As a new student teacher in the MAT program, I looked around to find some help with ideas in the classes that I teach in. One place that I found some inspiration that I could use is a facebook group for high school art teachers. In it, there are a couple thousand members from all over the world that give advice and tips on art projects and classroom management. It is also a place that one could post a question and get great feedback from some experienced teachers. So far it has been great. I plan to try some of the ideas and later in the future I will give back some tips that I develop in my classroom.
In addition, staying in touch with others in the teaching field and same discipline just makes sense. The more one can collaborate with the wisdom of the masters, and stay up to date with any new ideas and development, the better our students will benefit.
—This is a draft—
Audience: Alaska region school students
Grade: High school
Course: Art, Art history, Alaska history
Class time: one week
Essential question: What influences are there in the Native artwork of an Alaskan region and where did it come from? What are some of the restraints that each region had with the type of art that could be produced?
Source material (some):
- Alaska Digital Archives: http://vilda.alaska.edu/
- Anchorage Museum: https://www.anchoragemuseum.org/exhibits-events/permanent-exhibits/alaska-gallery/athabascan-indian-history/
- Alaska Native Knowledge Network: http://www.ankn.uaf.edu/curriculum/athabascan/fairbanks_school_district/ane_program/atha.artsampler.html
Explanation (brief) of “what the kids will be doing”:
During this lesson, students will explore some of the Native Alaskan Native art and what influences there are to and from neighboring regions or contact from other areas. Students in groups of three will also create an Alaskan influenced 3-D art project. This art project could focus on art and clothing or ceremonial or tools or some other expression of art.
Each group will start with a limited amount of materials and supplies that are different from other groups. Depending on the focus of the art, supplies could be beads, shells, fur, different types of leather, fabric, buttons, metal pieces, bones, antlers, hooves, feathers, paint, wood, rope, etc. Each group may need to trade supplies and ideas with neighboring groups or “regions” of the classroom. The resulting art project will show the effects of trade and influences that may have occurred with the Native Alaskan artwork of a region.
—This is a draft—