na ptg main presentation

A JOURNEY

INTO

NATIVE AMERICAN PAINTING

THROUGH

ART & TECHNOLOGYMichael LiPira copyright 2008

THEODORE ROOSEVELT SCHOOL FORT APACHE, ARIZONA

INDIAN CLUB CROWN DANCERS

APACHE CULTURE CENTER ADJACENT TO OUR SCHOOL LOCAL SCENERY

DORMITORY

OUR ‘NATIONAL HISTORIC SITE’

SCHOOL

OUR LOCATION

TRS WARRIOR

COMPUTER/ ART LAB at

THEODORE ROOSEVELT SCHOOL

ARTWORK CREATED AT SEPARATE

TABLES

LEARNING STYLES

During the first week of school I always conduct this simple Learning Styles Inventory. It gives me a good barometer on the approximate learning styles of my students, which influences how I approach and create my lessons.

The three Learning Styles:

• Visual

• Auditory

• Tactile/Kinesthetic

Frequently students have more than one. From my experience over the past 8 years of giving this inventory, the majority of middle school students are Tactile/Kinesthetic.

TEACHING METHODS USED:• DEMONSTRATIONS

•AUDIO/VISUAL PRESENTATIONS

•GAMES

•SPEAKERS

•GROUP ACTIVITES

•INDIVIDUAL WORK-SYNTHESIZED ASSIGNMENTS

•MODELING

•VISUAL DISPLAYS

•LECTURES

ELL STRATEGIES ADDRESSED IN THE VISUAL ART & DIGITAL NATIVE AMERICAN PAINTING UNIT:

•MANIPULATIVES

•ORAL READING [of directions]

•PICTURE CLUES

•LABELING

•TACTILE ACTIVITIES

•PEER TUTORING

•MODELING

•CULTURE IN THE CLASSROOM

•THEMATIC UNIT

FOR STUDENTS WITH SPECIAL NEEDS: I have Graphic tablets, large paintbrushes, large type ThinkSheets and

ThinkSheets with simplified directions.

ADAPTED FROM http://www.coun.uvic.ca/learning/exams/blooms-

taxonomy.html

BLOOMS TAXONOMY

The cognitive transfer of vocabulary from Visual Art Terms to Computer Graphic Terms and the evolution of a new form of their artwork in digital form is focused on the top 4 Higher Order Thinking Skills:

Application

Analysis

Synthesis

Evaluation

‘Virtual Class’ Software- Classroom Desktop

Visual Art related projects, which encompass

Computer Graphic related projects, which encompass

•Shape vs. Form•Texture creation• Line• Perspective •Patterning with Motif creation. •Principles of Design are coordinated within exercises and projects. •Value creation methods using pencil based mediums.• Color, which includes color wheel order, color mixing, color value, color blending, Painting techniques of the Masters.•Study of Native American Painting

This segment consists of Directed Activities.

•Cross-over vocabulary from Art terms to Computer Graphic terms •Photoshop LE tools identification, purpose and usage• Gradient and color blend scales created in Photoshop LE but printed in a MS Publisher document•Using the Text tool•Using the Rubber Stamp tool to create a picture in Photoshop LE but printed in a MS Publisher document.

•Photo manipulation picture in Photoshop LE but printed in a MS Publisher document•Photo combination picture in Photoshop LE but printed in a MS Publisher document•Creating a digital painting in Photoshop LE but printed in a MS Publisher document•How to use a scanner and digitizer table

This segment consists of a combination of Directed and Independent Activities.

The Unit is Divided into 2 Segments:

TOOLS FOR TEACHING COLOR & VALUE

COLORED WOODEN BLOCK MANIPULATIVES FOR TEACHING ORDER

TRANSPARENT COLORED ACETATE TO USE ON OVERHEAD PROJECTOR FOR TEACHING COLOR MIXING

Students work in small groups to put the blocks in order. Geared towards Kinesthetic Learners

BLENDING EVOLUTION

PENCIL

COLORED MEDIA

UTILIZING PHOTOSHOP

LE

TOOLS

COLOR WHEEL EVOLUTION

THINKSHEET for PAINTED COLOR WHEEL

DIRECTIONS FOR CREATING

A COLOR WHEEL IN MS PUBLISHER

FINSIHED MS PUBLISHER COLOR

WHEEL

NAME_______________________

PAINTING TECHNIQUES

POINTILISM [SEURAT] LAYERED STROKES [VAN GOGH]

BLENDING [UNIVERSAL] HARD EDGE [MODERN]

PAINTING TECHNIQUES

OF THE MASTERS

POWERPOINT

Traditional Painting Techniques Evolution

WORKSHEET USING PAINT MEDIUM OR COLORED

PENCILS OR PASTELS

UTILIZING PHOTOSHOP LE

TOOLS

SYMBOLISM

Student generated poster of Apache

Symbols

ROCK GLYPH

POWERPOINT

SYMBOLS POWERPOINT

All Art is the visualization of an idea, a person, place, or thing, or a feeling.

