The Arts · Grade 6 · Art History and Global Perspectives · Term 3

Indigenous Art of the Americas: Symbolism

Exploring the symbolism and craftsmanship in Indigenous artistic traditions, from totem poles to textile weaving.

• Ontario Curriculum Expectations
• VA:Cn11.1.6a
• VA:Re9.1.6a

About This Topic

Modernism and the Breaking of Rules examines the radical shift in the late 19th and early 20th centuries when artists stopped trying to 'copy' reality. In the Ontario curriculum, this topic introduces students to movements like Cubism, Surrealism, and Abstract Expressionism. They learn that Modernist artists were more interested in expressing feelings, ideas, and the 'essence' of a subject than in making it look 'correct.'

This topic challenges students' definitions of what art 'should' be. It encourages them to value experimentation and personal expression over technical perfection. By studying Modernism, students learn that art can be a way to process a rapidly changing world (like the industrial revolution or world wars). This topic particularly benefits from hands-on 'rule-breaking' activities and collaborative discussions where students debate the meaning of non-objective works.

Key Questions

1. Analyze how traditional symbols convey ancestral stories and connections to nature.
2. Explain how the preservation of traditional art is linked to cultural identity.
3. Differentiate the symbolic meanings of colors and forms in Indigenous art.

Learning Objectives

• Analyze how specific symbols, such as animal figures or geometric shapes, represent ancestral stories and connections to the natural world in Indigenous art.
• Explain the relationship between the preservation of traditional Indigenous art forms and the maintenance of cultural identity.
• Differentiate the symbolic meanings of common colors and forms used in various Indigenous artistic traditions.
• Compare and contrast the craftsmanship and symbolic intent in two different Indigenous art forms, such as Haida totem poles and Navajo weaving.

Before You Start

Elements and Principles of Design

Why: Students need a foundational understanding of elements like line, shape, color, and principles like pattern and balance to analyze artistic choices in Indigenous art.

Introduction to Art Appreciation

Why: Students should have prior experience looking at and discussing various artworks to develop the skills needed to interpret symbolism and cultural context.

Key Vocabulary

Totem Pole	A tall wooden pole carved with symbols or figures representing a family, clan, or significant event, often found among Indigenous peoples of the Pacific Northwest Coast.
Symbolism	The use of images, objects, or colors to represent abstract ideas or qualities, conveying deeper meanings beyond their literal appearance.
Cultural Identity	The sense of belonging to a group based on shared customs, traditions, language, and history, often reinforced through artistic expression.
Textile Weaving	The process of creating fabric by interlacing threads or yarns, often incorporating intricate patterns and symbolic designs specific to Indigenous cultures.
Form	The shape and structure of an artwork, which in Indigenous art can carry specific symbolic meanings related to nature or spiritual beliefs.

Watch Out for These Misconceptions

Common Misconception

Abstract art is 'easy' and anyone could do it.

What to Teach Instead

Abstract art requires a deep understanding of composition, color, and balance. Use a 'controlled vs. random' activity where students try to make a 'balanced' abstract piece to see how much thought goes into every line and color choice.

Common Misconception

Modern art doesn't have a 'meaning' if it doesn't look like something.

What to Teach Instead

Meaning in modern art is often found in the *process* or the *emotion* it provokes. Use a 'blind response' activity where students write down the first three words they feel when looking at an abstract piece to show that it still communicates effectively.

Active Learning Ideas

Inquiry Circle: The Cubist Puzzle

Groups take a photo of a common object (like a chair) and cut it into geometric pieces. They must reassemble it from multiple 'viewpoints' at once to create a Cubist-style collage that shows the object's 'essence.'

45 min·Small Groups

Think-Pair-Share: Surrealist Dreams

Show a Surrealist painting (like Dali's melting clocks). Pairs discuss: 'If this painting were a dream, what would the dreamer be feeling?' and 'Why did the artist choose to make these objects look 'wrong'?'

20 min·Pairs

Whole Class: The 'Is It Art?' Debate

Show a controversial modern work (like a blank canvas or a 'ready-made' object). Students move to different sides of the room based on whether they think it is 'art' or 'not art,' then must explain their reasoning using artistic vocabulary.

30 min·Whole Class

Real-World Connections

• Museum curators, like those at the Canadian Museum of History, research and interpret Indigenous artworks, ensuring the accurate representation and preservation of their cultural significance for public education.
• Indigenous artists today, such as those creating contemporary prints or textiles, draw inspiration from traditional symbols and techniques, adapting them to express modern experiences while honoring their heritage.
• Cultural heritage organizations work with Indigenous communities to document and revitalize traditional art practices, safeguarding this knowledge for future generations and promoting cultural continuity.

Assessment Ideas

Exit Ticket

Provide students with images of two different Indigenous artworks. Ask them to write one sentence explaining a symbol in each artwork and one sentence on how that symbol connects to nature or ancestral stories.

Discussion Prompt

Pose the question: 'How does creating or preserving traditional art help an Indigenous community maintain its cultural identity?' Facilitate a class discussion, encouraging students to reference specific examples of art forms and their meanings.

Quick Check

Show students a slide with several common Indigenous art symbols (e.g., raven, bear, sun). Ask students to write down the potential symbolic meaning of each symbol based on what they have learned, or to identify which symbol represents a specific concept like 'creation' or 'family'.

Frequently Asked Questions

What is the difference between abstract and non-objective art?

Abstract art starts with a real object and 'simplifies' or changes it. Non-objective art doesn't start with a real object at all; it’s just about lines, shapes, and colors. Both are key parts of Modernism.

How can active learning help students understand Modernism?

Modernism can be frustrating for students who value 'realism.' Active learning strategies like the 'Is It Art?' debate or 'Cubist collaging' allow them to grapple with the *ideas* behind the movements. By physically 'breaking the rules' themselves, they begin to see the skill and intention required to create abstract work, moving them from skepticism to critical appreciation.

Why did artists start making modern art?

With the invention of the camera, artists didn't need to 'copy' reality anymore. They wanted to explore things a camera couldn't capture, like dreams, complex emotions, and the speed of modern life.

What is Surrealism?

Surrealism is an art movement that focused on the 'unconscious mind' and dreams. It often features strange, dream-like scenes where ordinary objects are put together in impossible ways.

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