1a: Materials needed for week one
1) For teachers:
Major Reproduction: Norval Morrisseau.  Shaman’s Ride. 1980’s.  Acrylic on canvas. 42” X 62” (He used is knowledge, artistic ability, and effort to restore cultural pride in his Native American heritage.  He also invented and developed his “X-ray Painting” style.)
Reproduction:  Jan Ash Poitras. Family Blackboard.  1989. Mixed media collage. 23” X 23” (She also uses her art to promote and fight injustices against her Native American heritage.  However, she uses modern methods and images where Morrisseau stuck to old traditional symbols.)
Extra: Norval Morrisseau. Two Bulls Fighting. 1960’s. Acrylic on canvas. (Another example of “X-ray painting” and spirit/power lines.)
Extra: Jan Ash Poitras. Blue Shaman. 1990’s. Mixed media collage. 36” X 26”  (Another example I will use to exaggerate her modern collage style that linked directly to her Native American culture.)
2) For students work:
Paper, paint, brushes pallets (paper plates), water cups, magazines, glue, pens markers, and scrap paper.
2a: Materials needed for week two
1) For teachers:
Same as above.
2) For student work:
Same as the above.
1c: Advanced preparation needed for week one.
I will need to gather material that will help students be as creative as possible. The more images to stimulate the students the better. I need to continually think of ways to improve and execute my lesson plan.
1d: Advanced preparation needed for week two.
 I will assess and adjust my lesson plan and mentality from the information I gathered in the first class.  I will find particular images the student were interest in or that they were struggling with.
1e: Classroom expectations:
-I will respect you.  I expect the same respect towards your peers, yourself, and me.
           -Students will use appropriate language/content.
           -Students will pay attention and listen when teacher is talking.
           -Students will participate.
 2: These are my lesson objectives.
a) Social issue based:
In what way can interpreting the chosen artworks, be used to help students consider how artworks can be used to express, remember, proclaim and document the artist culture, community, family, and friend for the intent of preservation and cultural pride?  The students will understand that the artists’ intent and purpose for creating these artworks leads directly to preserving their heritage.  The students will see what they want to remember and what they want others to remember, consider and experience as well.  The students will look at their own life and culture to see what is important enough to preserve and proclaim pride in.  The students will see the importance of their own culture and learn to respect and appreciate other cultures.  They will see how their culture and history is a link to who they are and where they receive their ideals and morals.
b) Historical/cultural context:
Can analyzing the historical and cultural context of the artworks presented help the students to see how much an artist is affected by their history and culture and how necessary it is in order to understand their artwork?  The students will learn their history and culture effected the artists.  The students will also learn the artist’s purpose for their artwork, which is to perceive their heritage.  The students will see different symbols used and how important their history and culture is to their meaning.  The students will see the importance of culture and history through the neglect and possibilities for a lost culture of the Native American.  They will determine that without historical and cultural context much of the meaning and symbols within the artworks could not be interpreted.
c) Aesthetic Inquiry:
Will questioning the presented artworks of the skill required to produce or for the use of existing pictures and material challenge the students in classification of art or have an effect on the students in their perception or creation of art?  The students will see very simplistic shapes and images used to create meaningful and powerful works of art. They will see childlike paintings that use powerful symbols and express meaning.   They will see how Poitras uses generic and others images to produce her own unique and meaningful artwork.  The students can consider the advantages and disadvantages of these artist’s methods of art making.
d) Studio Inquiry: (Creating with media)
In what way will students creating multi-media paintings and collages help to communicate their ideas and intentions? The students will learn to paint by using simple shapes to produce complex images and meaning.  They will have the opportunity to add collage to their works as symbols towards the theme or meaning.  The students will learn to convert their ideas through painting and collage.  They will learn to make and use symbols to express meaning and ideas in their work.  Painting is a powerful tool to transform a blank page into a meaningful statement.  Collage allows an artist to add recognizable images, symbols and material to their work to add meaning.
e) Studio Inquiry: (Using design elements and principles)
In what way will the students learning and executing ideas behind line, shape and composition help them in communicating their ideas and intentions? The students will learn to control their medium, to combine shape, color and line to express their ideas.  The students will learn to break subject matter down into simple shapes to be combined to create a final image.  They will experiment with the use of line and outlines.  Rigid, soft, hard, bold, wavy, and straight lines are some of the ways line will be used to provoke meaning and moods within a painting.  The students can add images and material to their works, this will enable the students to think about placement and composition of the page.  Working with shapes will give the students a method for creating complex images.  Adding material to the page lets the students pick and choose the best placement for composition.