When I begin the Native American painting unit I talk first about Symbols. In the ‘Symbols’ PowerPoint the students examine both ancient and contemporary symbols. From there we digress in to Native American symbols related to tribal identification and ceremony, clans, pottery, blanket designs, objects, animals, motifs, food, transportation, nature.

For the paintings I ask students to draw several symbols relating to their tribal affiliation and/or feelings, then combine them into a sketch for a painting. For the drawings student choose a b/w picture that they relate to and draw it using shading and sometimes graph-enlargement.

All of these ideas combine themselves into the digital creations.

POTTERY POWERPOINT

RUG DESIGN POWERPOINT

WORKSHEET FOR POWERPOINT PRESENTATION ON NATIVE AMERICAN PAINTERS.

NAME:_____________________________ Answer the following questions a specifically as you can:

1. The Institute of American Indian Arts [I.A.I.A]: A. When was it started? ________________ B. Who started it?_____________________ C. Where is it located?__________________ D. What does it do?__________________________________

2. How is color applied in the HARD EDGE or BAMBI style of Native American painting?

_______________________________________ ________________________________________________________

3. Name a famous Apache artist who painted in the Hard Edge style: 4. How is color applied in the MONOCHROMATIC style of Native American

painting?________________________________________ ________________________________________________________

5. How is color applied in the BLENDED style of Native American painting?

_______________________________________________ _______________________________________________________

6. List 4 different aspects of Native American life depicted in these paintings:

1.________________________________

2.________________________________

3.________________________________

4. _______________________________

NATIVE AMERICAN PAINTING

Based on an article that I wrote in ‘School Arts Magazine’ in October 1997, I divide Native American Painting into 3 styles:

• Hard Edge

• Monochromatic

• Blending

The students and I view the following PowerPoint presentation, and they answer the questions on the document to the left. Then they are free to explore the artworks for ideas. Sometimes I will have them pick an artist and write a report on them.

NA PTG PPT

PHOTOSHOP

LE TOOLBAR

FLASHCARDS

POWERPOINT

LABELING PHOTOSHOP TOOLS-

Students use the program to do this.

FLASH CARD POWERPOINT AVAILABLE TO STUDENTS

ON THE LAB SERVER SHARED DRIVE

PHOTOSHOP TOOLS MATCHING GAME- Students work in small groups to first

associate the correct label with the tool, then associate the correct tool definition

METHODS FOR REMEMBERING PHOTOSHOP TOOLBAR ICONS

COMPUTER GRAPHICS VOCABULARY DEFINITIONS, ASSOCIATED WITH ART

TERMS

STUDENTS TYPE THIS IN MS WORD

ASSESSMENT OF COMPUTER GRAPHICS VOCABULARY

ASSOCIATED WITH PHOTOSHOP LE TOOLS

I use a Checklist like this for the Computer Graphic Unit so students can keep track of their individual progress.

• I explain and demonstrate each project on the Checklist, approximately 1-2 per day. I show the students completed examples

• Students are responsible for their own progress and comprehension.

•. Because each project has 3 modes of directions, I don’t give direct answers until they have tried all 3 modes. With this approach students find the mode that best suites them and I have found their comprehension is higher because they have to figure it out.

• I allow for peer teaching

• With ‘Virtual Class’ software I am able to assist individual students on their computers when needed, but act primarily as a Facilitator

Sample Checklist for 2008 Project

GRADIENT CREATION IN PHOTOSHOP LE

Written Directions

for Advanced Students- less visual details, more

words.

PowerPoint Directions

for Intermediate Students- less words, more

visual details.Available on Lab

Server Shared Drive

Video Directions created with

Camtasia Studio, for low readers and

Visual learners. Few words, detailed directions, can be

replayed or stopped & started while

doing the project.

