Native American Culture and Communication Through 4H Afterschool Art Programs

1
Native American Culture and Communication
Through 4-H Afterschool Art Programs

• Presentation for Children, Youth and Families At
  Risk Conference, 5/18/06 Carolyn Clague, Ed.D.,
  Associate Professor
• State Youth Development/4-H Specialist
• Cooperative Extension Service
• South Dakota State University

2
Goals of Presentation at CYFAR Conference,
Atlanta

• Review purpose of 4-H Afterschool programs.
• Present research-based Native American culture
  and communication teaching strategies and
  experiential learning activity for Native youth
  art programs.
• Do experiential learning art activity.
• Discuss implications and actions.

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1. What is 4-H Afterschool?

• 4-H Afterschool is a national initiative designed
  to combine the resources of 4-H Youth Development
  and the Cooperative Extension System with
  community-based organizations addressing
  community needs by providing after-school quality
  programs for school-aged youth during their
  out-of-school time.
• Recognition of South Dakota receiving National
  Rural Youth Development (RYD) Grant, Engaging
  Youth, Serving Communities (EYSC) 3, July
  2005-June 2006.

Starting 4-H clubs in after-school programs A
4-H Afterschool resource guide On-line.
Available http//4hafterschool.org/resourceguides
.aspx Chevy Chase, MD National 4-H
Council. This material is based upon work
supported by the Cooperative State Research,
Education, and Extension Service, U. S.
Department of Agriculture, under Agreement No.
2002-45201-01528. Any opinions, findings,
conclusions or recommendations expressed in this
publication are those of the author(s) and do not
necessarily reflect the view of the U. S.
Department of Agriculture.
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Goals of South Dakota 4-H Afterschool

• Children and Youth
• To provide educational programs for youth not
  currently served by Cooperative Extension
  Service.
• To provide positive and safe learning
  environments.
• To promote youth leadership.
• To increase childrens social skills.

• Community Organizations
• To form partnerships with the directors and staff
  of existing after-school programs.
• To provide training on positive youth development
  principles for after-school staff and volunteers.
  

Rasmussen, M. F., Clague, C. L. (2004). 4-H
Afterschool initiative Extraordinary learning
opportunities. Brookings South Dakota State
University College of Agriculture Biological
Sciences, Cooperative Extension Service.
5
Role of South Dakota Youth Development/4-H
Educators

• Providing youth development training, curriculum
  resources, and technical assistance to
  after-school staff.
• Serving on boards of after-school programs.
• Assisting in writing grant proposals.
• Recruiting teens and adult volunteers.

Rasmussen, M. F., Clague, C. L. (2004). 4-H
Afterschool initiative Extraordinary learning
opportunities. Brookings South Dakota State
University College of Agriculture Biological
Sciences, Cooperative Extension Service.
6
4-H Afterschool Environment

• Research-based 4-H youth development context
  essential elements
• Belonging youth feel safe and believe they are
  cared about by others.
• Mastery youth feel and believe they are capable
  and successful.
• Independence youth know they are able to
  influence people and events.
• Generosity youth practice helping others through
  their own generosity.

Kress, C. A. (2006). Dr. Kress adult workshop
presentation Update from National 4-H
Headquarters On-line. Available
http//4hconf.4-h.org/
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Model of One-Hour 4-H Afterschool Session

• Youth arrive after school and check-in.
• If nice weather, youth and volunteer teen leaders
  go outside and play organized game for 10
  minutes.
• Nutritious snacks made available.
• Bring 4-H Afterschool Club to order, recite
  pledges.
• Begin or review theme series with discussion.
• Do learning activity using experiential learning
  model.

Rasmussen, M. F., Clague, C. L. (2004).
4-H Afterschool initiative Extraordinary
learning opportunities. Brookings South Dakota
State University College of Agriculture
Biological Sciences, Cooperative Extension
Service.
8
2. Research-based Art Teaching Strategies for
Native American Culture and Communication

• Create culturally relevant experiences.
• Invite artists from the tribe to visit, or take
  field trips to artists studios and museums.
• Be cognizant of reasons youth should learn art.
• Become familiar with stages of art development.
• Include art history, aesthetics, and criticism.
  
• Develop experiences that have relevance to the
  youths lives and backgrounds.

