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Instructional Plan for Kindergarten



Native American art forms are explored through visual and audio media gleaned from the Library of Congress.

Activities engage students in recreating examples of artwork using techniques similar to those explored through the visual and audio media.


Goal: Native peoples have a rich, artistic heritage that has been transmitted to later generations and has influenced current culture and traditions.


Essential Questions:

1.What are examples of Native American traditional art forms?

2.How do Native Americans use patterns in their art?

3.What are characteristics of Native American music?



1.Social Studies

I. Time, Continuity and Change: History

K.1    The learner will demonstrate an understanding of the way individuals, families and communities live and work together now      and in the past.  The student should be able to

K.1.1       discuss personal changes over time such as those related to physical growth and personal interests and

K.1.2       describe personal connections to place, especially place as associated with immediate surroundings.

II. Power, Authority & Governance: Government/Political Science

K.4      The learner will demonstrate an understanding of the role of the responsible citizen in American democracy. The student should

be able to

K.4.4       demonstrate empathy and caring for others, respecting the rights and cultural diversity of others.

III. People, Places, and Environments: Geography


K.7    The learner will demonstrate an understanding of the role of human systems on Earth. The student should be able to

K.7.1     discuss how various people earn their livings and

K.7.2     identify similarities and differences in the customs, patterns, and cultures of various regions.


IV. Production, Distribution, and Consumption: Economics

K.9    The learner will demonstrate an understanding of how choice impacts personal economics. The student should be able to

K.9.1    explain how families and communities work together to meet basic needs and wants and deal with availability of goods and services.

K.10   The learner will demonstrate an understanding of businesses in the community. The student should be able to

K.10.1    give examples of people acting as consumers and producers.

K.11   The learner will demonstrate an understanding of the world of work. The student should be able to

K.11.1       name a variety of jobs,

K.11.2       state how people live and work together in a family, and

K.11.3       describe the role of the workers in the community and the tools each worker needs to accomplish his or her task.


2.English Language Arts:

W1      The student will use apply a process approach to writing.

K-W1.    Continue choosing topics and generating ideas about which to write.

K-W1.2.1Demonstrate the ability to use pictures, oral language, and/or letters to create stories about experiences, people, objects, and events.

C 1    The student will use speaking skills to participate in large and small groups in both formal and informal situations.

K-C1.5 the student will demonstrate the ability to participate in conversations and discussions by responding appropriately.

K-C1.13 Begin summarizing conversations and discussions

RS2    The student will gather information from a variety of sources

K-RS2.1 Continue identifying pictures and charts as a source of information

K-RS2.2 Begun gathering information from a variety of sources, including those accessed through use of technology

RS3 The student will use a variety of strategies to prepare and present selected information

RS3.1 Continue organizing and classifying information by constructing categories

RS3.3 Continue presenting his or her research in a variety of formats.


Procedures and Instructional Cycle:

Day 1:Students will be introduced to Native American art by the Power Point Presentation. During the Power Point Presentation, the teacher will discuss the purpose for Native American  arts: to create, to make useful items, and to produce items to sell to earn money for their families. Afterwards, students will be asked to complete a shared writing activity in the form of a web map. Student comments will be added to a chart titled: What Are Native American Art Forms? Each day following, a different art form will be emphasized. 

Day 2:Music will be emphasized today. The Power Point Presentation will be shown again and the musical art forms will be defined and examples of Native American instruments and dance will be shown. Students will perform the Ribbon and Snake Dance. The Power Point will be used to listen to drum patterns, and recordings of the Native American flute and to singing. Books will be read from the list which emphasize music and dance and examples of instruments will be viewed.

Day 3: Pottery will be emphasized this day and the Power Point Presentation will be shown again with longer time for discussion of the pottery making process (shaping clay, adding painting or decoration, and firing the clay). Examples of actual Native American pottery, or pictures of pottery, will be shown. In the Art Center, student will make a pinch pot from earthen clay and/or draw designs (or patterns) on a drawing of a piece of pottery.  A trip will be made  to the art room where the art teacher will show the students the kiln and explain how pottery is made today.

Day 4: Weaving will be the study of the day and the Power Point Presentation will be shown with longer time spent on the discussion of weaving. Woven articles will be examined for pattern (a rug, dreamcatcher, placemat) and the weaving process explained ( threads go over and under in a pattern). The students will make a woven placemat using strips of construction paper.

Day 5: The Power Point Presentation will be shown and beadwork will be emphasized. The teacher will define beadwork, the use of needle and thread and beads, and the purpose of beadwork. The use of pattern in beadwork will be analyzed and the student will make a bracelet in the art center using pony beads and a pipe cleaner. Students will be encouraged to use AB or ABB patterns.

Day 1-5: Students will work two at a time with Mrs. Chapman to complete the Web Quest.


1. Students will complete the art projects as described above: weaving, pottery, pottery design, bracelet.

2. After completing the Web Quest, students will be asked to name their favorite art form, explain what it is, and why they like it in a presentation to the class.  The teacher will record the dictation of student response.

3. The student will be asked to describe how Native American music differs from other music they know. The teacher will record the student response in the form of a dictation.

4. The student will be able to draw or write about examples of four art forms that were traditionally developed by Native Americans.

5. The student will be asked to relate why Native Americans created art in the past and continue artistic traditions today.

6. See Rubric

Native American Arts Performance






Complete Art Projects
Explores the materials yet does not  complete art work Create the examples of pieces shown but cannot name the art project Create examples and discusses the projects as art forms

Oral Presentation to  Class About Favorite Art Form
Does not choose a favorite art, will not discuss but stands up and discusses off subject Describes the art form of choice and reason  favored Describe the art form of choice,  reason  favored, more information is given

 Dictation About the Characteristics of Native American Music
The student responds but No characteristics are sighted in the dictation, or is off subject The dictation describes one characteristic The dictation describes characteristics and may compare or contrast with other music they know

Draw or Writes About Four examples of Traditional Native American Art Forms
Drawing or writing is off subject Drawing or writing includes one or two traditional Native American art forms Drawing or writing includes three or four traditionally Native American Art Forms

Dictation of Reasons Native Americans Created Art in the Past  and Continue to Create Art Today Student responds but no reason is given or off subject One reason is given More than one reason is given

written by Candace Seay Chapman    updated 3-26-04




1.Power Point Presentation

2. Recordings of Native American music (records, tapes, cds), video of dance, ribbons for ribbon dance the Public Libary is a good resource)

3. Authentic examples of Native American art: pottery, weavings, flute, drums, beadwork, basketry

4. Construction paper for weaving

5. Plastic Pony beads, pipe cleaners

6. Teacher made pattern of pottery for students to design upon

7. Earthen clay for pinch pots

8. Paper, crayons, pencils

9. List of Good Books for this unit

    A. Jingle Bell Dancer by Cynthia Leitich Smith

    B. Dancing With the Indians by Angela Shelf Medearis

    C. Native American Arts and Cultures by Ellen Kronowitz and Barbara Wally (for Grades 4-8, but can be adapted)

    D. Indian Two Feet and His Horse by Margaret Friskey

    E. Powwow by George Ancona

    F. Powwow by Linda Coombs