4 sessions; 50 minutes per session

1. SWBAT define hierarchy and establish it in their personal totem pole.
2. SWBAT understand where totem poles came from and appreciate their history.
3. SWBAT create animals as symbols in their personal totem.
4. SWBAT use tempera cakes.

1. pencils and erasers
2. tempera cakes
3. water cups
4. variety of paint brushes
5. white drawing paper 80 lb
6. sketchbooks
7. visual resources
8. rubric

Need these materials? Visit Blick!

1. Teacher gathers students' previous knowledge of totem poles by listing on the board.
2. Teacher shares totem facts while showing a slideshow of totem images.
3. Teacher facilitates a discussion on hierarchy, specifically in totem poles.
4. Students brainstorm animals and their symbolism and meaning in different cultures/societies.
5. Student sketch their totem poles in their sketchbook using visual references.
6. Students transfer the image to white drawing paper.
7. Students paint totem pole paintings with tempera cakes.
8. Students write about the meaning and significance of their totem pole, complete with hierarchy.
9. Students self assess using rubric and share knowledge gained about totems.
10. Teacher assesses using rubric and displays student work.

The students self assess using the rubric and show knowledge gained by recalling facts about totem poles.
Teacher assesses using same rubric.

I also had the students create 3D totem poles using oil pastel on toilet paper rolls as a follow up lesson.

Oceanic Art, Indigenous American Art

Emphasis, Balance

Pencil, Paper, Painting, Tempera

History/Social Studies, Multicultural Studies

totemrubric.docx
Totemfacts.rtf