Repair and Design Futures, October 5, 2018-June 30, 2019
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Teri Greeves: Beadworking and Belonging
EDUCATION GUIDE Teri Greeves: Beadworking and Belonging “If my mother can understand what I’m doing, with a native eye, then it’s successful…” “By speaking about the history and values of my people through my work, I can help bring balance into the world my children will grow up in.” - Teri Greeves Lesson Overview In this lesson, students will study the work of bead artist Teri Greeves. After watching the Craft In America Origins episode segment featuring Greeves, students will examine how her beadworking signifies and honors her Kiowa heritage. Students will look for examples of decorated garments in their own life experience that indicate belonging to a group. Following this, students will hand embellish an item of wear with an image symbolic of a particular group. Grade Level: 8-12 Estimated Time: Six 45-minute class periods Craft In America Theme/Episode: Origins Background Information: Beadworking has been found in cultures all around the world. Early beads were made of shells, seeds, animal teeth, porcupine quills, and other objects found in nature. Kiowa artist Teri Greeves learned beadworking from the women in her family and from others on the Shoshone and Arapaho’s Wind River Reservation in Wyoming. Greeves helped her mother in a family-owned trading post where beadworking was honored as a valuable and culturally significant art. Although she has a deep respect for tradition, Greeves opts for “pictorial” work rather than the traditional floral or geometric designs. She depicts stories of the Kiowa people, but from a contemporary perspective. The artist often applies beadwork to modern-day objects such as umbrellas and sneakers. -
Table of Contents
Dakota, Nakota, Lakota Life South Dakota State Historical Society Education Kit Table of Contents Table of Contents 1 Goals and Materials 2 Photograph List 3-4 Books and CDs in the Kit 5 Music CDs and DVD in the Kit 6 Erasing Native American Stereotypes 7-8 Teacher Resource 9-18 Bibliography 19-20 Worksheets Word Find 21 Word Find Key 22 Crossword Puzzle 23 Crossword Puzzle Key 24 Word Scramble 25 Word Scramble Key 26 Activities Reading an Object 27-28 Object Identification Sheet 29-35 Trek to Wind Cave 36-37 South Dakota Coordinates Worksheet 38 Comparing Families 39-40 Comparing Families Worksheet 41 What Does the Photo Show? 42-43 Beadwork Designs 44-45 Beadwork Designs Worksheet 46 Beadwork Designs Key 47 Lazy Stitch Beading 48-49 Lazy Stitch Beading Instructions / Pattern 50-51 What Do You Get From a Buffalo? 52-53 Buffalo Uses Worksheet 54 Pin the Parts on the Buffalo 55-56 Pin the Parts on the Buffalo Worksheet 57 Pin the Parts on the Buffalo Worksheet Key 58 Pin the Parts on the Buffalo Outline & Key 59-60 Create a Ledger Drawing 61-62 Examples of Ledger Drawings 63-66 Traditional & Contemporary: Comparing Drum 67-68 Groups Come Dance With Us: Identifying Powwow Dance 69-72 Styles 1 Dakota, Nakota, Lakota Life South Dakota State Historical Society Education Kit Goals and Materials Goals Kit users will: explore the history and culture of the Dakota, Nakota and Lakota people understand the changes brought about by the shift from buffalo hunting to reservation life appreciate that the Dakota, Nakota and Lakota culture is not something -
Joyce J. Scott: Sharing Memories and Shaking Things Up
! ! ! ! EDUCATION GUIDE Joyce J. Scott: Sharing Memories and Shaking Things Up “For me, it’s important to imbue the work with something that will resonate and follow somebody home…because I think art has the ability, if not to cure or heal, at least to enlighten (you), slap you in the head, wake you up.” - Joyce J. Scott Lesson Overview In this lesson, students will study the sculpted beadwork of artist Joyce J. Scott. Students will watch the Messages segment, featuring Scott, from the Craft In America DVD or online. The class will examine how Scott draws viewers to her work by making her pieces beautiful, with the hope that viewers will then consider the serious issues of