Post on 21-Sep-2020
transcript
ArtworkbyKyleeBeatus
GalenaCitySchoolDistrict
CulturalArtsCurriculumK‐8KoyukonStudiesandVisualArts
FirstEdition
Page 2 Grades K‐8 GCSD Cultural Arts Curriculum
IntroductionandAcknowledgements TheGalenaCitySchoolDistrict(GCSD)recognizesthatbystudyingfinearts,studentsdevelopcriticalthinkingskills,initiative,disciplineandperceptualabilitiesthatextendtoallareasoflife.TheGCSDbelievesthatacomprehensiveartseducationprogramshouldbeanintegralpartofthebasiceducationofferedtoallstudents.TheDistrictalsorecognizestheuniqueculturesandtraditionsrepresentedinourschoolpopulation,andiscommittedtocelebratingandsupportingourcommunity’scultureandheritage.ThisK‐8CulturalArtsCurriculumstrivestopresentfineartseducationthroughtheuniqueculturallensofKoyukonStudies.Throughthisblendofartandculturaleducationwehopetoinstillinstudentsanappreciationforbeautyinartandculture,skillsforlifelongartisticexpression,andsupportastheydeveloptheirownculturalidentities. TheAlaskaStateBoardofEducationalsorecognizestheimportanceofartandcultureinaqualityeducation.TheAlaskaContentandPerformanceStandardsincludeguidanceinbothArtandCulturewhichformthebasisofthiscurriculum.TheCulturalStandardsforAlaskaStudentswerepreparedbytheAlaskaNativeKnowledgeNetwork,whichhaspublishedGuidelinesforNurturingCulturallyHealthyYouth,adocumentwhichwasalsousedinthedevelopmentofthiscurriculum.NumerousschooldistrictsacrossthestatehavethoughtfullydevelopedVisualArtscurriculawiththehelpofAlaskaDepartmentofEducationandEarlyDevelopment(DEED)andtheAlaskaStateCouncilfortheArts(ASCA).ThesecurriculaarebasedontheArtStandardsforAlaskaStudentsandhavemuchincommon,butareoftentailoredspecificallytotheculturalheritageofeachschooldistrict.WehavedrawnheavilyfromtheCopperRiverSchoolDistrictandBeringStraitSchoolDistrictvisualartscurricula,butrecognizethatartistsandeducatorsfromallacrossthestatehavecontributedtothedevelopmentoftheseresources. KoyukonculturalcomponentsofthecurriculumaredrawnfromtheCulturalStandardsforAlaskaStudents,inputfromcommunitymembers,andthelegacyofalong,successfulKoyukonStudiesprogramatGCSD.AdditionalideascamefromtheAlaskaNativeEducationK‐6curriculumoverviewdevelopedbyFairbanksNorthStarBoroughSchoolDistrict. Wewishtosincerelythankallofthecommunitymembers,parents,teachersandadministratorswhohavehelpedtodevelopthiscurriculum.WededicatethisworktoourElderswhohaveinspireduswiththeirlivesandtheirwisdom,andouryouththattheymaycarryallofthiscultureandbeautyintothefuture.
GCSD Cultural Arts Curriculum Grades K‐8 Page 3
TableofContentsIntroductionandAcknowledgements.................................................................................2GoalsandInstructionalApproach.........................................................................................4AlaskaContentStandardsforART........................................................................................6AlaskaContentStandardsforCULTURE.............................................................................8GradeLevelCulturalArtsCurriculum:
Kindergarten……………………………..………………………………………………………..12FirstGrade……………………………………………………………………………….…………17SecondGrade……….……………….……………………………………………………………..22ThirdGrade.….……………………………………………..………………………………………27FourthGrade..……………………………………………………………………………………..32FifthGrade……………….………………………………………………………..………………..37SixthGrade………………………………………………………………………..………………..42SeventhGrade……….………………………………………………………..…………………..47EighthGrade……….…………………………………………………………………..…………..52
AdditionalResources:GuidelinesforNurturingCulturally‐HealthyYouth....................................................57
GuidelinesforYouth.........................................................................................................57GuidelinesforEducators.................................................................................................58GuidelinesforSchools......................................................................................................59
AthabascanCulturalValues...................................................................................................60KoyukonElders’BiographiesandOralHistories.........................................................61AthabascanLanguageResources........................................................................................62OtherBooksofRegionalInterest........................................................................................65FilmsofRegionalInterest......................................................................................................67OtherCurriculumResources................................................................................................69NotableAlaskanArtists...........................................................................................................71ABriefHistoryofArtinAmericanAlaska.......................................................................75GlossaryofArtTerms..............................................................................................................78
Page 4 Grades K‐8 GCSD Cultural Arts Curriculum
GoalsandInstructionalApproach
ThroughtheK‐8CulturalArtseducationtheGCSDseeksto: Introducestudentstoartandculture,withparticularemphasisonthelocal
community’sculturalheritageandartistictraditions. Helpstudentsdeveloplifeskillsinartisticexpressionandprovideopportunitiesfor
creativeendeavor. Encouragestudentsbecomeawareoftheirownculturalidentityandheritage,as
wellasasenseofbelongingtoalargercommunity,astheydeveloptheirownidentity.
PreserveandpasselementsofKoyukoncultureontofuturegenerations. Teachstudentstoappreciateothercultureswithoutdiminishingthevalueoftheir
own.TheGCSDK‐8CulturalArtscurriculumisarrangedinthreemodesoflearningacrossthegradelevels:ENCOUNTERandEXPLORE:Studentsareintroducedtonewconceptsinartandcultureandlearnfromaccomplishedartistsandwisdomkeepersfromthepastandpresent.Throughtheseexperiencesstudentsareinstructedandinspiredtothencreatetheirownartandparticipateinculturalactivities(ProduceandPerform).Gradelevelencountersandexplorationstakeintoconsiderationstudents’ageandinterest,socialstudiesandsciencethemes,andahistorical,multiculturalandgenderbalancedoverview.GoalsforENCOUNTERINGandEXPLORINGartandculture:
LearnaboutKoyukonculture,traditions,values,languageandart. Comparetheartsofdifferentcultures,inAlaskaandthroughouttheworld. Respectdifferencesinpersonalandculturalperspectives. Makestatementsaboutthesignificanceofartsandbeautyinstudents’lives. Exploretheroleofseasonsandenvironmentinthedevelopmentofartandculture,
andhowandwhycultureschangeovertime. LearnfromtheexperiencesofEldersinrespectfulways.
AlaskaStateContentStandardsaddressed:ArtsB,C,&D;CultureA,B,D,&E
GCSD Cultural Arts Curriculum Grades K‐8 Page 5
PRODUCEandPERFORM:Thisisthemostactive,hands‐onportionofthecurriculum.Studentsbecomeengagedinthecreativeprocess;theyexploremedia,tools,andtechniquesandlearntocultivateindividualcreativityandproblem‐solvingskills.Artisticandculturalskillsarepracticed,developedandinternalized,equippingthestudentswithnewmeansofexpression.Suggestedartactivitiescanbetailoredtoenhanceculturalcontentandsupportinstructioninothersubjectareas.GoalsforPRODUCINGandPERFORMINGart:
Usenewandtraditionalmaterials,tools,techniquesandprocessesappropriately. Developlifelongskillsforartisticandculturalexpression Collaboratewithotherstocreateworksofart. Refineartisticskillsandself‐disciplinethroughpracticeandrevision. Developasenseofconnectednesstothecommunityanditsheritage. Demonstratethecreativityandimaginationnecessaryforinnovativethinkingand
problemsolving. Creativelyexploreanddevelopself‐identityandskillstomaintainahealthylifestyle.
AlaskaStateContentStandardsaddressed:ArtsA;CultureA,B,C,&DREFLECTandRESPOND:Studentsbenefitfromtakingtimetorespondtoandreflectuponwhattheyhavelearned.Thisisanimportantwayforstudentstointegratewhattheyaredoing,whattheyarelearning,andwhotheyarebecoming.Suggestedactivitiesandexperiencescontributetothedevelopmentofspeakingandlisteningskills,socialinteractionsandrolesincommunity,healthylifechoices,andlifelongappreciationofbeauty.GoalsforREFLECTINGONandRESPONDINGTOartandculture:
Learnandapplycriteria(elements,principles,etc.)usedtodescribeandevaluateart.
ExaminehistoricalandcontemporaryartfromAlaskaandtheworld,aswellasstudents’ownart.
Describeelementsofculture(values,beliefs,traditions,etc.)andhowtheseaffectthemselves,thecommunity,andtheworld.
Identifyelementsofthenaturalenvironmentanddiscusshowthesearevaluedbyandinfluenceculture.
Considerwaysoftransformingwhattheyhavelearnedintolifeskills.
AlaskaStateContentStandardsaddressed:ArtsB,C&D;CultureA,B,C,&E
Page 6 Grades K‐8 GCSD Cultural Arts Curriculum
AlaskaContentStandardsforART
A.Astudentshouldbeabletocreateandperforminthearts.Astudentwhomeetsthecontentstandardshould:
1.participateindance,drama,music,visualarts,andcreativewriting;2.refineartisticskillsanddevelopself‐disciplinethroughrehearsal,practice,and
revision;3.appropriatelyusenewandtraditionalmaterials,tools,techniques,andprocesses
inthearts;4.demonstratethecreativityandimaginationnecessaryforinnovativethinkingand
problemsolving;5.collaboratewithotherstocreateandperformworksofart;6.integratetwoormoreformstocreateaworkofart;7.investigatecareersinartsproduction.
B.AstudentshouldbeabletounderstandthehistoricalandcontemporaryroleoftheartsinAlaska,thenation,andtheworld.Astudentwhomeetsthecontentstandardshould:
1.recognizeAlaskaNativeCulturesandtheirarts;2.recognizeUnitedStatesandworldculturesandtheirarts;3.recognizetheroleoftraditionandritualinthearts;4.investigatetherelationshipsamongtheartsandtheindividual,thesociety,and
theenvironment;5.recognizeuniversalthemesintheartssuchaslove,war,childhood,andcommunity;6.recognizespecificworksofartcreatedbyartistsfromdiversebackgrounds;7.exploresimilaritiesanddifferencesintheartsofworldcultures;8.respectdifferencesinpersonalandculturalperspectives;9.investigatecareersrelatingtoartshistoryandculture.
C.Astudentshouldbeabletocritiquethestudent’sartandtheartofothers.
Astudentwhomeetsthecontentstandardshould:1.knowthecriteriausedtoevaluatethearts;thesemayincludecraftsmanship,
function,organization,originality,technique,andtheme;2.examinehistoricalandcontemporaryworksofart,theworksofpeers,andthe
student’sownworksasfollows:a.)identifythepiece,b.)describetheuseofbasicelements,c.)analyzetheuseofbasicprinciples,d.)interpretmeaningandartist’sintent,e.)expressanddefendaninformedopinion;
3.acceptandofferconstructivecriticism;4.recognizeandconsideranindividual’sartisticexpression;5.exhibitappropriateaudienceskills;6.investigatecareersrelatingtoartscriticism.
GCSD Cultural Arts Curriculum Grades K‐8 Page 7
D.Astudentshouldbeabletorecognizebeautyandmeaningthroughtheartsinthestudent’slife.Astudentwhomeetsthecontentstandardshould:
1.makestatementsaboutthesignificanceoftheartsandbeautyinthestudent’slife;2.discusswhatmakesanobjectorperformanceaworkofart;3.recognizethatpeopletendtodevaluewhattheydonotunderstand;4.listentoanotherindividual’sbeliefsaboutaworkofartandconsiderthe
individual’sreasonforholdingthosebeliefs;5.considerothercultures’beliefsaboutworksofart;6.recognizethatpeopleconnectmanyaspectsoflifethroughthearts;7.makeartisticchoicesineverydayliving;8.investigatecareersrelatedtothesearchforbeautyandmeaning,whichis
aesthetics.
Page 8 Grades K‐8 GCSD Cultural Arts Curriculum
AlaskaContentStandardsforCULTURE
A.Culturally‐knowledgeablestudentsarewellgroundedintheculturalheritageandtraditionsoftheircommunity.Studentswhomeetthisculturalstandardareableto:
1.assumeresponsibilityfortheirroleinrelationtothewell‐beingoftheculturalcommunityandtheirlife‐longobligationsasacommunitymember;
2.recounttheirowngenealogyandfamilyhistory;3.acquireandpassonthetraditionsoftheircommunitythroughoralandwritten
history;4.practicetheirtraditionalresponsibilitiestothesurroundingenvironment;5.reflectthroughtheirownactionsthecriticalrolethatthelocalheritagelanguage
playsinfosteringasenseofwhotheyareandhowtheyunderstandtheworldaroundthem;
6.livealifeinaccordancewiththeculturalvaluesandtraditionsofthelocalcommunityandintegratethemintotheireverydaybehavior.
7.determinetheplaceoftheirculturalcommunityintheregional,state,nationalandinternationalpoliticalandeconomicsystems.
B.Culturally‐knowledgeablestudentsareabletobuildontheknowledgeandskillsofthelocalculturalcommunityasafoundationfromwhichtoachievepersonalandacademicsuccessthroughoutlife.Studentswhomeetthisculturalstandardareableto:
1.acquireinsightsfromothercultureswithoutdiminishingtheintegrityoftheirown;
2.makeeffectiveuseoftheknowledge,skillsandwaysofknowingfromtheirownculturaltraditionstolearnaboutthelargerworldinwhichtheylive;
3.makeappropriatechoicesregardingthelong‐termconsequencesoftheiractions;4.identifyappropriateformsoftechnologyandanticipatetheconsequencesoftheir
useforimprovingthequalityoflifeinthecommunity.
C.Culturally‐knowledgeablestudentsareabletoactivelyparticipateinvariousculturalenvironments.Studentswhomeetthisculturalstandardareableto:
1.performsubsistenceactivitiesinwaysthatareappropriatetolocalculturaltraditions;
2.makeconstructivecontributionstothegovernanceoftheircommunityandthewell‐beingoftheirfamily;
3.attainahealthylifestylethroughwhichtheyareabletomaintaintheirownsocial,emotional,physical,intellectualandspiritualwell‐being;
4.enterintoandfunctioneffectivelyinavarietyofculturalsettings.
GCSD Cultural Arts Curriculum Grades K‐8 Page 9
D.Culturally‐knowledgeablestudentsareabletoengageeffectivelyinlearningactivitiesthatarebasedontraditionalwaysofknowingandlearning.Studentswhomeetthisculturalstandardareableto:
1.acquirein‐depthculturalknowledgethroughactiveparticipationandmeaningfulinteractionwithElders;
2.participateinandmakeconstructivecontributionstothelearningactivitiesassociatedwithatraditionalcampenvironment;
3.interactwithEldersinalovingandrespectfulwaythatdemonstratesanappreciationoftheirroleasculture‐bearersandeducatorsinthecommunity;
4.gatheroralandwrittenhistoryinformationfromthelocalcommunityandprovideanappropriateinterpretationofitsculturalmeaningandsignificance;
5.identifyandutilizeappropriatesourcesofculturalknowledgetofindsolutionstoeverydayproblems;
6.engageinarealisticself‐assessmenttoidentifystrengthsandneedsandmakeappropriatedecisionstoenhancelifeskills.
E.Culturally‐knowledgeablestudentsdemonstrateanawarenessandappreciationoftherelationshipsandprocessesofinteractionofallelementsintheworldaroundthem.Studentswhomeetthisculturalstandardareableto:
1.recognizeandbuildupontheinter‐relationshipsthatexistamongthespiritual,naturalandhumanrealmsintheworldaroundthem,asreflectedintheirownculturaltraditionsandbeliefsaswellasthoseofothers;
2.understandtheecologyandgeographyofthebioregiontheyinhabit;3.demonstrateanunderstandingoftherelationshipbetweenworldviewandthe
wayknowledgeisformedandused;4.determinehowideasandconceptsfromoneknowledgesystemrelatetothose
derivedfromotherknowledgesystems;5.recognizehowandwhycultureschangeovertime;6.anticipatethechangesthatoccurwhendifferentculturalsystemscomeincontact
withoneanother;7.determinehowculturalvaluesandbeliefsinfluencetheinteractionofpeoplefrom
differentculturalbackgrounds;8.identifyandappreciatewhotheyareandtheirplaceintheworld.
Page 10 Grades K‐8 GCSD Cultural Arts Curriculum
Grade‐LevelCulturalArtsCurriculum
GCSD Cultural Arts Curriculum Grades K‐8 Page 11
EncounterandExplore:KindergartenLearnaboutconceptsinartandculture,andlearnfromaccomplishedartistsandwisdomkeeperspastandpresent.
ElementsofArt
General
Generallyrecognizedelementsofartincludeline,shape,form,space,light,texture,andcolor.Inkindergarten,introducestudentstolineandcolor.
Engagestudentsinrecognizingandusingdifferentkindsoflinesandcolors,andpointoutlinesandcolorsinnature.
Observeshapesinartandnature
Color Observehowcolorscancreatedifferentfeelingsandhowcertaincolors
canseem“warm”(red,orange,yellow)or“cool”(blue,green,purple). Observetheuseofcolorinpaintings,illustrations,orotherart.
Line Identifyandusedifferentlines:straight,zigzag,curved,wavy,thick,thin Observedifferentkindoflinesinexamplesofart.
Explore
Afterstudentshavebeenintroducedtoelementsofartandarangeofartworkandartists,engagetheminlookingatpicturesandtalkingaboutthem.
Askstudentsaboutfirstimpressions:Whatdotheynoticefirst?Whatdoesthepicturemakethemthinkorfeel?
Discusslines,colorsanddetailsnotobviousatfirst,whytheythinktheartistchosetodepictthingsinacertainway,etc.
ExploringCulture
CulturalValuesandTraditions
Makestudentsfamiliar withAthabascanvalues,howtheyhaveshapedlocalcultureandhowtheyapplytotheirownlives.*
Provideopportunitiesforstudentstolearnculturaltraditionsthroughhands‐ondemonstrationsofculturalknowledge,practices,andskills.
SeasonsandSubsistence
ThecycleoftheseasonsandrelatedactivitiesarecentraltoKoyukonAthabascanculture.Throughouttheschoolyear,activitiescanbeorientedaroundtheseasonstomakestudentsfamiliarwiththeannualcycleoftraditionalactivities.
Studentsbecomefamiliarwiththeneedfor,andactivitiesrelatedtosubsistenceharvest,andhowthesehavechangedovertime.Activitiesincorporatenativescienceandoutdoorexploration.
LearningfromElders
Elders,asthetradition‐bearers,canhelpnurtureculturallyhealthyyouthbysharingtheirwisdom
Studentsacquirein‐depthculturalknowledgethroughactiveparticipationandmeaningfulinteractionwithElders.
StudentslearnfromEldersofthepastthroughbooksandsoundrecordings.*
AlaskanArtists Alaskahasbeenhometomanyartists,nativeandnon‐native,pastand
present.ProvideexamplesofAlaskanartworkthatpertainstothesubjectsbeingstudiedandexplored.*
AlaskanLiterature
Studentslearnaboutlocalculture,traditionalstoriesandhistorythroughage‐appropriatebooks.*
*SeeResourcesectionformoreinformation.
Page 12 Grades K‐8 GCSD Cultural Arts Curriculum
ProduceandPerform:KindergartenStudentsimagine,plan,andcreateworksofartincludingthosethatreflectculturaltraditions.
Drawing:Theportrayalofanideausinglineand/ortone. Materials
Practicedrawingusingawidevarietyoftools. Pencil,pen,eraser Markers Crayons Coloredpencils
Createanddescribemanydifferentlinesandshapes.
Drawfromstories,imagination,nature,memory,andobservation
Painting:Theapplicationofpainttoasurface. Beintroducedtoavarietyofpaints.
Fingerpaint Temperapaint Varietyofpapers Varietyof
paintbrushes
Paintwithlargeandsmallpaintbrushes.
Paintonavarietyofsurfaces–bothonaneaselandtabletop
Exploremixingcolors
Printmaking:Theprocessoftransferringanimagewithmultiplecopies. Createimagesbyprintingfoundobjects(vegetables,etc.). Foundobjects
Sponges Stamps Paint Stamppad Crayons
Makeamonoprintbymakingaprintfromawetpainting.
Makerubbingsofdifferenttextures.
Sculpture:Thecreationofformsthatfillspaceorthreedimensions. Manipulateclayormodelingdoughusingrollingandpinching
techniques;addtexturedpatterns. Clayandclaytools Modelingdough Varietyofpaper Wood Fabricandyarn Foundobjects
Learntobend,fold,swirl,andgluepaperinto3‐Dforms.
Usefoundobjectstocreateasculpture.
MixedMedia:Theuseofacombinationofmaterialstocreateartwork. Makeacutortornpapercollage. Magazines
Calendars Fabric,felt,yarn Craftmaterials Beadsandfeathers Varietiesofpaper
Makeacollagethathasdifferenttextures.
Makeapictureaboutthemselvesusingdifferentmaterials.
GCSD Cultural Arts Curriculum Grades K‐8 Page 13
ProduceandPerform(continued):Kindergarten
Beadwork:Usingbeadsaloneorappliedtoothermaterialstocreatetraditionalartwork
Materials
Practicestringinglargebeadsontopipecleanersand/orlacing. Large‐holedbeads
ofmanycolorsandmaterials(plastic,glass,wood)
Pipecleaners,lacing
Explorecolorsandpatternswhenselectingbeads.
Makesimplenecklacesandbracelets.
ClothSewingandHandwork:Usingneedle,thread,cloth,yarntoproducetraditionalclothingorotheritems.
Developsewingskillsusinglacingcardorsimilarobjectswithholesthroughwhichlargeneedlesandyarncanbepulled.
Yarn Plasticneedles
withlargeeyes Lacingcardsor
othermaterialsFurandSkinSewing:Thepreparationanduseoffurandhidesfortraditionalpurposes.
Touch,feel,identifydifferentlocalanimalfursandhidesanddiscusshowtheyarealikeanddifferent.Learnabouthowtheseanimalsareharvestedandhowskinsandhidesareprepared.
Samplesoflocalanimalfursandhides
Basketry:Theproductionofbasketsandothertraditionalitemsusingnaturalmaterialssuchasbirchbark,willow,sprucerootsandothermaterials.
Makebasicwovenpapermatsorothertwo‐orthree‐dimensionalshapes.
Paperofcontrastingcolors
Scissors Glue
OtherCulturalSkills:Creatingtools,culturalitems,ordevelopingskillsusedinavarietyoftraditionalactivities. Demonstrateculturalvaluesofrespect,sharingandhelpfulnessinthe
classroomandinthepresenceofElders. LocalElders,
Koyukoncultureresources
Exploredifferentwinterrecreationalandsubsistenceactivitieswithhands‐onexperiences.Createadepictionofawintercampwithtools,animalsandplants.
LearnabouttraditionalAthabascanfamilyrolesincludingtheroleofEldersasteachers.
KoyukonLanguage:UnderstandingspokenandwrittenKoyukonwordsandphrases,andcommunicatingwithothersintheKoyukonlanguage.
LearntounderstandandsayatleasttennewKoyukonwordssuchasweatherterms,animalnames,andclassroomcommands.
Koyukonlanguageresources
Storytelling,SongandDance:Learningandperformingtraditionalstories,songsanddance. ListentoandretelltraditionalstoriesfromElders. LocalElders,
audioandwrittenKoyukonstoriesandsongs
LearnatleastoneKoyukonchildren’s’song.
Page 14 Grades K‐8 GCSD Cultural Arts Curriculum
ReflectandRespond:KindergartenAnalyzeandevaluatetheprocessoflearningaboutandparticipatinginartandculture.
StudentswillDESCRIBEARTusingthesedesignelements:Line Observeavarietyoflinesandnamethem.
Shape/Form Recognizeacircle,square,triangle,rectangle,oroval.Color Recognizeprimarycolors(red,yellow,blue).
Value Discernbetweenlightanddarkinsamecolors.
Texture Findactualorvisualtextureandinventdescriptivewords.
Space/Perspective Beawareofnearandfar,andbeabletodiscusswhatlookscloserinpicturesorotherart.
StudentswillANALYZEARTusingthesedesignprinciples:Pattern Begintorecognizepatterns.
Rhythm/Movement Lookforrepetitionandthesuggestionofmotion/movementinart
Proportion/Scale Comparesizeofobjectsinanartworkasanintroductiontoscale.
Unity Discusswhetheranartworkseemscomplete/finished.
Emphasis Discusswherethecenterofinterestisinaworkofart.
StudentswillDESCRIBECULTUREusingthesetermsandconcepts:
Heritage Understandlocalhistoryandfactorsthathavecontributedtothe
developmentoflocalcultureandtheirownidentity. Recounttheirowngenealogyandfamilyhistory.
