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, and Philosophy. She began her teaching career working with American Indian Children she was observed by a representative from the Community School of the Arts and asked to work with children in their Arts program, beginning her training as a teaching artist. Other training includes but is not limited to Blumenthal Performing Arts Education Institute and ArtsTeach/ArtStart. The University of North Carolina at Pembroke, National Indian Education Association, American Indian Women of Proud Nations and United Indian Tribes of North Carolina.
ndnstoryteller@bellsouth.net
6610 Riverview Drive, Charlotte, NC 28216
704-392-1137
Indian Rain Stick, Writing, Music and Stories
In this lesson students hear a story about the Rain Stick that tells how and why it came to be and why it makes the sound of rain. This story also tells about a boy who was born with birth defects that made him different from all the other people in the village. Because he looked different from everyone else he was shunned and treated badly by everyone. After much time passed, something happened that made everyone realize how bad they had treated the boy. At that point everyone knew they needed the boy to help make their village complete so the life sustaining rain would return to the land. In this lesson students explore interaction with each other and discuss appropriate behavior and how our actions and words affect others. This is a good lesson to help teach children to have empathy and consideration for those different from themselves. After the story and discussion about accepting consequences of our actions and the importance of word choice, writing and documenting special events they receive instructions and material to make their own Rain Stick. They will learn the culturally symbolic meaning of colors in traditional American Indian culture and the way in which Indian people kept record of important events even though they didn’t have a written language. We discuss various ways we might document without using written words, how important writing is and how it can leave a map of things that happened in the past. In this discussion as we talk about these important things and review a collection of pictographs we also talk about how and why they were used how they can be used in our story. After carefully choosing a color the tube is painted; as we wait for the paint to dry we begin writing the first draft of the story that will later be written on their completed Rain Stick. After the paint is dry and the story has been written and revised students are introduced to a large assortment of organic, natural and manmade materials that will serve as a filler to make the rain sound The Rain Stick is a simple percussion musical instrument used to make music by Indigenous peoples for hundreds of years not only in the Americas but around the world as well. The origin of the Rain Stick is undetermined but it has been growing in popularity in recent years as a simple tool for teaching children both in and out of the classroom. The Rain Stick lesson is a fun and simple way to help teach children water conservation and pollution as well as the effect of our actions and words on others and the world around us.
. After the dry filler is added and the Rain Stick completely assembled and the story has been revised and rewritten it is time write our story on it in our words and with pictographs. The work is done it is now time to have fun, we learn a traditional American Indian song and dance, and use their Rain Stick to make the music as we dance.
(note)This lessons can stand alone or may be combined with general presentation. (Recommended) By combining the general presentation the students gain a better understanding of American Indian culture therefore a greater appreciation of the art form.
In fourth and fifth grade we include more North Carolina History.
Barbara Locklear
704-392-1137
ndnstoryteller@bellsouth.net
Any
Any
Class room or work area,where students are allowed to use paint.
Any place children are allowed to use paint.
Day one if beginning with artifact presentation will be $300.00 in assembly format for grade level. Other lessons $150.00 per class, instruction and materials. Will negotiate for large grade levels.
RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
W.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
SL.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
Kindergarten
K.V.1 Use the language of visual arts to communicate effectively
K.V.1.2 Create original art that expresses ideas about oneself.
K.V.2 Apply creative and critical thinking skills to artistic expression.
K.V.2.2 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. 3 Use the processes of drawing, painting, weaving, printing, collage, mixed media, sculpture, and ceramics to create art.
K.CX.1 Understand the global, historical, societal, and cultural contexts of the visual arts.
K.CX.1.1 Recognize that art can depict something from the past (long ago) or present (today).
K.CX.1.5 Recognize that an artist’s tools and media come from natural and human-made resources.
First Grade
1.V.1 Use the language of visual arts to communicate effectively.
1.V.1. 3 Recognize that symbols, subjects, or themes are used in the works of others to communicate
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.
1CX.1 Understand the global, historical, societal, and cultural contexts of the visual arts.
1.CX.1.2 Identify images in art as depicting something old (historic) or new (contemporary). Second Grade
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.3.1 Use a variety of tools safely and appropriately to create art.
2.V.3.3 Use the processes of drawing, painting, weaving, printing, stitchery, collage, mixed media, sculpture, and ceramics to create art.
2.CX.2 Understand the interdisciplinary connections and life applications of the visual rts
2CX.2.2 Understand relationships between art and concepts from other disciplines, such as math, science, language arts, social studies, and other arts.
2.CR1 Use critical analysis to generate responses to a variety of prompts
2.CR.1.2 Evaluate personal work, while in progress and at completion
Third Grade
3.V.2 Apply creative and critical thinking skills to artistic expression.
3.v.2. 1 Create art through a process that includes generating ideas, planning solutions, and producing original art.
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.
3.CX.1 Understand the global, historical, societal, and cultural contexts of the visual arts.
3.CX.1.5 Use local, natural, or recycled resources to create art.
3.CX.2 Understand the interdisciplinary connections and life applications of the visual arts.
3.CX.2.2 Understand how to use information learned in other disciplines, such as math, science, language arts, social studies, and other arts in visual arts.
3.CR.2 Use critical analysis to generate responses to a variety of prompts 3.CR.2.2 Evaluate the compositional and expressive qualities of personal works of art
Fourth Grade
4.H.1 Analyze the chronology of key historical events in North Carolina history
4.H1.1 Summarize the change in cultures, everyday life and status of indigenous American Indian groups in North Carolina before and after European exploration.
4.C.1 Understand the impact of various cultural groups on North Carolina.
4.C.1.2 Explain how the artistic expression of various groups represents the cultural heritage of North Carolina.
4.CX.1 Understand the global, historical, societal, and cultural contexts of the visual arts.
4.CX.1. Understand how the visual arts have affected, and are reflected in, the culture, traditions, and history of North Carolina
4.V,2 Apply creative and critical thinking skills to artistic expression
4.V.2.1 Identify different successful solutions to artistic problems
4.V3. 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
Fifth Grade
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).
5.C.1 Understand how increased diversity resulted from migration, settlement patterns and economic development in the United States.
5.C.1.4 Understand how cultural narratives (legends, songs, ballads, games, folk tales and art forms) reflect the lifestyles, beliefs and struggles of diverse ethnic groups.
5.V.2 Apply creative and critical thinking skills to artistic expression
5.V.2.1 Evaluate solutions to artistic problems, including their effectiveness
5.V,3 Create art using a variety of tools, media, and processes, safely and appropriately.
5.V.3.1 Evaluate how to manipulate tools safely and appropriately to reach desired outcomes.
A cancelation fee of $100.00 will be charged to cover some of the cost of materials.