ArtworkbyKyleeBeatus
GalenaCitySchoolDistrict
CulturalArtsCurriculum
K‐8KoyukonStudiesandVisualArts
FirstEdition
IntroductionandAcknowledgements
TheGalenaCitySchoolDistrict(GCSD)recognizesthatbystudyingfinearts,
studentsdevelopcriticalthinkingskills,initiative,disciplineandperceptualabilitiesthat
extendtoallareasoflife.TheGCSDbelievesthatacomprehensiveartseducationprogram
shouldbeanintegralpartofthebasiceducationofferedtoallstudents.TheDistrictalso
recognizestheuniqueculturesandtraditionsrepresentedinourschoolpopulation,andis
committedtocelebratingandsupportingourcommunity’scultureandheritage.ThisK‐8
CulturalArtsCurriculumstrivestopresentfineartseducationthroughtheuniquecultural
lensofKoyukonStudies.Throughthisblendofartandculturaleducationwehopetoinstill
instudentsanappreciationforbeautyinartandculture,skillsforlifelongartistic
expression,andsupportastheydeveloptheirownculturalidentities.
TheAlaskaStateBoardofEducationalsorecognizestheimportanceofartand
cultureinaqualityeducation.TheAlaskaContentandPerformanceStandardsinclude
guidanceinbothArtandCulturewhichformthebasisofthiscurriculum.TheCultural
StandardsforAlaskaStudentswerepreparedbytheAlaskaNativeKnowledgeNetwork,
whichhaspublishedGuidelinesforNurturingCulturallyHealthyYouth,adocumentwhich
wasalsousedinthedevelopmentofthiscurriculum.Numerousschooldistrictsacrossthe
statehavethoughtfullydevelopedVisualArtscurriculawiththehelpofAlaskaDepartment
ofEducationandEarlyDevelopment(DEED)andtheAlaskaStateCouncilfortheArts
(ASCA).ThesecurriculaarebasedontheArtStandardsforAlaskaStudentsandhavemuch
incommon,butareoftentailoredspecificallytotheculturalheritageofeachschooldistrict.
WehavedrawnheavilyfromtheCopperRiverSchoolDistrictandBeringStraitSchool
Districtvisualartscurricula,butrecognizethatartistsandeducatorsfromallacrossthe
statehavecontributedtothedevelopmentoftheseresources.
KoyukonculturalcomponentsofthecurriculumaredrawnfromtheCultural
StandardsforAlaskaStudents,inputfromcommunitymembers,andthelegacyofalong,
successfulKoyukonStudiesprogramatGCSD.AdditionalideascamefromtheAlaska
NativeEducationK‐6curriculumoverviewdevelopedbyFairbanksNorthStarBorough
SchoolDistrict.
Wewishtosincerelythankallofthecommunitymembers,parents,teachersand
administratorswhohavehelpedtodevelopthiscurriculum.Wededicatethisworktoour
Elderswhohaveinspireduswiththeirlivesandtheirwisdom,andouryouththattheymay
carryallofthiscultureandbeautyintothefuture.
Page 2 Grades K‐8 GCSD Cultural Arts Curriculum TableofContents
IntroductionandAcknowledgements.................................................................................2
GoalsandInstructionalApproach.........................................................................................4
AlaskaContentStandardsforART........................................................................................6
AlaskaContentStandardsforCULTURE.............................................................................8
GradeLevelCulturalArtsCurriculum:
Kindergarten……………………………..………………………………………………………..12
FirstGrade……………………………………………………………………………….…………17
SecondGrade……….……………….……………………………………………………………..22
ThirdGrade.….……………………………………………..………………………………………27
FourthGrade..……………………………………………………………………………………..32
FifthGrade……………….………………………………………………………..………………..37
SixthGrade………………………………………………………………………..………………..42
SeventhGrade……….………………………………………………………..…………………..47
EighthGrade……….…………………………………………………………………..…………..52
AdditionalResources:
GuidelinesforNurturingCulturally‐HealthyYouth....................................................57
GuidelinesforYouth.........................................................................................................57
GuidelinesforEducators.................................................................................................58
GuidelinesforSchools......................................................................................................59
AthabascanCulturalValues...................................................................................................60
KoyukonElders’BiographiesandOralHistories.........................................................61
AthabascanLanguageResources........................................................................................62
OtherBooksofRegionalInterest........................................................................................65
FilmsofRegionalInterest......................................................................................................67
OtherCurriculumResources................................................................................................69
NotableAlaskanArtists...........................................................................................................71
ABriefHistoryofArtinAmericanAlaska.......................................................................75
GlossaryofArtTerms..............................................................................................................78
GCSD Cultural Arts Curriculum Grades K‐8 Page 3 GoalsandInstructionalApproach
ThroughtheK‐8CulturalArtseducationtheGCSDseeksto:

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Introducestudentstoartandculture,withparticularemphasisonthelocal
community’sculturalheritageandartistictraditions.
Helpstudentsdeveloplifeskillsinartisticexpressionandprovideopportunitiesfor
creativeendeavor.
Encouragestudentsbecomeawareoftheirownculturalidentityandheritage,as
wellasasenseofbelongingtoalargercommunity,astheydeveloptheirown
identity.
PreserveandpasselementsofKoyukoncultureontofuturegenerations.
Teachstudentstoappreciateothercultureswithoutdiminishingthevalueoftheir
own.
TheGCSDK‐8CulturalArtscurriculumisarrangedinthreemodesoflearning
acrossthegradelevels:
ENCOUNTERandEXPLORE:Studentsareintroducedtonewconceptsinartand
cultureandlearnfromaccomplishedartistsandwisdomkeepersfromthepastand
present.Throughtheseexperiencesstudentsareinstructedandinspiredtothencreate
theirownartandparticipateinculturalactivities(ProduceandPerform).Gradelevel
encountersandexplorationstakeintoconsiderationstudents’ageandinterest,social
studiesandsciencethemes,andahistorical,multiculturalandgenderbalancedoverview.
GoalsforENCOUNTERINGandEXPLORINGartandculture:
 LearnaboutKoyukonculture,traditions,values,languageandart.
 Comparetheartsofdifferentcultures,inAlaskaandthroughouttheworld.
 Respectdifferencesinpersonalandculturalperspectives.
 Makestatementsaboutthesignificanceofartsandbeautyinstudents’lives.
 Exploretheroleofseasonsandenvironmentinthedevelopmentofartandculture,
andhowandwhycultureschangeovertime.
 LearnfromtheexperiencesofEldersinrespectfulways.
AlaskaStateContentStandardsaddressed:ArtsB,C,&D;CultureA,B,D,&E
Page 4 Grades K‐8 GCSD Cultural Arts Curriculum PRODUCEandPERFORM:Thisisthemostactive,hands‐onportionofthecurriculum.
Studentsbecomeengagedinthecreativeprocess;theyexploremedia,tools,and
techniquesandlearntocultivateindividualcreativityandproblem‐solvingskills.Artistic
andculturalskillsarepracticed,developedandinternalized,equippingthestudentswith
newmeansofexpression.Suggestedartactivitiescanbetailoredtoenhancecultural
contentandsupportinstructioninothersubjectareas.
GoalsforPRODUCINGandPERFORMINGart:
 Usenewandtraditionalmaterials,tools,techniquesandprocessesappropriately.
 Developlifelongskillsforartisticandculturalexpression
 Collaboratewithotherstocreateworksofart.
 Refineartisticskillsandself‐disciplinethroughpracticeandrevision.
 Developasenseofconnectednesstothecommunityanditsheritage.
 Demonstratethecreativityandimaginationnecessaryforinnovativethinkingand
problemsolving.
 Creativelyexploreanddevelopself‐identityandskillstomaintainahealthylifestyle.
AlaskaStateContentStandardsaddressed:ArtsA;CultureA,B,C,&D
REFLECTandRESPOND:Studentsbenefitfromtakingtimetorespondtoandreflect
uponwhattheyhavelearned.Thisisanimportantwayforstudentstointegratewhatthey
aredoing,whattheyarelearning,andwhotheyarebecoming.Suggestedactivitiesand
experiencescontributetothedevelopmentofspeakingandlisteningskills,social
interactionsandrolesincommunity,healthylifechoices,andlifelongappreciationof
beauty.
GoalsforREFLECTINGONandRESPONDINGTOartandculture:
 Learnandapplycriteria(elements,principles,etc.)usedtodescribeandevaluate
art.
 ExaminehistoricalandcontemporaryartfromAlaskaandtheworld,aswellas
students’ownart.
 Describeelementsofculture(values,beliefs,traditions,etc.)andhowtheseaffect
themselves,thecommunity,andtheworld.
 Identifyelementsofthenaturalenvironmentanddiscusshowthesearevaluedby
andinfluenceculture.
 Considerwaysoftransformingwhattheyhavelearnedintolifeskills.
AlaskaStateContentStandardsaddressed:ArtsB,C&D;CultureA,B,C,&E
GCSD Cultural Arts Curriculum Grades K‐8 Page 5 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.Astudentshouldbeabletounderstandthehistoricaland
contemporaryroleoftheartsinAlaska,thenation,andtheworld.
Astudentwhomeetsthecontentstandardshould:
1.recognizeAlaskaNativeCulturesandtheirarts;
2.recognizeUnitedStatesandworldculturesandtheirarts;
3.recognizetheroleoftraditionandritualinthearts;
4.investigatetherelationshipsamongtheartsandtheindividual,thesociety,and
theenvironment;
5.recognizeuniversalthemesintheartssuchaslove,war,childhood,and
community;
6.recognizespecificworksofartcreatedbyartistsfromdiversebackgrounds;
7.exploresimilaritiesanddifferencesintheartsofworldcultures;
8.respectdifferencesinpersonalandculturalperspectives;
9.investigatecareersrelatingtoartshistoryandculture.
C.Astudentshouldbeabletocritiquethestudent’sartandtheartof
others.
Astudentwhomeetsthecontentstandardshould:
1.knowthecriteriausedtoevaluatethearts;thesemayincludecraftsmanship,
function,organization,originality,technique,andtheme;
2.examinehistoricalandcontemporaryworksofart,theworksofpeers,andthe
student’sownworksasfollows:a.)identifythepiece,b.)describetheuseof
basicelements,c.)analyzetheuseofbasicprinciples,d.)interpretmeaning
andartist’sintent,e.)expressanddefendaninformedopinion;
3.acceptandofferconstructivecriticism;
4.recognizeandconsideranindividual’sartisticexpression;
5.exhibitappropriateaudienceskills;
6.investigatecareersrelatingtoartscriticism.
Page 6 Grades K‐8 GCSD Cultural Arts Curriculum D.Astudentshouldbeabletorecognizebeautyandmeaningthroughthe
artsinthestudent’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.
GCSD Cultural Arts Curriculum Grades K‐8 Page 7 AlaskaContentStandardsforCULTURE
A.Culturally‐knowledgeablestudentsarewellgroundedinthecultural
heritageandtraditionsoftheircommunity.
Studentswhomeetthisculturalstandardareableto:
1.assumeresponsibilityfortheirroleinrelationtothewell‐beingofthecultural
communityandtheirlife‐longobligationsasacommunitymember;
2.recounttheirowngenealogyandfamilyhistory;
3.acquireandpassonthetraditionsoftheircommunitythroughoralandwritten
history;
4.practicetheirtraditionalresponsibilitiestothesurroundingenvironment;
5.reflectthroughtheirownactionsthecriticalrolethatthelocalheritagelanguage
playsinfosteringasenseofwhotheyareandhowtheyunderstandthe
worldaroundthem;
6.livealifeinaccordancewiththeculturalvaluesandtraditionsofthelocal
communityandintegratethemintotheireverydaybehavior.
7.determinetheplaceoftheirculturalcommunityintheregional,state,national
andinternationalpoliticalandeconomicsystems.
B.Culturally‐knowledgeablestudentsareabletobuildontheknowledge
andskillsofthelocalculturalcommunityasafoundationfromwhichto
achievepersonalandacademicsuccessthroughoutlife.
Studentswhomeetthisculturalstandardareableto:
1.acquireinsightsfromothercultureswithoutdiminishingtheintegrityoftheir
own;
2.makeeffectiveuseoftheknowledge,skillsandwaysofknowingfromtheirown
culturaltraditionstolearnaboutthelargerworldinwhichtheylive;
3.makeappropriatechoicesregardingthelong‐termconsequencesoftheiractions;
4.identifyappropriateformsoftechnologyandanticipatetheconsequencesoftheir
useforimprovingthequalityoflifeinthecommunity.
C.Culturally‐knowledgeablestudentsareabletoactivelyparticipatein
variousculturalenvironments.
Studentswhomeetthisculturalstandardareableto:
1.performsubsistenceactivitiesinwaysthatareappropriatetolocalcultural
traditions;
2.makeconstructivecontributionstothegovernanceoftheircommunityandthe
well‐beingoftheirfamily;
3.attainahealthylifestylethroughwhichtheyareabletomaintaintheirownsocial,
emotional,physical,intellectualandspiritualwell‐being;
4.enterintoandfunctioneffectivelyinavarietyofculturalsettings.
Page 8 Grades K‐8 GCSD Cultural Arts Curriculum D.Culturally‐knowledgeablestudentsareabletoengageeffectivelyin
learningactivitiesthatarebasedontraditionalwaysofknowingand
learning.
Studentswhomeetthisculturalstandardareableto:
1.acquirein‐depthculturalknowledgethroughactiveparticipationandmeaningful
interactionwithElders;
2.participateinandmakeconstructivecontributionstothelearningactivities
associatedwithatraditionalcampenvironment;
3.interactwithEldersinalovingandrespectfulwaythatdemonstratesan
appreciationoftheirroleasculture‐bearersandeducatorsinthecommunity;
4.gatheroralandwrittenhistoryinformationfromthelocalcommunityand
provideanappropriateinterpretationofitsculturalmeaningand
significance;
5.identifyandutilizeappropriatesourcesofculturalknowledgetofindsolutionsto
everydayproblems;
6.engageinarealisticself‐assessmenttoidentifystrengthsandneedsandmake
appropriatedecisionstoenhancelifeskills.
E.Culturally‐knowledgeablestudentsdemonstrateanawarenessand
appreciationoftherelationshipsandprocessesofinteractionofall
elementsintheworldaroundthem.
Studentswhomeetthisculturalstandardareableto:
1.recognizeandbuildupontheinter‐relationshipsthatexistamongthespiritual,
naturalandhumanrealmsintheworldaroundthem,asreflectedintheir
ownculturaltraditionsandbeliefsaswellasthoseofothers;
2.understandtheecologyandgeographyofthebioregiontheyinhabit;
3.demonstrateanunderstandingoftherelationshipbetweenworldviewandthe
wayknowledgeisformedandused;
4.determinehowideasandconceptsfromoneknowledgesystemrelatetothose
derivedfromotherknowledgesystems;
5.recognizehowandwhycultureschangeovertime;
6.anticipatethechangesthatoccurwhendifferentculturalsystemscomeincontact
withoneanother;
7.determinehowculturalvaluesandbeliefsinfluencetheinteractionofpeoplefrom
differentculturalbackgrounds;
8.identifyandappreciatewhotheyareandtheirplaceintheworld.
GCSD Cultural Arts Curriculum Grades K‐8 Page 9 Page 10 Grade‐LevelCulturalArtsCurriculum
Grades K‐8 GCSD Cultural Arts Curriculum EncounterandExplore:Kindergarten
Learnaboutconceptsinartandculture,andlearnfromaccomplishedartistsandwisdomkeeperspast
andpresent.
ElementsofArt

General
Color



Line




Explore


Generallyrecognizedelementsofartincludeline,shape,form,space,
light,texture,andcolor.Inkindergarten,introducestudentstolineand
color.
Engagestudentsinrecognizingandusingdifferentkindsoflinesand
colors,andpointoutlinesandcolorsinnature.
Observeshapesinartandnature
Observehowcolorscancreatedifferentfeelingsandhowcertaincolors
canseem“warm”(red,orange,yellow)or“cool”(blue,green,purple).
Observetheuseofcolorinpaintings,illustrations,orotherart.
Identifyandusedifferentlines:straight,zigzag,curved,wavy,thick,thin
Observedifferentkindoflinesinexamplesofart.
Afterstudentshavebeenintroducedtoelementsofartandarangeof
artworkandartists,engagetheminlookingatpicturesandtalkingabout
them.
Askstudentsaboutfirstimpressions:Whatdotheynoticefirst?What
doesthepicturemakethemthinkorfeel?
Discusslines,colorsanddetailsnotobviousatfirst,whytheythinkthe
artistchosetodepictthingsinacertainway,etc.
ExploringCulture
Makestudentsfamiliar withAthabascanvalues,howtheyhaveshaped
CulturalValues
localcultureandhowtheyapplytotheirownlives.*
andTraditions  Provideopportunitiesforstudentstolearnculturaltraditionsthrough
hands‐ondemonstrationsofculturalknowledge,practices,andskills.
 ThecycleoftheseasonsandrelatedactivitiesarecentraltoKoyukon
Athabascanculture.Throughouttheschoolyear,activitiescanbe
orientedaroundtheseasonstomakestudentsfamiliarwiththeannual
Seasonsand
cycleoftraditionalactivities.
Subsistence
 Studentsbecomefamiliarwiththeneedfor,andactivitiesrelatedto
subsistenceharvest,andhowthesehavechangedovertime.Activities
incorporatenativescienceandoutdoorexploration.
 Elders,asthetradition‐bearers,canhelpnurtureculturallyhealthyyouth
bysharingtheirwisdom
Learningfrom
 Studentsacquirein‐depthculturalknowledgethroughactive
participationandmeaningfulinteractionwithElders.
Elders
 StudentslearnfromEldersofthepastthroughbooksandsound
recordings.*
 Alaskahasbeenhometomanyartists,nativeandnon‐native,pastand
present.ProvideexamplesofAlaskanartworkthatpertainstothe
AlaskanArtists
subjectsbeingstudiedandexplored.*
Alaskan
 Studentslearnaboutlocalculture,traditionalstoriesandhistorythrough
age‐appropriatebooks.*
Literature
*SeeResourcesectionformoreinformation.

GCSD Cultural Arts Curriculum Grades K‐8 Page 11 ProduceandPerform:Kindergarten
Studentsimagine,plan,andcreateworksofartincludingthosethatreflectculturaltraditions.
Drawing:Theportrayalofanideausinglineand/ortone.

Practicedrawingusingawidevarietyoftools.

Createanddescribemanydifferentlinesandshapes.

Drawfromstories,imagination,nature,memory,andobservation
Materials
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Pencil,pen,eraser
Markers
Crayons
Coloredpencils

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Fingerpaint
Temperapaint
Varietyofpapers
Varietyof
paintbrushes

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Foundobjects
Sponges
Stamps
Paint
Stamppad
Crayons

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
Clayandclaytools
Modelingdough
Varietyofpaper
Wood
Fabricandyarn
Foundobjects

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Magazines
Calendars
Fabric,felt,yarn
Craftmaterials
Beadsandfeathers
Varietiesofpaper
Painting:Theapplicationofpainttoasurface.

Beintroducedtoavarietyofpaints.

Paintwithlargeandsmallpaintbrushes.

Paintonavarietyofsurfaces–bothonaneaselandtabletop

Exploremixingcolors
Printmaking:Theprocessoftransferringanimagewithmultiplecopies.

Createimagesbyprintingfoundobjects(vegetables,etc.).

Makeamonoprintbymakingaprintfromawetpainting.

Makerubbingsofdifferenttextures.
Sculpture:Thecreationofformsthatfillspaceorthreedimensions.

Manipulateclayormodelingdoughusingrollingandpinching
techniques;addtexturedpatterns.

Learntobend,fold,swirl,andgluepaperinto3‐Dforms.

Usefoundobjectstocreateasculpture.
MixedMedia:Theuseofacombinationofmaterialstocreateartwork.

Makeacutortornpapercollage.

Makeacollagethathasdifferenttextures.

Makeapictureaboutthemselvesusingdifferentmaterials.
Page 12 Grades K‐8 GCSD Cultural Arts Curriculum ProduceandPerform(continued):Kindergarten
Beadwork:Usingbeadsaloneorappliedtoothermaterialstocreate
traditionalartwork

Practicestringinglargebeadsontopipecleanersand/orlacing.

Explorecolorsandpatternswhenselectingbeads.

Makesimplenecklacesandbracelets.


ClothSewingandHandwork:Usingneedle,thread,cloth,yarnto
producetraditionalclothingorotheritems.

Materials
Developsewingskillsusinglacingcardorsimilarobjectswithholes
throughwhichlargeneedlesandyarncanbepulled.
FurandSkinSewing:Thepreparationanduseoffurandhidesfor
traditionalpurposes.



Touch,feel,identifydifferentlocalanimalfursandhidesanddiscuss

howtheyarealikeanddifferent.Learnabouthowtheseanimalsare
harvestedandhowskinsandhidesareprepared.
Basketry:Theproductionofbasketsandothertraditionalitemsusing
naturalmaterialssuchasbirchbark,willow,sprucerootsandothermaterials.
Makebasicwovenpapermatsorothertwo‐orthree‐dimensional
shapes.
OtherCulturalSkills:Creatingtools,culturalitems,ordevelopingskills
usedinavarietyoftraditionalactivities.
 Demonstrateculturalvaluesofrespect,sharingandhelpfulnessinthe
classroomandinthepresenceofElders.
 Exploredifferentwinterrecreationalandsubsistenceactivitieswith
hands‐onexperiences.Createadepictionofawintercampwithtools,
animalsandplants.
 LearnabouttraditionalAthabascanfamilyrolesincludingtheroleof
Eldersasteachers.
KoyukonLanguage:UnderstandingspokenandwrittenKoyukonwords
andphrases,andcommunicatingwithothersintheKoyukonlanguage.

LearntounderstandandsayatleasttennewKoyukonwordssuchas
weatherterms,animalnames,andclassroomcommands.
Storytelling,SongandDance:Learningandperformingtraditional
stories,songsanddance.
 ListentoandretelltraditionalstoriesfromElders.