3: This is what I will do/ask:
I will engage the students with questions of what is important in their lives. (5-min)
? What are some things you value in life? (Generate ideas)
?  What are the most important things in your life? (Put the students into the lesson)
?  What do you consider your culture? (Start discussion about their cultures.)
?  How do these overlap? (Friend, family, community) (Culture helps create importances)
? What are some parts of your culture that represent or make life meaningful? (Use culture as inspiration)
?  How would you feel if you lost your culture? (Exaggerate importance)
?  Name some things that are worth your documentation and preservation?      (Brainstorm on what is important about their life and culture)
“Norval Morrisseau and Jane Ash Poitras are artists that found a lot of things of importance in their lives and within their culture.  They are Native Americans whose culture was under the threat of being forgotten.  They choose to proclaim, document and preserve their history and culture through their art.  They wanted their work to promote cultural pride to a rapidly declining culture."

4: This is how I will:
 I will explain to the students
“You will be creating a painting and or collage to provoke meaning, understanding and preservation of something important in your life or about your culture.”
I will present a motivational Scenario for the students to contemplate.
“Imagine that you are the last and final survivor of your community, friends, family and culture.  It is your responsibility to document and preserve the many things that are important to you and your culture for future generations.  It is imperative that your ideals and history are not lost.  Letters are merely symbols forgotten so your only means of communication and documentation is through visual art.  Using symbols, line, shape, color and composition you must express and communicate the important parts of your culture.”
I will explain how this will work over the two weeks.
“You will have two weeks to create a painting/collage that will represent these ideas.  Students may either start with collage materials and add paint, or vise versa.  I want the students to try to develop symbols and/or use existing symbols that relate to the ideas of their own and other cultures. I would recommend that you start with a sketch or work out some ideas on a scrap piece of paper.”
5: Script Day #1
1:00 Greetings
1:05 Review of classroom expectations.
1:10 Begin introduction Questions. (Section3)
1:15 Critical Inquiry
I will direct the student attention to Norval Morrisseau’s multi-piece sculptor Shaman’s Ride. and Jan Ash Poitras. Family Blackboard.  1989. Mixed media collage.   I will give the students a minute just to look at the two art works.  Once the students have a chance to study the artworks I will ask them to describe them.  I will use questions to lead the students in a conversation about the meanings of the two art works.  Our discussion will begin with Shaman’s Ride.
Some of these question will only be asked if necessary.
? What do you see? (Forcing the students to study the photo.)
? What are they doing?  (Interpret scene)
? What might these figures be? (Shaman, bird, hippo)
? How do the images make you feel? (Happy/dreamy)
? What emotions does the piece represent? (Peaceful, quest, playful, spiritual.)
? What might the line surrounding the images represent? (Power, force field,
Energy)
? Does the colors affect the painting? (Bring meanings to color)
? What might the different shapes mean? (Bring meaning to the shapes)
? Why might the artist have chosen to make the characters transparent? (Insides/emotions/power)
? Why did he choose to out line the forms? (Exaggeration)
? Does the simplicity detract from the painting? (Still meaningful and good)
As I see fit I will tell the students some of the history and cultural references behind the art work
-    Native American
- He was given the name Copper Thunderbird.
- He wanted to restore cultural pride to the largely converted catholic society.