Values/Beliefs Becomefamiliarwithculturalvaluesandhowtheyaffectbehavior. Understandrelationshipsbetweenbeliefs,worldviewandtheway
knowledgeisformedandused.
Traditions Learnaboutlocaltraditionsofthepastandpresent. Understandhowandwhycultureschangeovertime.
Subsistence
Describeseasonalsubsistenceactivitiesandtheroletheyplayindevelopingcultureandidentity.
Identifyhistoricchangesintechnologyandtheconsequencesoftheiruseforimprovingthequalityoflifeinthecommunity.
Community
Understandhowcommonheritageandexperiencescreatecommunity,andhowcommunityshapesindividuals.
Determinetheplaceoftheirculturalcommunityinregional,state,national,andinternationalpoliticalandeconomicsystems.
Environment
Learnhowsubsistenceactivitiesandculturaltraditionsaffectandareshapedbythenaturalenvironment.
Becomefamiliarwithlocalplantsandanimals. Understandconceptsofsustainabilityandrespectforenvironment.
GCSD Cultural Arts Curriculum Grades K‐8 Page 15
ReflectandRespond(continued):Kindergarten
StudentswillEXPRESSCULTUREintheirownlives:
Identity
Recognizetherolecultureandlanguageplayindeterminingwhotheyareandhowtheyunderstandtheworldaroundthem.
Integrateculturalvaluesandtraditionsintoeverydaybehavior. Assumeresponsibilityfortheirroleinrelationtothewellbeingofthe
community.
Respect
Treatself,classmates,teachers,Eldersandothercommunitymemberswithkindness.
ShowrespecttoEldersinthecommunitybyassistingtheminanywaypossible.
Valueandtreatelementsofthenaturalworldinaresponsiblemanner. Acquireinsightsfromotherpeopleandcultureswithoutdiminishingthe
integrityoftheirown. Consistentlyactasagoodrolemodel,showingrespectandproviding
supporttoothers.
HealthyLiving
Useculturalvaluesasguidanceinmakinghealthychoicesthatcontributetophysical,mentalandspiritualwellbeinginselfandothers.
Associatewithfriendswhoarehealthyrolemodelsthatmakeapositivecontributiontoyourgrowthanddevelopmenttowardadulthood.
Engageinrealisticself‐assessmenttoidentifystrengthsandneedsandmakeappropriatedecisionstoenhancelifeskills.
Participateinsubsistenceactivitieswithparents,Eldersandothermembersofthecommunityandlearnthestoriesandlessonsassociatedwiththoseactivities.
Becomeactivelyinvolvedinlocalactivitiesandorganizationsthatcontributetothequalityoflifeinthecommunity.
Stories
Acquireandpassonthetraditionsofthecommunitythroughoralandwrittenhistory.
Usestorytellingasawayofcommunicatingexperiencesandvalueswithothers.
Usecriticaljudgmentintheselectionofpopularmediaforreading,viewingandlisteningandmakesurethesearethestoriesyouwanttoguideyouinbecominganadult.
Resourcefulness Identifyandutilizeappropriatesourcesofculturalknowledgetofindsolutionstoeverydayproblems.
Page 16 Grades K‐8 GCSD Cultural Arts Curriculum
EncounterandExplore:FirstGradeLearnaboutconceptsinartandculture,andlearnfromaccomplishedartistsandwisdomkeeperspastandpresent.
ElementsofArt
General
Generallyrecognizedelementsofartincludeline,shape,form,space,light,texture,andcolor.Inkindergarten,introducestudentstolineandcolor.
Engagestudentsinrecognizingandusingdifferentkindsoflinesandcolors,andpointoutlinesandcolorsinnature.
Observeshapesinartandnature
Color Observehowcolorscancreatedifferentfeelingsandhowcertaincolors
canseem“warm”(red,orange,yellow)or“cool”(blue,green,purple). Observetheuseofcolorinpaintings,illustrations,orotherart.
Line Identifyandusedifferentlines:straight,zigzag,curved,wavy,thick,thin Observedifferentkindsoflinesinexamplesofart.
Explore
Introducestudentstoportraits,self‐portraits,andstilllife.Afterstudentshavebeenintroducedtoelementsofartandarangeofartworkandartists,engagetheminlookingatpicturesandtalkingaboutthem.
Askstudentsaboutfirstimpressions:Whatdotheynoticefirst?Whatdoesthepicturemakethemthinkorfeel?
Discusslines,colorsanddetailsnotobviousatfirst,whytheythinktheartistchosetodepictthingsinacertainway,etc.
ExploringCulture
CulturalValuesandTraditions
MakestudentsfamiliarwithAthabascanvalues,howtheyhaveshapedlocalcultureandhowtheyapplytotheirownlives.*
Provideopportunitiesforstudentstolearnculturaltraditionsthroughhands‐ondemonstrationsofculturalknowledge,practices,andskills.
SeasonsandSubsistence
ThecycleoftheseasonsandrelatedactivitiesarecentraltoKoyukonAthabascanculture.Throughouttheschoolyear,activitiescanbeorientedaroundtheseasonstomakestudentsfamiliarwiththeannualcycleoftraditionalactivities.
Studentsbecomefamiliarwiththeneedfor,andactivitiesrelatedtosubsistenceharvest,andhowthesehavechangedovertime.Activitiesincorporatenativescienceandoutdoorexploration.
LearningfromElders
Elders,asthetradition‐bearers,canhelpnurtureculturallyhealthyyouthbysharingtheirwisdom
Studentsacquirein‐depthculturalknowledgethroughactiveparticipationandmeaningfulinteractionwithElders.
StudentslearnfromEldersofthepastthroughbooksandsoundrecordings.*
AlaskanArtists Alaskahasbeenhometomanyartists,nativeandnon‐native,pastand
present.ProvideexamplesofAlaskanartworkthatpertainstothesubjectsbeingstudiedandexplored.*
AlaskanLiterature
Studentslearnaboutlocalculture,traditionalstoriesandhistorythroughage‐appropriatebooks.*
*SeeResourcesectionformoreinformation.
GCSD Cultural Arts Curriculum Grades K‐8 Page 17
ProduceandPerform:FirstGradeStudentsimagine,plan,andcreateworksofartincludingthosethatreflectculturaltraditions.
Drawing:Theportrayalofanideausinglineand/ortone. Materials
Practicedrawingusingawidevarietyoftools. Pencil,pen,eraser Markers Crayons Coloredpencils Oilpastels Varietyofpapers
(colors,textures,shapes)
Createanddescribemanydifferentlines.
Drawfromstories,imagination,nature,memory,andobservation
Drawonavarietyofsurfaces–differentkinds,shapes,sizes
Painting:Theapplicationofpainttoasurface. Useavarietyofpaints. Fingerpaint
Temperapaint Watercolorcrayons Varietyofpapersand
othersurfaces Varietyofpaintbrushes
Paintwithlargeandsmallpaintbrushes.
Paintonavarietyofsurfaces(fabric,cardboard,etc.)
Discoversecondarycolorsbymixingprimarycolors.
Printmaking:Theprocessoftransferringanimagewithmultiplecopies. Createimagesbyprintingfoundobjects(vegetables,etc.). Foundobjects
Sponges Stamps Paint Stamppad Crayons
Makeamonoprintbymakingaprintfromawetpainting.
Makerubbingsofdifferenttextures.
Makeprintedpapersusingspongesandpaints,fingerpaints,etc.tobeusedforcut/tornpapercollagesatanothertime.
Sculpture:Thecreationofformsthatfillspaceorthreedimensions. Manipulateclayormodelingdoughusingrollingandpinching
techniques;addtexturedpatterns. Clayandclaytools Modelingdough Varietyofpaper Wood Wireandpipecleaners Fabricandyarn Foundobjects
Modelsimpleformsinclay.
Learntobend,fold,swirl,andgluepaperinto3‐Dforms.
Usefoundobjectstocreateasculpture
MixedMedia:Theuseofacombinationofmaterialsinartwork.
Makeacutortornpapercollage. Magazines Calendars Fabric,felt,yarn Craftmaterials Beadsandfeathers Varietyofpaper
Makeacollagethathasdifferenttextures.
Makeapictureaboutselforfamilyusingdifferentmaterials
Page 18 Grades K‐8 GCSD Cultural Arts Curriculum
ProduceandPerform(continued):FirstGrade
Beadwork:Usingbeadsaloneorappliedtoothermaterialstocreatetraditionalartwork Materials
Usesmallbeads,needlesandthreadtocreatesimplenecklacesandbracelets.Continuetoexplorecolorandpatterninbeadselection.
Beads Needles Thread,elastic Felt
Learnsingleneedlebeadappliqueonfeltusingrandomcolors.(Patternsmaybepre‐drawnonfelt.)
ClothSewingandHandwork:Usingneedle,thread,cloth,yarntoproducetraditionalclothingorotheritems.
Sewsmallsquareorrectangularpillow(s)usingastraightrunningstitch.Expresspersonalchoiceinclothcolor/patternselection.
Needles Thread Cloth,stuffing Yarn Knittingneedles Learnbasicknittingtechniquesandknitasmallpotholderorscarf
FurandSkinSewing:Thepreparationanduseoffurandhidesfortraditionalpurposes.
Touch,feel,identifydifferentlocalanimalfursandhidesanddiscusshowtheyareusedintraditionalclothing.Learnabouthowtheseanimalsareharvestedandhowskinsandhidesareprepared.
Samplesoflocalanimalfursandhidesandtraditionalarticlesofclothingmadefromthem
Basketry:Theproductionofbasketsandothertraditionalitemsusingnaturalmaterialssuchasbirchbark,willow,sprucerootsandothermaterials.
Learnabouttraditionalusesofbirchbark,andmakeareplicaofatraditionalbirchbarkcontainerusingpaper.
Paperprintedwithbirchbarkpattern
Photosorexamplesofbirchbarkcontainers
Learnwhenandhowbirchbarkisharvested.
OtherCulturalSkills:Creatingtools,culturalitems,ordevelopingskillsusedinavarietyoftraditionalactivities. Exploredifferentspringrecreationalandsubsistenceactivitiesand
movementswithhands‐onexperiences. LocalElders,Koyukoncultureresources LearnabouttraditionalAthabascanfamilyrolesincludingchild,parent,
andElder.KoyukonLanguage:UnderstandingspokenandwrittenKoyukonwordsandphrases,andcommunicatingwithothersintheKoyukonlanguage. Learntounderstandandsayatleasttenwordsorphrasesrelatedto
introductions,weather,animals,numbersand/orfamilymembers. Koyukonlanguage
resources
Storytelling,SongandDance:Learningandperformingtraditionalstories,songsanddance. Listentoandretellatraditionalstoryrelatedtospring. LocalElders,
audioandwrittenKoyukonstoriesandsongs
Giveapersonalaccountofspringrecreationorsubsistenceactivity.
Learnandperformatleastonetraditionalsong.
GCSD Cultural Arts Curriculum Grades K‐8 Page 19
ReflectandRespond:FirstGradeAnalyzeandevaluatetheprocessoflearningaboutandparticipatinginartandculture.
StudentswillDESCRIBEARTusingthesedesignelements:Line Identifylinesinartworkofselfandothers.
Shape/Form Findbasicgeometricshapesinartandnamethem.Color Recognizeprimaryandsecondarycolorsonacolorwheel.
Value Discernbetweenlightanddarkinthesamecolors.
Texture Findtextureinartpieces.Space/Perspective Findoverlappingobjectsanddiscusswhatlookscloserandwhy.
StudentswillANALYZEARTusingthesedesignprinciples:Pattern Recognizepatternsintheenvironmentandinartwork.
Rhythm/Movement Lookforrepetitionandthesuggestionofmotion/movementinart.
Proportion/Scale Comparesizeofformsandobjectsinanartworkasanintroductiontoscale.
Unity Discusswhetheranartworkseemscomplete/finished.
Emphasis Discusswherethecenterofinterestisinaworkofart.
StudentswillDESCRIBECULTUREusingthesetermsandconcepts:
Heritage Understandlocalhistoryandfactorsthathavecontributedtothe
developmentoflocalcultureandtheirownidentity. Recounttheirowngenealogyandfamilyhistory.
Values/Beliefs Becomefamiliarwithculturalvaluesandhowtheyaffectbehavior. Understandrelationshipsbetweenbeliefs,worldviewandtheway
knowledgeisformedandused.
Traditions Learnaboutlocaltraditionsofthepastandpresent. Understandhowandwhycultureschangeovertime.
Subsistence
Describeseasonalsubsistenceactivitiesandtheroletheyplayindevelopingcultureandidentity.
Identifyhistoricchangesintechnologyandtheconsequencesoftheiruseforimprovingthequalityoflifeinthecommunity.
Community
Understandhowcommonheritageandexperiencescreatecommunity,andhowcommunityshapesindividuals.
Determinetheplaceoftheirculturalcommunityinregional,state,national,andinternationalpoliticalandeconomicsystems.
Environment
Learnhowsubsistenceactivitiesandculturaltraditionsaffectandareshapedbythenaturalenvironment.
Becomefamiliarwithlocalplantsandanimals. Understandconceptsofsustainabilityandrespectforenvironment.
Page 20 Grades K‐8 GCSD Cultural Arts Curriculum
ReflectandRespond(continued):FirstGradeStudentswillEXPRESSCULTUREintheirownlives:
Identity
Recognizetherolecultureandlanguageplayindeterminingwhotheyareandhowtheyunderstandtheworldaroundthem.
Integrateculturalvaluesandtraditionsintoeverydaybehavior. Assumeresponsibilityfortheirroleinrelationtothewellbeingofthe
community.
Respect
Treatself,classmates,teachers,Eldersandothercommunitymemberswithkindness.
ShowrespecttoEldersinthecommunitybyassistingtheminanywaypossible.
Valueandtreatelementsofthenaturalworldinaresponsiblemanner. Acquireinsightsfromotherpeopleandcultureswithoutdiminishingthe
integrityoftheirown. Consistentlyactasagoodrolemodel,showingrespectandproviding
supporttoothers.
HealthyLiving
Useculturalvaluesasguidanceinmakinghealthychoicesthatcontributetophysical,mentalandspiritualwellbeinginselfandothers.
Associatewithfriendswhoarehealthyrolemodelsthatmakeapositivecontributiontoyourgrowthanddevelopmenttowardadulthood.
Engageinrealisticself‐assessmenttoidentifystrengthsandneedsandmakeappropriatedecisionstoenhancelifeskills.
Participateinsubsistenceactivitieswithparents,Eldersandothermembersofthecommunityandlearnthestoriesandlessonsassociatedwiththoseactivities.
Becomeactivelyinvolvedinlocalactivitiesandorganizationsthatcontributetothequalityoflifeinthecommunity.
Stories
Acquireandpassonthetraditionsofthecommunitythroughoralandwrittenhistory.
Usestorytellingasawayofcommunicatingexperiencesandvalueswithothers.
Usecriticaljudgmentintheselectionofpopularmediaforreading,viewingandlisteningandmakesurethesearethestoriesyouwanttoguideyouinbecominganadult.
Resourcefulness Identifyandutilizeappropriatesourcesofculturalknowledgetofindsolutionstoeverydayproblems.
GCSD Cultural Arts Curriculum Grades K‐8 Page 21
EncounterandExplore:SecondGradeLearnaboutconceptsinartandculture,andlearnfromaccomplishedartistsandwisdomkeeperspastandpresent.*SeeResourcesectionformoreinformation.
ElementsofArt
General
Generallyrecognizedelementsofartincludeline,shape,form,space,light,texture,andcolor.Inkindergarten,introducestudentstolineandcolor.
Engagestudentsinrecognizingandusingdifferentkindsoflinesandcolors,andpointoutlinesandcolorsinnature.
Observeshapesinartandnature
Color Observehowcolorscancreatedifferentfeelingsandhowcertaincolors
canseem“warm”(red,orange,yellow)or“cool”(blue,green,purple). Observetheuseofcolorinpaintings,illustrations,orotherart.
Line Identifyandusedifferentlines:straight,zigzag,curved,wavy,thick,thin Recognizelinesashorizontal,verticalorhorizontal.Exploresymmetry. Observedifferentkindsoflinesinexamplesofartandarchitecture.
Explore
Reviewportraits andstilllife,andintroducelandscapes.Comparelifelikeandabstractart.Afterstudentshavebeenintroducedtoelementsofartandarangeofartworkandartists,engagetheminlookingatpicturesandtalkingaboutthem.
Askstudentsaboutfirstimpressions:Whatdotheynoticefirst?Whatdoesthepicturemakethemthinkorfeel?
Discusslines,shapes,colors,andtextures;detailsnotobviousatfirst,whytheythinktheartistchosetodepictthingsinacertainway,etc.
ExploringCulture
CulturalValuesandTraditions
MakestudentsfamiliarwithAthabascanvalues,howtheyhaveshapedlocalcultureandhowtheyapplytotheirownlives.*
Provideopportunitiesforstudentstolearnculturaltraditionsthroughhands‐ondemonstrationsofculturalknowledge,practices,andskills.
SeasonsandSubsistence
ThecycleoftheseasonsandrelatedactivitiesarecentraltoKoyukonAthabascanculture.Throughouttheschoolyear,activitiescanbeorientedaroundtheseasonstomakestudentsfamiliarwiththeannualcycleoftraditionalactivities.
Studentsbecomefamiliarwiththeneedfor,andactivitiesrelatedtosubsistenceharvest,andhowthesehavechangedovertime.Activitiesincorporatenativescienceandoutdoorexploration.
LearningfromElders
Elders,asthetradition‐bearers,canhelpnurtureculturallyhealthyyouthbysharingtheirwisdom
Studentsacquirein‐depthculturalknowledgethroughactiveparticipationandmeaningfulinteractionwithElders.
StudentslearnfromEldersofthepastthroughbooksandsoundrecordings.*
AlaskanArtists Alaskahasbeenhometomanyartists,nativeandnon‐native,pastand
present.ProvideexamplesofAlaskanartworkthatpertainstothesubjectsbeingstudiedandexplored.*
AlaskanLiterature
Studentslearnaboutlocalculture,traditionalstoriesandhistorythroughage‐appropriatebooks.*
Page 22 Grades K‐8 GCSD Cultural Arts Curriculum
ProduceandPerform:SecondGradeStudentsimagine,plan,andcreateworksofartincludingthosethatreflectculturaltraditions.
Drawing:Theportrayalofanideausinglineand/ortone. Materials
Practicedrawing,withincreasingdetails,usingawidevarietyoftools.
Pencil,pen,eraser Markers Crayons Coloredpencils Oilpastels Varietyofpapers
(colors,textures,shapes)
Exploregeometricandorganicshapesindrawing.
Drawfromstories,imagination,nature,memory,observationandculturalthemes.
Drawonavarietyofsurfaces–differentkinds,shapes,sizes.
Painting:Theapplicationofpainttoasurface. Continuetouseavarietyofpaintsandpaintbrushes. Fingerpaint
Temperapaint Watercolorcrayons Watercolorpaints Varietyofpapers
andothersurfaces Varietyof
paintbrushes
Continueexperimentingwithpaintonavarietyofsurfaces,includingwatercolorandwetondrysurfaces.
Createapreparedpaperusingpaint,sponges,etc.tobeusedforcollage
Continueexperimentingwithmixingcolorsandrecognizecolorsonacolorwheel.
Printmaking:Theprocessoftransferringanimagewithmultiplecopies. Createimagesbyprintingfoundobjects(vegetables,etc.).
Foundobjects Sponges Paint Printingfoam
Makeamonoprintbymakingaprintfromawetpainting.
Makerubbingsofdifferenttextures.
Makeasimplestencilandprint
Sculpture:Thecreationofformsthatfillspaceorthreedimensions.
Createsculpturefromfoundobjectsand/orwire. Clayandclaytools Modelingdough Varietyofpaper Wood Wireandpipe
cleaners Fabricandyarn Foundobjects
Continuetomodelavarietyofformsinclay.
Continuepapersculpturetechniques.
MixedMedia:Theuseofacombinationofmaterialstoproduceartwork.
Combinematerialtomakecollages. Magazines Calendars Fabric,felt,yarn Craftmaterials Beadsandfeathers Varietyofpaper
Makeacollagethathasdifferenttextures.
Explorefiberarts(e.g.stitcheryandweavingwithfoundobjects)
GCSD Cultural Arts Curriculum Grades K‐8 Page 23
ProduceandPerform(continued):SecondGradeBeadwork:Usingbeadsaloneorappliedtoothermaterialstocreatetraditionalartwork Materials
Createsmallbeadedarticlessuchasapin,medallionorkeychainusingsingleneedleappliqueonfelt.
Beads Needles Felt Paperpatterns
Exploreuseofcolorinappliquedbeadpatterns.
Learntotransferprovidedpatternstofeltforbeading.
ClothSewingandHandwork:Usingneedle,thread,cloth,yarntoproducetraditionalclothingorotheritems. Sewapatchworkpilloworsmallblanket(teachermayneedtomachine
finishproject)
Cloth Sewingneedles Thread Yarn Knittingneedles,
crochethooks
Continueknittingandlearnbasiccrochettocreatesmallarticlessuchasapotholder,trivet,teacozyorhat.
FurandSkinSewing:Thepreparationanduseoffurandhidesfortraditionalpurposes. Learnabouttraditionalskinningandtanningtechniques. Examplesoflocal
fursandhides,commerciallyandtraditionallytanned
Comparetraditionallyandcommerciallytannedfursandhidesandlearnabouttheappropriatenessofeachinmakingtraditionalclothingandbeadwork.
Basketry:Theproductionofbasketsandothertraditionalitemsusingnaturalmaterialssuchasbirchbark,willow,sprucerootsandothermaterials.
Makeasmallyarn‐coiltrivetorbasket. Yarn Coilcore Yarnneedles
OtherCulturalSkills:Creatingtools,culturalitems,ordevelopingskillsusedinavarietyoftraditionalactivities. InviteanEldertotheclassroomtosharestoriesandknowledge,and
showthemproperhospitalityandrespect. LocalEldersandsubsistenceharvesters,Koyukoncultureresources
Learnabouttraditionalsummeractivities,plant/animal/fishharvestandreinforcelearningbypreparinganartdisplayorperformance.
Exploretoolsusedinsummersubsistenceactivitiesandlearnhowtoweaveaportionoffishnet.
KoyukonLanguage:UnderstandingspokenandwrittenKoyukonwordsandphrases,andcommunicatingwithothersintheKoyukonlanguage. LearnhowtoperformasimpleintroductionofselfinKoyukon.
Koyukonlanguageresources Learntounderstandandsayatleasttenwordsorphrasesincluding
weatherobservations,countinganimals,andbodyparts.Storytelling,SongandDance:Learningandperformingtraditionalstories,songsanddance. Listentoandretellatraditionalstoryrelatedtosummer. LocalElders,
audioandwrittenKoyukonstoriesandsongs
Giveapersonalaccountofsummerrecreationorsubsistenceactivity. Learnandperformatleastonetraditionalsong.
Page 24 Grades K‐8 GCSD Cultural Arts Curriculum
ReflectandRespond:SecondGradeAnalyzeandevaluatetheprocessoflearningaboutandparticipatinginartandculture.
StudentswillDESCRIBEARTusingthesedesignelements:Line Describelinesfoundintheclassroomandinart.
Shape/Form Recognizedifferencebetweengeometricandorganicshapes.Color Recognizetherelationshipbetweenprimaryandsecondarycolors.
Value Findcolorsinapieceofartthatshowlightanddarkvalues.
Texture Experienceactualtextureandcompareimagesthatimplytexture(i.e.rubbings).
Space/PerspectiveRecognizethatobjectsappearcloserwhenplacedloweronpage(placement);closerobjectsappearlarger(relativesize);begintorecognizeconceptofforegroundandbackground.
StudentswillANALYZEARTusingthesedesignprinciples:Pattern Findpatternsinartandinventdescriptivewordstonamethem.
Rhythm/Movement Lookforrepetitionofelementsinart(lines,shapes,colors,etc.).
Proportion/Scale Comparesizeofforms,objects,andpeopleasanintroductiontoscale.
Unity Discusswhetheraworkofartseemscomplete/finished.
Emphasis Identifythefocalpoint,orwhereyoureyeisdrawninaworkofart.
StudentswillDESCRIBECULTUREusingthesetermsandconcepts:
Heritage Understandlocalhistoryandfactorsthathavecontributedtothe
developmentoflocalcultureandtheirownidentity. Recounttheirowngenealogyandfamilyhistory.
Values/Beliefs Becomefamiliarwithculturalvaluesandhowtheyaffectbehavior. Understandrelationshipsbetweenbeliefs,worldviewandtheway
knowledgeisformedandused.