Could also contain Verbal Directions

for Auditory learners

Available on Lab Server Shared Drive

Written Directions for Advanced Students- less visual details, more words.


for Intermediate Students- less words, more

visual de Available on Lab Server Shared

Drive tails

Video Directions created with Camtasia

Studio, for low readers and Visual

learners. Few words, detailed directions, can be replayed or stopped & started

while doing the project.

Could also contain Verbal Directions

for Auditory learners.


PHOTO MANIPULATION PROJECT

PHOTO MANIPULATION

PHOTO MANIPULATION:

CHEYENNE’S SUNRISE CEREMONY

ORIGINAL PHOTO TAKEN BY A

FAMILY MEMBER

PHOTO MANIPULATED USING PHOTOSHOP LE

TOOLS

USING THE RUBBER STAMP TOOL IN PHOTOSHOP LE



for Intermediate Students- less words, more visual details


Video Directions created with

Camtasia Studio, for low readers and

Visual learners. Few words, detailed directions, can be

replayed or stopped & started while doing

the project.Could also contain Verbal Directions

for Auditory learners


RUBBER STAMP TOOL

DIRECTIONS FOR PHOTO COMBINATION PROJECT



for Intermediate Students- less words, more visual details


Video Directions created with Camtasia Studio, for low readers and Visual learners. Few words, detailed directions, can be

replayed or stopped & started while doing the

project.Could also contain

Verbal Directions for Auditory learners

Available on Lab Server Shared

Drive.

PHOTO COMBINATION

PENCIL

DRAWINGDIGITAL

RENDITION

PHOTOGRAPH

EVOLUTION FROM ART SEGMENT TO COMPUTER GRAPHICS SEGMENT

PATTERNED DESIGN

PAINTING DIGITAL USING PHOTOSHOP LE

TOOLS


PAINTINGDIGITAL USING PHOTOSHOP LE

TOOLS


PAINTING- ACRYLICSDIGITAL USING PHOTOSHOP LE

TOOLS


DIGITAL PAINTINGS

ASSESSMENTInstead of a Grading Rubric, I assess the student work in the

following manner:

• For practice exercises, such as a blended value scale, I grade with a √+, √ or √- At the end of a quarter if a student GPA falls between two grades, I use these as a measure to decide the higher or lower grade.

• Tests and quizzes are graded per question.

• For all other projects, I use a 5 question Grading Criteria. Each question has a 20% value. Partial credit can be deducted if necessary.

An example of this is:

Native American Digital Painting 2008 Grading Criteria:

1. Does the picture show a Native American theme?

2. Is at least one of the Masterwork Painting Techniques used?

3. Did you use at least 2 Photoshop tools?

4. Were you creative in showing your subject using tools that you practiced in previous assignments?

5. Was the assignment done clearly and neatly?

• I also weigh the graded assignments, with final unit projects equal to 3.

EXTENSIONS TO THE UNIT:

• REPORTS OR POWERPOINT PRESENTATIONS ABOUT A SPECIFIC ARTIST, STYLE, OR TRIBAL ART

• DIGITAL VARIATIONS ON A SUBJECT, SUCH AS:

ORIGINAL SCANNED DRAWING

• THEMATIC SEQUENCE

• VISUAL STORYTELLING THROUGH A SERIES OF PICTURES

• SELF-PORTRAITS DONE IN A PHOTO MANIPULATION

• NATIVE AMERICAN-THEMED TESSELLATIONS

• SHORT STORY RELATING TO THE ARTWORK

GUEST ARTISTSIndigenous Guest Artists can have a

profound impact on students. In this series

of pictures Apache artist Douglas Miles spent a day showing his work & doing a

drawing lesson with students relating to one of his ‘warriors’,

then creating a stencil picture of one of his drawings. Student

retention of the information is very

high

Finished Product

RESOURCES

•Archuleta, Margaret & Strickland, Rennard. Shared Visions: Native American Painters and Sculptors in the Twentieth Century. C. 1991. Heard Museum.

•Asch, Connie. Indian Designs for Jewelry and Other Arts and Crafts. C. 1985. Treasure Chest Publications, Inc.

•Bahti, Tom. Southwestern Indian Ceremonials. C. 1971 KC Publications

•Dooley, Virginia. R.C. Gorman- Chinle to Taos. C. 1988 by R.C. Gorman. Published by Navajo Gallery, Taos, NM

•Douglas Miles Style Index. http://www.geocities.com/douglasmilesstyle/

•Hill, Rick. Creativity Is Our Tradition: Three Decades of Contemporary Indian Art at the Institute of American Indian Arts. C. 1992. Institute of American Indian and Alaska Native Culture and Arts Development.

