralways.Oneformofartwasdocumentaryart.ThisworkdocumentedAlaska'speopleandplacesandincludedtheworkofearlyphotographers.Anotherformofartwasmarketart.Nativeswovebasketsandcarvedivory,wood,andstonetosell.Non‐Nativesalsocarvedivory,wood,andstone.Ingeneral,marketarthadanAlaskantheme.Athirdformofartwaslandscapeart.Thisformofartwaspopularinthelate1800sandearly1900s.Itincludedoilpaintingsandwatercolors.LittlemodernartwasdoneinAlaskauntilafterWorldWarIIwhencollegesestablishedartdepartmentsandstate‐fundedprogramstoencourageartistsbegan.

Travelersrecordtheirobservations

Notlongafter1867,photographersbegantovisitAlaskaandrecordwhattheysaw.Manyofthemworkedforvariousgovernmentagencies.By1880,professionalphotographersweretravelingtoAlaskaforcommercialreasons.TheycouldselltheirAlaskaphotographstotradingcompanies.Or,theycouldpublishcollectionsoftheirAlaskaphotographs.

ConsideredthefirsttotakephotographsofAmericanAlaska,SanFranciscolandscapephotographerEadweardMuybridgetraveledtoAlaskainthesummerof1868.MuybridgeaccompaniedMajor‐GeneralHenryW.Halleck,thenincommandoftheMilitaryDivisionofthePacific.HisassignmentwastophotographAlaska'smilitarypostsandharbors.ForMuybridge,justmovinghisequipmentwasachallenge.Hiscamerawasbulky.Imageswererecordedonglassplatesinsteadofplasticnegatives.Despitethedifficulties,anumberofotherprofessionalphotographersfollowedMuybridge.AmongthemwereEdwarddeGroffandReubenAlbertstonewhotookphotographsatSitkaandelsewhereinSoutheasternAlaskaduringthe1880s.Althoughtheyengagedinphotographyonapart‐timebasis,theywereprofessionalphotographers.

In1893,LloydV.WinterandEdwinPercyPondestablishedtheirphotographystudioatJuneau.ForoverahalfacenturythetwomenrecordedeventsinJuneauandthenorthernportionofSoutheastAlaska.AmongthesubjectstheywitnessedandphotographedweretheKlondikegoldrush,thegrowthofthesalmonandminingindustriesinthearea,and,after1906,activitiesinAlaska'scapitalcity.ThepartnersalsophotographedtheTlingitpeopleandnon‐NativeresidentsofJuneauatworkandplay.

TheKlondikegoldrushluredanumberofphotographerstothenorth.Somestayed;somejustpassedthrough.AftertakingphotographsalongtheChilkootTrail,E.A.HeggopenedstudiosinCordovaandAnchorage.DuringconstructionoftheAlaskaRailroad,hewastheofficialphotographer.Forthisproject,hetookover1,500photographs.


AlaskaNativesfindmarketsfortheirwork

ManyoftheearlyvisitorstoAlaskawerefascinatedwiththebaskets,blankets,andivorycarvingsoftheNativepeople.Theywereinterestedinpurchasingsuchitems.TheNativepeoplebegantoweaveandcarvepiecesforsale.TheTlingitsmarketedbaskets,moccasins,smalltotempieces,Chilkatandbuttonblankets.TheEskimoscarvedivory,jade,andbone.Later,theysewedskins,andstilllaterEskimowomenmadedolls.TheAleutswoveintricatebaskets.TheAthabaskansdecoratedgloveswithelaboratebeadwork.

AlaskaNativeartbecamemorepopularasmorepeoplevisitedAlaskaduringthe1920sand1930s.ToassisttheNativepeoplewithmarketing,theU.S.BureauofIndianAffairscreatedtheAlaskaNativeArtsandCraftscooperative.ThecooperativeopenedstoresinSeattle,Juneau,andAnchorage.Thisachievedwiderdistributionoftheartpiecesandincreasedsales.TheinterestinAlaskaNativeartcontinuedintothe1980s.

