Overview
We are Still Here, Fix the World People: Lesson 6 - Expression of Self - Art Inspired by Lyn Risling
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
Julian Lang, Karuk Linguist, Artist and Ceremonial Leader
Grade(s): 7
Suggested Amount of Time: Two 55 minute periods is recommended. A 90 minute block period is not long enough to complete this lesson (designed for multi-period schedule typical of middle schools)
Materials Needed
Projector, speaker, and screen for whole class view and teacher facilitation of slides
Handout pages 1-2
Pencils
Colored pencils or crayons (markers may bleed through copy paper)
White paper for scratch paper
Scissors
Glue sticks
White lined paper
Curriculum Themes
- Cultural Strengths
- Relationship to Place
- Cross Curricular Integration
Learning Goals
Recognize the significance of symbolism in Indigenous art.
Explore the role of art in cultural expression, community healing, and resilience.
Create original artwork incorporating personal and cultural symbols.
Appreciate the role of artists in cultural preservation.
Lesson Overview
In this final lesson of the art and Karuk language integrated unit, students will have the opportunity to create original artwork inspired by Lyn Risling’s painting We Are Still Here, Fix the World People. The lesson focuses on the use of symbolism in Indigenous art, encouraging students to integrate their personal, cultural, or ancestral expressions into their own creations. To begin, the teacher will revisit the subjects and symbols in Lyn Risling’s painting, such as the river, animals, plants, and ceremonial items, explaining their cultural significance. For example, the river represents life and the health of the people, animals can symbolize spiritual connections to fix the world ceremonies, and plants like acorns are essential traditional food.
Building on this understanding of symbolism, students will create their own artwork that incorporates symbols or designs that hold personal or cultural meaning for them. Inspired by the composition of Risling’s painting, students will explore how these symbols can reflect themes of family, community, and identity. They will have the opportunity to experiment with colors, patterns, and symbols, reflecting on how their designs can express their unique connections to their culture and personal identity. This activity will help students recognize the power of art to communicate cultural values and personal stories.
Once students complete their artwork, they can share their pieces with a learning partner or the class and explain the symbolism behind their artwork and the connections to their personal culture or identity by writing a brief artist statement. This will encourage students to reflect on their creative process and deepen their understanding of the role of art in expressing cultural connections.
Teacher Background
In this lesson, students go through the creative process while fostering an environment that acknowledges and respects diverse family structures and personal histories. Some students may have emotional responses related to family dynamics, such as the impact of incarceration, deceased, or other experiences of family separation (separation, divorce, never knowing a parent). It is essential to be prepared with strategies to support students' emotional well-being while encouraging personal expression through art.
Structured through several steps in the creative process, students will begin with exploration and ideation by discussing the symbolism in Lyn Risling’s We Are Still Here, Fix the World People. Explanations of the cultural significance of symbols like the river, animals, and ceremonial items will help students make connections to deeper meanings and emotions. Students will then brainstorm symbols meaningful to them, from their family, culture, or community.
Next, students will plan and compose using the template based on Lyn Risling’s painting. Students will be provided several copies of the template and scratch paper to use for planning where they sketch editions of their artwork. Teachers should encourage combinations of symbols that reflect aspects of students' lives, focusing on resilience, connection, and identity. Since Risling’s painting features a family, it’s important to allow students the flexibility to interpret the concept of family in a way that feels authentic to their experiences.
Once students have their plan, they will begin the creation process. Using art supplies, such as colored pencils and crayons, students can refine the details of their symbols, experimenting with colors and patterns that convey deeper meanings. Remind students that their artwork is a personal expression, offering freedom for exploration.
After completing their artwork, students will write a reflection or artist statement, explaining the symbolism behind their designs and how their work represents personal identity or relationships. This reflection gives students an opportunity to articulate their thought process and connect their artwork to their emotions and experiences.
Recognizing the diversity of family structures is crucial, as some students may feel uncomfortable focusing on traditional family imagery. Take time to acknowledge that families can take many forms, including nuclear families, single-parent families, foster families, and chosen families. Teachers should normalize the idea that family can also include significant people who are not biologically related, such as mentors or close friends. If students feel uncomfortable focusing on family, offer them the option to center their artwork on “important people” in their lives, such as community members or influential people, expanding the focus beyond traditional family structures.
In preparation for possible emotional responses, create a safe and supportive environment. Encourage students to share only what they feel comfortable to share and remind them that art is a personal expression. If a student reacts emotionally, acknowledge their feelings with empathy and offer a private space if needed. Having a counselor or support staff available can also be helpful.
If some students are hesitant to focus on family, alternative themes like personal growth, resilience, or cultural connections can be explored. Students might create artwork representing their journey or their ties to community and culture, helping them feel empowered to express their unique identities.