Barbara Locklear

Barbara Locklear

Barbara Locklear has been teaching in Schools, Libraries, Museums, Collages, Universities and Festivals for more than three decades delighting, entertaining, and educating audiences of all ages. All programs and classes are curriculum based and linked to American Indian History, Art, Storytelling,

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Turtles, Stories, Science, Music, and Dance

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Program description

In this lesson students enjoy and examine various musical instruments that have been used by American Indian people for many years, they also learn how they were made and materials used to make them. Students study turtle anatomy and learn their value and symbolic significance in American Indian culture. This lesson teaches that the Turtle’s shell has thirteen scales and in traditional Indian

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Program Detail

Program type: Residency
Artistic Discipline: Multi-media, Storytelling, Visual Arts
Cultural Origin: Native American
Subject: History, Science, Social Studies / History, Visual Arts
Population served: Grade 1, Grade 2, Grade 3, Grade 4, Grade 5
Bilingual: No
Length of program: 1 hour assembly + 3 lessons each class
Space / technical requirements:

Class room or work area

Location(s):

Any place students have a work area and are allowed to use paint.

Fees / Ticketing:

First day will be assembly for all grade level $250.00, other lessons $100.00 per class.

EDUCATION STANDARDS

NC Standard Course of Study:

R1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

R2 – Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

R5 – Analyze the structure of text, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

NC Essential Standards:

KINDERGARTEN:

Geography and Environmental Literacy SS

K.G.2 Understand the interaction between humans and the environment;

K.G.2.2 Explain ways people use environmental resources to meet basic needs and wants (shelter, food, clothing, etc.);

SS Culture

K.C.1 Understand how individuals are similar and different;

K.C.1.2 Explain the elements of culture (how people speak, how people dress, foods they eat, etc.);

Visual Literacy Key Ideas and Details

K.V.1 Use the language of visual arts to communicate effectively;

K.V.1.1 Identify various art materials and tools;

K.V.2 Apply creative and critical thinking skills to artistic expression;

K.V.2.3 Create original art that does not rely on copying or tracing;

K.V.3 Create art using a variety of tools, media, and processes, safely and appropriately;

K.V.3.2 Use a variety of media to create art.

FIRST:

1.H.1 Understand that history tells a story of how people and events changed society over time;

1.H.1.2 Explain the importance of folklore and celebrations and their impact on local communities;

1.G.2 Understand how humans and the environment interact within the local community;

1.G.2.2 Explain how people use natural resources in the community;

1.C.1 Understand the diversity of people in the local community;

1.C.1.1 Compare the languages, traditions, and holidays of various cultures; Visual Literacy Key Ideas and Details

1.V.1 Use the language of visual arts to communicate effectively;

1.V.1.1 Identify various art materials and tools;

1.V.2 Apply creative and critical thinking skills to artistic expression;

1.V.2.3 Create art from imaginary sources of inspiration;

1. V.3 Create art using a variety of tools, media, and processes, safely and appropriately;

1.V.3.1 Use a variety of tools safely and appropriately to create art.

SECOND:

SS Geography and Environmental Literacy

2.G.2 Understand the effects of humans interacting with their environment;

2.G.2.1 Give examples of ways in which people depend on the physical environment and natural resources to meet basic needs; SS Culture

2.C.1 Understand how various cultures influence communities;

2.C.2.1 Explain how artistic expressions of diverse cultures contribute to the community (stories, art, music, food, etc.); Visual Literacy Key Ideas and Details

2.V.1 Use the language of visual arts to communicate effectively;

2.V.1.1 Use appropriate art vocabulary when discussing media, processes, or images in art;

2.V.2 Apply creative and critical thinking skills to artistic expression;

2.V.2.1 Understand that artistic problems have multiple solutions;

2.V.3 Create art using a variety of tools, media, and processes, safely and appropriately;

2.V.3.2 Recognize characteristics of a variety of media; Contextual Relevance

2.CX.1 Understand the global, historical, societal, and cultural contexts of the visual arts;

2.CX.1.1 Exemplify visual arts representing the heritage, customs, and traditions of various cultures.