ArtistspainttheAlaskanlandscape

Mostartistsofthelatenineteenthandearlytwentiethcenturieswereschooledinpaintinglandscapes.Suchartdepictedpeopleandplacesrealisticallyandgrandly.SydneyLaurence,TedLambert,RustyHurlein,andEustacePaulZieglerareamongthebetterknownartistswhopaintedAlaskanlandscapes.

Anartistbytraining,SydneyM.LaurencearrivedatJuneauin1903andfoundworkasaphotographer.Hewas38yearsold.ThenextyearheleftJuneauforValdezwhereheprospectedforgoldduringthesummersandworkedatoddjobsduringthewinters.In1912,heproducedhisfirstAlaskanpainting,"Seldovia,Alaska."LaurencecontinuedtoworkasaphotographeratValdezandAnchorageandtopaintuntil1925.ThenhebegantospendthewintersinLosAngeles,paintingAlaskansubjectssketchedtheprevioussummer,andinthe1930shelivedandpaintedinSeattle.Hispaintingsrealisticallyexpressedtheawesomenessofnature.ManywerepanoramiclandscapeswithAlaskansubjectssuchastrappers.LaurenceparticularlyenjoyedpaintingviewsofMountMcKinley.

InJanuary1909,a28‐yearoldartist,EustacePaulZieglerwhohadbeenrecruitedbyPeterTrimbleRowe,EpiscopalBishopofAlaska,arrivedatCordova.TherehewastomanagetheRedDragon,aclubforrailroadworkers,andtoserveasamissionary.Inhissparetime,ZieglerpaintedmuralsonthewallsofthemissionandtherotundaoftheLathropCompanytheaterintown.TheAlaskaSteamshipCompanyandsummertouristspurchasedsomeofhispaintings.Hispopularitygrew.PeoplefelthedepictedearlyAlaskawell.Ziegler'sfirstshowwasheldinthediningroomoftheKennecottMines.LaterZieglerworkedfortheAlaskaSteamshipCompany.Today,manyofhispaintingsareinmuseums.

ThefederalgovernmentsendsagroupofartiststoAlaska

In1937,agroupof12menandtwowomen(oneofwhomwasanartist)arrivedatKetchikan.TheywereemployedbytheWorksProgressAdministration,adepressioneraagencycreatedbythefederalgovernment.Theydividedintogroupsandspentthesummer


travelingaroundAlaskadrawingandpainting.TheytraveledalongtheRichardsonHighwayandtheAlaskaRailroad.Theirwork,exceptforseveralmurals,wassenttoWashington,D.C.OnesurvivingmuralisintheoldfederalbuildingatAnchorage.

ThemilitarybringsartistsandphotographerstoAlaskaduringthe1940s

ThemilitaryforcesstationedinAlaskaduringWorldWarIIincludedartists,photographers,andfilmmakers.JoeHonesandHenryVarnumPoorweretwo.Althoughtheiremphasiswasondocumentationandnotnecessarilyonart,muchartwasproduced.

LieutenantWilliamF.DraperwasoneoffivecombatartiststhenavyassignedtocoverWorldWarII.DraperarrivedatKodiakin1942.Duringhiseight‐monthstayhealsowenttoUmnakandDutchHarbor.HewasatDutchHarboraboutamonthandproducedninepaintingsofmilitaryfacilities.

Artistsfindanencouragingenvironmentinpost‐WorldWarIIAlaska

FollowingWorldWarII,Alaska'spopulationboomed.Artistsfoundnewmarketsfortheirworkwiththeincreasedpopulation.InadditiontotheUniversityofAlaska,communitycollegesopenedaroundAlaska.Theschoolscreatedartdepartmentsandhiredartistsandphotographerstoteach.