Traditions Learnaboutlocaltraditionsofthepastandpresent. Understandhowandwhycultureschangeovertime.
Subsistence
Describeseasonalsubsistenceactivitiesandtheroletheyplayindevelopingcultureandidentity.
Identifyhistoricchangesintechnologyandtheconsequencesoftheiruseforimprovingthequalityoflifeinthecommunity.
Community
Understandhowcommonheritageandexperiencescreatecommunity,andhowcommunityshapesindividuals.
Determinetheplaceoftheirculturalcommunityinregional,state,national,andinternationalpoliticalandeconomicsystems.
Environment
Learnhowsubsistenceactivitiesandculturaltraditionsaffectandareshapedbythenaturalenvironment.
Becomefamiliarwithlocalplantsandanimals. Understandconceptsofsustainabilityandrespectforenvironment.
GCSD Cultural Arts Curriculum Grades K‐8 Page 25
ReflectandRespond(continued):SecondGrade
StudentswillEXPRESSCULTUREintheirownlives:
Identity
Recognizetherolecultureandlanguageplayindeterminingwhotheyareandhowtheyunderstandtheworldaroundthem.
Integrateculturalvaluesandtraditionsintoeverydaybehavior. Assumeresponsibilityfortheirroleinrelationtothewellbeingofthe
community.
Respect
Treatself,classmates,teachers,Eldersandothercommunitymemberswithkindness.
ShowrespecttoEldersinthecommunitybyassistingtheminanywaypossible.
Valueandtreatelementsofthenaturalworldinaresponsiblemanner. Acquireinsightsfromotherpeopleandcultureswithoutdiminishingthe
integrityoftheirown. Consistentlyactasagoodrolemodel,showingrespectandproviding
supporttoothers.
HealthyLiving
Useculturalvaluesasguidanceinmakinghealthychoicesthatcontributetophysical,mentalandspiritualwellbeinginselfandothers.
Associatewithfriendswhoarehealthyrolemodelsthatmakeapositivecontributiontoyourgrowthanddevelopmenttowardadulthood.
Engageinrealisticself‐assessmenttoidentifystrengthsandneedsandmakeappropriatedecisionstoenhancelifeskills.
Participateinsubsistenceactivitieswithparents,Eldersandothermembersofthecommunityandlearnthestoriesandlessonsassociatedwiththoseactivities.
Becomeactivelyinvolvedinlocalactivitiesandorganizationsthatcontributetothequalityoflifeinthecommunity.
Stories
Acquireandpassonthetraditionsofthecommunitythroughoralandwrittenhistory.
Usestorytellingasawayofcommunicatingexperiencesandvalueswithothers.
Usecriticaljudgmentintheselectionofpopularmediaforreading,viewingandlisteningandmakesurethesearethestoriesyouwanttoguideyouinbecominganadult.
Resourcefulness Identifyandutilizeappropriatesourcesofculturalknowledgetofindsolutionstoeverydayproblems.
Page 26 Grades K‐8 GCSD Cultural Arts Curriculum
EncounterandExplore:ThirdGradeLearnaboutconceptsinartandculture,andlearnfromaccomplishedartistsandwisdomkeeperspastandpresent.
ElementsofArt
Light
Buildonwhatthestudentshavelearnedinearliergradestofurtherintroduceconceptsoflight,space,anddesign.
Observelightandshadowinnature. Noticehowartistuselightandshadowinvariousartwork. Explorecolorvalue(therelativelightnessordarknessofacolor)
Space
Understandthefollowingterms:two‐dimensional(height,width)andthree‐dimensional(height,width,depth).
Observerelationshipsbetweentwo‐dimensionalandthree‐dimensionalshapes:squaretocube,triangletopyramid,circletosphereandcylinder.
Observehowartistscanmaketwo‐dimensionallookthree‐dimensionalbycreatinganillusionofdepth,andexaminetheforeground,middleground,andbackgroundinpaintings.
Design Exploretheconceptofdesign (howelementsofartworktogether). Becomefamiliarwithhowpattern,balanceandsymmetrymaybeusedin
art.
Explore BegintocompareAlaskanarttoartfromothercultures,particularly
thosebeingstudiedinothersubjects(e.g.languagearts,socialstudies,etc.).
ExploringCulture
CulturalValuesandTraditions
MakestudentsfamiliarwithAthabascanvalues,howtheyhaveshapedlocalcultureandhowtheyapplytotheirownlives.*
Provideopportunitiesforstudentstolearnculturaltraditionsthroughhands‐ondemonstrationsofculturalknowledge,practices,andskills.
SeasonsandSubsistence
ThecycleoftheseasonsandrelatedactivitiesarecentraltoKoyukonAthabascanculture.Throughouttheschoolyear,activitiescanbeorientedaroundtheseasonstomakestudentsfamiliarwiththeannualcycleoftraditionalactivities.
Studentsbecomefamiliarwiththeneedfor,andactivitiesrelatedtosubsistenceharvest,andhowthesehavechangedovertime.Activitiesincorporatenativescienceandoutdoorexploration.
LearningfromElders
Elders,asthetradition‐bearers,canhelpnurtureculturallyhealthyyouthbysharingtheirwisdom
Studentsacquirein‐depthculturalknowledgethroughactiveparticipationandmeaningfulinteractionwithElders.
StudentslearnfromEldersofthepastthroughbooksandsoundrecordings.*
AlaskanArtists Alaskahasbeenhometomanyartists,nativeandnon‐native,pastand
present.ProvideexamplesofAlaskanartworkthatpertainstothesubjectsbeingstudiedandexplored.*
AlaskanLiterature
Studentslearnaboutlocalculture,traditionalstoriesandhistorythroughage‐appropriatebooks.*
*SeeResourcesectionformoreinformation.
GCSD Cultural Arts Curriculum Grades K‐8 Page 27
ProduceandPerform:ThirdGradeStudentsimagine,plan,andcreateworksofartincludingthosethatreflectculturaltraditions.
Drawing:Theportrayalofanideausinglineand/ortone. Materials
Continuedrawingusingavarietyoftoolsandbothgeometricandorganicshapes.Exploretexturesindrawings Pencil,pen,eraser
Markers,crayons Coloredpencils ColoredChalk Oilpastels Varietyofpapers
Drawfromstilllife,imagination,memory,natureobservation,andculturalthemes.
Practicequicksketchesandextendeddrawings
Drawonavarietyofsurfaces–differentkinds,shapes,sizes.
Painting:Theapplicationofpainttoasurface. Continuetouseavarietyofpaintsandpaintbrushes. Watercolor paints,
crayonsandpapers Temperapaintand
cakes Varietyofpapersand
othersurfaces Varietyof
paintbrushes
Continueexperimentingwithwetanddrysurfaces.
Explorecolorschemesusingwarmandcoolcolorstoproduceapainting.
Explorecolorvaluebyaddingblackandwhitetoacolor.
Printmaking:Theprocessoftransferringanimagewithmultiplecopies. Makeamorecomplexmonoprintbymakingaprintfromawet
painting. Foundobjects Sponges Crayons Stampsandstamppad Paint Cuttingmatsandtools
Createacompositionbyrubbingandoverlappingwithavarietyoftextures.
Usestencilstomakeatwo‐colorstencilprint
Createareliefblockprint
Sculpture:Thecreationofformsthatfillspaceorthreedimensions. Continuetocreatewiresculpturesaddingnewmaterials. Clayandclaytools
Modelingdough Varietyofpaper Wood Wireandpipe
cleaners Fabricandyarn Foundobjects
Createreliefandfreestandingsculpturesusingdifferentmaterials.
Usefoundobjectstocreateasculpture
Continuepapersculpturetechniques.
MixedMedia:Theuseofacombinationofmaterialsinartwork.
Combinematerialstomakecollages. Magazines Calendars Fabric,felt,yarn Craftmaterials Beadsandfeathers Varietyofpapers
Makeacollagethathasdifferenttextures.
Weavewithpaperorsimplecardboardloomandyarn
Page 28 Grades K‐8 GCSD Cultural Arts Curriculum
ProduceandPerform(continued):ThirdGrade
Beadwork:Usingbeadsaloneorappliedtoothermaterialstocreatetraditionalartwork Materials
Usesingleneedleappliquetechniqueonfeltormoose hidetocreateasmallbeadedobject(medallion,pin,keychain).
Beads Thread Needles Feltorpre‐cut
moosehide Patterns
Beginapersonalcollectionofbeadworkdesigns.
Createownbeadworkpatternonpaper,andtransferpatternontomaterialforbeading.
ClothSewingandHandwork:Usingneedle,thread,cloth,yarntoproducetraditionalclothingorotheritems. Learntocreateanduseapatterntocutoutmaterialandsewasmall
objectsuchasstuffedshapeoranimal. Cloth,stuffing Sewingneedles Thread Yarn Crochet/knitting
needles
Knitorcrochetasmallarticlesuchasahatorscarf.Exploreuseofcolorsandtrymakingowndesignsratherthanusingpatterns.
FurandSkinSewing:Thepreparationanduseoffurandhidesfortraditionalpurposes. Learnbasicskinsewingtechniquesusingrabbitfur,includingthe
importanceofevenwhipstitches(spacingandtension),evenlypiecedfur,andappropriateknots.
Rabbitfur Thread Needles
Basketry:Theproductionofbasketsandothertraditionalitemsusingnaturalmaterialssuchasbirchbark,willow,sprucerootsandothermaterials.
Makealargebasketortrayusingyarncoiltechniques. Yarn Yarnneedles Coilcore Naturalmaterials Explorenaturalmaterialsusedinbasketmaking.
OtherCulturalSkills:Creatingtools,culturalitems,ordevelopingskillsusedinavarietyoftraditionalactivities. LearnabouttypesofAthabascanpotlatches,villageandseasonal
variations,anddifferencesbetweenpastandpresentpotlatches. LocalElders,Koyukoncultureresources
Preparefoodforaclassroompotlatch. Learnaboutfallsubsistenceandexpresslearninginartorperformance. Learnaboutculturalritesofpassageforyoungpeople.KoyukonLanguage:UnderstandingspokenandwrittenKoyukonwordsandphrases,andcommunicatingwithothersintheKoyukonlanguage.
Learnamorecomplexintroductionofself,includinghomevillageandparent’sandgrandparent’snames.
Koyukonlanguageresources
Learntounderstandandsayatleasttenwordsorphrasesrelatedtofood,potlatch,andfamily.
Storytelling,SongandDance:Learningandperformingtraditionalstories,songsanddance. Learnaboutthetraditionsandroleofsongsinpotlatches;learnand
performatleastonepotlatchsong. LocalElders,
audioandwrittenKoyukonstoriesandsongs Listentoandretellatraditionalstoryrelatedtofall.
GCSD Cultural Arts Curriculum Grades K‐8 Page 29
ReflectandRespond:ThirdGradeAnalyzeandevaluatetheprocessoflearningaboutandparticipatinginartandculture.
StudentswillDESCRIBEARTusingthesedesignelements:Line Findthelineattheedgesofshapes
Shape/Form Distinguishbetweenshape(2‐dimensional)andform(3‐dimensional).Color Recognizeanddistinguishbetweenwarmandcoolcolors.
Value Recognizethatapieceofartmayusemanyvalues(light/dark)ofonecolor.
Texture Usetexturewordswhendiscussingart(i.e.,rough).Space/Perspective Discussforegroundandbackgroundinartworkaspartof“perspective”.
StudentswillANALYZEARTusingthesedesignprinciples:
Pattern Begintorecognizethatrepetitionofelementsinpatternscreatesthevisualallusionofrhythm.
Rhythm/Movement Lookforrepetitionthatsuggestsmovement.
Proportion/Scale Lookatanobjectandcomparetherelationshipofoneparttoanotherandtothewhole.
Unity Discusswhetheraworkofartseemscomplete andunified(allthepartsseemtofit)
Emphasis Identifythefocalpoint,orwhereyoureyeisdrawninaworkofart.
StudentswillDESCRIBECULTUREusingthesetermsandconcepts:
Heritage Understandlocalhistoryandfactorsthathavecontributedtothe
developmentoflocalcultureandtheirownidentity. Recounttheirowngenealogyandfamilyhistory.
Values/Beliefs Becomefamiliarwithculturalvaluesandhowtheyaffectbehavior. Understandrelationshipsbetweenbeliefs,worldviewandtheway
knowledgeisformedandused.
Traditions Learnaboutlocaltraditionsofthepastandpresent. Understandhowandwhycultureschangeovertime.
Subsistence
Describeseasonalsubsistenceactivitiesandtheroletheyplayindevelopingcultureandidentity.
Identifyhistoricchangesintechnologyandtheconsequencesoftheiruseforimprovingthequalityoflifeinthecommunity.
Community
Understandhowcommonheritageandexperiencescreatecommunity,andhowcommunityshapesindividuals.
Determinetheplaceoftheirculturalcommunityinregional,state,national,andinternationalpoliticalandeconomicsystems.
Environment
Learnhowsubsistenceactivitiesandculturaltraditionsaffectandareshapedbythenaturalenvironment.
Becomefamiliarwithlocalplantsandanimals. Understandconceptsofsustainabilityandrespectforenvironment.
Page 30 Grades K‐8 GCSD Cultural Arts Curriculum
ReflectandRespond(continued):ThirdGrade
StudentswillEXPRESSCULTUREintheirownlives:
Identity
Recognizetherolecultureandlanguageplayindeterminingwhotheyareandhowtheyunderstandtheworldaroundthem.
Integrateculturalvaluesandtraditionsintoeverydaybehavior. Assumeresponsibilityfortheirroleinrelationtothewellbeingofthe
community.
Respect
Treatself,classmates,teachers,Eldersandothercommunitymemberswithkindness.
ShowrespecttoEldersinthecommunitybyassistingtheminanywaypossible.
Valueandtreatelementsofthenaturalworldinaresponsiblemanner. Acquireinsightsfromotherpeopleandcultureswithoutdiminishingthe
integrityoftheirown. Consistentlyactasagoodrolemodel,showingrespectandproviding
supporttoothers.
HealthyLiving
Useculturalvaluesasguidanceinmakinghealthychoicesthatcontributetophysical,mentalandspiritualwellbeinginselfandothers.
Associatewithfriendswhoarehealthyrolemodelsthatmakeapositivecontributiontoyourgrowthanddevelopmenttowardadulthood.
Engageinrealisticself‐assessmenttoidentifystrengthsandneedsandmakeappropriatedecisionstoenhancelifeskills.
Participateinsubsistenceactivitieswithparents,Eldersandothermembersofthecommunityandlearnthestoriesandlessonsassociatedwiththoseactivities.
Becomeactivelyinvolvedinlocalactivitiesandorganizationsthatcontributetothequalityoflifeinthecommunity.
Stories
Acquireandpassonthetraditionsofthecommunitythroughoralandwrittenhistory.
Usestorytellingasawayofcommunicatingexperiencesandvalueswithothers.
Usecriticaljudgmentintheselectionofpopularmediaforreading,viewingandlisteningandmakesurethesearethestoriesyouwanttoguideyouinbecominganadult.
Resourcefulness Identifyandutilizeappropriatesourcesofculturalknowledgetofindsolutionstoeverydayproblems.
GCSD Cultural Arts Curriculum Grades K‐8 Page 31
EncounterandExplore:FourthGradeLearnaboutconceptsinartandculture,andlearnfromaccomplishedartistsandwisdomkeeperspastandpresent.*SeeResourcesectionformoreinformation.
ElementsofArt
Color Introducethetermsbrightness,dullness,andintensityfordescribingcolor.
Light
Continuetostudyconceptsoflight,space,anddesign.Introducetheideaofpositiveandnegativespace.
Observelightandshadowinnature. Noticehowartistuselight,shadowandcolorvalueinvariousartwork.
Space
Understandthefollowingterms:two‐dimensional(height,width)andthree‐dimensional(height,width,depth).
Observehowartistsmakeobjectslookthree‐dimensionalusingshadingaccordingtolightsources.
Continueobservingtheforeground,middleground,andbackgroundinpaintings.
Design Observehowelementsofartworktogethertocreatedesign. Becomefamiliarwithhowpattern,balanceandsymmetryareusedinart.
Explore Lookatavarietyofpaintings,includinglandscapes,anddiscussthe
“mood”thattheartistcreatesthroughtheirwork.Discusswhatelementsevokefeelingsintheviewer.
ExploringCulture
CulturalValuesandTraditions
MakestudentsfamiliarwithAthabascanvalues,howtheyhaveshapedlocalcultureandhowtheyapplytotheirownlives.*
Provideopportunitiesforstudentstolearnculturaltraditionsthroughhands‐ondemonstrationsofculturalknowledge,practices,andskills.
Begincomparinglocaltraditionswiththoseofothercultures,particularlythosebeingstudiedinothersubjectareas.
SeasonsandSubsistence
ThecycleoftheseasonsandrelatedactivitiesarecentraltoKoyukonAthabascanculture.Throughouttheschoolyear,activitiescanbeorientedaroundtheseasonstomakestudentsfamiliarwiththeannualcycleoftraditionalactivities.
Studentsbecomefamiliarwiththeneedfor,andactivitiesrelatedtosubsistenceharvest,andhowthesehavechangedovertime.Activitiesincorporatenativescienceandoutdoorexploration.
LearningfromElders
Elders,asthetradition‐bearers,canhelpnurtureculturallyhealthyyouthbysharingtheirwisdom
Studentsacquirein‐depthculturalknowledgethroughactiveparticipationandmeaningfulinteractionwithElders.
StudentslearnfromEldersofthepastthroughbooksandsoundrecordings.*
AlaskanArtists Alaskahasbeenhometomanyartists,nativeandnon‐native,pastand
present.ProvideexamplesofAlaskanartworkthatpertainstothesubjectsbeingstudiedandexplored.*
AlaskanLiterature
Studentslearnaboutlocalculture,traditionalstoriesandhistorythroughage‐appropriatebooks.*
Page 32 Grades K‐8 GCSD Cultural Arts Curriculum
ProduceandPerform:FourthGradeStudentsimagine,plan,andcreateworksofartincludingthosethatreflectculturaltraditions.
Drawing:Theportrayalofanideausinglineand/ortone. Materials Continuemakingquicksketchesandextendeddrawingsfrom
observation,nature,imagination,memory,stilllife,andculturalthemes.
Pencil,pen,eraser Markers,crayons Coloredpencils ColoredChalk Oilpastels Varietyofpapers
Practicecontourlinedrawings.
Usepositiveandnegativespaceindrawing.
Drawonavarietyofsurfaces–differentkinds,shapes,sizes. Createdrawingswhichincludedifferenttextures.
Painting:Theapplicationofpainttoasurface.
Useseveralwatercolortechniques,suchasresist,dry‐on‐dry,wet‐on‐wet,andwash. Watercolorpaints,
crayonsandpapers Temperapaintand
cakes Varietyofpapersand
othersurfaces Varietyof
paintbrushes
Continuecreatingvaluesbymixingblackandwhiteintocolorsandapplymultiplevaluesofacolortoapainting.
Mixcomplimentarycolorsandobservehowtheyaffecteachother(brightness,dullness,intensity)whenplacedneareachother.
Createapaintingexpressingmood.
Paintalandscape.
Printmaking:Theprocessoftransferringanimagewithmultiplecopies.
MakereliefblockprintsusingStyrofoamorcuttingmatsandtools. Foundobjects Sponges Inkandpaint Cuttingmatsandtools Brayersandrollers Glue,string,etc.
Begintoexperimentwith“collagraph”(printingfromcollagesmadeofgluelines,string,foundobjects,etc.)
Usestencilstomakeatwo‐colorstencilprint.
Sculpture:Thecreationofformsthatfillspaceorthreedimensions. Create3Dsculptureswithavarietyofmaterialsandsurface
patterns. Clayandclaytools Modelingdough Paperandwood Fabricandyarn Foundobjects
Createasubtractivesculpturebystartingwithablockofsoaporclayandcarvingaformoutofit.
MixedMedia:Theuseofacombinationofmaterialsinartwork.
Createmixedmediadrawings,paintings,andcollages. Magazines Calendars Fabric,felt,yarn Craftmaterials Beadsandfeathers Varietyofpapers
Createalandscapeusingmixedmedia.
Makemasksusingavarietyofmaterials(considerAlaskanandworldcultures).
GCSD Cultural Arts Curriculum Grades K‐8 Page 33
ProduceandPerform(continued):FourthGrade
Beadwork:Usingbeadsaloneorappliedtoothermaterialstocreatetraditionalartwork Materials
Learntwoneedlebeadworkappliquetechniqueonfelttocreatesmallitemssuchaspins,barrettes,keychains.Addtopatterncollection.
Felt Needles Beads Learnedgingtechniquestocompleteprojects.
ClothSewingandHandwork:Usingneedle,thread,cloth,yarntoproducetraditionalclothingorotheritems.
Sewashoulderbagusingbasicsewing,patchwork,applique,crossstitchtechniques.
Cloth Needles Thread Embroideryfloss
FurandSkinSewing:Thepreparationanduseoffurandhidesfortraditionalpurposes.
Practicegoodskinsewingtechniquessuchasevenwhipstitches,evenlypiecedfur,andappropriateknots.
Rabbitfur Needles Thread
Sewapatchworkpillowofalternatingcolorsofrabbitfur.
Basketry:Theproductionofbasketsandothertraditionalitemsusingnaturalmaterialssuchasbirchbark,willow,sprucerootsandothermaterials.
Makeacoilbasketusingnaturalmaterials. Raffiaintwoor
morecolors Largeneedles
OtherCulturalSkills:Creatingtools,culturalitems,ordevelopingskillsusedinavarietyoftraditionalactivities. LearnaboutotherAthabascanculturesandothernativegroupsin
Alaska,andexpresslearningthroughartdisplaysorperformance. LocalElders,Koyukoncultureresources Learnhowtothankmembersofanothercommunitywhenyouvisit.
MakefoodforaclassroompotlatchandinviteatleastoneElder.
KoyukonLanguage:UnderstandingspokenandwrittenKoyukonwordsandphrases,andcommunicatingwithothersintheKoyukonlanguage. Beginlearningsentencestructure,andconversewithotherclassmates
insimpleKoyukonsentences. Koyukonlanguage
resources
Learnatleast10newwordsorphrases.
Storytelling,SongandDance:Learningandperformingtraditionalstories,songsanddance.
Learnaboutseasonalityoftraditionalstorytelling. LocalElders,
audioandwrittenKoyukonstoriesandsongs
Listentoandretellatraditionalstorythatincludesnativelanguagewords.
Performatraditionalsongasaclasstoanotherclassorgroup.
Page 34 Grades K‐8 GCSD Cultural Arts Curriculum
ReflectandRespond:FourthGradeAnalyzeandevaluatetheprocessoflearningaboutandparticipatinginartandculture.
StudentswillDESCRIBEARTusingthesedesignelements:Line Recognizecontourlinesindrawings.
Shape/Form Locateanddifferentiatebetweencircle/sphere,square/cube,triangle/cone,andrectangle/cylinder.
Color Recognizeintensitychangesthroughuseofcomplimentarycolors.
Value Recognizethatartworkusesmanyvalues(light/dark)ofcolor.
Texture Compare/contrastdifferenttexturesofartwork.Space Identifypositiveandnegativespace.
Perspective Useperspectivetermsincludingplacement,overlapping,size/scale,foreground/background,anddetailwhendiscussingart.
StudentswillANALYZEARTusingthesedesignprinciples:Pattern Recognizehowusingcolor,line,shape,andformcancreatepatterns.
Rhythm/Movement Recognizethatrepetitionofelementscreatesthevisualillusionofrhythmandmovementinart.
Proportion/Scale Begintolearnbodyproportions.
Balance Recognizesymmetryandasymmetryinart;considerwhetheraworkofartseemsbalanced.
Unity Discusswhetheraworkofartseemscompleteandunified(allpartsseemtofit).
Emphasis Identifythefocalpoint,orwhereyoureyeisdrawninaworkofart.
StudentswillDESCRIBECULTUREusingthesetermsandconcepts:
Heritage Understandlocalhistoryandfactorsthathavecontributedtothe
developmentoflocalcultureandtheirownidentity. Recounttheirowngenealogyandfamilyhistory.
Values/Beliefs Becomefamiliarwithculturalvaluesandhowtheyaffectbehavior. Understandrelationshipsbetweenbeliefs,worldviewandtheway
knowledgeisformedandused.
Traditions Learnaboutlocaltraditionsofthepastandpresent. Understandhowandwhycultureschangeovertime.
Subsistence
Describeseasonalsubsistenceactivitiesandtheroletheyplayindevelopingcultureandidentity.
Identifyhistoricchangesintechnologyandtheconsequencesoftheiruseforimprovingthequalityoflifeinthecommunity.
