Getting StartedI began this sculpture lessonby telling stories and show-ing colorful visuals of thediverse and beautiful art-work made by NativeAmerican Indians. Studentsresearched the history oftotems online to find anassortment of pictures fromwww.totempoles.info. I alsomade handouts with linedrawings of actual totemsfrom the book Looking atTotem Poles by HillaryStewart. We discussedartistry, ingenuity, and rich-ness of legend.
The AssignmentEach sculpture was toinclude two or three fig-ures—wolves, dogfish,hawks, killer whales,beavers, frogs, bears, thunderbirds,ravens, etc. I demonstrated drawingtechniques and how to create sym-metry in the work. We used 12 x18"(30.5 x 46 cm) tracing paper todesign our figures. Studentssketched a 5 x 13" (13 x 33 cm) rec-tangle centered on the tracing paper.A line of symmetry was drawn downthe center of the rectangle. Horizon-tal lines were used to divide up theanimals and figures. Faces and bod-ies were placed with the line of sym-metry directly down the center. Thisdarkened line drawing became thepattern for the totem.
A clean soda bottle was coveredwith narrow vertical strips of Kraftpaper, using a paste of diluted white
glue. Next, layers of the strips ofpaper were glued in a horizontaldirection. The next day, a line ofsymmetry was drawn with a rulerdown the center of the bottle. Stu-dents carefully taped their sketches,with the pencil lead side down, totheir form. They matched the linesof symmetry on both the tracingpaper and the bottle. Students trans-ferred their designs to the bottles bytracing over the drawing using a lotof pressure on their pencils.
We used a wide assortment offound materials to embellish thetotem form—cardboard scraps, oldbuttons, pipe cleaners, packingpeanuts, egg cartons, paper towelrolls, meat trays, and anything stu-
Totem Poles from
Recycled Materialsdents wanted to bring in from home.We used glue guns and masking tapeto attach the parts such as wingsand appendages. When all three-dimensional features were firmly
attached, students covered theentire form with two layers ofsmall pieces of torn Kraftpaper and glue or wheat paste.
I demonstrated acrylicpainting techniques—colormixing, blending, highlight-ing, and shadowing. Studentscarefully applied paint, payingattention to details observedin traditional totems. Somestudents added beads andfeathers.
AssessmentWe used class critiques and aself-evaluation sheet forlearning assessment. Rubricswere determined during theintroduction of the lesson,and reviewed as each partwas completed. The classheld a group “powwow” andlined the totems up in a long
row. We discussed imagination,originality, attention to detail, theresourcefulness of using recycledmaterials, and saving a little bit ofthe earth as well.
Visit www.davis-art.com/SchoolArts to download the self-evaluation sheet.
Diane Lufrano is an art teacher at ThomasGrover Middle School in West Windsor,New Jersey. [email protected]
W E B S I T E
www.totempoles.info
WEB SchoolArts November 2004
Middle Level
The Haida, Tlingit, and Kwakiutl nations that stretch from Alaska toBritish Columbia believed that the totem is like a person born intoa family, except that instead of a brother or sister, he is the story-teller. The traditions and family history outline the story that is
reflected in the meaning of the pole.
Diane Lufrano
Student work, grade eight.
Name______________________________________Period________
1. Why did the Native American Indians make totem poles?________________________________________________________________________________________________________________________________________________________________________2. How tall were they?________________________________________________________________________________________________________________________________________________________________________3. What were they made from and with what tools?_______________________________________________________________________________________________________________________________________________________________________4. What figures did you sculpt on your totem pole?________________________________________________________________________________________________________________________________________________________________________5. What parts of the figures did you make three-dimensional?________________________________________________________________________________________________________________________________________________________________________6. What materials did you use to build them?____________________________________________________________________________________7. Is there anything you could have done differently to make your totem better?________________________________________________________________________________________________________________________________________________________________________8. What is sculpture in the round?________________________________________________________________________________________________________________________________________________________________________
*Rate the following questions on a scale of 1–10 with 10 being the best 1. How well did you sculpt the added pieces?_____2. Do your add-on pieces follow the shape of the parts you were sculpting?_____3. Is your totem symmetrical, or are some figures off center?_____4. Do the animals and figures look like what you intended them to look like?_____5. Can other people tell what they are?_____6. Is your painting neat and carefully done?_____7. Did you paint any designs on your wings or on the totem pole?_____
* Total possible points for totem is 100 points which equals an A.Fill in what you feel you deserve on your totem. Be Honest!
possible rate teacherpoints yourself points________
A) Sketch/design of totem pole B) Correct techniqueC) Demonstration of sculpture in the
round with added sculptural piecesD) Choice of colors/careful paint
application and touch upE) Overall look/artistry
Total possible points 100=A Final Grade ________
Totem Pole Self-Evaluation
2020
20
2020
Recommended