In1967,theAlaskalegislaturecreatedtheAlaskaStateCouncilontheArtstopromotedevelopmentoftheartsinthestate.Theprogram'sgoalsincludedmakinggrantstoartistsandartgroupsaroundAlaska.Withanannualbudgetofalmostsixmilliondollarsforthearts,Alaskarankedfirstinthecountryintermsofpercapitastatesupportforthearts.

Eightyearslater,in1975,thelegislatureestablishedthePercentforArtProgram.Thislawrequiredthatapercentageoftheconstructioncostofstatebuildingsbespenttocommissionorpurchaseartworksforthebuildings.Between1975and1984,overonemilliondollarswasspentonalmost100worksofartforpublicbuildingsaroundthestate.


GlossaryofArtTerms AAbstract‐Astyleofartthatisnotrealistic.Unusuallines,colors,andshapesmakethesubjectlookunrealistic.Itisoftencharacterizedbytheuseofgeometriclinesandshapesandbold,brightcolors.Aesthetic‐Ideasaboutwhatmakesaworkofartbeautifulorsatisfying.Additive‐themeansofbuildingupasurfacebyadding,combiningorbuildingupmaterials.Analogouscolors‐Colorsthatappearnexttoeachotheronthecolorwheel.Analagouscolorshaveonehueincommon.Forexample,blue,blue‐green,andblue‐violetallcontainblue.Alsocalledrelatedcolors.Animation‐Creatingamotionpicturethatconsistsofaseriesofdrawings,eachofwhichshowsaslightchangefromthedrawingbeforeit.Whenthedrawingsarephotographedandprojectedinrapidsuccession,thefiguresseemtomove.Animator‐Apersonwhocreatesanimation.Arch‐Acurvedshapeinabuilding.Anarchcanframeadoorwayandwindoworitcansupportawallorceiling.Architect‐Apersonwhodesignsbuildingsandsupervisesconstructionofthebuilding.Architecture‐Theartandscienceofdesigningbuildingsandotherstructures.Artcriticism‐Theprocessoflookingat,thinkingabout,andjudginganartwork.Arthistory‐Thestudyofartcreatedindifferenttimesandcultures.Artmedia‐Thematerialsusedbyartists.Assemblage‐A3‐dimensionalworkofartmadebyjoiningmaterialsandobjectstogether.Asymmetricalbalance‐Atypeofbalanceinwhichthetwosidesofanartworkarenotexactlyalike,butarestillvisuallybalanced.

BBackground‐Thepartofanartworkthatseemsthefarthestaway.Balance‐Thearrangementoftheelements,inaworkofart,tocreateasenseofequilibrium.Balanceisaprincipleofart.Bird’s‐eyeview‐Apointofviewlookingdownfromabove.Bisque‐Claythathasbeenfiredonceandisunglazed.Blend‐Tomixorrubcolorstogether.Block‐Inprintmaking,apieceofflatmaterial,suchaswood,clay,ormetal,intowhichadesignhasbeencarved.Itisalsoknownasaplate.Theblockisusedtoprintthedesign.Border‐Aframe‐likeedgearoundashapeorimage.Brayer‐Inprinting,arubberrollerusedtospreadinkoverasurface.Brushstroke‐Aline,shape,mark,ortexturemadewithpaintbrush.

CCanvas‐Astrong,closely,wovenfabric,whichisoftenusedasasurfaceforpainting.Career‐Aperson’sjoborprofession.Cartoon‐Anartworkthatshowspeopleorthingsinwaysthatarefunny.Cartoonsoftenhavewordsthatgowiththem.Carve‐Tocutawaypartsfromablockofwood,stone,orotherhardmaterials.


