- Spring 2023
Syllabus Description:
AH233 From Totems to Tennis Shoes -
Native Art of the Pacific Northwest
Seattle Totem pole stolen from the Tlingit village of Tongass | Wolf Chucks by Louis Gong (Nooksack) |
Monday, Wednesday, Friday 1:00-2:20 pm - Spring 2023, room 3 Art Building
Office Hours: Wednesdays 2:30-4:30 at my Burke Museum Office in Arts and Cultures -Individual appointments in person or via Zoom can be scheduled by email at any time.
Course Description: This course will be a survey of Native art as a cultural expression of the Indigenous peoples of the Northwest Coast. We will study art as material expressions of the Native peoples of Puget Sound, British Columbia, and Southeast Alaska from ancient times to the present as well as exploring regional styles, with emphasis on cultural function, aesthetics, and factors of change as well as ceremonial and commercial art. Topics will include sovereignty, the impacts of historical and present-day colonialism, appropriation, and other issues of current concern. Each week we will look at a different cultural area and focus on particular themes within each area.
Course Goals: This course has multiple goals. The first is to expose students to the art and culture of the Northwest Coast’s First Nations and to their particular forms of aesthetic expression. In addition, we will explore the methodologies of art history: learning to look at and describe a work of art both verbally and in writing. A key goal of the course is to become aware of the history and ongoing responsibilities, both personal and institutional, in relationships with the Indigenous people in our region and their tangible and intangible expressions of identity and heritage.
Learning Objectives: Students will learn to recognize artistic styles and to analyze artworks on a formal and contextual level. Critical reading skills will be developed through daily reading and written responses. Writing assignments will encourage reflection on readings and discussions. We will practice comparative techniques and apply them to the artworks or practices under examination.
Writing Assignments: Writing assignments will require close reading and analysis of class material. The writing in this course will focus on the central concepts presented in the class and in assigned readings. Writing will be a key part of engaging with course material through reading responses and other short on-line and in-class writing work. Critical thinking and reflection will be part of the weekly expectation in this class. Your dedication to documenting your critical thinking in class preparation materials will strongly influence your success on exams and other written material.
Required Texts:
1) Course packet will be available at EZ Copy ‘n Print at 4336 University Way NE. Some readings will also be available through Canvas.
Images: Selected images from the class discussion and lecture will be available online to aid in your writing assignments and exams as you review class material.
Graded Assignments: As a 200-level class, the assignments in this class are meant to develop critical reading and reflection. There are many, small assignments rather than just a few large ones. This is intentional so that students can develop reading and writing practices and skills throughout the quarter. Staying up-to-date with assignments is key!
Homework & Participation: For most sessions, you will be asked to bring a reading response to class to aid in your participation and to share with others. Response templates can be found in Canvas. Your responses should be typed and printed out. They will be collected as a journal three times a quarter.
Grading: The course will be graded according to the following formula:
- 40% Quizzes and Tests, in class
- 5% Map Quiz
- 5% Formline Quiz
- 10% Midterm Exam in class
- 20% Final Exam in class
- 20% Writing
- 10% Midterm take-home essay
- 10% Reflective Essay
- 40% Homework & Participation
- 30% Reading/Movie Responses and in-class participation
- 10% Teamwork - A. Team-led class discussions of assigned reading and B. Team presentation of contemporary artist
Class meetings: Class meets on Mon, Wed, and Friday for discussions, lecture, and group work. An atmosphere of collegial support respecting differences of opinion and divergent worldviews is essential. Participation is encouraged and expected from all members of the class. Prepare to chat with your classmates about your assigned readings. Bring a copy of your reading responses to share with others and to facilitate your own participation. Having your reading packet in class will be handy. Coming to class prepared is essential to participating in the discussions. Taking notes in class and in your reader will be key to success on midterms and finals. ***Research shows taking notes by hand = comprehension and retention. Only students with documented accommodations requests may use a laptop for notes. For a discussion of the reasons Links to an external site.for this decision see these articles Links to an external site.. No recording of class lectures or discussions without my permission.
