NAS 224 Native American Styles Winter 2016

NAS 224 - 4 credits Instructor: April E. Lindala 12 Monday meetings from 5 – 9:10 pm in Whitman 127 Office Hours: Appointments early are best. Center Native American Studies in 112 Whitman Hall CNAS Website: www.nmu.edu/nativeamericans Phone: 906-227-1397 EMAIL: [email protected] NOTE: Please put YOUR LAST NAME NAS 224 W16 in the subject line. Thank you. I will do my best to respond in a timely manner, but I will not guarantee an answer during evenings or weekends.

Teaching Philosophy (Active Learning Credo) · What I hear, I forget · What I hear & see, I remember a little · What I hear, see & ask questions about or discuss with someone else, I begin to understand · What I hear, see, discuss, and do, I acquire knowledge · What I teach to another, I master

Course Description: The purpose of this course is three-fold: first, study contemporary forms of cultural expression of Native artists; second, examine laws and cultural responsibilities associated with Native art, and third, produce a portfolio of original beadwork.

Course Learning Outcomes: By the end of this course successful students will be able to…  Create a portfolio of original beadwork that demonstrates mastery of multiple stitches,  Reflect upon and give examples on how beadwork functions to share stories, values and ideas,  Recognize federal laws in relation to Native American art and artifacts,  Recognize the diversity of beadwork styles among differing Native nations, and  Identify multiple Native bead artisans.

Native American Studies here at NMU

Mission Statement: The Center for Native American Studies offers a holistic curriculum rooted in Native American themes that . challenges students to think critically and communicate effectively about Indigenous issues with emphasis on Great Lakes Indigenous perspectives; . stimulates further respectful inquiry about Indigenous people; and . provides active learning and service learning opportunities that strengthen student engagement, interaction, and reciprocity with Indigenous communities.

The NMU Center for Native American Studies will offer a major in Native American Studies beginning in Fall 2016. The Center also offers a minor in Native American Studies and an undergraduate certification in American Indian Education. Several courses meet liberal studies/world cultures requirements and all examine various issues and topics within Native America. Please see me if you are interested in learning more.

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NAS 224 Native American Beadwork Styles Winter 2016

The Origin Story of this Course

This class was created in response to the daily stresses of running an academic department. When I thought about ways in which I find peace, beadwork came to mind. The more I thought about it, the more I wanted to create a course. I realized along the way that beadwork 1) represents significant cultural expression, 2) is worthy of scholarly examination and engagement, and 3) opens a door to all of Native studies. It is my wish that this class instill knowledge, skill, creativity, and perhaps even, (after some practice) peace of mind.

This Course in Relation to this Region In this region, bead art evolved from the use of porcupine quills as a means of visual storytelling; this region being Anishinaabe country [tribes of the Ojibwa, Odawa and Potawatomi]. In Anishinaabemowin (Anishinaabe language), the word for is = manido minesag (spirit seeds). Towards the eastern end of the Great Lakes is the Haudenosaunee or Six Nations, so we’ll spend time talking about them and their relationship to beads as well. We will also move around to the plains, the plateau and even the artic. I will do my best to represent a well-rounded look at Native beadwork.

The larger questions Class time will be devoted to learning different types of beadwork styles and much time will be spent working on projects and your portfolio, BUT the expectations are that you will also be able to wrestle with challenging questions such as “What is American Indian art?” and “What does cultural appropriation mean?” and even larger questions such as “How can art help to solve problems?”

Your beading background Some of you will be more advanced than others at doing beadwork. Some of you maybe even know tricks I don’t know (very cool!). Some of you will pick up one stitch quicker than another. Everyone brings something to the circle. Active learning strategies and small group learning communities will be highly encouraged. We will all find ourselves being learners and teachers at some point in this class.

Text, Materials and Other Important Items Art materials can be an expensive investment. To help you with costs, the CNAS purchased items in bulk. Total cost of one packer per person is $50.00. Should you wish to add more and/or different beads to your portfolio or outside materials of your choice, the cost is your responsibility. All reading and viewing materials -- videos, PDFs and power points -- will be posted on EduCat or shared in class.

How will I be assessed?

