DOCUMENT RESUME ED 478 403 SO 035 100 Old Elk, Arlene; Stoklas, Jackie AUTHOR After the Rain: Clouds. TITLE INSTITUTION Heard Museum, Phoenix, AZ. 2001-00-00 PUB DATE 81p.; For related units, see SO 035 097-102. NOTE AVAILABLE FROM Heard Museum, 2301 North Central Avenue, Phoenix, AZ 85004- 1323. Tel: 602-252-8344; e-mail: [email protected]. For full text: http:// www.heard.org/rain/clouds/clouds.pdf. Classroom PUB TYPE Guides Teacher (052) EDRS PRICE EDRS Price MF01/PC04 Plus Postage. DESCRIPTORS Art Activities; Community Resources; *Cultural Context; Educational Facilities; *Integrated Curriculum; Interdisciplinary Approach; Language Arts; Mathematics; *Museums; Primary Education; Primary Sources; Sciences; Skill Development; Student Educational Objectives; *Thematic Approach IDENTIFIERS Clouds; Native Americans; *Rain; United States (Southwest) ABSTRACT The Heard Museum (Phoenix, Arizona) has developed and updated an integrated curriculum for use in grades K-3. The goals for this curriculum (1) share museum resources with schools; are to: (2) promote cross-cultural understanding through a focus on rain, a universal requirement for life; (3) help students understand that Native Americans are contemporary people maintaining identity and values in the modern world; (4) develop an awareness of the varied expressions of rain in the art, literature, and customs of the native people of the greater southwest; and (5) use culturally specific materials as a vehicle for developing essential skills, especially as they relate to the Arizona Student Assessment Program. The curriculum may be used in any order. This unit contains: (1) art prints of artifacts in the Heard Museum collection related to rain; (2) specific cultural information and materials relating to a particular Native American tribe or nation featured through the art prints this cultural information is the basis for some of the lessons in mathematics, science, and language skills; (3) mathematics lessons with a special emphasis on measuring and comparing; (4) science lessons, usually hands-on.or observational units; (5) language skills, including reading, listening comprehension, writing, vocabulary, and poetry skills; and (6) art projects. (BT) Reproductions supplied by EDRS are the best that can be made from the original document. MI oo After the Rain: C L Heard Museum 2301 North Central Avenue O Phoenix, Arizona 85004-1323 U http://www.heard.orgfrainfrain pdf main.html Updated. 2001 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY _d.___tilaiesAa TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 U.S. DEPARTMENT OF EDUCATION Oftice of Educational Research and improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) /This document has been reproduced as received from the person or organization 2 originating it. Minor changes have been made to improve reproduction quality. EST COPY AV to Points of view or opinions stated in this document do not necessarily represent official 0E131 position or, policy. Introduction The Heard Museum has developed this integrated curriculum for use in schools in grades K through 3. The overriding goals for this program are to: 1. Share museum resources with schools; 2. Promote cross-cultural understanding through a focus on rain, a universal requirement for life on earth; 3. Help students to understand that Native Americans are contemporary people maintaining identity and values in the modern world; 4. Develop an awareness of the varied expressions of rain in the art, literature and customs of the native peoples of the Greater Southwest; 5. Use culturally specific materials as a vehicle for developing essential skills, especially as they relate to the Arizona Student Assessment Program. This curriculum is divided into six units that can be used in any order. Each unit contains: 1. Art Prints of artifacts in the Heard Museum collection related to rain. While these prints are used for art history and aesthetics lessons, these artifacts are also used to begin lessons in math, science and language skills. 2. Specific cultural information and materials relating to a particular Native American tribe or nation featured through the art prints. This information includes a map, text from the RAIN exhibit applicable to the people, and other information of special interest to children. This cultural information is the basis for some of the lessons in math, science and language skills. 3. Math lessons with a special emphasis on measuring and comparing. 4. Science lessons, usually hands-on or observational units. 5. Language skills, including reading, listening comprehension, writing, vocabulary and poetry skills. 6. Art projects This K-3 curriculum was developed teachers by Arlene Old Elk (Dine') and Jackie Stoklas during a year-long residency at the Heard Museum, made possible by the Lila Wallace-Readers Digest Museum Accessibility Fund. Additional information was developed by the Heard Museum Education Department staff. 