Lesson Plan for Art
TITLE: Totem Poles
TO PROMOTE (SPECIFIC THOUGHT PROCESSES OR CONCEPTS):
Art skill that is promoted: Symbolism
Art history that is covered: Indian History
Other subject integrated into lesson: Social Studies and Language Arts
DESIGNED BY: Holden Blythe and Casey TIME: 45 min
Tanner
AGE LEVEL: 7th or 8th
DESCRIPTION OF THE LESSON: (How are they going to be motivated? What are they going to
be doing? What is the product going to be?)
Students can be motivated through the opportunity to express themselves through another cultures
eyes/ ways of thinking. They will be making their own totem poles that reflect their life using symbols
and animals. Students will make a totem pole that reflects their life.
PLAN (THE SPECIFIC STEP BY STEP PROCEDURE INCLUDING THE TECHNICAL, CULTURAL,
AND HISTORICAL INFORMATION):
A totem can be the symbol of a tribe, clan, family or individual. Native American tradition provides that
each individual is connected with nine different animals that will accompany each person through life,
acting as guides. Different animal guides come in and out of our lives depending on the direction that
we are headed and the tasks that need to be completed along our journey.
Native beliefs further explain that a totem animal is one that is with you for life, both in the physical and
spiritual world. Though people may identify with different animal guides throughout their lifetimes, it is
this one totem animal that acts as the main guardian spirit.
Totem poles are found among Native American tribes of the Northwest Coast of the United States.
Totem poles have multiple functions and meanings, but a few of the most common are representing
ancestors and telling stories about clan identity and history. The figures on totem poles are stylized
humans and animals.
Motivation/Getting Ready:
1) Read the intro to the students and describe to them that they are going to make a totem pole
that represents their life. (anyone have anything they want to share about a specific tribe or
tradition that they have had experience with?)
After the history play video from 2 min to 2:45.
Youtube: http://www.youtube.com/watch?v=mQ-Q_HQmXSg
2) Each student will pick a symbol from the website to draw/create their own and put it on a
note card to create their totem pole. (5 CARD MIN) Tell them that they can look at meaning and
animal to develop their own image.
- website: http://www.gullitotempoles.com/TotemPoleSymbols.html
3) Before they start making their pole. Make sure to demonstrate with ours and tell them how to
construct it. (Specific process: construct their pole, draw and color notecards, write meaning
on the edge of notecard to explain why it is on their pole, tape notecards onto pole, if time
permits make a styrofoam topper, and be ready to share to the class)
-Walk around and use terminology with students as they are working.
4) After they are done creating a figure/drawing they will then place it on paper towel cardboard
roll. They will also put the meaning next to the symbol so their classmates can understand the
flow of their story/life. (gap on backside of roll or on the note card)
5) Make sure to have them color and be able to have reasoning behind the drawing so they can
share with the class after they have completed the totem pole.
6) Students will need to have at least 5 index cards drawn to represent their life. If we are
running out of time we will have them draw it and color later.
7) If students have time, allow them to make a styrofoam top to their pole with a drawing or cut
out piece to finish it off.
Expectations: (What will the student know and be able to do?)
Student will be able to draw an ancient Indian symbol and understand the meaning behind it
and the relevance to his/her life.
Evaluation: I will know that the students have met the requirements by assessing them on
completion and explanation of the symbol to classmates or explanation on the note cards.
They will also have to have at least 5 note cards on their totem pole.
FOLLOW UP ACTIVITIES: Students can write about the specific Indian tribe
they pulled the information/symbols from to make their piece of work or
make a top to finish off their piece.
MATERIALS: Note cards, paper towel rolls, pencil, colored pencils
(coloring utensil), computer/projector, glue/tape
BIBLIOGRAPHY & RESOURCES:
http://www.gullitotempoles.com/TotemPoleSymbols.html
http://www.youtube.com/watch?v=mQ-Q_HQmXSg
http://www.ehow.com/list_6327966_multicultural-art-projects-elementarystudents.html
http://www.google.com/imgres?q=student+paper+towel+totem+poles&hl=en&gb
v=2&biw=1280&bih=602&tbm=isch&tbnid=N5ySz2oXId3vmM:&imgrefurl=http://p
ackhamspalette.blogspot.com/2011/04/totempoles.html&docid=yE1_8YJ7oiCW5M&imgurl=http://1.bp.blogspot.com/-
xJfvEXIvm8U/TaTxZa95N6I/AAAAAAAAAfc/gfbv4aoLkJA/s1600/100_2170.JPG&
w=1200&h=1600&ei=pRnLTtmqM4fr0gGc3ZjwDw&zoom=1&iact=hc&vpx=1055&v
py=236&dur=418&hovh=162&hovw=146&tx=135&ty=127&sig=1062494440225585
38769&page=1&tbnh=149&tbnw=140&start=0&ndsp=12&ved=1t:429,r:5,s:0
VISUAL (PICTURES
EXAMPLES):
OF ART HISTORY EXAMPLES and STUDENT
Thunderbird