race, class, and gender discrimination presented within the pieces. Students will consider these issues through Scott’s work. Finally, students will determine a point of view and invent a piece with an attractive surface appeal and an underlying serious topic. Craft In America Theme/Episode: Messages Grade Level: 8-12 Estimated Time: Three 45-min. class periods of research, discussion & planning, followed by four or more 45-minute studio periods Background Information: Baltimore artist Joyce J. Scott was five years old when she began learning needlework from her artistic mother, Elizabeth Talford Scott. Elizabeth Talford Scott used needlework out of necessity for mending worn clothes and linens. She turned the mending into an opportunity to make the items beautiful with decorative accents including crochet and embroidery. In addition to the knowledge of traditional needlework techniques, Joyce J. Scott learned from her mother the importance of memories and family history through story telling. -
July 6, 2020 VIA ELECTRONIC MAIL Roger Goodell, Commissioner
July 6, 2020 VIA ELECTRONIC MAIL Roger Goodell, Commissioner National FootBall League 280 Park Avenue New York, NY 10017 [email protected] Dear Mr. Goodell, The undersigned are Native American leaders and organizations that have worked tirelessly and substantively for over half a century to change the racist name of the Washington team. We appreciate the statements made in recent days regarding the league and the team’s intention to revisit the name, But we are deeply concerned that the process or decision to rename is Being made in aBsence of any discussion with the concerned leadership. Specifically, we, the undersigned, request that the NFL immediately: 1. Require the Washington NFL team (Owner- Dan Snyder) to immediately change the name R*dsk*ns, a dictionary defined racial slur for Native Peoples. 2. Require the Washington team to immediately cease the use of racialized Native American Branding By eliminating any and all imagery of or evocative of Native American culture, traditions, and spirituality from their team franchise including the logo. This includes the use of Native terms, feathers, arrows, or monikers that assume the presence of Native American culture, as well as any characterization of any physical attributes. 3. Cease the use of the 2016 Washington Post Poll and the 2004 National AnnenBerg Election Survey which have Been repeatedly used By the franchise and supporters to rationalize the use of the racist r-word name. These surveys were not academically vetted and were called unethical and inaccurate By the Native American Journalist Association as well as deemed damaging By other prominent organizations that represent Native Peoples. -
Wandering Western Chests Native American Crate Teacher Lesson Plans, Grades 3 – 5
Wandering Western Chests Native American Crate Teacher Lesson Plans, Grades 3 – 5 1700 Northeast 63rd Street Oklahoma City, OK 73111 (405) 478-2250 nationalcowboymuseum.org Native American Crate Contents Crate Inventory Schedule Your Class Visit to the Museum! The National Cowboy & Western Heritage Museum offers a Lesson Plans variety of on-site programs focusing on Native Americans. Symbols and Pictographs These programs were specifically created for grades K – 12 “Reading” Art and Artifacts as an extension of the Native American Crate. Museum docents conduct facilitated programs to engage students and reinforce curriculum. You may also bring students for a Artifact Reproductions* self-directed tour. Please call or email to discuss the best fit Animal Pelts (4): beaver, fox, rabbit, ermine for your class: (405) 478-2250 ext. 264 or Beaded Bag [email protected]. Beaded Rosette We look forward to seeing you and your students soon! Buffalo Horn Moccasins Porcupine Quills Stone Scraper Feathers (3): pheasant, turkey, faux eagle Quilled Medicine Wheel Woven Textile, Basket Pottery *Educator: Some objects are fragile or may be sharp. Instruct students to handle objects gently. Books Jingle Dancer by Cynthia Leitich Smith Doesn’t Fall Off His Horse by Virginia A. Stroud Gift Horse: A Lakota Story by S.D. Nelson Meet Christopher: An Osage Indian Boy From Oklahoma by Genevieve Simermeyer Images/Reproduction Artwork On Foam Core Smoke Talk, Charles M. Russell, oil on canvas, 1924 Teller of Tales, Martin Grelle, oil on canvas, 2002 The Hand Warmer, Tom Lovell, oil on canvas, 1973 Comanche Warrior, Silver Horn, Ledger paper and colored pencils, ca. -
