LASTING PALACE OF THE GOVERNORS IMPRESSIONS A nexus of history, art and technology
Curriculum, Teacher Guide Lesson Plans
Compiled by Erica L. Garcia Palace of the Governors with Beth Maloney TABLE OF CONTENTS
- 2 5 8 11 31 32 “Lasting Impressions” Exhibit and Educational COMMUNITY, STATE AND NATIONAL IMPACT When communities lose their connection to their historical and cultural Programming Curriculum and Guide roots, they lose a part of their shared memory and cultural identity. These values link individuals and communities to the outside world, and provide WHAT IS “LASTING IMPRESSIONS”? broad perspectives needed to respond to demographic changes, economic trends and technological advances. “Lasting Impressions” web and cur- “Lasting Impressions” takes you on a journey across two centuries of literary riculum works to reconnect communities to their historic, artistic and lit- history to introduces the artisan printers of the private press movement erary heritages. through their work, the tools of their craft, and their vision. Beginning with the arrival of New Mexico’s first press in 1834, the story follows a Museum educators led the development of this comprehensive curricu- trail of printed treasures up to the present. Web pages display text that lum including hands-on activities for children and families. outlines how the influences of five different historical periods shaped content and how the unique talents of a handful of individuals brought Our partners for developing statewide outreach around the “Lasting artistic form to the book. Impressions” theme include the New Mexico State Library and the Museum Outreach Department’s Van of Enchantment. REASON FOR THE PROJECT “LASTING IMPRESSIONS” This innovative web and curriculum project will reconnect New Mexicans HTTP://WWW.PRIVATEPRESS.ORG to an important but little known aspect of their literary history and artis- This exhibition reaches out beyond the museum walls via an interactive tic heritage. “Lasting Impressions,” web and curriculum will help to devel- website that will include: op student interest in contemporary writing by introducing them to a love n An on-line exhibit with many of the objects on display at the Palace. of books and literature through the little-known world of private presses, n The Virtual Print Shop, where you can set your name in type. a world peopled with its own cast of characters, language, and combina- n The Cuaderno de Ortografía, with pages you can turn yourself. tion of artistry and technology. n Links to our partners who are helping to take the story of “The Private Presses of New Mexico” to all of New Mexico. HISTORY IN “LASTING IMPRESSIONS” ON-LINE EXHIBIT n This curriculum packet for the teachers of New Mexico. n A link to the Institute of Museum and Library Services, a federal • A definition of a private press and an understanding of the types of indi- grant-making agency dedicated to creating and sustaining a nation of viduals who established publishing ventures, their motivations, and their learners by helping libraries and museums serve their communities. level of personal involvement in the production process. This curriculum packet, programming and exhibit is made possible by • A historical overview of the private press movement in New Mexico, its the Institute of Museum and Library Services. relationship to similar endeavors throughout the rest of the country and world, and its importance to maintaining freedom of expression. • An understanding of those qualities that have attracted and nourished a healthy environment for independent publishers and diverse points of view in New Mexico history. • An appreciation of various private presses—fine arts, literary, education- al, hobby, poetry, and those that cross categorical boundaries—and the wide array of handmade fine art, literary, and educational books. • A basic knowledge of the laborious, mechanical process of producing a handmade book—design, typography, printing, binding—and the effect of particular choices on the end product.
LASTING GOAL LASTING GOAL To have students develop a hands-on appreciation for books, their variety, the To explore the process of creating 3-dimensional book art. IMPRESSIONS information, and the leisure they provide. To identify individuals of importance IMPRESSIONS to New Mexico’s Printing Press history and the impact on their communities. STUDENT LEARNING LESSON STUDENT LEARNING LESSON Student will make pop-up cards and gain a better understanding of the mechanics of 3-dimensional book art. ACTIVITY PLAN Students will examine a variety of books and learn to identify the various parts ACTIVITY PLAN WHAT IS A BOOK? of a book, how they are assembled and the kinds of information they provide. POP-UP CARDS PROCEDURE Students will learn about important figures in the history of New Mexico Grades 3 and 4 Private Presses. Grades 3 and 4 1. The printers featured in the online exhibition are considered book artists, expressing themselves by making books. Books can come in all different shapes PROCEDURE and sizes. Explain that students will be making pop-up cards, a kind of paper ESTIMATED TIME ESTIMATED TIME art used by some book artists. 45-minute session 1. Discussion with students on “What is a book?” Question and answer peri- 45 minutes–1 hour od. Ask individual students why books are important to them and others. 