CenterofInterest‐Thepartofanartworkthatyounoticefirst.Ceramics‐Theartofmakingobjectsfromclayandhardeningthemwithfire.Cityscape‐Artworkthatgivesaviewofacity.Clay‐Asoft,moistmaterialusedtocreateartworkssuchassculptureandpottery.Close‐up‐Averynearorcloseviewofanobjectorsubject.Coil‐Arope‐likeshapethathasbeenrolledfromclayorothersuchmaterial.Collage‐Artworkmadebygluingbitsofpaper,pictures,fabric,orothermaterialstoaflatsurface.Color‐Whatisperceivedwhenwavesoflightstriketheretina.Colorisanelementofart.Colorwheel‐Colorsarrangedinacertainorderintheshapeofacircle.Complementarycolors‐Colorsthatcontrastwithoneanother.Complementarycolorsareoppositeoneanotheronthecolorwheel.Compose‐Todesignorcreatesomethingbyarrangingdifferentpartsintoawhole.Composition‐.Anarrangementoftheelementsofartusingtheprinciplesofarttoexpresstheartist’sidea.Construct‐Tomakesomethingbyjoiningtogethermaterials.Contrast‐Theeffectofshowingthedifferencebetweentwounlikethings,suchasadarkcolorandalightcolor.Contour‐Theoutlineofashape.Contrastingcolors‐Colorsplacedoppositeoneanotheronthecolorwheel.Alsocalledcomplementarycolors.Forexample,orangeandbluearecontrastingcolors.Coolcolors‐Thefamilyofcolorsthatincludesgreens,blues,andviolets.Coolcolorsbringtomindcoolthings,places,andfeelings.Craftsmanship‐Skill,knowledgeandneatnessresultinginexpertworkmanship.Crayonetching‐Apicturemadebyrubbingwaxcrayonontopaperandthenscratchingadesignintothewax.Creative‐Havingaskillortalentformakingthingsinanewofdifferentway;showingoriginalityandimagination.Creditline‐Theinformationthatisgivenwithapictureofanartwork.Acreditlineusuallytellstheartist,title,date,medium,size,andlocationofanartwork.Critique‐Theprocessofusingdescription,analysis,interpretation,andjudgementtoevaluateaworkofart.Cross‐hatching‐Amethodofshowingvaluebyusingparallellinesatdifferentanglesthatgetdarkerastheyaredrawnclosertogether.Culturalstyle‐Astyleofartthatshowssomethingaboutthecultureinwhichtheartistlivesorlived.Culture‐Thecustoms,beliefs,arts,andwayoflifeofagroupofpeople.

DDepth‐Theapparentdistancefromfronttoback.Design‐Aplanforthearrangementoftheartelements(lines,spaces,colors,shapes,formsandtexturesinanartwork.Also,theactofarrangingthepartsofanartwork.Detail‐Asmallpartofanartwork.Diagonal‐Aslantededgeorline.Distance‐Thesenseofdepthorspacebetweenobjectsinanartwork.


Drawing‐Anartworkconsistingoflinesandshapes/formssketchedonpaperwithmaterialssuchaspencils,pens,chalk,pastels.

EEasel‐Astandusedtoholdapaintingwhileanartistworksonit.Edge‐Theoutsidelineofashapeorform.Elementsofart‐Thebasicpartsofanartwork.Line,color,value,shape,form,texture,andspaceareelementsofart.Emphasis‐Itistheimportancegiventocertainobjectorareasinanartwork.Color,texture,shape,andsizecanbeusedtocreateemphasis.Emphasisisaprincipleofdesign.Enlargement‐Creatingadesignthatislargerthantheoriginal.Exaggeration‐Showingsomethinginawaythatmakesitseemlargerormoreimportantthanitis.Expression‐Aspeciallookthatcommunicatesstrongfeeling.Asmileisanexpressionofhappiness.Expressionists‐Agroupofartistswhousesimpledesignsandbrilliantcolorstoexpressfeelings.ArtistsbeganusingthisstyleinGermanyintheearly1900’s.ItgainedinterestintheUnitedStatesinthe1940’sand1950’s.Exterior‐Theouterpartofabuildingorotherform.