Expectations for Success: All students can succeed in this class. There are a number of resources Links to an external site .available on campus for additional help including the OUGL writing center for feedback on drafts of written assignments. Please contact me if you would like some assistance finding the best help for you. Your most helpful resources are your classmates and teammates. You may use the Groups function on Canvas to aid your individual study time by posting questions to your colleagues or form a study group to review information and augment your understanding.
Contributions & Attendance: The success of this class depends on the active participation of all members. By attending, you agree to contribute to discussions of reading material and additional material presented in class. Your insights and questions on the materials are a valuable part of the content of this class. Share the thoughts you have generated from your assigned writings and model the types of analyses presented in class.
Late & incomplete work: Writing assignments will be graded down (B to B-) for each day past the due date. Reading responses are due by 9am on the day of discussion. They may be turned in early but will not be given credit if they are turned in after the discussion day. Late exams will not be accepted without a doctor's note. If you need an extension on any work due to personal circumstances, please talk to me in advance so we can plan appropriately. Flexibility comes with advance notice.
Teaching Philosophy: In my classes, students track artworks through time, exploring their ceremonial, commercial, and personal contexts in ways that illuminate both the details and the broad strokes of cultural and social exchanges. Writing and speaking about an object’s visual impact challenges many students to approach the subject with a creativity and openness that engenders wide-ranging discussions and deep thinking by student and professor alike. My own training in formal analysis and attribution supports in-depth discussions of style and form, situating objects historically with regard to time and place. I strive to pair formal analysis with a robust art historical approach, integrating components of historical, cultural, and social as well as aesthetic concerns, building in an ethno-historical approach to sources. A critical element to this approach is engaging with First Nations artists, academics, and culture-bearers, to share their knowledge and experience of the dynamic history of cultural processes. I strive to bring Native artists and academics into my classroom to provide first-hand discussion of the issues in their own practice.
The core of my research and teaching engages the social life of an object within its cultural paradigm and as it travels outside of the original sphere of production. As well, discussions of contemporary art practice must also integrate current political and legal issues into an interpretive framework. Critical understanding of the colonial relationships that led to the alienation of Indigenous material culture is the foundation of any serious discussion of contemporary political and legal constructs that impact Indigenous sovereignty over land, knowledge, material expressions, and human rights.
My number one priority in teaching Native American art history is for students to develop recognition of and respect for Native art forms and more generally for Indigenous culture. I want them to realize that these are living cultures, still in existence, and changing through time. This goal is accomplished through the content of the course, guest lectures by Native artists and scholars, and through my enthusiasm and respect for the subject. Visits to local galleries and museums as well as projects that focus on art in public places by local Native artists draw students’ attention to the Indigenous roots in our environment.
WRITING ASSIGNMENTS:
Homework Journals (3 times a quarter) – These are preparation for participation.
For each class: Bring your reading response to class, based on the response template. You will collect these in a journal (folder/stapled bunch) and turn them in three times this quarter.
Each response will have 2 parts:
- Quotation– Choose a favorite quote from the reading material. Include the source (author and page #). Type out the quotation and then write 2-3 sentences on why this was key to the article, to larger class themes, or resonated with you personally.
- Talking Point– 2-3 sentences on an issue or idea developed from the reading that is of interest to you, based on one of these options. Content that caught your attention or B. An artwork that was engaging and representative of the issues.
On Guest Lecture days, your response will not be on the reading template, but will be a question you prepare for the speaker. You may use your prepared question or a different one in class if you have a chance to ask. Write a few notes in response to your question or key topics of interest to you from the speaker on your prepared page and turn that in with your homework journal.
ALL ENTRIES SHOULD BE PROPERLY TITLED AND DATED
Grading: Your homework journal will be graded on completion of the assignment on the due date and thoughtful response showing close reading of the assignment.
CURATOR GROUP ASSIGNMENT
Our museum is looking to buy a new piece of Northwest Coast Native American or First Nations contemporary art. You are on a curatorial team that will suggest the piece to be purchased. You will present this work to the whole class and the class will vote on which piece should be purchased by the museum.
Artist list – Each team will choose one artist from my list or if your team wants to suggest an artist who is not on this list, please let me know. Your team needs to choose an artist on or before May 1. The earlier you choose, the more likely you will get your first choice. Each artist can only be featured by one team.