University of Oklahoma
UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE SOUTHERN CHEYENNE ORTHODOXY: A STUDY IN MATERIALITY A DISSERTATION SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the Degree of DOCTOR OF PHILOSOPHY By JOHN PAUL LUKAVIC Norman, Oklahoma 2012 SOUTHERN CHEYENNE ORTHODOXY: A STUDY IN MATERIALITY A DISSERTATION APPROVED FOR THE DEPARTMENT OF ANTHROPOLOGY BY ____________________________________ Dr. Daniel C. Swan, Chair ____________________________________ Dr. Sean O‘Neill ____________________________________ Dr. Kristin Dowell ____________________________________ Dr. Gus Palmer, Jr. ____________________________________ Dr. Warren Metcalf © Copyright by JOHN PAUL LUKAVIC 2012 All Rights Reserved. I dedicate this dissertation to those Cheyenne people who sacrifice their time and effort to fulfill their obligations, and to those who gave me an opportunity to understand. ACKNOWLEDGEMENTS First and foremost, I want to thank the orthodox Cheyennes with whom I worked for trusting me with their knowledge and charging me to produce something useful for their community. From the earliest phases of my research, members of the Cheyenne-Arapaho Tribes of Oklahoma accepted me into their homes and treated me well. The members of the Littlehawk family, especially David and Leb Ramos, Charlotte McLaughlin-Rooks, and Sherri McLaughlin Mackay, accepted me warmly into their family. David became both my brother and close friend, and the guidance he provided to this study was invaluable. I am also grateful to members of the Whiteshield family, particularly the late Elizabeth Pendleton Whiteshield, Kerwin Whitesheild, Roberta Whiteshield, and Michelin Butler and her two daughters. The contributions of members of the Blackbear, Black, Miles, Hart, and Yellowman families helped to guide this study and to them I am thankful. -
Ethnology of the Blackfeet. INSTITUTION Browning School District 9, Mont
DOCUMENT RESUME ED 060 971 RC 005 944 AUTHOR McLaughlin, G. R., Comp. TITLE Ethnology of the Blackfeet. INSTITUTION Browning School DiStrict 9, Mont. PUB DATE [7 NOTE 341p. EDRS PRICE MF-$0.65 HC-$13-16 DESCRIPTORS *American Indians; Anthologies; Anthropology; *Cultural Background; *Ethnic Studies; Ethnolcg ; *High School Students; History; *Instructional Materials; Mythology; Religion; Reservations (Indian); Sociology; Values IDENTIFIERS *Blackfeet ABSTRACT Compiled for use in Indian history courses at the high-school level, this document contains sections on thehistory, culture, religion, and myths and legends of theBlackfeet. A guide to the spoken Blackfeftt Indian language andexamples of the language with English translations are also provided, asis information on sign language and picture writing. The constitutionand by-laws for the Blackfeet Tribe, a glossary of terms, and abibliography of books, films, tapes, and maps are also included. (IS) U S DEPARTMENT OF HEALTH EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG INATING IT POINTS OF VIEW OR OPIN IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EOU CATION POSITION OR POLICY le TABLE OF CONTBTTS Introductio Acknowledgement-- Cover Page -- Pronunciation of Indian Names Chapter I - History A Generalized View The Early Hunters 7 8 The Foragers The Late Hunters - -------- ----- Culture of the Late Hunters - - - - ---------- --- ---- ---9 The plains Tribes -- ---- - ---- ------11 The BlaLkfeet -
Visual & Performing Arts Program, SJUSD
