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Objectives: Students will
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Display knowledge gained from studying
characteristics of rocks and minerals
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Develop an hypothesis and design an experiment to
test it
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Create several pieces of colored chalk from
materials supplied
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Demonstrate craftsmanship in using art media to
create a circular picture story
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Use of line, pattern and texture to show
knowledge of the use of geometric designs and repeating patterns in
primitive art
Materials:
Each group receives a small margarine tub of plaster
of Paris, talc and cornstarch and one set of food coloring dyes (dry
pigment paint works even better)
Empty margarine bowl and Popsicle stick *per student* to mix
ingredients
Two-cup measure of water
One stick of modeling clay per student (Plasticine clay – not firing
clay or air-dry clay. The Plasticine clay can be used again for other
modeling activities and will not absorb the water from the chalk mixture)
Section of slate or side of brown paper bag
Handouts on Native American pictographs (many images available online)
See this science experiment for an alternate method
(Good luck - How is your chemistry?)
http://colossus.chem.umass.edu/genchem/summer/chem111/111_Experiment_4.htm
Alternate easy recipe About.com
http://chemistry.about.com/cs/howtos/ht/coloredchalk.htm
Vocabulary:
hypothesis, variable, data, repeating pattern,
balance, contrast, angle, parallel, symmetry, pattern, natural resources,
prehistoric, pictograph
Petroglyphs -
"are carved, pecked, chipped or
abraded into stone. The outer patina covered surface of the parent stone
is removed to expose the usually lighter colored stone underneath. Some
stone is better suited to petroglyph making than others. Stone that is
very hard or contains a lot of quartz does not work well for petroglyph
making; however, a nice desert varnished basalt usually works very well."
Definition from Petroglyphs.us
Pictographs -
"are painted onto stone and are
much more fragile than petroglyphs. The paint is a mineral or vegetal
substance combined with some sort of binder like fat residue or
blood. If the paint was not properly mixed with a binder it would not
adhere well to the stone and the pictograph would quickly flake away. Pictographs
were painted in locations where they would be protected from the elements:
in caves, alcoves, under ledges and overhangs." Definition from Petroglyphs.us
Intaglios -
"are large ground drawings created
by removing the pebbles that make up desert pavement. Intaglios are
usually in the outline of animals (zoomorphs) or human-like figures (anthropomorphs). Intaglios
are found on mesas along the Colorado River more so than in other
places." Definition from Petroglyphs.us
Internet Resources:
Artist:
Ernest Whiteman -ArtsConnectEd Untitled Steel
and Iron - Whiteman pays homage to an ancient Native American image by
placing it in a new context. See lesson ideas below.
Southwestern United States Rock Art Gallery: http://indra.com/~dheyser/rockart.html
Petroglyphs
in Southwest United States Rock
Art at Rice. Excellent site!
Corbis Search: http://pro.corbis.com/search/searchFrame.asp
(use this for images - site is too slow for student use.)
Pictographs by William Tomkins: http://www.kudu.net/outdoor/native/sign/pictographs.htm
International Rock Art Database: http://www.cs.unm.edu/~brayer/rock/general.html
Online Archive of California:
http://ark.cdlib.org/?search=Rock+art&mode=content
Outsight Environmental Photography – Some
sample photographs http://www.outsight.com/sampler03a.html
Rock-Links Petroglyphs and Pictographs –
around the world (see table to the left): http://www.rupestre.net/ralinks/
Anasazi Places: Ruins and rock Art – A
Photography Journal (images 15 to 27 are beautiful rock art): http://raysweb.net/anasazi-images/
Also see a separate collection of Rock Art Canyonlands
National Park,
On the Trail of Pictographs: Lower Pecos River
Rock Art: http://www.tmm.utexas.edu/anthro/rockart/
Rock Art: Petroglyphs and Pictographs – Nice
site for students. See examples from around the US and around the world.
From E-Museum Minnesota State University. http://www.mnsu.edu/emuseum/prehistory/rockart/index.shtml
Petroglyphs, Pictographs and Rock Art –
Excellent site – Lots of information -
with many links http://www.petroglyphs.us/
Rock Art in Arkansas - Excellent site! Teacher
resources - lesson plans - photo gallery - Must see site. http://rockart.uark.edu/
What is Rock Art? Some nice examples from
Canada http://www.pma.edmonton.ab.ca/human/archaeo/faq/rockart.htm
Rock Art – Personal web site by Brian Lee
– Excellent photos of Southwest plus links. (many of these
university personal sites change). http://www-personal.umich.edu/~bclee/rockart/rockart.html
Bradshaw
Foundation - Rock Art
Archaeology and Anthropology - Migration of man - See Journey of
Mankind. Rock art from around the world.