Each student should post one unique work by your team’s artist by May 8. I will create an assignment in Canvas. Please include title, date, materials and an image. You may be working with an artist whose work appears in the class readings, but if so, it must be a work that is not included in the readings. Post 3-4 sentences on why you think this is the work that your team should put forward for purchase.
Your team will decide on which piece to suggest, then each team will present one work of art at the end of the quarter and the entire class will vote. This presentation will cover the info on the artist, why it would be important to have this work in the museum collection, what issues it raises for the viewer, and how it makes a good dialog with other work in the collection (other works we have studied this quarter). Each team will have about 7 minutes to present their piece.
Access and Accommodations: Your experience in this class is important to me. It is the policy and practice of the University of Washington to create inclusive and accessible learning environments consistent with federal and state law. If you have already established accommodations with Disability Resources for Students (DRS), please activate your accommodations via myDRS so we can discuss how they will be implemented in this course.
If you have not yet established services through DRS, but have a temporary health condition or permanent disability that requires accommodations (conditions include but not limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), contact DRS directly to set up an Access Plan. DRS facilitates the interactive process that establishes reasonable accommodations. Contact DRS at disability.uw.edu.
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Student Health + Wellness Resources:
- UW Counseling Center offers multiple options for students seeking help coping with stress and mental health concerns.
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- Call 911 in emergency situations. Reminder that emergency services that are dispatched also include medical professionals that can assess the situation and recommend resources and services.
Class/Event Schedule:
Week 1 3/27 Introduction – Please complete the first week of class
- Read: “The Northwest Coast” by Janet Berlo and Ruth Phillips in Native North American Art, pp. 173-207.
- Watch: Why Treaties Matter. 5 minutes, 20 seconds. https://www.youtube.com/watch?v=bexvE4lZRGo
- Watch: Washington Tribes Explained. 5 minutes, 53 seconds. https://www.youtube.com/watch?v=NOM2qgfG8C8
3/29 Introduction to Northwest Coast Art
- Read: “Function of Art in Northwest Coast Indian Culture” by Bill Holm in Spirits of the Water: Native Art Collected on Expeditions to Alaska and British Columbia, 1774-1910(Steve Brown, ed.), pp. 47-52.
- Read: “Form in Northwest Coast Art” by Bill Holm in Indian Art Traditions of the Northwest Coast(Roy Carlson, ed.), pp. 33-45.
- Watch: Nuu-Chah-Nulth: Reclaiming Tradition. An introduction to one Northwest Coast First Nation. Their story is their own, but it has many elements in common with other Northwest Coast Nations. 17 minutes, 3 seconds.
https://www.youtube.com/watch?v=GF99OUbKqQQ
- Review: Northwest Coast tribal maps in Canvas for quiz next week.
3/31 Intro to Indigenous Art History and Cultural Change
- Read: “Interpreting Cultural Symbols of the People from the Shore,” by Daisy Sewid-Smith (Kwakwaka’wakw) in Native Art of the Northwest Coast: A History of Changing Ideas(Charlotte Townsend-Gault, Charlotte, Jennifer Kramer, Ki-ke-in, eds.), pp. 15-25.
- Read: “Those Before Me: 1862-1896” by Margaret B. Blackman in During My Time: Florence Edenshaw Davidson, A Haida Woman, pp. 63-72.
- Skim: Why Indigenous Literature Matters Why Indigenous Literature Matters
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Week 2 4/03 Early Contact and the Museum Building Era
1. Read: “Themes and Patterns” by Douglas Cole in Captured Heritage: The Scramble for Northwest Coast Artifacts, pp. 286-311.
- In-class Map Quiz
4/05 Guest Speaker – James Madison (Coast Salish/Tlingit)
- Read: “Releasing the Forms Within: James Madison, Storyteller and Craftsman” in Seattle Northcountry. https://www.seattlenorthcountry.com/blog/releasing-the-forms-within-james-madison-storyteller-and-craftsman/
- Watch: Tulalip Tribes: Featuring James Madison. 5 minutes, 45 seconds. https://vimeo.com/600447276
- Read: “Coast Salish Design: An Anticipated Southern Analysis” by Shaun Peterson (Puyallup/Tulalip – Coast Salish) in In the Spirit of the Ancestors: Contemporary Northwest Coast Art at the Burke Museum(Robin Wright and Kathryn Bunn-Marcuse, eds.), pp. 13-21.
