Level 3: ART 309 & Student Teaching

ART LESSON PLAN TITLE

Central Focus
Grade Level
Class Size
Time
Class Demographics

Symbols of Native American Totem Poles

5 and 6
19
9-10:50
Saturday Class

National Core Arts Standards Addressed

VA:Cn10-6a: Generate a collection of ideas reflecting current interests and concerns that could be investigated in artmaking.
VA:Cr1-6b: Formulate an artistic investigation of personally relevant content for creating art.
VA:Cn11: Analyze how art reflects changing times, traditions, resources, and cultural uses.
VA:Cr1-5a:Combine ideas to generate an innovative idea for art-making.
VA:Re8-5a: Interpret art by analyzing characteristics of form and structure, contextual information, subject mater, visual
elements, and use of media to identify ideas and mood conveyed.
VA:Re7-5a: Compare ones own interpretation of a work of art with the interpretation of others.
Common Core State Standards Addressed
CCSS.ELA-Literacy.W.5.2.D. Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-Literacy. SL.5.B Follow agreed-upon rules for discussions and carry out assigned roles.
CCSS.ELA-Literacy. SL.5.B Report on a topic or text or present an opinion, sequencing ideas logically and using
appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable
pace.
CCSS.ELA-Literacy.SL.6.1.C Pose and respond to specific questions with elaboration and detail by making comments that
contribute to the topic, text, or issue under discussion.

SPECIAL PRE-INSTRUCTION PREPARATIONS

Gather materials for the classroom setup
Create an inviting classroom using a variety of materials
Prepare/check computer and projector compatibility
Make teacher examples
ARTISTIC PRACTICE

Forms
Frames
Conceptual Framework
Artmaking (60%)
Developing Sketches
Creating Wind Chimes

2D
Cultural
Artwork

3D
Subjective
Artist

Structural
Audience

4D
Postmodern
World

Critical/Historical Study Activities (40%)

Class discussion/participation

LEARNING OBJECTIVES
As a result of this lesson, students will be able to:
1. Using pen and paper, write a list of at least 8 words that depict who they are. (VA:Cn10-6a)
2. Students will choose 5 words from their lists and create at least one 2x2 sketch to represent each word. (VA:Cr1-6b)
3. Through class discussion, students will orally describe at least 3 characteristics of Native American Totem Poles.
(VA:Cn11-6a)
4. Using clay and the pinch pot method, students will create an approximately 3x 2 wind chime topper that incorporates at
least one of their most important symbols. (VA:Cr1-5a)
5. Using clay, students will create at least two symbolic charms no larger than 1.5 x 1.5 to hang below their topper. (VA:Cr15a)
6. In pairs, students will act as art critics by orally interpreting the meaning of each others symbols and giving at least two
reasons for their interpretation. (VA:Re8-5a)
7. In pairs students will orally describe the meaning of their artwork and compare/contrast their meaning with their partners
interpretation giving at least two reasons why they are similar/different. (VA:Re7-5a)

Level 3: ART 309 & Student Teaching

INTERDISCIPLINARY CONNECTIONS
History, Social Studies, English, Geography

TEACHER MATERIALS
Paper/Pencil
Clay tools (carving, needle tools,
etc.)
Items for texture in clay

Student Name tags

Clay
Teacher examples
Books

STUDENT MATERIALS
Clay tools
Molds (if needed)

Books
Paper plates

Posters/images
Computer/projector
Decorations (Kits)
Camera

Paper and Pencil

Clay

Key Artists
Key Artworks
Key Critical Questions

ARTISTS IN CONTEXT
Robert Davidson, Richard Aitson, Marcus Amerman, Rick Bartow
Davidson, Three Variations of The Killer Whale Myth, 1985
Davidson, Gliding Eagle, 2002
Bartow, Big Bear, 2014
1. How does their work reflect Native American culture?
2. What do you think the symbols represent? Why/How?
3. Where do the artists get their influences?
4. Who do the artists make their work for? Why?
5. How are the artists work similar? Different?
6. What does their work make you think about?