Einfalt, C. (1999). Culture and communication
through art. In H. Gilliland (Ed.), Teaching the
Native American (4th ed., pp. 251-257). Dubuque,
IA Kendall/Hunt Publishing Company.
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1. Create Culturally Relevant Experiences

• Reinforcing the Native American youths tribal
  identity is a significant outcome of learning
  about art.
• Educators should develop a working knowledge of
  how art was utilized by the specific culture they
  are teaching.
• Educators should familiarize themselves with
  Native American art and the culture of the youth
  being taught and develop an interest in
  historical and contemporary events of the tribe.
• Experiences or projects should be sensitive to
  tribal beliefs and practices.

Einfalt, C. (1999). Culture and communication
through art. In H. Gilliland (Ed.), Teaching the
Native American (4th ed., pp. 251-257). Dubuque,
IA Kendall/Hunt Publishing Company.
10
2. Invite Artists From the Tribe or Take Field
Trips to Artists Studios and Museums

• Learning the knowledge and skills of the tribal
  community to teach accurately is both relevant
  and beneficial.
• Artists can be role models for Native youth.
  Visit encourages, learn Native techniques, and
  see future value.
• Visiting museums or other collections of Native
  art can impact youth who can apply what they
  observe to their own work.

Einfalt, C. (1999). Culture and communication
through art. In H. Gilliland (Ed.), Teaching the
Native American (4th ed., pp. 251-257). Dubuque,
IA Kendall/Hunt Publishing Company.
11
3. Be Cognizant of Reasons Youth Should Learn
Art

• Art education is beneficial to all youth.
• Visual art programs engage youths affective,
  cognitive, and psychomotor developmental domains.
  Art is a cognitive activity and necessary for a
  childs cognitive development.
• Artistic skill development contributes to
  eye-hand coordination and abilities to read and
  write.
• Art proven to be effective in enhancing
  self-esteem. An involved experience with no right
  or wrong. Art is self-expression. Art is a safe
  encounter for learning. Art is a time to counsel
  youth.

Einfalt, C. (1999). Culture and communication
through art. In H. Gilliland (Ed.), Teaching the
Native American (4th ed., pp. 251-257). Dubuque,
IA Kendall/Hunt Publishing Company. Gardner, H.
(1992). Art, mind, and brain A cognitive
approach to creativity. New York Basic Books.
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4. Become Familiar with the Stages of Development
2-9 Years

• Scribbling Stage 2-4 years of age. Provide art
  materials that require no technical mastery.
• Pre-Schematic Stage 4-7 years of age. Form
  representative images or symbols.
• Schematic Stage 7-9 years of age. Develop a
  baseline or ground. Awareness of self in their
  environment.

Einfalt, C. (1999). Culture and communication
through art. In H. Gilliland (Ed.), Teaching the
Native American (4th ed., pp. 251-257). Dubuque,
IA Kendall/Hunt Publishing Company. Lowenfeld,
V. (1994). Creative and mental growth. New York
The Macmillan Company.
13
4. Become Familiar with the Stages of
Development 9-19 Years

• Dawning Realism Stage 9-11 years of age.
  Portraying objects in a realistic way, many
  details.
• Pseudo-Naturalistic Stage 11-13 years of age.
  Need successful and meaningful art projects.
• Adolescent Art Stage Relationships and the
  cultural tendencies of their peers become
  important subjects.

Einfalt, C. (1999). Culture and communication
through art. In H. Gilliland (Ed.), Teaching the
Native American (4th ed., pp. 251-257). Dubuque,
IA Kendall/Hunt Publishing Company. Lowenfeld,
V. (1994). Creative and mental growth. New York
The Macmillan Company.
14
5. Include Art History, Aesthetics, and Criticism

• Art history gives Native youth knowledge of their
  past.
• Art aesthetics means to see, comprehend, and
  appreciate the images that please.
• Art criticism is the ability to analyze,
  interpret, and evaluate the qualities of visual
  images.
• Educators use questions and small-group
  discussions to encourage Native youth to talk.

Einfalt, C. (1999). Culture and communication
through art. In H. Gilliland (Ed.), Teaching the
Native American (4th ed., pp. 251-257). Dubuque,
IA Kendall/Hunt Publishing Company.
15
6. Develop Experiences which have Relevance to
the Native Youth Lives and Backgrounds

• Symbols such as people, corn, animals, water,
  etc.
• Color, with each color having specific meaning
  and assigned properties.
• Use of natural materials such as stone, bone,
  wool, clay, leather or craft feathers.
• Materials and techniques for artwork.