- Watch: Shaun Peterson (Puyallup/Tulalip-Coast Salish), Coast Salish Design Elements. 5 minutes. https://www.youtube.com/watch?v=Kc3K-MyH3xg&list=PL9BA9F9899915C266Links to an external site.
- Read: Renewed Effort to Remove the Misleading Totem Poles at Pike Place Park in Crosscut, July 1, 2022. https://crosscut.com/news/2022/07/renewed-effort-remove-misleading-totem-poles-pike-place-park#:~:text=Local%20leaders%2C%20including%20Council%20President%20Juarez%2C%20Esther%20Lucero,and%20do%20not%20represent%20Coast%20Salish%20Native%20culture.
4/07 Coast Salish Culture and Privileged Knowledge
- Read: “Traditional Teachings about Coast Salish Art” by Gerald Bruce Subiyay Miller and D. Michael CHiXapkaid Pavel (Skokomish – Coast Salish) in S’abadeb The Gifts: Pacific Coast Salish Art and Artists(Barbara Brotherton, ed.), pp. 24-49.
- Read: “Traditional Coast Salish Art” by Michael Kew in Native Art of the Northwest Coast, pp.903-907.
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Week 3 4/10 Movie Day – NO CLASS
- Read (in preparation for Burke Museum visit on Friday): “From Behind-the-Scenes to the Front of the House—Here & Now: Native Artists Inspired at the Burke Museum” by Kathryn Bunn-Marcuse, Burke Museum in Unsettling Native Art Histories on the Northwest Coast, pp. 195-215.
- Watch: Teachings of the Tree People, 1998. 57 minutes. https://www.youtube.com/watch?v=u2SaRE8Sy6gLinks to an external site.
- Write: About the movie in your homework journal.
4/12 Guest Speaker – Bridget Johnson, Chinook Art and Culture
- Read: “Native Culture Endures: Basketry of the Columbia Plateau” in Hearts of Our People: Native Women Artists, pp. 145-150.
- Watch: Guests of the Great River, Burke Museum. 10 minutes 52 seconds
https://www.youtube.com/watch?v=E8y0aSAsMo0
- Watch: The Chinook People and Nation. First 5 minutes 58 seconds
https://www.youtube.com/watch?v=-3q9uXfbhj8&t=360s
4/14 Independent Project: Visit the Burke Museum
- Read: "’THAT'S MY DINNER ON DISPLAY’: A First Nations Reflection on Museum Culture” by Gloria Frank in BC Studies, pp. 163-178.
- Read: “Native American Group Denounces Met’s exhibition of Indigenous Objects” in The Art Newspaper, November 2018. https://authenticationinart.org/wp-content/uploads/2018/11/native-denounce-met.pdf
- Write: a 1 page reflection paper incorporating specific references to what you saw at the Burke in relation to artworks on display and issues discussed in the assigned readings here. Include information from any other applicable class readings to support your discussion. Cite your sources with title and page number. Include your perspective on why these creations may be there, what they say or what purpose they serve. How does the location affect the experience? What are the visual or emotional impacts of the creations, if any? Date this and include it in your homework journal.
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Week 4 4/17 Central NWC - Makah Art and Culture
- Read: “An Introduction to Ozette Art” by Richard Daugherty and Janet Friedman in Indian Art Traditions of the Northwest Coast, pp. 183-195.
- Read: “Contemporary Makah Whaling” by Janine Bowechop (Makah) in Coming to Shore: Northwest Coast Ethnology, Traditions, and Visions, pp. 407-419.
- Watch: The Makah celebrate a whale. 1 minute, 51 seconds. https://www.youtube.com/watch?v=aPRf03GeBw0Links to an external site.
- Extra Credit Movie and Paper - Watch: Ozette: A Gift from the Past, 1994. 57 minutes. https://archive.org/details/IndianAmericaAGiftFromThePast
- Write: A 1 page reflection paper about the movie, referencing and comparing what you learned in the readings and class. Why is Ozette so important? Due 5/1/23 – 3 extra points possible.