3 Rain The Southwest United States and Northwest Mexico exist in a rain shadow cast by mountain ranges to the west. Rainfall is light and undependable. There are two rainy seasons: summer and winter. Often, summer rains are brief and highly localized, as clouds suddenly boil up from the south in the afternoon and early evening. Winter storms come from the Pacific Ocean and may arrive in waves, soaking the ground. In higher elevations, the rain becomes snow. In between these two seasons are dry periods, when great care must be taken to ensure life and growth until the next rain. The indigenous people of the Southwest welcome rain into their lives and land, praying for the blessing of rain through a variety of ceremonies and creative expressions. Many expressions of rain and water focus on rain's connection to making life and growth possible. Expressions may be enduring, such as embroidered figures on a ceremonial garment. Some are intended to be temporary, such as body paint on a ceremonial participant or the pigments of a sand painting. Other expressions take the form of music, song, oratory, poetry, and prayer. For all of the cultures in this exhibit, rain has deep meanings that reflect a culture's unique experience with the universe. This deep spiritual relationship is far from the stereotype of the "Indian Rain Dance", or feeble jokes suggesting a superficial and simplistic magic. As you look at specific designs or symbols, please remember that they are part of a whole and have meaning as part of that whole. Expressions of rain span centuries. Some of the forms change, but the intent of people to bring the blessings that come from rain into their lives and the world remains unchanged. 4 It Looks Like Spilt Milk Activity: Students create a class big book or bulletin board. Focus Activity: Look at the art print Hemis Kachina Doll by Tino Youvella (Hopi). Look at the kopetsoki(headpiece). This terraced shape is a cloud: but what else could this shape be? Outcomes: 1) Students will learn to look at clouds with a creative eye. 2) Students will experience the sight words: Sometimes it looked like... 3) Students will experience torn paper lines. Vocabulary: soft, fuzzy, curve Materials: "It Looked Like Spilt Milk", oversized blue paper, glue, several small pieces of white paper to experiment with tearing and shape techniques, copy of the worksheet for each child. No pencils or scissors. Procedure: 1) Read "It Looked Like Spilt Milk" to the class. 2) Demonstrate tearing paper into a shape by holding the paper tight with one hand and tearing with the other. Point out the soft feel of the line. 3) Assure children that they will have plenty of paper to experiment with. (Note: Having pictures, objects or picture dictionaries available will ensure better cloud shapes.) 4) After all students have created cloud forms and chosen their favorite, they need to write the text. Use the worksheet for this purpose. Students might, for example, write: "It looks like a giant golden arches sign over Ronald McDonald's house, but it isn't a giant golden arches sign over Ronald McDonald's house." BEST COPY AVAILABLE 5 5) Assembling the book may be something you or a volunteer can do after class, or it can be a group project. Each student may show his/her picture, read his/her sentence and then glue the work in place while the next child is sharing his/hers with the class. Assessment: 1) Are the students pointing out interesting formations to each other? 2) Are the students saying the correct words as they "read" their line? 3) Are the students pointing to the words they are saying? 4) Does the illustration match the writing? 5) Has every student torn at least one shape that satisfies him/her? Extension: Once the children feel free to work with the torn paper collage, they can use this technique to illustrate stories or poems, or as a form of free expression. Colored paper, wallpaper, magazine pictures and wrapping paper scraps are all good materials for torn paper collages. A wet paper towel to wipe fingers sticky with glue is also a help. BEST COPY AVAILABLE a e k i l d e k o o l a t i t ' , n s s e a m w i t e t i m t u o b S Mosaic Cloud Activity: Students create a cloud design ; by using "mosaic" pieces. i ,... ' , - AN . 4 ...- ki.j.li:..... / `//-- '.<4. , ,-- \ !,'' ,'''' Focus Activity: Look at the clouds in (CI' '' ;," r ,.., Hopi artist Milland Lomakema's "Summer Results." Notice that he has \'1 used several shapes of different colors, which fit within each other to portray a A _ cloud. Outcomes: Students will have an understanding of the technique of mosaic work. Vocabulary: mosaic Materials: glue, scissors, copy of the cloud design for each student, copy of the mosaic pieces for each student Procedure: 1) If you wish, copy the mosaic design pieces onto colored paper (turquoise and red coral are good choices). If the copies are in color, have students cut out the shapes. If you copy the design pieces on white paper, have the children color the pieces before cutting out the shapes. 2) Have the children select the "mosaic pieces" they wish to use. Remind the children that each space and piece is unique. They must find which pieces fit correctly into each area of the design. 3) After the children have selected their mosaic pieces and placed the pieces on the design to make sure they fit, have children glue the pieces in place. 4) Have a display of the work. make note of the variations in the colors. Remind the students that there is no "right" way to do this exercise. They are creating their work the same way the artist did: by selecting colors that are pleasing to them. Assessment: 1) Can the children also see the cloud design in the finished work? BEST COPY AVAILABLE 10