VOCABULARY AND LANGUAGE ACQUISITION

Include ALL words as well as definitions for all terms related to this lesson that you will emphasize. Remember to think
about age-appropriate language when wording definitions.
Discipline Specific (Syntax)
Academic
Fire: to turn the kiln on to heat the clay or glaze the clay
Totem: an object (as an animal or plant) serving as the
emblem of a family or clan and often as a reminder of its
Score: to make the surface of the clay rough when
ancestry; usually carved or painted
putting two pieces together (similar to Velcro!)
Symbol: Something used for or regarded as representing
Slip: a mixture of clay and water used like glue. Slip is
something else
used in combination with scoring
Tribe: any group of people united by ties of descent from
a common ancestor, community of customs and
traditions, adherence to the same leaders, etc.
LANGUAGE FUNCTIONS
Compare/contrast, critique, analyze, identify
LANGUAGE MODES AND ACTIVITIES
Throughout your unit you should have at least one activity focused on have students exercise each mode.
Read
Write
Listen
Speak
Students will read the
Students will list different
Students will listen to the
Students will be involved
symbols handout
words that describe who
teachers talk about the
in answering questions
they are
Native American Tribes
during the lesson and
talking about their work
INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
Launch
Instruction Methods
Using only one word, who can describe their personality?
Teacher instruction
Using only one word, who can tell me their favorite thing to do after school?
Group Discussion
Instruction
Instruction Methods
The teacher will introduce the first objective (to create a list of words to describe
Teacher instruction
themselves) and hand out materials
Individual work
Students will have 5 minutes to create their lists
Group Discussion
The Teacher will instruct the students to leave their paper and pen at the table
Student hands on

Level 3: ART 309 & Student Teaching

and come to the front of the room (or where the presentation is projected)
The Teacher will introduce the Native American Culture by asking students what
they know: What are some things you know about the Native American Culture?
Are all Native American tribes the same? Why/Why not?
What are Totem Poles? What do they represent?
After the discussion the teacher will instruct the students back to their seats and
introduce objective 2
The students will have 8-10 minutes to work on their sketches
The teacher will instruct the students to return to the front of the room
The teacher will discuss the meaning of different Native American symbols and
ask students: What do you think the symbol means? How might you represent
that word/idea instead?
The teacher will show/ discuss artists/artwork for more examples of symbols
The teacher will allow 5-8 more minutes for sketching
The teacher will introduce the wind chime assignment and demo how to work
with clay
The students will receive clay when they have completed their sketches
The teacher will communicate the amount of time they have left throughout the
class period
Closure
Teacher will instruct students to leave their work on their plates
Teacher will break students into pairs and instruct them to interpret each others
work
Each pair will share their discussion with the class
When students are finished sharing they will turn in their artwork to the
designated area and being clean up

Instruction Methods
Direct instruction
Pair/share

ACCOMODATIONS FOR SPECIFIC DIVERSE LEARNERS

Adaptations and Accommodations
Frequent changes in the delivery styles of the lesson
Step-by-step instructions with clearly stated expectations
Allow students to write if they are not comfortable speaking
Provide molds for students struggling with pinch pots
Enrichment and Extensions
Advanced students will write a short story and create symbols to represent that story.
Activity for Early Finishers
Early finishers will create a story through Native American symbols.
OBJECTIVE-DRIVEN ASSESSMENTS
1. Students use group and independent thought to carefully craft sketches and wind chimes that relate to their lives. (Objective
2/4)
2. Student actively participates in class discussion and group work with thoroughness and insight to articulate why and how
their work relates to Native American Totem Poles. (Objective 3)
3. Using descriptive language students discuss their classmates work and provide clear rationale for the meaning of their own
work. (Objective 5/6)
REFERENCES
Amerman, M. (2008-2009). Marcus Amerman. Retrieved from http://www.marcusamerman.com/creations/beadwork.html
Davidson, R. (2012). Robert Davidson eagle of the dawn Ltd. Retrieved from http://www.robertdavidson.ca
Deats, S. (2012). Contemporary Native American artists. Retrieved from http://books.google.com/books?id=jEJDtj0sWbUC&pg=
PA133&lpg=PA133&dq=richard+aitson+beadwork&source=bl&ots=5uLwORey6&sig=DkFPvw3giJWu70zZcYf7cXIHeGg&hl=
en&sa=X&ei=PdURVPbDPNaxyATN8YCADg&ved=0CHYQ6AEwDQ#v=onepage&q=richard%20aitson%20beadwork&f=fals
Froelick Gallery. (2010). Retrieved from http://www.froelickgallery.com/Artist-Detail.cfm?ArtistsID=227
Totem. (2014). In Encyclopedia Britannica online. Retrieved from http://www.merriam-webster.com/dictionary/totem
* Developed and written by (Adrielle Schneider, Amber Doherty, Larry Hermosillo), Art Education, Illinois State University,
2014 *