4/19 Western Vancouver Island – Nuu-chah-nulth Art and Culture
- Read: “Canadian Indian Act, Potlatch Prohibition Provisions, 1884, revised 1906” in Native Art of the Northwest Coast, pp. 656-657 & excerpt from “Potlatch” by George C. Clutesi (Nuu-chah-nulth) in Native Art of the Northwest Coast, pp.257-258.
- Read: “Where Mere Words Failed: Northwest Coast Art and Law,” by Douglas White (Coast Salish/Nuu-chah-nulth) in Native Art of the Northwest Coast: A History of Changing Ideas(Charlotte Townsend-Gault, Charlotte, Jennifer Kramer, Ki-ke-in, eds.), pp. 633-643.
- Read: “The Backstory of Thliitsapilthim: Nuu-chah-nulth Ceremonial Curtains and the work of Ki-ke-in” by Charlotte Townsend-Gault, exhibit catalog, pp. 2-5.
- Movie in Class: Histakshitl Ts'awaatskwii: We Come From One Root, 2011. 1 hour, 6 minutes. We won't watch the whole movie....
Histakshitl Ts'awaatskwii (We Come From One Root)Links to an external site.
4/21 Kwakwaka’wakw Art and Culture
*******1st Set of Homework Journals Due*******
*******You will receive the midterm take-home essay question today. Due 5/5*******
- Read: “The Kwakwaka’wakw” by Aldona Jonaitis in Art of the Northwest Coast, pp. 107-120.
- Read: “Behind the Masks” by Robert Joseph (Kwakwaka’wakw) in Down From the Shimmering Sky: Masks of the Northwest Coast, pp. 22-31.
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Week 5 4/24 Kwakwaka’wakw Art and Ceremony
- Read: “Kwakiutl: Winter Ceremonies” by Bill Holm in Handbook of North American Indians: Northwest Coast, pp. 378-386
- Read: “Contemporary Kwakwaka’wakw Potlatches” by Gloria Cranmer Webster (Kwakwaka’wakw) in The Spirit Within: Northwest Coast Native Art from the John H. Hauberg Collection, pp.192-201.
- Watch During Class: Box of Treasures, 1984. 28 minutes. http://www.chicagofilmarchives.org/collections/index.php/Detail/Object/Show/object_id/3719Links to an external site.
4/26 Northern NWC – Northern BC and Southeast Alaska – Formline
- Read: “Ancient Roots: Prehistoric Perspectives on Northwest Coast Art” by Steve Brown in Native Visions: Evolution in Northwest Coast Art from the Eighteenth through the Twentieth Century, pp. 6-11.
- Read: “Ways of Seeing, Ways of Knowing” by Bill McLennan and Karen Duffek in The Transforming Image: Painted arts of Northwest Coast First Nations, pp. 106-114.
4/28 Northern Formline Design
******MIDTERM IN CLASS TODAY*******
- Read: “Uses of Two Dimensional Art” by Bill Holm in Northwest Coast Indian Art: An Analysis of Form, pp. 14-26.
- Read: “Elements of the Art” by Bill Holm in Northwest Coast Indian Art: An Analysis of Form, pp. 26-66 (tons of pictures).
- Study: “Some Tentative Thoughts on Tribal Form Characteristics in Northwest Coast Sculpture” by Bill Holm, unpublished.
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Week 6 5/01 Haida Argillite and Northern Houseposts and Totem Poles
*******Groups Must Pick Artist*******
- Read: “Nineteenth Century Haida Argillite Carvings: Documents of Cultural Encounter” by Robin Wright in Art and the Native American: Perceptions, Reality, and Influence, pp. 224-230, plus pictures.
- Read: “On Commerce and Cultures: Explorers and Merchants Encounter Carved Columns” by Aldona Jonaitis and Aaron Glass in The Totem Pole: An Intercultural History, pp. 15-33.
- Extra credit paper on Ozette due today by 1 pm
5/03 Haida Art and Culture
*******Formline Quiz Today*******
- Read: “Haida Art and Haida Gwaii” by Marianne Jones (Haida) in Raven Traveling: Two Centuries of Haida Art, pp. 29-38.
- Read: “Reclaiming Haida Culture” by Robert Davidson (Haida) in The Spirit Within, pp. 93-99.
