Art of the Americas
Proportion
Unit 8
Unit overview
In this lesson students will explore how art developed in North and South America created by the over 2,000 groups that had settled in different areas across the land. Each group developed a distinct life style that included buildings, and other sophisticated art forms.
Pre-Columbian is the label given to the time period before Europeans traveled to the Americas. When the Europeans arrived anthropologists estimate that there were 20 million people living in the Americas. These native cultures created amazing arts and architecture .
Unit summary
-Olmec culture the mother culture of Mexico. This civilization thrived from 1200 B.C.E. to 500 C.E. The artifacts from these people such as carved alters and statues were found in the great coastal plain off the Gulf of Mexico. The most astonishing of these artifacts are the gigantic heads carved from volcanic rock.
-Mayan culture controlled the area now called the Yucatan, Guatemala, and Honduras around 800 C.E. The Mayans were gifted mathematicians that created the most accurate calendar of all ancient civilizations.
- Aztec civilization emerged about 1250 C.E. and became the largest of the ancient Mexican cultures. The Aztec people were very religious and war like. They controlled from the Gulf to Pacific ocean. The art they left behind depicts their beliefs and rituals.
Incas art was practical. The Incas were an artistic people who used materials available to them in nature and blended them creating many artistic forms in utilitarian ways.
Vocabulary
Olmec: The mother culture of Mexico
Pre-Columbian: a term used when referring to the various cultures and civilizations found throughout North and South America before the arrival of Christopher Columbus 1492
Totem Poles: Tall posts carved and painted with a series of animal symbols associated with a particular family of clan.
Mayan Culture: Known for creating a very precise calendar. 800 C.E.
Aztec Culture: Largest culture of ancient Mexico and Central America
Inca Empire: Flourished 1400 to 1600’s C.E.
Tenochtitlan: A magnificent city built by the Aztecs
Machu-Picchu: Inca walled city
Pueblo: Modern and ancient communities of Native Americans in the Southwestern United States of America.
Adobe: sun dried clay
Inuit: Any of several Aboriginal peoples of coastal Arctic Canada, Alaska, and Greenland. Their ancestors were call Thule.
Kiva: a circular underground structure part of the Pueblo, that served as spiritual and social centers. The spirits entered through the small hole in the floor called a sipapu.
Potlatch: To celebrate some important event, members of a tribe celebrated with an elaborate ceremony. Tribes or clans would try to out do one another and give the most gifts.
Shaman: Medicine man
Meso-America:
Click on this podium icon for a link to the slides to use with students.
Essential Question:
How did the ancient people of North and South America construct their daily lives?
Focus/Guiding Questions:
What does the term pre-Columbian mean?
What contributions to art did the Olmec, Mayan Incas and Aztec make?
Foundation Question:
What influences of geography and beliefs can be found in the artworks created by Native people of the Americas?
Student Learning Objectives for Lesson:
Students will be able to describe the role of religion in the art of each regional tribe of the Americas. Further, they will be able to identify the contributions to art made by Native People from North and South America.
Objectives:
~Students will be able to identify major
~Native people and discuss the important art works produced during each.
~Analyze the impact of Western invasion on native art.
Student Learning Goals:
~Students will be able to identify key developments in art in the Americas.
~Students will compare and contrast historical styles and be able to identify general trends in art.
Targeted CPALMS and Content Standards:
VA.912.C.2.4 Classify artworks, using accurate art vocabulary and knowledge of art history to identify and categorize movements, styles, techniques, and materials.
VA.912.C.3.5 Make connections between timelines in other content areas and timelines in the visual arts.
VA.912.H.1.9 Describe the significance of major artists, architects, or masterworks to understand their historical influences.
VA.912.S.1.3 Interpret and reflect on cultural and historical events to create art.
National Standards:
VA:Cr1.1.Ia
Use multiple approaches to begin creative endeavors.
VA:Cr1.2.IIa
Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
Unit assessment
Formative Assessment:
Individual conferences and sketchbook check.
~2 pages text and images from America tribal art.
~ Full color page of Navajo or Pueblo pottery design.
~ Totem Pole depicting animals that have significance.
~Class work choices 2
Summative Assessment:
Quizzes and Critiques with project rubric assessments
Technology Assessment:
Students will access schoology for the power point to review materials covered in class.
Unit Project choices:
Students will explore mask making in paper. This can be any subject and has a three D effect. Layer paper to gain the desired effect.
