Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.
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.