FFabric‐Clothmadebyknittingorweavingthreadstogether.Fantasy‐Somethingthatreflectstheimaginary.FiberArtist‐Anartistwhocreatesartworksbysewing,weaving,knitting,orstitchingfiberstogether.Fibers‐Thethreadsthatmadeupyarn,string,fabric,andothersuchmaterials.Firing‐Heatingclaytotherequiredtemperaturetoharden.FocalPoint–Theareainaworkofartthatanartistemphasizes.Folkart‐Artmadebypeoplewhohavenotbeenformallytrainedinart.Folkartusuallyreflectstheartist’scultureortradition.FolkArtist‐Artistswhohavenotbeenformallytrainedinart.Foreground‐Thepartofanartworkthatseemstheclosesttoyou.Foreshortening‐Shorteninglinesorobjectsinanartworktocreateanimpressionofdepthanddistance.Form‐Athree‐dimensionalobject,suchasacubeoraball.Formisanelementofart.Formmaybedepictedona2‐Dsurface.Foundobject‐Somethingthatanartistfindsandusesinanartworksuchasascrapofmetalorapieceofwood,etc.Functional‐Designedwithausefulpurposeinmind.

GGalleries‐Placeswhereartworkcanbeseenandbought.Glaze‐Athin,transparent,glassycoatingonceramics.(NotgenerallyusedinelementarygradesinCy‐Fair)Geometric‐Aworddescribingshapesandformssuchassquares,circles,cubes,andspheres.GestureDrawing‐Quickscribblestoshowmovementsofthebodythatquicklyrecordsanentireimage.


Greenware‐Unfiredclay.

HHarmony‐Aprincipleofartthatcombineselementsofartinacompositiontostresssimilaritiesofseparatebutrelatedparts.Highlights–Areasofdirectlightonanobject.Horizonline‐Inanartwork,thelinewherethegroundandskyappeartomeet.Horizontal‐Movingstraightacrossfromsidetosideratherthanup‐and‐down.Forexample,thetopedgeofapieceofpaperishorizontal.Hue‐Anotherwordforcolor.

IIllusion‐Animagethattrickstheeyeorseemstobesomethingitisnot.Illustration‐Apictureusedtohelpexplainsomethingortellastory.Anillustratorcreatespicturesforbooks,magazines,orotherprintedworks.Imagination‐Tohavethepowertovisualizeandbuildmentalimages;dreamaboutthingsthathaveneverhappened;feelintuitively;andtoreachbeyondsensualorrealboundaries.Implied‐Suggested,butnotactuallyshown,asinanimpliedline.Impressionists‐Agroupofartistsinthelate19thandearly20thcenturieswhopaidspecialattentiontolightanditseffectonsubjectsintheirpaintings.Intensity‐Thebrightnessordullnessofacolor.Interior‐Theinsideofabuildingoranotherhollowform,suchasabox.InteriorDesign‐Istheartofplanningandcreatingindoorspacessuchasrooms.IntermediateColors‐Colorsthatareamixtureofaprimaryandasecondarycolor.Blue‐green,red‐orange,andred‐violetareexamplesofintermediatecolors.

JJudgement‐Fourthstepinanartcriticismprocessinwhichyouformulateyourownopiniononthesuccessorfailureoftheartwork.

KKiln‐Thefurnaceinwhichclayisfiredtohardenit.

LLandscape‐Adrawingorpaintingthatshowsoutdoorscenerysuchastrees,lakes,mountains,andfields.Leatherhard‐Claythatispartiallydry,nolongerplastic.Inastatereadyforturning,burnishing,orbuildingwallswithslabs.Line‐Amarkonasurface.Linescanbecreatedbyapen,pencil,brush,sticketc.,onavarietyofsurfaces.Lineisanelementofart.Loom‐Aframeormachineusedtoholdyarnorotherfibersforweaving.

