In the Time of the Old Ones


Notes to the Teacher

The Navajo people (who call themselves Din* or Dineh) are known for their close relationship with all forms of life, and their desire to live in balance with nature. They are also known for their ability to adapt to their surroundings. The Navajo have a long history with many traditions. They are famous for many arts such as jewelry, pottery, basket making, and sand painting, but they are most famous for their weaving. The Navajo believe that weaving is a gift from a spirit. Their legends say that Spider Woman taught them to weave.


The Task

Explore and experience the Navajo Indians' close relationship with the land they lived on. To do this:


The Process

  1. Start a project journal to record thoughts, questions and answers, and ideas as you go through the project. Begin by writing what you already know about Navajo Indians.
  2. Use the resources to learn about the Navajo environment. In your journal write thoughts about the following:
  4. Look at pictures of actual Navajo rugs and blankets. Identify lines, shapes, colors, and textures being used. Copy one or more of the rug patterns into your journal. Write answers to the following:
  6. Read Navajo legends and history.
  8. Decide on a natural resource or part of the environment in your area that you would like to represent in your rug design.
  10. Use the writing process to create a legend about your chosen feature. Remember to convey your feelings about this environmental feature as the Navajo did.
  11. Present your rug and legend to your tribe (class) during a tribal ceremony.


Learning Advice

Creating a geometric pattern

The Navajo used symbols to represent environmental features. However, many of these symbols did not look exactly like the object but rather showed their feelings about that object. Try these two ways to find a pattern you like:

To make a pattern that looks like the environmental feature:

  1. Look at different pictures of the object. If possible, go visit the object in your area.
  2. Draw a picture of the actual landform or resource you want to use.
  3. Lay white paper over this drawing. Use a black crayon or marker and trace the outline shape only.
  4. Now change this shape a little if you want. Most lines in Navajo rugs are straight and have sharp edges (why is that?).
  5. Now experiment with repeating this shape, turning it, flipping it over, or anything else you can think of.
  6. Finally, add color.

To make a pattern expressing feelings about the environmental feature:

  1. Look at different pictures of the object. If possible, go visit the object in your area.
  2. Think of shapes or lines that suggest your feelings when viewing this object.
  3. Sketch these lines and shapes, and play with arranging them on your paper in different ways.
  4. Choose one arrangement you like. Finally, add color to express the feelings or impressions this landform suggests to you.

Writing a legend

Some steps you might take to write your legend are:

  1. Decide what characters you will use. You can get ideas from the legends you read.
  2. Brainstorm how you will explain the creation of this landform. Remember to include supernatural events as the Navajo did.
  3. Share your ideas with others to get suggestions.
  4. Write a draft of the story. Use exciting vocabulary to add feeling (a thesarus helps). Some techniques you might try are:
  6. Show your draft to a friend and ask for ideas to improve the story.
  7. Write a final version of the story, adding any ideas your friend suggested that you like.

Presenting to your tribe

Remember that a good storyteller uses an interesting voice, speaks loudly and clearly, keeps eye contact with the audience, and knows his story very well. Imagine you are an Navajo storyteller passing on an important legend. You might even create a costume to wear. How would you act and speak?
 

Evaluation

When you think you're done ask yourself these questions to make sure you have a good project:

  1. Does your journal show your thinking about Navajo life, beliefs about nature, and legends? Does it include answers to each question?
  2. Did you create a new rug design using a geometric pattern?
  3. Does your legend give a fictional explanation of the environmental feature?


Conclusion

You have explored the culture of Navajo Indians through their legends and their rug weavings. How did the Navajo's beliefs about nature affect their art? How do your beliefs about nature affect the things you do? How do you treat the land and natural resources?
 

Reflection

  1. What resources did you find most helpful in learning about the Navajo people?
  2. Did you accept ideas from others while completing each part of the project? How did this improve your final project?

Extension

Some things you might want to do next are:

  1. Explore other Navajo art - jewelry, pottery, baskets, sand paintings - to learn more about the Navajo people.
  2. Explore other native cultures and compare them to what you learned about the Navajo.
  3. Investigate ways you can help care for the land and natural resources in your area.




Notes to the Teacher

Lesson Title: In the Time of the Old Ones

Curricular Area: History-Social Studies, Visual and Performing Arts

Grade Level: 3-5

Goal/Purpose:
History-Social Science Goals and Curriculum Strands:
(excerpted from the California State History-Social Science Framework, CA Department of Education, 1988)

  1. Historical Literacy: understand the importance of belief systems in a particular culture.
  2. Ethical Literacy: understand that the ideas people profess affect their behavior.
  3. Cultural Literacy:
  5. Geographic Literacy: understand human and environmental interaction.
  6. Skills Attainment: participation skills, critical thinking skills, and basic study skills.

Visual and Performing Arts components for Visual Arts:
(excerpted from the California State Visual and Performing Arts Framework, CA Department of Education, 1996)

  1. Artistic Perception: recognize the visual structures and functions of art through observation, comprehension, and application of composition and design principles.
  2. Creative Expression: create orginial work of art and interpret thoguths, perceptions, and ideas in creating this artwork.
  3. Historical and Cultural Context: gain an understanding and appreciation of people across time and place; understand the role and social context of the visual arts within a culture.
  4. Aesthetic Valuing: analyze and respond to artwork, and its intent and purpose

Length of Lesson: approximately 1-2 weeks

Materials:

Interdisciplinary Connections:

Teacher Resources:

Prerequisite Learning:
Before this project, students should have experiences in:

Suggestions:

  1. Anticipate students' needs for vocabulary development before or during the project by previewing the student component and resources.
  2. Print out the project and include the student section in the students' journals so they can refer back to it when working offline.
  3. Online images are going to take time to load. Either have some other type of work for students to do while they're waiting, or download the graphics yourself and have students view them offline.
  4. Have class/group discussions after each step in the process. This will help students clarify their thoughts and check their understanding.
  5. Bring in rugs or blankets for students to experience first hand. This is most helpful in exploring textures.
  6. Visit a museum or contact a guest speaker (Native Americans in your community, a museum docent, or a rug dealer) to visit your class.
  7. Have students create their final rug on graph paper, using each horizontal line to represent one line of weaving on the rug.


Written by Joan Schatz, Central Elementary School, Central School District....