Settlers Way Elementary

A Culture, Not a Costume

Subject: Art

Grade Level: 4th

Unit: Portraits and Figures

Time Estimate: 4 periods (4 hours)

Topic: A Culture, Not a Costume

Goal(s):
TLW understand how to draw body and facial proportion.
TLW gain insight on Native American art and history as well as their own history
and culture.
Students will become more culturally sensitive, aware, and accepting.
Objective(s):
TLW explore the depictions of American Indians by American artists and compare
those works with American Indian self-portraits.
TLW create a self-portrait depicting their familys cultural heritage.
TEKS: 117.114. (1.A,B; 2.A,B,C; 3.A,B,D; 4.A,B)
Vocabulary:
Indigenous American
Native American
Self-portrait
Body proportion
Facial proportion
Gesture drawing
Materials/Resources/Technology needs:
Black construction paper, construction paper crayons, small mirrors, drawing
paper, pencil, erasure, fine-point permanent markers (Sharpie brand), watercolor
pencils, cups for water, paper towels, paintbrushes
Artwork:
The First Thanksgiving at Plymouth (1914) By Jennie A. Brownscombe
Cover Illustration for the Last of the Mohicans (1919) By N.C. Wyeth
The Blanket Signal, (1894/1898) By Frederick Remington
Catlin Painting the Portrait of Mah-to-toh-pa-Mandan, (1861/1869) By George Catlin
Sans Arc Lakota Ledger Book, (1880-1881) By Black Hawk
Honored (1993) By Fancis Yellow (Francis J. Yellow), Lakota
Woman looking in a mirror (after Wilfredo Lam) (2013) By Jaune Quick-to-See Smith
Instructional Procedures
Focusing Event:
The students will be instructed to close their eyes to think about and then, share
the images that come to mind after hearing the words, Indian, Native American,
American Indian, etc.
Teaching/ Learning Procedures:

Day One:
The class will then view three portraits by American artists depicting American
Indians and compare them to three paintings by American Indian artists.
Next the homework/research worksheet will be introduced. Students will
complete the attached worksheet by talking to their family members about their
family culture.
After the take-home assignment is explained, students will practice gesture
drawings of the human figure.
First, the teacher will demonstrate (show a small drawing mannequin, if
available), how to combine the correct shapes to form a human body in the
gesture drawing style.
One student from each table will stand up and pose while the others quickly
capture the gesture. It is helpful to assign an action to the model.
Begin with longer drawing times and then shorten to approximately 30 seconds
for each sketch. Encourage students to capture the movement of their subject
quickly and to remember to keep the body parts proportionate.
Day Two:
Students will follow the teacher in a draw-along of the human body using shapes.
Then, the students will follow the teacher as facial proportions are presented.
Students will use pencil to then sketch their familys cultural clothing onto the
gesture sketch.
When the costumes are completely sketched, students will trace the lines they
wish you keep with a fine-point permanent marker. After this step, use a large
erasure and remove all pencil lines.
Add a border around all four edges of the page using a ruler.
Day Three and the days thereafter, until project is complete:
Students will continue to use the fine-point marker to add designs to their border
and to finish cartooning their self-portrait as needed.
Next, students will apply color with watercolor pencils.
Finally, the students will sign their work with the permanent marker and add water
to paint the image as they desire.
Formative Check (ongoing or specific):
Check that every student has completed each step correctly before
moving on.
Reteach (alternative used as needed):
Give the student(s) one on one instruction, another demonstration, and/or
show them the examples
Closure:
The class will have a gallery walk on the final day of the project or
students may be asked to journal about their creative choices on the back
of their work if time allows.
Class (or small group) discussion questions:
What is the importance of creating a self-portrait?
What can the viewer learn from your artwork after viewing your work?

Would it be better if someone who does not know you created the work
about you?
What could you do to improve your work?
What would happen if your family viewed this work? What emotions
would they feel?
What emotions do you want others to feel when they see your portrait?

Assessment/Summative Evaluation:
Teacher observation, individual evaluation, and constructive peer review during
the gallery walk.
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Modifications/Notes:
Special Education Students will be evaluated based on their ability.
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