2. Share examples of pop-up books with the class (see attached bibliography MATERIALS Books should be passed around during the discussion. MATERIALS for reference. What makes these books interesting? What works? Is anything Various examples of different books What is a book? Blank sheet same size as template confusing? Which ones are students’ favorites? Why? (text, pop-up, book as art, handmade, What makes a book a book? Glue stick or tape differently shaped books) Does it have to have pages to be a book? Coloring pencils, crayons, pens or 3. Pass out the template with the image of the Palace of the Governors located at What were the first books made of? materials for collage the end of this document and a blank sheet of paper. Students color and decorate ADDITIONAL MATERIALS How are books made? the image of the Palace of the Governors. Then, they cut out the image of the Images of Padre Martínez, Why were books so rare in our past? PROVIDED IN PACKET Palace, including the tabs on either end. John Menaul, Spud Johnson and Why are books more available today? Template image of the Palace of the Rini Templeton on pages 8 and 12; Why are books considered works of art? Governors on back cover for copying 4. Students fold the blank sheet in half, making a card. also available at What would it be like to be unable to read? www.private.press.org What reasons would there not to be able to read to read? VOCABULARY 5. Students then bend the image to make it 3-D, with the decorated side out. Pop-up books Next they tape or glue the tabs to each side of the inside of the folded bland sheet. VOCABULARY 2. Discuss important individuals in the history of private presses in New Mexico. Printing Press Padre Antonio José Martínez (1793–1867): STANDARDS MET 6. Students re-close and open the card, testing to see whether or not the tabs were Private Press n Born in Abiquiu, NM. National Standards for Arts attached in the right places and that the images bows out. Once tabs are securely Content/Text n Champion of the poor; brought education to New Mexico. Education, Visual Arts Contents in the right place, allow the glue to dry. Book Art n Was responsible for the first printed books in the New Mexico. Standards, 1–5 Pop-up Book n His books were used to teach boys and girls how to read and write in Spanish. Braille n One was the Cuaderno de Ortografía. National Standards for English SUGGESTED FORMS OF ASSESSMENT Bilingual (Trilingual) John Menaul (in NM starting 1877): Language Arts n Observe students' work Binding New Mexico publisher of trilingual works, in English, Spanish, and Keres. (for K-12) Standard 7 Pop-up cards produced Pages Spud Johnson a.k.a. Walter Willard Johnson (in NM 1920s–1968): End Page n A poet, writer, publisher, humorist. EXTENSIONS Book Cover n His press was known as the Laughing Horse Press. Students experiment with other n Liked to work in his swimsuit. images to “round out” and create STANDARDS MET Rini Templeton (in NM 1950s–1974): their own original work. 3rd grade: K-4 Benchmark I-A.1 n Publisher and illustrator. She worked to promote social justice (fought to 4th grade: K-4 Benchmark protect people who were being treated badly). I-A.11. and 2
EXTENSIONS SUGGESTED FORMS OF ASSESSMENT As homework have students read their favorite story to their family and report Students compose a short review of a book they’ve recently read. the experience back to the class. LASTING GOAL LASTING GOAL Learn of major figures in New Mexico’s private press history as well as NM To explore the process of making books, including binding and decorating. IMPRESSIONS presses and their impact on communities from the 19th century to the pres- IMPRESSIONS ent. Understand the cultural interactions NM private presses help to create. STUDENT LEARNING
LESSON STUDENT LEARNING LESSON Students will create their own journals and decorate them in ways that reflect themselves or something important to them. ACTIVITY PLAN In discussion of NM private presses and their impact on communities students ACTIVITY PLAN PRESSES AND NM HISTORY can realize how the ideas of censorship and the Bill of Rights play roles in the BOOK MAKING PROCEDURE lives of individuals today. Grades 7 and 8 Grades 7 and 8 1. Discuss how artists and printers create books that reflect personal styles, choic- PROCEDURE es and expressions. The materials they use and the type of books they produce can be as expressive as what is written within the book. ESTIMATED TIME 1. Discuss a brief history of NM private presses, covering ESTIMATED TIME 1.5 hours n Padre Martínez, image courtesy of The Albuquerque Museum Two 45-minute sessions 2. Review the anatomy of a book. What are the different parts of a book (end- n Spud Johnson, image courtesy of the Harry Ransom Humanities Research papers, cover, spine and binding, body)? Students identify the parts of a book. MATERIALS Center, the University of Texas at Austin MATERIALS None; however, images of Padre n Rini Templeton, image courtesy of Jenny Vincent, San Cristobal, New Mexico. (for each student) 3. What is a Journal? Students create a definition for journals based on con- Martínez, Spud Johnson and Rini 2 pieces of cardboard, 6 inches by 9 inches versation and personal experiences. If possible share examples of journals with Templeton are in this packet. Paper for book covers (wall paper, the class, such as historical, contemporary and on-line. Journals have been used decorative paper, colored paper) for recording observations of nature or when traveling, for personal reflection VOCABULARY Copier paper (10 sheets) and musings, for recording dreams and for writing creatively. Some people Private press Scissors record in journals daily. Many people keep an on-line journal. Forms of Communication Glue Book Art Access to an awl 4. We suggest following the detailed instructions for student to make their Paper Art Access to a hole puncher own 5-stitch booklet: Type setting 2 notebook rings (1 inch) http://www.zumgaligali.com/projects/bookbinding/book_5st_1.html Cuaderno