- Movie: Keeping the Spirit Alive, 1999. 48 minutes.
5/05 Northern Northwest Coast Wool Weaving Traditions
******Midterm Take-home Essays Due In Class*******
- Read: “Yeil Koowu: The Reemergence of Ravenstail Weaving on the Northern Northwest Coast” by Steve Henrikson in American India Art Magazine, pp. 58-67.
- Read: “Soft Robes of Thundering Power: Mountain Goat Fiber Textiles of the Northwest Coast” by Evelyn Vanderhoop (Haida) in Unsettling Native Art Histories on the Northwest Coast(Kathryn Bunn-Marcuse and Aldona Jonaitis, eds.), pp. 243-258.
- Watch: Lily Hope talking about Chilkat. 4 minutes, 58 seconds.https://www.youtube.com/watch?v=YraJBuYfRgkLinks to an external site.
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Week 7 5/08 Northwest Coast Basketry – Southern vs. Northern Style
*******Post a picture and info about a work of art by your group’s artist. Each group member much choose a different work.*******
- Read: “Suquamish Weaver Ed Carriere Wins 2023 NEA Fellowship” in Kitsap Sun.
- Watch: Coast Salish Basket (Skokomish). 3 minutes, 7 seconds.
https://www.youtube.com/watch?v=M7dMJZbmGP8
- Read: “Intertwining: Learning for the Future from Our Past” by Lisa Telford (Haida) in In the Spirit of the Ancestors: Contemporary Northwest Coast Art at the Burke Museum, pp. 50-67.
- Watch: Shelly Laws and Teri Rofkar at the Smithsonian. 7 minutes, 43 seconds. https://www.youtube.com/watch?v=eKyB6H3QEjY&t=20sLinks to an external site.
- Watch: Preserving Spruce Root Basketry. 2 minute, 54 seconds.
https://www.youtube.com/watch?v=dYn_4cWkn-E
5/10 Tsimshian Art, Culture, and Ceremony
- Read: “N’luumskm ‘Amwaal: We Respect Our Treasures” by William White (Tsimshian) in Tsimshian Treasures: The Remarkable Journey of the Dundas Collection, pp. 130-137.
- Read: “Dancing Our Stone Mask Out of Confinement: A Twenty-First Century Tsimshian Epistemology” by Mique’l Dangeli :(Tsimshian) in Objects of Exchange, pp. 37-48.
- Watch: David Boxley talk about Tsimshian art and culture. 5 minutes.https://www.youtube.com/watch?v=TKeWHBrCNtoLinks to an external site.
5/12 Tlingit Culture and the Potlatch
*******2nd Set of Homework Journals Due*******
- Read: “Tlingit At.oow: Traditions and Concepts” by Nora Marks Dauenhauer in The Spirit Within: Northwest Coast Native Art from the John H. Hauberg Collection, pp. 20-29.
- Read: “Tlingit Dance Collars and Octopus Bags: Embodying Power and Resistance” by Megan A. Smetzer in American Indian Art Magazine, pp. 64–73.
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Week 8 5/15 Tlingit Art and Architecture
- Read: “Curious Visions: Northern Northwest Coast Art in the Historic Period” by Steve Brown in Native Visions: Evolution in Northwest Coast Art from the Eighteenth through Twentieth Century, pp. 12-19.
- Read: “A Tale of Two Carvers: The Rain Wall Screen of the Whale House, Klukwan, Alaska” by Steve Henrikson in American Indian Art Magazine, pp. 48–59.
- Read this online article about the Whale House of Klukwan, AK:
http://www.ankn.uaf.edu/curriculum/Tlingit/WhaleHouse/index.htmlLinks to an external site.
5/17 Contemporary Northwest Coast Art
- Read: “Northwest Coast Indian Art from 1950 to the Present” by Karen Duffek in In the Shadow of the Sun, pp. 213-231.
- Watch: A Modern Creation Story by Tlingit glass artist Preston Singletary. 12 minutes, 51 seconds.https://www.youtube.com/watch?v=TlE543QZcUsLinks to an external site.
