CELEBRATING COMMUNITIES OF THE WORLD In accordance to the State of Indiana’s Academic - PowerPoint Presentation

CELEBRATING COMMUNITIES OF THE WORLD In accordance to the State of Indiana’s Academic StandardsThird GradeIndiana University Art Museum Created by: Caroline Reis; Curator of Education Intern; Class of 2015

The images in this PowerPoint are for educational purposes only and are protected by copyright laws. The museum provides free electronic image files of many of its 45,000 objects.Request an Image:All requests must be made in writing, clearly identifying the work(s) of art requested and the intended use.Requests must be made for specific items. Please email your request to Heather Hales, Office Assistant Registrar, Rights and Reproductions, at  hhales@indiana.edu . Please keep in mind the following: You will be required to complete a permission-to-reproduce form which includes our list of conditions for reproduction of imagery. The form is to be signed by the person responsible for ensuring that the reproduction conforms to the museum’s conditions. Return the signed form allowing 4-6 weeks (from the day we receive the signed form) for your request to be processed. Requests cannot be considered unless four weeks’ notice (from our receipt of request) is given. The museum cannot provide permission for reproductions of works controlled by the artist’s copyright. In these instances, we will provide you with the appropriate source, if known, so that you can apply for permission directly with the copyright holder. Upon completion of the project, the requester will provide the museum with two complimentary copies of the publication.

FOR THE READER: The following narrative was written for a third grade level. The top section of each page introduces the artwork through looking exercises and poses questions about aesthetics, as well as the materials and tools of the artist. The notes section under each page provides background information discussing the history of the artwork and communities associated with it.

FOR THE READER CONTINUED This script was intended to prepare third grade students for a tour of the IU Art Museum’s third floor collections. This PowerPoint introduces students to: The concept of communityThe many roles that comprise a communityWhat it means to be a part of a community Leadership and recognition Individual and collective identity Different functions within a community The roles do children play in a community How we express pride in our community Some of the ways we contribute to our community The qualities we look for in our community leaders

FEAST LADLE Dan peoples, Liberia/Côte d’Ivoire

FEAST LADLE CONT. Describe this object.What materials has this artist used? How would you describe the different shapes the artist used? The different textures? Lines? Have you ever seen anything that looks like this?

CHIEF’S CHAIR Chokwe peoples, Democratic Republic of the Congo/Angola

CHIEF’S CHAIR CONT. What materials has the artist used to make this object? Can you find any metal on this chair? Leather? What do you see in this chair? Do you think this chair was special? Why?

STILT STEP Marquesas Islands

STILT STEP CONT. Describe what you see. What material was used to make this object? What types of lines do you see? Shapes? Textures? Faces? Figures? Any ideas how this might have been used?

PENDANT Maori peoples, New Zealand

PENDANT CONT. How does this object differ from the others we have seen? What materials could have been used to make this? What type of expression does this character have? Describe the different lines, shapes, textures and patterns.

PRIEST’S HORN Batak peoples (Toba subgroup)

SUBGROUP OF TOBA

PRIEST’S HORN CONT. Describe this object. Can you tell which part of this object is made of wood? Which part is buffalo horn? How did the artist use tools to make the different details? What might this be and how might it have been used?

RELIQUARY FIGURE Kota peoples

RELIQUARY FIGURE CONT. Describe what you see. Which shapes did the artist use? Which lines? Textures? Colors? Materials? How did the artists make this surface shiny? Have you ever seen anything like this?

BWAMI SOCIETY MASKS Lega peoples

BWAMI MASKS CONT. What materials were used to make these masks? How would you describe these faces? Their expressions? Their ages? Eyes? Noses? Mouths? Skin? Hair? How are these different from other pieces we have seen?

BOWL FOR KAVA Polynesia, Samoa

BOWL FOR KAVA CONT. What material do we see here? How might an artist carve a bowl from a tree? How is this bowl similar or different to the bowls in your house?

