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Native American Art Lesson Plans in School Arts: a Content Analysis

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Native American Art Lesson Plans in School Arts: a Content Analysis Copyright 2011 by Florida State University Wheeler, E. H. & Bobick, B. (2011). Native American lesson plans in school arts: A content Analysis. Journal of Art for Life, 2(1), 19-35. Native American Art Lesson Plans in School Arts: A Content Analysis Elizabeth H. Wheeler The transformative Jefferson Elementary School Jefferson, GA approach encourages teachers to develop Bryna Bobick, Ed. D. University of Memphis lessons that address Memphis, TN cultural and Abstract historical issues from This article presents an examination of the point of view of two studies which explored and examined multicultural art education. A content the culture being analysis of Native American themed ar- studied. ticles in School Arts magazine from 1985- 2004 was conducted to understand how art educators addressed this issue in their curriculum and to identify sound criteria by which to develop art education cur- riculum. Once the criteria for best prac- tices in multicultural art education was identified, an action research design was used to investigate the impact of Native American themed art lessons on student learning and on multicultural awareness. The overarching aim of both studies was to uncover best practices for creating and teaching elementary art curriculum on Native American art and contempo- rary Native American artists. Keywords: Multicultural education, elementary art education, contemporary Native American art education Correspondence regarding this article may be sent to Ms. Wheeler via email: [email protected] or Dr. Bobick via email:[email protected] Journal of Art for Life 2(1) 19 Excellent multicultural education cannot be limited to learning one aspect of a culture . eaching art lessons about a culture can art lessons have both high reward outside one’s own is a challenge. Af- for students and a firm foundation in ter teaching a unit on Native Ameri- multicultural educational theory? T This last question was of utmost can art it was clear that our lessons need- ed improvement. As we grappled to revise importance because we wanted to cre- these learning experiences, we wondered ate in-depth, culturally sensitive les- if other art teachers struggled with the sons on this topic, yet we also want- development of multicultural lessons. ed to insure that the lessons were Did they worry about the thorny issues engaging and exciting for students. that could emerge when discussing other To answer these questions, two stud- cultures such as presenting information ies were conducted. The first was a content sensitively and accurately? Did they worry analysis of the published articles on teach- about being politically correct? These is- ing Native American art that were available sues and questions were the motivation through the journal, School Arts. Secondly, for conducting research on how to develop based on the results of the content analy- lessons and teach students about Native sis, we conducted an action research study American art using socially and politically where we developed and implemented, sensitive methods. We also sought infor- and critically evaluated art lessons for mation on how other art teachers across an elementary classroom. The results of the nation dealt with these issues. The re- these two studies are reported herein. search was guided by four basic questions: 1. How should elementary art edu- Development of the Thesis cators teach their students about When we first became interested in Native American art in order to the topic of multicultural education we promote understanding and ap- struggled with the question: Why is mul- preciation of another culture? ticultural education an important topic 2.What topics within Native American for us to research? Blocker (2005), Dela- art are appropriate for elementary art cruz (1996), and Desai (2000) solidified teachers to address in their classrooms? our reasoning for researching this topic, 3. Are there topics or artworks and confirmed some of our beliefs about that should be avoided, and the power of multicultural art education. if so what are they and why? We believed that it was an important 4. Finally, what types of Native Ameri- topic to understand for our benefit, as Wheeler & Bobick/Content Analysis of Native American Art Lesson Plans 20 well as our students, and for the larger important vehicle to convey the ideas of educational world. However, we weren’t culture, identity, and acceptance to stu- sure how to explain or rationalize our in- dents? To answer this question, we turned terest in this topic. After in-depth study, to the writings of anthropologist Clifford we found that Christine Ballengee-Morris Geertz (1995). He underscored the im- and Patricia Stuhr (2001) best encapsu- portance of art in understanding culture, lated the importance of multicultural ”art is more than a means of symbolizing education. They explained the necessity and communicating meaning, it is primar- of multicultural education in our society: ily a means of knowing. This knowing of Culture confines our possibili- artists in terms of their culture is what is ties for understanding and ac- communicated” (Geertz as cited in Mc- tion. This is one reason it is so Fee, 1995, p. 180). If art, as Geertz viewed important to learn about the it, is a primary means of understanding culture and values of others. In culture then it would be impossible to this way we see broader possi- thoroughly study another culture without bilities for ways of thinking about learning about its art. Multicultural edu- life and death and the choices cation is necessary and art can be a signifi- for action available to us. (p. 7) cant vehicle for multicultural education. Using a multicultural education per- spective is one way that teachers can help Approaches to Multicultural students grasp the global society in which Education we live. According to Ballengee-Morris and There are many different approaches Stuhr (2000), multicultural education not to multicultural education. They include only broadens a person’s cultural aware- Nieto’s (2002) approach that multicultural ness, but is a model that pushes for active education is a way at looking at the world, rather than passive learning. They empha- not just a program or aspect of a school’s sized the implementation of this educa- curriculum. Lemmar and Squelch (1993) tional philosophy should include issues of focused on multiculturalism as recogniz- power, history, and self-identify (p. 6). Ballen- ing all cultural groups and is a part of the gee-Morris and Stuhr clarified that excellent changing nature of teaching and learning. multicultural education cannot be limited to These approaches share commonalities learning one aspect of a culture; it must ad- such as the need for students to see the dress historical, social, and personal issues world through multiple perspectives. By in order to provide students with more than learning about various perspectives, stu- just a superficial understanding of a culture. dents will have a better understanding As art educators who found multicul- and appreciation for all of the different turalism a worthy educational goal, we felt cultures that are part of their commu- the need to justify the need for multicul- nity (Armstrong, 1990). Another goal of tural art education. What makes art an multicultural education is that students Journal of Art for Life 2(1) 21 from cultural groups that have been his- the additive approach, presup- torically left out or misrepresented in posing an addition of cultural mainstream curricula will feel validated content and concepts to the and empowered by learning about their curriculum without changing its culture’s importance in history, art and basic purposes and structure; other subjects (Mariahazy, 1990). Advo- (3) the transformative approach, cates of multicultural education believe entailing changers in the curricu- that by seeing the important achieve- lum to enable students to view ments made by people of their own cul- concepts, events, and problems tural group, students will feel that they from different ethnic and cul- too can achieve great things (Mariahazy). tural perspectives; and (4) the There are numerous ways to ap- social action approach, which proach multicultural education. Although enables learners to pursue ac- numerous authors developed various tivities and take civic actions types of multicultural education, levels of related to the concepts and is- multicultural education, and strategies for sues they have studied. (p. 93) multicultural education, we focused on the categories identified by Banks (2001). Content Analysis of Native Ameri- His approach to multicultural education can Themed Articles provides a solid framework for teachers A content analysis of articles on Na- who want to generate multicultural cur- tive American art education over 19 years riculum and offers ways for K-12 teachers of School Arts magazine (1985–2004) was to successfully implement multicultural conducted to inform the development of education practices in the classroom. art education lesson plans. The examina- Through 30 years of research and writ- tion began with 1985 to capture the years ing he has influenced educators in all when a renewal of interest in multicultur- fields, including art educators. His com- al education emerged and to analyze how mitment to increasing education equal- this renewal affected the way art educators ity for all students in the United States is taught Native American art. School Arts evident in this body of work. Banks theo- was selected for
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