Overview
We are Still Here, Fix the World People: Lesson 2 - Lyn Risling, Karuk, Hupa, Yurok Artist
Author:
Maggie Peters, Yurok/Karuk Educator, Traditional Basket Weaver, Cultural Preservationist, Native American Studies Model Curriculum Learning Specialist at Humboldt County Office of Education
Lyn Risling, Karuk/Yurok/Hupa Artist, Author, Illustrator, Ceremonial Leader
Video support provided by Joanna Galicha, Graphics & Communications Specialist at Humboldt County Office of Education
Grade(s): 7
Suggested Amount of Time: 50-55 minutes (designed for multi-period schedule typical of middle schools)
Curriculum Themes
- Cultural Strengths
- Relationship to Place
- Cross Curricular Integration
Learning Goals
Understand the significance of cultural identity in Indigenous communities.
Develop empathy and respect for Indigenous cultures and perspectives.
Explore the role of art in preserving cultural traditions and histories.
Connect the idea of artists as leaders and activists in their communities.
Lesson Overview
This is the second lesson of the “We Are Still Here, Fix the World People” Art and Karuk Language Integrated Unit. In this lesson, students will have a deeper understanding of the life, cultural influences, and artistic contributions of Lyn Risling, a prominent Native American artist from the Karuk, Yurok, and Hupa peoples in Northwestern California. Students will explore how Risling’s art reflects the traditions, cultural identities, and resilience of Indigenous peoples of northwestern California, and how it connects the past, present, and future of her community.
Lyn Risling is a contemporary artist whose work draws deeply from her Indigenous heritage. Students will watch a short film about Lyn’s journey to becoming an artist and read a short biography. The film will introduce the cultural themes present in Lyn’s work, emphasizing how it celebrates the strong connection to the land, traditions, and the Indigenous experience in the face of colonization. Her artwork portrays themes of resilience, survival, and cultural continuity despite challenges, particularly after the colonization in the 1860s.
Students will continue to apply the same vocabulary words from the first lesson and demonstrate new knowledge in partner activities in reflection of the video and biography.
Teacher Background
To best prepare for delivery of this lesson about Lyn Risling as an artist and ceremonial leader, it’s important to understand the cultural and historical context surrounding her work. Familiarize yourself with the three primary Indigenous tribes in northwestern California—Karuk, Yurok, and Hupa (or Hoopa for the political spelling)—and their unique languages, traditions, and histories, particularly the impact of colonization on these communities. Understanding the challenges these tribes have faced, especially after the 1860s, will help provide important context for Lyn Risling’s artwork, which reflects her peoples' resilience. Please pre-watch the first 13:30 minutes of History and Hope, created to support social workers in Northern California. This video is included in the third lesson of this unit. Video link: https://youtu.be/pG_t0UpHXvc?feature=shared
Lyn’s work is deeply connected to her heritage, especially through her father’s side of the family, which has a long history of involvement in traditional arts and ceremonies. Her participation in the renewal of important cultural practices, such as the Karuk girls' puberty ceremony, is a central part of her life and work. As you prepare to teach, be aware of the significance of art in preserving Indigenous cultures, especially in the face of colonization, and how Lyn’s art serves to tell these stories of survival and renewal. It’s crucial to approach the lesson with cultural sensitivity, ensuring respectful and accurate representation of Indigenous histories and avoiding stereotypes. The lesson provides videos and visual examples of Lyn's artwork to engage students. This lesson should also connect to broader discussions about identity, social justice, and the role of art in activism, encouraging students to reflect on the power of art to influence communities and cultures.
Unit Background
This unit explores the intersection of art, culture, and language revitalization through the work of Lyn Risling, a Karuk, Hupa, and Yurok artist of northwestern California. Centered around Risling's painting We Are Still Here, Fix the World People, this unit incorporates Indigenous art and language as tools for understanding the themes of resilience, survival, and cultural identity. By engaging with these subjects, students will gain insight into the impact of colonization on Indigenous peoples, while also exploring how art and language serve as pathways to healing and cultural revitalization.