Einfalt, C. (1999). Culture and communication
through art. In H. Gilliland (Ed.), Teaching the
Native American (4th ed., pp. 251-257). Dubuque,
IA Kendall/Hunt Publishing Company.
16
Create a Personal Book

• Native youth are invited to talk to their Elders
  about a legend or story. Then youth write down
  the legend or story and create illustrations of
  it, using virtually any medium, drawing,
  painting, printmaking, or even sand-painting. The
  cover could be made of a natural material, or
  beaded, or quilled.
• Outcomes from this activity promote relationships
  among disciplines in the curriculum, use a
  variety of learning styles, and write and
  illustrate the legend or story.

Einfalt, C. (1999). Culture and communication
through art. In H. Gilliland (Ed.), Teaching the
Native American (4th ed., pp. 251-257). Dubuque,
IA Kendall/Hunt Publishing Company.
17
Experiential Learning Art Activity for 4-H
Afterschool Grades 4-6

• Session 1
• Educator and Native American Resource Person
  introduce the three volunteer teen helpers for
  this series. Educator and Native American
  Resource Person describe and show the completed
  culture and communication art learning activity
  that Native youth will be doing in this 4-H
  Afterschool theme series, My Favorite Legend or
  Story, consisting of six sessions each one hour,
  refer to model.
• Educator and Native American Resource Person give
  youth pre-test to assess their knowledge.
  Educator and Native American Resource Person
  define legend or story. They show the youth
  several legend or story books. They invite an
  Elder from the community to read a legend or
  story. They invite an artist from community to
  discuss the books artwork. They ask youth to
  talk to parents, aunt, uncle, grandparent, or
  Elder about a Native American legend or story.
  Youth are to bring to Session 2 a written legend,
  story, or a book.

Teens as volunteer leaders Recruiting and
training teens to work with younger youth in
after-school programs On-line. Available
http//4hafterschool.org/resourceguides.aspx
Chevy Chase, MD National 4-H Council.
Clague, C. L. (2006). Native American culture and
communication through 4-H Afterschool art
programs. Brookings South Dakota State
University College of Agriculture Biological
Sciences, Cooperative Extension Service.
18
Experiential Learning Art Activity for 4-H
Afterschool Grades 4-6

• Session 2
• Educator and Native American Resource Person
  review theme series. They facilitate youth
  telling others about legends or stories heard or
  read from books brought from home. If time, read
  a legend or story.
• Do Youth begin to create a simple accordion book
  to illustrate their favorite legend or story.
  Refer to Books Tell a Story illustrated in 4-H
  Cooperative Curriculum System (4-H CCS) A Palette
  of Fun A Helpers Guide for Childrens Art
  Activities for Grades K-6, pages 19-21. Educator
  and Native American Resource Person and volunteer
  teen leaders assist youth.
• Reflect What makes some books special? The
  story? The pictures? The feel of the book? The
  size? How did folding the paper shape the book?
• Apply Think about what you can do with your
  book. You will be printing, drawing, and coloring
  your favorite legend or story. What will you do
  on each page?

4-H Cooperative Curriculum System.
(2001). A palette of fun with arts and crafts A
helpers guide for childrens art activities for
grades k-6. St. Paul University of MN Extension
Distribution Center. Available www.n4hccs.org
Clague, C. L. (2006). Native American culture
and communication through 4-H Afterschool art
programs. Brookings South Dakota State
University College of Agriculture Biological
Sciences, Cooperative Extension Service.
19
Experiential Learning Art Activity for 4-H
Afterschool Grades 4-6

• Session 3
• Do Educator and Native American Resource Person
  invite the artist again to assist youth with
  their planning, printing, drawing, and coloring
  their favorite legend or story. Adults and
  volunteer teen leaders assist youth. Youth may
  need assistance with vocabulary, grammar, and
  spelling. Youth are actively printing, drawing,
  and coloring their legend or story in their
  accordion book. While youth are working they talk
  freely about what they are doing and continue to
  share their legends or stories with others.
• Reflect Do you have any special books at home,
  like a diary or a sketchbook where you keep
  favorite drawings? Do you have any books that
  you like because someone special reads them to
  you?
• Apply What are other ways to make books? How
  else can you use an accordion book?