LearnatleastoneKoyukonchildren’s’song.
GCSD Cultural Arts Curriculum Grades K‐8 Yarn
Plasticneedles
withlargeeyes
Lacingcardsor
othermaterials


Large‐holedbeads
ofmanycolors
andmaterials
(plastic,glass,
wood)
Pipecleaners,
lacing



Samplesoflocal
animalfursand
hides
Paperof
contrastingcolors
Scissors
Glue

LocalElders,
Koyukonculture
resources

Koyukonlanguage
resources

LocalElders,
audioandwritten
Koyukonstories
andsongs
Page 13 ReflectandRespond:Kindergarten
Analyzeandevaluatetheprocessoflearningaboutandparticipatinginartandculture.
StudentswillDESCRIBEARTusingthesedesignelements:
Line
Shape/Form
Color
Value
Texture
Observeavarietyoflinesandnamethem.
Recognizeacircle,square,triangle,rectangle,oroval.
Recognizeprimarycolors(red,yellow,blue).
Discernbetweenlightanddarkinsamecolors.
Findactualorvisualtextureandinventdescriptivewords.
Beawareofnearandfar,andbeabletodiscusswhatlookscloserinpictures
Space/Perspective
orotherart.
StudentswillANALYZEARTusingthesedesignprinciples:
Begintorecognizepatterns.
Pattern
Rhythm/Movement Lookforrepetitionandthesuggestionofmotion/movementinart
Proportion/Scale
Comparesizeofobjectsinanartworkasanintroductiontoscale.
Unity
Emphasis
Discusswhetheranartworkseemscomplete/finished.
Discusswherethecenterofinterestisinaworkofart.
StudentswillDESCRIBECULTUREusingthesetermsandconcepts:
Heritage
Values/Beliefs
Traditions
Subsistence

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
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
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

Community


Environment


Understandlocalhistoryandfactorsthathavecontributedtothe
developmentoflocalcultureandtheirownidentity.
Recounttheirowngenealogyandfamilyhistory.
Becomefamiliarwithculturalvaluesandhowtheyaffectbehavior.
Understandrelationshipsbetweenbeliefs,worldviewandtheway
knowledgeisformedandused.
Learnaboutlocaltraditionsofthepastandpresent.
Understandhowandwhycultureschangeovertime.
Describeseasonalsubsistenceactivitiesandtheroletheyplayin
developingcultureandidentity.
Identifyhistoricchangesintechnologyandtheconsequencesoftheiruse
forimprovingthequalityoflifeinthecommunity.
Understandhowcommonheritageandexperiencescreatecommunity,
andhowcommunityshapesindividuals.
Determinetheplaceoftheirculturalcommunityinregional,state,
national,andinternationalpoliticalandeconomicsystems.
Learnhowsubsistenceactivitiesandculturaltraditionsaffectandare
shapedbythenaturalenvironment.
Becomefamiliarwithlocalplantsandanimals.
Understandconceptsofsustainabilityandrespectforenvironment.
Page 14 Grades K‐8 GCSD Cultural Arts Curriculum ReflectandRespond(continued):Kindergarten
StudentswillEXPRESSCULTUREintheirownlives:

Identity

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Respect

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HealthyLiving

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

Stories
Resourcefulness

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
Recognizetherolecultureandlanguageplayindeterminingwhothey
areandhowtheyunderstandtheworldaroundthem.
Integrateculturalvaluesandtraditionsintoeverydaybehavior.
Assumeresponsibilityfortheirroleinrelationtothewellbeingofthe
community.
Treatself,classmates,teachers,Eldersandothercommunitymembers
withkindness.
ShowrespecttoEldersinthecommunitybyassistingtheminanyway
possible.
Valueandtreatelementsofthenaturalworldinaresponsiblemanner.
Acquireinsightsfromotherpeopleandcultureswithoutdiminishingthe
integrityoftheirown.
Consistentlyactasagoodrolemodel,showingrespectandproviding
supporttoothers.
Useculturalvaluesasguidanceinmakinghealthychoicesthatcontribute
tophysical,mentalandspiritualwellbeinginselfandothers.
Associatewithfriendswhoarehealthyrolemodelsthatmakeapositive
contributiontoyourgrowthanddevelopmenttowardadulthood.
Engageinrealisticself‐assessmenttoidentifystrengthsandneedsand
makeappropriatedecisionstoenhancelifeskills.
Participateinsubsistenceactivitieswithparents,Eldersandother
membersofthecommunityandlearnthestoriesandlessonsassociated
withthoseactivities.
Becomeactivelyinvolvedinlocalactivitiesandorganizationsthat
contributetothequalityoflifeinthecommunity.
Acquireandpassonthetraditionsofthecommunitythroughoraland
writtenhistory.
Usestorytellingasawayofcommunicatingexperiencesandvalueswith
others.
Usecriticaljudgmentintheselectionofpopularmediaforreading,
viewingandlisteningandmakesurethesearethestoriesyouwantto
guideyouinbecominganadult.
Identifyandutilizeappropriatesourcesofculturalknowledgetofind
solutionstoeverydayproblems.
GCSD Cultural Arts Curriculum Grades K‐8 Page 15 EncounterandExplore:FirstGrade
Learnaboutconceptsinartandculture,andlearnfromaccomplishedartistsandwisdomkeeperspast
andpresent.
ElementsofArt

General
Color



Line




Explore


Generallyrecognizedelementsofartincludeline,shape,form,space,
light,texture,andcolor.Inkindergarten,introducestudentstolineand
color.
Engagestudentsinrecognizingandusingdifferentkindsoflinesand
colors,andpointoutlinesandcolorsinnature.
Observeshapesinartandnature
Observehowcolorscancreatedifferentfeelingsandhowcertaincolors
canseem“warm”(red,orange,yellow)or“cool”(blue,green,purple).
Observetheuseofcolorinpaintings,illustrations,orotherart.
Identifyandusedifferentlines:straight,zigzag,curved,wavy,thick,thin
Observedifferentkindsoflinesinexamplesofart.
Introducestudentstoportraits,self‐portraits,andstilllife.After
studentshavebeenintroducedtoelementsofartandarangeofartwork
andartists,engagetheminlookingatpicturesandtalkingaboutthem.
Askstudentsaboutfirstimpressions:Whatdotheynoticefirst?What
doesthepicturemakethemthinkorfeel?
Discusslines,colorsanddetailsnotobviousatfirst,whytheythinkthe
artistchosetodepictthingsinacertainway,etc.
ExploringCulture
MakestudentsfamiliarwithAthabascanvalues,howtheyhaveshaped
CulturalValues
localcultureandhowtheyapplytotheirownlives.*
andTraditions  Provideopportunitiesforstudentstolearnculturaltraditionsthrough
hands‐ondemonstrationsofculturalknowledge,practices,andskills.
 ThecycleoftheseasonsandrelatedactivitiesarecentraltoKoyukon
Athabascanculture.Throughouttheschoolyear,activitiescanbe
orientedaroundtheseasonstomakestudentsfamiliarwiththeannual
Seasonsand
cycleoftraditionalactivities.
Subsistence
 Studentsbecomefamiliarwiththeneedfor,andactivitiesrelatedto
subsistenceharvest,andhowthesehavechangedovertime.Activities
incorporatenativescienceandoutdoorexploration.
 Elders,asthetradition‐bearers,canhelpnurtureculturallyhealthyyouth
bysharingtheirwisdom
Learningfrom
 Studentsacquirein‐depthculturalknowledgethroughactive
participationandmeaningfulinteractionwithElders.
Elders
 StudentslearnfromEldersofthepastthroughbooksandsound
recordings.*
 Alaskahasbeenhometomanyartists,nativeandnon‐native,pastand
present.ProvideexamplesofAlaskanartworkthatpertainstothe
AlaskanArtists
subjectsbeingstudiedandexplored.*
Alaskan
 Studentslearnaboutlocalculture,traditionalstoriesandhistorythrough
age‐appropriatebooks.*
Literature
*SeeResourcesectionformoreinformation.

Page 16 Grades K‐8 GCSD Cultural Arts Curriculum ProduceandPerform:FirstGrade
Studentsimagine,plan,andcreateworksofartincludingthosethatreflectculturaltraditions.
Drawing:Theportrayalofanideausinglineand/ortone.

Practicedrawingusingawidevarietyoftools.

Createanddescribemanydifferentlines.

Drawfromstories,imagination,nature,memory,andobservation

Drawonavarietyofsurfaces–differentkinds,shapes,sizes
Painting:Theapplicationofpainttoasurface.
Materials







Useavarietyofpaints.

Paintwithlargeandsmallpaintbrushes.

Paintonavarietyofsurfaces(fabric,cardboard,etc.)





Discoversecondarycolorsbymixingprimarycolors.

Printmaking:Theprocessoftransferringanimagewithmultiplecopies.

Createimagesbyprintingfoundobjects(vegetables,etc.).

Makeamonoprintbymakingaprintfromawetpainting.

Makerubbingsofdifferenttextures.

Makeprintedpapersusingspongesandpaints,fingerpaints,etc.to
beusedforcut/tornpapercollagesatanothertime.
Sculpture:Thecreationofformsthatfillspaceorthreedimensions.

Manipulateclayormodelingdoughusingrollingandpinching
techniques;addtexturedpatterns.

Modelsimpleformsinclay.

Learntobend,fold,swirl,andgluepaperinto3‐Dforms.

Usefoundobjectstocreateasculpture
Makeacutortornpapercollage.

Makeacollagethathasdifferenttextures.

Makeapictureaboutselforfamilyusingdifferentmaterials
Fingerpaint
Temperapaint
Watercolorcrayons
Varietyofpapersand
othersurfaces
Varietyofpaintbrushes






Foundobjects
Sponges
Stamps
Paint
Stamppad
Crayons







MixedMedia:Theuseofacombinationofmaterialsinartwork.

Pencil,pen,eraser
Markers
Crayons
Coloredpencils
Oilpastels
Varietyofpapers
(colors,textures,
shapes)
Clayandclaytools
Modelingdough
Varietyofpaper
Wood
Wireandpipecleaners
Fabricandyarn
Foundobjects






Magazines
Calendars
Fabric,felt,yarn
Craftmaterials
Beadsandfeathers
Varietyofpaper
GCSD Cultural Arts Curriculum Grades K‐8 Page 17 ProduceandPerform(continued):FirstGrade
Beadwork:Usingbeadsaloneorappliedtoothermaterialstocreate
traditionalartwork
Materials
Usesmallbeads,needlesandthreadtocreatesimplenecklacesand
bracelets.Continuetoexplorecolorandpatterninbeadselection.
 Learnsingleneedlebeadappliqueonfeltusingrandomcolors.
(Patternsmaybepre‐drawnonfelt.)
ClothSewingandHandwork:Usingneedle,thread,cloth,yarnto
producetraditionalclothingorotheritems.


Sewsmallsquareorrectangularpillow(s)usingastraightrunning
stitch.Expresspersonalchoiceinclothcolor/patternselection.

Learnbasicknittingtechniquesandknitasmallpotholderorscarf
FurandSkinSewing:Thepreparationanduseoffurandhidesfor
traditionalpurposes.









Touch,feel,identifydifferentlocalanimalfursandhidesanddiscuss
howtheyareusedintraditionalclothing.Learnabouthowthese
animalsareharvestedandhowskinsandhidesareprepared.
Basketry:Theproductionofbasketsandothertraditionalitemsusing
naturalmaterialssuchasbirchbark,willow,sprucerootsandothermaterials.


Learnabouttraditionalusesofbirchbark,andmakeareplicaofa
traditionalbirchbarkcontainerusingpaper.
Learnwhenandhowbirchbarkisharvested.
OtherCulturalSkills:Creatingtools,culturalitems,ordevelopingskills
usedinavarietyoftraditionalactivities.
 Exploredifferentspringrecreationalandsubsistenceactivitiesand
movementswithhands‐onexperiences.
 LearnabouttraditionalAthabascanfamilyrolesincludingchild,parent,
andElder.
KoyukonLanguage:UnderstandingspokenandwrittenKoyukonwords
andphrases,andcommunicatingwithothersintheKoyukonlanguage.
 Learntounderstandandsayatleasttenwordsorphrasesrelatedto
introductions,weather,animals,numbersand/orfamilymembers.
Storytelling,SongandDance:Learningandperformingtraditional
stories,songsanddance.
 Listentoandretellatraditionalstoryrelatedtospring.
 Giveapersonalaccountofspringrecreationorsubsistenceactivity.

Learnandperformatleastonetraditionalsong.
Samplesoflocal
animalfursand
hidesand
traditionalarticles
ofclothingmade
fromthem


Needles
Thread
Cloth,stuffing
Yarn
Knittingneedles


Beads
Needles
Thread,elastic
Felt
Paperprinted
withbirchbark
pattern
Photosor
examplesofbirch
barkcontainers

LocalElders,
Koyukonculture
resources

Koyukonlanguage
resources

LocalElders,
audioandwritten
Koyukonstories
andsongs
Page 18 Grades K‐8 GCSD Cultural Arts Curriculum ReflectandRespond:FirstGrade
Analyzeandevaluatetheprocessoflearningaboutandparticipatinginartandculture.
StudentswillDESCRIBEARTusingthesedesignelements:
Line
Shape/Form
Color
Value
Texture
Space/Perspective
Identifylinesinartworkofselfandothers.
Findbasicgeometricshapesinartandnamethem.
Recognizeprimaryandsecondarycolorsonacolorwheel.
Discernbetweenlightanddarkinthesamecolors.
Findtextureinartpieces.
Findoverlappingobjectsanddiscusswhatlookscloserandwhy.
StudentswillANALYZEARTusingthesedesignprinciples:
Recognizepatternsintheenvironmentandinartwork.
Pattern
Rhythm/Movement Lookforrepetitionandthesuggestionofmotion/movementinart.
Proportion/Scale
Comparesizeofformsandobjectsinanartworkasanintroductiontoscale.
Unity
Emphasis
Discusswhetheranartworkseemscomplete/finished.
Discusswherethecenterofinterestisinaworkofart.
StudentswillDESCRIBECULTUREusingthesetermsandconcepts:
Heritage
Values/Beliefs
Traditions
Subsistence









Community


Environment


Understandlocalhistoryandfactorsthathavecontributedtothe
developmentoflocalcultureandtheirownidentity.
Recounttheirowngenealogyandfamilyhistory.
Becomefamiliarwithculturalvaluesandhowtheyaffectbehavior.
Understandrelationshipsbetweenbeliefs,worldviewandtheway
knowledgeisformedandused.
Learnaboutlocaltraditionsofthepastandpresent.
Understandhowandwhycultureschangeovertime.
Describeseasonalsubsistenceactivitiesandtheroletheyplayin
developingcultureandidentity.
Identifyhistoricchangesintechnologyandtheconsequencesoftheiruse
forimprovingthequalityoflifeinthecommunity.
Understandhowcommonheritageandexperiencescreatecommunity,
andhowcommunityshapesindividuals.
Determinetheplaceoftheirculturalcommunityinregional,state,
national,andinternationalpoliticalandeconomicsystems.
Learnhowsubsistenceactivitiesandculturaltraditionsaffectandare
shapedbythenaturalenvironment.
Becomefamiliarwithlocalplantsandanimals.
Understandconceptsofsustainabilityandrespectforenvironment.
GCSD Cultural Arts Curriculum Grades K‐8 Page 19 ReflectandRespond(continued):FirstGrade
StudentswillEXPRESSCULTUREintheirownlives:

Identity




Respect





HealthyLiving




Stories
Resourcefulness



Recognizetherolecultureandlanguageplayindeterminingwhothey
areandhowtheyunderstandtheworldaroundthem.
Integrateculturalvaluesandtraditionsintoeverydaybehavior.
Assumeresponsibilityfortheirroleinrelationtothewellbeingofthe
community.
Treatself,classmates,teachers,Eldersandothercommunitymembers
withkindness.
ShowrespecttoEldersinthecommunitybyassistingtheminanyway
possible.
Valueandtreatelementsofthenaturalworldinaresponsiblemanner.
Acquireinsightsfromotherpeopleandcultureswithoutdiminishingthe
integrityoftheirown.
Consistentlyactasagoodrolemodel,showingrespectandproviding
supporttoothers.
Useculturalvaluesasguidanceinmakinghealthychoicesthatcontribute
tophysical,mentalandspiritualwellbeinginselfandothers.
Associatewithfriendswhoarehealthyrolemodelsthatmakeapositive
contributiontoyourgrowthanddevelopmenttowardadulthood.
Engageinrealisticself‐assessmenttoidentifystrengthsandneedsand
makeappropriatedecisionstoenhancelifeskills.
Participateinsubsistenceactivitieswithparents,Eldersandother
membersofthecommunityandlearnthestoriesandlessonsassociated
withthoseactivities.
Becomeactivelyinvolvedinlocalactivitiesandorganizationsthat
contributetothequalityoflifeinthecommunity.
Acquireandpassonthetraditionsofthecommunitythroughoraland
writtenhistory.
Usestorytellingasawayofcommunicatingexperiencesandvalueswith
others.
Usecriticaljudgmentintheselectionofpopularmediaforreading,
viewingandlisteningandmakesurethesearethestoriesyouwantto
guideyouinbecominganadult.
Identifyandutilizeappropriatesourcesofculturalknowledgetofind
solutionstoeverydayproblems.
Page 20 Grades K‐8 GCSD Cultural Arts Curriculum EncounterandExplore:SecondGrade
Learnaboutconceptsinartandculture,andlearnfromaccomplishedartistsandwisdomkeeperspast
andpresent.*SeeResourcesectionformoreinformation.
ElementsofArt

General
Color
Line
Explore










Generallyrecognizedelementsofartincludeline,shape,form,space,
light,texture,andcolor.Inkindergarten,introducestudentstolineand
color.
Engagestudentsinrecognizingandusingdifferentkindsoflinesand
colors,andpointoutlinesandcolorsinnature.
Observeshapesinartandnature
Observehowcolorscancreatedifferentfeelingsandhowcertaincolors
canseem“warm”(red,orange,yellow)or“cool”(blue,green,purple).
Observetheuseofcolorinpaintings,illustrations,orotherart.
Identifyandusedifferentlines:straight,zigzag,curved,wavy,thick,thin
Recognizelinesashorizontal,verticalorhorizontal.Exploresymmetry.
Observedifferentkindsoflinesinexamplesofartandarchitecture.
Reviewportraits andstilllife,andintroducelandscapes.Compare
lifelikeandabstractart.Afterstudentshavebeenintroducedto
elementsofartandarangeofartworkandartists,engagethemin
lookingatpicturesandtalkingaboutthem.
Askstudentsaboutfirstimpressions:Whatdotheynoticefirst?What
doesthepicturemakethemthinkorfeel?
Discusslines,shapes,colors,andtextures;detailsnotobviousatfirst,
whytheythinktheartistchosetodepictthingsinacertainway,etc.
ExploringCulture
CulturalValues
andTraditions



Seasonsand
Subsistence


Learningfrom
Elders
AlaskanArtists
Alaskan
Literature




MakestudentsfamiliarwithAthabascanvalues,howtheyhaveshaped
localcultureandhowtheyapplytotheirownlives.*
Provideopportunitiesforstudentstolearnculturaltraditionsthrough
hands‐ondemonstrationsofculturalknowledge,practices,andskills.
ThecycleoftheseasonsandrelatedactivitiesarecentraltoKoyukon
Athabascanculture.Throughouttheschoolyear,activitiescanbe
orientedaroundtheseasonstomakestudentsfamiliarwiththeannual
cycleoftraditionalactivities.
Studentsbecomefamiliarwiththeneedfor,andactivitiesrelatedto
subsistenceharvest,andhowthesehavechangedovertime.Activities
incorporatenativescienceandoutdoorexploration.
Elders,asthetradition‐bearers,canhelpnurtureculturallyhealthyyouth
bysharingtheirwisdom
Studentsacquirein‐depthculturalknowledgethroughactive
participationandmeaningfulinteractionwithElders.
StudentslearnfromEldersofthepastthroughbooksandsound
recordings.*
Alaskahasbeenhometomanyartists,nativeandnon‐native,pastand
present.ProvideexamplesofAlaskanartworkthatpertainstothe
subjectsbeingstudiedandexplored.*
Studentslearnaboutlocalculture,traditionalstoriesandhistorythrough
age‐appropriatebooks.*
GCSD Cultural Arts Curriculum Grades K‐8 Page 21 ProduceandPerform:SecondGrade
Studentsimagine,plan,andcreateworksofartincludingthosethatreflectculturaltraditions.
Drawing:Theportrayalofanideausinglineand/ortone.

Practicedrawing,withincreasingdetails,usingawidevarietyof
tools.

Exploregeometricandorganicshapesindrawing.

Drawfromstories,imagination,nature,memory,observationand
culturalthemes.

Drawonavarietyofsurfaces–differentkinds,shapes,sizes.
Materials






Pencil,pen,eraser
Markers
Crayons
Coloredpencils
Oilpastels
Varietyofpapers
(colors,textures,
shapes)





Fingerpaint
Temperapaint
Watercolorcrayons
Watercolorpaints
Varietyofpapers
andothersurfaces
Varietyof
paintbrushes
Painting:Theapplicationofpainttoasurface.

Continuetouseavarietyofpaintsandpaintbrushes.

Continueexperimentingwithpaintonavarietyofsurfaces,including
watercolorandwetondrysurfaces.

Createapreparedpaperusingpaint,sponges,etc.tobeusedfor
collage

Continueexperimentingwithmixingcolorsandrecognizecolorsona
colorwheel.

Printmaking:Theprocessoftransferringanimagewithmultiplecopies.

Createimagesbyprintingfoundobjects(vegetables,etc.).

Makeamonoprintbymakingaprintfromawetpainting.

Makerubbingsofdifferenttextures.

Makeasimplestencilandprint




Foundobjects
Sponges
Paint
Printingfoam





Clayandclaytools
Modelingdough
Varietyofpaper
Wood
Wireandpipe
cleaners
Fabricandyarn
Foundobjects
Sculpture:Thecreationofformsthatfillspaceorthreedimensions.

Createsculpturefromfoundobjectsand/orwire.

Continuetomodelavarietyofformsinclay.

Continuepapersculpturetechniques.
MixedMedia:Theuseofacombinationofmaterialstoproduceartwork.

Combinematerialtomakecollages.

Makeacollagethathasdifferenttextures.

Explorefiberarts(e.g.stitcheryandweavingwithfoundobjects)








Magazines
Calendars
Fabric,felt,yarn
Craftmaterials
Beadsandfeathers
Varietyofpaper
Page 22 Grades K‐8 GCSD Cultural Arts Curriculum ProduceandPerform(continued):SecondGrade
Beadwork:Usingbeadsaloneorappliedtoothermaterialstocreate
traditionalartwork

Createsmallbeadedarticlessuchasapin,medallionorkeychainusing
singleneedleappliqueonfelt.
Exploreuseofcolorinappliquedbeadpatterns.

Learntotransferprovidedpatternstofeltforbeading.

ClothSewingandHandwork:Usingneedle,thread,cloth,yarnto
producetraditionalclothingorotheritems.

Sewapatchworkpilloworsmallblanket(teachermayneedtomachine
finishproject)

Continueknittingandlearnbasiccrochettocreatesmallarticlessuchas
apotholder,trivet,teacozyorhat.
FurandSkinSewing:Thepreparationanduseoffurandhidesfor
traditionalpurposes.

