American Indian Heritage Day
September 22, 2006
Two Trees, 1986. Jaune Quick-to-See Smith.
Oil on canvas, 60 x 84.Collection of the
Yellowstone Art Museum.
Beaded storage bag, late nineteenth-early
twentieth centuries. Cheyenne. 13x22 in.From
the Charles M. Bair Family Collection.
TEACHER LESSON PLAN
EXHIBITIONS:
•
•
•
For Love of a Tree, She Went Out on a Limb…Women in Art of the Northern Plains,
featuring-Jaune Quick-to-See Smith
Second Nature: The Art of Michael Haykin, featuring-Northern Cheyenne Parfleche
Ernie Pepion
GOAL:
By contrasting the art of different centuries and different peoples, we will explore ways we
determine value in terms of heritage and possessions and how we carry that with us, physically
and
psychologically.
OBJECTIVES:
DISCUSS:
•Jaune Quick-to-See Smith’s Two Trees: can you determine what the artist values by
studying her art?
•Cheyenne possible bag: how and why were the possible bag and parfleche made?
What went inside the bag and why?
•How is value established and what does it consist of?
•Compare and contrast the usage of bags in historical times and present times.
MAKE: a parfleche bag. Decorate the outside of the bag, discussing design and abstraction.
EXPLORE: What should the bag contain, necessary items, “every possible thing” or valuables? This
is the way you can begin to explore the meaning of value.
APPROACH:
1.
2.
3.
4.
5.
Discuss the history of the parfleche and possible bag, and their use.
a. What are the differences between the parfleche and possible bag?
i. Parfleche- a rawhide carrying case decorated with geometric designs.
These suitcases were made and used by nomadic Plains Indians to hold
clothing, valuables, personal items, and tools.
ii. Possible bags-a name given by early nineteenth-century traders to these
rectangular soft-skin (suede) bags. The term is a direct translation from
the Indian word meaning ‘a bag for every possible thing’. A more
accurate term might be storage or tipi bag, as these containers held
personal items and were placed around the inside of the tipi where they
doubled as pillows. When moving camp, possible bags were hung in
pairs on either side of a saddle where their sumptuous decoration could be
admired.” Possible bags vary in size but are typically about 15-22” wide
and 10-15” high. They were almost always made in matching pairs and
seem to be most prevalent among the Northern Plains tribes.
Create a parfleche/ for carrying objects that have value or meaning to you (see art
activity).
Create a design that has personal meaning for you for the outside of the parfleche. Use
symmetry and abstract design. Use the designs seen on American Indian possible bags as
inspiration.
Decide upon or create articles to carry in your bag:
a. Make a drawing of an important part of your life
b. Write a poem about something that is valuable to you
c. Something you collect
d. Photographs
Discuss what we use in our present day societies to carry our valuables.
a. Briefcases, purses, portfolios, luggage
STANDARDS:
Montana Indian Education Standards, numbers 3 and 6, were used to develop these lesson plans.
CURRICULUM CONNECTIONS:
American Indian studies, Art, History, English, and Social Studies
EXTENDED PROJECTS:
1.
2.
3.
Make a portfolio for drawings
Make a journal for writings and poems
Make a fabric purse or briefcase
TEACHING RESOURCES:
Art Scholastic, Vol. 34 No. 5, March 2004
Jaune Quick-to-See Smith is ably represented on the internet
http://www.native-languages.org/bags.htm
http://www.matoska.com/possbags.htm
ART ACTIVITY
“CARRY IT WITH YOU”
Create a version of a Native American Parfleche
OBJECTIVES: The learner will:
1.
2.
Create a parfleche and decorate it with an original design.
Create or find objects that they consider valuable to put into the bag.
MATERIALS:
Oil pastels (may use crayons)
Scissors
Glue
Recycled newspaper
Paper towels
Hole punch
Ruler
String and/or ribbon
Water containers
Grocery bags
Sponges
Spray bottle
VOCABULARY:
Heritage—practices that are handed down from the past by tradition.
Value—the quality that renders something desirable or useful; the worth or
importance of something.
Transport—move something or somebody around, usually over long distances.
Symmetry—an attitude of shape or relationship, exact correspondence of form on
opposite sides of a dividing line or plane; balanced on both sides.
Abstract—a concept or idea or image not associated with any specific object or
non-objective.
Design—to make a drawing, pattern or sketch of; to draw the plans for
instance,
PROCESS: (approx. 45 minutes)
1.
2.
3.
4.
5.
6.
Cover your work area with newspaper. Separate large, brown, paper grocery bags where
they are glued together. Measure and cut out four rectangles approximately 28 by 18
inches with scissors. Round the rectangle corners.
Soak or spray the two (can use up to four sheets but it takes longer to dry) sheets of paper
with water. Gently crumple to squeeze out excess water. Use a paint brush or sponge to
spread glue on each damp sheet. Layer one on top of the other, with print facing inward.
Place heavy objects on top to flatten the bags and let dry.
While the bag is drying, use a 14” x 8 ½ sheet of white paper to work out a practice
symmetrical design for the bag.
When dry, fold the top of the layered bags down about 5 ½ inches. Fold the bottom up
until it almost touches the top flap. Fold each side into the center to form two flaps. Place
heavy objects on the parfleche to hold its folded shape.
Decorate the outside of the parfleche with oil pastels (or crayons), using a colorful design.
Punch holes on the top and bottom of each flap. Thread strings or ribbons through the
holes to close the parfleche.
DISCUSSION:
•Discuss the many symbols used in the Jaune Quick-to-See Smith paintings. Do they
have special meaning to the artist? To the viewer?
•Talk about design and beadwork; discuss symmetry and abstract design. How is it
used in the Northern Cheyenne parfleche?
•What is the meaning of heritage? Does our heritage determine what we consider
valuable? How does our personality determine what we consider valuable?
•How else do we “carry with us” what we consider valuable? Memory? Traditions?
Lesson Plan developed by the Education Department of the Yellowstone Art Museum