•Kiva’s American Indian Symbol Dictionary. http://www.kivatrading.com/symbol1.htm

•Modley, Rudolf. Handbook of Pictorial Symbols. C. 1976. Dover Publications, Inc.

•Native Americans.com http://www.nativeamericans.com/

•Patterson, Alex. A Field Guide to Rock Art Symbols of the Greater Southwest. C. 1992 by Alex Patterson. Johnson Printing Company.

•Quiller, Stephen. Color Choices: Making Sense Out of Color Theory. C. 1989. Watson-Guptill Publications

•Schiffer, Nancy. Navajo Weaving Today. C. 1991 Schiffer Publishing, Ltd.

http://www.geocities.com/douglasmilesstyle/

http://www.nativeamericans.com/

ISTE: EDUCATIONAL TECHNOLOGY STANDARDS

FOR STUDENTS:1.Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

a.apply existing knowledge to generate new ideas, products, or processes.

b.create original works as a means of personal or group expression.

2.Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

a.interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

b.communicate information and ideas effectively to multiple audiences using a variety of media and formats.

ISTE: EDUCATIONAL TECHNOLOGY STANDARDS FOR STUDENTS:

4.Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

a. identify and define authentic problems and significant questions for investigation.

d. use multiple processes and diverse perspectives to explore alternative solutions.

6.Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

a.understand and use technology systems.

b.select and use applications effectively and productively.

ARIZONA STATE STANDARDS:TECHNOLOGY: 1T-E1: Communicate about technology using developmentally appropriate and accurate terminology

1T-E2: Demonstrate increasingly sophisticated operation of technology components

2T-E2: Exhibit legal and ethical behaviors when using technology and information and discuss consequences of misuse. [re: plagiarism]

3T-E1: Use formatting capabilities of technology tools for communicating and illustrating

3T-E3: Publish and present information using technology tools.

4T-E2:Use technology tools for individual and collaborative writing, communication and publishing activities to create curricular related products for audiences inside and outside the classroom.

5T-E1: Locate information from electronic resources

ARIZONA STATE STANDARDS:ART: 1:1: The student will develop, revise, and reflect on ideas for expression in his or her own artwork.1:2: The student will use materials, tools and techniques in his or her own artwork.1:3: The student will use elements of art and principles of design in his or her own artwork.1:4: The student will express ideas to communicate meanings or purposes in artwork [re: Symbols and Themes]1:5: The student will apply criteria to assess the quality of in-progress and finished artwork.2:1: The student will describe the role art plays in culture and how it reflects, records and interacts with history in various times, places and traditions.2:2: The student will identify/analyze the use of materials, tools and techniques in artwork.2:3: The student will explore the artistic traditions and visual conventions from diverse cultures, which often differ from the elements and principles traditionally used in many Western cultures.2:3: The student will interpret meanings or purposes of artwork based on contextual information.3:2: The student will reflect on and determine how materials, tools and techniques affect meanings, purposes and value in artworks.

ARIZONA STATE STANDARDS:

LANGUAGE ARTS:3:1:6: Locate appropriate print and electronic reference resources for a specific purpose.3:1:8: Interpret graphic features [e.g., charts, maps, diagrams, illustrations, graphs…] of expository text.3:2:1: Use information from text and text features to determine the sequence of activities needed to carry out a procedure.3:2:3: Interpret details from a variety of functional text [e.g., instructional manuals, technical manuals <such as HELP menu’s>,…] for a specific purpose [e.g., to follow directions, perform procedures,…]3:2:4: Evaluate the adequacy of details and facts from functional text to achieve a specific purpose].

ARIZONA STATE WORKPLACE STANDARDS:1WP-E3: Demonstrate correct grammar and punctuation

in writing.7WP-E1: Demonstrate basic computer operation skills in

a variety of applications to organize information.1WP-P6: Create documents that are clear, appropriate to the audience, subject matter and purpose, and exhibit

the writer’s use of correct grammar, spelling and punctuation.

Michael LiPira

PO Box 3622

Pinetop, AZ 85935

[email protected]

na ptg main presentation

Documents

color blending

color wheel order

digital painting

teaching color mixing

native american symbols

painted color wheel

color blend scales

week of school