Learnabouttraditionalskinningandtanningtechniques.
Comparetraditionallyandcommerciallytannedfursandhidesandlearn
abouttheappropriatenessofeachinmakingtraditionalclothingand
beadwork.
Basketry:Theproductionofbasketsandothertraditionalitemsusing
naturalmaterialssuchasbirchbark,willow,sprucerootsandothermaterials.
Materials









Makeasmallyarn‐coiltrivetorbasket.
OtherCulturalSkills:Creatingtools,culturalitems,ordevelopingskills
usedinavarietyoftraditionalactivities.
 InviteanEldertotheclassroomtosharestoriesandknowledge,and
showthemproperhospitalityandrespect.
 Learnabouttraditionalsummeractivities,plant/animal/fishharvest
andreinforcelearningbypreparinganartdisplayorperformance.
 Exploretoolsusedinsummersubsistenceactivitiesandlearnhowto
weaveaportionoffishnet.
KoyukonLanguage:UnderstandingspokenandwrittenKoyukonwords
andphrases,andcommunicatingwithothersintheKoyukonlanguage.
 LearnhowtoperformasimpleintroductionofselfinKoyukon.
 Learntounderstandandsayatleasttenwordsorphrasesincluding
weatherobservations,countinganimals,andbodyparts.
Storytelling,SongandDance:Learningandperformingtraditional
stories,songsanddance.
 Listentoandretellatraditionalstoryrelatedtosummer.
 Giveapersonalaccountofsummerrecreationorsubsistenceactivity.
 Learnandperformatleastonetraditionalsong.
GCSD Cultural Arts Curriculum Cloth
Sewingneedles
Thread
Yarn
Knittingneedles,
crochethooks



Beads
Needles
Felt
Paperpatterns
Examplesoflocal
fursandhides,
commerciallyand
traditionally
tanned



Yarn
Coilcore
Yarnneedles

LocalEldersand
subsistence
harvesters,
Koyukonculture
resources

Koyukonlanguage
resources

LocalElders,
audioandwritten
Koyukonstories
andsongs
Grades K‐8 Page 23 ReflectandRespond:SecondGrade
Analyzeandevaluatetheprocessoflearningaboutandparticipatinginartandculture.
StudentswillDESCRIBEARTusingthesedesignelements:
Line
Shape/Form
Color
Value
Describelinesfoundintheclassroomandinart.
Recognizedifferencebetweengeometricandorganicshapes.
Recognizetherelationshipbetweenprimaryandsecondarycolors.
Findcolorsinapieceofartthatshowlightanddarkvalues.
Experienceactualtextureandcompareimagesthatimplytexture(i.e.
Texture
rubbings).
Recognizethatobjectsappearcloserwhenplacedloweronpage
Space/Perspective (placement);closerobjectsappearlarger(relativesize);begintorecognize
conceptofforegroundandbackground.
StudentswillANALYZEARTusingthesedesignprinciples:
Findpatternsinartandinventdescriptivewordstonamethem.
Pattern
Rhythm/Movement Lookforrepetitionofelementsinart(lines,shapes,colors,etc.).
Proportion/Scale
Comparesizeofforms,objects,andpeopleasanintroductiontoscale.
Unity
Emphasis
Discusswhetheraworkofartseemscomplete/finished.
Identifythefocalpoint,orwhereyoureyeisdrawninaworkofart.
StudentswillDESCRIBECULTUREusingthesetermsandconcepts:
Heritage
Values/Beliefs
Traditions
Subsistence









Community


Environment


Understandlocalhistoryandfactorsthathavecontributedtothe
developmentoflocalcultureandtheirownidentity.
Recounttheirowngenealogyandfamilyhistory.
Becomefamiliarwithculturalvaluesandhowtheyaffectbehavior.
Understandrelationshipsbetweenbeliefs,worldviewandtheway
knowledgeisformedandused.
Learnaboutlocaltraditionsofthepastandpresent.
Understandhowandwhycultureschangeovertime.
Describeseasonalsubsistenceactivitiesandtheroletheyplayin
developingcultureandidentity.
Identifyhistoricchangesintechnologyandtheconsequencesoftheiruse
forimprovingthequalityoflifeinthecommunity.
Understandhowcommonheritageandexperiencescreatecommunity,
andhowcommunityshapesindividuals.
Determinetheplaceoftheirculturalcommunityinregional,state,
national,andinternationalpoliticalandeconomicsystems.
Learnhowsubsistenceactivitiesandculturaltraditionsaffectandare
shapedbythenaturalenvironment.
Becomefamiliarwithlocalplantsandanimals.
Understandconceptsofsustainabilityandrespectforenvironment.
Page 24 Grades K‐8 GCSD Cultural Arts Curriculum ReflectandRespond(continued):SecondGrade
StudentswillEXPRESSCULTUREintheirownlives:

Identity




Respect





HealthyLiving




Stories
Resourcefulness



Recognizetherolecultureandlanguageplayindeterminingwhothey
areandhowtheyunderstandtheworldaroundthem.
Integrateculturalvaluesandtraditionsintoeverydaybehavior.
Assumeresponsibilityfortheirroleinrelationtothewellbeingofthe
community.
Treatself,classmates,teachers,Eldersandothercommunitymembers
withkindness.
ShowrespecttoEldersinthecommunitybyassistingtheminanyway
possible.
Valueandtreatelementsofthenaturalworldinaresponsiblemanner.
Acquireinsightsfromotherpeopleandcultureswithoutdiminishingthe
integrityoftheirown.
Consistentlyactasagoodrolemodel,showingrespectandproviding
supporttoothers.
Useculturalvaluesasguidanceinmakinghealthychoicesthatcontribute
tophysical,mentalandspiritualwellbeinginselfandothers.
Associatewithfriendswhoarehealthyrolemodelsthatmakeapositive
contributiontoyourgrowthanddevelopmenttowardadulthood.
Engageinrealisticself‐assessmenttoidentifystrengthsandneedsand
makeappropriatedecisionstoenhancelifeskills.
Participateinsubsistenceactivitieswithparents,Eldersandother
membersofthecommunityandlearnthestoriesandlessonsassociated
withthoseactivities.
Becomeactivelyinvolvedinlocalactivitiesandorganizationsthat
contributetothequalityoflifeinthecommunity.
Acquireandpassonthetraditionsofthecommunitythroughoraland
writtenhistory.
Usestorytellingasawayofcommunicatingexperiencesandvalueswith
others.
Usecriticaljudgmentintheselectionofpopularmediaforreading,
viewingandlisteningandmakesurethesearethestoriesyouwantto
guideyouinbecominganadult.
Identifyandutilizeappropriatesourcesofculturalknowledgetofind
solutionstoeverydayproblems.
GCSD Cultural Arts Curriculum Grades K‐8 Page 25 EncounterandExplore:ThirdGrade
Learnaboutconceptsinartandculture,andlearnfromaccomplishedartistsandwisdomkeeperspast
andpresent.
ElementsofArt

Light
Space
Design
Explore









Buildonwhatthestudentshavelearnedinearliergradestofurther
introduceconceptsoflight,space,anddesign.
Observelightandshadowinnature.
Noticehowartistuselightandshadowinvariousartwork.
Explorecolorvalue(therelativelightnessordarknessofacolor)
Understandthefollowingterms:two‐dimensional(height,width)and
three‐dimensional(height,width,depth).
Observerelationshipsbetweentwo‐dimensionalandthree‐dimensional
shapes:squaretocube,triangletopyramid,circletosphereandcylinder.
Observehowartistscanmaketwo‐dimensionallookthree‐dimensional
bycreatinganillusionofdepth,andexaminetheforeground,middle
ground,andbackgroundinpaintings.
Exploretheconceptofdesign (howelementsofartworktogether).
Becomefamiliarwithhowpattern,balanceandsymmetrymaybeusedin
art.
BegintocompareAlaskanarttoartfromothercultures,particularly
thosebeingstudiedinothersubjects(e.g.languagearts,socialstudies,
etc.).
ExploringCulture
MakestudentsfamiliarwithAthabascanvalues,howtheyhaveshaped
CulturalValues
localcultureandhowtheyapplytotheirownlives.*
andTraditions  Provideopportunitiesforstudentstolearnculturaltraditionsthrough
hands‐ondemonstrationsofculturalknowledge,practices,andskills.
 ThecycleoftheseasonsandrelatedactivitiesarecentraltoKoyukon
Athabascanculture.Throughouttheschoolyear,activitiescanbe
orientedaroundtheseasonstomakestudentsfamiliarwiththeannual
Seasonsand
cycleoftraditionalactivities.
Subsistence
 Studentsbecomefamiliarwiththeneedfor,andactivitiesrelatedto
subsistenceharvest,andhowthesehavechangedovertime.Activities
incorporatenativescienceandoutdoorexploration.
 Elders,asthetradition‐bearers,canhelpnurtureculturallyhealthyyouth
bysharingtheirwisdom
Learningfrom
 Studentsacquirein‐depthculturalknowledgethroughactive
participationandmeaningfulinteractionwithElders.
Elders
 StudentslearnfromEldersofthepastthroughbooksandsound
recordings.*
 Alaskahasbeenhometomanyartists,nativeandnon‐native,pastand
present.ProvideexamplesofAlaskanartworkthatpertainstothe
AlaskanArtists
subjectsbeingstudiedandexplored.*
Alaskan
 Studentslearnaboutlocalculture,traditionalstoriesandhistorythrough
age‐appropriatebooks.*
Literature
*SeeResourcesectionformoreinformation.

Page 26 Grades K‐8 GCSD Cultural Arts Curriculum ProduceandPerform:ThirdGrade
Studentsimagine,plan,andcreateworksofartincludingthosethatreflectculturaltraditions.
Drawing:Theportrayalofanideausinglineand/ortone.

Continuedrawingusingavarietyoftoolsandbothgeometricand
organicshapes.Exploretexturesindrawings

Drawfromstilllife,imagination,memory,natureobservation,and
culturalthemes.

Practicequicksketchesandextendeddrawings

Drawonavarietyofsurfaces–differentkinds,shapes,sizes.
Painting:Theapplicationofpainttoasurface.
Materials








Continuetouseavarietyofpaintsandpaintbrushes.

Continueexperimentingwithwetanddrysurfaces.


Explorecolorschemesusingwarmandcoolcolorstoproducea
painting.


Explorecolorvaluebyaddingblackandwhitetoacolor.
Printmaking:Theprocessoftransferringanimagewithmultiplecopies.

Makeamorecomplexmonoprintbymakingaprintfromawet
painting.
Createacompositionbyrubbingandoverlappingwithavarietyof
textures.
Usestencilstomakeatwo‐colorstencilprint

Createareliefblockprint


Sculpture:Thecreationofformsthatfillspaceorthreedimensions.

Continuetocreatewiresculpturesaddingnewmaterials.

Createreliefandfreestandingsculpturesusingdifferentmaterials.

Usefoundobjectstocreateasculpture

Continuepapersculpturetechniques.
MixedMedia:Theuseofacombinationofmaterialsinartwork.

Combinematerialstomakecollages.

Makeacollagethathasdifferenttextures.

Weavewithpaperorsimplecardboardloomandyarn
GCSD Cultural Arts Curriculum Grades K‐8 Pencil,pen,eraser
Markers,crayons
Coloredpencils
ColoredChalk
Oilpastels
Varietyofpapers

Watercolor paints,
crayonsandpapers
Temperapaintand
cakes
Varietyofpapersand
othersurfaces
Varietyof
paintbrushes






Foundobjects
Sponges
Crayons
Stampsandstamppad
Paint
Cuttingmatsandtools







Clayandclaytools
Modelingdough
Varietyofpaper
Wood
Wireandpipe
cleaners
Fabricandyarn
Foundobjects






Magazines
Calendars
Fabric,felt,yarn
Craftmaterials
Beadsandfeathers
Varietyofpapers
Page 27 ProduceandPerform(continued):ThirdGrade
Beadwork:Usingbeadsaloneorappliedtoothermaterialstocreate
traditionalartwork


Materials
Usesingleneedleappliquetechniqueonfeltormoose hidetocreatea
smallbeadedobject(medallion,pin,keychain).
Beginapersonalcollectionofbeadworkdesigns.
Createownbeadworkpatternonpaper,andtransferpatternonto
materialforbeading.
ClothSewingandHandwork:Usingneedle,thread,cloth,yarnto
producetraditionalclothingorotheritems.
 Learntocreateanduseapatterntocutoutmaterialandsewasmall
objectsuchasstuffedshapeoranimal.










Knitorcrochetasmallarticlesuchasahatorscarf.Exploreuseofcolors 

andtrymakingowndesignsratherthanusingpatterns.
FurandSkinSewing:Thepreparationanduseoffurandhidesfor
traditionalpurposes.
Learnbasicskinsewingtechniquesusingrabbitfur,includingthe


importanceofevenwhipstitches(spacingandtension),evenlypieced

fur,andappropriateknots.
Basketry:Theproductionofbasketsandothertraditionalitemsusing
naturalmaterialssuchasbirchbark,willow,sprucerootsandothermaterials. Makealargebasketortrayusingyarncoiltechniques.

Explorenaturalmaterialsusedinbasketmaking.
OtherCulturalSkills:Creatingtools,culturalitems,ordevelopingskills
usedinavarietyoftraditionalactivities.
 LearnabouttypesofAthabascanpotlatches,villageandseasonal
variations,anddifferencesbetweenpastandpresentpotlatches.
 Preparefoodforaclassroompotlatch.
 Learnaboutfallsubsistenceandexpresslearninginartorperformance.
 Learnaboutculturalritesofpassageforyoungpeople.
KoyukonLanguage:UnderstandingspokenandwrittenKoyukonwords
andphrases,andcommunicatingwithothersintheKoyukonlanguage.
 Learnamorecomplexintroductionofself,includinghomevillageand
parent’sandgrandparent’snames.
 Learntounderstandandsayatleasttenwordsorphrasesrelatedto
food,potlatch,andfamily.
Storytelling,SongandDance:Learningandperformingtraditional
stories,songsanddance.
 Learnaboutthetraditionsandroleofsongsinpotlatches;learnand
performatleastonepotlatchsong.

Listentoandretellatraditionalstoryrelatedtofall.
Page 28 Grades K‐8 Cloth,stuffing
Sewingneedles
Thread
Yarn
Crochet/knitting
needles


Beads
Thread
Needles
Feltorpre‐cut
moosehide
Patterns




Rabbitfur
Thread
Needles
Yarn
Yarnneedles
Coilcore
Naturalmaterials

LocalElders,
Koyukonculture
resources

Koyukonlanguage
resources

LocalElders,
audioandwritten
Koyukonstories
andsongs
GCSD Cultural Arts Curriculum ReflectandRespond:ThirdGrade
Analyzeandevaluatetheprocessoflearningaboutandparticipatinginartandculture.
StudentswillDESCRIBEARTusingthesedesignelements:
Line
Shape/Form
Color
Value
Texture
Space/Perspective
Findthelineattheedgesofshapes
Distinguishbetweenshape(2‐dimensional)andform(3‐dimensional).
Recognizeanddistinguishbetweenwarmandcoolcolors.
Recognizethatapieceofartmayusemanyvalues(light/dark)ofonecolor.
Usetexturewordswhendiscussingart(i.e.,rough).
Discussforegroundandbackgroundinartworkaspartof“perspective”.
StudentswillANALYZEARTusingthesedesignprinciples:
Begintorecognizethatrepetitionofelementsinpatternscreatesthevisual
allusionofrhythm.
Rhythm/Movement Lookforrepetitionthatsuggestsmovement.
Lookatanobjectandcomparetherelationshipofoneparttoanotherand
Proportion/Scale
tothewhole.
Discusswhetheraworkofartseemscomplete andunified(alltheparts
Unity
seemtofit)
Identifythefocalpoint,orwhereyoureyeisdrawninaworkofart.
Emphasis
Pattern
StudentswillDESCRIBECULTUREusingthesetermsandconcepts:
Heritage
Values/Beliefs
Traditions
Subsistence









Community


Environment


Understandlocalhistoryandfactorsthathavecontributedtothe
developmentoflocalcultureandtheirownidentity.
Recounttheirowngenealogyandfamilyhistory.
Becomefamiliarwithculturalvaluesandhowtheyaffectbehavior.
Understandrelationshipsbetweenbeliefs,worldviewandtheway
knowledgeisformedandused.
Learnaboutlocaltraditionsofthepastandpresent.
Understandhowandwhycultureschangeovertime.
Describeseasonalsubsistenceactivitiesandtheroletheyplayin
developingcultureandidentity.
Identifyhistoricchangesintechnologyandtheconsequencesoftheiruse
forimprovingthequalityoflifeinthecommunity.
Understandhowcommonheritageandexperiencescreatecommunity,
andhowcommunityshapesindividuals.
Determinetheplaceoftheirculturalcommunityinregional,state,
national,andinternationalpoliticalandeconomicsystems.
Learnhowsubsistenceactivitiesandculturaltraditionsaffectandare
shapedbythenaturalenvironment.
Becomefamiliarwithlocalplantsandanimals.
Understandconceptsofsustainabilityandrespectforenvironment.
GCSD Cultural Arts Curriculum Grades K‐8 Page 29 ReflectandRespond(continued):ThirdGrade
StudentswillEXPRESSCULTUREintheirownlives:

Identity




Respect





HealthyLiving




Stories
Resourcefulness



Recognizetherolecultureandlanguageplayindeterminingwhothey
areandhowtheyunderstandtheworldaroundthem.
Integrateculturalvaluesandtraditionsintoeverydaybehavior.
Assumeresponsibilityfortheirroleinrelationtothewellbeingofthe
community.
Treatself,classmates,teachers,Eldersandothercommunitymembers
withkindness.
ShowrespecttoEldersinthecommunitybyassistingtheminanyway
possible.
Valueandtreatelementsofthenaturalworldinaresponsiblemanner.
Acquireinsightsfromotherpeopleandcultureswithoutdiminishingthe
integrityoftheirown.
Consistentlyactasagoodrolemodel,showingrespectandproviding
supporttoothers.
Useculturalvaluesasguidanceinmakinghealthychoicesthatcontribute
tophysical,mentalandspiritualwellbeinginselfandothers.
Associatewithfriendswhoarehealthyrolemodelsthatmakeapositive
contributiontoyourgrowthanddevelopmenttowardadulthood.
Engageinrealisticself‐assessmenttoidentifystrengthsandneedsand
makeappropriatedecisionstoenhancelifeskills.
Participateinsubsistenceactivitieswithparents,Eldersandother
membersofthecommunityandlearnthestoriesandlessonsassociated
withthoseactivities.
Becomeactivelyinvolvedinlocalactivitiesandorganizationsthat
contributetothequalityoflifeinthecommunity.
Acquireandpassonthetraditionsofthecommunitythroughoraland
writtenhistory.
Usestorytellingasawayofcommunicatingexperiencesandvalueswith
others.
Usecriticaljudgmentintheselectionofpopularmediaforreading,
viewingandlisteningandmakesurethesearethestoriesyouwantto
guideyouinbecominganadult.
Identifyandutilizeappropriatesourcesofculturalknowledgetofind
solutionstoeverydayproblems.
Page 30 Grades K‐8 GCSD Cultural Arts Curriculum EncounterandExplore:FourthGrade
Learnaboutconceptsinartandculture,andlearnfromaccomplishedartistsandwisdomkeeperspast
andpresent.*SeeResourcesectionformoreinformation.
ElementsofArt
Color


Light
Space





Design
Explore



Introducethetermsbrightness,dullness,andintensityfordescribing
color.
Continuetostudyconceptsoflight,space,anddesign.Introducetheidea
ofpositiveandnegativespace.
Observelightandshadowinnature.
Noticehowartistuselight,shadowandcolorvalueinvariousartwork.
Understandthefollowingterms:two‐dimensional(height,width)and
three‐dimensional(height,width,depth).
Observehowartistsmakeobjectslookthree‐dimensionalusingshading
accordingtolightsources.
Continueobservingtheforeground,middleground,andbackgroundin
paintings.
Observehowelementsofartworktogethertocreatedesign.
Becomefamiliarwithhowpattern,balanceandsymmetryareusedinart.
Lookatavarietyofpaintings,includinglandscapes,anddiscussthe
“mood”thattheartistcreatesthroughtheirwork.Discusswhatelements
evokefeelingsintheviewer.
ExploringCulture

CulturalValues
andTraditions



Seasonsand
Subsistence


Learningfrom
Elders
AlaskanArtists
Alaskan
Literature




MakestudentsfamiliarwithAthabascanvalues,howtheyhaveshaped
localcultureandhowtheyapplytotheirownlives.*
Provideopportunitiesforstudentstolearnculturaltraditionsthrough
hands‐ondemonstrationsofculturalknowledge,practices,andskills.
Begincomparinglocaltraditionswiththoseofothercultures,particularly
thosebeingstudiedinothersubjectareas.
ThecycleoftheseasonsandrelatedactivitiesarecentraltoKoyukon
Athabascanculture.Throughouttheschoolyear,activitiescanbe
orientedaroundtheseasonstomakestudentsfamiliarwiththeannual
cycleoftraditionalactivities.
Studentsbecomefamiliarwiththeneedfor,andactivitiesrelatedto
subsistenceharvest,andhowthesehavechangedovertime.Activities
incorporatenativescienceandoutdoorexploration.
Elders,asthetradition‐bearers,canhelpnurtureculturallyhealthyyouth
bysharingtheirwisdom
Studentsacquirein‐depthculturalknowledgethroughactive
participationandmeaningfulinteractionwithElders.
StudentslearnfromEldersofthepastthroughbooksandsound
recordings.*
Alaskahasbeenhometomanyartists,nativeandnon‐native,pastand
present.ProvideexamplesofAlaskanartworkthatpertainstothe
subjectsbeingstudiedandexplored.*
Studentslearnaboutlocalculture,traditionalstoriesandhistorythrough
age‐appropriatebooks.*
GCSD Cultural Arts Curriculum Grades K‐8 Page 31 ProduceandPerform:FourthGrade
Studentsimagine,plan,andcreateworksofartincludingthosethatreflectculturaltraditions.
Drawing:Theportrayalofanideausinglineand/ortone.

Continuemakingquicksketchesandextendeddrawingsfrom
observation,nature,imagination,memory,stilllife,andcultural
themes.
Practicecontourlinedrawings.

Usepositiveandnegativespaceindrawing.


Drawonavarietyofsurfaces–differentkinds,shapes,sizes.
Createdrawingswhichincludedifferenttextures.

Materials






Pencil,pen,eraser
Markers,crayons
Coloredpencils
ColoredChalk
Oilpastels
Varietyofpapers

Watercolorpaints,
crayonsandpapers
Temperapaintand
cakes
Varietyofpapersand
othersurfaces
Varietyof
paintbrushes
Painting:Theapplicationofpainttoasurface.



Useseveralwatercolortechniques,suchasresist,dry‐on‐dry,wet‐
on‐wet,andwash.
Continuecreatingvaluesbymixingblackandwhiteintocolorsand
applymultiplevaluesofacolortoapainting.
Mixcomplimentarycolorsandobservehowtheyaffecteachother
(brightness,dullness,intensity)whenplacedneareachother.

Createapaintingexpressingmood.

Paintalandscape.



Printmaking:Theprocessoftransferringanimagewithmultiplecopies.

MakereliefblockprintsusingStyrofoamorcuttingmatsandtools.

Begintoexperimentwith“collagraph”(printingfromcollagesmade
ofgluelines,string,foundobjects,etc.)

Usestencilstomakeatwo‐colorstencilprint.






Foundobjects
Sponges
Inkandpaint
Cuttingmatsandtools
Brayersandrollers
Glue,string,etc.





Clayandclaytools
Modelingdough
Paperandwood
Fabricandyarn
Foundobjects
Sculpture:Thecreationofformsthatfillspaceorthreedimensions.

Create3Dsculptureswithavarietyofmaterialsandsurface
patterns.

Createasubtractivesculpturebystartingwithablockofsoapor
clayandcarvingaformoutofit.
MixedMedia:Theuseofacombinationofmaterialsinartwork.

Createmixedmediadrawings,paintings,andcollages.

Createalandscapeusingmixedmedia.

Makemasksusingavarietyofmaterials(considerAlaskanand
worldcultures).






Magazines
Calendars
Fabric,felt,yarn
Craftmaterials
Beadsandfeathers
Varietyofpapers
Page 32 Grades K‐8 GCSD Cultural Arts Curriculum ProduceandPerform(continued):FourthGrade
Beadwork:Usingbeadsaloneorappliedtoothermaterialstocreate
traditionalartwork

Learntwoneedlebeadworkappliquetechniqueonfelttocreatesmall
itemssuchaspins,barrettes,keychains.Addtopatterncollection.

Learnedgingtechniquestocompleteprojects.
ClothSewingandHandwork:Usingneedle,thread,cloth,yarnto
producetraditionalclothingorotheritems.

Materials




Sewashoulderbagusingbasicsewing,patchwork,applique,crossstitch 

techniques.

FurandSkinSewing:Thepreparationanduseoffurandhidesfor
traditionalpurposes.

Practicegoodskinsewingtechniquessuchasevenwhipstitches,evenly
piecedfur,andappropriateknots.

Sewapatchworkpillowofalternatingcolorsofrabbitfur.
Basketry:Theproductionofbasketsandothertraditionalitemsusing
naturalmaterialssuchasbirchbark,willow,sprucerootsandothermaterials.

Makeacoilbasketusingnaturalmaterials.
OtherCulturalSkills:Creatingtools,culturalitems,ordevelopingskills
usedinavarietyoftraditionalactivities.
 LearnaboutotherAthabascanculturesandothernativegroupsin
Alaska,andexpresslearningthroughartdisplaysorperformance.

Learnhowtothankmembersofanothercommunitywhenyouvisit.

MakefoodforaclassroompotlatchandinviteatleastoneElder.
KoyukonLanguage:UnderstandingspokenandwrittenKoyukonwords
andphrases,andcommunicatingwithothersintheKoyukonlanguage.

Beginlearningsentencestructure,andconversewithotherclassmates
insimpleKoyukonsentences.

Learnatleast10newwordsorphrases.
stories,songsanddance.

Learnaboutseasonalityoftraditionalstorytelling.

Listentoandretellatraditionalstorythatincludesnativelanguage
words.