4-H Cooperative Curriculum System. (2001).
A palette of fun with arts and crafts A helpers
guide for childrens art activities for grades
k-6. St. Paul University of MN Extension
Distribution Center. Available www.n4hccs.org
Clague, C. L. (2006). Native American culture
and communication through 4-H Afterschool art
programs. Brookings South Dakota State
University College of Agriculture Biological
Sciences, Cooperative Extension Service.
20
Experiential Learning Art Activity for 4-H
Afterschool Grades 4-6

• Session 4
• Do Youth continue to work on their accordion
  book. Educator, Native American Resource Person,
  and volunteer teen leaders continue to assist
  youth. Adults invite artist to discuss with the
  youth elements and principles of design. Youth
  are encouraged to talk about their artwork.
• Reflect What colors did you choose? How do the
  colors make you feel? What shapes are in your
  designs?
• Apply What problems did you have doing your
  book? What were your solutions? Did you learn
  various legends or stories doing this theme
  series? What did you learn about yourself and
  your family?

4-H Cooperative Curriculum System. (2001).
A palette of fun with arts and crafts A helpers
guide for childrens art activities for grades
k-6. St. Paul University of MN Extension
Distribution Center. Available www.n4hccs.org
Clague, C. L. (2006). Native American culture
and communication through 4-H Afterschool art
programs. Brookings South Dakota State
University College of Agriculture Biological
Sciences, Cooperative Extension Service.
21
Experiential Learning Art Activity for 4-H
Afterschool Grades 4-6

• Session 5
• Do Youth sign their name and date in lower right
  corner of their Personal Book. Educator and
  Native American Resource Person ask youth to
  stand and present My Favorite Legend or Story
  to others. This practice assists youth for
  Session 6, the Recognition Ceremony.
• Reflect What did you enjoy about making My
  Favorite Legend or Story? How is your book
  similar and different than other books? Educator
  and Native American Resource Person give youth
  post-test questions to assess learning for this
  4-H Afterschool theme series. Educator and Native
  American Resource Person prepare brief remarks
  summarizing the theme series to share at the
  Recognition Ceremony.
• Apply You can make birthday cards without
  covers.

4-H Cooperative Curriculum System. (2001).
A palette of fun with arts and crafts A helpers
guide for childrens art activities for grades
k-6. St. Paul University of MN Extension
Distribution Center. Available www.n4hccs.org
Clague, C. L. (2006). Native American culture
and communication through 4-H Afterschool art
programs. Brookings South Dakota State
University College of Agriculture Biological
Sciences, Cooperative Extension Service.
22
Experiential Learning Art Activity for 4-H
Afterschool Grades 4-6

• Session 6
• Recognition Ceremony for Native youth presenting
  My Favorite Legend or Story. Youth receive a
  certificate of completion and a 4-H gift from
  Educator and Native American Resource Person.
  Youths families are invited and event is open to
  the community. Drummer provides music.
  Refreshments are served. Local newspaper editor
  and photographer are present to interview and do
  a feature article.

Clague, C. L. (2006). Native American
culture and communication through 4-H Afterschool
art programs. Brookings South Dakota State
University College of Agriculture Biological
Sciences, Cooperative Extension Service.
23
3. CYFAR Workshop Participants DoExperiential
Learning Art Activity

• View a variety of Native American legends or
  story books brought by presenter. Do you know any
  legends or stories to share with others?
• Create a simple accordion book. We will do,
  reflect, and apply. Important to model this
  art activity.
• CYFAR participants present their books. We
  recognize each other. Each participant receives a
  South Dakota Native American artist gift
  compliments of presenter.

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4. Discuss Implications and Actions

• Review workshop presentation and discuss how
  these six research-based culture and
  communication teaching strategies and
  experiential learning through art may be used
  back home in a 4-H Afterschool program.
• Contact Information
• Carolyn Clague, Ed.D., Associate Professor
• Youth Development/4-H Specialist,
  Cooperative Extension Service
• Agricultural Hall, Box 2207E, South Dakota
  State University
• Brookings, SD 57007-2097 Telephone (605)
  688-4167
• E-mail Carolyn.Clague_at_ces.sdstate.edu

Issued in furtherance of Cooperative Extension
Work, Acts of May 8 and June 30, 1914 in
cooperation with USDA. Gerald W. Warmann,
Director of the South Dakota Cooperative
Extension Service, South Dakota State University,
Brookings. South Dakota State University is an
Affirmative Action/Equal Opportunity Employer
(Male/Female) and offers all benefits, services,
education, and employment opportunities without
regard to ancestry, age, race, citizenship,
color, creed, religion, gender, disability,
national origin, sexual preference, or Vietnam
Era veteran status.