Native Skywatchers: Seeing the Unseen- Ojibwe X- Ray Painting

Transcription

1 Native Skywatchers: Seeing the Unseen- Ojibwe X- Ray Painting Led by William Wilson. Written in collaboration with Annette S. Lee March 9, 2015 Locations Duluth Art Institute, Duluth MN Mille Lacs Indian Museum Fond du Lac Ojibwe School 2hr or 3- hr Native Skywatchers Art Workshop Seeing the Unseen- Ojibwe X- Ray Painting One Ojibwe teaching is that human beings are made up of four parts: Body, Heart, Mind and Spirit. The spirit leads. Seeing the Unseen is about painting the spiritual or other parts of ourselves in addition to the outer surface, our bodies. We are both recognizing our existence as more than physical and trying to imagine a different visualization of ourselves. It is how the spirits see us. To simply this concept we can think of two halves of the whole: Body (Physical) and Spirit. (Optional) Part 1 Students Discuss a painting by artist William Wilson, for example Ishpiming Maang - Loon in the Sky. Using Descriptive Review Protocol. 1 This is a guided inquiry that works best if led by someone other than the artist, an assistant for example. Also this part can be skipped if time is limited.. Observations Questions Predictions 1 1

2 Figure 1- " Ishpiming Maang (Loon in the Sky)", painting by William Wilson, 2012 Part 2 Artist Discusses and Presents. William will: Briefly discuss the painting. Answer any participant- generated questions. Discuss Ojibwe elements used: o storytelling, o x- ray figures (people & animals), o circles (stars, planets, Sun, Moon), o connecting lines. (energy or spirit lines of communication, power, lips, motion) o contrasting colors Mention the Ojibwe Constellations, Ojibwe Giizhig Anung Maasinaaigan, and Everything you need is in the Stars. Mention the bones, heart/heartbeat, breath/lungs, and other organs (brain, stomach) both biological and the cultural insights. Part 3 Participants will make a painting. Students/participants will: o Paint the entire board one color. Then let it dry. This might need two coats. **** Students will make a painting using the x- ray style that includes the following key elements: o Figure 1 (person or animal) => mostly resides in the Physical World o Figure 2 + (person, animal, stars, plants, rocks, etc.) => mostly resides in the Spirit World o A conversation, interaction, a communication between the two figures. Tell the story. How is the story meaningful, relevant? o Add additional figures from either the physical or spiritual worlds. More layers of connection. Choose one of the cardboard cutouts. (or make your own). Trace the outline of the figure using a pencil. 2

3 Begin to paint the bones first. First the color then the black outline. We are made of 60% water, even our bones have 30% water. We are mostly water. And yet it is the bones that give us the strength to hold up against gravity s pull. Our bones are like rock, they will hold our life force awhile after the spirit has left. They are dense. Add a heartbeat (heart). The spirit comes in with the heartbeat, our oldest memory. This is our drumbeat. Connect with other drumbeats around us: Sun, Earth, Moon, stars, other people,.the Earth as our drum, each step of our lives a drum beat in our life journey. Add the breath (the lungs). Plants worked for 2 billion years transforming the CO2 air into oxygen (20%), our lungs is our connection to the plants. We can survive only 3 minutes without the sweet breath of life. Add other vital organ, such as brain, or stomach The focus of the painting is to imagine the spirit part of things and to paint it in the same style as William. Image you could speak directly to a spirit/animal, for example, the loon and ask one question. What would you ask? What would the loon say to you. Tell the story, paint the conversation. Key elements: o Figure o Animal o Stars o Lines of Power/Energy o Lines of Communication o Line of Movement o Circles, sometimes divided in half Images of William s paintings will be available for reference. Part 4 Sharing Traditionally we stand or sit in a circle facing each other (ideally, depending on space & time). Each person says their name and if willing shares their artwork. In particular, the story that they are telling in the bottom half and how a connection to the stars is portrayed. Note: If limited on time, then ask for volunteers as time allows. 3

4 Notes to the Instructor: Time constraints. This lesson was originally designed for an all- day workshop. It has been simplified and condensed into this shorter, two- hour format. If able, it would be best to have a longer time for this lesson. Protocol. This material is deeply rooted in Dakota/native culture. All efforts should be made to present the material with the cultural authenticity. The ideal way to accomplish this is to have a native person (preferably Dakota) to present in collaboration. Seek out those elders or cultural teachers in your area. These teachings come from a different system of knowing and there is always some risk when non- native persons attempt to deliver it. For example, there are some star stories that are only told when there is snow on the ground. Be respectful and careful. Spectrum of Choices. We intentionally gave a spectrum of choices in some areas to allow for more structure if some students need more guidance, and less structure to encourage students to think creatively and make it their own. Additional references: art- in- canada.com/woodlandart- symbolism.html 4

5 TIME BUDGET Part 1 Students Discuss 0 min 20 min Part 2 Artist Discusses & Presents 30 min 40 min Part 3 Making Art 80 min 100 min Part 4 Sharing Stories 10 min 20 min TOTAL 120 min ~ 2 hrs 180 min ~ 3 hrs Standards: Identify the specific Art Standard/Benchmark this lesson addresses: Compare and contrast the connections among visual artworks, their purposes, and their personal, social, cultural and historical contexts, including the contributions of Minnesota American Indian tribes and communities Analyze the meanings and functions of visual art Create original two-and-three-dimensional artworks in a variety of artistic contexts. Identify the specific Science Standard/Benchmark this lesson addresses: Understand that everybody can use evidence to learn about the natural world, identify patterns in nature, and develop tools. For example: Ojibwe and Dakota knowledge and use of patterns in the stars to predict and plan Recognize that the practice of science and/or engineering involves many different kinds of work and engages men and women of all ages and backgrounds. Identifiy the specific Social Studies Standard/Benchmark this lesson addresses: Compare and contrast the Dakota and Anishinaabe nations prior to 1800; describe their interactions with each other and other indigenous peoples. (Before European Contact) 5

6 Figure 2 Ojibwe Giizhig Anung Masinaaigan, painted by Annette Lee & William Wilson,