Performatraditionalsongasaclasstoanotherclassorgroup.
GCSD Cultural Arts Curriculum Grades K‐8 Cloth
Needles
Thread
Embroideryfloss



Rabbitfur
Needles
Thread


Raffiaintwoor
morecolors
Largeneedles

LocalElders,
Koyukonculture
resources

Storytelling,SongandDance:Learningandperformingtraditional
Felt
Needles
Beads
Koyukonlanguage
resources

LocalElders,
audioandwritten
Koyukonstories
andsongs
Page 33 ReflectandRespond:FourthGrade
Analyzeandevaluatetheprocessoflearningaboutandparticipatinginartandculture.
StudentswillDESCRIBEARTusingthesedesignelements:
Line
Shape/Form
Color
Value
Texture
Space
Perspective
Recognizecontourlinesindrawings.
Locateanddifferentiatebetweencircle/sphere,square/cube,
triangle/cone,andrectangle/cylinder.
Recognizeintensitychangesthroughuseofcomplimentarycolors.
Recognizethatartworkusesmanyvalues(light/dark)ofcolor.
Compare/contrastdifferenttexturesofartwork.
Identifypositiveandnegativespace.
Useperspectivetermsincludingplacement,overlapping,size/scale,
foreground/background,anddetailwhendiscussingart.
StudentswillANALYZEARTusingthesedesignprinciples:
Pattern
Recognizehowusingcolor,line,shape,andformcancreatepatterns.
Recognizethatrepetitionofelementscreatesthevisualillusionofrhythm
Rhythm/Movement
andmovementinart.
Proportion/Scale Begintolearnbodyproportions.
Recognizesymmetryandasymmetryinart;considerwhetheraworkofart
Balance
seemsbalanced.
Discusswhetheraworkofartseemscompleteandunified(allpartsseem
Unity
tofit).
Identifythefocalpoint,orwhereyoureyeisdrawninaworkofart.
Emphasis
StudentswillDESCRIBECULTUREusingthesetermsandconcepts:
Heritage
Values/Beliefs
Traditions
Subsistence









Community


Environment


Understandlocalhistoryandfactorsthathavecontributedtothe
developmentoflocalcultureandtheirownidentity.
Recounttheirowngenealogyandfamilyhistory.
Becomefamiliarwithculturalvaluesandhowtheyaffectbehavior.
Understandrelationshipsbetweenbeliefs,worldviewandtheway
knowledgeisformedandused.
Learnaboutlocaltraditionsofthepastandpresent.
Understandhowandwhycultureschangeovertime.
Describeseasonalsubsistenceactivitiesandtheroletheyplayin
developingcultureandidentity.
Identifyhistoricchangesintechnologyandtheconsequencesoftheir
useforimprovingthequalityoflifeinthecommunity.
Understandhowcommonheritageandexperiencescreatecommunity,
andhowcommunityshapesindividuals.
Determinetheplaceoftheirculturalcommunityinregional,state,
national,andinternationalpoliticalandeconomicsystems.
Learnhowsubsistenceactivitiesandculturaltraditionsaffectandare
shapedbythenaturalenvironment.
Becomefamiliarwithlocalplantsandanimals.
Understandconceptsofsustainabilityandrespectforenvironment.
Page 34 Grades K‐8 GCSD Cultural Arts Curriculum ReflectandRespond(continued):FourthGrade
StudentswillEXPRESSCULTUREintheirownlives:

Identity




Respect





HealthyLiving




Stories
Resourcefulness



Recognizetherolecultureandlanguageplayindeterminingwhothey
areandhowtheyunderstandtheworldaroundthem.
Integrateculturalvaluesandtraditionsintoeverydaybehavior.
Assumeresponsibilityfortheirroleinrelationtothewellbeingofthe
community.
Treatself,classmates,teachers,Eldersandothercommunitymembers
withkindness.
ShowrespecttoEldersinthecommunitybyassistingtheminanyway
possible.
Valueandtreatelementsofthenaturalworldinaresponsiblemanner.
Acquireinsightsfromotherpeopleandcultureswithoutdiminishingthe
integrityoftheirown.
Consistentlyactasagoodrolemodel,showingrespectandproviding
supporttoothers.
Useculturalvaluesasguidanceinmakinghealthychoicesthatcontribute
tophysical,mentalandspiritualwellbeinginselfandothers.
Associatewithfriendswhoarehealthyrolemodelsthatmakeapositive
contributiontoyourgrowthanddevelopmenttowardadulthood.
Engageinrealisticself‐assessmenttoidentifystrengthsandneedsand
makeappropriatedecisionstoenhancelifeskills.
Participateinsubsistenceactivitieswithparents,Eldersandother
membersofthecommunityandlearnthestoriesandlessonsassociated
withthoseactivities.
Becomeactivelyinvolvedinlocalactivitiesandorganizationsthat
contributetothequalityoflifeinthecommunity.
Acquireandpassonthetraditionsofthecommunitythroughoraland
writtenhistory.
Usestorytellingasawayofcommunicatingexperiencesandvalueswith
others.
Usecriticaljudgmentintheselectionofpopularmediaforreading,
viewingandlisteningandmakesurethesearethestoriesyouwantto
guideyouinbecominganadult.
Identifyandutilizeappropriatesourcesofculturalknowledgetofind
solutionstoeverydayproblems.
GCSD Cultural Arts Curriculum Grades K‐8 Page 35 EncounterandExplore:FifthGrade
Learnaboutconceptsinartandculture,andlearnfromaccomplishedartistsandwisdomkeeperspast
andpresent.
ElementsofArt
Color
Line
Space
Design






Buildontheconceptofcolorvaluetointroducemonochromatic color
schemes.
Identifyandcomparecontourlinesandsketchinginartwork.
Observehowplacement,overlapping,sizeandscaleofmultipleforms in
apieceofartworkcreateperspective.
Observeforeground,middleground,background,anddetailinartwork.
Observehowelementsofartworktogethertocreatedesign.
Becomefamiliarwithhowpattern,balanceandsymmetryareusedinart.
ExploringCulture
MakestudentsfamiliarwithAthabascanvalues,howtheyhaveshaped
localcultureandhowtheyapplytotheirownlives.*
CulturalValues  Provideopportunitiesforstudentstolearnculturaltraditionsthrough
hands‐ondemonstrationsofculturalknowledge,practices,andskills.
andTraditions
 Begincomparinglocaltraditionswiththoseofothercultures,particularly
thosebeingstudiedinothersubjectareas.
 ThecycleoftheseasonsandrelatedactivitiesarecentraltoKoyukon
Athabascanculture.Throughouttheschoolyear,activitiescanbe
orientedaroundtheseasonstomakestudentsfamiliarwiththeannual
Seasonsand
cycleoftraditionalactivities.
Subsistence
 Studentsbecomefamiliarwiththeneedfor,andactivitiesrelatedto
subsistenceharvest,andhowthesehavechangedovertime.Activities
incorporatenativescienceandoutdoorexploration.
 Elders,asthetradition‐bearers,canhelpnurtureculturallyhealthyyouth
bysharingtheirwisdom
Learningfrom
 Studentsacquirein‐depthculturalknowledgethroughactive
participationandmeaningfulinteractionwithElders.
Elders
 StudentslearnfromEldersofthepastthroughbooksandsound
recordings.*
 Alaskahasbeenhometomanyartists,nativeandnon‐native,pastand
present.ProvideexamplesofAlaskanartworkthatpertainstothe
AlaskanArtists
subjectsbeingstudiedandexplored.*
Alaskan
 Studentslearnaboutlocalculture,traditionalstoriesandhistorythrough
age‐appropriatebooks.*
Literature
*SeeResourcesectionformoreinformation.

Page 36 Grades K‐8 GCSD Cultural Arts Curriculum ProduceandPerform:FifthGrade
Studentsimagine,plan,andcreateworksofartincludingthosethatreflectculturaltraditions.
Drawing:Theportrayalofanideausinglineand/ortone.






Continuemakingquicksketchesandextendeddrawingsfrom
observation,nature,imagination,memory,stilllife,andcultural
themes.
Continuetoexploreandpracticecontourline.
Explorevalueindrawingsusingdifferentshadingtechniques.
Useexamplesofpositiveandnegativespaceindrawings.
Drawfromstilllife.
Exploreportraitandhumanbodyproportions.
Materials







Pencil,pen,eraser
Markers,crayons
Coloredpencils
ColoredChalk
Oilpastels
Charcoaland
blendingstumps
Varietyofpapers
Painting:Theapplicationofpainttoasurface.




Practiceandnameavarietyofbrushstrokessuchasstipple,hard
edge,andsoftedgewhileusingtempera.
Continuemixingvalues(addingwhiteandblacktocolors)and
complimentarycolorsanduseresultsinapieceofartwork.
Continuetouseandnamecolorschemes(e.g.warm,cool,
monochromatic).
Continuetousedifferentwatercolortechniques.




Watercolorpaints,
crayonsandpapers
Temperapaintand
cakes
Varietyofpapersand
othersurfaces
Varietyof
paintbrushes
Printmaking:Theprocessoftransferringanimagewithmultiplecopies.

Useandcombinedifferentprintingtechniquessuchasstamping,
rubbing,stenciling,reliefblocks,andmonoprints.

Createaneditionofthreeprints;signandnumberproperly.


Foundobjects
Sponges
Inkandpaint
Cuttingmatsand
tools
Brayersandrollers
Glue,string,etc.




Clayandclaytools
Modelingdough
Paperandwood
Wirepipecleaners




Sculpture:Thecreationofformsthatfillspaceorthreedimensions.

Createa3Dworkofchosenmaterialandembellishitwithsurface
patterns.

CreateasculpturebasedonAlaskaNativeart.
MixedMedia:Theuseofacombinationofmaterialsinartwork.






Usemixedmediatocreateapieceofartrelatedtoculturalthemesor 
topicsbeingstudiedinothersubjectareas.

Combineavarietyofmaterialstocreatemixed‐mediadrawings,
paintingsandcollages.
Magazines
Calendars
Fabric,felt,yarn
Craftmaterials
Beadsandfeathers
Varietyofpapers
GCSD Cultural Arts Curriculum Grades K‐8 Page 37 ProduceandPerform(continued):FifthGrade
Beadwork:Usingbeadsaloneorappliedtoothermaterialstocreate
traditionalartwork
Materials

Usetwoneedleappliquetechniquetomakeabeadworkprojectsuchas
abarretteorheadbandonmoosehide.Finishtheprojectwithedging.

Makeapairofbeadedearrings.
ClothSewingandHandwork:Usingneedle,thread,cloth,yarnto




producetraditionalclothingorotheritems.

Makeatraditionalpersonalsewingkit.

Knitand/orcrochetanintermediateprojectsuchassocks,mittens,hat.
Learntousemultiplestitches(knit,purl,etc.).
FurandSkinSewing:Thepreparationanduseoffurandhidesfor
traditionalpurposes.





Userabbitfurinatraditionalartproject,suchasaddingtopinedges,or 

pillow.Learnhowtocutfurandconservematerial.
Basketry:Theproductionofbasketsandothertraditionalitemsusing
naturalmaterialssuchasbirchbark,willow,sprucerootsandothermaterials. Makeasmallbirchbarkbasket.
OtherCulturalSkills:Creatingtools,culturalitems,ordevelopingskills
usedinavarietyoftraditionalactivities.
 Learnabouttraditionalorganizationand leadership,moderntribal
leaders,government,anddecisionmakingthataffectssubsistence
lifestyles.
 Practicepositiveinteractionswithclassmatesandhowtogive
compliments.Exploretheprocessandimportanceofunlearning
stereotypes.
 MakesomethingorprovidehelpforalocalElder.
KoyukonLanguage:UnderstandingspokenandwrittenKoyukonwords
andphrases,andcommunicatingwithothersintheKoyukonlanguage.
 Continuetolearnsentencestructureanddevelopconversationalskills.
 Learnatleasttennewwordsorphrasesincludingthoserelatedto
subsistenceactivities.
Storytelling,SongandDance:Learningandperformingtraditional
stories,songsanddance.
 Listentoandretellatraditionalstorythatincludesnativelanguage
words.
 Learnabouttraditionalvalueofpublicspeakinganditsimportancein
leadershipandculturalevents.

Performatraditionalsongasaclasstoanotherclassorgroup.
Page 38 Grades K‐8 Cloth
Sewingneedles
Thread
Yarn
Knitting/crochet
needles


Beads
Needles
Thread
Patterns



Rabbitfur
Needles,thread
Birchbark
Awl
Roots

LocalElders,
Koyukonculture
resources

Koyukonlanguage
resources

LocalElders,
audioandwritten
Koyukonstories
andsongs
GCSD Cultural Arts Curriculum ReflectandRespond:FifthGrade
Analyzeandevaluatetheprocessoflearningaboutandparticipatinginartandculture.
StudentswillDESCRIBEARTusingthesedesignelements:
Line
Shape/Form
Color
Value
Texture
Space
Perspective
Distinguishbetweencontourlinesandsketching.
Differentiatebetweenavarietyofshapesandformsinart.
Begintorecognizemonochromaticcolorschemes,includingvalue
differences.
Recognizethatartworkusesmanyvalues(light/dark)ofcolor.
Differentiatebetweenpiecesofartthatuseactualandvisual(implied)
texture.
Identifypositiveandnegativespace.
Useperspectivetermsincludingplacement,overlapping,size/scale,
foreground/background,anddetailwhendiscussingart.
StudentswillANALYZEARTusingthesedesignprinciples:
Pattern
Recognizepatterninincreasinglycomplexworksofart.
Recognizethatrepetitionofelementscreatesthevisualillusionofrhythm
Rhythm/Movement
andmovementinart.
Continuetolearnbodyproportions.Studyproportionandscalewithin
Proportion/Scale
indigenousarts.
Balance
Unity
Emphasis
Identifyexamplesofvisualbalanceinart.
Discusswhetheraworkofartseemscompleteandunified(allpartsseem
tofit).
Findandidentifyexamplesoffocalpointinaworkofart.
StudentswillDESCRIBECULTUREusingthesetermsandconcepts:
Heritage
Values/Beliefs
Traditions
Subsistence









Community


Environment


Understandlocalhistoryandfactorsthathavecontributedtothe
developmentoflocalcultureandtheirownidentity.
Recounttheirowngenealogyandfamilyhistory.
Becomefamiliarwithculturalvaluesandhowtheyaffectbehavior.
Understandrelationshipsbetweenbeliefs,worldviewandtheway
knowledgeisformedandused.
Learnaboutlocaltraditionsofthepastandpresent.
Understandhowandwhycultureschangeovertime.
Describeseasonalsubsistenceactivitiesandtheroletheyplayin
developingcultureandidentity.
Identifyhistoricchangesintechnologyandtheconsequencesoftheir
useforimprovingthequalityoflifeinthecommunity.
Understandhowcommonheritageandexperiencescreatecommunity,
andhowcommunityshapesindividuals.
Determinetheplaceoftheirculturalcommunityinregional,state,
national,andinternationalpoliticalandeconomicsystems.
Learnhowsubsistenceactivitiesandculturaltraditionsaffectandare
shapedbythenaturalenvironment.
Becomefamiliarwithlocalplantsandanimals.
Understandconceptsofsustainabilityandrespectforenvironment.
GCSD Cultural Arts Curriculum Grades K‐8 Page 39 ReflectandRespond(continued):FifthGrade
StudentswillEXPRESSCULTUREintheirownlives:

Identity




Respect





HealthyLiving




Stories
Resourcefulness



Recognizetherolecultureandlanguageplayindeterminingwhothey
areandhowtheyunderstandtheworldaroundthem.
Integrateculturalvaluesandtraditionsintoeverydaybehavior.
Assumeresponsibilityfortheirroleinrelationtothewellbeingofthe
community.
Treatself,classmates,teachers,Eldersandothercommunitymembers
withkindness.
ShowrespecttoEldersinthecommunitybyassistingtheminanyway
possible.
Valueandtreatelementsofthenaturalworldinaresponsiblemanner.
Acquireinsightsfromotherpeopleandcultureswithoutdiminishingthe
integrityoftheirown.
Consistentlyactasagoodrolemodel,showingrespectandproviding
supporttoothers.
Useculturalvaluesasguidanceinmakinghealthychoicesthatcontribute
tophysical,mentalandspiritualwellbeinginselfandothers.
Associatewithfriendswhoarehealthyrolemodelsthatmakeapositive
contributiontoyourgrowthanddevelopmenttowardadulthood.
Engageinrealisticself‐assessmenttoidentifystrengthsandneedsand
makeappropriatedecisionstoenhancelifeskills.
Participateinsubsistenceactivitieswithparents,Eldersandother
membersofthecommunityandlearnthestoriesandlessonsassociated
withthoseactivities.
Becomeactivelyinvolvedinlocalactivitiesandorganizationsthat
contributetothequalityoflifeinthecommunity.
Acquireandpassonthetraditionsofthecommunitythroughoraland
writtenhistory.
Usestorytellingasawayofcommunicatingexperiencesandvalueswith
others.
Usecriticaljudgmentintheselectionofpopularmediaforreading,
viewingandlisteningandmakesurethesearethestoriesyouwantto
guideyouinbecominganadult.
Identifyandutilizeappropriatesourcesofculturalknowledgetofind
solutionstoeverydayproblems.
Page 40 Grades K‐8 GCSD Cultural Arts Curriculum EncounterandExplore:SixthGrade
Learnaboutconceptsinartandculture,andlearnfromaccomplishedartistsandwisdomkeeperspast
andpresent.
ElementsofArt

Color
Line




Space

Recognizeanalogous andothercolorschemesinrelationshiptobasic
colortheory.
Distinguishbetweenopaque,translucentandtransparentandconsider
howtheyrelatetolightness/darknessorvalue.
Recognizecontourline,outline,andsketching
Identifylinesusedincreativeandinventiveways.
Investigatehowperspectiveisimpliedinanartworkusingtheconcepts
ofoverlapping,scale,placement,foreground/background,degreeof
detail,andcolorintensity.
Recognizethatconverginglinesshowdepth.
ExploringCulture
MakestudentsfamiliarwithAthabascanvalues,howtheyhaveshaped
localcultureandhowtheyapplytotheirownlives.*
CulturalValues  Provideopportunitiesforstudentstolearnculturaltraditionsthrough
hands‐ondemonstrationsofculturalknowledge,practices,andskills.
andTraditions
 Begincomparinglocaltraditionswiththoseofothercultures,particularly
thosebeingstudiedinothersubjectareas.
 ThecycleoftheseasonsandrelatedactivitiesarecentraltoKoyukon
Athabascanculture.Throughouttheschoolyear,activitiescanbe
orientedaroundtheseasonstomakestudentsfamiliarwiththeannual
Seasonsand
cycleoftraditionalactivities.
Subsistence
 Studentsbecomefamiliarwiththeneedfor,andactivitiesrelatedto
subsistenceharvest,andhowthesehavechangedovertime.Activities
incorporatenativescienceandoutdoorexploration.
 Elders,asthetradition‐bearers,canhelpnurtureculturallyhealthyyouth
bysharingtheirwisdom
Learningfrom
 Studentsacquirein‐depthculturalknowledgethroughactive
participationandmeaningfulinteractionwithElders.
Elders
 StudentslearnfromEldersofthepastthroughbooksandsound
recordings.*
 Alaskahasbeenhometomanyartists,nativeandnon‐native,pastand
present.ProvideexamplesofAlaskanartworkthatpertainstothe
AlaskanArtists
subjectsbeingstudiedandexplored.*
Alaskan
 Studentslearnaboutlocalculture,traditionalstoriesandhistorythrough
age‐appropriatebooks.*
Literature
*SeeResourcesectionformoreinformation.

GCSD Cultural Arts Curriculum Grades K‐8 Page 41 ProduceandPerform:SixthGrade
Studentsimagine,plan,andcreateworksofartincludingthosethatreflectculturaltraditions.
Drawing:Theportrayalofanideausinglineand/ortone.






Materials
Drawusingawidevarietyoftools.
Uselineincreativeandintensiveways;drawusingsketch,outline,
andcontour.
Useplacement,overlapping,size,scale,anddetailwhendrawingto
showperspective;learnhowcolorintensityfadeswithdistanceand
usethisindrawing.
Useformsandlightsourcestostudyshading.
Continuetodrawfromstories,nature,memory,imagination,
observation,still‐life,andculturalthemes.Usemusic,movementand
moodforinspiration.
Exploreactualtexturesandcreateimpliedtextureindrawing.







Pencil,pen,eraser
Markers,crayons
Coloredpencils
ColoredChalk
Oilpastels
Charcoaland
blendingstumps
Varietyofpapers
Painting:Theapplicationofpainttoasurface.

Useavarietyofpaintingmedium(e.g.,tempera,watercolor,and
paintingcrayons)inoneartwork.


Useavarietyofpaintingtechniquestocreatedifferenteffects(e.g.,
stipple,hard‐andsoft‐edged,spatter,fluid).


Learnanduseanalogousaswellaswarm,cool,neutral,and
complimentarycolorschemes.

Exploretheuseofopaque,translucentandtransparentcolors/paints. 

Createapaintingthatshowsmood.

Watercolorpaints,
crayonsandpapers
Temperapaintand
cakes
Varietyofpapersand
othersurfaces
Varietyof
paintbrushes
Printmaking:Theprocessoftransferringanimagewithmultiplecopies.

Useandcombinedifferentprintingtechniquessuchasstamping,
rubbing,stenciling,reliefblocks,andmonoprints.

Constructareliefprintusingtwoofthefollowing:cardboard,glue
lines,foundobjects,string.

Createaneditionofthreeprints;signandnumberproperly.


Foundobjects
Sponges
Inkandpaint
Cuttingmatsand
tools
Brayersandrollers
Glue,string,etc.




Clayandclaytools
Modelingdough
Paperandwood
Wirepipecleaners




Sculpture:Thecreationofformsthatfillspaceorthreedimensions.


Createa3Dworkofchosenmaterialandembellishitwithsurface
patterns.
Combinetwoconstructiontechniquesinasingleclaypiece(e.g.,
pinch,coil,slab,modeling,carving).
MixedMedia:Theuseofacombinationofmaterialsinartwork.




Combineavarietyofmaterialstocreatemixed‐mediadrawings,
paintingsandcollages.Createapiecethat“makesastatement.”

Usemixedmediatocreateapieceofartrelatedtoculturalthemesor
topicsbeingstudiedinothersubjectareas.
Page 42 Grades K‐8 

Magazines
Calendars
Fabric,felt,yarn,
paper
Craftmaterials
Beadsandfeathers
GCSD Cultural Arts Curriculum ProduceandPerform(continued):SixthGrade
Beadwork:Usingbeadsaloneorappliedtoothermaterialstocreate
traditionalartwork
Usetwo‐needleappliquetechniquestomakeonelargeorseveralsmall
beadeditemssuchasbarrette,jar‐top,headband,glovetops.Continueto
addtopatterncollectionandcreateownpatterns.
 Makeabraceletornecklaceonabead loomusingtraditionalpatterns.
 Makeearringsorzipperpullusingpeyote stitch.
ClothSewingandHandwork:Usingneedle,thread,cloth,yarnto
producetraditionalclothingorotheritems.

Materials





Makeasmallormediumsizedhandsewnitemusinganexistingpattern. 

Makeasmallhandsewnitemusingaself‐madepattern.

Knitorcrochetanitemtobegivenaway;conductaclasscharityproject.
FurandSkinSewing:Thepreparationanduseoffurandhidesfor
traditionalpurposes.

Makeamoose‐hidewalletorothersmallitem.Decoratewithbeadsor
fur.
Basketry:Theproductionofbasketsandothertraditionalitemsusing
naturalmaterialssuchasbirchbark,willow,sprucerootsandothermaterials.

Createacontainerormodelcanoeusingbirchbark.
OtherCulturalSkills:Creatingtools,culturalitems,ordevelopingskills
usedinavarietyoftraditionalactivities.
 LearnaboutcircumpolarculturesandhistoricinteractionsofKoyukon
Athabascanswithothercultures,includingtradenetworks,wars,and
Europeancontact,andexpresslearningthroughartorperformance.
 Investigatenaturalresourcemanagementandseasonalsubsistence
activities,includingmaking/usingtoolsandequipmentnecessaryfor
subsistenceactivitiesandoutdoorsurvival.
KoyukonLanguage:UnderstandingspokenandwrittenKoyukonwords
andphrases,andcommunicatingwithothersintheKoyukonlanguage.
 Learnatleasttennewwordsorphrases.Focusonloan‐wordsadapted
fromRussianandotherlanguages.
Storytelling,SongandDance:Learningandperformingtraditional
stories,songsanddance.
 Listentoandtelltraditionalandpersonalstoriesrelatedtoseasonal
cyclesandactivities.