M

Mask‐Anartworkmadetobeplacedoveraperson’sfacefordecorationordisguise.Mat‐Paperorcardboardcuttoformaframearoundanartwork.Media‐Materialsusedtocreateanartwork,suchasclayorpaint.Thesingularofmediaismedium.


Middleground‐Inanartwork,thepartbetweentheforegroundandthebackground.Mixedmedia‐Artworksthatarecreatedfrommorethanonemedium.Mobile‐Atypeofsculptureinwhichobjectsaresuspendedandbalancedsothattheyaremovedbycurrentsofair.Model‐Someoneorsomethinganartistusesasanexamplewhencreatinganartwork.Alsoasmallcopyofsomething.Monochrome‐Acolorschemeusingonlytintsandshadesofasinglecolor.Monoprint‐Aprintmadefromaplatethatcanbeusedonlyonce.Montage‐Combiningpartsofseveralphotographsordrawingstoproduceanewsingleimage.Mood‐Thefeelingcreatedinaworkorart.Mosaic‐Anartworkmadefromsmallpiecesofcoloredglass,stone,paper,orothermaterials.Motif‐Anelementthatisrepeatedoftenenoughtobeanimportantfeatureofadesign.Motion‐Asenseofmovementoractioninanartwork.Mount‐Adhereanartworktoanotherlargerpaperorcardboardtoformaborder.Movement‐Thesenseofmotionoractioncreatedinanartwork.Also,atrendinanartiscalledamovement.Mural‐Alargeartwork,usuallyapainting,thatiscreatedorplacedonawallorceiling,ofteninapublicplace.Amuralistcreatesmurals.Museum‐Aplacewhereworksofartarecaredforanddisplayed.

NNegativespace‐Theemptyspacearoundandbetweenformsorshapesinanartwork.Neutrals‐Awordusedforblack,white,andtintsandshadesofgray.(Someartistsusetintsandshadesofbrownasneutrals.)Non‐Functional‐Anartworkorotherobjectthatservesnousefulpurposebutisappreciatedforitsbeautyalone.Non‐objective‐Astyleofartthatdoesnotrepresentrealobjects.

OOne‐pointperspective‐Thegraphicsysteminwhichalldiagonallinesconvergetoasingularpointonthehorizonline.Opaque‐Notlettinglightthrough;theoppositeoftransparent.Opaquepaintsobscurethepaperorpaintunderneath.Organic‐Aworddescribingshapesandformssimilartothoseinnatureandtheoppositeofgeometric.Outline‐Thelinethatformstheedgeofanyshapeorform.Alsocalledthecontour.Overlap‐Topartlyorcompletelycoveroneshapeorformwithanother.Painting‐Anartworkcreatedbyusingabrushorothertooltoapplytempera,watercolor,oil,acrylic,etc.toasurface.

PPalette‐Aflatsurface(palette,boards,etc.)onwhichanartistholdsandmixescolors.Papier‐mâché‐Aprocessofcreatingformsbycoveringanarmatureorotherbasewithstripsofpaperthathavebeensoakedinwaterypaste,andthenmoldingthestrips.Theformhardensasitdries.