VViiissuuaalll && PPeerrffoorrmmiiinngg AArrttss PPrrooggrraamm,,, SSJJUUSSDD AArrttss CCoonnnneeccttiiioonnss Title/Description of Lesson Parfleche Carrier (Crafts of the American Indians of the Plains region of America) Grade Level: 5th Grade (Integrates History-Social Science, Math and Visual Art) Lesson Links Objectives/Outcomes Materials and Resources Vocabulary Procedures Criteria for Assessing Student Learning California Standards in Visual & Performing Arts California Standards for Integrated Subject Other Resources Presentation on the Parfleche Plains Indians and the Bison Uses Worksheet Objectives/Outcomes (Return to Links) • Students will learn about one of many items that were made by the Plains Indians from buffalo hide and used in their daily. • Students will learn that the Indians used geometric design as both decoration and in a practical sense as a map. • Students will make a craft piece of the Indians made from buffalo hide and learn that they can be simple, beautiful and very useful. Materials and Resources (Return to Links) Visual & Performing Arts Program, SJUSD Author: Larry Williams Page 1 of 11 Art Connections Last Updated: 7/17/2011 • 1 piece of 18”x24” (brown kraft paper.. or a brown paper bag from the grocery store) per student • Black, white, red, blue, yellow crayons..(also helpful to have Sanguine or Sienna traditional earth pigment pastels. They are a red clay color. They can be purchased at any art supply store.) • Sprayable fixative (for economy, you can purchase inexpensive Aqua-Net hair spray.) • Ruler • Pencil • Jute string or brown yarn. • Hole punch Background Information Plains Indians (From Wikipedia, the free encyclopedia) The Plains Indians are the Indigenous peoples who live on the plains and rolling hills of the Great Plains of North America. -
History of Plains Indian Beadwork Timeline Teri Greeves the Voice Of
Teri Greeves a biography The Voice of Native Women Timeline The daughter of an Italian-American sculptor and what it is to connect to a Kiowa person – I mean similar things flow through all of us – if I can do that, then Teri Greeves addresses Native American Kiowa mother, Teri Greeves was born on March 21, I’m still fighting the good fight.” womanhood in her work. Striving to represent 1970, in Lander, Wyoming, and grew up on the Although Greeves started with moccasins and bags, she felt limited and soon pursued her own creative indigenous women not solely in terms of Wind River Reservation in Wyoming with the vision, prioritizing storytelling over using traditional objects. She has applied her beadwork to everything from motherhood, she tells stories of women as protectors 1970 Shoshone and Northern Arapaho Native American prayer blankets to tipis to stethoscopes, and her most famous works include her high heel boots and tennis of their communities, educators, sisters, and 1970 Teri Greeves is born on tribes. Her mother, Jeri Ah-be-hill, owned a trading shoes. Fusing the geometric and abstract tradition of Kiowa beadwork with the pictorial style of the Shoshone, individuals. Most important to her is demonstrating March 21 in Lander, Wyoming post and sold works by local women and Native she creates her own visual language using her practice to stay connected to the Kiowa people and to address how Native women, specifically Kiowa, have adapted beadwork artists. At age eight, inspired by the their experiences. Greeves is inspired by cultural, religious, and historical moments. -
Gibson, Jeffry
!" ! Follow us Published 14/09/2016 Share: ! ! Je!rey Gibson: ‘I was so angry I washed my canvases in the laundromat’ The artist talks about being any angry young artist, his earlier determination not to be viewed as an American Indian artist, and the practice he has evolved over the years, which combines traditional Native American art with contemporary styles by LILLY WEI Jeffrey Gibson (b1972, Colorado) is a multidisciplinary artist who is a member of the Mississippi Band of Choctaw Indians and half Cherokee. He earned his Master of Arts degree in painting at the Royal College of Art, London in 1998 and his Bachelor of Fine Arts in painting from the School of the Art Institute of Chicago in 1995. His work is in the permanent collection of the Museum of Fine Arts, Boston, the Smithsonian, Washington, The Art Museum in Modern Times the National Gallery of Canada, the Nasher Museum of Art, North Carolina, Crystal – book review Bridges Museum of American