Indigenous Art and Place

Overview

Grade Level: 7th Grade
Subject: Visual Arts
Duration: 60 minutes
Curriculum Area: Exploring Artistic Contexts
CA State Standard: VPA Visual Arts - Grade 7 - Understanding the context of works of art.

Objectives

• Research Indigenous artists from around the world.
• Analyze how these artists reflect the relationship to land and place in their works.
• Share insights and findings with classmates, fostering appreciation and understanding of cultural diversity.

Materials

• Laptops/Tablets with internet access
• Projector and screen for presentations
• Art supplies: paper, coloured pencils, markers
• Handout: Artist Study Templates

Lesson Outline

Introduction (10 minutes)

1. Hook: Begin with a slide show featuring artworks from various Indigenous artists. Display a diverse range of styles and regions.
2. Discussion Prompt: Ask students what elements of land and place they notice in the artworks. Encourage immediate thoughts and reflections.
3. Objective Overview: Explain how the day’s focus will highlight the significance of land in Indigenous art globally.

Research (20 minutes)

1. Group Task: Divide the class into four groups of four students each. Assign each group a specific region: North America, South America, Australia, and Africa.
2. Guidelines: Provide a quick demonstration of using reliable sources to conduct research on an assigned Indigenous artist from their region. Encourage using library databases or educational resources.
3. Research Goal: Each group must note down how the artist’s work communicates the importance of land, including elements of their environment, materials used, and themes of urban/rural dynamics.

Creation (15 minutes)

1. Art Project: Have each student create an art piece inspired by the research conducted, focusing on portraying a personal relationship to a "place" meaningful to them.
2. Tools & Techniques: Utilize drawing or mixed media, incorporating techniques observed in their research. Encourage originality and personal expression.

Sharing & Reflection (15 minutes)

1. Presentations: Each group presents their researched artist and insights. Students discuss how they integrated their findings into their art pieces.
2. Gallery Walk: Display the artworks around the room. Allow students to walk around and observe each other’s creations.
3. Reflection: Conclude with a group reflection on how exploring diverse Indigenous art has expanded their understanding of the connection between art, land, and culture.

Evaluation

• Participation: Active involvement in group research and discussions.
• Presentation: Clarity and depth in presenting the selected Indigenous artist and their relationship to land.
• Artistic Expression: Creativity and personal connection demonstrated in their art project.

Extensions

• Extended Research: Students can investigate how contemporary Indigenous artists use digital media to preserve cultural landscapes.
• Field Trip: Organize a visit to a local museum exhibiting Indigenous art for further exploration and appreciation.

Teacher's Reflection

• Observe how students express understanding of cultural nuances in art.
• Identify students who might benefit from additional support or deeper artistic challenges.
• Reflect on the effectiveness of resources used and the level of student engagement throughout the lesson.

This lesson plan merges cultural education with artistic practice, designed to enrich students' perspectives and creative skills in alignment with the California Visual Arts standards.