MASTERPIECE: - Chandler Unified School District / Overview by NKB4nmzL

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									MASTERPIECE:   Persevering the Long Walk Toward Sovereignty
                – by Baje Whitethorne, Sr.

CONCEPT:       Navajo Art

GRADE:         Fourth

LESSON:        Landscape watercolor of the world around us

Objectives:    Learn about the Navajo history and culture and the life of a
               Navajo artist, make a painting expressing each student’s own
               place in the world, and master mixing primary colors to make
               secondary colors

Vocabulary:    Shape, Pattern, Background, Foreground, Border

Materials:     Watercolor paper
               Butcher paper or newspaper for desks
               Watercolors – red, yellow and blue
               Paint brushes
               Water bowls
               Black markers
               Spray bottle for water (optional)

Process:       1.    Read the book “Father’s Boots” to the class and share
                     the biography of the author/artist, as well as the
                     attached information regarding the history and culture
                     of the Navajo. In the biography, be sure to focus on:
                      He grew up on a reservation and lived in a hogan
                      Even though his family had no money, he had a very
                        happy childhood
                      The items he remembers most from his childhood are
                        2 rain barrels where his family kept fresh rain water
                        and . . .
                      A blue metal folding chair that was his only possession
                        that was his and his alone. He kept it in the shade
                        during the summer to keep it cool; he could put his
                        face on it to cool himself off.
                            The rain barrels and blue folding chair are symbols of
                             his happy childhood, and he includes them in most of
                             his paintings.
                   2.     Discuss the painting and the border around the painting.
                   3.     Discuss the students’ “physical place in the world (the
                          landscape around them, what they see on the horizon,
                          etc.)”
                   4.     Cover desks with butcher paper or newspaper. Dampen
                          the watercolor paper by brushing it with clean water.
                          This can be done with the spray bottle filled with water.
                   5.     Have students freely brush the colors over the paper,
                          leaving some areas white. Experiment with primary
                          colors by layering them to make secondary colors and to
                          produce depth, foreground and background. Have them
                          repeat lines, shapes and colors.
                   6.     When the painting is dry, have students outline some of
                          the areas with a black marker to distinguish objects.




Vocabulary Definitions:

Shape: A flat figure created when actual or implied lines meet to enclose a space.
A change in color or shading can define a shape. Shapes can be divided into several
types: geometric (square, triangle, circle) and organic (irregular in outline).

Pattern: A choice of lines, colors or shapes, repeated over and over in a planned
way.

Background: Parts of artwork that appear to be in the distance or behind the
objects in the foreground.

Foreground: In a scene or artwork, the part that seems near or close to you.

Border: A decorative band around the edge of an artwork that frames the work.
MASTERPIECE:       Persevering the Long Walk Toward Sovereignty
                   by Baje Whitethorne, Sr.

In the painting, Whitethorne depicts his peoples’ return journey back home to
Arizona from Bosque Redondo, a desolate tract of land on the Pecos River in
eastern New Mexico. The painting is based on the actual 300 mile march in 1868,
four years after 8,000 Navajos were rounded up and forced from their homeland.

About the Artist – Baje Whitethorne, Sr. was born in Shonto, Arizona. After high
school, he enrolled in NAU to study fine arts. His pallet uses only the three
primary colors – red, blue and yellow – which he mixes to create his own colors that
give the viewer feeling, texture and realness. His works reflect his pleasant
memories of his early life on the Navajo Reservation and include rocks, canyons,
trees, colorful skies, hogans, sheep pens, ramadas and his trademark blue folding
chair. His paintings are finely detailed and alive. Mr. Whitethorne also has written
and illustrated a number of children’s books that retell Native American legends.
He lives in Flagstaff, AZ.

CONCEPT:           Navajo Art

GRADE:             Fourth

LESSON:            Landscape watercolor of the world around us

VOCABULARY:        Shape, Pattern, Background, Foreground, Border
Biographical Information:

http://images.google.com/imgres?imgurl=http://www.bronzesmith.com/assets/imag
es/derived/434ac14fa4125.jpg&imgrefurl=http://www.bronzesmith.com/artist/ind
ex.php%3Fid%3D43&h=114&w=114&sz=3&hl=en&start=16&tbnid=vZW98FOENXJlk
M:&tbnh=87&tbnw=87&prev=/images%3Fq%3Dbaje%2Bwhitethorne%26svnum%3D
10%26hl%3Den%26lr%3D



Additional Baje Whitethorne works:

http://images.google.com/images?q=baje+whitethorne&hl=en




Article about Navajo hogans:

http://www.kstrom.net/isk/maps/houses/hogan.html




Baje Whitethorne, Sr.

								
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