de Ortografía (1834) or a piece of yarn (2 feet long) Daguerreotype Materials for decorating journals 5. Students decorate the cover of their journals to reflect their personal prefer- Censorship (paper for collage, colored pencils, etc.) ences, hobbies and interests. Students may also decorate their journals in keep- Bill of Rights ing with other curriculum strands, i.e. with the flavor of the era they are studying Poet 2. Ask these questions to elicit further student thought and participation: VOCABULARY in Social Sciences, or with objects from nature if theirs is to be a scientific journal). Publisher n What impact did these individuals make on NM history with private presses? Journal Editor n What are the differences between a private press and one owned by a End-papers 6. As a whole class, students share journals with each other, discussing their Binding company or government? choices of paper, design and decoration. Printer’s Devil n What is freedom of speech? What is censorship? STANDARDS MET n Social Justice Why are private presses important in terms of freedom of speech? n National Standards Political Publications n Why are private presses important in terms of censorship? for English Language Arts SUGGESTED FORMS OF ASSESSMENT n In which document are U.S. citizens granted freedom of speech? (for K – 12) Standard 7 Observe students work n How are you affected by the Bill of Rights? STANDARDS AND BENCHMARKS Journals produced n How are you affected by censorship? n National Standards for Arts 7th Grade: Final discussion of process 5-8 Benchmark I-A7.4, 7.6 Education, Visual Arts Content Standards, 1-5 Extensions: For extra-credit, have stu- dents interview a master printer from the Palace of the Governors. (POG is free to NM residents on Sundays). OR, report on the contents of the Bill of Rights and its impact on US and NM history. LASTING GOAL LASTING GOAL Learn about New Mexico’s late 19th and 20th century private press history. To explore the process of nature printing. IMPRESSIONS Study the economic and art community development in New Mexico and IMPRESSIONS its impact on rural communities. Understand social conflict based on the- STUDENT LEARNING Bill of Rights. LESSON LESSON Students will create prints using materials found in nature. ACTIVITY PLAN STUDENT LEARNING ACTIVITY PLAN PROCEDURE WHO? WHAT? WHY? In discussion of NM private presses and their impact on communities students NATURE PRINTING Grades 11 and 12 can realize how the ideas of censorship and the Bill of Rights play a role in the Grades 11 and 12 1. Explain that students will be making nature prints, a process developed in lives of individuals today. 17th century Europe to illustrate books on herbs and plants. This kind of printing makes impressions directly from the object that appears on the paper. PROCEDURE ESTIMATED TIME Adapted from 2. Students place fresh flat leaf, veined side up on newspaper. They prepare 1.5 hours 1. Discuss a brief history of NM private presses; include: Historic Book Arts Projects their ink by squeezing half an inch of ink on the upper quarter of the inking n Padre Martínez Press of the Palace of the Governors slab and spreading it with the brayer until the roller is coated smoothly. MATERIALS n Spud Johnson © 1984, Copy of the Bill of Rights n Rini Templeton 3. Students roll the inked brayer slowly and with even pressure over the leaf, (have students read the ESTIMATED TIME stem to tip. Next, they lift inked leaf carefully by the stem and lay on fresh piece night before the lesson) 2. What social and artistic impact did these individuals make on NM history 45 minutes – 1 hour of newspaper. with private presses? VOCABULARY MATERIALS 4. Students lay a piece of printing paper gently over the leaf (2 inches larger Printing Press 3. What is freedom of speech? What is censorship? Newsprint paper than the leaf) and tape down the end of the paper so that it does not move. Private Press Black, water-soluble Holding the paper down with one hand, students then press and rub gently Bill of Rights 4. Why are private presses important in terms of freedom of speech? block-printing ink over leaf with fingers of other hand. First Amendment 4-inch wide brayers Censorship 5. Why are private presses important in terms of censorship? An inking slab (9x12in. piece 5. Students lift paper straight up to prevent smearing, turn face up and allow to Art of glass, smooth linoleum) dry for a few minutes. The results should be an accurate detailed picture of a leaf. Book Art 6. In which document are U.S. citizens grant the freedom of speech? Discuss Masking tape Music in what areas of your contemporary life you see issues of censorship and the Old newspapers and rags for cleanup 6. Students may choose to do more prints. If the ink dries, add another small Literature banning of materials? Fresh leaves, ferns dab and smooth with the brayer. Once the finished work has dried, review the Pornography work as a class and discuss the process. What was hard? Did the project inspire Copyright VOCABULARY them to create other kinds of prints? Nature printing STANDARDS MET Brayer SUGGESTED FORMS OF ASSESSMENT 9-12 Benchmark I-A.4.,5. I-B.9. I-C.2.,4.,12., STANDARDS MET Observe students work I-D.1.,2.,3.,4.,6.,7., National Standards for Arts Prints produced Benchmark II-B.1.,3., II-C.1., Education, Visual Arts Content Final discussion of process II-E.1.,5.,7., Standards, 1-5 III-A.5. EXTENSIONS EXTENSIONS Students create a “know your trees” Have students attend a local debate or guide or plant notebooks, cards government meeting to gain an under- and stationary. Ask students standing of parliamentary procedure. to bring in leaves for this exercise.