Learnaboutprotocolsregardinguseofsongsfromdifferentvillages.
GCSD Cultural Arts Curriculum Grades K‐8 Needles,thread
Beads
Beadlooms
Earringhooks





Cloth
Needles,thread
Patterns
Yarn
Knittingneedles
crochethooks




Moosehide
Fur
Beads
Needles,thread




Birchbark
Awl
Roots
Smallwoodpieces


Regionalhistory,
culture,and
government
resources
tools/equipment
usedforoutdoor
survival

Koyukonlanguage
resources

LocalElders,
audioandwritten
Koyukonstories
andsongs
Page 43 ReflectandRespond:SixthGrade
Analyzeandevaluatetheprocessoflearningaboutandparticipatinginartandculture.
StudentswillDESCRIBEARTusingthesedesignelements:
Line
Shape/Form
Color
Value
Texture
Space
Perspective
Distinguishbetweencontourlinesandsketching.
Differentiatebetweenavarietyofshapesandformsinart.
Identifyprimary,secondary,warm,cool,neutral,analogousand
monochromaticcolorschemes.
Recognizesequentialvaluechangesinasinglecolor.
Differentiatebetweenactualandvisual(implied)texture.
Identifypositiveandnegativespace.
Recognizehow placement,overlapping,size/scale,
foreground/background,degreeofdetail,andcolorintensitycreate
perspective.
StudentswillANALYZEARTusingthesedesignprinciples:
Pattern
Recognizesymmetryandpatterninincreasinglycomplexworksofart.
Recognizethatrepetitionofelementscreatesthevisualillusionofrhythm
Rhythm/Movement
andmovementinart.
Proportion/Scale Continuetolearnbodyproportions.
Balance
Unity
Emphasis
Identifyexamplesofvisualbalanceandcontrastinart.
Discusswhetheraworkofartseemscompleteandunified(allpartsseem
tofit).
Findandidentifyexamplesoffocalpointinaworkofart;lookforvisual
accents,stress.
StudentswillDESCRIBECULTUREusingthesetermsandconcepts:
Heritage
Values/Beliefs
Traditions
Subsistence









Community


Environment
Page 44 

Understandlocalhistoryandfactorsthathavecontributedtothe
developmentoflocalcultureandtheirownidentity.
Recounttheirowngenealogyandfamilyhistory.
Becomefamiliarwithculturalvaluesandhowtheyaffectbehavior.
Understandrelationshipsbetweenbeliefs,worldviewandtheway
knowledgeisformedandused.
Learnaboutlocaltraditionsofthepastandpresent.
Understandhowandwhycultureschangeovertime.
Describeseasonalsubsistenceactivitiesandtheroletheyplayin
developingcultureandidentity.
Identifyhistoricchangesintechnologyandtheconsequencesoftheir
useforimprovingthequalityoflifeinthecommunity.
Understandhowcommonheritageandexperiencescreatecommunity,
andhowcommunityshapesindividuals.
Determinetheplaceoftheirculturalcommunityinregional,state,
national,andinternationalpoliticalandeconomicsystems.
Learnhowsubsistenceactivitiesandculturaltraditionsaffectandare
shapedbythenaturalenvironment.
Becomefamiliarwithlocalplantsandanimals.
Understandconceptsofsustainabilityandrespectforenvironment.
Grades K‐8 GCSD Cultural Arts Curriculum ReflectandRespond(continued):SixthGrade
StudentswillEXPRESSCULTUREintheirownlives:

Identity




Respect





HealthyLiving




Stories
Resourcefulness



Recognizetherolecultureandlanguageplayindeterminingwhothey
areandhowtheyunderstandtheworldaroundthem.
Integrateculturalvaluesandtraditionsintoeverydaybehavior.
Assumeresponsibilityfortheirroleinrelationtothewellbeingofthe
community.
Treatself,classmates,teachers,Eldersandothercommunitymembers
withkindness.
ShowrespecttoEldersinthecommunitybyassistingtheminanyway
possible.
Valueandtreatelementsofthenaturalworldinaresponsiblemanner.
Acquireinsightsfromotherpeopleandcultureswithoutdiminishingthe
integrityoftheirown.
Consistentlyactasagoodrolemodel,showingrespectandproviding
supporttoothers.
Useculturalvaluesasguidanceinmakinghealthychoicesthatcontribute
tophysical,mentalandspiritualwellbeinginselfandothers.
Associatewithfriendswhoarehealthyrolemodelsthatmakeapositive
contributiontoyourgrowthanddevelopmenttowardadulthood.
Engageinrealisticself‐assessmenttoidentifystrengthsandneedsand
makeappropriatedecisionstoenhancelifeskills.
Participateinsubsistenceactivitieswithparents,Eldersandother
membersofthecommunityandlearnthestoriesandlessonsassociated
withthoseactivities.
Becomeactivelyinvolvedinlocalactivitiesandorganizationsthat
contributetothequalityoflifeinthecommunity.
Acquireandpassonthetraditionsofthecommunitythroughoraland
writtenhistory.
Usestorytellingasawayofcommunicatingexperiencesandvalueswith
others.
Usecriticaljudgmentintheselectionofpopularmediaforreading,
viewingandlisteningandmakesurethesearethestoriesyouwantto
guideyouinbecominganadult.
Identifyandutilizeappropriatesourcesofculturalknowledgetofind
solutionstoeverydayproblems.
GCSD Cultural Arts Curriculum Grades K‐8 Page 45 EncounterandExplore:SeventhGrade
Learnaboutconceptsinartandculture,andlearnfromaccomplishedartistsandwisdomkeeperspast
andpresent.
ElementsofArt

General
Color
Line







Space

Investigatetherelationshipsbetweenartandtheindividual,societyand
theenvironment.
Compareartfrommultiplecultures.
Recognizetheroleoftradition,ritual,andenvironmentinart.
Identifyprimary,secondary,warm,cool,neutral,analogous,and
monochromaticcolorschemes.
Distinguishbetweenopaque,translucentandtransparentandconsider
howtheyrelatetolightness/darknessorvalue.
Recognizecontourline,outline,andsketching.
Identifylinesusedincreativeandinventiveways.
Investigatehowperspectiveisimpliedinanartworkusingtheconcepts
ofoverlapping,scale,placement,foreground/background,degreeof
detail,andcolorintensity.
Recognizethatconverginglinesshowdepth.
ExploringCulture
MakestudentsfamiliarwithAthabascanvalues,howtheyhaveshaped
localcultureandhowtheyapplytotheirownlives.*
CulturalValues  Provideopportunitiesforstudentstolearnculturaltraditionsthrough
hands‐ondemonstrationsofculturalknowledge,practices,andskills.
andTraditions
 Begincomparinglocaltraditionswiththoseofothercultures,particularly
thosebeingstudiedinothersubjectareas.
 ThecycleoftheseasonsandrelatedactivitiesarecentraltoKoyukon
Athabascanculture.Throughouttheschoolyear,activitiescanbe
orientedaroundtheseasonstomakestudentsfamiliarwiththeannual
Seasonsand
cycleoftraditionalactivities.
Subsistence
 Studentsbecomefamiliarwiththeneedfor,andactivitiesrelatedto
subsistenceharvest,andhowthesehavechangedovertime.Activities
incorporatenativescienceandoutdoorexploration.
 Elders,asthetradition‐bearers,canhelpnurtureculturallyhealthyyouth
bysharingtheirwisdom
Learningfrom
 Studentsacquirein‐depthculturalknowledgethroughactive
participationandmeaningfulinteractionwithElders.
Elders
 StudentslearnfromEldersofthepastthroughbooksandsound
recordings.*
 Alaskahasbeenhometomanyartists,nativeandnon‐native,pastand
present.ProvideexamplesofAlaskanartworkthatpertainstothe
AlaskanArtists
subjectsbeingstudiedandexplored.*
Alaskan
 Studentslearnaboutlocalculture,traditionalstoriesandhistorythrough
age‐appropriatebooks.*
Literature
*SeeResourcesectionformoreinformation.

Page 46 Grades K‐8 GCSD Cultural Arts Curriculum ProduceandPerform:SeventhGrade
Studentsimagine,plan,andcreateworksofartincludingthosethatreflectculturaltraditions.
Drawing:Theportrayalofanideausinglineand/ortone.





Drawusingawidevarietyoftools.Includetextureandshading.
Uselineincreativeandintensiveways;drawusingsketch,outline,
andcontour.
Useplacement,overlapping,size,scale,and detailwhendrawingto
showperspective;learnhowcolorintensityfadeswithdistanceand
usethisindrawing.
Continuetodrawfromstories,nature,memory,imagination,
observation,still‐life,andculturalthemes.Usemusic,movement
andmoodforinspiration.
Workonunconventionalformats,experimentwithbreakingedges.
Materials







Pencil,pen,eraser
Markers,crayons
Coloredpencils
ColoredChalk
Oilpastels
Charcoalandblending
stumps
Varietyofpapers
Painting:Theapplicationofpainttoasurface.
Useavarietyofpaintingmedium(e.g.,tempera,watercolor,and
paintingcrayons)inoneartwork.
 Useavarietyofpaintingtechniquestocreatedifferenteffects(e.g.,
stipple,hard‐andsoft‐edged,spatter,fluid).
 Experimentwithusinganalogous,monochrome,warm,cool,
neutral,andcomplimentarycolorschemes.
 Exploretheuseofopaque,translucentandtransparent
colors/paints.
 Createpaintingsthatshowmood.Determinemoodandcolors
beforehand.
Printmaking:Theprocessoftransferringanimagewithmultiple
i
 Useandcombinedifferentprintingtechniques.


Constructareliefprintusingcardboard,gluelines,foundobjects,
string,etc.

Createaneditionofmultipleprints;signandnumberproperly.




Watercolorpaints,
crayonsandpapers
Temperapaintand
cakes
Varietyofpapersand
othersurfaces
Varietyof
paintbrushes






Foundobjects
Sponges
Inkandpaint
Cuttingmatsandtools
Brayersandrollers
Glue,string,etc.




Clayandclaytools
Modelingdough
Paperandwood
Wirepipecleaners
Sculpture:Thecreationofformsthatfillspaceorthreedimensions.


Createafreestandingsculptureusingatleast3differentmaterials
andvariousjoiningtechniques.
Combinemultipleconstructiontechniquesinasingleclaypiece
(e.g.,pinch,coil,slab,modeling,carving).
MixedMedia:Theuseofacombinationofmaterialsinartwork.

Combineavarietyofmaterialstocreatemixed‐mediadrawings,
paintingsandcollages.Createapiecethat“makesastatement.”

Usemixedmediatocreateapieceofartrelatedtoculturalthemes
ortopicsbeingstudiedinothersubjectareas.





Magazines
Calendars
Fabric,felt,yarn,
paper
Craftmaterials
Beadsandfeathers
GCSD Cultural Arts Curriculum Grades K‐8 Page 47 ProduceandPerform(continued):SeventhGrade
Beadwork:Usingbeadsaloneorappliedtoothermaterialstocreate
traditionalartwork
Materials
Produceandadvancedbeadworkprojectsuchasslippertops,glove
tops,purse.Continuetocreateandaddtopatterncollection.
 Makeabeadedsuncatcher.
ClothSewingandHandwork:Usingneedle,thread,cloth,yarnto
producetraditionalclothingorotheritems.
 Learntouseasewingmachineandmakeasmallprojectsuchasapillow
orpillowcase.
 InviteanEldertoteachsockknittingorcrochetingpillowcoversand
afghans,andcompleteaprojectbasedonwhatislearned.


Sewanitemusedforoutdooruse,suchasadog‐harness,packorbag.
FurandSkinSewing:Thepreparationanduseoffurandhidesfor
traditionalpurposes.

Createapairofbeadedglovesusingpre‐madegloves,furandbeaded
glovetops.
naturalmaterialssuchasbirchbark,willow,sprucerootsandothermaterials.








Sewingmachine
Cloth
Thread
Yarn
Knittingneedles,
crochethooks
Investigatetraditionaltrappingmethodsandlearnabouthowtrapping
regulationsaremade.Make/usetoolsandequipmentnecessaryfor
subsistenceactivitiesandoutdoorsurvival.
KoyukonLanguage:UnderstandingspokenandwrittenKoyukonwords
andphrases,andcommunicatingwithothersintheKoyukonlanguage.
 Learnatleast10newwordsorphrasesrelatedtotrappingandwinter.
InviteanEldertocomeandsharewordsorstoriesinKoyukon.
Storytelling,SongandDance:Learningandperformingtraditional
stories,songsanddance.

LearnatleasttwonewKoyukonstories(legendsorElderaccounts)and
songs.

Telltraditionalstoriesandteachsongstostudentsinayoungergrade.
Gloves
Rabbitorbeaver
fur
Moosehideorfelt

usedinavarietyoftraditionalactivities.
 Usewoodtocreatemodelsofatraditionalitemsuchasalogcabin,
fishwheelordogsled.

Makeabasketorothertraditionalitemusingbirchbarkorothernatural

materials.
OtherCulturalSkills:Creatingtools,culturalitems,ordevelopingskills

Beads
Needles,thread
hoops
Basketry:Theproductionofbasketsandothertraditionalitemsusing





Birchbark
Roots
Grass,etc.



Pre‐madeand
foundwoodpieces
Glue
tools/equipment
usedfor
subsistenceand
outdoorsurvival


Koyukonlanguage
resources
LocalElders

LocalElders,
audioandwritten
Koyukonstories
andsongs
Page 48 Grades K‐8 GCSD Cultural Arts Curriculum ReflectandRespond:SeventhGrade
Analyzeandevaluatetheprocessoflearningaboutandparticipatinginartandculture.
StudentswillDESCRIBEARTusingthesedesignelements:
Line
Shape/Form
Color
Value
Texture
Space
Perspective
Distinguishbetweencontourlines,outlinesandsketching.
Differentiatebetweenavarietyofshapesandformsinart.
Identifyprimary,secondary,warm,cool,neutral,analogousand
monochromaticcolorschemes.
Recognizesequentialvaluechangesinasinglecolor.
Differentiatebetweenactualandvisual(implied)texture.
Identifypositiveandnegativespace.
Recognizehowplacement,overlapping,size/scale,
foreground/background,degreeofdetail,andcolorintensitycreate
perspective.
StudentswillANALYZEARTusingthesedesignprinciples:
Pattern
Recognizesymmetryandpatterninincreasinglycomplexworksofart.
Recognizethatrepetitionofelementscreatesthevisualillusionofrhythm
Rhythm/Movement
andmovementinart.
Proportion/Scale Continuetolearnbodyproportions.
Balance
Unity
Emphasis
Identifyexamplesofvisualbalanceandcontrastinart.
Discusswhetheraworkofartseemscompleteandunified(allpartsseem
tofit).
Findandidentifyexamplesoffocalpointinaworkofart.
StudentswillDESCRIBECULTUREusingthesetermsandconcepts:
Heritage
Values/Beliefs
Traditions
Subsistence









Community


Environment


Understandlocalhistoryandfactorsthathavecontributedtothe
developmentoflocalcultureandtheirownidentity.
Recounttheirowngenealogyandfamilyhistory.
Becomefamiliarwithculturalvaluesandhowtheyaffectbehavior.
Understandrelationshipsbetweenbeliefs,worldviewandtheway
knowledgeisformedandused.
Learnaboutlocaltraditionsofthepastandpresent.
Understandhowandwhycultureschangeovertime.
Describeseasonalsubsistenceactivitiesandtheroletheyplayin
developingcultureandidentity.
Identifyhistoricchangesintechnologyandtheconsequencesoftheir
useforimprovingthequalityoflifeinthecommunity.
Understandhowcommonheritageandexperiencescreatecommunity,
andhowcommunityshapesindividuals.
Determinetheplaceoftheirculturalcommunityinregional,state,
national,andinternationalpoliticalandeconomicsystems.
Learnhowsubsistenceactivitiesandculturaltraditionsaffectandare
shapedbythenaturalenvironment.
Becomefamiliarwithlocalplantsandanimals.
Understandconceptsofsustainabilityandrespectforenvironment.
GCSD Cultural Arts Curriculum Grades K‐8 Page 49 ReflectandRespond(continued):SeventhGrade
StudentswillEXPRESSCULTUREintheirownlives:

Identity




Respect





HealthyLiving




Stories
Resourcefulness



Recognizetherolecultureandlanguageplayindeterminingwhothey
areandhowtheyunderstandtheworldaroundthem.
Integrateculturalvaluesandtraditionsintoeverydaybehavior.
Assumeresponsibilityfortheirroleinrelationtothewellbeingofthe
community.
Treatself,classmates,teachers,Eldersandothercommunitymembers
withkindness.
ShowrespecttoEldersinthecommunitybyassistingtheminanyway
possible.
Valueandtreatelementsofthenaturalworldinaresponsiblemanner.
Acquireinsightsfromotherpeopleandcultureswithoutdiminishingthe
integrityoftheirown.
Consistentlyactasagoodrolemodel,showingrespectandproviding
supporttoothers.
Useculturalvaluesasguidanceinmakinghealthychoicesthatcontribute
tophysical,mentalandspiritualwellbeinginselfandothers.
Associatewithfriendswhoarehealthyrolemodelsthatmakeapositive
contributiontoyourgrowthanddevelopmenttowardadulthood.
Engageinrealisticself‐assessmenttoidentifystrengthsandneedsand
makeappropriatedecisionstoenhancelifeskills.
Participateinsubsistenceactivitieswithparents,Eldersandother
membersofthecommunityandlearnthestoriesandlessonsassociated
withthoseactivities.
Becomeactivelyinvolvedinlocalactivitiesandorganizationsthat
contributetothequalityoflifeinthecommunity.
Acquireandpassonthetraditionsofthecommunitythroughoraland
writtenhistory.
Usestorytellingasawayofcommunicatingexperiencesandvalueswith
others.
Usecriticaljudgmentintheselectionofpopularmediaforreading,
viewingandlisteningandmakesurethesearethestoriesyouwantto
guideyouinbecominganadult.
Identifyandutilizeappropriatesourcesofculturalknowledgetofind
solutionstoeverydayproblems.
Page 50 Grades K‐8 GCSD Cultural Arts Curriculum EncounterandExplore:EighthGrade
Learnaboutconceptsinartandculture,andlearnfromaccomplishedartistsandwisdomkeeperspast
andpresent.
ElementsofArt

General
Color
Line







Space

Investigatetherelationshipsbetweenartandtheindividual,societyand
theenvironment.
Compareartfrommultiplecultures.
Recognizetheroleoftradition,ritual,andenvironmentinart.
Identifyprimary,secondary,warm,cool,neutral,analogous,and
monochromaticcolorschemes.
Distinguishbetweenopaque,translucentandtransparentandconsider
howtheyrelatetolightness/darknessorvalue.
Recognizecontourline,outline,andsketching.
Identifylinesusedincreativeandinventiveways.
Investigatehowperspectiveisimpliedinanartworkusingtheconcepts
ofoverlapping,scale,placement,foreground/background,degreeof
detail,andcolorintensity.
Recognizethatconverginglinesshowdepth.
ExploringCulture
MakestudentsfamiliarwithAthabascanvalues,howtheyhaveshaped
localcultureandhowtheyapplytotheirownlives.*
CulturalValues  Provideopportunitiesforstudentstolearnculturaltraditionsthrough
hands‐ondemonstrationsofculturalknowledge,practices,andskills.
andTraditions
 Begincomparinglocaltraditionswiththoseofothercultures,particularly
thosebeingstudiedinothersubjectareas.
 ThecycleoftheseasonsandrelatedactivitiesarecentraltoKoyukon
Athabascanculture.Throughouttheschoolyear,activitiescanbe
orientedaroundtheseasonstomakestudentsfamiliarwiththeannual
Seasonsand
cycleoftraditionalactivities.
Subsistence
 Studentsbecomefamiliarwiththeneedfor,andactivitiesrelatedto
subsistenceharvest,andhowthesehavechangedovertime.Activities
incorporatenativescienceandoutdoorexploration.
 Elders,asthetradition‐bearers,canhelpnurtureculturallyhealthyyouth
bysharingtheirwisdom
Learningfrom
 Studentsacquirein‐depthculturalknowledgethroughactive
participationandmeaningfulinteractionwithElders.
Elders
 StudentslearnfromEldersofthepastthroughbooksandsound
recordings.*
 Alaskahasbeenhometomanyartists,nativeandnon‐native,pastand
present.ProvideexamplesofAlaskanartworkthatpertainstothe
AlaskanArtists
subjectsbeingstudiedandexplored.*
Alaskan
 Studentslearnaboutlocalculture,traditionalstoriesandhistorythrough
age‐appropriatebooks.*
Literature
*SeeResourcesectionformoreinformation.

GCSD Cultural Arts Curriculum Grades K‐8 Page 51 ProduceandPerform:EighthGrade
Studentsimagine,plan,andcreateworksofartincludingthosethatreflectculturaltraditions.
Drawing:Theportrayalofanideausinglineand/ortone.





Materials
Drawusingawidevarietyoftools.Includetextureandshading.
Uselineincreativeandintensiveways;drawusingsketch,outline,
andcontour.
Useplacement,overlapping,size,scale,anddetailwhendrawingto
showperspective;learnhowcolorintensityfadeswithdistanceand
usethisindrawing.
Continuetodrawfromstories,nature,memory,imagination,
observation,still‐life,andculturalthemes.Usemusic,movementand
moodforinspiration.
Workonunconventionalformats,experimentwithbreakingedges.







Pencil,pen,eraser
Markers,crayons
Coloredpencils
ColoredChalk
Oilpastels
Charcoaland
blendingstumps
Varietyofpapers
Painting:Theapplicationofpainttoasurface.





Useavarietyofpaintingmedium(e.g.,tempera,watercolor,and
paintingcrayons)inoneartwork.
Useavarietyofpaintingtechniquestocreatedifferenteffects(e.g.,
stipple,hard‐andsoft‐edged,spatter,fluid).
Experimentwithusinganalogous,monochrome,warm,cool,neutral,
andcomplimentarycolorschemes.
Exploretheuseofopaque,translucentandtransparent
colors/paints.
Createpaintingsthatshowmood.Determinemoodandcolors
beforehand.




Watercolorpaints,
crayonsandpapers
Temperapaintand
cakes
Varietyofpapers
andothersurfaces
Varietyof
paintbrushes
Printmaking:Theprocessoftransferringanimagewithmultiplecopies.

Useandcombinedifferentprintingtechniques.

Constructareliefprintusingcardboard,gluelines,foundobjects,
string,etc.

Createaneditionofmultipleprints;signandnumberproperly.


Foundobjects
Sponges
Inkandpaint
Cuttingmatsand
tools
Brayersandrollers
Glue,string,etc.




Clayandclaytools
Modelingdough
Paperandwood
Wirepipecleaners




Sculpture:Thecreationofformsthatfillspaceorthreedimensions.


Createafreestandingsculptureusingatleast3differentmaterials
andvariousjoiningtechniques.
Combinemultipleconstructiontechniquesinasingleclaypiece(e.g.,
pinch,coil,slab,modeling,carving).
MixedMedia:Theuseofacombinationofmaterialsinartwork.




Combineavarietyofmaterialstocreatemixed‐mediadrawings,
paintingsandcollages.Createapiecethat“makesastatement.”

Usemixedmediatocreateapieceofartrelatedtoculturalthemesor

topicsbeingstudiedinothersubjectareas.

Page 52 Grades K‐8 Magazines
Calendars
Fabric,felt,yarn,
paper
Craftmaterials
Beadsandfeathers
GCSD Cultural Arts Curriculum ProduceandPerform(continued):EighthGrade
Beadwork:Usingbeadsaloneorappliedtoothermaterialstocreate
traditionalartwork
Produceandadvancedbeadworkprojectsuchasslippertops,glove
tops,purse.Continuetocreateandaddtopatterncollection.
 Decorateabottleorothersmallitemusingpeyotestitch.
ClothSewingandHandwork:Usingneedle,thread,cloth,yarnto
producetraditionalclothingorotheritems.
 Useasewingmachineandcutoutandsewabets’eghehoolaane orsnow
shirt.


InviteanEldertoteachsockknittingorcrochetingpillowcoversand
afghans.Makeitemstogiveaway.
FurandSkinSewing:Thepreparationanduseoffurandhidesfor
traditionalpurposes.

Completeandadvancedprojectsuchasgloves,skinboots,orpatchwork
fur/beadedpillow.
Basketry:Theproductionofbasketsandothertraditionalitemsusing
naturalmaterialssuchasbirchbark,willow,sprucerootsandothermaterials.

