Kaycee B
Unit overview/purpose -to recognize the impacts of Native American painting during the 1850s and 1950s in Montana Standards/Competencies (skills)
I can identify the perspectives that the artist are showing through their art.
SS.H.9-12.1 analyzes how unique circumstances of time, place, and historical contexts shape individuals' lives. (standard)
A. I can identify the emotions the artist put into the artwork. (competency)
B. I can see the different arguments the artists are showing. (competency)
SS.H.9-12.11 evaluates the limitations, biases, and credibility of various sources, especially regarding misinformation and stereotypes. (standard)
A. I can categorize primary and secondary sources of artwork. (competency)
Length of lesson unit: 8 Days to 2 Weeks
Unit Calendar
Monday- Introduce the artists. (Alfred Jacob Miller, Charles Russel, Edward Curtis, George Catlin.) Give background knowledge of each artist(Where they are from, How they got to the West, Why they chose Native Americans for their focus.)
Tuesday- Look at paintings from Alfred Jacob Miller, and Charles Russel. (Compare the paintings and identify the perspectives of the artwork) Give a little background for the students on the artwork and the period.
Homework: Write half a page about which painting you found interesting and talk about the emotions you felt looking at it.
Wednesday- Look at paintings from Edward Curtis, and George Catlin (Compare the paintings and identify the perspectives of the artwork). Give a little background for the students on the artwork and the period
Homework: Write half a page about which painting you found interesting and talk about the emotions you felt looking at it.
Thursday- Mix and match the artwork. Showing artwork from Alfred Jacob and George Catlin. Then show artwork of Charles Russell and Edward Curtis.
Show all of the artist's work together on a PowerPoint. Get group discussion going on the emotions behind the art, the purpose, and what the artist is trying to express.
Friday- Use a PowerPoint to explain/show what was happening in America at the time with the Native American artwork. Give more background using the art and get the students.
Homework: Write half a page about which painting you found interesting and talk about the emotions you felt looking at it.
Monday- Give the students the Project information and help them build ideas on what they might want to do. Print out rubrics for the students. Have the students start on the final project before class ends.
Tuesday- Work on the Project in class. Have the artwork on the board on a timer so the students can still see them as well as have some printouts hanging on the walls in the classroom. If students are almost done with the project then present tomorrow if not then it will be a work day.
Wednesday- Work on the Project in the class. Have the artwork on the board on a timer so the students can still see them as well as have some printouts hanging on the walls in the classroom. Or Present to the class.
Thursday- Present to the class.
Competency students are working towards
-Comparing perspectives of Native American paintings from 1850 to 1950
Identify the cultural impact each artist had on the Native American community.
Identify the emotions the artist is trying to express.
Assessment plan
Vinn Diagram of "Time, Place, and Content of Native American Artwork" from a non-Native artist to a Native artist.
Project-based assessment ideas from the Native American artwork. Compare two paintings and Identify the different perspectives the artworks show.
Or research two of the artists and compare the inspirations of the artwork they created.
Present on five slides PowerPoint, or Three-page paper pt.12 Times New Roman Font.