- “The shells are white cowries that grow only on reefs in the South Pacific Ocean.  They are often referred to as “money cowries” due to the great value the islanders gave them.  With in the Ojibwa religious and cultural thoughts, migiis is a white shining cowries shell in the sky, which lead the Anishinaabeg on their long migration from the shores of the Atlantic to the west, around the Great Lakes.  They are a symbol of knowledge and hope. They are like a guide to or a source of enlightenment for his ancestors.”
- “Morrisseau also used his own “x-ray painting” style.  This is when he depicts the interior as well as the exterior of a figure in order to represent what is felt or perceived inside an animal or person.  It is their power, life force, or spirit guts represented through art”
? How does this information affect the meaning of the painting? (Affects of culture)
? How might this piece help preserve his heritage?
I will then ask the students to describe Family Blackboard.
? What do you see? (Start conversation)
? What are some of the different styles and techniques? (Combined Modern and traditional)
? Why might she have included all the different cultures' symbols? (Exaggerate differences more then one way of things.)
? What ideas does the collage project? (Confession, words, symbols, education, teaching, learning)
I will explain and point out different symbols and iconography the students may not understand or be aware of.
- She used traditional Cree iconography along with Egyptian hieroglyphs, Chinese characters, torn phonebook pages, airplane tickets explaining passenger’s rights, invalid credit card numbers and an altered Canadian dollar bill which Queen Elizabeth wears a feather.
As I see fit I will tell the students some of the history and cultural references behind the artwork.
- Poitras was born October 11 in 1951 and raised in a foster home in Edmonton after her mother’s death at age six.
- Within the Family Blackboard, she adds a page from a Cree dictionary defining the word “orphan.”
? What might the Cree’s definition of orphan represent? (Both her past and her cultures abandonment)
? How do the modern methods and style help or hurt her message? (Contemplate technique)
? Does her collage material help to convey her message? (To generate ideas why it works)
1:30  (section 4)
1:35 Demo
-This will be the beginning of my demo. I will have the students’ gather around to get a close look at what I’ll show and do.
-I will have my own version of this multi media collage to be used as model.
-I will ask the students what they have worked with in the past.
-The models will allow me to point out a lot of different possibilities for their work.
-I will present a demonstration on the use of paint.
-I will demonstrate mixing, different brushes, shape building and samples of line.
-We will talk about how each technique represents different moods and meanings.
-We will discuss and experiment with using collage material first, during or in the final stages of their creation.
-We will talk about the ideas behind: thin/fat, tall/short, big/small, and round/square.
-I will remind the students that their projects should be designed to preserve something important in their life or culture.
-I will insist that they sketch out their ideas before starting with the paint.
At this point I will give the students access to all the magazines and scrap paper.
 1:45 I will have the students start working
 I will interact with the students, throughout studio.  I will be concerned with the students personal concerns or confusion.
2:20 Closure
I will discus and ask questions about the theme of the lesson.
? Why might it be important to try to perceive your culture?
? Does anyone want to share what part of life they chose to represent? (Talk about values)
? What are some ways we can learn to understand art from other cultures? (Importance of history and tolerance)
? What are some symbols you used? Why? (Circulate ideas)
6: Script Day #2
I will consider the first day of class; these considerations will determine how the second day of teaching will be executed.  Radical changes in the plan, more studio time, less studio time and the unexpected will all be considered.  I will have to accommodate for new students and be prepared for losing some.  This project allow for a student to start and finish their work in one day, a second day will allow the student to further develop their work.
1:00 Greetings
1:05 Review of classroom expectations.
1:10 Re-present the “final member of culture scenario.”
1:15 Critical Inquiry
I will redirect the student attention to Norval Morrisseau’s Shaman’s Ride and Jan Ash Poitras’ Family Blackboard.  Depending on what we were able to discus in last class, I will quickly recap.
? What were some of the main ideas and meanings we pulled out of these pieces? (Get the students to participate and remember.)
? How are these pieces similar and different? (Similar themes, Different approach)
? What might be some of the reasons for the differences? (Culture)
? How could you use this information in your artwork? (Personalize)
? What are some ways these artists depicted life? (Relate to their assignment, examples)
I will direct the student attention to Norval Morrisseau’s Two Bulls Fighting.