Usewoodtocreateadioramaofatraditionalsceneincludingitemssuch
aslogcabins,fishwheelsanddogsleds.
Investigatetraditionalhuntingandfishingpracticesandhowmodern
regulationsaremade.Make/usetoolsandequipmentnecessaryfor
subsistenceactivitiesandoutdoorsurvival.
KoyukonLanguage:UnderstandingspokenandwrittenKoyukonwords
andphrases,andcommunicatingwithothersintheKoyukonlanguage.

Learnatleast10newwordsorphrasesrelatedtohuntingandfishing.
InviteanEldertocomeandsharewordsorstoriesinKoyukon.
Storytelling,SongandDance:Learningandperformingtraditional
stories,songsanddance.
 LearnatleasttwonewKoyukonstories(legendsorElder accounts)and
songs.


Telltraditionalstoriesandteachsongstostudentsinayoungergrade.
GCSD Cultural Arts Curriculum Grades K‐8 Beads
Needles,thread
Smallbottles





Sewingmachine
Cloth
Thread
Yarn
Knittingneedles,
crochethooks



Moosehide
Rabbitorbeaver
fur
Needles,thread

usedinavarietyoftraditionalactivities.




Makeabasketorothertraditionalitemusingbirchbarkorothernatural

materials.
OtherCulturalSkills:Creatingtools,culturalitems,ordevelopingskills

Materials

Birchbark
Roots
Grass,etc.




Pre‐madeand
foundwoodpieces
andotheritems
Glue
boards
tools/equipment
usedfor
subsistenceand
outdoorsurvival


Koyukonlanguage
resources
LocalElders

LocalElders,
audioandwritten
Koyukonstories
andsongs
Page 53 ReflectandRespond:EighthGrade
Analyzeandevaluatetheprocessoflearningaboutandparticipatinginartandculture.
StudentswillDESCRIBEARTusingthesedesignelements:
Line
Shape/Form
Color
Value
Texture
Space
Perspective
Distinguishbetweencontourlines,outlinesandsketching.
Differentiatebetweenavarietyofshapesandformsinart.
Identifyprimary,secondary,warm,cool,neutral,analogousand
monochromaticcolorschemes.
Recognizesequentialvaluechangesinasinglecolor.
Differentiatebetweenactualandvisual(implied)texture.
Identifypositiveandnegativespace.
Recognizehowplacement,overlapping,size/scale,
foreground/background,degreeofdetail,andcolorintensitycreate
perspective.
StudentswillANALYZEARTusingthesedesignprinciples:
Pattern
Recognizesymmetryandpatterninincreasinglycomplexworksofart.
Recognizethatrepetitionofelementscreatesthevisualillusionofrhythm
Rhythm/Movement
andmovementinart.
Proportion/Scale Continuetolearnbodyproportions.
Balance
Unity
Emphasis
Identifyexamplesofvisualbalanceandcontrastinart.
Discusswhetheraworkofartseemscompleteandunified(allpartsseem
tofit).
Findandidentifyexamplesoffocalpointinaworkofart.
StudentswillDESCRIBECULTUREusingthesetermsandconcepts:
Heritage
Values/Beliefs
Traditions
Subsistence









Community


Environment
Page 54 

Understandlocalhistoryandfactorsthathavecontributedtothe
developmentoflocalcultureandtheirownidentity.
Recounttheirowngenealogyandfamilyhistory.
Becomefamiliarwithculturalvaluesandhowtheyaffectbehavior.
Understandrelationshipsbetweenbeliefs,worldviewandtheway
knowledgeisformedandused.
Learnaboutlocaltraditionsofthepastandpresent.
Understandhowandwhycultureschangeovertime.
Describeseasonalsubsistenceactivitiesandtheroletheyplayin
developingcultureandidentity.
Identifyhistoricchangesintechnologyandtheconsequencesoftheir
useforimprovingthequalityoflifeinthecommunity.
Understandhowcommonheritageandexperiencescreatecommunity,
andhowcommunityshapesindividuals.
Determinetheplaceoftheirculturalcommunityinregional,state,
national,andinternationalpoliticalandeconomicsystems.
Learnhowsubsistenceactivitiesandculturaltraditionsaffectandare
shapedbythenaturalenvironment.
Becomefamiliarwithlocalplantsandanimals.
Understandconceptsofsustainabilityandrespectforenvironment.
Grades K‐8 GCSD Cultural Arts Curriculum ReflectandRespond(continued):EighthGrade
StudentswillEXPRESSCULTUREintheirownlives:

