Zach Stoller

Grade 4

Ohio Academic Content Standards addressed in this unit:

Perceiving/Knowing (PE) – 2, 3
Producing/Performing (PR) – 1, 3, 4, 5, 6
Responding/Reflecting – 1, 3, 5, 6

Lesson Title: Totem Poles

Description of essential educational content contained in this lesson:

Through this lesson, students will learn about Native Americans from the northwest. Students will study the culture and
artwork of these native people. The idea of stylizing artwork will also be addressed as students work together to make a
two dimensional version of a totem pole. Finally, students will learn about symbolism and what various animals mean to
the Native Americans of the northwest.

Performance-Based Objectives:
 Students will choose one animal and draw it using stylization.
 Students will work with others at their table in order to create a totem pole.
 Students will choose an animal that symbolizes their family or personality.

Performance-Based Assessment Strategies:

Vocabulary:
Totem Pole – A carved tree used by Native Americans to tell a story.
Stylize – To alter natural shapes, forms, colors, or textures in order to make a representation in a preset style or manner.
Positive Space – An actual object that is drawn.
Negative Space – The area around an object that is drawn.

Preparations:
 Prepare digital slide presentation.
 Make example piece.
 Hang available artwork.

Procedures for the Teaching/Learning Structure:

Day 1
 Introduce project and show slide presentation.
o Emphasize stylization of animals by native cultures. How are they drawn differently? What qualities do
they have?
o Demonstrate drawing style on board.
 Fill the WHOLE page.
 Talk about animals that live in the Pacific Northwest and pass out animal books.
 Pass out handout with animal examples and color meanings.
 Each student will choose one animal to do a stylized drawing of an animal of their choice.
Day 2
 Students will finish stylized animal drawings on practice paper.
 Once students are finished drawing their animal, they will choose one color of construction paper and begin to
make their totem pole animal out of various colors of construction paper.
 Colors will reflect colors used by natives of the Pacific Northwest. (Limit to 4 colors.)
Days 3-5
 Continue collage techniques with totem poles.
 Emphasize filling the entire page and keeping to the stylization used in totem poles.
 Students complete an artist statement when they are finished with their totem pole.

Display:
Students will put their table number on the back of their artwork. I will hang the artwork according to how the individual
tables would like their totem pole to look.

Project Guidelines:
 Each student will create a part of a totem pole by drawing and using 12x18 construction paper to collage a
stylized animal native to the Pacific Northwest.
 Colors should reflect colors used in real totem poles.
 Students need to work with their table partners in order not to duplicate any animals on their totem pole.
 Limit of four colors.