“They produced their own interpretations,” Bakly said.
The students each selected a different tribe, researched that group’s history and culture and chose images that they wanted to represent in their art.
They also composed essays that discussed their tribe’s history and how the artistic designs fit with their tribe’s culture, Bakly said, since the art project was meant to tie into the students’ social science and language arts standards.
Alexandra painted an orange, black and yellow necklace with a beaded medallion that had tassels hanging from it.
“The thing that took me the longest was the beadwork,” Alexandra explained, indicating the minute dots of paint that represented the beads.
But being able to share the final product, which Alexandra said she was proud of, made the long hours worth it, she said.
“It’s very nice because they can see how much effort I put into my art work,” she said.
Students in the class dressed up for the art exhibit and stood next to their work, ready to answer questions about their tribe, the designs they’d picked or the materials they’d used.
Having students practice speaking to their audience about their work was part of the learning experience, Bakly said.
“They’re nervous but they’re knowledgeable about their work,” she said.
Ardis Bunn, a retired teacher at Toll, asked 14-year-old Maria Ajamian about how she had created the worn appearance to the edges of her painting, which depicted the ceramic pots of the San Ildefonso Pueblo Indians.
Maria explained that she had used coffee grounds to stain the paper and give it a rough, old quality.
“That’s interesting that you did that. It gives it a nice framing to it,” Bunn said.
Parent Sylmara Multini said she was impressed with the overall quality of the designs created by the youth, and she appreciated that the students had an opportunity to practice their communication skills in discussing what they’d created.
“Overcoming shyness at this age is an amazing achievement,” she said.
