> I agree with Judith. It seems to me that what is missing from this
> entire discussion is the issue of "context."
> Masks that are false faces or African or Native American or orther
> cultural artifacts like kachina dolls or totem pools have a meaning
> according to a particular context. We are not creating initiation
> in the art room by making these masks or poles or dolls in and of
> We are engaging in a process with a content to explore ideas,
> materials, methods, symbols, meanings, experiences and the
> like. We ourselves are "teaching" in an artificial environment,
> a fascimile of outer experience, perhaps even a bastardization of
> it. Everything we do is "appropriation" from something else. Be
> careful, be sensitive, be informed, be aware, but why censor
> experiencies because of some abstract ideal of authenticity?
> Teresa Tipton
> "Debbie, maybe we aren't able to make "Real" African masks, but
> kids have the pleasure of creating their own mask. It doesn't have to
> be called an African mask, but rather, a mask that speaks to them
> something important in their life. Why should they miss the
> and the fun and the learning experience of making an African style
> just because they are not African. We need to take the art of other
> cultures and learn from, even adapt them so they mean something to us.
> At least this is the way I feel. You are of course welcome to
> disagree. judith"
> DEBBI CRANE wrote:
> > kenneth,
> > i'm concerned about the part where you say they're ONLY third
> > graders. i don't think anyone is going off the deep end, either.
> > there does, however, seem to be a general awareness movement in art
> > ed. not to minimalize cultures to their crafts/arts/artifacts. i
> > stress again and again to my students that we, in southern indiana,
> > can look at slides of african masks, talk about african masks, see
> > the exhibit at the museum, but we cannot make african masks. it's
> > a big deal, just respect for
> > art happens, debbi
> > ----------
> > From: Kenneth L. Poos[SMTP:klpoos]
> > Sent: Tuesday, October 14, 1997 10:33 PM
> > To: artsednet.edu
> > Subject: Re: Totem Poles
> > Some of you guys went off into the real DEEP end. We are trying to
> > give
> > these kids an insight into a culture. These are only 3rd graders
> > We don't have the resources and money to get REAL cedar so the kids
> > can
> > actually carve a totem pole. It would be great if we could. In the
> > process of making this totem pole(with what we have), kids learn
> > about this culture that they never knew before. Yes, the materials
> > have
> > no relation to the origional materials but who can get the origional
> > materials on our budget(please!) I think the kids get an
> > of what a kachina is by making one( from what you can get) and
> > learning
> > about the history and culture. They know that it is made of wood,
> > we
> > just want to try and duplicate it as best we can, with what we have.
> > They are learning in this process. Thats what we want.
> > The children may NOT have the origional materials to work with but
> > the process of actually making a totem pole, kachina,etc. they are
> > really learning alot about the culture and the history.
> > Sandra Poos
> > Cahokia Dist#187
> > Cahokia, Ill.
> > Grades 1-6