5/19 Contemporary Southern NWC – Guest Speaker Dan Friday (Lummi)
- Read: “Offering Gratitude Through Creativity – Dan Friday”
https://www.schantzgalleries.com/notes-from-the-directors/studio-focus-dan-friday
- Read: Lummi Fishing Labels – Dan Friday.
- Skim: Dan Friday’s website, including the “archives.” http://www.fridayglass.com/index.html
- Read: “Artists Statements” by Yuxweluptun, Lawrence Paul (Cowichan-Coast Salish/Okanagan) in Native Art of the Northwest Coast, pp. 879-881.
- Read: “Urban Innovators: Susan A. Point (Musqueam-Coast Salish) and Marvin Oliver (Quinault/Isleta Pueblo)” by Rebecca Blanchard and Nancy Davenport in Contemporary Coast Salish Art, pp. 23-48.
- Watch: A short video with Lawrence Paul Yuxweluptun. 2 minutes, 50 seconds.
https://www.youtube.com/watch?v=LLjulgu4KVwLinks to an external site.
- Watch (optional): Blown Away Season 3 on Netflix featuring Dan Friday!!
- Watch: A short video of Dan Friday making a glass basket. 6 minutes, 13 seconds.
https://www.youtube.com/watch?v=ivVIh611h0k&t=217s
- Watch: A short video with Marvin Oliver. 3 minute, 13 seconds.
https://www.youtube.com/watch?v=-N0-4wV6Uh8
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Week 9 5/22 Zoom Lecture - Indigenous Curation and Museum Decolonization – Guest Speaker Nadia Jackinsky-Sethi (Alutiiq)
- Read: “Salmon Culture: Exploring Museum Sovereignty Through an Exhibition Project” by Nadia Jackinsky-Sethi (Alutiiq) in First American Art Magazine, No. 37, Winter 2023, pp. 28-33.
- Read: “Ancestors and Objects Escaping ‘Civilization’ and Going Home” by Suzan Shown Harjo (Cheyenne/Muscogee (Hodulgee)) in WINIKO: Life of an Object, pp. 43-49.
5/24 Contemporary Central NWC Art
- Read: “Notes on Masks” by Joe David in In the Spirit of the Ancestors: Contemporary Northwest Coast Art at the Burke Museum, pp. 58-67.
- Read: “A Selective History” by Sonny Assu in Sonny Assu: A Selective History, pp. 43-49.
- Watch: Sonny Assu. 2 minutes, 5 seconds.https://www.youtube.com/watch?v=iZlrmzv4jgULinks to an external site.
- Watch: Lou-ann Neel. 4 minutes.https://www.youtube.com/watch?v=hqPPXAjeAZsLinks to an external site.
- Watch: Joe David. 4 minutes, 37 seconds. https://www.youtube.com/watch?v=4T9AYK3ujykLinks to an external site.
5/26 Contemporary Northern NWC – Group Presentations
- Read: “Michael Nicoll Yahgulanaas – Meddling In the Museum” by Karen Duffek in UBC Museum of Anthropology exhibit program.
- Read: “The Soul of a New Pole” by Chuck Thompson in Outside Magazine, pp. 77-82. https://www.outsideonline.com/culture/books-media/soul-new-pole/
- Watch: Two Nick Galanin videos. 4 minutes, 37 seconds and 4 minutes, 6 seconds.
https://www.youtube.com/watch?v=Ue30aKV1LF8Links to an external site.
https://www.youtube.com/watch?v=Vg2c1jtm59oLinks to an external site.
- Watch: A short video with Michael Nicoll Yahgulanaas. 4 minutes, 11 seconds. https://www.youtube.com/watch?v=POMbyPLhqRILinks to an external site.
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Week 10 5/29 NO CLASS MEMORIAL DAY
5/31 Guest Speaker Fred Fulmer (Tlingit)
*******Your reflection papers are due today, bring them to class or upload to canvas.******
- Optional - Read: STL'INLL ~ THOSE WITH CLEVER HANDS: Presenting Female Indigenous Art and Scholarship by Jisgang Nika Collison in Unsettling Native Art Histories on the Northwest Coast, pp. 95-113.
6/02 Last Class – Group Presentations and Final Review - Extra Credit Papers Due
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FINAL EXAM - June 5 – 2:30 pm – Bring Final Homework Journals or Upload them to Canvas