Pastel‐Acrayonmadeofeitherchalkoroil.Pattern‐Repeatedcolors,lines,shapes,ortexturesinanartwork.Patternisaprincipalofdesign.Also,aplanormodeltobefollowedwhenmakingsomething.Perspective‐Awayofmakingaflatartworklookasifithasdepth.Inapainting,anartistcreatesperspectivebymakingfar‐awayobjectssmallerandnearbyobjectslarger.Photogram‐Aphotographmadebyplacingobjectsdirectlyonlightsensitivematerialandexposingitdirectlytolight.Pictographs‐Ancientdrawings,oftenfoundoncavewalls,thattellstoriesorrecordaculture’sbeliefsandpractices.Pinchmethod‐Awayofshapingaballofclayintopotterybypinching,pulling,andpressingitwiththehands.Plate‐Inprintmaking,apieceofflatmaterial,suchaswoodormetal,withadesignonthesurface.Theplateisusedtoprintthedesign.Portrait‐Aworkofartcreatedtoshowaperson,animal,orgroupofpeople,usuallyfocusingontheface.Pose‐Thewaysubjectssitorstandwhileanartistpaintsportraitsofthem.Positivespace‐Shapes,forms,orlinesthatstandoutfromthebackgroundinaworkofart.Potter‐Anartistwhomakespottery.Primarycolors‐Thecolorsfromwhichallothercolorsaremade.Theprimarycolorsarered,yellow,andblue.Principlesofdesign‐Guidelinesartistsuseastheycreateartworks.Unity,variety,emphasis,balance,proportion,pattern,andrhythmaretheprinciplesofdesign.Print‐Anartworkcreatedbymakinganimpressionofadesign.Printmaking‐Theprocessofmakingoneormoreprints.Profile‐Somethingthatisseenorshownfromtheside,suchasasideviewofaface.Proportion‐Therelationofonethingtoanotherwithrespecttosizeandplacement.

RRadialbalance‐Atypeofbalanceinwhichlinesorshapesspreadoutfromacenterpoint.Realism‐Artstylewhichrenderslifeinalife‐likeway.Realistic‐Showingsomething,suchasapersonorscene,asitmightreallylook.Reliefprint‐Aprintmadebycoveringaprintingblockwithinkorpaintandpressingpaperontotheblock.Theareasorlinesgougedoutdonotprint.(Examples:woodcut,blockprint,linocut,styrofoamplate,etc.)Reliefsculpture‐Akindofsculptureinwhichadesignorimageiscarvedintoaflatsurface.Maybehighrelieforlowrelief.Resistmedium‐Amaterial,suchaswax,usedtoprotectpartsofasurfacefrompaintordye.Rhythm‐Therepeatingofelements,suchaslines,shapes,orcolors,thatcreatesapatternofvisualmotioninanartwork.Rhythmisaprinciple.Rubbing‐Anartworkcreatedbyplacingpaperonaraisedsurfaceandthenrubbingthepaperwithchalk,crayon,orapencil.

SSculpture‐Anartworkmadebymodeling,carvingorjoiningmaterialsintoa3‐dimensionalform.Clay,wood,stone,andmetalareoftenusedtomakesculptures.


Seascape‐Anworkthatincludesinthescenethesea,ocean,orshore.Secondarycolors‐Acolormadebymixingtwoprimarycolors.Thesecondarycolorsaregreen,violet,andorange.Self‐portrait‐Adrawing,painting,photograph,orsculpturethatshowsthelikenessoftheartist.Shade‐Acolormadebyaddingblacktoahue.Forexample,addingblacktogreenresultsindarkgreen.Alsoadarkvalueofacolor.Shading‐Awayofshowinggradualchangesinlightnessordarknessinadrawingorpainting.Shadinghelpsmakeapicturelookmorerealistic.Shape‐Aflatarea,suchasacircleorasquare,thathasclearboundaries.Shapeisanelementofart.Sketch‐Aquickdrawing.Asketchcanbeusedtoexploreasubjectorplananartwork.Sketchbook‐AbookorpadofpaperusedfordrawingandkeepingsketchesSlab‐Amethodofmakingpotteryinwhichaflatpieceofclayiscutintoshapeswhicharejoinedtogethertoformanobject.Slip‐Wateryclayinacreamyconsistencyusedwithscoringtojointwopiecesofclay.Space‐Anemptysurfaceorarea.Also,theareasurroundingsomething.Stilllife‐Anartworkshowinganarrangementofobjectsthatcannotmoveontheirown,suchasfruitorflowersStippling‐Techniqueofusingpatternsofdotstocreatevaluesandvaluegradation.Storyquilt‐Aquiltshowingpicturesthattellastory.Studio‐Aroomorbuildingwhereanartistcreatesart.Style‐Anartist’sownwayofdesigningandcreatingart.Alsoatechniqueusedbyagroupofartistsinaparticulartimeorculture.Subject‐Whatanartworkisabout.Aperson,animal,object,orsceneSubtractive‐Aworddescribingsculpturethatismadebytakingaway,orsubtracting,materialfromalargerpieceorblock.Surface‐Theoutsidelayerofamaterial,anobject,oranotherform.Surrealism‐TheTwentiethCenturyartisticstylethatusesdreamsandfantasyassubjectmatter.Symbol‐Aletter,color,sign,orpicturethatexpressesalargermeaning,Forexample,aredheartisoftenusedasasymbolforlove.Symmetricalbalance‐Atypeofbalanceinwhichbothsidesofanartworklookthesameoralmostthesame.Symmetry‐Balancecreatedbymakingbothsidesofanartworkthesame,equaloralmostthesame.