THIRD: SS Culture

3.C.1 Understand how diverse cultures are visible in local and regional communities;

3.C.1.1 Compare languages, foods and traditions of various groups living in local and regional communities;

3.C.2 Exemplify how various groups show artistic expression within the local and regional communities;

3.C.1.3 Use non-fiction texts to explore how cultures borrow and share from each other (foods, languages, rules, traditions and behaviors); Visual Literacy Key Ideas and Details

3. V.1 Use the language of visual arts to communicate effectively;

3.V.1.2 Understand that artists use their art to express personal ideas; 3.V.2 Apply creative and critical thinking skills to artistic expression;

3.V.2.3 Create art from realistic sources of inspiration;

3.V.3 Create art using a variety of tools, media, and processes, safely and appropriately;

3.V.3.3 Create art using the processes of drawing, painting, weaving, printing, stitchery, collage, mixed media, sculpture, ceramics, and current technology; Contextual Relevance

3.CX.1Understand the global, historical, societal, and cultural contexts of the visual arts;

3.CX.1.1 Exemplify how visual arts are used by various groups for artistic expression within the local community.

FOURTH: SS History

4.H.1 Analyze the chronology of key historical events in North Carolina history;

4.H.1.1 Summarize the change in cultures, everyday life and status of indigenous American Indian groups in North Carolina before and after European exploration;

4.H.2 Understand how notable structures, symbols and place names are significant to North Carolina;

4.H.2.1 Explain why important buildings, statues, monuments and place names are associated with the state’s history; Visual Literacy

4.V.1 Use the language of visual arts to communicate effectively;

4.V.1.2 Apply personal choices while creating art;

4.V.2 Identify different successful solutions to artistic problems;

4.V.3 Create art using a variety of tools, media, and processes, safely and appropriately;

4.V.3.1 Apply a variety of methods of manipulating a single tool, safely and appropriately; Contextual Relevance

4.CX.1Understand the global, historical, societal, and cultural contexts of the visual arts;

4.CX.1.1 Understand how the visual arts have affected, and are reflected in, the culture, traditions, and history of North Carolina.

FIFTH: SS History

5.H.1 Analyze the chronology of key events in the United States;

5.H.1.1 Evaluate the relationships between European explorers (French, Spanish and English) and American Indian groups, based on accuracy of historical information (beliefs, fears and leadership); SS Geography and Environmental Literacy

5.G.1 Understand how human activity has and continues to shape the United States;

5.G.1.2 Explain the positive and negative effects of human activity on the physical environment of the United States, past and present; Culture

5.C.1 Understand how increased diversity resulted from migration, settlement patterns and economic development in the United States;

5.C.1.1 Analyze the change in leadership, cultures and everyday life of American Indian groups before and after European exploration; Visual Literacy Key Ideas and Details

5.V.1 Use the language of visual arts to communicate effectively;

5.V.1.2 Create art that reflects personal voice and choice;

5.V.3 Create art using a variety of tools, media, and processes, safely and appropriately

5.V.3.2 Use appropriate media for the creation of original art;

5.V.3.3 Create art using the processes of drawing, painting, weaving, printing, stitchery, collage, mixed media, sculpture, ceramics, and current technology; Contextual Relevance

5.CX.1 Understand the global, historical, societal, and cultural contexts of the visual arts;

5.CX.1.1 Understand how the visual arts have affected, and are reflected in, the culture, traditions, and history of the United States; Critical Response

5.CR.1 Use critical analysis to generate responses to a variety of prompts;

5.CR.1.2 Critique personal art based on established criteria and expressive qualities.

Qualifications

Conducts educational programming for 2 or more years: Yes
Performs criminal background checks on staff with youth contact: Yes
Maintains general liability insurance: Yes
Three letters of recommendation / references available: Yes
Provides study guides for teachers and or students: Yes
Connects to State and or Common Core Curriculum Standards: Yes
Provides tools to assess student learning (workshops and residencies): Yes
Provides scholarship and reduced fees: Yes
Conducts ongoing assessments of program quality: Yes

References

Available upon request.

Cancellation Policy

A cancelation fee of $100.00 will be charged.