Community
Understandhowcommonheritageandexperiencescreatecommunity,andhowcommunityshapesindividuals.
Determinetheplaceoftheirculturalcommunityinregional,state,national,andinternationalpoliticalandeconomicsystems.
Environment
Learnhowsubsistenceactivitiesandculturaltraditionsaffectandareshapedbythenaturalenvironment.
Becomefamiliarwithlocalplantsandanimals. Understandconceptsofsustainabilityandrespectforenvironment.
GCSD Cultural Arts Curriculum Grades K‐8 Page 35
ReflectandRespond(continued):FourthGrade
StudentswillEXPRESSCULTUREintheirownlives:
Identity
Recognizetherolecultureandlanguageplayindeterminingwhotheyareandhowtheyunderstandtheworldaroundthem.
Integrateculturalvaluesandtraditionsintoeverydaybehavior. Assumeresponsibilityfortheirroleinrelationtothewellbeingofthe
community.
Respect
Treatself,classmates,teachers,Eldersandothercommunitymemberswithkindness.
ShowrespecttoEldersinthecommunitybyassistingtheminanywaypossible.
Valueandtreatelementsofthenaturalworldinaresponsiblemanner. Acquireinsightsfromotherpeopleandcultureswithoutdiminishingthe
integrityoftheirown. Consistentlyactasagoodrolemodel,showingrespectandproviding
supporttoothers.
HealthyLiving
Useculturalvaluesasguidanceinmakinghealthychoicesthatcontributetophysical,mentalandspiritualwellbeinginselfandothers.
Associatewithfriendswhoarehealthyrolemodelsthatmakeapositivecontributiontoyourgrowthanddevelopmenttowardadulthood.
Engageinrealisticself‐assessmenttoidentifystrengthsandneedsandmakeappropriatedecisionstoenhancelifeskills.
Participateinsubsistenceactivitieswithparents,Eldersandothermembersofthecommunityandlearnthestoriesandlessonsassociatedwiththoseactivities.
Becomeactivelyinvolvedinlocalactivitiesandorganizationsthatcontributetothequalityoflifeinthecommunity.
Stories
Acquireandpassonthetraditionsofthecommunitythroughoralandwrittenhistory.
Usestorytellingasawayofcommunicatingexperiencesandvalueswithothers.
Usecriticaljudgmentintheselectionofpopularmediaforreading,viewingandlisteningandmakesurethesearethestoriesyouwanttoguideyouinbecominganadult.
Resourcefulness Identifyandutilizeappropriatesourcesofculturalknowledgetofindsolutionstoeverydayproblems.
Page 36 Grades K‐8 GCSD Cultural Arts Curriculum
EncounterandExplore:FifthGradeLearnaboutconceptsinartandculture,andlearnfromaccomplishedartistsandwisdomkeeperspastandpresent.
ElementsofArt
Color Buildontheconceptofcolorvaluetointroducemonochromatic colorschemes.
Line Identifyandcomparecontourlinesandsketchinginartwork.
Space Observehowplacement,overlapping,sizeandscaleofmultipleforms in
apieceofartworkcreateperspective. Observeforeground,middleground,background,anddetailinartwork.
Design Observehowelementsofartworktogethertocreatedesign. Becomefamiliarwithhowpattern,balanceandsymmetryareusedinart.
ExploringCulture
CulturalValuesandTraditions
MakestudentsfamiliarwithAthabascanvalues,howtheyhaveshapedlocalcultureandhowtheyapplytotheirownlives.*
Provideopportunitiesforstudentstolearnculturaltraditionsthroughhands‐ondemonstrationsofculturalknowledge,practices,andskills.
Begincomparinglocaltraditionswiththoseofothercultures,particularlythosebeingstudiedinothersubjectareas.
SeasonsandSubsistence
ThecycleoftheseasonsandrelatedactivitiesarecentraltoKoyukonAthabascanculture.Throughouttheschoolyear,activitiescanbeorientedaroundtheseasonstomakestudentsfamiliarwiththeannualcycleoftraditionalactivities.
Studentsbecomefamiliarwiththeneedfor,andactivitiesrelatedtosubsistenceharvest,andhowthesehavechangedovertime.Activitiesincorporatenativescienceandoutdoorexploration.
LearningfromElders
Elders,asthetradition‐bearers,canhelpnurtureculturallyhealthyyouthbysharingtheirwisdom
Studentsacquirein‐depthculturalknowledgethroughactiveparticipationandmeaningfulinteractionwithElders.
StudentslearnfromEldersofthepastthroughbooksandsoundrecordings.*
AlaskanArtists Alaskahasbeenhometomanyartists,nativeandnon‐native,pastand
present.ProvideexamplesofAlaskanartworkthatpertainstothesubjectsbeingstudiedandexplored.*
AlaskanLiterature
Studentslearnaboutlocalculture,traditionalstoriesandhistorythroughage‐appropriatebooks.*
*SeeResourcesectionformoreinformation.
GCSD Cultural Arts Curriculum Grades K‐8 Page 37
ProduceandPerform:FifthGradeStudentsimagine,plan,andcreateworksofartincludingthosethatreflectculturaltraditions.
Drawing:Theportrayalofanideausinglineand/ortone. Materials Continuemakingquicksketchesandextendeddrawingsfrom
observation,nature,imagination,memory,stilllife,andculturalthemes.
Pencil,pen,eraser Markers,crayons Coloredpencils ColoredChalk Oilpastels Charcoaland
blendingstumps Varietyofpapers
Continuetoexploreandpracticecontourline. Explorevalueindrawingsusingdifferentshadingtechniques. Useexamplesofpositiveandnegativespaceindrawings. Drawfromstilllife. Exploreportraitandhumanbodyproportions.
Painting:Theapplicationofpainttoasurface. Practiceandnameavarietyofbrushstrokessuchasstipple,hard
edge,andsoftedgewhileusingtempera. Watercolorpaints,
crayonsandpapers Temperapaintand
cakes Varietyofpapersand
othersurfaces Varietyof
paintbrushes
Continuemixingvalues(addingwhiteandblacktocolors)andcomplimentarycolorsanduseresultsinapieceofartwork.
Continuetouseandnamecolorschemes(e.g.warm,cool,monochromatic).
Continuetousedifferentwatercolortechniques.
Printmaking:Theprocessoftransferringanimagewithmultiplecopies.
Useandcombinedifferentprintingtechniquessuchasstamping,rubbing,stenciling,reliefblocks,andmonoprints.
Foundobjects Sponges Inkandpaint Cuttingmatsand
tools Brayersandrollers Glue,string,etc.
Createaneditionofthreeprints;signandnumberproperly.
Sculpture:Thecreationofformsthatfillspaceorthreedimensions. Createa3Dworkofchosenmaterialandembellishitwithsurface
patterns. Clayandclaytools Modelingdough Paperandwood Wirepipecleaners CreateasculpturebasedonAlaskaNativeart.
MixedMedia:Theuseofacombinationofmaterialsinartwork.
Combineavarietyofmaterialstocreatemixed‐mediadrawings,paintingsandcollages.
Magazines Calendars Fabric,felt,yarn Craftmaterials Beadsandfeathers Varietyofpapers
Usemixedmediatocreateapieceofartrelatedtoculturalthemesortopicsbeingstudiedinothersubjectareas.
Page 38 Grades K‐8 GCSD Cultural Arts Curriculum
ProduceandPerform(continued):FifthGrade
Beadwork:Usingbeadsaloneorappliedtoothermaterialstocreatetraditionalartwork Materials
Usetwoneedleappliquetechniquetomakeabeadworkprojectsuchasabarretteorheadbandonmoosehide.Finishtheprojectwithedging.
Beads Needles Thread Patterns Makeapairofbeadedearrings.
ClothSewingandHandwork:Usingneedle,thread,cloth,yarntoproducetraditionalclothingorotheritems.
Makeatraditionalpersonalsewingkit. Cloth Sewingneedles Thread Yarn Knitting/crochet
needles
Knitand/orcrochetanintermediateprojectsuchassocks,mittens,hat.Learntousemultiplestitches(knit,purl,etc.).
FurandSkinSewing:Thepreparationanduseoffurandhidesfortraditionalpurposes. Userabbitfurinatraditionalartproject,suchasaddingtopinedges,or
pillow.Learnhowtocutfurandconservematerial. Rabbitfur Needles,thread
Basketry:Theproductionofbasketsandothertraditionalitemsusingnaturalmaterialssuchasbirchbark,willow,sprucerootsandothermaterials.
Makeasmallbirchbarkbasket. Birchbark Awl Roots
OtherCulturalSkills:Creatingtools,culturalitems,ordevelopingskillsusedinavarietyoftraditionalactivities. Learnabouttraditionalorganizationand leadership,moderntribal
leaders,government,anddecisionmakingthataffectssubsistencelifestyles. LocalElders,
Koyukoncultureresources
Practicepositiveinteractionswithclassmatesandhowtogivecompliments.Exploretheprocessandimportanceofunlearningstereotypes.
MakesomethingorprovidehelpforalocalElder.KoyukonLanguage:UnderstandingspokenandwrittenKoyukonwordsandphrases,andcommunicatingwithothersintheKoyukonlanguage. Continuetolearnsentencestructureanddevelopconversationalskills.
Koyukonlanguageresources Learnatleasttennewwordsorphrasesincludingthoserelatedto
subsistenceactivities.Storytelling,SongandDance:Learningandperformingtraditionalstories,songsanddance. Listentoandretellatraditionalstorythatincludesnativelanguage
words. LocalElders,audioandwrittenKoyukonstoriesandsongs
Learnabouttraditionalvalueofpublicspeakinganditsimportanceinleadershipandculturalevents.
Performatraditionalsongasaclasstoanotherclassorgroup.
GCSD Cultural Arts Curriculum Grades K‐8 Page 39
ReflectandRespond:FifthGradeAnalyzeandevaluatetheprocessoflearningaboutandparticipatinginartandculture.
StudentswillDESCRIBEARTusingthesedesignelements:Line Distinguishbetweencontourlinesandsketching.
Shape/Form Differentiatebetweenavarietyofshapesandformsinart.
Color Begintorecognizemonochromaticcolorschemes,includingvaluedifferences.
Value Recognizethatartworkusesmanyvalues(light/dark)ofcolor.
Texture Differentiatebetweenpiecesofartthatuseactualandvisual(implied)texture.
Space Identifypositiveandnegativespace.
Perspective Useperspectivetermsincludingplacement,overlapping,size/scale,foreground/background,anddetailwhendiscussingart.
StudentswillANALYZEARTusingthesedesignprinciples:Pattern Recognizepatterninincreasinglycomplexworksofart.
Rhythm/Movement Recognizethatrepetitionofelementscreatesthevisualillusionofrhythmandmovementinart.
Proportion/Scale Continuetolearnbodyproportions.Studyproportionandscalewithinindigenousarts.
Balance Identifyexamplesofvisualbalanceinart.
Unity Discusswhetheraworkofartseemscompleteandunified(allpartsseemtofit).
Emphasis Findandidentifyexamplesoffocalpointinaworkofart.
StudentswillDESCRIBECULTUREusingthesetermsandconcepts:
Heritage Understandlocalhistoryandfactorsthathavecontributedtothe
developmentoflocalcultureandtheirownidentity. Recounttheirowngenealogyandfamilyhistory.
Values/Beliefs Becomefamiliarwithculturalvaluesandhowtheyaffectbehavior. Understandrelationshipsbetweenbeliefs,worldviewandtheway
knowledgeisformedandused.
Traditions Learnaboutlocaltraditionsofthepastandpresent. Understandhowandwhycultureschangeovertime.
Subsistence
Describeseasonalsubsistenceactivitiesandtheroletheyplayindevelopingcultureandidentity.
Identifyhistoricchangesintechnologyandtheconsequencesoftheiruseforimprovingthequalityoflifeinthecommunity.
Community
Understandhowcommonheritageandexperiencescreatecommunity,andhowcommunityshapesindividuals.
Determinetheplaceoftheirculturalcommunityinregional,state,national,andinternationalpoliticalandeconomicsystems.
Environment
Learnhowsubsistenceactivitiesandculturaltraditionsaffectandareshapedbythenaturalenvironment.
Becomefamiliarwithlocalplantsandanimals. Understandconceptsofsustainabilityandrespectforenvironment.
Page 40 Grades K‐8 GCSD Cultural Arts Curriculum
ReflectandRespond(continued):FifthGrade
StudentswillEXPRESSCULTUREintheirownlives:
Identity
Recognizetherolecultureandlanguageplayindeterminingwhotheyareandhowtheyunderstandtheworldaroundthem.
Integrateculturalvaluesandtraditionsintoeverydaybehavior. Assumeresponsibilityfortheirroleinrelationtothewellbeingofthe
community.
Respect
Treatself,classmates,teachers,Eldersandothercommunitymemberswithkindness.
ShowrespecttoEldersinthecommunitybyassistingtheminanywaypossible.
Valueandtreatelementsofthenaturalworldinaresponsiblemanner. Acquireinsightsfromotherpeopleandcultureswithoutdiminishingthe
integrityoftheirown. Consistentlyactasagoodrolemodel,showingrespectandproviding
supporttoothers.
HealthyLiving
Useculturalvaluesasguidanceinmakinghealthychoicesthatcontributetophysical,mentalandspiritualwellbeinginselfandothers.
Associatewithfriendswhoarehealthyrolemodelsthatmakeapositivecontributiontoyourgrowthanddevelopmenttowardadulthood.
Engageinrealisticself‐assessmenttoidentifystrengthsandneedsandmakeappropriatedecisionstoenhancelifeskills.
Participateinsubsistenceactivitieswithparents,Eldersandothermembersofthecommunityandlearnthestoriesandlessonsassociatedwiththoseactivities.
Becomeactivelyinvolvedinlocalactivitiesandorganizationsthatcontributetothequalityoflifeinthecommunity.
Stories
Acquireandpassonthetraditionsofthecommunitythroughoralandwrittenhistory.
Usestorytellingasawayofcommunicatingexperiencesandvalueswithothers.
Usecriticaljudgmentintheselectionofpopularmediaforreading,viewingandlisteningandmakesurethesearethestoriesyouwanttoguideyouinbecominganadult.
Resourcefulness Identifyandutilizeappropriatesourcesofculturalknowledgetofindsolutionstoeverydayproblems.
GCSD Cultural Arts Curriculum Grades K‐8 Page 41
EncounterandExplore:SixthGradeLearnaboutconceptsinartandculture,andlearnfromaccomplishedartistsandwisdomkeeperspastandpresent.
ElementsofArt
Color
Recognizeanalogous andothercolorschemesinrelationshiptobasiccolortheory.
Distinguishbetweenopaque,translucentandtransparentandconsiderhowtheyrelatetolightness/darknessorvalue.
Line Recognizecontourline,outline,andsketching Identifylinesusedincreativeandinventiveways.
Space
Investigatehowperspectiveisimpliedinanartworkusingtheconceptsofoverlapping,scale,placement,foreground/background,degreeofdetail,andcolorintensity.
Recognizethatconverginglinesshowdepth.
ExploringCulture
CulturalValuesandTraditions
MakestudentsfamiliarwithAthabascanvalues,howtheyhaveshapedlocalcultureandhowtheyapplytotheirownlives.*
Provideopportunitiesforstudentstolearnculturaltraditionsthroughhands‐ondemonstrationsofculturalknowledge,practices,andskills.
Begincomparinglocaltraditionswiththoseofothercultures,particularlythosebeingstudiedinothersubjectareas.
SeasonsandSubsistence
ThecycleoftheseasonsandrelatedactivitiesarecentraltoKoyukonAthabascanculture.Throughouttheschoolyear,activitiescanbeorientedaroundtheseasonstomakestudentsfamiliarwiththeannualcycleoftraditionalactivities.
Studentsbecomefamiliarwiththeneedfor,andactivitiesrelatedtosubsistenceharvest,andhowthesehavechangedovertime.Activitiesincorporatenativescienceandoutdoorexploration.
LearningfromElders
Elders,asthetradition‐bearers,canhelpnurtureculturallyhealthyyouthbysharingtheirwisdom
Studentsacquirein‐depthculturalknowledgethroughactiveparticipationandmeaningfulinteractionwithElders.
StudentslearnfromEldersofthepastthroughbooksandsoundrecordings.*
AlaskanArtists Alaskahasbeenhometomanyartists,nativeandnon‐native,pastand
present.ProvideexamplesofAlaskanartworkthatpertainstothesubjectsbeingstudiedandexplored.*
AlaskanLiterature
Studentslearnaboutlocalculture,traditionalstoriesandhistorythroughage‐appropriatebooks.*
*SeeResourcesectionformoreinformation.
Page 42 Grades K‐8 GCSD Cultural Arts Curriculum
ProduceandPerform:SixthGradeStudentsimagine,plan,andcreateworksofartincludingthosethatreflectculturaltraditions.
Drawing:Theportrayalofanideausinglineand/ortone. Materials Drawusingawidevarietyoftools.
Pencil,pen,eraser Markers,crayons Coloredpencils ColoredChalk Oilpastels Charcoaland
blendingstumps Varietyofpapers
Uselineincreativeandintensiveways;drawusingsketch,outline,andcontour.
Useplacement,overlapping,size,scale,anddetailwhendrawingtoshowperspective;learnhowcolorintensityfadeswithdistanceandusethisindrawing.
Useformsandlightsourcestostudyshading. Continuetodrawfromstories,nature,memory,imagination,
observation,still‐life,andculturalthemes.Usemusic,movementandmoodforinspiration.
Exploreactualtexturesandcreateimpliedtextureindrawing.
Painting:Theapplicationofpainttoasurface. Useavarietyofpaintingmedium(e.g.,tempera,watercolor,and
paintingcrayons)inoneartwork. Watercolorpaints,crayonsandpapers
Temperapaintandcakes
Varietyofpapersandothersurfaces
Varietyofpaintbrushes
Useavarietyofpaintingtechniquestocreatedifferenteffects(e.g.,stipple,hard‐andsoft‐edged,spatter,fluid).
Learnanduseanalogousaswellaswarm,cool,neutral,andcomplimentarycolorschemes.
Exploretheuseofopaque,translucentandtransparentcolors/paints.
Createapaintingthatshowsmood.
Printmaking:Theprocessoftransferringanimagewithmultiplecopies. Useandcombinedifferentprintingtechniquessuchasstamping,
rubbing,stenciling,reliefblocks,andmonoprints. Foundobjects Sponges Inkandpaint Cuttingmatsand
tools Brayersandrollers Glue,string,etc.
Constructareliefprintusingtwoofthefollowing:cardboard,gluelines,foundobjects,string.
Createaneditionofthreeprints;signandnumberproperly.
Sculpture:Thecreationofformsthatfillspaceorthreedimensions. Createa3Dworkofchosenmaterialandembellishitwithsurface
patterns. Clayandclaytools Modelingdough Paperandwood Wirepipecleaners
Combinetwoconstructiontechniquesinasingleclaypiece(e.g.,pinch,coil,slab,modeling,carving).
MixedMedia:Theuseofacombinationofmaterialsinartwork.
Combineavarietyofmaterialstocreatemixed‐mediadrawings,paintingsandcollages.Createapiecethat“makesastatement.”
Magazines Calendars Fabric,felt,yarn,
paper Craftmaterials Beadsandfeathers
Usemixedmediatocreateapieceofartrelatedtoculturalthemesortopicsbeingstudiedinothersubjectareas.
GCSD Cultural Arts Curriculum Grades K‐8 Page 43
ProduceandPerform(continued):SixthGrade
Beadwork:Usingbeadsaloneorappliedtoothermaterialstocreatetraditionalartwork Materials
Usetwo‐needleappliquetechniquestomakeonelargeorseveralsmallbeadeditemssuchasbarrette,jar‐top,headband,glovetops.Continuetoaddtopatterncollectionandcreateownpatterns.
Needles,thread Beads Beadlooms Earringhooks Makeabraceletornecklaceonabead loomusingtraditionalpatterns.
Makeearringsorzipperpullusingpeyote stitch.ClothSewingandHandwork:Usingneedle,thread,cloth,yarntoproducetraditionalclothingorotheritems.
Makeasmallormediumsizedhandsewnitemusinganexistingpattern. Cloth Needles,thread Patterns Yarn Knittingneedles crochethooks
Makeasmallhandsewnitemusingaself‐madepattern.
Knitorcrochetanitemtobegivenaway;conductaclasscharityproject.
FurandSkinSewing:Thepreparationanduseoffurandhidesfortraditionalpurposes.
Makeamoose‐hidewalletorothersmallitem.Decoratewithbeadsorfur.
Moosehide Fur Beads Needles,thread
Basketry:Theproductionofbasketsandothertraditionalitemsusingnaturalmaterialssuchasbirchbark,willow,sprucerootsandothermaterials.
Createacontainerormodelcanoeusingbirchbark.
Birchbark Awl Roots Smallwoodpieces
OtherCulturalSkills:Creatingtools,culturalitems,ordevelopingskillsusedinavarietyoftraditionalactivities. LearnaboutcircumpolarculturesandhistoricinteractionsofKoyukon
Athabascanswithothercultures,includingtradenetworks,wars,andEuropeancontact,andexpresslearningthroughartorperformance.
Regionalhistory,culture,andgovernmentresources
tools/equipmentusedforoutdoorsurvival
Investigatenaturalresourcemanagementandseasonalsubsistenceactivities,includingmaking/usingtoolsandequipmentnecessaryforsubsistenceactivitiesandoutdoorsurvival.
KoyukonLanguage:UnderstandingspokenandwrittenKoyukonwordsandphrases,andcommunicatingwithothersintheKoyukonlanguage. Learnatleasttennewwordsorphrases.Focusonloan‐wordsadapted
fromRussianandotherlanguages. Koyukonlanguage
resourcesStorytelling,SongandDance:Learningandperformingtraditionalstories,songsanddance. Listentoandtelltraditionalandpersonalstoriesrelatedtoseasonal
cyclesandactivities. LocalElders,
audioandwrittenKoyukonstoriesandsongs Learnaboutprotocolsregardinguseofsongsfromdifferentvillages.
Page 44 Grades K‐8 GCSD Cultural Arts Curriculum
ReflectandRespond:SixthGradeAnalyzeandevaluatetheprocessoflearningaboutandparticipatinginartandculture.
StudentswillDESCRIBEARTusingthesedesignelements:Line Distinguishbetweencontourlinesandsketching.
Shape/Form Differentiatebetweenavarietyofshapesandformsinart.
Color Identifyprimary,secondary,warm,cool,neutral,analogousandmonochromaticcolorschemes.
Value Recognizesequentialvaluechangesinasinglecolor.
Texture Differentiatebetweenactualandvisual(implied)texture.Space Identifypositiveandnegativespace.
PerspectiveRecognizehow placement,overlapping,size/scale,foreground/background,degreeofdetail,andcolorintensitycreateperspective.
StudentswillANALYZEARTusingthesedesignprinciples:Pattern Recognizesymmetryandpatterninincreasinglycomplexworksofart.
Rhythm/Movement Recognizethatrepetitionofelementscreatesthevisualillusionofrhythmandmovementinart.
Proportion/Scale Continuetolearnbodyproportions.
Balance Identifyexamplesofvisualbalanceandcontrastinart.
Unity Discusswhetheraworkofartseemscompleteandunified(allpartsseemtofit).
Emphasis Findandidentifyexamplesoffocalpointinaworkofart;lookforvisualaccents,stress.
StudentswillDESCRIBECULTUREusingthesetermsandconcepts:
Heritage Understandlocalhistoryandfactorsthathavecontributedtothe
developmentoflocalcultureandtheirownidentity. Recounttheirowngenealogyandfamilyhistory.
Values/Beliefs Becomefamiliarwithculturalvaluesandhowtheyaffectbehavior. Understandrelationshipsbetweenbeliefs,worldviewandtheway
knowledgeisformedandused.
Traditions Learnaboutlocaltraditionsofthepastandpresent. Understandhowandwhycultureschangeovertime.
Subsistence
Describeseasonalsubsistenceactivitiesandtheroletheyplayindevelopingcultureandidentity.
Identifyhistoricchangesintechnologyandtheconsequencesoftheiruseforimprovingthequalityoflifeinthecommunity.
Community
Understandhowcommonheritageandexperiencescreatecommunity,andhowcommunityshapesindividuals.
Determinetheplaceoftheirculturalcommunityinregional,state,national,andinternationalpoliticalandeconomicsystems.
Environment
Learnhowsubsistenceactivitiesandculturaltraditionsaffectandareshapedbythenaturalenvironment.
Becomefamiliarwithlocalplantsandanimals. Understandconceptsofsustainabilityandrespectforenvironment.