TTactile‐Atextureyoucanfeelwithyourhands.Technique‐Thewayanartistusesartmaterialstocreateacertaintypeofartwork.Technology‐Thewayhumanbeingsusemachinesandothertoolstomakeordosomething.Temperapaint‐Achalky,water‐basedpaint.Alsocalledposterpaint.Texture‐Thewayasurfacelooksandfeels,suchassmooth,rough,orbumpy.Textureisanelementofart.Theme‐Inanartwork,theartist’smessageaboutthesubjectofthework.Three‐dimensional‐Havingheight,width,andthickness.Formsarethree‐dimensional.


Tint‐Acolorsuchaspinkthatiscreatedbymixingahuewithwhite.Also,alightvalueofacolor.Translucent‐Somethingthroughwhichlightcanbeseen.Intermediatebetweenopaqueandtransluscent.Transparent‐Somethingthroughwhichlightandobjectscanbeseen.Transparentpaintsallowthepaperorunderpainttoshowthrough.Two‐dimensional‐Havingheightandwidth;flat.Shapesaretwo‐dimensional.Two‐pointperspective‐Perspectiveinwhichrecedinglinesmeetattwovanishingpoints.Unity‐Thequalityofseemingwholeandcomplete,withallpartslookingrighttogether.Unityisaprincipleofdesign.

VValue‐Thelightnessordarknessofcolors.Tintshavealightvalue.Shadeshaveadarkvalue.Valueisanelementofart.Vanishingpoint‐Apointonthehorizonoreye‐levellineatwhichrecedingparallellinesmeetinaperspectivedrawing.Variety‐Thecombinationofelementsorart,suchasline,shape,orcolor,inanartwork.Varietyisaprincipleofdesign.Vertical‐Movingupanddownratherthansidetoside.Forexample,thesideedgeofapieceofpaperisvertical.Visualrhythm‐Inanartwork,rhythmcreatedbyrepeatingelements,suchascolorsandlines.Visualrhythmmightremindaviewerofmusicordancerhythm.

W

Warmcolors‐Thefamilyofcolorsthatincludesreds,yellows,andoranges.Warmcolorsbringtomindwarmthings,places,andfeelings.Warp‐Inweaving,theverticalthreadsattachedtothetopandbottomofaloom.Weaver‐AnartistwhocreatesweavingsWeaving‐Anartworkmadeofthread,yarn,orotherfiberslacedorwoventogetheronaloom.Wedge‐Amethodofcuttingandreforming(kneading)claytomakeithomogenous.Thishelpstoeliminateairbubblesfromtheclay.Weft‐Thethreadswovenbackandforth,overandunderthewarpfibersonaloom.Worm’s‐eyeview‐Apointofviewfromgroundlevel.

Source:CFSIDSchoolDistrictElementaryArt(http://www.cfisd.net/)

city school district cultural arts curriculum...district visual arts curricula, but recognize that...

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