BIBLIOGRAPHY FOR TEACHERS AND ADULTS The Young Author Festival Handbook- What Every Planner Needs to Know For questions about the Palace of the Governors Marguerite Cogorno Radencich, Kathleen Oropallo, Beeline Books, Education Programs, contact Erica L. Garcia Heinemann, Portsmouth, NH, ISBN 0-325-00020-4 , www.heinemann.com at (505) 476-5109 or at [email protected]. Literacy through the Book Arts, Paul Johnson Heinemann, ISBN 0-435-08766-5 To schedule a tour please visit: www.palaceofthegovernors.org/education.php?content=tour Books Don’t Have to Be Flat!-Innovative ways to publish students’ writing in every Student Tours are available every Tuesday and Thursday curriculum area, Kathy Pike and Jean Mumper, Scholastic Professional Books, at 10:30 am for the Palace of the Governors/New Mexico ISBN 0-590-12049-2 (3–6) History Museum core and temporary exhibits. Write Away! Activities that help ordinary writers become extraordinary writers Lasting Impressions ISBN 38208-X (3–6) 10 Ready-to-Go Book Report Projects: High-interest projects that help every student create meaningful responses to favorite books. , ISBN 31444-0 (4–8) Erica L. Garcia, Educator, Palace of the Governors Great Graphic Organizers To Use With Any Book! 50 fun reproducibles and activi- 505 476-5109 [email protected]. ties to explore literature and develop children’s writing , ISBN 76990-1 (2–6) Beth Maloney, Museum Education Specialist 505 266-3307 [email protected] BIBLIOGRAPHY Katherine Sienicki, Curriculum Specialist 505 470-0776 [email protected] FOR TEACHERS AND ADULTS Ellen Evans, Book Arts Educator ¡Volvámonos invisibles! by R.L. Stine 505 268-7542 [email protected] Amelia Lends a Hand by Marissa Moss Tom Leech, Director, Palace Press 505 476-5096 [email protected] Amy, The Story of a Deaf Child by Lou Ann Walker Prof. Lenny Wicks, Art Education Program Benjamin Franklin: A Man with Many Jobs by Carol Greene University of New Mexico, Albuquerque, NM (505) 277-5533 Blind Boone: Piano Prodigy by Madge Harrah Jennifer Owings Dewey, Writer/Illustrator/Educator Braille for the Sighted by Jane Schneider Santa Fe Book Arts Group www.jenniferowingsdewey.com [email protected] Can You Feel the Thunder? by Lynn E. McElfresh Pam Smith, Guest Curator Compilation: Erica L. Garcia 505 685-4486 [email protected] Cheshire Moon by Nancy Butts Pre- and Onsite-visit Lesson Plans: Erica L. Garcia Post-visit Lesson Plans and consultation: Beth Maloney Rena Paradis, Executive Director, New Mexico The Chinese Mirror by Mirra Ginsburg Teacher Consultants: Wendy Leighton and Theresa Perea Coalition for Literacy Designer: David Mendez 800 233-7587 [email protected] Dear Dr. Bell - Your Friend, Helen Keller by Judith St. George
Letty Naranjo, Director, Literacy Volunteers of Santa Fe Desert Voice by Byrd Baylor 505 428-1330 [email protected] [email protected] Do You Remember the Color Blue: And Other Questions Kids Ask About For questions about the Palace of the Governors Education Programs, contact Erica L. Garcia Frances Levine, Director, Palace of the Governors Blindness by Sally Hobart Alexander at (505) 476-5109 or at [email protected]. 505 476-5093 [email protected] Handmade Counting Book by Laura Rankin Mary Sundstrom, Book Arts Illustrator 505 294-05882 [email protected] Kids Explore the Gifts of Children with Special Needs John Muir Publications Learn to Sign the Fun Way by Penny Warner Let’s Get Invisible! By R.L. Stine Bryant Mirror Image by Cherie Bennett
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