Identity




Respect





HealthyLiving




Stories
Resourcefulness



Recognizetherolecultureandlanguageplayindeterminingwhothey
areandhowtheyunderstandtheworldaroundthem.
Integrateculturalvaluesandtraditionsintoeverydaybehavior.
Assumeresponsibilityfortheirroleinrelationtothewellbeingofthe
community.
Treatself,classmates,teachers,Eldersandothercommunitymembers
withkindness.
ShowrespecttoEldersinthecommunitybyassistingtheminanyway
possible.
Valueandtreatelementsofthenaturalworldinaresponsiblemanner.
Acquireinsightsfromotherpeopleandcultureswithoutdiminishingthe
integrityoftheirown.
Consistentlyactasagoodrolemodel,showingrespectandproviding
supporttoothers.
Useculturalvaluesasguidanceinmakinghealthychoicesthatcontribute
tophysical,mentalandspiritualwellbeinginselfandothers.
Associatewithfriendswhoarehealthyrolemodelsthatmakeapositive
contributiontoyourgrowthanddevelopmenttowardadulthood.
Engageinrealisticself‐assessmenttoidentifystrengthsandneedsand
makeappropriatedecisionstoenhancelifeskills.
Participateinsubsistenceactivitieswithparents,Eldersandother
membersofthecommunityandlearnthestoriesandlessonsassociated
withthoseactivities.
Becomeactivelyinvolvedinlocalactivitiesandorganizationsthat
contributetothequalityoflifeinthecommunity.
Acquireandpassonthetraditionsofthecommunitythroughoraland
writtenhistory.
Usestorytellingasawayofcommunicatingexperiencesandvalueswith
others.
Usecriticaljudgmentintheselectionofpopularmediaforreading,
viewingandlisteningandmakesurethesearethestoriesyouwantto
guideyouinbecominganadult.
Identifyandutilizeappropriatesourcesofculturalknowledgetofind
solutionstoeverydayproblems.
GCSD Cultural Arts Curriculum Grades K‐8 Page 55 Page 56 AdditionalResources
Grades K‐8 GCSD Cultural Arts Curriculum AlaskaNativeKnowledgeNetwork
GuidelinesforNurturingCulturally‐HealthyYouth
GuidelinesforYouth
Culturally‐healthyyouthtakeanactiveinterestinlearningtheirheritage
andassumeresponsibilityfortheirroleascontributingmembersofthe
familyandcommunityinwhichtheylive.
Youthcannurturetheirownculturalwell‐beingthroughthefollowingactions:
a. Learnallyoucanaboutyourfamily,kinshiprelationsandcommunityhistoryand
culturalheritage.
b. Participateinsubsistenceactivitieswithparents,Eldersandothermembersofthe
communityandlearnthestoriesandlessonsassociatedwiththoseactivities.
c. Becomeactivelyinvolvedinlocalactivitiesandorganizationsthatcontributetothe
qualityoflifeinyourcommunity.
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.
GCSD Cultural Arts Curriculum Grades K‐8 Page 57 AlaskaNativeKnowledgeNetwork
GuidelinesforEducators
Educatorsareresponsibleforprovidingasupportivelearning
environmentthatreinforcestheculturalwell‐beingofthestudentsintheir
care.
Educators(teachers,administrators,aides,counselors,etc.)canhelpnurtureculturally‐
healthyyouththroughthefollowingactions:
a. Learntraditionalchild‐rearingandparentingpracticestolinktheknowledgebase
oftheschooltothatofthecommunity.
b. Recognizethatstudents'developmentalneedsundergosubstantialchangesinearly
adolescencethatcaneffectacademicperformance,soinstructionalstrategieswill
needtobeadaptedaccordingly.
c. Adoptcurricularandinstructionalstrategiesthatconnecttotheculturaland
physicalworldinwhichthestudentsaresituated.
d. Makeeffectiveuseoflocalexpertise,especiallyElders,as
co‐teacherswheneverlocalculturalknowledgeisbeingaddressedinthe
curriculum.
e. Takestepstorecognizeandvalidateallaspectsoftheknowledgestudentsbring
withthemandassistthemintheirongoingquestforpersonalandcultural
affirmation.
f. Developtheobservationandlisteningskillsnecessarytoacquireanin‐depth
understandingoftheknowledgesystemindigenoustothelocalcommunityand
applythatunderstandinginteachingpractice.
g. Visitthestudent'shomesandlearnabouttheparentsaspirationsfortheirchildren
aswellastheirexpectationsforyou.
h. Carefullyreviewallcurriculumresourcematerialstoinsureculturalaccuracyand
appropriatenessandassiststudentsinmakingsimilarcriticaljudgments
themselves.
i. Makeeveryefforttoutilizelocally‐relevantcurriculummaterialswithwhich
studentscanreadilyidentify,includingmaterialspreparedbyAlaskaNative
authors.
j. Serveasarolemodelforstudentsbyutilizingconstructiveformsofdisciplineover
punishmentandprovidingpositivereinforcementovernegativefeedback.
k. ProvidesufficientflexibilityinschedulingElderparticipationsotheyareableto
fullysharewhattheyknowwithminimalinterferencebytheclockandprovide
enoughadvancenoticeforthemtomakethenecessarypreparations.
l. AlignallsubjectmatterwiththeAlaskaStandardsforCulturally‐ResponsiveSchools
anddevelopcurriculummodelsthatarebasedonthelocalculturaland
environmentalexperiencesofthestudents.
m. Recognizetheimportanceofculturalandintellectualpropertyrightsinteaching
practiceandhonorsuchrightsinallaspectsoftheselectionandutilizationof
curriculumresources.
n. Participateincommunityeventsandactivitiestoacquiretheinsightsneededto
developappropriatemotivationanddisciplinepracticesintheschool.
Page 58 Grades K‐8 GCSD Cultural Arts Curriculum AlaskaNativeKnowledgeNetwork
GuidelinesforSchools
Schoolsmustbefullyengagedwiththelifeofthecommunitiestheyserve
soastoprovideconsistencyofexpectationsinallaspectsofstudents’lives.
Schoolsmayhelpnurtureculturally‐healthyyouththroughthefollowingactions:
a. Establishaneasilyaccessiblerepositoryofculturally‐appropriateresource
materialsandareliableprocessforthedailyinvolvementofknowledgeable
expertise,includingrespectedElders,fromthecommunity.
b. Includethevoicesofrepresentativesfromthelocalcultureinthecurriculum
materialsusedintheschool.
c. Providedevelopmentally‐appropriatecurriculathattakeintoaccountthecultural
variabilityofthesocial,emotional,intellectualandspiritualneedsofeachchildand
community,especiallyduringthecriticalperiodofidentityformationthattakes
placeduringtheadolescentyears.
d. Utilizethenaturalenvironmentofthecommunitytomoveeducationalactivities
beyondtheclassroomasawayoffosteringplace‐basededucationanddeepening
thelearningexperiencesofstudents.
e. SupporttheimplementationofanElders‐in‐Residenceprogramineachschooland
classroomandteachrespectforEldersatalltimes.
f. Provideanin‐depthculturalorientationprogramforallnewteachersand
administrators.
g. PromotetheincorporationoftheAlaskaStandardsforCulturally‐Responsive
Schoolsinallaspectsoftheschoolcurriculum,whiledemonstratingtheir
applicabilityinprovidingmultipleavenuestomeetthestateContentStandards.
h. UtilizeEldersandNativeteachersfromthelocalcommunitytoacquirea
comprehensiveunderstandingofallaspectsofthelocal,regionalandstatewide
contextinwhichthestudentslive,particularlyasitrelatestothewell‐beingand
survivalofthelocalculture.
i. Makeuseoflocally‐producedresourcematerials(reports,videos,maps,books,
tribaldocuments,etc.)inallsubjectareasandworkinclosecollaborationwithlocal
agenciestoenrichthecurriculumbeyondthescopeofcommercially‐producedtexts.
GCSD Cultural Arts Curriculum Grades K‐8 Page 59 AthabascanCulturalValues Source:DenakkanaagaEldersConference1985
Self‐sufficiencyandHardWork
CareandProvisionfortheFamily
FamilyRelationsandUnity
LoveforChildren
VillageCooperationandResponsibilitytoVillage
Humor
HonestyandFairness
SharingandCaring
RespectforEldersandOthers
RespectforKnowledge&WisdomfromLifeExperiences
RespectfortheLandandNature
PracticeofNativeTraditions
HonoringAncestors
Spirituality
Page 60 Grades K‐8 GCSD Cultural Arts Curriculum KoyukonElders’ BiographiesandOralHistories Yukon‐KoyukukSchoolDistrictBiographySeries:
HenryBeatusSr.–Hughes
JoeBeetus–Hughes
AltonaBrown–Ruby
RogerDayton–Koyukuk
HenryEkada–Nulato
MosesHenzie–Allakaket
JohnHonea–Ruby
MarthaJoe–Nulato
EdgarKallands–Kaltag
BillyMcCarty,Sr.–Ruby
SimeonMountain–Nulato
JosephineRoberts–Tanana
GoodwinSemaken–Kaltag
EdwinSimon–Huslia
MadelineSolomon–Koyukuk
OtherPersonalNarratives:
Nulato,anIndianLifeontheYukonbyPoldineCarlo.1983.
SpiritoftheWind:TheStoryofGeorgeAttla,Alaska'sLegendarySledDogSprintChampby
LewFreedman,EpicenterPress2001.
YughNoholnigee:TheStoriesChiefHenryToldbyChiefHenry,transcribedandeditedby
ElizaJones,Fairbanks:AlaskaNativeLanguageCenter,1979.
OntheEdgeofNowherebyJimmyHuntingtonwithLawrenceElliott,EpicenterPress.
ShadowsontheKoyukuk:AnAlaskaNative’sLifealongtheRiverbySidneyHuntingtonwith
JimRearden,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.
GCSD Cultural Arts Curriculum Grades K‐8 Page 61 AthabascanLanguageResources KoyukonLanguage
AlaskaNativeLanguageCenter: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:TheOneWhoPaddledAmongthePeopleandAnimalsbyCatherineAttla
andElizaJones,AlaskaNativeLanguageCenter.
SitsiyYughNoholnikTs'in'(AsMyGrandfatherToldIt)byCatherineAttla,ElizaJonesand
MelissaAxelrod,AlaskaNativeLanguageCenter.
SitsiyYughNoholnikTs'in'(AsMyGrandfatherToldIt):ATeacher'sGuidebyNikiMcCurry
andElizaJones,AlaskaNativeLanguageCenter.
TalesfromtheDena:IndianStoriesfromtheTanana,Koyukuk,&YukonRiversbyFrederica
deLaguna,UniversityofWashingtonPress,2002.
OnTen’aFolkLorebyJulesJette,JournaloftheRoyalAnthropologicalInstituteofGreat
BritanandIrelandVol38(298‐367),1908.
OnTen’aFolkLore(PartII)byJulesJette,JournaloftheRoyalAnthropologicalInstituteof
GreatBritanandIrelandVol39(460‐505),1909.
MakePrayerstotheRaven:AKoyukonViewoftheNorthernForest.byRichardK.Nelson,
UniversityofChicagoPress,1983.
Donooghnotok'idaatlno:_Gaadoo_kbySallyPilotwithElizaJones,AlaskaNativeLanguage
Center,1975[availableelectronicallyatAlaska’sDigitalArchives,
http://vilda.alaska.edu/]
Page 62 Grades K‐8 GCSD Cultural Arts Curriculum TheKoyukonCulturalEnrichmentProgram:Anchorage,1973[Available
electronicallyatAlaska’sDigitalArchives,http://vilda.alaska.edu/usesearchterm:
Koyukon]
Consonants(LowerKoyukon)
GameofMemory
Deeltsa‐aadil‐aaK'idogheełtaan
HadohudiGi‐eeyah:Iamlearning
DibaaAsdlaan?andDemaaAslaan?
K'adoants'idnee
Doatsoan'YokoayOak'onaałt'uk
K’adonts’idnee
I.Donoogh‐Notok’idaatłno,II.Gaadook
MyAlphabet:LowerKoyukonAthapaskan
PaulDineegaOkoAntaalkaan
Dot'aan?
Dotson'Nonot'oh(RavenGotFooled)
SaanGaaga,Ghonoyee,Łook’aYił
Dotson'saTaałeebaayLaatłghaan
Sam
(HowtheRavenKilledtheWhale)
Tobaanatsah
KoyukonSongs:
KoyukonAthabaskanDanceSongspreparedbyTupouL.Pulufromstoriesandsongs
providedbyMadelineSolomon,NationalBilingualMaterialsDevelopmentCenter,
RuralEducationAffairs,UniversityofAlaska[availableelectronicallyat:
http://library.alaska.gov/hist/hist_docs/docs/anlm/41699107.pdf]
SoonaaneyhK’eleek:JoyfulSongscompiledbySusanPaskvan,YukonKoyukukSchool
District,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:AlaskaNativeLanguage
Center,1976.
RiddlesoftheTen'aIndianscompiledbyJulesJette,Anthropos8:181‐201,1913.
GCSD Cultural Arts Curriculum Grades K‐8 Page 63 OtherKoyukonLanguageResources:
SpokenKoyukon:teachingunitsforbeginningsecondlanguagebytheKoyukonLanguage
Team,MarjorieAttla,etal.AlaskaNativeEducationBoard,AlaskaBilingual
EducationCenter,1975.[AvailableelectronicallyatAlaska’sDigitalArchives,
http://vilda.alaska.edu/]
KoyukonLocationalsbyDavidandKayHenry,AnthropologicalLinguistics11(4):136‐42,
1969.
KoyukonEthnogeographybyElizaJones,AlaskaHistoricalCommission,1986.
GeneralWorksonAthabascanLanguages
AlaskaNativeLanguages:Past,Present,andFuturebyMichaelE.Krauss,Fairbanks:Alaska
NativeLanguageCenter,ResearchPaperNumber4.1980.
NativePeoplesandLanguagesofAlaska.byMichaelE.Krauss,Fairbanks:AlaskaNative
LanguageCenter,1982.(Full‐colorwallmapwithpopulations,territories,and
languagestatus.)
AlaskaNativeLanguages:ABibliographicalCatalogue.PartOne:IndianLanguagesby
MichaelE.KraussandMaryJaneMcGary,Fairbanks:AlaskaNativeLanguageCenter,
ResearchPaperNumber3,1980.
TeachingYukonNativeLanguages:AGuidebookforNativeLanguageInstructorsYukon
NativeLanguageCentrePublications/YukonCollege.Whitehorse,Yukon.2003.ISBN
1‐55242‐230‐5.ThiscomprehensiveguidetoteachingAthabaskanandTlingit
languageclassesattheelementarylevelincludesatenmonthcurriculumoutline,a
varietyofdetailedteachingactivities,andresourcematerials.
Page 64 Grades K‐8 GCSD Cultural Arts Curriculum OtherBooksofRegionalInterest Children’sBooks
BooksbyKirkpatrick(Pat)Hill:
TheYearofMissAgnesAlladinPaperbacks,2002.
MissAgnesandtheGingerTomCreateSpaceIndependentPublishingPlatform,2011.
DancingattheOdinochkaMargaretK.McElderryBooks,2000.
WinterCampAlladin,2007.
ToughboyandSisterMargaretK.McElderryBooks,2000.
BooksillustratedbyJohnVanZyle:
RavenandRiver
AlaskaSketchbook
IditarodMemories
MardyMurieDid!
Douggie,SledDogHero
ArcticLights,ArcticNights
DisappearingLake
HoneyPawandLightfoot
RiverofLife
BigAlaska
TheEyesofGrayWolf
TheGreatSerumRace
SledDogsRun
GoneAgainPtarmigan
ACaribouJourney
AWoolyMammothJourney
Survivalat40Below
ThreeDogs,TwoMulesandaReindeer
CulturalandHistoricalReferences
AlaskaGeographicPublications:
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–DesignsandInstructionsforMakingYourOwnAthabascanBeadworkby
AnnGoessel,1990.
GCSD Cultural Arts Curriculum Grades K‐8 Page 65 BooksbyGlennR.Gregory:
Alaska,MyAlaska,TraffordPublishing2006.
NeverTooLatetobeaHero,ToddPublications1997.
TheTradingPost,UluBooks1997
MissingLynx,UluBooks1999.
CalloftheWild,MyEscapetoAlaskabyGuyGrieve,HodderandStoughton,2007.
TheHistoryofRuby,Alaska,the“GemoftheYukon”byBetsyHart,NationalBilingual
MaterialsDevelopmentCenter,RuralEducation,UniversityofAlaska,1981.Plantsof
theWesternForest:AlaskatoMinnesotaBorealandAspenParkland(earlieredition:
PlantsoftheWesternBorealForestandAspenParkland)byDerekJohnson,Linda
Kershaw,AndyMacKinnon,andJimPojar,LonePinePublishing,2009.
TwointheFarNorthbyMargaretMuriewithTerryTempestWilliams,AlaskaNorthwest
Books,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:AlaskaHistorical
Commission1982.
TenThousandMileswithaDogSled:ANarrativeofWinterTravelinInteriorAlaskaby
HudsonStuck,CosimoClassic,2007.
Melozi:ATeenager'sSearchforASummerJobLandsHimAnAdventureInTheAlaskaBush
byMichaelTravis,PublicationConsultants,2010.
TheRacetoNomebyKennethUngerman,1993.
AthapaskanAdaptations:HuntersandFishermenoftheSubarcticForestsbyJamesWVan
Stone,AldinePub.Co.1974.
Page 66 Grades K‐8 GCSD Cultural Arts Curriculum FilmsofRegionalInterest AssociationofInteriorNativeEducatorspublications:
http://ainealaska.org/publications.html
TheAlaskaProject“PreservingaCulture”(57minutes)LearnabouttheAthabascanculture
fromNativeEldersattheAlaskaIndigenousPeoples’Academycampsiteonthe
YukonRiver.SevencertifiedNativeteachersoftheAssociationofInteriorNative
Educatorsdiscussideasonhowtousetheinformationintheclassroom.
TenThousandYearsofLearning(25minutes)InAugust1996,sixNativeEldersandeleven
certifiedteachersattendedanEldersAcademyinOldMinto.Sincethen,AINEhas
hostedacampeachsummeratdifferentlocationsinInteriorAlaska.TheElders
havetaughttheteachersmanytraditionalAthabascanskills,suchashowtomakea
Soos(wintercache),cutfish,birchbarkbasket,fishnet,andtheuseoftraditional
tools.Manystoriesweretoldabouttheitemstheyusedandthetraditionalvalues
associatedwitheach.
TheAlaskaProject“RememberingtheElders”(25minutes)JointheAssociationofInterior
NativeEducatorsmembersandselectedEldersattheir6thAnnualEldersAcademy
heldatHowardLuke’sGaalee’yaSpiritCampinAugust2001.TheCampislocated
nearOldChenaVillageonTananaRiver.ThefocusofthisyearEldersAcademywas
onCaribou.
Thisvideohasfoursections: o CaribouTufting(SelinaAlexander)
o CaribouLeggingBoots(PaulinaStickmanandPaulinePeter)
o WillowRootBasketMaking(LinaDemoski)
o WillowFishTrap(HowardLuke)
Otherfilms:
MakePrayerstotheRavenproducedbyMarkBadger,RichardK.NelsonandWayneAttla;
KUAC‐TV,UniversityofAlaska‐Fairbanks,1987.Thisfilmseriesexplorestheways
traditionalspiritualvaluesandbeliefsguidetheday‐to‐daylivesofAlaska’s
AthabascanIndiansontheKoyukukRiver.Eachhalf‐houroccursinasingleseason,
revealingthesurprisingblendofWesternandnon‐Westernbeliefswhichshapeand
controlthatseason’shunting,gatheringandliving.Fiveepisodeswitharunning
timeof28minuteseach.
SpiritoftheWinddirectedbyRalphLiddle,1979.Thefilmisasemi‐autobiographicalstory
basedupontheearlylifeandrisetoprominenceofKoyukukRiverNativedog
musherGeorgeAttla,Jr.(born1933).
GCSD Cultural Arts Curriculum Grades K‐8 Page 67 LandsandRiversoftheKoyukonRegion:KoyukukandNowitnaNationalWildlifeRefugesand
NaturalResourcesoftheKoyukonRegion:KoyukukandNowitnaNationalWildlife
RefugesbyTheUnitedStatesFishandWildlifeService.Thesetwofilmsdocument
thenaturalhistoryoftheKoyukukandNowitnaNationalWildlifeRefuges,research
donebyrefugebiologists,andconnectionsbetweenthelandandlocalresidents.
IceboundbyDanielAnkerandSusanKim,2012.Thegrippingtrue‐lifestoryofthe
legendary1925"SerumRun,"inwhich34menandmorethan150dogs,rushedlife‐
savinganti‐toxinacrossthefrozenarctictosavethechildrenofNome,AKfroma
deadlyoutbreakofdiphtheria.IncludesinterviewswithGalenaElders.
Page 68 Grades K‐8 GCSD Cultural Arts Curriculum OtherCurriculumResources AlaskaNativeKnowledgeNetwork:http://ankn.uaf.edu/
The Alaska Native Knowledge Network (ANKN) is designed to serve as a resource for
compiling and exchanging information related to Alaska Native knowledge systems and
ways of knowing. The site includes a database of downloadable lessons and units
searchablebycontentandculturalstandards,culturalregionandgradelevel.Alsoincludes
AlaskaCulturalStandardsandGuidelines.
Athabascanspecificunitsinclude:http://ankn.uaf.edu/Curriculum/Units/
BeaverinInteriorAlaska
Moose
BirdsaroundtheVillage
MooseinInteriorAlaska
Blackfish
RabbitSnaring
DiggingandPreparingSpruceRoots
Snowshoes
DogSalmon
OtherAthabascanresources:
KoyukonPlant/EthnobotanyDatabasehttp://ankn.uaf.edu/ANL/course/view.php?id=10
AthabascanWinterUnit:Kindergarten
http://ankn.uaf.edu/Curriculum/Athabascan/Fairbanks_School_District/ANEProgram
AthabascansofInteriorAlaska:4thGradeSocialStudiesUnit:AthabascanCulture
http://ankn.uaf.edu/Curriculum/Athabascan/Athabascans/appendix_a.html
AssociationofInteriorNativeEducators:http://ainealaska.org/publications.html
The Association of Interior Native Educators (AINE) is a non‐profit organization
established to provide a voice for Native educators and advocacy for educational issues
affecting Alaska Native people. AINE seeks to share with others, especially those in a
variety of educational settings, Alaska Native cultural knowledge. AINE has published
CulturallyBasedCurriculumUnits,ResourceBooks,&Videos.CurriculumUnitsinclude:
InteriorPlantProject,3‐5GradebyGertieEsmailka.13dayinterdisciplinaryunitonthe
manyusesofplantsandtheirvaluetoAthabascanPeople.
IntroductiontoAthabascanCulture,7‐12Grade,byCarolLeeGho.15daylanguagearts
andsocialstudiesunitontheAthabascanPeople.
TheAthabascanPotlatch,6‐8GradebySharonAttla.10daylanguageartsandsocial
studiesunitontheAthabascantraditionssurroundingthepotlatch.
AthabascanGames,6‐8GradebyCoraMaguire.11dayinterdisciplinaryunitonAlaska
NativeGames.
GCSD Cultural Arts Curriculum Grades K‐8 Page 69 AthabascanTraditionalValues,6‐12GradebyRebeccaGallen.12dayinterdisciplinary
unitonAthabascanfamilyvalues.
FishSkinBoots&Geometry,9‐12GradebyCarolLeeGho.14daymathandsocialstudies
unitonAthabascanculture.
BirchBarkUses,3‐5GradebyEdithNicholas&KathleenMeckel.13day
interdisciplinaryunitontheusesofbirchbarkbyKoyukonAthabascanPeople.
Łookk’einTheirSeasons,6‐8GradebyThelmaSaunders&KathleenMeckel.12day
interdisciplinaryunitonthesubsistenceusesofsalmonbyKoyukonAthabascan
People.
"Kkaakene"CaribouLeggingBoots,K‐12by"Nakukluk"VirginiaNed,FredaBeasley,
GertieEsmailka,PaulinaStickman,PaulinePeter.14dayinterdisciplinaryunit
ontheuseofcaribouleggingstomakeapairofmoccasinsor"Kkaakene",a
KoyukonAthbascanwordforskinboots.
TraditionalSnowshoes,6‐8GradeJoySimon&VelmaSchafer.14dayunitabout
snowshoesandthetraditionalwayofmakingthem.
CaribouHairTufting,K‐12"Nakukluk"VirginiaNed,FredaBeasley,GertieEsmailka,
SelinaAlexander.14dayunitaboutcaribouhairtufting.
Alaskool:
http://www.alaskool.org/
OnlinematerialsaboutAlaskaNativehistory,education,languageandcultures.For
teachers,studentsandanyoneinterestedinAlaska’sfirstpeople.
AlaskaHumanitiesForum,AlaskaHistoryandCulturalStudiesCurriculum:
http://www.akhistorycourse.org/
AlaskaHistoryandCulturalStudiesisthenewonlinecurriculumdesignedtoteachAlaskan
highschoolstudentsabouttheirstate,itsrichhistoryanditspeople.Neverbeforehasso
much information about Alaska been accessible from one website. The curriculum is
designed to meet Alaska’s new Alaska History graduation requirement and related
performance standards. The Alaska Humanities Forum and the state’s leading historians,
anthropologists, geographers and educators developed the course. It is an authoritative
compilationofinformationandthoughtprovokingquestionsaboutthe49thState.
Page 70 Grades K‐8 GCSD Cultural Arts Curriculum NotableAlaskanArtists ByKeslerWoodward,ProfessorofArtEmeritus.UniversityofAlaskaFairbanks.
Personal challenge, physical and spiritual adventures,
encounters with other cultures, the prospect of riches, a
desiretobuilddifferentsocieties‐allofthesearereasons
artistshavelookedtoAlaskaforanewfrontier.
Unlike the rich tradition of Native art in Alaska, which is
thousands of years old, European and American artwork
of Alaska has a precise and much more recent starting
point.Theseearlyworkswereattemptstounderstandand
describe a new and 'exotic' people and place, to fit them
intoamorefamiliarversionoftheworld.
BeginningwiththeRussianvoyageledbyDanishnavigatorVitusBeringin1741,American,English,
French,Spanish,andRussianexplorersmademorethan100voyagestoAlaskaduringthe18thand
19th centuries. Although the making of artistic pictures was not a premier motivation for these
voyages,virtuallyalltheexpeditionsincludeddocumentaryartistsintheirentourages,todocument
the discoveries made by captains and their crews. Prior to the Gold Rush, painters confined
themselves to coastal settlements. Trained professional artists of some reputation produced the
majorityofsurvivingimages,buttheirworkwasunvaryinglyunderstrictrestrictionsagainstany
distortion, embellishment, or interpretation. Today, our awareness that artists were directed to
depict what they saw with complete and accurate 'realism' makes it even more interesting that
interpretiveculturalbiasesarenonethelessevidentintheirwork.Forexample,explorerartoften
emphasized exaggerated details such as Native women with bared breasts, or facial tattooing,
perhapstounderlinetheartists'culturalperceptionoftheir'uncivilized'state.
Widely associated with the years of early Alaskan exploration is the much published art of John
Webber(1751‐1793),theprolificofficialartistforBritishCaptainJamesCook'slandmarkvoyage
of discovery from 1776‐1780. Official artist Gaspard Duche de Vancy (d. 1788) recorded the
French voyage of explorer Jean Francois Galaup de la Perouse, from 1785 to 1788. Louis Choris
(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, insightful
images of Alaska's native people, capturing an
astonishingvarietyofdetailsofthematerialculture,
without the stereotyping that is typical of much
'expeditionart'.
Some of the most fascinating depictions of Eastern
Arctic exploration in the late 19th century were by
Albert J. Operti (1852‐1927), who painted many
canvases chronicling the polar exploration of the
era, and was himself a member of the 1896 and
1897expeditionsofRobertE.Peary.ThelastgreatexploringventuretoAlaskawastheHarriman
expeditionof1899,whichtraveledupthecoastofAlaskaasfarasPloverBayinSiberia.Sponsored
GCSD Cultural Arts Curriculum Grades K‐8 Page 71 by the railroad and mining magnate and sportsman Edward Harriman, the elaborately outfitted
expeditionincludedsuchwell‐knownscientists andnaturalists asJohn Burroughs andJohnMuir.
Artists Frederick S. Dellenbaugh (1853‐1935) and Robert Swain Gifford (1840‐1905) were
retained to record landscapes; Louis Agassiz Fuertes (1874‐1927) was employed to paint birds;
andEdwardS.Curtis(1868‐1952),thenalittleknownphotographer,tophotographthescenery
andcrew.
In the first century of outside contact, the unfamiliar Native culture attracted the attention of
explorer‐artists,andthedramaticlandscapeofAlaskaservedasamerebackdropfordocumentary,
ethnographicportrayal.Bymid19thcentury,however,the'heroic'periodofArcticexplorationby
Europeanswasending,andexploration,aswellasexploitation,ofAlaskawasincreasinglytakenup
by Americans. More artists began to focus on the equally astounding landscape. This shift in
emphasisisalsoreflectiveofthechangingstylisticpreoccupationsofartistsinAmericaandabroad.
The mid 19th century saw the flowering of the American landscape painting tradition, and
energetic,ambitiousartistsvisitingtheTerritorywerewellawareofsuchdevelopments,andeager
toadaptthenewstylesinpaintingtotheAlaskanlandscape.Asthe19thcenturyended,theNative
Alaskantraditionalculturewasundersiege,duetoeventssuchastheGoldRush,andnon‐Native
artists, ‐European, Canadian, or American, often attempted to recapture by selective vision and
representation, a lost exoticism, mystery, and 'otherness'. Artists gradually turned away from the
portrayalofNativepeople,however,totacklethemorestraightforwardbutstillchallengingsubject
ofthelandscapeitself.
Upuntilapproximately1850,duetothedifficultyanddangeroftravelwithintheregion,theonly
artists with practical access to Alaska were those attached to official exploring expeditions and a
fewcommercialoperations.TheperiodimmediatelyfollowingthepurchaseofAlaskafromRussia
in 1867 saw a gradual rise in boat traffic to the relatively milder climate of the Territory's South
East portions. Regular service from United States ports to Sitka began immediately following the
purchase,includingsailingsoutofPortlandand SanFrancisco.JohnMuir'swritingsofhisvisitto
the Territory brought wide public attention. The onset of the Klondike Gold Rush spurred a
meteoric rise in visitors. Among the thousands of fortune hunters and adventurous tourists were
someofthebest‐knownlandscapepaintersoftheday.
One of the first Americans to visit Alaska,
ClevelandartistHenryWoodElliott(1846‐1930)
created many works depicting the area, and is
particularlynotedasasaviorofthefurseal.Elliott
visited Alaska in 1866 in connection with an
ultimately unsuccessful attempt to lay a Russian‐
American telegraph line across the Bering Strait.
Later he was the official artist for the United
States Geological Survey of 1869‐71. Among the
many professional artists who journeyed to
Alaska after the purchase of the Territory were
Vincent Colyer, Frederick Whymper, Joseph
Henry Sharp, William Keith, James Everett Stuart, Lockwood De Forest, and Eliza Rosanna
Barchus,andTheodoreRichardson.Keith'spaintingsofAlaskawereexhibiteduponhisreturnto
San Francisco in a show at the Bohemian Club, titled 'Dreams of Alaska'. Keith's works are
significant because they are not close transcriptions of actual scenery, but rather are fantasies
inspired by Alaska. They are important as they represent a major break from the documentary
Page 72 Grades K‐8 GCSD Cultural Arts Curriculum traditioninlandscapepaintingofAlaska,astheyshowaninterestincapturingitsspiritversusjust
the topography. One of the most spectacular Alaskan landscapes of the 19th century is that by
Thomas Hill, (1829‐1908) who was commissioned by John Muir in 1887 to paint 'Muir Glacier'.
ProbablythebestknownpaintingofthattimeisthatbyAlbertBierstadt(1830‐1902),'Wreckof
the Ancon, Loring Bay, Alaska', a stunning piece, quite atypical of the artist's work, depicting an
abandonedvessellyingisolatedandmotionlessinamistyfog.Particularlyprolificinhispaintings
ofAlaskansceneswasJamesEverettStuart.HenryCulmer(1854‐1914)isregardedasthefirst
professional painter to penetrate the interior of the region, which he did while commissioned by
the Alaska Steamship Company. From Cordova he traveled by rail to the Kennicott and Bonanza
Mines,richincopper,andalsopaintedglaciersoftheregion.
Early in the 20th century, a new kind of motivation developed for visiting Alaska. The northern
wilderness became not just a source of scenery, but a haven for the troubled spirit, and a purer
sourceofinspiration,aswasexperiencedbyRockwellKent(1882‐1971)in1919whenheandhis
sonspentalmostayearonaremoteisland.WalterB.Styles(inAlaskaduringthe1880s)wasone
oftheearliestartiststospendaprolongedtimeintheTerritory,andwhilethereherecordedlife
among the Tlingit Indians. Four artists who made their homes in Alaska for long periods are
particular 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‐
time Alaskans, and have influenced in varying degrees the way they see their own land. Alaska's