YAM MASKS Melanesia, Abelam peoples, Prince Alexander Mountains, Papua New Guinea

YAM MASKS CONT. What is a yam? Have you ever eaten yams? Describe these masks. How are these masks different from ones we might use? What materials has these artists used to make the masks? How are masks used? When do we wear masks?

MARIONETTE FIGURE Bamana peoples, Mali

MARIONETTE CONT. Describe what you see. What materials were used to make this object? What shapes did the artist use? Textures? Colors? Patterns? What tools might the artist use to make this object?

SANDE SOCIETY MASK (SOWO) Sierra Leone, Mende peoples

SANDE MASK CONT. Describe this object. How would you describe the eyes? Ears? Nose? Mouth? Neck? Forehead? Hair? How would you describe this expression? What shapes have been used by this artist? How would you describe the different textures? Patterns? What material was used to make this object?

MEMORIAL CARVING (MALANGGAN) Melanesia, New Ireland

MEMORIAL CARVING CONT. Describe what you see. Which shapes has this artist used? Colors? Patterns? What materials might have been used to make this object? Can you find shells? Fiber? What words describe this figure’s expression? The way he is standing?

TEACHER RESOURCES

Building the concept of community

Community Vocabulary26 Flashcards https://docs.google.com/a/umail.iu.edu/file/d/0B9g8CUrXss4gZGI3OTljMDctMjFiOS00MjFiLTkzODctYTMwZjc2NzAyY2Uw/edit?hl=en_US

Community Resource Pack http://www.teacherspayteachers.com/Product/Communities-Resource-Pack-460063

THIS PRESENTATION MEETS THE FOLLOWING INDIANA ACADEMIC STANDARDS:

SS.3.1 2007 - History: Students will describe how significant people, events and developments have shaped their own community and region; compare their community to other communities in the region in other times and places; and use a variety of resources to gather information about the past. SS.3.1.2 2007 : Explain why and how the local community was established and identify its founders and early settlers.SS.3.1.3 2007 : Describe the role of the local community and other communities in the development of the state's regions . SS.3.1.4 2007: Give examples of people, events and developments that brought important changes to the regions of Indiana. SS.3.2 2007 - Civics and Government: Students will explain what it means to be citizens of their community, state and nation; be able to identify the functions and major services provided by local governments; use a variety of resources to gather information about local, state and national governments; and demonstrate understanding of democratic principles and practices . SS.3.2.1 2007: Foundations of Government: Discuss the reasons governments are needed and identify specific goods and services that governments provide . SS.3.2.2 2007: Foundations of Government: Identify fundamental democratic principles and ideals. Example: The right to life, liberty and the pursuit of happiness SS.3.2.3 2007: Functions of Government : Identify the duties of and selection process for local and state government officials who make, implement and enforce laws. SS.3.2.4 2007: Functions of Government : Explain that the United States has different levels of government (local, state and national) and that each has special duties and responsibilities. SS.3.2.5 2007: Roles of Citizens: Explain the importance of being a good citizen of the state and the nation. Identify people in the state who exhibit the characteristics of good citizenship. SS.3.2.6 2007: Roles of Citizens: Explain the role citizens have in making decisions and rules within the community, state and nation . SS.3.2.7 2007: Roles of Citizens: Use a variety of information resources to gather information about local, state and regional leaders and civic issues.

SS.3.3 2007 – Geography: Students will explain that simple grid systems (latitude and longitude) are used to locate places on maps and globes, and will begin to understand the Earth/sun relationship, identify the distinctive physical and cultural features of their community, and explain the geographic relationships within their own community with the state and other states within the region. SS.3.3.4 2007: Places and Regions: Explain that regions are areas that have similar physical and cultural characteristics. Identify Indiana and the local community as part of a specific region. SS.3.3.5 2007: Places and Regions: Observe and describe the physical characteristics of Indiana using words and illustrations and compare them to the characteristics of neighboring states. SS.3.3.6 2007: Physical Systems: Explain the basic Earth/sun relationship, including how it influences climate, and identify major climate regions of the United States. SS.3.3.7 2007: Physical Systems: Describe how climate and the physical characteristics of a region affect the vegetation and animal life living there . SS.3.3.9 2007: Human Systems: Identify factors that make the region unique, including cultural diversity, industry, the arts and architecture. SS.3.3.10 2007: Environment and Society: Use a variety of information resources to identify regional environmental issues and examine the ways that people have tried to solve these problems. SS.3.3.11 2007: Environment and Society: Identify and describe the relationship between human systems and physical systems and the impact they have on each other.