GCSD Cultural Arts Curriculum Grades K‐8 Page 45
ReflectandRespond(continued):SixthGrade
StudentswillEXPRESSCULTUREintheirownlives:
Identity
Recognizetherolecultureandlanguageplayindeterminingwhotheyareandhowtheyunderstandtheworldaroundthem.
Integrateculturalvaluesandtraditionsintoeverydaybehavior. Assumeresponsibilityfortheirroleinrelationtothewellbeingofthe
community.
Respect
Treatself,classmates,teachers,Eldersandothercommunitymemberswithkindness.
ShowrespecttoEldersinthecommunitybyassistingtheminanywaypossible.
Valueandtreatelementsofthenaturalworldinaresponsiblemanner. Acquireinsightsfromotherpeopleandcultureswithoutdiminishingthe
integrityoftheirown. Consistentlyactasagoodrolemodel,showingrespectandproviding
supporttoothers.
HealthyLiving
Useculturalvaluesasguidanceinmakinghealthychoicesthatcontributetophysical,mentalandspiritualwellbeinginselfandothers.
Associatewithfriendswhoarehealthyrolemodelsthatmakeapositivecontributiontoyourgrowthanddevelopmenttowardadulthood.
Engageinrealisticself‐assessmenttoidentifystrengthsandneedsandmakeappropriatedecisionstoenhancelifeskills.
Participateinsubsistenceactivitieswithparents,Eldersandothermembersofthecommunityandlearnthestoriesandlessonsassociatedwiththoseactivities.
Becomeactivelyinvolvedinlocalactivitiesandorganizationsthatcontributetothequalityoflifeinthecommunity.
Stories
Acquireandpassonthetraditionsofthecommunitythroughoralandwrittenhistory.
Usestorytellingasawayofcommunicatingexperiencesandvalueswithothers.
Usecriticaljudgmentintheselectionofpopularmediaforreading,viewingandlisteningandmakesurethesearethestoriesyouwanttoguideyouinbecominganadult.
Resourcefulness Identifyandutilizeappropriatesourcesofculturalknowledgetofindsolutionstoeverydayproblems.
Page 46 Grades K‐8 GCSD Cultural Arts Curriculum
EncounterandExplore:SeventhGradeLearnaboutconceptsinartandculture,andlearnfromaccomplishedartistsandwisdomkeeperspastandpresent.
ElementsofArt
General
Investigatetherelationshipsbetweenartandtheindividual,societyandtheenvironment.
Compareartfrommultiplecultures. Recognizetheroleoftradition,ritual,andenvironmentinart.
Color
Identifyprimary,secondary,warm,cool,neutral,analogous,andmonochromaticcolorschemes.
Distinguishbetweenopaque,translucentandtransparentandconsiderhowtheyrelatetolightness/darknessorvalue.
Line Recognizecontourline,outline,andsketching. Identifylinesusedincreativeandinventiveways.
Space
Investigatehowperspectiveisimpliedinanartworkusingtheconceptsofoverlapping,scale,placement,foreground/background,degreeofdetail,andcolorintensity.
Recognizethatconverginglinesshowdepth.
ExploringCulture
CulturalValuesandTraditions
MakestudentsfamiliarwithAthabascanvalues,howtheyhaveshapedlocalcultureandhowtheyapplytotheirownlives.*
Provideopportunitiesforstudentstolearnculturaltraditionsthroughhands‐ondemonstrationsofculturalknowledge,practices,andskills.
Begincomparinglocaltraditionswiththoseofothercultures,particularlythosebeingstudiedinothersubjectareas.
SeasonsandSubsistence
ThecycleoftheseasonsandrelatedactivitiesarecentraltoKoyukonAthabascanculture.Throughouttheschoolyear,activitiescanbeorientedaroundtheseasonstomakestudentsfamiliarwiththeannualcycleoftraditionalactivities.
Studentsbecomefamiliarwiththeneedfor,andactivitiesrelatedtosubsistenceharvest,andhowthesehavechangedovertime.Activitiesincorporatenativescienceandoutdoorexploration.
LearningfromElders
Elders,asthetradition‐bearers,canhelpnurtureculturallyhealthyyouthbysharingtheirwisdom
Studentsacquirein‐depthculturalknowledgethroughactiveparticipationandmeaningfulinteractionwithElders.
StudentslearnfromEldersofthepastthroughbooksandsoundrecordings.*
AlaskanArtists Alaskahasbeenhometomanyartists,nativeandnon‐native,pastand
present.ProvideexamplesofAlaskanartworkthatpertainstothesubjectsbeingstudiedandexplored.*
AlaskanLiterature
Studentslearnaboutlocalculture,traditionalstoriesandhistorythroughage‐appropriatebooks.*
*SeeResourcesectionformoreinformation.
GCSD Cultural Arts Curriculum Grades K‐8 Page 47
ProduceandPerform:SeventhGradeStudentsimagine,plan,andcreateworksofartincludingthosethatreflectculturaltraditions.
Drawing:Theportrayalofanideausinglineand/ortone. Materials Drawusingawidevarietyoftools.Includetextureandshading.
Pencil,pen,eraser Markers,crayons Coloredpencils ColoredChalk Oilpastels Charcoalandblending
stumps Varietyofpapers
Uselineincreativeandintensiveways;drawusingsketch,outline,andcontour.
Useplacement,overlapping,size,scale,and detailwhendrawingtoshowperspective;learnhowcolorintensityfadeswithdistanceandusethisindrawing.
Continuetodrawfromstories,nature,memory,imagination,observation,still‐life,andculturalthemes.Usemusic,movementandmoodforinspiration.
Workonunconventionalformats,experimentwithbreakingedges.
Painting:Theapplicationofpainttoasurface. Useavarietyofpaintingmedium(e.g.,tempera,watercolor,and
paintingcrayons)inoneartwork. Watercolorpaints,crayonsandpapers
Temperapaintandcakes
Varietyofpapersandothersurfaces
Varietyofpaintbrushes
Useavarietyofpaintingtechniquestocreatedifferenteffects(e.g.,stipple,hard‐andsoft‐edged,spatter,fluid).
Experimentwithusinganalogous,monochrome,warm,cool,neutral,andcomplimentarycolorschemes.
Exploretheuseofopaque,translucentandtransparentcolors/paints.
Createpaintingsthatshowmood.Determinemoodandcolorsbeforehand.
Printmaking:Theprocessoftransferringanimagewithmultiplei
Useandcombinedifferentprintingtechniques. Foundobjects Sponges Inkandpaint Cuttingmatsandtools Brayersandrollers Glue,string,etc.
Constructareliefprintusingcardboard,gluelines,foundobjects,string,etc.
Createaneditionofmultipleprints;signandnumberproperly.
Sculpture:Thecreationofformsthatfillspaceorthreedimensions. Createafreestandingsculptureusingatleast3differentmaterials
andvariousjoiningtechniques. Clayandclaytools Modelingdough Paperandwood Wirepipecleaners
Combinemultipleconstructiontechniquesinasingleclaypiece(e.g.,pinch,coil,slab,modeling,carving).
MixedMedia:Theuseofacombinationofmaterialsinartwork.
Combineavarietyofmaterialstocreatemixed‐mediadrawings,paintingsandcollages.Createapiecethat“makesastatement.”
Magazines Calendars Fabric,felt,yarn,
paper Craftmaterials Beadsandfeathers
Usemixedmediatocreateapieceofartrelatedtoculturalthemesortopicsbeingstudiedinothersubjectareas.
Page 48 Grades K‐8 GCSD Cultural Arts Curriculum
ProduceandPerform(continued):SeventhGrade
Beadwork:Usingbeadsaloneorappliedtoothermaterialstocreatetraditionalartwork Materials
Produceandadvancedbeadworkprojectsuchasslippertops,glovetops,purse.Continuetocreateandaddtopatterncollection.
Beads Needles,thread hoops Makeabeadedsuncatcher.
ClothSewingandHandwork:Usingneedle,thread,cloth,yarntoproducetraditionalclothingorotheritems. Learntouseasewingmachineandmakeasmallprojectsuchasapillow
orpillowcase. Sewingmachine Cloth Thread Yarn Knittingneedles,
crochethooks
InviteanEldertoteachsockknittingorcrochetingpillowcoversandafghans,andcompleteaprojectbasedonwhatislearned.
Sewanitemusedforoutdooruse,suchasadog‐harness,packorbag.
FurandSkinSewing:Thepreparationanduseoffurandhidesfortraditionalpurposes.
Createapairofbeadedglovesusingpre‐madegloves,furandbeadedglovetops.
Gloves Rabbitorbeaver
fur Moosehideorfelt
Basketry:Theproductionofbasketsandothertraditionalitemsusingnaturalmaterialssuchasbirchbark,willow,sprucerootsandothermaterials.
Makeabasketorothertraditionalitemusingbirchbarkorothernaturalmaterials.
Birchbark Roots Grass,etc.
OtherCulturalSkills:Creatingtools,culturalitems,ordevelopingskillsusedinavarietyoftraditionalactivities. Usewoodtocreatemodelsofatraditionalitemsuchasalogcabin,
fishwheelordogsled. Pre‐madeand
foundwoodpieces Glue tools/equipment
usedforsubsistenceandoutdoorsurvival
Investigatetraditionaltrappingmethodsandlearnabouthowtrappingregulationsaremade.Make/usetoolsandequipmentnecessaryforsubsistenceactivitiesandoutdoorsurvival.
KoyukonLanguage:UnderstandingspokenandwrittenKoyukonwordsandphrases,andcommunicatingwithothersintheKoyukonlanguage. Learnatleast10newwordsorphrasesrelatedtotrappingandwinter. Koyukonlanguage
resources LocalElders InviteanEldertocomeandsharewordsorstoriesinKoyukon.
Storytelling,SongandDance:Learningandperformingtraditionalstories,songsanddance. LearnatleasttwonewKoyukonstories(legendsorElderaccounts)and
songs.
LocalElders,audioandwrittenKoyukonstoriesandsongs Telltraditionalstoriesandteachsongstostudentsinayoungergrade.
GCSD Cultural Arts Curriculum Grades K‐8 Page 49
ReflectandRespond:SeventhGradeAnalyzeandevaluatetheprocessoflearningaboutandparticipatinginartandculture.
StudentswillDESCRIBEARTusingthesedesignelements:Line Distinguishbetweencontourlines,outlinesandsketching.
Shape/Form Differentiatebetweenavarietyofshapesandformsinart.
Color Identifyprimary,secondary,warm,cool,neutral,analogousandmonochromaticcolorschemes.
Value Recognizesequentialvaluechangesinasinglecolor.
Texture Differentiatebetweenactualandvisual(implied)texture.Space Identifypositiveandnegativespace.
PerspectiveRecognizehowplacement,overlapping,size/scale,foreground/background,degreeofdetail,andcolorintensitycreateperspective.
StudentswillANALYZEARTusingthesedesignprinciples:Pattern Recognizesymmetryandpatterninincreasinglycomplexworksofart.
Rhythm/Movement Recognizethatrepetitionofelementscreatesthevisualillusionofrhythmandmovementinart.
Proportion/Scale Continuetolearnbodyproportions.
Balance Identifyexamplesofvisualbalanceandcontrastinart.
Unity Discusswhetheraworkofartseemscompleteandunified(allpartsseemtofit).
Emphasis Findandidentifyexamplesoffocalpointinaworkofart.
StudentswillDESCRIBECULTUREusingthesetermsandconcepts:
Heritage Understandlocalhistoryandfactorsthathavecontributedtothe
developmentoflocalcultureandtheirownidentity. Recounttheirowngenealogyandfamilyhistory.
Values/Beliefs Becomefamiliarwithculturalvaluesandhowtheyaffectbehavior. Understandrelationshipsbetweenbeliefs,worldviewandtheway
knowledgeisformedandused.
Traditions Learnaboutlocaltraditionsofthepastandpresent. Understandhowandwhycultureschangeovertime.
Subsistence
Describeseasonalsubsistenceactivitiesandtheroletheyplayindevelopingcultureandidentity.
Identifyhistoricchangesintechnologyandtheconsequencesoftheiruseforimprovingthequalityoflifeinthecommunity.
Community
Understandhowcommonheritageandexperiencescreatecommunity,andhowcommunityshapesindividuals.
Determinetheplaceoftheirculturalcommunityinregional,state,national,andinternationalpoliticalandeconomicsystems.
Environment
Learnhowsubsistenceactivitiesandculturaltraditionsaffectandareshapedbythenaturalenvironment.
Becomefamiliarwithlocalplantsandanimals. Understandconceptsofsustainabilityandrespectforenvironment.
Page 50 Grades K‐8 GCSD Cultural Arts Curriculum
ReflectandRespond(continued):SeventhGrade
StudentswillEXPRESSCULTUREintheirownlives:
Identity
Recognizetherolecultureandlanguageplayindeterminingwhotheyareandhowtheyunderstandtheworldaroundthem.
Integrateculturalvaluesandtraditionsintoeverydaybehavior. Assumeresponsibilityfortheirroleinrelationtothewellbeingofthe
community.
Respect
Treatself,classmates,teachers,Eldersandothercommunitymemberswithkindness.
ShowrespecttoEldersinthecommunitybyassistingtheminanywaypossible.
Valueandtreatelementsofthenaturalworldinaresponsiblemanner. Acquireinsightsfromotherpeopleandcultureswithoutdiminishingthe
integrityoftheirown. Consistentlyactasagoodrolemodel,showingrespectandproviding
supporttoothers.
HealthyLiving
Useculturalvaluesasguidanceinmakinghealthychoicesthatcontributetophysical,mentalandspiritualwellbeinginselfandothers.
Associatewithfriendswhoarehealthyrolemodelsthatmakeapositivecontributiontoyourgrowthanddevelopmenttowardadulthood.
Engageinrealisticself‐assessmenttoidentifystrengthsandneedsandmakeappropriatedecisionstoenhancelifeskills.
Participateinsubsistenceactivitieswithparents,Eldersandothermembersofthecommunityandlearnthestoriesandlessonsassociatedwiththoseactivities.
Becomeactivelyinvolvedinlocalactivitiesandorganizationsthatcontributetothequalityoflifeinthecommunity.
Stories
Acquireandpassonthetraditionsofthecommunitythroughoralandwrittenhistory.
Usestorytellingasawayofcommunicatingexperiencesandvalueswithothers.
Usecriticaljudgmentintheselectionofpopularmediaforreading,viewingandlisteningandmakesurethesearethestoriesyouwanttoguideyouinbecominganadult.
Resourcefulness Identifyandutilizeappropriatesourcesofculturalknowledgetofindsolutionstoeverydayproblems.
GCSD Cultural Arts Curriculum Grades K‐8 Page 51
EncounterandExplore:EighthGradeLearnaboutconceptsinartandculture,andlearnfromaccomplishedartistsandwisdomkeeperspastandpresent.
ElementsofArt
General
Investigatetherelationshipsbetweenartandtheindividual,societyandtheenvironment.
Compareartfrommultiplecultures. Recognizetheroleoftradition,ritual,andenvironmentinart.
Color
Identifyprimary,secondary,warm,cool,neutral,analogous,andmonochromaticcolorschemes.
Distinguishbetweenopaque,translucentandtransparentandconsiderhowtheyrelatetolightness/darknessorvalue.
Line Recognizecontourline,outline,andsketching. Identifylinesusedincreativeandinventiveways.
Space
Investigatehowperspectiveisimpliedinanartworkusingtheconceptsofoverlapping,scale,placement,foreground/background,degreeofdetail,andcolorintensity.
Recognizethatconverginglinesshowdepth.
ExploringCulture
CulturalValuesandTraditions
MakestudentsfamiliarwithAthabascanvalues,howtheyhaveshapedlocalcultureandhowtheyapplytotheirownlives.*
Provideopportunitiesforstudentstolearnculturaltraditionsthroughhands‐ondemonstrationsofculturalknowledge,practices,andskills.
Begincomparinglocaltraditionswiththoseofothercultures,particularlythosebeingstudiedinothersubjectareas.
SeasonsandSubsistence
ThecycleoftheseasonsandrelatedactivitiesarecentraltoKoyukonAthabascanculture.Throughouttheschoolyear,activitiescanbeorientedaroundtheseasonstomakestudentsfamiliarwiththeannualcycleoftraditionalactivities.
Studentsbecomefamiliarwiththeneedfor,andactivitiesrelatedtosubsistenceharvest,andhowthesehavechangedovertime.Activitiesincorporatenativescienceandoutdoorexploration.
LearningfromElders
Elders,asthetradition‐bearers,canhelpnurtureculturallyhealthyyouthbysharingtheirwisdom
Studentsacquirein‐depthculturalknowledgethroughactiveparticipationandmeaningfulinteractionwithElders.
StudentslearnfromEldersofthepastthroughbooksandsoundrecordings.*
AlaskanArtists Alaskahasbeenhometomanyartists,nativeandnon‐native,pastand
present.ProvideexamplesofAlaskanartworkthatpertainstothesubjectsbeingstudiedandexplored.*
AlaskanLiterature
Studentslearnaboutlocalculture,traditionalstoriesandhistorythroughage‐appropriatebooks.*
*SeeResourcesectionformoreinformation.
Page 52 Grades K‐8 GCSD Cultural Arts Curriculum
ProduceandPerform:EighthGradeStudentsimagine,plan,andcreateworksofartincludingthosethatreflectculturaltraditions.
Drawing:Theportrayalofanideausinglineand/ortone. Materials Drawusingawidevarietyoftools.Includetextureandshading.
Pencil,pen,eraser Markers,crayons Coloredpencils ColoredChalk Oilpastels Charcoaland
blendingstumps Varietyofpapers
Uselineincreativeandintensiveways;drawusingsketch,outline,andcontour.
Useplacement,overlapping,size,scale,anddetailwhendrawingtoshowperspective;learnhowcolorintensityfadeswithdistanceandusethisindrawing.
Continuetodrawfromstories,nature,memory,imagination,observation,still‐life,andculturalthemes.Usemusic,movementandmoodforinspiration.
Workonunconventionalformats,experimentwithbreakingedges.
Painting:Theapplicationofpainttoasurface. Useavarietyofpaintingmedium(e.g.,tempera,watercolor,and
paintingcrayons)inoneartwork. Watercolorpaints,crayonsandpapers
Temperapaintandcakes
Varietyofpapersandothersurfaces
Varietyofpaintbrushes
Useavarietyofpaintingtechniquestocreatedifferenteffects(e.g.,stipple,hard‐andsoft‐edged,spatter,fluid).
Experimentwithusinganalogous,monochrome,warm,cool,neutral,andcomplimentarycolorschemes.
Exploretheuseofopaque,translucentandtransparentcolors/paints.
Createpaintingsthatshowmood.Determinemoodandcolorsbeforehand.
Printmaking:Theprocessoftransferringanimagewithmultiplecopies.
Useandcombinedifferentprintingtechniques. Foundobjects Sponges Inkandpaint Cuttingmatsand
tools Brayersandrollers Glue,string,etc.
Constructareliefprintusingcardboard,gluelines,foundobjects,string,etc.
Createaneditionofmultipleprints;signandnumberproperly.
Sculpture:Thecreationofformsthatfillspaceorthreedimensions. Createafreestandingsculptureusingatleast3differentmaterials
andvariousjoiningtechniques. Clayandclaytools Modelingdough Paperandwood Wirepipecleaners
Combinemultipleconstructiontechniquesinasingleclaypiece(e.g.,pinch,coil,slab,modeling,carving).
MixedMedia:Theuseofacombinationofmaterialsinartwork.
Combineavarietyofmaterialstocreatemixed‐mediadrawings,paintingsandcollages.Createapiecethat“makesastatement.”
Magazines Calendars Fabric,felt,yarn,
paper Craftmaterials Beadsandfeathers
Usemixedmediatocreateapieceofartrelatedtoculturalthemesortopicsbeingstudiedinothersubjectareas.
GCSD Cultural Arts Curriculum Grades K‐8 Page 53
ProduceandPerform(continued):EighthGrade
Beadwork:Usingbeadsaloneorappliedtoothermaterialstocreatetraditionalartwork Materials
Produceandadvancedbeadworkprojectsuchasslippertops,glovetops,purse.Continuetocreateandaddtopatterncollection.
Beads Needles,thread Smallbottles Decorateabottleorothersmallitemusingpeyotestitch.
ClothSewingandHandwork:Usingneedle,thread,cloth,yarntoproducetraditionalclothingorotheritems. Useasewingmachineandcutoutandsewabets’eghehoolaane orsnow
shirt. Sewingmachine Cloth Thread Yarn Knittingneedles,
crochethooks
InviteanEldertoteachsockknittingorcrochetingpillowcoversandafghans.Makeitemstogiveaway.
FurandSkinSewing:Thepreparationanduseoffurandhidesfortraditionalpurposes.
Completeandadvancedprojectsuchasgloves,skinboots,orpatchworkfur/beadedpillow.
Moosehide Rabbitorbeaver
fur Needles,thread
Basketry:Theproductionofbasketsandothertraditionalitemsusingnaturalmaterialssuchasbirchbark,willow,sprucerootsandothermaterials.
Makeabasketorothertraditionalitemusingbirchbarkorothernaturalmaterials.
Birchbark Roots Grass,etc.
OtherCulturalSkills:Creatingtools,culturalitems,ordevelopingskillsusedinavarietyoftraditionalactivities.
Usewoodtocreateadioramaofatraditionalsceneincludingitemssuchaslogcabins,fishwheelsanddogsleds.
Pre‐madeandfoundwoodpiecesandotheritems
Glue boards tools/equipment
usedforsubsistenceandoutdoorsurvival
Investigatetraditionalhuntingandfishingpracticesandhowmodernregulationsaremade.Make/usetoolsandequipmentnecessaryforsubsistenceactivitiesandoutdoorsurvival.
KoyukonLanguage:UnderstandingspokenandwrittenKoyukonwordsandphrases,andcommunicatingwithothersintheKoyukonlanguage. Learnatleast10newwordsorphrasesrelatedtohuntingandfishing. Koyukonlanguage
resources LocalElders InviteanEldertocomeandsharewordsorstoriesinKoyukon.
Storytelling,SongandDance:Learningandperformingtraditionalstories,songsanddance. LearnatleasttwonewKoyukonstories(legendsorElder accounts)and
songs. LocalElders,
audioandwrittenKoyukonstoriesandsongs Telltraditionalstoriesandteachsongstostudentsinayoungergrade.
Page 54 Grades K‐8 GCSD Cultural Arts Curriculum
ReflectandRespond:EighthGradeAnalyzeandevaluatetheprocessoflearningaboutandparticipatinginartandculture.
StudentswillDESCRIBEARTusingthesedesignelements:Line Distinguishbetweencontourlines,outlinesandsketching.
Shape/Form Differentiatebetweenavarietyofshapesandformsinart.
Color Identifyprimary,secondary,warm,cool,neutral,analogousandmonochromaticcolorschemes.
Value Recognizesequentialvaluechangesinasinglecolor.
Texture Differentiatebetweenactualandvisual(implied)texture.Space Identifypositiveandnegativespace.
PerspectiveRecognizehowplacement,overlapping,size/scale,foreground/background,degreeofdetail,andcolorintensitycreateperspective.
StudentswillANALYZEARTusingthesedesignprinciples:Pattern Recognizesymmetryandpatterninincreasinglycomplexworksofart.
Rhythm/Movement Recognizethatrepetitionofelementscreatesthevisualillusionofrhythmandmovementinart.
Proportion/Scale Continuetolearnbodyproportions.
Balance Identifyexamplesofvisualbalanceandcontrastinart.
Unity Discusswhetheraworkofartseemscompleteandunified(allpartsseemtofit).
Emphasis Findandidentifyexamplesoffocalpointinaworkofart.
StudentswillDESCRIBECULTUREusingthesetermsandconcepts:
Heritage Understandlocalhistoryandfactorsthathavecontributedtothe
developmentoflocalcultureandtheirownidentity. Recounttheirowngenealogyandfamilyhistory.
Values/Beliefs Becomefamiliarwithculturalvaluesandhowtheyaffectbehavior. Understandrelationshipsbetweenbeliefs,worldviewandtheway
knowledgeisformedandused.
Traditions Learnaboutlocaltraditionsofthepastandpresent. Understandhowandwhycultureschangeovertime.
Subsistence
Describeseasonalsubsistenceactivitiesandtheroletheyplayindevelopingcultureandidentity.
Identifyhistoricchangesintechnologyandtheconsequencesoftheiruseforimprovingthequalityoflifeinthecommunity.
Community
Understandhowcommonheritageandexperiencescreatecommunity,andhowcommunityshapesindividuals.
Determinetheplaceoftheirculturalcommunityinregional,state,national,andinternationalpoliticalandeconomicsystems.
