6-D-1 GASC Styles Lesson Plan
Allison Dowling

Title of Lesson: Pacific Northwest Native American Totem Pole Drawings
Grade Level: 8th Grade
I. Goals & Objectives

A. Pen and ink drawing techniques will be explored and experienced by focusing on making a totem pole pen and ink drawing with a Pacific Northwest tribal theme. 1) Seven basic technical pen and ink drawing techniques will be practiced first. 2) The learner will chose animals, symbols, and family crests that have special meaning to their personality, family and current worldview. 3) Focusing on designing a Pacific Northwest Native American looking totem pole the learner will blend pen and ink techniques into their drawings/designs.
B. Time: Five- Six, 45 minute sessions

II. Goals & Objectives
A. TLW gain an understanding and experience the seven technical pen and ink drawing techniques. The techniques are contour line, parallel lines, crosshatching, stippling, scribble lines, wavy lines and crisscross lines. [9.1 Production: A, B, C.]
B. TLW experience the culture of the Pacific Northwest Native American Indians by creating a personal totem pole. [9.1 Production A, B, C,] [9.2 Historical and Cultural Contexts: C, D, F, G, I, K, L.]
C. TLW apply the seven drawing techniques that are practiced in a final pen and ink drawing based on the designs of Pacific North West Native Americans, their personalities, and their family heritage.[9.1 Production: A, B, C, E, F.] [9.3 A, B, D.]
D. TLW gain knowledge of the Pacific Northwest Native Americans, and their art form of making totem poles. [9.2 Historical and Cultural Contexts: C, D, F, G, I, K, L.]

III. Cultural Exemplars
A. Lesson Sample
B. Lesson Sample that is a work in process to demonstrate from.
C. Pacific Northwest Information Packet
D. Pen & Ink Information Packet & Books
E. A power point on Pacific Northwest Native American animals and pen and ink techniques

IV. Supplies and Equipment
A. Bristol Paper
B. Pen & Ink
C. Drawing paper for first exercise
D. Pencils
E. Erasers
F. PowerPoint Presentation

V. Scope and Sequence of Experiences
A. Session One: Introduction to the Unit and Power Point. Teacher will introduce the new lesson to the class by reviewing the seven pen and ink techniques through a Power Point presentation (Abstract Sequential). Art students will practice the seven techniques by making them in their sketchbooks the size of a quarter (Concrete Sequential.) Students will also be shown the teachers sample of the project (Concrete Sequential) and encouraged to begin to think of three symbols they would like to incorporate into their totem pole drawing (Concrete Global). Students are encouraged to come to class the next day prepared to begin their drawings with their ideas (Abstract Global.) Students will use the rest of the class to work on their seven techniques in their sketchbooks (Concrete Global.)
B. Session Two: Demonstration. The teacher will begin class by showing the class a Power Point of examples of totem poles (Abstract Sequential.) As a class we will discuss the different types of totem poles that the Pacific Northwest Native Americans create and how they can mean different things about their families (Abstract Global). The students will have to include a personal logo that tells us something about their personality, an animal that they think means something to them, and finally something that describes their family or childhood (Abstract Global). I will give the students books, hand outs, and pictures of logos, totem poles, family crests, etc (Concrete Sequential). Students will be given the Bristol paper to begin sketching in pencil. The teacher will discuss setting up the totem pole with different “chambers” and give detailed step by step directions (Concrete Sequential). Students will work on sketching their totem poles with pencils for the rest of class (Concrete Global).
C. Session Three: Work Session. Students will finish sketching out the design of their totem poles and begin to incorporate the seven techniques into their drawings (Abstract Global, Concrete Global, and Concrete Sequential). The teacher will go around the class to work individually with their students if they need help. Students will continue working on their pen and ink drawings for the rest of the class (Concrete Global).
D. Session Four: Work Session. Stressing using a Pacific Northwest design theme (Abstract Global) and also using the seven technical techniques (Concrete Sequential) drawings will begin to take shape. Students should be reminded of using personal symbols and logos to help put meaning into their work (Abstract Global). Students will continue to work on their drawings.
E. Session Five & Six: Work Session and Project Wrap Up. The teacher will continue to lend advice to students who are struggling or need to “iron out kinks” in their drawings
(Concrete Global).Students should continue to work on their drawings and complete their drawings (Concrete Sequential). Finished students will fill out a rubric that includes a self reflection writing assignment to evaluate their drawings (Abstract Sequential). Exciting totem pole drawings will be created and displayed on the bulletin board for all to see(Abstract Global).

Reflection on Special Populations: This lesson has many different avenues for every type of learner. Some ways that it can be modified is spend more time on areas that the student is struggling in. In terms of choosing personal symbols, logos, and designs I will have books and hand-outs for some ideas. The size of the totem pole can also be smaller if the student is not a fast worker. I believe that everyone can make Art and if there is a will there is a way. I work with each individual student until we come up with a solution.

Totem Poles on display

Student Samples