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
Challenge Math Skills, Expand Vocabulary, Learn Bead Weaving
In this lesson students learn the history of beading by American Indians that began long before the arrival of the Europeans to this part of the world with glass beads. They see and experience many natural materials used by Indian people for Embellishments and Decorations, long before they had glass beads that are used today. Students also see examples of ways they can decorate virtually anything with beads. They see many styles, sizes, shapes, and colors of beads and learn, they each have a name and purpose.
As students explore weaving on the beading loom, they made themselves they are learning and experiencing the importance of patterns and vocabulary, while helping and improving mathematical skills, having fun, and developing life-long skills. After learning the culturally symbolic meaning of colors, students create a pattern using grid paper and markers. At this point they make a beading loom and transfer their pattern from the paper to the beading loom and weave a beaded bracelet
(Note) This lesson is best if we begin with the artifact presentation; it gives the students a greater and more in-depth history lesson and understanding of American Indians. This is especially significant for 4th grade because we include more history on Indians of North Carolina.
Barbara Locklear
704-392-1137
ndnstoryteller@bellsouth.net
Any
Any
Day one and two, a place where a display can be exhibited and students can go to EP. All other lessons may be in classroom. Will need a 6 ft.table and an electrical outlet or cord.,
Classroom or a location where students will have a work area.
Day 1 and 2 because of the amount of work and time involved for set up and repack will be $300.00 each, will be assembly of all grade level. All other lessons $100.00 per class. Will negotiate for residency.
W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience
SL.2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally
SL.3 Identify the reasons and evidence a speaker provides to support particular points.
Second Grade
2.V.2 Apply creative and critical thinking skills to artistic expression
2.V.2.1 Understand that artistic problems have multiple solution
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.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.
2.CR.1 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
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.
3CX1.1 Exemplify how visual arts are used by various groups for artistic expression within the local community.
Fourth Grade
4.V.3 Create art using a variety of tools, media, and processes, safely and appropriately.
4V.3.3 Create art using the processes of drawing, painting, weaving, printing, stitchery, collage, mixed media, sculpture, ceramics, and current technology.
4.CX.1 Understand the global, historical, societal, and cultural contexts of the visual arts.
4.CX.1.4 Explain how place and time influence ideas, issues, and themes found in art.
4.CX.2 Understand the interdisciplinary connections and life applications of the visual arts.
4.CX.2.2 Apply skills and concepts learned in other disciplines, such as math, science, language arts, social studies, and other arts, in the visual arts.
4.CR.1 Use critical analysis to generate responses to a variety of prompts.
4.CR.1.2 Critique personal art based on teacher-established criteria.
4.G.1 Understand how human, environmental and technological factors affect the growth and development of North Carolina.
4.G.1.2 2 Explain the impact that human activity has on the availability of natural resources in North Carolina.
Fifth Grade
5.V.3 Create art using a variety of tools, media, and processes, safely and appropriately.
5.V.3.3 Create art using the processes of drawing, painting, weaving, printing, stitchery, collage, mixed media, sculpture, ceramics, and current technology
5.CX.2 Understand the interdisciplinary connections and life applications of the visual arts.
5CX.2.2 Exemplify how information and skills learned in art can be applied in other disciplines.
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.
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.1.1 Analyze the change in leadership, cultures and everyday life of American Indian groups before and after European exploration.
A cancellation fee of $100.00 will be charged to help cover some of the cost of materials.