Environment
Learnhowsubsistenceactivitiesandculturaltraditionsaffectandareshapedbythenaturalenvironment.
Becomefamiliarwithlocalplantsandanimals. Understandconceptsofsustainabilityandrespectforenvironment.
GCSD Cultural Arts Curriculum Grades K‐8 Page 55
ReflectandRespond(continued):EighthGrade
StudentswillEXPRESSCULTUREintheirownlives:
Identity
Recognizetherolecultureandlanguageplayindeterminingwhotheyareandhowtheyunderstandtheworldaroundthem.
Integrateculturalvaluesandtraditionsintoeverydaybehavior. Assumeresponsibilityfortheirroleinrelationtothewellbeingofthe
community.
Respect
Treatself,classmates,teachers,Eldersandothercommunitymemberswithkindness.
ShowrespecttoEldersinthecommunitybyassistingtheminanywaypossible.
Valueandtreatelementsofthenaturalworldinaresponsiblemanner. Acquireinsightsfromotherpeopleandcultureswithoutdiminishingthe
integrityoftheirown. Consistentlyactasagoodrolemodel,showingrespectandproviding
supporttoothers.
HealthyLiving
Useculturalvaluesasguidanceinmakinghealthychoicesthatcontributetophysical,mentalandspiritualwellbeinginselfandothers.
Associatewithfriendswhoarehealthyrolemodelsthatmakeapositivecontributiontoyourgrowthanddevelopmenttowardadulthood.
Engageinrealisticself‐assessmenttoidentifystrengthsandneedsandmakeappropriatedecisionstoenhancelifeskills.
Participateinsubsistenceactivitieswithparents,Eldersandothermembersofthecommunityandlearnthestoriesandlessonsassociatedwiththoseactivities.
Becomeactivelyinvolvedinlocalactivitiesandorganizationsthatcontributetothequalityoflifeinthecommunity.
Stories
Acquireandpassonthetraditionsofthecommunitythroughoralandwrittenhistory.
Usestorytellingasawayofcommunicatingexperiencesandvalueswithothers.
Usecriticaljudgmentintheselectionofpopularmediaforreading,viewingandlisteningandmakesurethesearethestoriesyouwanttoguideyouinbecominganadult.
Resourcefulness Identifyandutilizeappropriatesourcesofculturalknowledgetofindsolutionstoeverydayproblems.
Page 56 Grades K‐8 GCSD Cultural Arts Curriculum
AdditionalResources
GCSD Cultural Arts Curriculum Grades K‐8 Page 57
AlaskaNativeKnowledgeNetwork
GuidelinesforNurturingCulturally‐HealthyYouth
GuidelinesforYouthCulturally‐healthyyouthtakeanactiveinterestinlearningtheirheritageandassumeresponsibilityfortheirroleascontributingmembersofthefamilyandcommunityinwhichtheylive.Youthcannurturetheirownculturalwell‐beingthroughthefollowingactions:
a. Learnallyoucanaboutyourfamily,kinshiprelationsandcommunityhistoryandculturalheritage.
b. Participateinsubsistenceactivitieswithparents,Eldersandothermembersofthecommunityandlearnthestoriesandlessonsassociatedwiththoseactivities.
c. Becomeactivelyinvolvedinlocalactivitiesandorganizationsthatcontributetothequalityoflifeinyourcommunity.
d. ShowrespecttotheEldersinyourcommunitybyassistingtheminanywayyoucan.e. Getinvolvedinregional,stateandnationalissuesandorganizationsthatimpact
yourcommunity.f. Makehealthychoicesinyourlifestylethatcontributetothewholenessandwell‐
beingofyourselfandthosearoundyou.g. Alwaysbeagoodrolemodel,showrespectandprovidesupporttoothers.h. Participateinapprenticeshipswithculturalexpertsinthecommunityandacquire
traditionalconflictresolutionskills.i. Seektoacquirealltheknowledgeandskillsassociatedwiththe"culturalstandards
forstudents"(publishedintheAlaskaStandardsforCulturally‐ResponsiveSchools.)j. Usecriticaljudgmentintheselectionofpopularmediaforreading,viewingand
listeningandmakesureitisalignedwithyouraspirationsasanadult.k. Associatewithfriendswhocanprovidehealthyrolemodelsthatwillmakea
positivecontributiontoyourgrowthanddevelopmenttowardadulthood.
Page 58 Grades K‐8 GCSD Cultural Arts Curriculum
AlaskaNativeKnowledgeNetworkGuidelinesforEducators
Educatorsareresponsibleforprovidingasupportivelearningenvironmentthatreinforcestheculturalwell‐beingofthestudentsintheircare.Educators(teachers,administrators,aides,counselors,etc.)canhelpnurtureculturally‐healthyyouththroughthefollowingactions:
a. Learntraditionalchild‐rearingandparentingpracticestolinktheknowledgebaseoftheschooltothatofthecommunity.
b. Recognizethatstudents'developmentalneedsundergosubstantialchangesinearlyadolescencethatcaneffectacademicperformance,soinstructionalstrategieswillneedtobeadaptedaccordingly.
c. Adoptcurricularandinstructionalstrategiesthatconnecttotheculturalandphysicalworldinwhichthestudentsaresituated.
d. Makeeffectiveuseoflocalexpertise,especiallyElders,asco‐teacherswheneverlocalculturalknowledgeisbeingaddressedinthecurriculum.
e. Takestepstorecognizeandvalidateallaspectsoftheknowledgestudentsbringwiththemandassistthemintheirongoingquestforpersonalandculturalaffirmation.
f. Developtheobservationandlisteningskillsnecessarytoacquireanin‐depthunderstandingoftheknowledgesystemindigenoustothelocalcommunityandapplythatunderstandinginteachingpractice.
g. Visitthestudent'shomesandlearnabouttheparentsaspirationsfortheirchildrenaswellastheirexpectationsforyou.
h. Carefullyreviewallcurriculumresourcematerialstoinsureculturalaccuracyandappropriatenessandassiststudentsinmakingsimilarcriticaljudgmentsthemselves.
i. Makeeveryefforttoutilizelocally‐relevantcurriculummaterialswithwhichstudentscanreadilyidentify,includingmaterialspreparedbyAlaskaNativeauthors.
j. Serveasarolemodelforstudentsbyutilizingconstructiveformsofdisciplineoverpunishmentandprovidingpositivereinforcementovernegativefeedback.
k. ProvidesufficientflexibilityinschedulingElderparticipationsotheyareabletofullysharewhattheyknowwithminimalinterferencebytheclockandprovideenoughadvancenoticeforthemtomakethenecessarypreparations.
l. AlignallsubjectmatterwiththeAlaskaStandardsforCulturally‐ResponsiveSchoolsanddevelopcurriculummodelsthatarebasedonthelocalculturalandenvironmentalexperiencesofthestudents.
m. Recognizetheimportanceofculturalandintellectualpropertyrightsinteachingpracticeandhonorsuchrightsinallaspectsoftheselectionandutilizationofcurriculumresources.
n. Participateincommunityeventsandactivitiestoacquiretheinsightsneededtodevelopappropriatemotivationanddisciplinepracticesintheschool.
GCSD Cultural Arts Curriculum Grades K‐8 Page 59
AlaskaNativeKnowledgeNetworkGuidelinesforSchools
Schoolsmustbefullyengagedwiththelifeofthecommunitiestheyservesoastoprovideconsistencyofexpectationsinallaspectsofstudents’lives.Schoolsmayhelpnurtureculturally‐healthyyouththroughthefollowingactions:
a. Establishaneasilyaccessiblerepositoryofculturally‐appropriateresourcematerialsandareliableprocessforthedailyinvolvementofknowledgeableexpertise,includingrespectedElders,fromthecommunity.
b. Includethevoicesofrepresentativesfromthelocalcultureinthecurriculummaterialsusedintheschool.
c. Providedevelopmentally‐appropriatecurriculathattakeintoaccounttheculturalvariabilityofthesocial,emotional,intellectualandspiritualneedsofeachchildandcommunity,especiallyduringthecriticalperiodofidentityformationthattakesplaceduringtheadolescentyears.
d. Utilizethenaturalenvironmentofthecommunitytomoveeducationalactivitiesbeyondtheclassroomasawayoffosteringplace‐basededucationanddeepeningthelearningexperiencesofstudents.
e. SupporttheimplementationofanElders‐in‐ResidenceprogramineachschoolandclassroomandteachrespectforEldersatalltimes.
f. Provideanin‐depthculturalorientationprogramforallnewteachersandadministrators.
g. PromotetheincorporationoftheAlaskaStandardsforCulturally‐ResponsiveSchoolsinallaspectsoftheschoolcurriculum,whiledemonstratingtheirapplicabilityinprovidingmultipleavenuestomeetthestateContentStandards.
h. UtilizeEldersandNativeteachersfromthelocalcommunitytoacquireacomprehensiveunderstandingofallaspectsofthelocal,regionalandstatewidecontextinwhichthestudentslive,particularlyasitrelatestothewell‐beingandsurvivalofthelocalculture.
i. Makeuseoflocally‐producedresourcematerials(reports,videos,maps,books,tribaldocuments,etc.)inallsubjectareasandworkinclosecollaborationwithlocalagenciestoenrichthecurriculumbeyondthescopeofcommercially‐producedtexts.
Page 60 Grades K‐8 GCSD Cultural Arts Curriculum
AthabascanCulturalValues Source:DenakkanaagaEldersConference1985
Self‐sufficiencyandHardWork
CareandProvisionfortheFamily
FamilyRelationsandUnity
LoveforChildren
VillageCooperationandResponsibilitytoVillage
Humor
HonestyandFairness
SharingandCaring
RespectforEldersandOthers
RespectforKnowledge&WisdomfromLifeExperiences
RespectfortheLandandNature
PracticeofNativeTraditions
HonoringAncestors
Spirituality
GCSD Cultural Arts Curriculum Grades K‐8 Page 61
KoyukonElders’ BiographiesandOralHistories
Yukon‐KoyukukSchoolDistrictBiographySeries:
HenryBeatusSr.–HughesJoeBeetus–HughesAltonaBrown–RubyRogerDayton–KoyukukHenryEkada–NulatoMosesHenzie–AllakaketJohnHonea–RubyMarthaJoe–Nulato
EdgarKallands–KaltagBillyMcCarty,Sr.–RubySimeonMountain–NulatoJosephineRoberts–TananaGoodwinSemaken–KaltagEdwinSimon–HusliaMadelineSolomon–Koyukuk
OtherPersonalNarratives:Nulato,anIndianLifeontheYukonbyPoldineCarlo.1983.
SpiritoftheWind:TheStoryofGeorgeAttla,Alaska'sLegendarySledDogSprintChampbyLewFreedman,EpicenterPress2001.
YughNoholnigee:TheStoriesChiefHenryToldbyChiefHenry,transcribedandeditedbyElizaJones,Fairbanks:AlaskaNativeLanguageCenter,1979.
OntheEdgeofNowherebyJimmyHuntingtonwithLawrenceElliott,EpicenterPress.
ShadowsontheKoyukuk:AnAlaskaNative’sLifealongtheRiverbySidneyHuntingtonwithJimRearden,AlaskaNorthwestBooks.1993
ProjectJukeboxaudiorecordings:Raven’sStory
[Availableathttp://jukebox.uaf.edu/RavenStory/START.htm]Huslia:StevenAttla,CatherineAttla,CueBifelt,FranklinSimon,LloydandAmeliaDeWilde
Kaltag:GoodwinSemakenSr.,FranklinMadros
Koyukuk:BenedictJones,ElizaJones
Galena:EdgarNollner,HazelStrassburg,SidneyHuntington,MargieAttla,LillianOlin
Hughes:BillWilliams,JoeandCeceliaBeatus,HenryBeatus
Allakaket:JohnsonMoses,PollockSimon,KittyandDavidDavid,SarahSimon
Nulato:EddieHildebrand,PaulinePeter,JustinPatsy,HumphreyAmbrose
Ruby:HenryTitus,JohnandLorraineHonea,AltonaBrown,JohnHonea,PaulineChapelle,JamesJohnsonSr.
Page 62 Grades K‐8 GCSD Cultural Arts Curriculum
AthabascanLanguageResources KoyukonLanguageAlaskaNativeLanguageCenter:http://www.uaf.edu/anlc/KoyukonAthabaskanDictionarybyJulesJetté,JulesandElizaJones.(bookandPDF/CD
format)
Denaakkenaage'KoyukonGrammarbyElizaJonesandJoeKwaraceius.
JuniorDictionaryforCentralKoyukonAthabascanbyElizaJones.
Yukon‐KoyukukSchoolDistrict:KoyukonLanguageScopeandSequence(265pp.);KoyukonLanguageCurriculumStudentWorkbook(158pp.);KoyukonLanguageCurriculumLessonPlans(89pp.).
byChadThompson,MelissaAxelrod,andElizaJones.1983.
KoyukonStories:Bekk'aatughTs'uhuney/StoriesWeLiveBybyCatherineAttla,ElizaJonesandMelissa
Axelrod,AlaskaNativeLanguageCenter.
K'etetaalkkaanee:TheOneWhoPaddledAmongthePeopleandAnimalsbyCatherineAttlaandElizaJones,AlaskaNativeLanguageCenter.
SitsiyYughNoholnikTs'in'(AsMyGrandfatherToldIt)byCatherineAttla,ElizaJonesandMelissaAxelrod,AlaskaNativeLanguageCenter.
SitsiyYughNoholnikTs'in'(AsMyGrandfatherToldIt):ATeacher'sGuidebyNikiMcCurryandElizaJones,AlaskaNativeLanguageCenter.
TalesfromtheDena:IndianStoriesfromtheTanana,Koyukuk,&YukonRiversbyFredericadeLaguna,UniversityofWashingtonPress,2002.
OnTen’aFolkLorebyJulesJette,JournaloftheRoyalAnthropologicalInstituteofGreatBritanandIrelandVol38(298‐367),1908.
OnTen’aFolkLore(PartII)byJulesJette,JournaloftheRoyalAnthropologicalInstituteofGreatBritanandIrelandVol39(460‐505),1909.
MakePrayerstotheRaven:AKoyukonViewoftheNorthernForest.byRichardK.Nelson,UniversityofChicagoPress,1983.
Donooghnotok'idaatlno:_Gaadoo_kbySallyPilotwithElizaJones,AlaskaNativeLanguageCenter,1975[availableelectronicallyatAlaska’sDigitalArchives,http://vilda.alaska.edu/]
GCSD Cultural Arts Curriculum Grades K‐8 Page 63
TheKoyukonCulturalEnrichmentProgram:Anchorage,1973[AvailableelectronicallyatAlaska’sDigitalArchives,http://vilda.alaska.edu/usesearchterm:Koyukon]Consonants(LowerKoyukon)Deeltsa‐aadil‐aaK'idogheełtaanDibaaAsdlaan?andDemaaAslaan?Doatsoan'YokoayOak'onaałt'ukI.Donoogh‐Notok’idaatłno,II.GaadookDot'aan?Dotson'Nonot'oh(RavenGotFooled)Dotson'saTaałeebaayLaatłghaan(HowtheRavenKilledtheWhale)
GameofMemoryHadohudiGi‐eeyah:IamlearningK'adoants'idneeK’adonts’idneeMyAlphabet:LowerKoyukonAthapaskanPaulDineegaOkoAntaalkaanSaanGaaga,Ghonoyee,Łook’aYiłSamTobaanatsah
KoyukonSongs:KoyukonAthabaskanDanceSongspreparedbyTupouL.Pulufromstoriesandsongs
providedbyMadelineSolomon,NationalBilingualMaterialsDevelopmentCenter,RuralEducationAffairs,UniversityofAlaska[availableelectronicallyat:http://library.alaska.gov/hist/hist_docs/docs/anlm/41699107.pdf]
SoonaaneyhK’eleek:JoyfulSongscompiledbySusanPaskvan,YukonKoyukukSchoolDistrict,2009.[Availableelectronicallyat:http://www.yksd.com/Page/157]
KoyukonRiddles:KoyukonRiddlesadaptedbyRichardDauenhaue,AlaskaBilingualEducationCenter,Alaska
NativeEducationBoard,1975.[AvailableelectronicallyatAlaska’sDigitalArchives,http://vilda.alaska.edu/]
K'ooltsaahTs'in'.KoyukonRiddlesbyChiefHenry,Fairbanks:AlaskaNativeLanguageCenter,1976.
RiddlesoftheTen'aIndianscompiledbyJulesJette,Anthropos8:181‐201,1913.
Page 64 Grades K‐8 GCSD Cultural Arts Curriculum
OtherKoyukonLanguageResources:SpokenKoyukon:teachingunitsforbeginningsecondlanguagebytheKoyukonLanguage
Team,MarjorieAttla,etal.AlaskaNativeEducationBoard,AlaskaBilingualEducationCenter,1975.[AvailableelectronicallyatAlaska’sDigitalArchives,http://vilda.alaska.edu/]
KoyukonLocationalsbyDavidandKayHenry,AnthropologicalLinguistics11(4):136‐42,1969.
KoyukonEthnogeographybyElizaJones,AlaskaHistoricalCommission,1986.
GeneralWorksonAthabascanLanguagesAlaskaNativeLanguages:Past,Present,andFuturebyMichaelE.Krauss,Fairbanks:Alaska
NativeLanguageCenter,ResearchPaperNumber4.1980.
NativePeoplesandLanguagesofAlaska.byMichaelE.Krauss,Fairbanks:AlaskaNativeLanguageCenter,1982.(Full‐colorwallmapwithpopulations,territories,andlanguagestatus.)
AlaskaNativeLanguages:ABibliographicalCatalogue.PartOne:IndianLanguagesbyMichaelE.KraussandMaryJaneMcGary,Fairbanks:AlaskaNativeLanguageCenter,ResearchPaperNumber3,1980.
TeachingYukonNativeLanguages:AGuidebookforNativeLanguageInstructorsYukonNativeLanguageCentrePublications/YukonCollege.Whitehorse,Yukon.2003.ISBN1‐55242‐230‐5.ThiscomprehensiveguidetoteachingAthabaskanandTlingitlanguageclassesattheelementarylevelincludesatenmonthcurriculumoutline,avarietyofdetailedteachingactivities,andresourcematerials.
GCSD Cultural Arts Curriculum Grades K‐8 Page 65
OtherBooksofRegionalInterest
Children’sBooksBooksbyKirkpatrick(Pat)Hill:
TheYearofMissAgnesAlladinPaperbacks,2002.MissAgnesandtheGingerTomCreateSpaceIndependentPublishingPlatform,2011.DancingattheOdinochkaMargaretK.McElderryBooks,2000.WinterCampAlladin,2007.ToughboyandSisterMargaretK.McElderryBooks,2000.
BooksillustratedbyJohnVanZyle:RavenandRiverAlaskaSketchbookIditarodMemoriesMardyMurieDid!Douggie,SledDogHeroArcticLights,ArcticNightsDisappearingLakeHoneyPawandLightfootRiverofLife
BigAlaskaTheEyesofGrayWolfTheGreatSerumRaceSledDogsRunGoneAgainPtarmiganACaribouJourneyAWoolyMammothJourneySurvivalat40BelowThreeDogs,TwoMulesandaReindeer
CulturalandHistoricalReferencesAlaskaGeographicPublications:
MiddleYukonRiverbyPennyReddick,TheAlaskaGeographicSociety,1990.UptheKoyukukbyRobert.A.Henning,TheAlaskaGeographicSociety,1983.Alaska’sGreatInteriorTheAlaskaGeographicSociety.Alaska’sNationalWildlifeRefugesTheAlaskaGeographicSociety.
WhoLivedinThisHouse?:AStudyofKoyukukRiverSemisubterraneanHousesbyA.McFadyenClark,CanadianMuseumofHistory,1996.
BatzaTena:TrailtoObsidian:ArchaeologyatanAlaskanObsidianSourcebyDonaldW.ClarkandA.McFadyenClark,CanadianMuseumofHistory,1993.
TravelsAmongtheDena:ExploringAlaska'sYukonValleybyFredericadeLaguna,UniversityofWashingtonPress,1999.
ASpecialGift:TheKutchinBeadworkTraditionbyKateDucan,UniversityofAlaskaPress,2007.
Anna’sAthabascanSummerbyArnoldGriese,BoydMillsPress,1995.
Ann’sCreations–DesignsandInstructionsforMakingYourOwnAthabascanBeadworkbyAnnGoessel,1990.
Page 66 Grades K‐8 GCSD Cultural Arts Curriculum
BooksbyGlennR.Gregory:Alaska,MyAlaska,TraffordPublishing2006.NeverTooLatetobeaHero,ToddPublications1997.TheTradingPost,UluBooks1997MissingLynx,UluBooks1999.
CalloftheWild,MyEscapetoAlaskabyGuyGrieve,HodderandStoughton,2007.
TheHistoryofRuby,Alaska,the“GemoftheYukon”byBetsyHart,NationalBilingualMaterialsDevelopmentCenter,RuralEducation,UniversityofAlaska,1981.PlantsoftheWesternForest:AlaskatoMinnesotaBorealandAspenParkland(earlieredition:PlantsoftheWesternBorealForestandAspenParkland)byDerekJohnson,LindaKershaw,AndyMacKinnon,andJimPojar,LonePinePublishing,2009.
TwointheFarNorthbyMargaretMuriewithTerryTempestWilliams,AlaskaNorthwestBooks,2003.
BooksbyRichardK.Nelson:MakePrayerstotheRaven:AKoyukonViewoftheNorthernForest.Chicago:
UniversityofChicagoPress,1983.HuntersoftheNorthernForest:DesignsforSurvivalamongtheAlaskanKutchin.
UniversityofChicagoPress,1973.TheAthabaskans:PeopleoftheBorealForest.Fairbanks:UniversityofAlaska
Museum,1983. TheIslandWithin.Vintage,1991.TheCruelestMiles:TheHeroicStoryofDogsandMeninaRaceAgainstanEpidemicbyGay
SalisburyandLaneySalisbury,W.W.Norton&Company,2005.
AHistoryofAlaskanAthapaskansbyWilliamE.Simeone,Anchorage:AlaskaHistoricalCommission1982.
TenThousandMileswithaDogSled:ANarrativeofWinterTravelinInteriorAlaskabyHudsonStuck,CosimoClassic,2007.
Melozi:ATeenager'sSearchforASummerJobLandsHimAnAdventureInTheAlaskaBushbyMichaelTravis,PublicationConsultants,2010.
TheRacetoNomebyKennethUngerman,1993.
AthapaskanAdaptations:HuntersandFishermenoftheSubarcticForestsbyJamesWVanStone,AldinePub.Co.1974.
GCSD Cultural Arts Curriculum Grades K‐8 Page 67
FilmsofRegionalInterest
AssociationofInteriorNativeEducatorspublications:http://ainealaska.org/publications.html
TheAlaskaProject“PreservingaCulture”(57minutes)LearnabouttheAthabascanculturefromNativeEldersattheAlaskaIndigenousPeoples’AcademycampsiteontheYukonRiver.SevencertifiedNativeteachersoftheAssociationofInteriorNativeEducatorsdiscussideasonhowtousetheinformationintheclassroom.
TenThousandYearsofLearning(25minutes)InAugust1996,sixNativeEldersandelevencertifiedteachersattendedanEldersAcademyinOldMinto.Sincethen,AINEhashostedacampeachsummeratdifferentlocationsinInteriorAlaska.TheEldershavetaughttheteachersmanytraditionalAthabascanskills,suchashowtomakeaSoos(wintercache),cutfish,birchbarkbasket,fishnet,andtheuseoftraditionaltools.Manystoriesweretoldabouttheitemstheyusedandthetraditionalvaluesassociatedwitheach.
TheAlaskaProject“RememberingtheElders”(25minutes)JointheAssociationofInteriorNativeEducatorsmembersandselectedEldersattheir6thAnnualEldersAcademyheldatHowardLuke’sGaalee’yaSpiritCampinAugust2001.TheCampislocatednearOldChenaVillageonTananaRiver.ThefocusofthisyearEldersAcademywasonCaribou.
Thisvideohasfoursections: o CaribouTufting(SelinaAlexander)o CaribouLeggingBoots(PaulinaStickmanandPaulinePeter)o WillowRootBasketMaking(LinaDemoski)o WillowFishTrap(HowardLuke)
Otherfilms:MakePrayerstotheRavenproducedbyMarkBadger,RichardK.NelsonandWayneAttla;
KUAC‐TV,UniversityofAlaska‐Fairbanks,1987.Thisfilmseriesexploresthewaystraditionalspiritualvaluesandbeliefsguidetheday‐to‐daylivesofAlaska’sAthabascanIndiansontheKoyukukRiver.Eachhalf‐houroccursinasingleseason,revealingthesurprisingblendofWesternandnon‐Westernbeliefswhichshapeandcontrolthatseason’shunting,gatheringandliving.Fiveepisodeswitharunningtimeof28minuteseach.