SS.3.3 2007 – Geography: Students will explain that simple grid systems (latitude and longitude) are used to locate places on maps and globes, and will begin to understand the Earth/sun relationship, identify the distinctive physical and cultural features of their community, and explain the geographic relationships within their own community with the state and other states within the region. SS.3.3.4 2007: Places and Regions: Explain that regions are areas that have similar physical and cultural characteristics. Identify Indiana and the local community as part of a specific region. SS.3.3.5 2007: Places and Regions: Observe and describe the physical characteristics of Indiana using words and illustrations and compare them to the characteristics of neighboring states. SS.3.3.6 2007: Physical Systems: Explain the basic Earth/sun relationship, including how it influences climate, and identify major climate regions of the United States. SS.3.3.7 2007: Physical Systems: Describe how climate and the physical characteristics of a region affect the vegetation and animal life living there . SS.3.3.9 2007: Human Systems: Identify factors that make the region unique, including cultural diversity, industry, the arts and architecture. SS.3.3.10 2007: Environment and Society: Use a variety of information resources to identify regional environmental issues and examine the ways that people have tried to solve these problems. SS.3.3.11 2007: Environment and Society: Identify and describe the relationship between human systems and physical systems and the impact they have on each other.

Works Cited About samoa. (2012). Retrieved from http://www.janeresture.com/about_samoa/ First glance . ( n.d. ). Retrieved from http://www.dma.mobi/idc/ idcplg IdcService =SS_QD_GET_RENDITION&coreContentOnly=1&dDocName=dma_406380&dID=6027 Geocites . ( n.d. ). Retrieved from http://www.geocities.co.jp/CollegeLife-Club/3846/eigo_art.html Kinyago : Purveyors of musuem quality ethnographic regalia from africa and oceania . ( n.d. ). Retrieved from http: / www.kinyago.com DANTRIBE.htm Marquesas . ( n.d. ). Retrieved from http://gs.riverdale.k12.or.us/~harrisonl17/marquesas/ Maori population . (2014). Retrieved from http://www.meanbro.com/maori-population/ Neuberger museum of art . (2012, May 08). Retrieved from https://www.neuberger.org/africanArtDetail.php?pid=87&catname=MASKS New Zealand Maori Council. (2013). Maori council . Retrieved from http ://www.cfesi.org/high-quality-of-living-sees- auckland new -zealand-as-a-city-that-offers-excellent -international -appeal.php

Works Cited cont. New ireland map - australian museum. (2009, ). Retrieved fromhttp://australianmuseum.net.au/image/New- Ireland Map / New Zealand Maori Council. (2013). Maori council . Retrieved from http://www.cfesi.org/high-quality-of-living-sees - aucklandnew -zealand-as-a-city-that-offers-excellent-international-appeal.php Polynesia islands travel information . ( n.d. ). Retrieved from http:// www.beautifulpacific.com / polynesia-islands.php Resonance from the past . ( n.d. ). Retrieved from http:// africa.si.edu /exhibits/resonance/ congo.html Sierra leone . (2014, ). Retrieved from http://www.nationsonline.org/oneworld/sierra_leone.htm Welcome to the jungle . (2013). Retrieved from http:// international.iteem.ec-lille.fr / asia /welcome-to-the-jungle/

We hope you have enjoyed this presentation. Please contact Patsy Rahn, the museums tour manager, prahn@indiana.edu to find out about other presentations or arrange a campus tour.