Video: If Rocks Could Talk - 20 minutes -
Teacher's guide and poster. Available
from Sax.
Books for Children:
"Native American Rock Art: Messages from
the Past," by Yvette La Pierre
"Stories in Stone: Rock Art Pictures by Early
Americans," by Caroline Arnold
Ohio Internet Resources:
Inscription Rock http://www.ohiohistory.org/places/inscript/
Leo Petroglyph:
http://www.ohiohistory.org/places/leopetro/
Books on Ohio Petroglyphs:
Swauger, James. Petroglyphs of Ohio. Columbus: Ohio
University Press, 1984.
The author presents the results of years of surveying and recording all
the known petroglyph sites in the state of Ohio. Petroglyph sites of both
American Indian and Euro-American origin are represented. Each site is
documented on a site-by-site basis, with location information
(approximate), a description and discussion of the rock art, and published
references.
________. Rock Art of the Upper Ohio Valley.
Graz, Austria: Akademische Druck- u. Verlagsanstalt, l974.
Instruction/Motivation:
This is a culminating project I do with my kids at
the end of the study of Ohio's prehistoric people as we move into the
historical Native groups and at the end of the science unit i do on rocks
& minerals & fossils and as we move into earth structure and
changes.
Petroglyphs and pictographs are a part of many
cultures around the world. They represent humans’ first attempts at
preserving ideas in an artistic manner. Art materials were made out of
resources at hand and symbols were often stylized versions of reality.
These symbols however must have made sense not only to those creating
them, but to those viewing them as well. Students will practice
interpreting a few stories told in picture form first. Next they will be
instructed to make their own art supplies, in this case, chalk.
Procedures:
Each group is given their set of materials: two-cup
measure of water; small margarine tubs filled with plaster of Paris, talc
and corn starch. They are also given a box of colored food dyes, but are
instructed to use that last. Finally, they will need an empty margarine
bowl to mix their ingredients in.
Next they are told to hypothesize what mixture of the
ingredients will produce the “best” chalk. Lead them through a
discussion of what their definition of “best” is. Next, each group
will write out an hypothesis for what they think the best mixture will be
and then they will write out the procedure they will use to test their
beliefs. Go from group to group to make sure they know what the variables
are.
Note: Guide them to see that the dye
has to be included as fluid added to the mix. If you are using dry pigment
paint instead, this is not a concern.
After they have agreed on their mixture, but before
they actually make it, review their procedures with them, and then
instruct them to make a mold from the clay for the chalk. Each student
makes their own mold so that each group ends up with several pieces of
chalk made from their mixture. Remind them before they add the dye that
they need to use natural earth tones and to mix it well with the Popsicle
stick. Next they are to carefully pour their mixture into their clay
molds. Set them aside to dry. This could take several days, depending on
the humidity level. When dry, students will remove from the molds and then
test their chalk out on either small pieces of slate or on a small piece
of the brown paper grocery bag. If all goes well, they are ready to create
their pictograph stories. They can draw the rough drafts of these stories
in the time it takes for the chalk to cure. Students can share their rough
drafts with their group mates to make sure that they can “read” them
as well. If for some reason, a group’s chalk does not turn out-and this
DOES happen! –then have the group go back to their original mixture.
What do they need to change to make their chalk “better”? Have them
write the new mixture down and try it out as well. When each group is
satisfied that their chalk is satisfactory, they can create their
pictograph stories. Display all the finished products and lead a group
discussion about the quality of the different mixtures and what made them
that way.
Evaluation:
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Did students show an appreciation and
understanding of the use of pictographs?
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Were they able to compare and contrast different
approaches and methods?
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Did students show observation and experimentation
skills in creating their own chalk?
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Did students show symmetrical and geometrical
balance in the creation of their picture story?
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Did they show contrast (different values),
pattern and repetition?
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Did students exhibit skill and craftsmanship in
creating their pictographic designs?
Extension:
As an extension, have students create other art tools
using natural materials such as sticks, feathers, and different types of
dried grasses. Have them find natural pigments to paint with such as
berries, dirt and ground up fresh grass. Have them try out different
substances to use as the “canvas”, too, such as bark or cotton or
scraps of leather. Continue to stress using characteristics of primitive
art in their final products they create using these tools as well.
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