            ? What would be the purpose of showing the inside of the Bulls? (Spirit guts)
            ? What are some other ways to portray intangible ideas? (Color, line, shape,
               Symbols)
 

1:30  (section 4)
1:35
I will re-explain the basic idea for their studio work.
-I will present my model once again.
-I will explain to the students that they can use paint and/or collage material.
-With my sample model I will demonstrate methods.
-We will talk about what the other students started on the week previous.
-I will encourage the students to discuss what they are trying to accomplish and how.
 1:45 I will have the students start working.
 I will work with anyone who was not here the week before to include them in the lesson.  I will interact with the students, throughout studio.  I will be concerned with the students personal concerns or confusion.
2:20 Closure
The class will discuss their final projects. I will have the students present their final works to the class.  We will interpret and discuss them as groups while refraining from them talking about their own work.  The other students will critique their fellow student’s work.
? What pieces do you feel use the most symbols? (Lead to meaning)
? What are some of the ideas these paintings represent? (Talk about meaning)
? What seems most important in this artwork? How do you know?
? What is the artist for or against? (Find artist point)
? How is this a good work of art? (Reasons)
? Can we always know an artist intent? (More information my be necessary)
7: This is what I will look for in the student’s studio and design
My main concerns will be that the students are trying to communicate ideas throughout their work.  The methods and materials the students use should be used for expressive purposes. The students’ original sketches should take ten to fifteen minutes.  The students have the time to develop well-crafted collages. Everything should be done for communicative reasons.  I want to see a high quality of their work ethic.  The collage should make sense as a whole not just in its parts. The students should combine line; shapes, color and composition to develop their work.  The students need to creatively combine mediums.
? What colors would fit your ideas best? (Relate colors with meaning)
? What is a symbol that will represent that idea?
? How would patterns or repetition affect your work? (Movement, confusion, different ideas, exaggeration)
? Do you want to be realistic or abstract? (Take away the pressures of realistic images. To get the students to consider what may best reflect their idea.)
? Are their any symbols that would reflect your ideas? (Exaggerated features, icons, sighs)
8: This is what I will expect the very best student to create.
The best student will create a well-developed and crafted painting representing preservation of culture.  They will project the influences of their culture into their work.  They will understand this and use their culture as a resource for inspiration and understanding as they document and proclaim important aspects.  The best student will have used a variety of methods and materials to create their ideas.  They will have manipulated their collages with lines, shapes, color and composition to communicate their ideas.  They will use the mediums available too their full potential not just show or flash.  The final piece will be well crafted and express meaning that shows they understand the theme.
? Did the student put forth an appropriate amount of effort? (Work ethic)
? Did the student choose methods and materials for the uses of expression? (Not just because it looks cool or fun)
? Does the collage communicate ideas? (Were they expressive)?
? Is there an expression of the theme? (Not just an excuse to draw something)
? Does the design match the product?
? Were they able to manipulate the medium for a desired outcome? (Craftsmanship, skill)
? Where decisions made to promote communication? (Not just cool or easy)
? Did they take advantage of different mediums?
8b: This is what I expect the very best student to understand.
The very best student will understand how culture affects their life, art and the world around them.  Also how it is important to document and have pride in their culture. They will understand that their culture is a source for ideals and much of who they are. They will understand how they can use these ideas in art and in everyday life when encountering others.  The theme of the visual aids will be understood and the students will grasp the notions of struggles to protect the history and culture of different people and themselves.  They will understand ways of expressing themselves through art as well as interpreting others and their art.  They will see different ways of seeing the same things, while developing tolerance for others beliefs and culture. The best student will understand how all these ideas can be expressed with their own artwork and interpreted from others work. The best student will look into their own life to find what is important and effects them enough to document it.  They will also realize the possibility art has to communicate their feelings and ideas.
-I will take the time to explain my own work to the students. I’ll let the students see how I expressed my ideas.
Questions are in the closure section of the scripts