Overview
Imagining the Native American Native California Artists Frank LaPena (Nomtipom Wintu)
Author(s) :
Frank Tuttle, (Yuki/Concow Maidu) Artist, Educator, and Ceremonial Leader
Lesson Contributor/Editor/Format by Maggie Peters (Yurok and Karuk), Native American Studies Model Curriculum Learning Specialist Humboldt County Office of Education
Grade(s) : 5
Suggested Amount of Time : 90 minutes or two 45 minute sessions (begin 2nd Session at Explain)
Curriculum Themes:
- History
- Cultural Strengths
- Relationship to Place
- Cross Curricular Integration
Learning Goals
Students will understand that through artwork, artists share cultural backgrounds, insights, and in Frank LaPena’s case, continuity and resurgence of a rich ceremonial life shared by several tribes in Central California.
Students will learn about the traditional tribal New Year and healing ceremonies through the artwork of Frank LaPena.
Students will learn about how very old traditional dance cycles are interrelated with traditional storytelling, traditional views of community, landscape and place.
Lesson Overview
This lesson introduces students to the concept of art as a powerful tool for storytelling, cultural identity, and historical reflection through the work of Native California artist, Frank LaPena (Nomtipom Wintu). Students will explore how Native artists act as “culture bearers,” sharing community traditions, beliefs, and experiences through visual expression. By examining LaPena’s artwork, students will learn how images can communicate ideas, preserve oral traditions, and honor tribal geographies and ceremonies.
The lesson supports students in developing visual literacy by analyzing how LaPena used bold forms, traditional stories, sacred figures, and natural landmarks—like Mt. Shasta—to express a worldview rooted in Native cultural values. Through class discussion, vocabulary building, and reflection, students will consider how LaPena’s artistic choices speak to both resilience and historical trauma, including themes of identity, spiritual belief, and the enduring presence of Native peoples in California. The lesson culminates in opportunities for students to connect their own lives to the themes of memory, tradition, and place.
This lesson deepens students' understanding of California history by centering Native voices and recognizing the significance of Indigenous perspectives in shaping both past and present. In doing so, the lesson encourages respectful engagement with Native California cultures while fostering empathy, critical thinking, and cultural awareness.
Teacher Background
When teaching about the Native peoples of California—particularly through the work of contemporary Native artists like Frank LaPena, educators need to have a mindful approach to the subject with cultural sensitivity, historical awareness, and a deep respect for Indigenous perspectives. California is home to an incredibly diverse and complex network of Native nations, each with its own traditions, languages, and relationships to the land. However, the history of Native Californians has often been misrepresented, minimized, or omitted from mainstream education. Frank LaPena (Nomtipom Wintu) was not only a visual artist, but also a poet, educator, and respected culture bearer. His work reflects personal and collective experiences tied to cultural memory, identity, and resilience. As a cultural leader, LaPena’s artwork often serves as a powerful counter-narrative to colonial oppressive historical accounts, offering insight into traditional beliefs, ceremonies, and tribal geography from a Native worldview.
When facilitating this lesson, educators should emphasize that LaPena’s work—and Native art in general—is not just an aesthetic product, but a form of storytelling, resistance, and cultural survival. By centering Native voices, using the words, experiences, and artworks of Native people to guide instruction, students will have access to an essential Native perspective and story. Educators should also provide historical context that includes the realities of colonization, genocide, and assimilation policies in California, while also highlighting the ongoing vitality and creativity of Native communities today. Care should be taken to avoid generalizations or stereotypes; students should understand that LaPena’s work reflects the Nomtipom Wintu experience and does not represent all Native people or perspectives. Visual materials, especially those depicting ceremonial figures or spiritual themes, should be treated with respect, acknowledging that not all knowledge shared through art is meant to be fully explained or interpreted through Western lenses. Art can be a bridge to understanding complex histories and lived experiences, and teachers should encourage reflection, curiosity, and meaningful dialogue among students. By framing Native art as both deeply personal and culturally significant, this lesson helps students connect with California history in a more honest and inclusive way, while fostering empathy and a deeper appreciation for the state’s first peoples.