SpiritoftheWinddirectedbyRalphLiddle,1979.Thefilmisasemi‐autobiographicalstorybasedupontheearlylifeandrisetoprominenceofKoyukukRiverNativedogmusherGeorgeAttla,Jr.(born1933).
Page 68 Grades K‐8 GCSD Cultural Arts Curriculum
LandsandRiversoftheKoyukonRegion:KoyukukandNowitnaNationalWildlifeRefugesandNaturalResourcesoftheKoyukonRegion:KoyukukandNowitnaNationalWildlifeRefugesbyTheUnitedStatesFishandWildlifeService.ThesetwofilmsdocumentthenaturalhistoryoftheKoyukukandNowitnaNationalWildlifeRefuges,researchdonebyrefugebiologists,andconnectionsbetweenthelandandlocalresidents.
IceboundbyDanielAnkerandSusanKim,2012.Thegrippingtrue‐lifestoryofthelegendary1925"SerumRun,"inwhich34menandmorethan150dogs,rushedlife‐savinganti‐toxinacrossthefrozenarctictosavethechildrenofNome,AKfromadeadlyoutbreakofdiphtheria.IncludesinterviewswithGalenaElders.
GCSD Cultural Arts Curriculum Grades K‐8 Page 69
OtherCurriculumResources
AlaskaNativeKnowledgeNetwork:http://ankn.uaf.edu/The Alaska Native Knowledge Network (ANKN) is designed to serve as a resource forcompiling and exchanging information related to Alaska Native knowledge systems andways of knowing. The site includes a database of downloadable lessons and unitssearchablebycontentandculturalstandards,culturalregionandgradelevel.AlsoincludesAlaskaCulturalStandardsandGuidelines.
Athabascanspecificunitsinclude:http://ankn.uaf.edu/Curriculum/Units/BeaverinInteriorAlaskaBirdsaroundtheVillageBlackfishDiggingandPreparingSpruceRootsDogSalmon
MooseMooseinInteriorAlaskaRabbitSnaringSnowshoes
OtherAthabascanresources:KoyukonPlant/EthnobotanyDatabasehttp://ankn.uaf.edu/ANL/course/view.php?id=10
AthabascanWinterUnit:Kindergartenhttp://ankn.uaf.edu/Curriculum/Athabascan/Fairbanks_School_District/ANEProgram
AthabascansofInteriorAlaska:4thGradeSocialStudiesUnit:AthabascanCulturehttp://ankn.uaf.edu/Curriculum/Athabascan/Athabascans/appendix_a.html
AssociationofInteriorNativeEducators:http://ainealaska.org/publications.htmlThe Association of Interior Native Educators (AINE) is a non‐profit organizationestablished to provide a voice for Native educators and advocacy for educational issuesaffecting Alaska Native people. AINE seeks to share with others, especially those in avariety of educational settings, Alaska Native cultural knowledge. AINE has publishedCulturallyBasedCurriculumUnits,ResourceBooks,&Videos.CurriculumUnitsinclude:
InteriorPlantProject,3‐5GradebyGertieEsmailka.13dayinterdisciplinaryunitonthemanyusesofplantsandtheirvaluetoAthabascanPeople.
IntroductiontoAthabascanCulture,7‐12Grade,byCarolLeeGho.15daylanguageartsandsocialstudiesunitontheAthabascanPeople.
TheAthabascanPotlatch,6‐8GradebySharonAttla.10daylanguageartsandsocialstudiesunitontheAthabascantraditionssurroundingthepotlatch.
AthabascanGames,6‐8GradebyCoraMaguire.11dayinterdisciplinaryunitonAlaskaNativeGames.
Page 70 Grades K‐8 GCSD Cultural Arts Curriculum
AthabascanTraditionalValues,6‐12GradebyRebeccaGallen.12dayinterdisciplinaryunitonAthabascanfamilyvalues.
FishSkinBoots&Geometry,9‐12GradebyCarolLeeGho.14daymathandsocialstudiesunitonAthabascanculture.
BirchBarkUses,3‐5GradebyEdithNicholas&KathleenMeckel.13dayinterdisciplinaryunitontheusesofbirchbarkbyKoyukonAthabascanPeople.
Łookk’einTheirSeasons,6‐8GradebyThelmaSaunders&KathleenMeckel.12dayinterdisciplinaryunitonthesubsistenceusesofsalmonbyKoyukonAthabascanPeople.
"Kkaakene"CaribouLeggingBoots,K‐12by"Nakukluk"VirginiaNed,FredaBeasley,GertieEsmailka,PaulinaStickman,PaulinePeter.14dayinterdisciplinaryunitontheuseofcaribouleggingstomakeapairofmoccasinsor"Kkaakene",aKoyukonAthbascanwordforskinboots.
TraditionalSnowshoes,6‐8GradeJoySimon&VelmaSchafer.14dayunitaboutsnowshoesandthetraditionalwayofmakingthem.
CaribouHairTufting,K‐12"Nakukluk"VirginiaNed,FredaBeasley,GertieEsmailka,SelinaAlexander.14dayunitaboutcaribouhairtufting.
Alaskool: http://www.alaskool.org/OnlinematerialsaboutAlaskaNativehistory,education,languageandcultures.Forteachers,studentsandanyoneinterestedinAlaska’sfirstpeople.
AlaskaHumanitiesForum,AlaskaHistoryandCulturalStudiesCurriculum:http://www.akhistorycourse.org/
AlaskaHistoryandCulturalStudiesisthenewonlinecurriculumdesignedtoteachAlaskanhighschoolstudentsabouttheirstate,itsrichhistoryanditspeople.Neverbeforehassomuch information about Alaska been accessible from one website. The curriculum isdesigned to meet Alaska’s new Alaska History graduation requirement and relatedperformance standards.TheAlaskaHumanitiesForumand the state’s leadinghistorians,anthropologists, geographers and educators developed the course. It is an authoritativecompilationofinformationandthoughtprovokingquestionsaboutthe49thState.
GCSD Cultural Arts Curriculum Grades K‐8 Page 71
NotableAlaskanArtists ByKeslerWoodward,ProfessorofArtEmeritus.UniversityofAlaskaFairbanks.
Personal challenge, physical and spiritual adventures,encounterswith other cultures, the prospect of riches, adesiretobuilddifferentsocieties‐allofthesearereasonsartistshavelookedtoAlaskaforanewfrontier.
Unlike the rich traditionofNative art inAlaska,which isthousands of years old, European andAmerican artworkof Alaska has a precise and much more recent startingpoint.Theseearlyworkswereattemptstounderstandanddescribe a newand 'exotic' people andplace, to fit themintoamorefamiliarversionoftheworld.
BeginningwiththeRussianvoyageledbyDanishnavigatorVitusBeringin1741,American,English,French,Spanish,andRussianexplorersmademorethan100voyagestoAlaskaduringthe18thand19th centuries. Although themaking of artistic pictureswas not a premiermotivation for thesevoyages,virtuallyalltheexpeditionsincludeddocumentaryartistsintheirentourages,todocumentthe discoveries made by captains and their crews. Prior to the Gold Rush, painters confinedthemselves to coastal settlements. Trained professional artists of some reputation produced themajorityofsurvivingimages,buttheirworkwasunvaryinglyunderstrictrestrictionsagainstanydistortion, embellishment, or interpretation. Today, our awareness that artists were directed todepictwhat they sawwith complete and accurate 'realism'makes it evenmore interesting thatinterpretiveculturalbiasesarenonethelessevidentintheirwork.Forexample,explorerartoftenemphasized exaggerated details such as Native women with bared breasts, or facial tattooing,perhapstounderlinetheartists'culturalperceptionoftheir'uncivilized'state.
Widely associatedwith the years of earlyAlaskan exploration is themuchpublished art of JohnWebber(1751‐1793),theprolificofficialartistforBritishCaptainJamesCook'slandmarkvoyageof discovery from 1776‐1780. Official artist Gaspard Duche de Vancy (d. 1788) recorded theFrenchvoyageof explorer JeanFrancoisGalaupde laPerouse, from1785 to1788.LouisChoris(1795‐1828),whoaccompaniedtheRussianvoyageofOttovonKotzebue,between1815and1817,succeeded in conveying reality perhaps more than most of the artists who accompanied
explorations in the late 18th and 19th centuries.Choris managed to produce empathetic, insightfulimages of Alaska's native people, capturing anastonishingvarietyofdetailsofthematerialculture,without the stereotyping that is typical of much'expeditionart'.
Some of themost fascinating depictions of EasternArcticexploration in the late19thcenturywerebyAlbert J. Operti (1852‐1927), who painted manycanvases chronicling the polar exploration of theera, and was himself a member of the 1896 and
1897expeditionsofRobertE.Peary.ThelastgreatexploringventuretoAlaskawastheHarrimanexpeditionof1899,whichtraveledupthecoastofAlaskaasfarasPloverBayinSiberia.Sponsored
Page 72 Grades K‐8 GCSD Cultural Arts Curriculum
by the railroad andminingmagnate and sportsman Edward Harriman, the elaborately outfittedexpedition includedsuchwell‐knownscientistsandnaturalistsas JohnBurroughsandJohnMuir.Artists Frederick S. Dellenbaugh (1853‐1935) and Robert Swain Gifford (1840‐1905) wereretainedtorecord landscapes;LouisAgassizFuertes (1874‐1927)wasemployedtopaintbirds;andEdwardS.Curtis (1868‐1952),thena littleknownphotographer,tophotographthesceneryandcrew.
In the first century of outside contact, the unfamiliar Native culture attracted the attention ofexplorer‐artists,andthedramaticlandscapeofAlaskaservedasamerebackdropfordocumentary,ethnographicportrayal.Bymid19thcentury,however,the'heroic'periodofArcticexplorationbyEuropeanswasending,andexploration,aswellasexploitation,ofAlaskawasincreasinglytakenupby Americans. More artists began to focus on the equally astounding landscape. This shift inemphasisisalsoreflectiveofthechangingstylisticpreoccupationsofartistsinAmericaandabroad.The mid 19th century saw the flowering of the American landscape painting tradition, andenergetic,ambitiousartistsvisitingtheTerritorywerewellawareofsuchdevelopments,andeagertoadaptthenewstylesinpaintingtotheAlaskanlandscape.Asthe19thcenturyended,theNativeAlaskantraditionalculturewasundersiege,duetoeventssuchastheGoldRush,andnon‐Nativeartists, ‐European, Canadian, or American, often attempted to recapture by selective vision andrepresentation,a lostexoticism,mystery,and 'otherness'.Artistsgradually turnedaway fromtheportrayalofNativepeople,however,totacklethemorestraightforwardbutstillchallengingsubjectofthelandscapeitself.
Upuntilapproximately1850,duetothedifficultyanddangeroftravelwithintheregion,theonlyartistswithpracticalaccess toAlaskawere thoseattached toofficialexploringexpeditionsandafewcommercialoperations.TheperiodimmediatelyfollowingthepurchaseofAlaskafromRussiain1867sawagradualrise inboat traffic to therelativelymilderclimateof theTerritory'sSouthEastportions.Regular service fromUnitedStatesports toSitkabegan immediately following thepurchase, includingsailingsoutofPortlandandSanFrancisco. JohnMuir'swritingsofhisvisit tothe Territory brought wide public attention. The onset of the Klondike Gold Rush spurred ameteoricrise invisitors.Among the thousandsof fortunehuntersandadventuroustouristsweresomeofthebest‐knownlandscapepaintersoftheday.
One of the first Americans to visit Alaska,ClevelandartistHenryWoodElliott(1846‐1930)created many works depicting the area, and isparticularlynotedasasaviorofthefurseal.Elliottvisited Alaska in 1866 in connection with anultimatelyunsuccessful attempt to lay aRussian‐American telegraph line across the Bering Strait.Later he was the official artist for the UnitedStates Geological Survey of 1869‐71. Among themany professional artists who journeyed toAlaska after the purchase of the Territory wereVincent Colyer, Frederick Whymper, JosephHenrySharp,WilliamKeith, JamesEverettStuart,LockwoodDeForest, andElizaRosannaBarchus,andTheodoreRichardson.Keith'spaintingsofAlaskawereexhibiteduponhisreturntoSan Francisco in a show at the Bohemian Club, titled 'Dreams of Alaska'. Keith's works aresignificant because they are not close transcriptions of actual scenery, but rather are fantasiesinspired by Alaska. They are important as they represent a major break from the documentary
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traditioninlandscapepaintingofAlaska,astheyshowaninterestincapturingitsspiritversusjustthe topography. One of the most spectacular Alaskan landscapes of the 19th century is that byThomasHill, (1829‐1908)whowas commissionedby JohnMuir in1887 topaint 'MuirGlacier'.ProbablythebestknownpaintingofthattimeisthatbyAlbertBierstadt(1830‐1902),'Wreckofthe Ancon, Loring Bay, Alaska', a stunning piece, quite atypical of the artist'swork, depicting anabandonedvessellyingisolatedandmotionlessinamistyfog.ParticularlyprolificinhispaintingsofAlaskansceneswasJamesEverettStuart.HenryCulmer(1854‐1914)isregardedasthefirstprofessionalpainter topenetrate the interiorof theregion,whichhedidwhilecommissionedbytheAlaska SteamshipCompany. FromCordova he traveled by rail to theKennicott andBonanzaMines,richincopper,andalsopaintedglaciersoftheregion.Early in the 20th century, a new kind ofmotivation developed for visiting Alaska. The northernwilderness becamenot just a source of scenery, but a haven for the troubled spirit, and a purersourceofinspiration,aswasexperiencedbyRockwellKent(1882‐1971)in1919whenheandhissonspentalmostayearonaremoteisland.WalterB.Styles(inAlaskaduringthe1880s)wasoneoftheearliestartiststospendaprolongedtimeintheTerritory,andwhilethereherecordedlifeamong the Tlingit Indians. Four artists who made their homes in Alaska for long periods areparticular favorites of Alaskans. Known as the 'Alaska Four', they are Sydney Laurence (1865‐1940), Eustace Ziegler (1881‐1969), Theodore Lambert (1905‐1960), and Jules Dahlager(1884‐1952).Theseartistshave,overtime,takenonanalmostmythicstatusinthemindsoflong‐timeAlaskans, andhave influenced invaryingdegrees theway they see theirown land.Alaska'smostbelovedandrenownedresidentartistandhistoricalpainter,SydneyMortimerLaurence isbestknownforhistrademarkpaintingsofMountMcKinley.He,perhapsmorethananyotherartist,helped create an image of Alaska as 'the last frontier'. Ziegler was a missionary and painter inCordova, and his works covered a variety of subjects, from portraits, to Indian villages, tolandscapes, as did the works of Dahlager, who also painted in the Cordova region. Ziegler isparticularly significant for having depicted Natives neither as exotic, noble primitives, nor asdowntrodden examples of a culture under siege.BelmoreBrowne (1880‐1954), an artist oftenassociatedwithMountMcKinley,wasalsoamountaineerandwriter,andintheearly1900screatednumerousdepictionsofthegreatmountainaswellasAlaska'sanimalsandlandscapes.
AugustusDunbier (1888‐1977)wasoneof the firstartists fromtheMidwestand likely the firstfromNebraskatopaintinAlaskaintheearly20thCentury.Hespentthesummersof1926and1927basedinSitka.Fromthefirsttrip,hereturnedwithtwenty‐twocanvases,whichheexhibitedattheSeattleArtAssociationandtheSanFranciscoArtAssociationbeforereturningtoOmaha.
Thefull,long,andrichhistoryofNativeAlaskanartisaseparatesubjectfromthemoreEuropeantraditions that are the focusof theAskARTdatabase.The influenceofWestern contactupon the
evolutionofNativeartis,however,tobenoted.RepresentationaldrawingsonivoryandbonehavealonghistoryamongnativeAlaskancultures.ThesetraditionswerereadilyadaptedtoivoryscrimshawduringtheYukonGoldRush and the heyday of the whaling industry of the late 19th Century.Beginning in the1920sand1930s,several InupiatandYup'ikEskimoselftaught artists began drawing on paper and on tanned skins and hides.George Ahgupuk, Robert Mayokok, James Kivetoruk Moses, andFlorenceNupokMalewotkuk arewidely regarded as the first artists toemploy these new media. These artists recorded in pen and ink and/orwatercolor drawings traditional lifeways that were quickly changing asnatives became increasingly acculturated. European visitors and settlersbrought with them materials and techniques that were new to Native
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artists,resultinginintriguingtransferofsubjectmatterfromonemediumtoanother,forexamplechangesfromcarvingandengravingonivory,topaper.Asdrawingmaterialsbecamemorewidelyavailable,anumberofEskimoartistsmadedrawingsonpaperabouttheirwayoflife,andthelifeofnewcomerstotheirterritory.GeorgeAhgupuk(b.1911)alongwithhisbrotherJamesKivetorukMoses (1900‐1982), was a leader in the establishment of graphic arts on paper among NativeAlaskanartistsmorethanacenturyago.Saidtohavebeen'discovered'byRockwellKentin1937,Ahgupuk, like a number of his compatriots, had taught himself to draw while hospitalized fortuberculosis.Perhapsbecause carvingandengraving, and thedrawing ability they required,waslongconsideredtheparticulardomainofmaleNatives,onewoman,FlorenceMalewotuk (1906‐1971), isespeciallynotable forherexceptionaldrawingsonpaper,aswellasonsealandwalrusskin.NativeartistGuyKakarook(b.late1800s)especiallyknownforhisdrawingsinwatercolor,ink,andcrayononpaper.
Inthe20thcentury,andnowthe21st,Nativeartistscontinuetodrawupontheirtraditionalimagesandmaterials,whileadoptingnewmaterialsandtechniques.Theircontributiontothedevelopmentofdrawing,painting,andsculptureinAlaskahasbeensubstantial,andNativeartistsareamongthemostprominentartistsworkingintheregiontoday.AlvinAmason(1948‐),ofAlutiiqancestry,isregardedasoneof thecurrentbestpaintersof thestate, capturingAlaska'swildlifewithhumor,affection, and respect. Ronald Senungetuk (1933‐), an Inupiat Eskimo, has perhaps the mostextensivenationalandinternationalexhibitionrecordofanyAlaskanartist.
Today a number of professional artists painting in Alaska are using their talents to bringworldattentiontoissuesofprofoundinteresttothestate,asartistsaredoinginmanypartsoftheglobe.Forexample,TheArtistsforNatureFoundation,aNetherlandsbasedgroupofover100artistsfromtheUnitedStatesandmorethantwentyothercountries,hasselectedAlaska'sCopperRiverregiononeoftheirfocussites.Theseartistsarededicatedtopromoting,throughtheiruniqueperspective,the conservation of natural and historical landscapes around the world, using the universallanguageofarttoachievethesegoalsinapositiveway.SomecontemporaryAmericanartistswholivein,orhavetraveledto,AlaskatoparticipateinthisworkareTonyAngell,PatMcGuire,SusanOgle,AndreaRich,DavidRosenthal,andToddSherman.Alaska isan inspiringlybeautifulandrichlandthattheyseektoprotectandpreserve,aregionthatcontinuesto inspiregenerationsofartists.
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ABriefHistoryofArtinAmericanAlaska from:Alaska’sHistoryandCulturalStudies,AlaskaHumanitiesForum
Alaskanartfallsintoseveralcategories
DuringtheAmerican,period,artistsdepictedAlaskainseveralways.Oneformofartwasdocumentaryart.ThisworkdocumentedAlaska'speopleandplacesandincludedtheworkofearlyphotographers.Anotherformofartwasmarketart.Nativeswovebasketsandcarvedivory,wood,andstonetosell.Non‐Nativesalsocarvedivory,wood,andstone.Ingeneral,marketarthadanAlaskantheme.Athirdformofartwaslandscapeart.Thisformofartwaspopularinthelate1800sandearly1900s.Itincludedoilpaintingsandwatercolors.LittlemodernartwasdoneinAlaskauntilafterWorldWarIIwhencollegesestablishedartdepartmentsandstate‐fundedprogramstoencourageartistsbegan.
Travelersrecordtheirobservations
Notlongafter1867,photographersbegantovisitAlaskaandrecordwhattheysaw.Manyofthemworkedforvariousgovernmentagencies.By1880,professionalphotographersweretravelingtoAlaskaforcommercialreasons.TheycouldselltheirAlaskaphotographstotradingcompanies.Or,theycouldpublishcollectionsoftheirAlaskaphotographs.
ConsideredthefirsttotakephotographsofAmericanAlaska,SanFranciscolandscapephotographerEadweardMuybridgetraveledtoAlaskainthesummerof1868.MuybridgeaccompaniedMajor‐GeneralHenryW.Halleck,thenincommandoftheMilitaryDivisionofthePacific.HisassignmentwastophotographAlaska'smilitarypostsandharbors.ForMuybridge,justmovinghisequipmentwasachallenge.Hiscamerawasbulky.Imageswererecordedonglassplatesinsteadofplasticnegatives.Despitethedifficulties,anumberofotherprofessionalphotographersfollowedMuybridge.AmongthemwereEdwarddeGroffandReubenAlbertstonewhotookphotographsatSitkaandelsewhereinSoutheasternAlaskaduringthe1880s.Althoughtheyengagedinphotographyonapart‐timebasis,theywereprofessionalphotographers.
In1893,LloydV.WinterandEdwinPercyPondestablishedtheirphotographystudioatJuneau.ForoverahalfacenturythetwomenrecordedeventsinJuneauandthenorthernportionofSoutheastAlaska.AmongthesubjectstheywitnessedandphotographedweretheKlondikegoldrush,thegrowthofthesalmonandminingindustriesinthearea,and,after1906,activitiesinAlaska'scapitalcity.ThepartnersalsophotographedtheTlingitpeopleandnon‐NativeresidentsofJuneauatworkandplay.
TheKlondikegoldrushluredanumberofphotographerstothenorth.Somestayed;somejustpassedthrough.AftertakingphotographsalongtheChilkootTrail,E.A.HeggopenedstudiosinCordovaandAnchorage.DuringconstructionoftheAlaskaRailroad,hewastheofficialphotographer.Forthisproject,hetookover1,500photographs.
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AlaskaNativesfindmarketsfortheirwork
ManyoftheearlyvisitorstoAlaskawerefascinatedwiththebaskets,blankets,andivorycarvingsoftheNativepeople.Theywereinterestedinpurchasingsuchitems.TheNativepeoplebegantoweaveandcarvepiecesforsale.TheTlingitsmarketedbaskets,moccasins,smalltotempieces,Chilkatandbuttonblankets.TheEskimoscarvedivory,jade,andbone.Later,theysewedskins,andstilllaterEskimowomenmadedolls.TheAleutswoveintricatebaskets.TheAthabaskansdecoratedgloveswithelaboratebeadwork.
AlaskaNativeartbecamemorepopularasmorepeoplevisitedAlaskaduringthe1920sand1930s.ToassisttheNativepeoplewithmarketing,theU.S.BureauofIndianAffairscreatedtheAlaskaNativeArtsandCraftscooperative.ThecooperativeopenedstoresinSeattle,Juneau,andAnchorage.Thisachievedwiderdistributionoftheartpiecesandincreasedsales.TheinterestinAlaskaNativeartcontinuedintothe1980s.
ArtistspainttheAlaskanlandscape
Mostartistsofthelatenineteenthandearlytwentiethcenturieswereschooledinpaintinglandscapes.Suchartdepictedpeopleandplacesrealisticallyandgrandly.SydneyLaurence,TedLambert,RustyHurlein,andEustacePaulZieglerareamongthebetterknownartistswhopaintedAlaskanlandscapes.
Anartistbytraining,SydneyM.LaurencearrivedatJuneauin1903andfoundworkasaphotographer.Hewas38yearsold.ThenextyearheleftJuneauforValdezwhereheprospectedforgoldduringthesummersandworkedatoddjobsduringthewinters.In1912,heproducedhisfirstAlaskanpainting,"Seldovia,Alaska."LaurencecontinuedtoworkasaphotographeratValdezandAnchorageandtopaintuntil1925.ThenhebegantospendthewintersinLosAngeles,paintingAlaskansubjectssketchedtheprevioussummer,andinthe1930shelivedandpaintedinSeattle.Hispaintingsrealisticallyexpressedtheawesomenessofnature.ManywerepanoramiclandscapeswithAlaskansubjectssuchastrappers.LaurenceparticularlyenjoyedpaintingviewsofMountMcKinley.