Art, Bentonville, Arkansas, and the Denver Art Museum, among others. Recent solo exhibitions include the SCAD Museum of Art, Savannah, Georgia, the National Academy Museum in New York, the Institute of Contemporary Art in Boston and the Cornell Fine Arts Museum. He has participated in Greater New York, Prospect New Orleans and Site Santa Fe. Gibson is on the faculty at Bard College, a past TED Foundation Fellow and Joan Mitchell Grant recipient. He was brought up in the United States, Germany, South Korea, England and elsewhere. This range of global cultural influences is evident in a practice that suavely combines traditional Native American art with contemporary styles. -
INDIGENOUS PERSPECTIVES on CONTEMPORARY NATIVE ART, INDIGENOUS AESTHETICS and REPRESENTATION John Paul Rangel
University of New Mexico UNM Digital Repository Language, Literacy, and Sociocultural Studies ETDs Education ETDs 4-2-2013 INDIGENOUS PERSPECTIVES ON CONTEMPORARY NATIVE ART, INDIGENOUS AESTHETICS AND REPRESENTATION John Paul Rangel Follow this and additional works at: https://digitalrepository.unm.edu/educ_llss_etds Recommended Citation Rangel, John Paul. "INDIGENOUS PERSPECTIVES ON CONTEMPORARY NATIVE ART, INDIGENOUS AESTHETICS AND REPRESENTATION." (2013). https://digitalrepository.unm.edu/educ_llss_etds/37 This Dissertation is brought to you for free and open access by the Education ETDs at UNM Digital Repository. It has been accepted for inclusion in Language, Literacy, and Sociocultural Studies ETDs by an authorized administrator of UNM Digital Repository. For more information, please contact [email protected]. i ii © 2012 Copyright by John Paul Rangel Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. iii ACKNOWLEDGMENTS I would like to acknowledge Dr. Greg Cajete, my advisor and dissertation chair, for the encouragement and advice throughout the years of graduate studies. I am so grateful for his guidance, mentorship, professionalism and friendship that have had a profound impact on my understanding of Indigenous studies, education, and leadership. I also thank my committee members, Dr. Penny Pence, Dr. Anne Calhoun, and Dr. Nancy Marie Mithlo, for their valuable recommendations and insights pertaining to this study and their assistance in my professional development. To the members of the Native arts community and specifically the Native artists whose contributions to this study made it possible, I am grateful for all the conversations leading up to this project, the meals we shared and the issues you brought up. -
Burns, Siŋté Máza
ISSN: 2471-6839 Cite this article: Emily C. Burns, “Siŋté Máza (Iron Tail)’s Photographic Opportunities: The Transit of Lakȟóta Performance and Arts,” Panorama: Journal of the Association of Historians of American Art 6, no. 2 (Fall 2020), https://doi.org/10.24926/24716839.10913. Siŋté Máza (Iron Tail)’s Photographic Opportunities: The Transit of Lakȟóta Performance and Arts Emily C. Burns, Associate Professor, Department of Art and Art History, Auburn University In 1907, the San Francisco Call printed a full- page collage that evocatively mingles drawings, half-tone photographs, and text to present “The Indian and the Auto: A Meeting of Extremes” (fig. 1). Implying an uneasy clash of old and new, a large central sketch depicts an Indian figure sitting on a blanket wearing a war bonnet and trailer, facing the front grate of an automobile.1 His chin rests meditatively in one hand, and he holds a wrench, with his sleeve rolled up in anticipation of work. The scene implies that the horse, seen in the background, has been rendered obsolete. While this figure is not captioned, the photographs reproduced around the drawing represent Siŋté Máza (Iron Tail, c. 1840s–1916), a longtime Lakȟóta “chief” in Buffalo Bill’s Wild West who appeared frequently in early twentieth-century mass media. In the oval photograph to the left, Siŋté Máza leans against the hood of the car wearing regalia, cranking the handle to start the vehicle’s Fig. 1. “The Indian and the Auto: A Meeting of engine. At right, a photographic silhouette of Extremes” San Francisco Call, September 1, 1907, 1.