Quizzes – This class is a mixture of reading and beading as well as viewing and talking. There is one quiz to assess your knowledge of the course material. There is also one demonstration quiz to assess your comfortability with multiple stitches.

Participation and Reflections –You will be asked to compose a written reflection at the end of each class meeting. Questions will be given to you to prompt you to reflect on the activities, readings, and assignments. This is also your opportunity to provide me with feedback in case I need to make adjustments with your instruction and/or learning process. I want each of you to be successful and more importantly fall in love with this art enough to do it independent of me after twelve meetings.

Visual progress reports. Upload photos of your on-going progress on EduCat. This will be a great way to stay in touch especially during ‘off’ weeks. 2

NAS 224 Native American Beadwork Styles Winter 2016

How will I be assessed? – cont’d

Celebration of Student Work – Share your work beyond the classroom and with the NMU community. So...I’ve never done this before. Please set aside Thursday, April 7 on your calendar. I’ll explain more in class.

Articulating your words in relation to your art. For each piece of beadwork you submit as part of your portfolio, you will compose what is known as an ‘artist statement’ (75-90 words). We will talk about this in class.

Portfolio of Original Beaded Work –Each time we meet, we will work on projects that will help you learn multiple stitches and beading skills. Your goal is to create a mid-term and final portfolio of original beaded work. These portfolios are a significant amount of your grade.

Here are multiple categories that your beadwork that will be graded on:  Compose a title and artist statement for each piece  Clear application/mastery of multiple stitches  Cleanliness and quality of construction  Creativity – this can range from colors used to design to story and perhaps even function.  Comprehension/conception (the story) of the design of the portfolio  Completion of the portfolio of work

Total of Points Possible Grading Scale

Description Points A 95-100% 713-750

Visual Progress Reports 60 A- 90-94% 675-712

Class Reflections 100 B+ 87-89% 653-674

B 84-86% 630-652 CSW Abstract/Participation 100 B- 80-83% 600-629 Information Quiz 60 C+ 77-79% 578-599 Demonstration Quiz 60 C 74-76% 555-577

Mid-term Portfolio 120 C- 70-73% 525-554

Final Portfolio 250 D+ 67-69% 503-524

Total Possible 750 D 64-66% 480-502

D- 60-63% 450-479

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NAS 224 Native American Beadwork Styles Winter 2016

Class Meeting Rundown - Prior to meeting 7, I reserve the right to make changes.

Meeting 1 Monday, January 11, 2016

Discussion: Introductions and medicine wheel framework Beading: Basic beading tools The rosette stitch and the lane (or lazy) stitch Before you leave: Sign up to meet with April. For next time: Check EduCat for Readings/Videos, etc.

Meeting 2 Monday, January 18, 2016

Discussion: What does it mean to imagine? Learning outcomes. What is Indian Country? What is art within Indian Country? Beading: Wrapping stitch and the start of the tulip bag For next time: Check EduCat for Readings/Videos, etc.

Meeting 3 Monday, January 25, 2016

Discussion: Beads and Historical Impact/Range of beadwork styles. Beading: Tulip bag – edging stitch and moccasin patterns For next time: Check EduCat for Readings/Videos, etc.

Meeting 4 Monday, February 1, 2016

Discussion: Story, Function and Position Beading: Single needle and double needle appliqué stitch For next time: Check EduCat for Readings/Videos, etc. (no class February 8)

Meeting 5 Monday, February 15, 2016

Due First Draft of Abstract for Celebration of Student Work Discussion: Responding to Art Beading: and (and possibly working with quills) For next time: Check EduCat for Readings/Videos, etc.

Meeting 6 Monday, February 22, 2016

Due Information Quiz 1 Discussion: Beaded Bags Beading: Raised Beadwork For next time: Check EduCat for Readings/Videos, etc.

Abstracts for the Celebration of Student Works will be accepted between Monday, 2/22 and Friday, 3/25. Abstracts are submitted via online form. See link on EduCat): www.nmu.edu/studentcelebration.

Have a safe and enjoyable winter break! Try to bead at least 30 minutes every other day!

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NAS 224 Native American Beadwork Styles Winter 2016

Class Meeting Rundown

Meeting 7 Monday, March 7, 2016

Due Close to Final Draft of Abstract for Celebration of Student Work Discussion: Powwow Lifestyle Beading: Beading on a Loom For next time: Check EduCat for Readings/Videos, etc.