InJanuary1909,a28‐yearoldartist,EustacePaulZieglerwhohadbeenrecruitedbyPeterTrimbleRowe,EpiscopalBishopofAlaska,arrivedatCordova.TherehewastomanagetheRedDragon,aclubforrailroadworkers,andtoserveasamissionary.Inhissparetime,ZieglerpaintedmuralsonthewallsofthemissionandtherotundaoftheLathropCompanytheaterintown.TheAlaskaSteamshipCompanyandsummertouristspurchasedsomeofhispaintings.Hispopularitygrew.PeoplefelthedepictedearlyAlaskawell.Ziegler'sfirstshowwasheldinthediningroomoftheKennecottMines.LaterZieglerworkedfortheAlaskaSteamshipCompany.Today,manyofhispaintingsareinmuseums.
ThefederalgovernmentsendsagroupofartiststoAlaska
In1937,agroupof12menandtwowomen(oneofwhomwasanartist)arrivedatKetchikan.TheywereemployedbytheWorksProgressAdministration,adepressioneraagencycreatedbythefederalgovernment.Theydividedintogroupsandspentthesummer
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travelingaroundAlaskadrawingandpainting.TheytraveledalongtheRichardsonHighwayandtheAlaskaRailroad.Theirwork,exceptforseveralmurals,wassenttoWashington,D.C.OnesurvivingmuralisintheoldfederalbuildingatAnchorage.
ThemilitarybringsartistsandphotographerstoAlaskaduringthe1940s
ThemilitaryforcesstationedinAlaskaduringWorldWarIIincludedartists,photographers,andfilmmakers.JoeHonesandHenryVarnumPoorweretwo.Althoughtheiremphasiswasondocumentationandnotnecessarilyonart,muchartwasproduced.
LieutenantWilliamF.DraperwasoneoffivecombatartiststhenavyassignedtocoverWorldWarII.DraperarrivedatKodiakin1942.Duringhiseight‐monthstayhealsowenttoUmnakandDutchHarbor.HewasatDutchHarboraboutamonthandproducedninepaintingsofmilitaryfacilities.
Artistsfindanencouragingenvironmentinpost‐WorldWarIIAlaska
FollowingWorldWarII,Alaska'spopulationboomed.Artistsfoundnewmarketsfortheirworkwiththeincreasedpopulation.InadditiontotheUniversityofAlaska,communitycollegesopenedaroundAlaska.Theschoolscreatedartdepartmentsandhiredartistsandphotographerstoteach.
In1967,theAlaskalegislaturecreatedtheAlaskaStateCouncilontheArtstopromotedevelopmentoftheartsinthestate.Theprogram'sgoalsincludedmakinggrantstoartistsandartgroupsaroundAlaska.Withanannualbudgetofalmostsixmilliondollarsforthearts,Alaskarankedfirstinthecountryintermsofpercapitastatesupportforthearts.
Eightyearslater,in1975,thelegislatureestablishedthePercentforArtProgram.Thislawrequiredthatapercentageoftheconstructioncostofstatebuildingsbespenttocommissionorpurchaseartworksforthebuildings.Between1975and1984,overonemilliondollarswasspentonalmost100worksofartforpublicbuildingsaroundthestate.
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GlossaryofArtTerms AAbstract‐Astyleofartthatisnotrealistic.Unusuallines,colors,andshapesmakethesubjectlookunrealistic.Itisoftencharacterizedbytheuseofgeometriclinesandshapesandbold,brightcolors.Aesthetic‐Ideasaboutwhatmakesaworkofartbeautifulorsatisfying.Additive‐themeansofbuildingupasurfacebyadding,combiningorbuildingupmaterials.Analogouscolors‐Colorsthatappearnexttoeachotheronthecolorwheel.Analagouscolorshaveonehueincommon.Forexample,blue,blue‐green,andblue‐violetallcontainblue.Alsocalledrelatedcolors.Animation‐Creatingamotionpicturethatconsistsofaseriesofdrawings,eachofwhichshowsaslightchangefromthedrawingbeforeit.Whenthedrawingsarephotographedandprojectedinrapidsuccession,thefiguresseemtomove.Animator‐Apersonwhocreatesanimation.Arch‐Acurvedshapeinabuilding.Anarchcanframeadoorwayandwindoworitcansupportawallorceiling.Architect‐Apersonwhodesignsbuildingsandsupervisesconstructionofthebuilding.Architecture‐Theartandscienceofdesigningbuildingsandotherstructures.Artcriticism‐Theprocessoflookingat,thinkingabout,andjudginganartwork.Arthistory‐Thestudyofartcreatedindifferenttimesandcultures.Artmedia‐Thematerialsusedbyartists.Assemblage‐A3‐dimensionalworkofartmadebyjoiningmaterialsandobjectstogether.Asymmetricalbalance‐Atypeofbalanceinwhichthetwosidesofanartworkarenotexactlyalike,butarestillvisuallybalanced.
BBackground‐Thepartofanartworkthatseemsthefarthestaway.Balance‐Thearrangementoftheelements,inaworkofart,tocreateasenseofequilibrium.Balanceisaprincipleofart.Bird’s‐eyeview‐Apointofviewlookingdownfromabove.Bisque‐Claythathasbeenfiredonceandisunglazed.Blend‐Tomixorrubcolorstogether.Block‐Inprintmaking,apieceofflatmaterial,suchaswood,clay,ormetal,intowhichadesignhasbeencarved.Itisalsoknownasaplate.Theblockisusedtoprintthedesign.Border‐Aframe‐likeedgearoundashapeorimage.Brayer‐Inprinting,arubberrollerusedtospreadinkoverasurface.Brushstroke‐Aline,shape,mark,ortexturemadewithpaintbrush.
CCanvas‐Astrong,closely,wovenfabric,whichisoftenusedasasurfaceforpainting.Career‐Aperson’sjoborprofession.Cartoon‐Anartworkthatshowspeopleorthingsinwaysthatarefunny.Cartoonsoftenhavewordsthatgowiththem.Carve‐Tocutawaypartsfromablockofwood,stone,orotherhardmaterials.
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CenterofInterest‐Thepartofanartworkthatyounoticefirst.Ceramics‐Theartofmakingobjectsfromclayandhardeningthemwithfire.Cityscape‐Artworkthatgivesaviewofacity.Clay‐Asoft,moistmaterialusedtocreateartworkssuchassculptureandpottery.Close‐up‐Averynearorcloseviewofanobjectorsubject.Coil‐Arope‐likeshapethathasbeenrolledfromclayorothersuchmaterial.Collage‐Artworkmadebygluingbitsofpaper,pictures,fabric,orothermaterialstoaflatsurface.Color‐Whatisperceivedwhenwavesoflightstriketheretina.Colorisanelementofart.Colorwheel‐Colorsarrangedinacertainorderintheshapeofacircle.Complementarycolors‐Colorsthatcontrastwithoneanother.Complementarycolorsareoppositeoneanotheronthecolorwheel.Compose‐Todesignorcreatesomethingbyarrangingdifferentpartsintoawhole.Composition‐.Anarrangementoftheelementsofartusingtheprinciplesofarttoexpresstheartist’sidea.Construct‐Tomakesomethingbyjoiningtogethermaterials.Contrast‐Theeffectofshowingthedifferencebetweentwounlikethings,suchasadarkcolorandalightcolor.Contour‐Theoutlineofashape.Contrastingcolors‐Colorsplacedoppositeoneanotheronthecolorwheel.Alsocalledcomplementarycolors.Forexample,orangeandbluearecontrastingcolors.Coolcolors‐Thefamilyofcolorsthatincludesgreens,blues,andviolets.Coolcolorsbringtomindcoolthings,places,andfeelings.Craftsmanship‐Skill,knowledgeandneatnessresultinginexpertworkmanship.Crayonetching‐Apicturemadebyrubbingwaxcrayonontopaperandthenscratchingadesignintothewax.Creative‐Havingaskillortalentformakingthingsinanewofdifferentway;showingoriginalityandimagination.Creditline‐Theinformationthatisgivenwithapictureofanartwork.Acreditlineusuallytellstheartist,title,date,medium,size,andlocationofanartwork.Critique‐Theprocessofusingdescription,analysis,interpretation,andjudgementtoevaluateaworkofart.Cross‐hatching‐Amethodofshowingvaluebyusingparallellinesatdifferentanglesthatgetdarkerastheyaredrawnclosertogether.Culturalstyle‐Astyleofartthatshowssomethingaboutthecultureinwhichtheartistlivesorlived.Culture‐Thecustoms,beliefs,arts,andwayoflifeofagroupofpeople.
DDepth‐Theapparentdistancefromfronttoback.Design‐Aplanforthearrangementoftheartelements(lines,spaces,colors,shapes,formsandtexturesinanartwork.Also,theactofarrangingthepartsofanartwork.Detail‐Asmallpartofanartwork.Diagonal‐Aslantededgeorline.Distance‐Thesenseofdepthorspacebetweenobjectsinanartwork.
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Drawing‐Anartworkconsistingoflinesandshapes/formssketchedonpaperwithmaterialssuchaspencils,pens,chalk,pastels.
EEasel‐Astandusedtoholdapaintingwhileanartistworksonit.Edge‐Theoutsidelineofashapeorform.Elementsofart‐Thebasicpartsofanartwork.Line,color,value,shape,form,texture,andspaceareelementsofart.Emphasis‐Itistheimportancegiventocertainobjectorareasinanartwork.Color,texture,shape,andsizecanbeusedtocreateemphasis.Emphasisisaprincipleofdesign.Enlargement‐Creatingadesignthatislargerthantheoriginal.Exaggeration‐Showingsomethinginawaythatmakesitseemlargerormoreimportantthanitis.Expression‐Aspeciallookthatcommunicatesstrongfeeling.Asmileisanexpressionofhappiness.Expressionists‐Agroupofartistswhousesimpledesignsandbrilliantcolorstoexpressfeelings.ArtistsbeganusingthisstyleinGermanyintheearly1900’s.ItgainedinterestintheUnitedStatesinthe1940’sand1950’s.Exterior‐Theouterpartofabuildingorotherform.
FFabric‐Clothmadebyknittingorweavingthreadstogether.Fantasy‐Somethingthatreflectstheimaginary.FiberArtist‐Anartistwhocreatesartworksbysewing,weaving,knitting,orstitchingfiberstogether.Fibers‐Thethreadsthatmadeupyarn,string,fabric,andothersuchmaterials.Firing‐Heatingclaytotherequiredtemperaturetoharden.FocalPoint–Theareainaworkofartthatanartistemphasizes.Folkart‐Artmadebypeoplewhohavenotbeenformallytrainedinart.Folkartusuallyreflectstheartist’scultureortradition.FolkArtist‐Artistswhohavenotbeenformallytrainedinart.Foreground‐Thepartofanartworkthatseemstheclosesttoyou.Foreshortening‐Shorteninglinesorobjectsinanartworktocreateanimpressionofdepthanddistance.Form‐Athree‐dimensionalobject,suchasacubeoraball.Formisanelementofart.Formmaybedepictedona2‐Dsurface.Foundobject‐Somethingthatanartistfindsandusesinanartworksuchasascrapofmetalorapieceofwood,etc.Functional‐Designedwithausefulpurposeinmind.
GGalleries‐Placeswhereartworkcanbeseenandbought.Glaze‐Athin,transparent,glassycoatingonceramics.(NotgenerallyusedinelementarygradesinCy‐Fair)Geometric‐Aworddescribingshapesandformssuchassquares,circles,cubes,andspheres.GestureDrawing‐Quickscribblestoshowmovementsofthebodythatquicklyrecordsanentireimage.
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Greenware‐Unfiredclay.
HHarmony‐Aprincipleofartthatcombineselementsofartinacompositiontostresssimilaritiesofseparatebutrelatedparts.Highlights–Areasofdirectlightonanobject.Horizonline‐Inanartwork,thelinewherethegroundandskyappeartomeet.Horizontal‐Movingstraightacrossfromsidetosideratherthanup‐and‐down.Forexample,thetopedgeofapieceofpaperishorizontal.Hue‐Anotherwordforcolor.
IIllusion‐Animagethattrickstheeyeorseemstobesomethingitisnot.Illustration‐Apictureusedtohelpexplainsomethingortellastory.Anillustratorcreatespicturesforbooks,magazines,orotherprintedworks.Imagination‐Tohavethepowertovisualizeandbuildmentalimages;dreamaboutthingsthathaveneverhappened;feelintuitively;andtoreachbeyondsensualorrealboundaries.Implied‐Suggested,butnotactuallyshown,asinanimpliedline.Impressionists‐Agroupofartistsinthelate19thandearly20thcenturieswhopaidspecialattentiontolightanditseffectonsubjectsintheirpaintings.Intensity‐Thebrightnessordullnessofacolor.Interior‐Theinsideofabuildingoranotherhollowform,suchasabox.InteriorDesign‐Istheartofplanningandcreatingindoorspacessuchasrooms.IntermediateColors‐Colorsthatareamixtureofaprimaryandasecondarycolor.Blue‐green,red‐orange,andred‐violetareexamplesofintermediatecolors.
JJudgement‐Fourthstepinanartcriticismprocessinwhichyouformulateyourownopiniononthesuccessorfailureoftheartwork.
KKiln‐Thefurnaceinwhichclayisfiredtohardenit.
LLandscape‐Adrawingorpaintingthatshowsoutdoorscenerysuchastrees,lakes,mountains,andfields.Leatherhard‐Claythatispartiallydry,nolongerplastic.Inastatereadyforturning,burnishing,orbuildingwallswithslabs.Line‐Amarkonasurface.Linescanbecreatedbyapen,pencil,brush,sticketc.,onavarietyofsurfaces.Lineisanelementofart.Loom‐Aframeormachineusedtoholdyarnorotherfibersforweaving.
M
Mask‐Anartworkmadetobeplacedoveraperson’sfacefordecorationordisguise.Mat‐Paperorcardboardcuttoformaframearoundanartwork.Media‐Materialsusedtocreateanartwork,suchasclayorpaint.Thesingularofmediaismedium.
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Middleground‐Inanartwork,thepartbetweentheforegroundandthebackground.Mixedmedia‐Artworksthatarecreatedfrommorethanonemedium.Mobile‐Atypeofsculptureinwhichobjectsaresuspendedandbalancedsothattheyaremovedbycurrentsofair.Model‐Someoneorsomethinganartistusesasanexamplewhencreatinganartwork.Alsoasmallcopyofsomething.Monochrome‐Acolorschemeusingonlytintsandshadesofasinglecolor.Monoprint‐Aprintmadefromaplatethatcanbeusedonlyonce.Montage‐Combiningpartsofseveralphotographsordrawingstoproduceanewsingleimage.Mood‐Thefeelingcreatedinaworkorart.Mosaic‐Anartworkmadefromsmallpiecesofcoloredglass,stone,paper,orothermaterials.Motif‐Anelementthatisrepeatedoftenenoughtobeanimportantfeatureofadesign.Motion‐Asenseofmovementoractioninanartwork.Mount‐Adhereanartworktoanotherlargerpaperorcardboardtoformaborder.Movement‐Thesenseofmotionoractioncreatedinanartwork.Also,atrendinanartiscalledamovement.Mural‐Alargeartwork,usuallyapainting,thatiscreatedorplacedonawallorceiling,ofteninapublicplace.Amuralistcreatesmurals.Museum‐Aplacewhereworksofartarecaredforanddisplayed.
NNegativespace‐Theemptyspacearoundandbetweenformsorshapesinanartwork.Neutrals‐Awordusedforblack,white,andtintsandshadesofgray.(Someartistsusetintsandshadesofbrownasneutrals.)Non‐Functional‐Anartworkorotherobjectthatservesnousefulpurposebutisappreciatedforitsbeautyalone.Non‐objective‐Astyleofartthatdoesnotrepresentrealobjects.
OOne‐pointperspective‐Thegraphicsysteminwhichalldiagonallinesconvergetoasingularpointonthehorizonline.Opaque‐Notlettinglightthrough;theoppositeoftransparent.Opaquepaintsobscurethepaperorpaintunderneath.Organic‐Aworddescribingshapesandformssimilartothoseinnatureandtheoppositeofgeometric.Outline‐Thelinethatformstheedgeofanyshapeorform.Alsocalledthecontour.Overlap‐Topartlyorcompletelycoveroneshapeorformwithanother.Painting‐Anartworkcreatedbyusingabrushorothertooltoapplytempera,watercolor,oil,acrylic,etc.toasurface.
PPalette‐Aflatsurface(palette,boards,etc.)onwhichanartistholdsandmixescolors.Papier‐mâché‐Aprocessofcreatingformsbycoveringanarmatureorotherbasewithstripsofpaperthathavebeensoakedinwaterypaste,andthenmoldingthestrips.Theformhardensasitdries.
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Pastel‐Acrayonmadeofeitherchalkoroil.Pattern‐Repeatedcolors,lines,shapes,ortexturesinanartwork.Patternisaprincipalofdesign.Also,aplanormodeltobefollowedwhenmakingsomething.Perspective‐Awayofmakingaflatartworklookasifithasdepth.Inapainting,anartistcreatesperspectivebymakingfar‐awayobjectssmallerandnearbyobjectslarger.Photogram‐Aphotographmadebyplacingobjectsdirectlyonlightsensitivematerialandexposingitdirectlytolight.Pictographs‐Ancientdrawings,oftenfoundoncavewalls,thattellstoriesorrecordaculture’sbeliefsandpractices.Pinchmethod‐Awayofshapingaballofclayintopotterybypinching,pulling,andpressingitwiththehands.Plate‐Inprintmaking,apieceofflatmaterial,suchaswoodormetal,withadesignonthesurface.Theplateisusedtoprintthedesign.Portrait‐Aworkofartcreatedtoshowaperson,animal,orgroupofpeople,usuallyfocusingontheface.Pose‐Thewaysubjectssitorstandwhileanartistpaintsportraitsofthem.Positivespace‐Shapes,forms,orlinesthatstandoutfromthebackgroundinaworkofart.Potter‐Anartistwhomakespottery.Primarycolors‐Thecolorsfromwhichallothercolorsaremade.Theprimarycolorsarered,yellow,andblue.Principlesofdesign‐Guidelinesartistsuseastheycreateartworks.Unity,variety,emphasis,balance,proportion,pattern,andrhythmaretheprinciplesofdesign.Print‐Anartworkcreatedbymakinganimpressionofadesign.Printmaking‐Theprocessofmakingoneormoreprints.Profile‐Somethingthatisseenorshownfromtheside,suchasasideviewofaface.Proportion‐Therelationofonethingtoanotherwithrespecttosizeandplacement.
RRadialbalance‐Atypeofbalanceinwhichlinesorshapesspreadoutfromacenterpoint.Realism‐Artstylewhichrenderslifeinalife‐likeway.Realistic‐Showingsomething,suchasapersonorscene,asitmightreallylook.Reliefprint‐Aprintmadebycoveringaprintingblockwithinkorpaintandpressingpaperontotheblock.Theareasorlinesgougedoutdonotprint.(Examples:woodcut,blockprint,linocut,styrofoamplate,etc.)Reliefsculpture‐Akindofsculptureinwhichadesignorimageiscarvedintoaflatsurface.Maybehighrelieforlowrelief.Resistmedium‐Amaterial,suchaswax,usedtoprotectpartsofasurfacefrompaintordye.Rhythm‐Therepeatingofelements,suchaslines,shapes,orcolors,thatcreatesapatternofvisualmotioninanartwork.Rhythmisaprinciple.Rubbing‐Anartworkcreatedbyplacingpaperonaraisedsurfaceandthenrubbingthepaperwithchalk,crayon,orapencil.
SSculpture‐Anartworkmadebymodeling,carvingorjoiningmaterialsintoa3‐dimensionalform.Clay,wood,stone,andmetalareoftenusedtomakesculptures.
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Seascape‐Anworkthatincludesinthescenethesea,ocean,orshore.Secondarycolors‐Acolormadebymixingtwoprimarycolors.Thesecondarycolorsaregreen,violet,andorange.Self‐portrait‐Adrawing,painting,photograph,orsculpturethatshowsthelikenessoftheartist.Shade‐Acolormadebyaddingblacktoahue.Forexample,addingblacktogreenresultsindarkgreen.Alsoadarkvalueofacolor.Shading‐Awayofshowinggradualchangesinlightnessordarknessinadrawingorpainting.Shadinghelpsmakeapicturelookmorerealistic.Shape‐Aflatarea,suchasacircleorasquare,thathasclearboundaries.Shapeisanelementofart.Sketch‐Aquickdrawing.Asketchcanbeusedtoexploreasubjectorplananartwork.Sketchbook‐AbookorpadofpaperusedfordrawingandkeepingsketchesSlab‐Amethodofmakingpotteryinwhichaflatpieceofclayiscutintoshapeswhicharejoinedtogethertoformanobject.Slip‐Wateryclayinacreamyconsistencyusedwithscoringtojointwopiecesofclay.Space‐Anemptysurfaceorarea.Also,theareasurroundingsomething.Stilllife‐Anartworkshowinganarrangementofobjectsthatcannotmoveontheirown,suchasfruitorflowersStippling‐Techniqueofusingpatternsofdotstocreatevaluesandvaluegradation.Storyquilt‐Aquiltshowingpicturesthattellastory.Studio‐Aroomorbuildingwhereanartistcreatesart.Style‐Anartist’sownwayofdesigningandcreatingart.Alsoatechniqueusedbyagroupofartistsinaparticulartimeorculture.Subject‐Whatanartworkisabout.Aperson,animal,object,orsceneSubtractive‐Aworddescribingsculpturethatismadebytakingaway,orsubtracting,materialfromalargerpieceorblock.Surface‐Theoutsidelayerofamaterial,anobject,oranotherform.Surrealism‐TheTwentiethCenturyartisticstylethatusesdreamsandfantasyassubjectmatter.Symbol‐Aletter,color,sign,orpicturethatexpressesalargermeaning,Forexample,aredheartisoftenusedasasymbolforlove.Symmetricalbalance‐Atypeofbalanceinwhichbothsidesofanartworklookthesameoralmostthesame.Symmetry‐Balancecreatedbymakingbothsidesofanartworkthesame,equaloralmostthesame.
TTactile‐Atextureyoucanfeelwithyourhands.Technique‐Thewayanartistusesartmaterialstocreateacertaintypeofartwork.Technology‐Thewayhumanbeingsusemachinesandothertoolstomakeordosomething.Temperapaint‐Achalky,water‐basedpaint.Alsocalledposterpaint.Texture‐Thewayasurfacelooksandfeels,suchassmooth,rough,orbumpy.Textureisanelementofart.Theme‐Inanartwork,theartist’smessageaboutthesubjectofthework.Three‐dimensional‐Havingheight,width,andthickness.Formsarethree‐dimensional.
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Tint‐Acolorsuchaspinkthatiscreatedbymixingahuewithwhite.Also,alightvalueofacolor.Translucent‐Somethingthroughwhichlightcanbeseen.Intermediatebetweenopaqueandtransluscent.Transparent‐Somethingthroughwhichlightandobjectscanbeseen.Transparentpaintsallowthepaperorunderpainttoshowthrough.Two‐dimensional‐Havingheightandwidth;flat.Shapesaretwo‐dimensional.Two‐pointperspective‐Perspectiveinwhichrecedinglinesmeetattwovanishingpoints.Unity‐Thequalityofseemingwholeandcomplete,withallpartslookingrighttogether.Unityisaprincipleofdesign.
VValue‐Thelightnessordarknessofcolors.Tintshavealightvalue.Shadeshaveadarkvalue.Valueisanelementofart.Vanishingpoint‐Apointonthehorizonoreye‐levellineatwhichrecedingparallellinesmeetinaperspectivedrawing.Variety‐Thecombinationofelementsorart,suchasline,shape,orcolor,inanartwork.Varietyisaprincipleofdesign.Vertical‐Movingupanddownratherthansidetoside.Forexample,thesideedgeofapieceofpaperisvertical.Visualrhythm‐Inanartwork,rhythmcreatedbyrepeatingelements,suchascolorsandlines.Visualrhythmmightremindaviewerofmusicordancerhythm.
W
Warmcolors‐Thefamilyofcolorsthatincludesreds,yellows,andoranges.Warmcolorsbringtomindwarmthings,places,andfeelings.Warp‐Inweaving,theverticalthreadsattachedtothetopandbottomofaloom.Weaver‐AnartistwhocreatesweavingsWeaving‐Anartworkmadeofthread,yarn,orotherfiberslacedorwoventogetheronaloom.Wedge‐Amethodofcuttingandreforming(kneading)claytomakeithomogenous.Thishelpstoeliminateairbubblesfromtheclay.Weft‐Thethreadswovenbackandforth,overandunderthewarpfibersonaloom.Worm’s‐eyeview‐Apointofviewfromgroundlevel.
Source:CFSIDSchoolDistrictElementaryArt(http://www.cfisd.net/)