mostbelovedandrenownedresidentartistandhistoricalpainter,SydneyMortimerLaurenceis
bestknownforhistrademarkpaintingsofMountMcKinley.He,perhapsmorethananyotherartist,
helped create an image of Alaska as 'the last frontier'. Ziegler was a missionary and painter in
Cordova, and his works covered a variety of subjects, from portraits, to Indian villages, to
landscapes, as did the works of Dahlager, who also painted in the Cordova region. Ziegler is
particularly significant for having depicted Natives neither as exotic, noble primitives, nor as
downtrodden examples of a culture under siege. Belmore Browne (1880‐1954), an artist often
associatedwithMountMcKinley,wasalsoamountaineerandwriter,andintheearly1900screated
numerousdepictionsofthegreatmountainaswellasAlaska'sanimalsandlandscapes.
Augustus Dunbier (1888‐1977) was one of the first artists from the Midwest andlikely the first
fromNebraskatopaintinAlaskaintheearly20thCentury.Hespentthesummersof1926and1927
basedinSitka.Fromthefirsttrip,hereturnedwithtwenty‐twocanvases,whichheexhibitedatthe
SeattleArtAssociationandtheSanFranciscoArtAssociationbeforereturningtoOmaha.
Thefull,long,andrichhistoryofNativeAlaskanartisaseparatesubjectfromthemoreEuropean
traditions that are the focus of the AskART database. The influence of Western contact upon the
evolutionofNativeartis,however,tobenoted.Representationaldrawings
onivoryandbonehavealonghistoryamongnativeAlaskancultures.These
traditionswerereadilyadaptedtoivoryscrimshawduringtheYukonGold
Rush and the heyday of the whaling industry of the late 19th Century.
Beginning in the 1920s and 1930s, several Inupiat and Yup'ik Eskimo self
taught artists began drawing on paper and on tanned skins and hides.
George Ahgupuk, Robert Mayokok, James Kivetoruk Moses, and
Florence Nupok Malewotkuk are widely regarded as the first artists to
employ these new media. These artists recorded in pen and ink and/or
watercolor drawings traditional lifeways that were quickly changing as
natives became increasingly acculturated. European visitors and settlers
brought with them materials and techniques that were new to Native
GCSD Cultural Arts Curriculum Grades K‐8 Page 73 artists,resultinginintriguingtransferofsubjectmatterfromonemediumtoanother,forexample
changesfromcarvingandengravingonivory,topaper.Asdrawingmaterialsbecamemorewidely
available,anumberofEskimoartistsmadedrawingsonpaperabouttheirwayoflife,andthelifeof
newcomerstotheirterritory.GeorgeAhgupuk(b.1911)alongwithhisbrotherJamesKivetoruk
Moses (1900‐1982), was a leader in the establishment of graphic arts on paper among Native
Alaskanartistsmorethanacenturyago.Saidtohavebeen'discovered'byRockwellKentin1937,
Ahgupuk, like a number of his compatriots, had taught himself to draw while hospitalized for
tuberculosis. Perhaps because carving and engraving, and the drawing ability they required, was
longconsideredtheparticulardomainofmaleNatives,onewoman,FlorenceMalewotuk(1906‐
1971), is especially notable for her exceptional drawings on paper, as well as on seal and walrus
skin.NativeartistGuyKakarook(b.late1800s)especiallyknownforhisdrawingsinwatercolor,
ink,andcrayononpaper.
Inthe20thcentury,andnowthe21st,Nativeartistscontinuetodrawupontheirtraditionalimages
andmaterials,whileadoptingnewmaterialsandtechniques.Theircontributiontothedevelopment
ofdrawing,painting,andsculptureinAlaskahasbeensubstantial,andNativeartistsareamongthe
mostprominentartistsworkingintheregiontoday.AlvinAmason(1948‐),ofAlutiiqancestry,is
regarded as one of the current best painters of the state, capturing Alaska's wildlife with humor,
affection, and respect. Ronald Senungetuk (1933‐), an Inupiat Eskimo, has perhaps the most
extensivenationalandinternationalexhibitionrecordofanyAlaskanartist.
Today a number of professional artists painting in Alaska are using their talents to bring world
attentiontoissuesofprofoundinteresttothestate,asartistsaredoinginmanypartsoftheglobe.
Forexample,TheArtistsforNatureFoundation,aNetherlandsbasedgroupofover100artistsfrom
theUnitedStatesandmorethantwentyothercountries,hasselectedAlaska'sCopperRiverregion
oneoftheirfocussites.Theseartistsarededicatedtopromoting,throughtheiruniqueperspective,
the conservation of natural and historical landscapes around the world, using the universal
languageofarttoachievethesegoalsinapositiveway.SomecontemporaryAmericanartistswho
livein,orhavetraveledto,AlaskatoparticipateinthisworkareTonyAngell,PatMcGuire,Susan
Ogle, Andrea Rich, David Rosenthal, and Todd Sherman. Alaska is an inspiringly beautiful and
richlandthattheyseektoprotectandpreserve,aregionthatcontinuestoinspiregenerationsof
artists.
Page 74 Grades K‐8 GCSD Cultural Arts Curriculum ABriefHistoryofArtinAmericanAlaska from:Alaska’sHistoryandCulturalStudies,AlaskaHumanitiesForum
Alaskanartfallsintoseveralcategories
DuringtheAmerican,period,artistsdepictedAlaskainseveralways.Oneformofartwas
documentaryart.ThisworkdocumentedAlaska'speopleandplacesandincludedthework
ofearlyphotographers.Anotherformofartwasmarketart.Nativeswovebasketsand
carvedivory,wood,andstonetosell.Non‐Nativesalsocarvedivory,wood,andstone.In
general,marketarthadanAlaskantheme.Athirdformofartwaslandscapeart.Thisform
ofartwaspopularinthelate1800sandearly1900s.Itincludedoilpaintingsand
watercolors.LittlemodernartwasdoneinAlaskauntilafterWorldWarIIwhencolleges
establishedartdepartmentsandstate‐fundedprogramstoencourageartistsbegan.
Travelersrecordtheirobservations
Notlongafter1867,photographersbegantovisitAlaskaandrecordwhattheysaw.Many
ofthemworkedforvariousgovernmentagencies.By1880,professionalphotographers
weretravelingtoAlaskaforcommercialreasons.TheycouldselltheirAlaskaphotographs
totradingcompanies.Or,theycouldpublishcollectionsoftheirAlaskaphotographs.
ConsideredthefirsttotakephotographsofAmericanAlaska,SanFranciscolandscape
photographerEadweardMuybridgetraveledtoAlaskainthesummerof1868.Muybridge
accompaniedMajor‐GeneralHenryW.Halleck,thenincommandoftheMilitaryDivisionof
thePacific.HisassignmentwastophotographAlaska'smilitarypostsandharbors.For
Muybridge,justmovinghisequipmentwasachallenge.Hiscamerawasbulky.Imageswere
recordedonglassplatesinsteadofplasticnegatives.Despitethedifficulties,anumberof
otherprofessionalphotographersfollowedMuybridge.AmongthemwereEdwarddeGroff
andReubenAlbertstonewhotookphotographsatSitkaandelsewhereinSoutheastern
Alaskaduringthe1880s.Althoughtheyengagedinphotographyonapart‐timebasis,they
wereprofessionalphotographers.
In1893,LloydV.WinterandEdwinPercyPondestablishedtheirphotographystudioat
Juneau.ForoverahalfacenturythetwomenrecordedeventsinJuneauandthenorthern
portionofSoutheastAlaska.Amongthesubjectstheywitnessedandphotographedwere
theKlondikegoldrush,thegrowthofthesalmonandminingindustriesinthearea,and,
after1906,activitiesinAlaska'scapitalcity.ThepartnersalsophotographedtheTlingit
peopleandnon‐NativeresidentsofJuneauatworkandplay.
TheKlondikegoldrushluredanumberofphotographerstothenorth.Somestayed;some
justpassedthrough.AftertakingphotographsalongtheChilkootTrail,E.A.Heggopened
studiosinCordovaandAnchorage.DuringconstructionoftheAlaskaRailroad,hewasthe
officialphotographer.Forthisproject,hetookover1,500photographs.
GCSD Cultural Arts Curriculum Grades K‐8 Page 75 AlaskaNativesfindmarketsfortheirwork
ManyoftheearlyvisitorstoAlaskawerefascinatedwiththebaskets,blankets,andivory
carvingsoftheNativepeople.Theywereinterestedinpurchasingsuchitems.TheNative
peoplebegantoweaveandcarvepiecesforsale.TheTlingitsmarketedbaskets,moccasins,
smalltotempieces,Chilkatandbuttonblankets.TheEskimoscarvedivory,jade,andbone.
Later,theysewedskins,andstilllaterEskimowomenmadedolls.TheAleutswove
intricatebaskets.TheAthabaskansdecoratedgloveswithelaboratebeadwork.
AlaskaNativeartbecamemorepopularasmorepeoplevisitedAlaskaduringthe1920s
and1930s.ToassisttheNativepeoplewithmarketing,theU.S.BureauofIndianAffairs
createdtheAlaskaNativeArtsandCraftscooperative.Thecooperativeopenedstoresin
Seattle,Juneau,andAnchorage.Thisachievedwiderdistributionoftheartpiecesand
increasedsales.TheinterestinAlaskaNativeartcontinuedintothe1980s.
ArtistspainttheAlaskanlandscape
Mostartistsofthelatenineteenthandearlytwentiethcenturieswereschooledinpainting
landscapes.Suchartdepictedpeopleandplacesrealisticallyandgrandly.SydneyLaurence,
TedLambert,RustyHurlein,andEustacePaulZieglerareamongthebetterknownartists
whopaintedAlaskanlandscapes.
Anartistbytraining,SydneyM.LaurencearrivedatJuneauin1903andfoundworkasa
photographer.Hewas38yearsold.ThenextyearheleftJuneauforValdezwherehe
prospectedforgoldduringthesummersandworkedatoddjobsduringthewinters.In
1912,heproducedhisfirstAlaskanpainting,"Seldovia,Alaska."Laurencecontinuedto
workasaphotographeratValdezandAnchorageandtopaintuntil1925.Thenhebeganto
spendthewintersinLosAngeles,paintingAlaskansubjectssketchedtheprevioussummer,
andinthe1930shelivedandpaintedinSeattle.Hispaintingsrealisticallyexpressedthe
awesomenessofnature.ManywerepanoramiclandscapeswithAlaskansubjectssuchas
trappers.LaurenceparticularlyenjoyedpaintingviewsofMountMcKinley.
InJanuary1909,a28‐yearoldartist,EustacePaulZieglerwhohadbeenrecruitedbyPeter
TrimbleRowe,EpiscopalBishopofAlaska,arrivedatCordova.Therehewastomanagethe
RedDragon,aclubforrailroadworkers,andtoserveasamissionary.Inhissparetime,
ZieglerpaintedmuralsonthewallsofthemissionandtherotundaoftheLathropCompany
theaterintown.TheAlaskaSteamshipCompanyandsummertouristspurchasedsomeof
hispaintings.Hispopularitygrew.PeoplefelthedepictedearlyAlaskawell.Ziegler'sfirst
showwasheldinthediningroomoftheKennecottMines.LaterZieglerworkedforthe
AlaskaSteamshipCompany.Today,manyofhispaintingsareinmuseums.
ThefederalgovernmentsendsagroupofartiststoAlaska
In1937,agroupof12menandtwowomen(oneofwhomwasanartist)arrivedat
Ketchikan.TheywereemployedbytheWorksProgressAdministration,adepressionera
agencycreatedbythefederalgovernment.Theydividedintogroupsandspentthesummer
Page 76 Grades K‐8 GCSD Cultural Arts Curriculum travelingaroundAlaskadrawingandpainting.TheytraveledalongtheRichardson
HighwayandtheAlaskaRailroad.Theirwork,exceptforseveralmurals,wassentto
Washington,D.C.OnesurvivingmuralisintheoldfederalbuildingatAnchorage.
ThemilitarybringsartistsandphotographerstoAlaskaduringthe1940s
ThemilitaryforcesstationedinAlaskaduringWorldWarIIincludedartists,
photographers,andfilmmakers.JoeHonesandHenryVarnumPoorweretwo.Although
theiremphasiswasondocumentationandnotnecessarilyonart,muchartwasproduced.
LieutenantWilliamF.Draperwasoneoffivecombatartiststhenavyassignedtocover
WorldWarII.DraperarrivedatKodiakin1942.Duringhiseight‐monthstayhealsowent
toUmnakandDutchHarbor.HewasatDutchHarboraboutamonthandproducednine
paintingsofmilitaryfacilities.
Artistsfindanencouragingenvironmentinpost‐WorldWarIIAlaska
FollowingWorldWarII,Alaska'spopulationboomed.Artistsfoundnewmarketsfortheir
workwiththeincreasedpopulation.InadditiontotheUniversityofAlaska,community
collegesopenedaroundAlaska.Theschoolscreatedartdepartmentsandhiredartistsand
photographerstoteach.
In1967,theAlaskalegislaturecreatedtheAlaskaStateCouncilontheArtstopromote
developmentoftheartsinthestate.Theprogram'sgoalsincludedmakinggrantstoartists
andartgroupsaroundAlaska.Withanannualbudgetofalmostsixmilliondollarsforthe
arts,Alaskarankedfirstinthecountryintermsofpercapitastatesupportforthearts.
Eightyearslater,in1975,thelegislatureestablishedthePercentforArtProgram.Thislaw
requiredthatapercentageoftheconstructioncostofstatebuildingsbespentto
commissionorpurchaseartworksforthebuildings.Between1975and1984,overone
milliondollarswasspentonalmost100worksofartforpublicbuildingsaroundthestate.
GCSD Cultural Arts Curriculum Grades K‐8 Page 77 GlossaryofArtTerms A
Abstract‐Astyleofartthatisnotrealistic.Unusuallines,colors,andshapesmakethesubjectlook
unrealistic.Itisoftencharacterizedbytheuseofgeometriclinesandshapesandbold,brightcolors.
Aesthetic‐Ideasaboutwhatmakesaworkofartbeautifulorsatisfying.
Additive‐themeansofbuildingupasurfacebyadding,combiningorbuildingupmaterials.
Analogouscolors‐Colorsthatappearnexttoeachotheronthecolorwheel.Analagouscolorshave
onehueincommon.Forexample,blue,blue‐green,andblue‐violetallcontainblue.Alsocalled
relatedcolors.
Animation‐Creatingamotionpicturethatconsistsofaseriesofdrawings,eachofwhichshowsa
slightchangefromthedrawingbeforeit.Whenthedrawingsarephotographedandprojectedin
rapidsuccession,thefiguresseemtomove.
Animator‐Apersonwhocreatesanimation.
Arch‐Acurvedshapeinabuilding.Anarchcanframeadoorwayandwindoworitcansupporta
wallorceiling.
Architect‐Apersonwhodesignsbuildingsandsupervisesconstructionofthebuilding.
Architecture‐Theartandscienceofdesigningbuildingsandotherstructures.
Artcriticism‐Theprocessoflookingat,thinkingabout,andjudginganartwork.
Arthistory‐Thestudyofartcreatedindifferenttimesandcultures.
Artmedia‐Thematerialsusedbyartists.
Assemblage‐A3‐dimensionalworkofartmadebyjoiningmaterialsandobjectstogether.
Asymmetricalbalance‐Atypeofbalanceinwhichthetwosidesofanartworkarenotexactly
alike,butarestillvisuallybalanced.
B
Background‐Thepartofanartworkthatseemsthefarthestaway.
Balance‐Thearrangementoftheelements,inaworkofart,tocreateasenseofequilibrium.
Balanceisaprincipleofart.
Bird’s‐eyeview‐Apointofviewlookingdownfromabove.
Bisque‐Claythathasbeenfiredonceandisunglazed.
Blend‐Tomixorrubcolorstogether.
Block‐Inprintmaking,apieceofflatmaterial,suchaswood,clay,ormetal,intowhichadesignhas
beencarved.Itisalsoknownasaplate.Theblockisusedtoprintthedesign.
Border‐Aframe‐likeedgearoundashapeorimage.
Brayer‐Inprinting,arubberrollerusedtospreadinkoverasurface.
Brushstroke‐Aline,shape,mark,ortexturemadewithpaintbrush.
C
Canvas‐Astrong,closely,wovenfabric,whichisoftenusedasasurfaceforpainting.
Career‐Aperson’sjoborprofession.
Cartoon‐Anartworkthatshowspeopleorthingsinwaysthatarefunny.Cartoonsoftenhave
wordsthatgowiththem.
Carve‐Tocutawaypartsfromablockofwood,stone,orotherhardmaterials.
Page 78 Grades K‐8 GCSD Cultural Arts Curriculum 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.Complementarycolorsare
oppositeoneanotheronthecolorwheel.
Compose‐Todesignorcreatesomethingbyarrangingdifferentpartsintoawhole.
Composition‐.Anarrangementoftheelementsofartusingtheprinciplesofarttoexpressthe
artist’sidea.
Construct‐Tomakesomethingbyjoiningtogethermaterials.
Contrast‐Theeffectofshowingthedifferencebetweentwounlikethings,suchasadarkcolorand
alightcolor.
Contour‐Theoutlineofashape.
Contrastingcolors‐Colorsplacedoppositeoneanotheronthecolorwheel.Alsocalled
complementarycolors.Forexample,orangeandbluearecontrastingcolors.
Coolcolors‐Thefamilyofcolorsthatincludesgreens,blues,andviolets.Coolcolorsbringtomind
coolthings,places,andfeelings.
Craftsmanship‐Skill,knowledgeandneatnessresultinginexpertworkmanship.
Crayonetching‐Apicturemadebyrubbingwaxcrayonontopaperandthenscratchingadesign
intothewax.
Creative‐Havingaskillortalentformakingthingsinanewofdifferentway;showingoriginality
andimagination.
Creditline‐Theinformationthatisgivenwithapictureofanartwork.Acreditlineusuallytellsthe
artist,title,date,medium,size,andlocationofanartwork.
Critique‐Theprocessofusingdescription,analysis,interpretation,andjudgementtoevaluatea
workofart.
Cross‐hatching‐Amethodofshowingvaluebyusingparallellinesatdifferentanglesthatget
darkerastheyaredrawnclosertogether.
Culturalstyle‐Astyleofartthatshowssomethingaboutthecultureinwhichtheartistlivesor
lived.
Culture‐Thecustoms,beliefs,arts,andwayoflifeofagroupofpeople.
D
Depth‐Theapparentdistancefromfronttoback.
Design‐Aplanforthearrangementoftheartelements(lines,spaces,colors,shapes,formsand
texturesinanartwork.Also,theactofarrangingthepartsofanartwork.
Detail‐Asmallpartofanartwork.
Diagonal‐Aslantededgeorline.
Distance‐Thesenseofdepthorspacebetweenobjectsinanartwork.
GCSD Cultural Arts Curriculum Grades K‐8 Page 79 Drawing‐Anartworkconsistingoflinesandshapes/formssketchedonpaperwithmaterialssuch
aspencils,pens,chalk,pastels.
E
Easel‐Astandusedtoholdapaintingwhileanartistworksonit.
Edge‐Theoutsidelineofashapeorform.
Elementsofart‐Thebasicpartsofanartwork.Line,color,value,shape,form,texture,andspace
areelementsofart.
Emphasis‐Itistheimportancegiventocertainobjectorareasinanartwork.Color,texture,shape,
andsizecanbeusedtocreateemphasis.Emphasisisaprincipleofdesign.
Enlargement‐Creatingadesignthatislargerthantheoriginal.
Exaggeration‐Showingsomethinginawaythatmakesitseemlargerormoreimportantthanitis.
Expression‐Aspeciallookthatcommunicatesstrongfeeling.Asmileisanexpressionofhappiness.
Expressionists‐Agroupofartistswhousesimpledesignsandbrilliantcolorstoexpressfeelings.
ArtistsbeganusingthisstyleinGermanyintheearly1900’s.ItgainedinterestintheUnitedStates
inthe1940’sand1950’s.
Exterior‐Theouterpartofabuildingorotherform.
F
Fabric‐Clothmadebyknittingorweavingthreadstogether.
Fantasy‐Somethingthatreflectstheimaginary.
FiberArtist‐Anartistwhocreatesartworksbysewing,weaving,knitting,orstitchingfibers
together.
Fibers‐Thethreadsthatmadeupyarn,string,fabric,andothersuchmaterials.
Firing‐Heatingclaytotherequiredtemperaturetoharden.
FocalPoint–Theareainaworkofartthatanartistemphasizes.
Folkart‐Artmadebypeoplewhohavenotbeenformallytrainedinart.Folkartusuallyreflectsthe
artist’scultureortradition.
FolkArtist‐Artistswhohavenotbeenformallytrainedinart.
Foreground‐Thepartofanartworkthatseemstheclosesttoyou.
Foreshortening‐Shorteninglinesorobjectsinanartworktocreateanimpressionofdepthand
distance.
Form‐Athree‐dimensionalobject,suchasacubeoraball.Formisanelementofart.Formmaybe
depictedona2‐Dsurface.
Foundobject‐Somethingthatanartistfindsandusesinanartworksuchasascrapofmetalora
pieceofwood,etc.
Functional‐Designedwithausefulpurposeinmind.
G
Galleries‐Placeswhereartworkcanbeseenandbought.
Glaze‐Athin,transparent,glassycoatingonceramics.(Notgenerallyusedinelementarygradesin
Cy‐Fair)
Geometric‐Aworddescribingshapesandformssuchassquares,circles,cubes,andspheres.
GestureDrawing‐Quickscribblestoshowmovementsofthebodythatquicklyrecordsanentire
image.
Page 80 Grades K‐8 GCSD Cultural Arts Curriculum Greenware‐Unfiredclay.
H
Harmony‐Aprincipleofartthatcombineselementsofartinacompositiontostresssimilaritiesof
separatebutrelatedparts.
Highlights–Areasofdirectlightonanobject.
Horizonline‐Inanartwork,thelinewherethegroundandskyappeartomeet.
Horizontal‐Movingstraightacrossfromsidetosideratherthanup‐and‐down.Forexample,the
topedgeofapieceofpaperishorizontal.
Hue‐Anotherwordforcolor.
I
Illusion‐Animagethattrickstheeyeorseemstobesomethingitisnot.
Illustration‐Apictureusedtohelpexplainsomethingortellastory.Anillustratorcreatespictures
forbooks,magazines,orotherprintedworks.
Imagination‐Tohavethepowertovisualizeandbuildmentalimages;dreamaboutthingsthat
haveneverhappened;feelintuitively;andtoreachbeyondsensualorrealboundaries.
Implied‐Suggested,butnotactuallyshown,asinanimpliedline.
Impressionists‐Agroupofartistsinthelate19thandearly20thcenturieswhopaidspecial
attentiontolightanditseffectonsubjectsintheirpaintings.
Intensity‐Thebrightnessordullnessofacolor.
Interior‐Theinsideofabuildingoranotherhollowform,suchasabox.
InteriorDesign‐Istheartofplanningandcreatingindoorspacessuchasrooms.
IntermediateColors‐Colorsthatareamixtureofaprimaryandasecondarycolor.Blue‐green,
red‐orange,andred‐violetareexamplesofintermediatecolors.
J
Judgement‐Fourthstepinanartcriticismprocessinwhichyouformulateyourownopinionon
thesuccessorfailureoftheartwork.
K
Kiln‐Thefurnaceinwhichclayisfiredtohardenit.
L
Landscape‐Adrawingorpaintingthatshowsoutdoorscenerysuchastrees,lakes,mountains,and
fields.
Leatherhard‐Claythatispartiallydry,nolongerplastic.Inastatereadyforturning,burnishing,or
buildingwallswithslabs.
Line‐Amarkonasurface.Linescanbecreatedbyapen,pencil,brush,sticketc.,onavarietyof
surfaces.Lineisanelementofart.
Loom‐Aframeormachineusedtoholdyarnorotherfibersforweaving.
M
Mask‐Anartworkmadetobeplacedoveraperson’sfacefordecorationordisguise.
Mat‐Paperorcardboardcuttoformaframearoundanartwork.
Media‐Materialsusedtocreateanartwork,suchasclayorpaint.Thesingularofmediaismedium.
GCSD Cultural Arts Curriculum Grades K‐8 Page 81 Middleground‐Inanartwork,thepartbetweentheforegroundandthebackground.
Mixedmedia‐Artworksthatarecreatedfrommorethanonemedium.
Mobile‐Atypeofsculptureinwhichobjectsaresuspendedandbalancedsothattheyaremovedby
currentsofair.
Model‐Someoneorsomethinganartistusesasanexamplewhencreatinganartwork.Alsoasmall
copyofsomething.
Monochrome‐Acolorschemeusingonlytintsandshadesofasinglecolor.
Monoprint‐Aprintmadefromaplatethatcanbeusedonlyonce.
Montage‐Combiningpartsofseveralphotographsordrawingstoproduceanewsingleimage.
Mood‐Thefeelingcreatedinaworkorart.
Mosaic‐Anartworkmadefromsmallpiecesofcoloredglass,stone,paper,orothermaterials.
Motif‐Anelementthatisrepeatedoftenenoughtobeanimportantfeatureofadesign.
Motion‐Asenseofmovementoractioninanartwork.
Mount‐Adhereanartworktoanotherlargerpaperorcardboardtoformaborder.
Movement‐Thesenseofmotionoractioncreatedinanartwork.Also,atrendinanartiscalleda
movement.
Mural‐Alargeartwork,usuallyapainting,thatiscreatedorplacedonawallorceiling,oftenina
publicplace.Amuralistcreatesmurals.
Museum‐Aplacewhereworksofartarecaredforanddisplayed.
N
Negativespace‐Theemptyspacearoundandbetweenformsorshapesinanartwork.
Neutrals‐Awordusedforblack,white,andtintsandshadesofgray.(Someartistsusetintsand
shadesofbrownasneutrals.)
Non‐Functional‐Anartworkorotherobjectthatservesnousefulpurposebutisappreciatedforits
beautyalone.
Non‐objective‐Astyleofartthatdoesnotrepresentrealobjects.
O
One‐pointperspective‐Thegraphicsysteminwhichalldiagonallinesconvergetoasingularpoint
onthehorizonline.
Opaque‐Notlettinglightthrough;theoppositeoftransparent.Opaquepaintsobscurethepaperor
paintunderneath.
Organic‐Aworddescribingshapesandformssimilartothoseinnatureandtheoppositeof
geometric.
Outline‐Thelinethatformstheedgeofanyshapeorform.Alsocalledthecontour.
Overlap‐Topartlyorcompletelycoveroneshapeorformwithanother.
Painting‐Anartworkcreatedbyusingabrushorothertooltoapplytempera,watercolor,oil,
acrylic,etc.toasurface.
P
Palette‐Aflatsurface(palette,boards,etc.)onwhichanartistholdsandmixescolors.
Papier‐mâché‐Aprocessofcreatingformsbycoveringanarmatureorotherbasewithstripsof
paperthathavebeensoakedinwaterypaste,andthenmoldingthestrips.Theformhardensasit
dries.
Page 82 Grades K‐8 GCSD Cultural Arts Curriculum Pastel‐Acrayonmadeofeitherchalkoroil.
Pattern‐Repeatedcolors,lines,shapes,ortexturesinanartwork.Patternisaprincipalofdesign.
Also,aplanormodeltobefollowedwhenmakingsomething.
Perspective‐Awayofmakingaflatartworklookasifithasdepth.Inapainting,anartistcreates
perspectivebymakingfar‐awayobjectssmallerandnearbyobjectslarger.
Photogram‐Aphotographmadebyplacingobjectsdirectlyonlightsensitivematerialand
exposingitdirectlytolight.
Pictographs‐Ancientdrawings,oftenfoundoncavewalls,thattellstoriesorrecordaculture’s
beliefsandpractices.
Pinchmethod‐Awayofshapingaballofclayintopotterybypinching,pulling,andpressingitwith
thehands.
Plate‐Inprintmaking,apieceofflatmaterial,suchaswoodormetal,withadesignonthesurface.
Theplateisusedtoprintthedesign.
Portrait‐Aworkofartcreatedtoshowaperson,animal,orgroupofpeople,usuallyfocusingon
theface.
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.
R
Radialbalance‐Atypeofbalanceinwhichlinesorshapesspreadoutfromacenterpoint.
Realism‐Artstylewhichrenderslifeinalife‐likeway.
Realistic‐Showingsomething,suchasapersonorscene,asitmightreallylook.
Reliefprint‐Aprintmadebycoveringaprintingblockwithinkorpaintandpressingpaperonto
theblock.Theareasorlinesgougedoutdonotprint.(Examples:woodcut,blockprint,linocut,
styrofoamplate,etc.)
Reliefsculpture‐Akindofsculptureinwhichadesignorimageiscarvedintoaflatsurface.May
behighrelieforlowrelief.
Resistmedium‐Amaterial,suchaswax,usedtoprotectpartsofasurfacefrompaintordye.
Rhythm‐Therepeatingofelements,suchaslines,shapes,orcolors,thatcreatesapatternofvisual
motioninanartwork.Rhythmisaprinciple.
Rubbing‐Anartworkcreatedbyplacingpaperonaraisedsurfaceandthenrubbingthepaperwith
chalk,crayon,orapencil.
S
Sculpture‐Anartworkmadebymodeling,carvingorjoiningmaterialsintoa3‐dimensionalform.
Clay,wood,stone,andmetalareoftenusedtomakesculptures.
GCSD Cultural Arts Curriculum Grades K‐8 Page 83 Seascape‐Anworkthatincludesinthescenethesea,ocean,orshore.
Secondarycolors‐Acolormadebymixingtwoprimarycolors.Thesecondarycolorsaregreen,
violet,andorange.
Self‐portrait‐Adrawing,painting,photograph,orsculpturethatshowsthelikenessoftheartist.
Shade‐Acolormadebyaddingblacktoahue.Forexample,addingblacktogreenresultsindark
green.Alsoadarkvalueofacolor.
Shading‐Awayofshowinggradualchangesinlightnessordarknessinadrawingorpainting.
Shadinghelpsmakeapicturelookmorerealistic.
Shape‐Aflatarea,suchasacircleorasquare,thathasclearboundaries.Shapeisanelementofart.
Sketch‐Aquickdrawing.Asketchcanbeusedtoexploreasubjectorplananartwork.
Sketchbook‐Abookorpadofpaperusedfordrawingandkeepingsketches
Slab‐Amethodofmakingpotteryinwhichaflatpieceofclayiscutintoshapeswhicharejoined
togethertoformanobject.
Slip‐Wateryclayinacreamyconsistencyusedwithscoringtojointwopiecesofclay.
Space‐Anemptysurfaceorarea.Also,theareasurroundingsomething.
Stilllife‐Anartworkshowinganarrangementofobjectsthatcannotmoveontheirown,suchas
fruitorflowers
Stippling‐Techniqueofusingpatternsofdotstocreatevaluesandvaluegradation.
Storyquilt‐Aquiltshowingpicturesthattellastory.
Studio‐Aroomorbuildingwhereanartistcreatesart.
Style‐Anartist’sownwayofdesigningandcreatingart.Alsoatechniqueusedbyagroupofartists
inaparticulartimeorculture.
Subject‐Whatanartworkisabout.Aperson,animal,object,orscene
Subtractive‐Aworddescribingsculpturethatismadebytakingaway,orsubtracting,material
fromalargerpieceorblock.
Surface‐Theoutsidelayerofamaterial,anobject,oranotherform.
Surrealism‐TheTwentiethCenturyartisticstylethatusesdreamsandfantasyassubjectmatter.
Symbol‐Aletter,color,sign,orpicturethatexpressesalargermeaning,Forexample,aredheartis
oftenusedasasymbolforlove.
Symmetricalbalance‐Atypeofbalanceinwhichbothsidesofanartworklookthesameoralmost
thesame.
Symmetry‐Balancecreatedbymakingbothsidesofanartworkthesame,equaloralmostthe
same.
T
Tactile‐Atextureyoucanfeelwithyourhands.
Technique‐Thewayanartistusesartmaterialstocreateacertaintypeofartwork.
Technology‐Thewayhumanbeingsusemachinesandothertoolstomakeordosomething.
Temperapaint‐Achalky,water‐basedpaint.Alsocalledposterpaint.
Texture‐Thewayasurfacelooksandfeels,suchassmooth,rough,orbumpy.Textureisan
elementofart.
Theme‐Inanartwork,theartist’smessageaboutthesubjectofthework.
Three‐dimensional‐Havingheight,width,andthickness.Formsarethree‐dimensional.
Page 84 Grades K‐8 GCSD Cultural Arts Curriculum Tint‐Acolorsuchaspinkthatiscreatedbymixingahuewithwhite.Also,alightvalueofacolor.
Translucent‐Somethingthroughwhichlightcanbeseen.Intermediatebetweenopaqueand
transluscent.
Transparent‐Somethingthroughwhichlightandobjectscanbeseen.Transparentpaintsallowthe
paperorunderpainttoshowthrough.
Two‐dimensional‐Havingheightandwidth;flat.Shapesaretwo‐dimensional.
Two‐pointperspective‐Perspectiveinwhichrecedinglinesmeetattwovanishingpoints.
Unity‐Thequalityofseemingwholeandcomplete,withallpartslookingrighttogether.Unityisa
principleofdesign.
V
Value‐Thelightnessordarknessofcolors.Tintshavealightvalue.Shadeshaveadarkvalue.Value
isanelementofart.
Vanishingpoint‐Apointonthehorizonoreye‐levellineatwhichrecedingparallellinesmeetina
perspectivedrawing.
Variety‐Thecombinationofelementsorart,suchasline,shape,orcolor,inanartwork.Varietyisa
principleofdesign.
Vertical‐Movingupanddownratherthansidetoside.Forexample,thesideedgeofapieceof
paperisvertical.
Visualrhythm‐Inanartwork,rhythmcreatedbyrepeatingelements,suchascolorsandlines.
Visualrhythmmightremindaviewerofmusicordancerhythm.
W
Warmcolors‐Thefamilyofcolorsthatincludesreds,yellows,andoranges.Warmcolorsbringto
mindwarmthings,places,andfeelings.
Warp‐Inweaving,theverticalthreadsattachedtothetopandbottomofaloom.
Weaver‐Anartistwhocreatesweavings
Weaving‐Anartworkmadeofthread,yarn,orotherfiberslacedorwoventogetheronaloom.
Wedge‐Amethodofcuttingandreforming(kneading)claytomakeithomogenous.Thishelpsto
eliminateairbubblesfromtheclay.
Weft‐Thethreadswovenbackandforth,overandunderthewarpfibersonaloom.
Worm’s‐eyeview‐Apointofviewfromgroundlevel.
Source:CFSIDSchoolDistrictElementaryArt(http://www.cfisd.net/)
GCSD Cultural Arts Curriculum Grades K‐8 Page 85