The NMU powwow is this weekend (March 15)! Extra credit opportunity.

Meeting 8 Monday, March 21, 2016

Discussion: The Importance of Flags as Symbols Beading: Work on portfolio For next time: Check EduCat for Readings/Videos, etc.

Meeting 9 Monday, March 28, 2016

Discussion: Footwear Beading: Work on portfolio For next time: Check EduCat for Readings/Videos, etc.

Meeting 10 Monday, April 4, 2016

Due Information Quiz 2 Discussion: Contemporary Artists For next time: Check EduCat for Readings/Videos, etc. “Celebration of Student Works” is Thursday, April 7.

Meeting 11 Monday, April 11, 2016

Due Course evaluations Demonstration Quiz Beading: Finishing Touches on Portfolio of Work

Meeting 12 Monday, April 18, 2016

Due Presentations - Portfolio of Work Class celebration

Supplemental Class Meetings I will hold supplemental meetings not scheduled within this syllabus. Consider them extended office hours. Students have appreciated the extra time to get help within finishing a project as well as time to bead together.

Beading in a group on campus Should you decide to hold your own bead gatherings on campus or elsewhere, consider the following: 1) good lighting!!! This is most important; 2) decent table space, and 3) flooring in relation to clean up (sweep or vacuum?).

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NAS 224 Native American Beadwork Styles Winter 2016

Quotes to Consider

“Everything that I try to make, I try to make with the utmost quality in mind. I don’t approve of making something with a frivolous attitude...Following traditional aesthetics means you have to strive...You have to strive in a sense not for personal worthiness, but for an honoring statement to the Creator for what He has given you – to give respect to everything He has provided.” -- Joanne Bigcrane, Ql’ispé

“The act of creating art is a process that consciously embraces this mystery of life. To participate in this creation called life is to look for clues. One clue leads to the next clue. I must constantly challenge my own thoughts, emotions, and opinions in order to find/create the next clue. The plot unravels.” -- , Choctaw

“Some artists are content to present simply their Native identity and heritage, while others make statements, sometimes quite strong, on issues of land claims, discrimination, ecology, and sovereignty, thus challenging the dominant culture and expressing resistance against those who so long oppressed them.” -- Aldona Jonaitis, Art of the Northwest Coast. University of Washington Press, 2006.

“My people will sleep for one hundred years, but when they awake, it will be the artists who give them their spirit back.” -- Louis Riel, Métis

Terminology Associated with Native Identities

Aboriginal American Indian First Nations Indigeneity Indigenous Métis Native American Otherness Pan-Indianism

Terminology associated with Native American Studies relevant to this course (sample list)

Appropriation Commodification Decolonization Epistemology Inclusion Repatriation Resilience Self Determination Storytelling

Native Artists we will discuss (sample list)

Marcus Amerman Christi Belcourt Mitchell Boyriddle Orlando Dugi Don ‘Standing Bear’ Forest Terri Greeves Joyce Growing Thunder Fogarty Juanita Growing Thunder Karen Ann Hoffman Rhonda Holy Bear Katrina Mitten Jamie Okuma Sandra Okuma Lisa Shepard Samuel Thomas

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NAS 224 Native American Beadwork Styles Winter 2016

Class Expectations and Policies

A few minutes of Positive When we create things, we should do so with a good mind. For example when you make feast food for a powwow, you should have happy thoughts so that the food that people will consume will be made with those good thoughts as one of the ingredients. Same with doing beadwork...so at the beginning of each class, be prepared to share something positive with your peers. Perhaps you would like to share news of a good grade or a success at baking cookies or that you enjoyed a good movie or you simply want to share a good joke. This will help us all celebrate each other and start class with a good mind space for beading.

Teaching vs. Coaching A coach stands in the dugout or on the sideline; she does not play the game. My goal is to be your facilitator of YOUR learning. This means work on YOUR part because you, in essence, are playing the game. You need to read. You need to write. You need to communicate with your peers. You need to take the quizzes. Not everyone is a star player, but we all contribute to the end game. What do I need to do as your coach? Help you to better understand the subject. Help you to think critically. Help foster curiosity. Make myself available for questions. Provide you with timely feedback on your work.