Exploring Lyn Risling’s Artwork
In the first lesson, students will experience the visual world of Lyn Risling’s We Are Still Here, Fix the World People. Using the "Notice, Wonder, Feel" strategy, students will reflect on the symbolism present in the painting, which features a multigenerational family surrounded by powerful symbols like animals, plants, and the river. These symbols are deeply connected to the culture and heritage of the Karuk, Hupa, and Yurok peoples, representing life, resilience, and connection to the natural world. Through this exploration, students will begin to understand the layers of meaning within Indigenous art and how it communicates themes of cultural survival and community strength. Students will reflect on their own thoughts and emotional reactions to the artwork, building foundational skills for analyzing symbolism in art and connecting it to broader themes of identity and history.
Understanding the Life and Work of Lyn Risling
The second lesson provides students with a deeper context for understanding Lyn Risling’s work. Through a short film and a reading about Risling’s life and artistic journey, students will learn how her art reflects the traditions, struggles, and resilience of Indigenous communities in northwestern California. The lesson emphasizes how Risling uses her artwork to celebrate cultural continuity and the connection between her community's past, present, and future. Students will engage in partner activities to discuss the video and biography, reinforcing their understanding of Risling’s artistic contributions and the cultural values embedded in her work.
The Impact of Colonization on Indigenous Peoples
The third lesson addresses the historical impact of colonization, particularly focusing on the Gold Rush, the timber industry, indentured servitude, and boarding schools, which significantly disrupted Indigenous communities in the 19th and 20th centuries. Students will watch the History and Hope video, which provides a powerful account of the violence, displacement, and suffering endured by Indigenous peoples during this period. Through guided discussion and reflection, students will explore the concept of genocide and its emotional and social impacts on Indigenous communities. This lesson encourages students to think critically about the legacy of colonialism and its lasting effects on Native peoples, while also fostering an understanding of the importance of advocacy for justice, healing, and cultural preservation.
Language Revitalization and Cultural Identity
In the fourth lesson, students will focus on the importance of language revitalization, specifically exploring the Karuk language. Students will learn from Karuk linguist artist and ceremonial leader, Julian Lang, as he describes Lyn Risling’s painting in the Karuk language, offering a unique opportunity to connect language to the artwork’s symbolism. This lesson emphasizes how language is essential for preserving cultural identity and worldview, especially in the face of violent colonization. Students will gain an appreciation for the role of language in healing and reclaiming cultural practices, as well as its importance in fostering resilience within Indigenous communities. The lesson highlights the vital work of language revitalization and encourages students to support efforts to preserve Indigenous languages.
Experiencing Karuk Language through Art
Building upon the previous lesson, the fifth lesson provides students with the opportunity to practice the Karuk language by engaging with Lyn Risling’s artwork. Through audio recordings and interactive activities, students will learn key Karuk words and phrases related to the components of the painting. This hands-on approach deepens students’ understanding of how language is intricately tied to cultural identity and community. By learning the language in the context of Risling’s art, students will better appreciate the connection between language, culture, and art. The lesson emphasizes the importance of language revitalization as a tool for healing and cultural continuity.
Creating Artwork Inspired by Risling’s Painting
In the final lesson, students will create their own artwork inspired by Risling’s We Are Still Here, Fix the World People. This lesson encourages students to incorporate their personal and cultural expressions into their designs, reflecting on themes of family, community, and personal interests. Drawing from the symbolism explored in the previous lessons, students will integrate symbols that hold personal or cultural significance, allowing them to express their unique connections to community and heritage. After completing their artwork, students will write an artist statement that explains the symbolism and personal reflections behind their creation.
Through this unit, students will develop a deeper understanding of the power of art, language, and culture in preserving identity and promoting healing. They will learn how Indigenous artists and communities use these tools to resist cultural erasure and continue the work of healing from historical trauma. By the end of the unit, students will have a greater appreciation for the resilience and cultural vitality of Indigenous peoples, as well as the role they play in advocating for justice, equality, and cultural preservation.