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Native American Art Education
Transcript of Native American Art Education
- Teach English.
-"Civilize" the Native Americans.
-Evolves into Dartmouth College. The Carlyle Indian Industrial School Boarding School
- Goal to assimilate Native Americans to American Society.
-Must be separated to maximize assimilation.
-Train for industrial jobs. Industrial drawing included in curriculum. Bureau of Indian Affairs Boarding School Era -Modeled on the Carlyle School.
-Taught little of native culture and arts.
-No tribal language. Indian Religious Crimes Code (1883-1978) -Instituted to ban ceremonies seen as subversive.
-Banned ritual and ceremonial art and music.
-Used to suppress native culture.
-Native Americans faced imprisonment for participation in native rituals, feasts or dances. Survival -Native American art and ritual driven underground.
- Culture of privacy developed to hide
practices from mainstream.
-Act of resistance to preserve culture within boarding school system. Indian Reform
Movement Meriam Report (1928) - Emphasized Indian centered studies.
-Indian centered art education.
-Art as a means to mend White and Native American relations.
-Preserve traditional arts. Carlyle School reforms -Hires Indian artists to teach.
- Angel Decora (Winnegago) and William Dietz.
-Studied at the Drexel Institute.
-Emphasized economic independence.
-Focuses on commercial art. Sante Fe Indian School -Hires instructors to teach silver smithing and spinning.
- Focus on Indian imagery.
- Teachers teaching native arts in defiance of the Bureau of Indian Affairs. Dorothy Dunn (1903-1992) Criticism of the Studio style Bacone College post 1960s Teaching Philosophy -Foster appreciation for native art.
-Produce paintings while maintaining high standards attained by Native artists.
-Explore Native art methods.
-Evolve new techniques while keeping old styles.
- Native art as a way to reform American art. Establishes the Studio at the Sante Fe Indian School - Promotes painting styles that rely on traditional tribal influence.
- Rejects modern or European influences.
- Excludes exotic or non native art.
- Discouraged mainstream art. Teaching Practices -Teaching theories based heavily on Dewey and Cizek.
-Clear progression of development.
- Lessons based on Prang series.
-Technical exercises. Authenticity - Art defined by non-Native Americans.
-Excluded modern life.
-Created stereotype of Indians living in the past.
-Stagnant with little relevance to Native Americans today.
-Non-controversial. 1960s Civil Rights Movement
-Change in views of traditional arts.
- Renewed pride and interest in heritage. Ruthe Blalock Jones -Stylistic roots based in Studio style of Dorothy Dunn.
-Depicts modern life creeping in.
- Maintain tribal identity while being Global citizen.
-Identity determined by Native Americans themselves.