What did I get myself into? If you are having a tough time with the course, let me know as early as possible. That’s what I am here for. I am very willing to work with you -- but you need to let me know.

High School Education vs. College Education In high school you were prompted to know the correct answers. In college, you are instead prompted to think of questions. You can still do that in a creative course. This requires you to engage the subject matter differently. Let me know early if you are experiencing challenges in this area.

Value of this class How might this subject and this course bring value to your overall education, to your desired career? Regardless of your career choices -- you have the potential to meet people from all over the world. All peoples engage in the creation of and response to cultural expressions. Opening a door to one type of cultural expression can provide you with skills to approaching multiple expressions which is a bridge to global understanding and respect.

Release of Previous assumptions All of us have a different life experience. All of us live within a cultural context unique to our own life and cultural experience. Think about what this might mean as it relates to this course. Has your cultural context or ways to express yourself ever been threatened? Have you ever felt threatened or marginalized because of what you believe in? Only you know the answer to this. By allowing yourself to stand and walk in another’s shoes for a minute…it might help you become a better global citizen.

On a pragmatic note Since we are meeting over dinner time, feel free to bring snacks/drinks. Remember in the Native tradition, it is quite common to bring enough to share (I am not fishing for handouts, really!). Also, keep in mind some snacks will leave residue on your fingers -- so please also bring wipes. AND… PLEASE clean up your mess at the end of class (this includes beads, thread and needles off of the floor – our maintenance folks will appreciate this). Remind me to talk about disposing of needles!

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NAS 224 Native American Beadwork Styles Winter 2016

Class Expectations and Policies

Can I earn extra credit? I have one hard and fast rule in all of my classes. Extra credit is not replacement credit. You cannot skip out on a quiz and expect extra credit will replace those points. Consider composing an article (based on one of your reflections perhaps?) for an upcoming issue of Anishinaabe News. If you have some other ideas for extra credit, see me first. You can only earn 50 points total of extra credit.

Electronic Devices in Class When it is time to take notes, I respectfully request that you use pencil and paper. Because your hands will be busy beading for a good portion of each class session, you shouldn’t really need to worry about electronic devices and I respectfully request you keep phone on pulse. However, in the past some students have taken photos and/or video of me working on a specific stitch and I’ve been asking to make/create videos and photo guides. I am in the process of doing this, but haven’t completed anything as of the writing of this syllabus. SO...if you bring an electronic device to class, it is not to disrupt the flow of the class. M’naademdamowin = respect.

Student Handbook Students in this course are subject to the directives and policies stated in the NMU Student Handbook. Academic dishonesty is sufficient cause for failure of the course. “Students should strive to obtain the highest possible level of academic achievement. They have an obligation to abide by accepted standards of academic honesty which dictate that all of their scholastic work shall be original in nature. Once enrolled in a course, students are expected to become familiar with instructional objectives, course requirements, and methods employed in determining the course grade. Students shall assume responsibility for familiarizing themselves with the course syllabus and completing all the requirements of the course.” See handbook at – http://webb.nmu.edu/dso/SiteSections/OurServices/Handbook.shtml

NMU’s Non-Discrimination Statement Northern Michigan University does not unlawfully discriminate on the basis of race, color, religion, sex, national origin, age, height, weight, marital status, familial status, handicap/disability, sexual orientation, or veteran status in employment or the provision of services, and provides, upon request, reasonable accommodation including auxiliary aids and services necessary to afford individuals with disabilities an equal opportunity to participate in all programs and activities. Anyone having civil rights inquiries may contact the Equal Opportunity Office, 502 Cohodas Hall, telephone number 906-227-2420.

ADA Statement: If you have a need for disability related accommodations or services, please inform the Coordinator of Disability Services in the Dean of Students office located in 2001 Hedgcock Building (227-1700). Reasonable and effective accommodations and services will be provided to students if request are made in a timely manner, with appropriate documentation, in accordance with federal, state and University guidelines.

How to strike up conversation … (some suggestions)  "What most strikes me about the text we read or viewed this unit is…"  "The question that I'd most like to ask the author of the text is…"  "The idea I most take issue with in the text is…"  "The most crucial point from last week's film was…"

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