4 sessions; 45 minutes per session

1. SWBAT understand the history of ledger art- how it came about and characteristics of the art form.
2. SWBAT participate in a Visual Thinking Strategies discussion on a work of Terrance Guardipee’s contemporary ledger art.
3. SWBAT brainstorm events or memories from their lives and what type of imagery could represent them.
4. SWBAT create a collage of ephemera associated with their event/memory and found papers.
5. SWBAT use drawing, painting, or other mixed media to add imagery that tells the story of their memory/event on top of their collages.

1. Sturdy paper, matboard, canvas, etc. for a base.
2. Found papers- graph, notebook, book pages, sheet music, newspaper, old worksheets, etc.
3. Ephemera (optional)- students can bring in papers associated with their memory/event and use the profile make copies
4. Scissors
5. Glue
6. Choice of media- pencil, marker, paint, etc.

Need these materials? Visit Blick!

1. Introduction
-slides presentation about Plains Indians and ledger art
-VTS discussion of contemporary ledger art and video
-explain challenge and students brainstorm
2. Create collage background
-students can use ephemera or scan/copy originals, print maps or other documents
-add in found papers
-consider composition and fill the space
3. Sketch imagery to represent memory/event
4. Finish work with drawing, painting, etc.

1. Ledger Art slides presentation https://docs.google.com/presentation/d/1q_TXb_wiGeq4kLazJDX1YetbZ6Gy5vbUCTuHea2W0g4/copy

This could work for a variety of grade levels and classes. Students could even complete it on a computer or tablet by scanning/photographing and arranging documents then making a digiral drawing or painting on top.

[9-12 Proficient] Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use

[9-12 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks

[9-12 Advanced] Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium

[9-12 Proficient] Students evaluate the effectiveness of artworks in terms of organizational structures and functions

[9-12 Proficient] Students create artworks that use organizational principles and functions to solve specific visual arts problems

[9-12 Proficient] Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture

[9-12 Proficient] Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life

[9-12 Proficient] Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art

[9-12 Proficient] Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places

[9-12 Advanced] Students analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing understanding of the work of critics, historians, aestheticians, and artists

[9-12 Proficient] Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works

[9-12 Proficient] Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts

[9-12 Proficient] Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences

American Art, Contemporary Art

Collage, Drawing

History/Social Studies, Multicultural Studies