S’abadeb— The Gifts: Pacific Coast Salish Art & Artists
S’abadeb — The Gifts: Pacific CoastSalish Art & ArtistsSEATTLE ART MUSEUMEDUCATOR RESOURCE GUIDEGrades 3-12
Seattle Art Museum 1300 First AvenueSeattle, WA 98101206.654.3100seattleartmuseum.org 2008 Seattle Art MuseumPlease direct questions about this resource guide to:School & Educator ProgramsSeattle Art Museum, xhibition itinerary:Seattle Art MuseumOctober 24, 2008–January 11, 2009Royal British Columbia MuseumNovember 20–March 8, 2010Editing:John PierceAuthor:Nan McNuttIllustrations:Greg WatsonProject Manager: Jennifer Willson,Manager of School, Educator &Interpretive Technology Programs,Seattle Art MuseumEducator Resource Guide Advisory Committee:Barbara Brotherton,Curator of Native American Art,Seattle Art MuseumSandra Jackson-Dumont, Kayla SkinnerDeputy Director for Education & PublicPrograms/Adjunct Curator, Departmentof Modern & Contemporary Art, SeattleArt MuseumTracy Rector, Executive Director,Co-founder, Longhouse Media/Native LensGreg Watson, artist and educatorRomayne Watt, educatorFront Cover: Carved Figure, lateeighteenth century, Suquamish, wood,hair, leather, glass, dentalium shells,copper, 14 x 13 1/2 x 2 3/8 in., Collectedby George Hewett on the VancouverExpedition, 1792, Restoration Point, The Trustees of the British MuseumS’abadeb—The Gifts: Pacific Coast Salish Art and Artistsis organized by the Seattle Art Museum and madepossible by a generous leadership grant from The HenryLuce Foundation and presenting sponsors the NationalEndowment for the Humanities and The Boeing Company.This project is supported in part by an award from theNational Endowment for the Arts with major supportprovided by the Mayor’s Office of Arts & Cultural Affairs,Adobe Systems, Incorporated, PONCHO, Washington StateArts Commission, and U.S. Bancorp Foundation. Additionalsupport provided by the Native Arts of the Americasand Oceania Council at the Seattle Art Museum, ThawCharitable Trust, Charlie and Gayle Pancerzewski, SuquamishClearwater Casino Resort, The Hugh and Jane FergusonFoundation, Humanities Washington, Kreielsheimer ExhibitionEndowment and contributors to the Annual Fund.Art education programs and resources supported inpart by PONCHO and the Harrington-Schiff Foundation.
INTRODUCTIONLetter from the Deputy Director of Educationand Public Programs4 About the Exhibition5About this Guide6Introduction to Coast Salish First Peoplesof Washington State and British Columbia7 Educator Resource Guide Themes15Respecting and Preserving theGifts of Our Earth17 Making Art from Nature: Coast Salish Basketry23Cycles of Life: The Teachings and Art ofBruce Miller (subiyay)30 Finding Inspiration in the Past:The Work of Susan Point36 Circles, Crescents and Wedges: BuildingBlocks of Coast Salish Design40 Canoe Journeys: Honoring and RevitalizingFamily Traditions45The Importance of Home50The Challenge of Contemporary Artists55Gifts of Our EarthGifts of Our AncestorsGifts of Our FamiliesGifts of Our ArtistsGlossary59Washington StateEducation Standards61 Related Resources65
4INTRODUCTION Letter from the Deputy Director of Educationand Public ProgramsDear Educators,The Seattle Art Museum (SAM) is excited to present thisEducator Resource Guide on Coast Salish art and culture,created to complement the special exhibition S’abadeb—The Gifts: Pacific Coast Salish Art and Artists.SAM provides a welcoming place for people to connect withart and to consider its relationship to their lives. SAM is onemuseum in three locations: Seattle Art Museum Downtown,Seattle Asian Art Museum at Volunteer Park, and the OlympicSculpture Park on the downtown waterfront. SAM collects,preserves, and exhibits objects from across time and acrosscultures, exploring the dynamic connections between pastand present.SAM’s school and educator programs and resources reflectthe museum’s commitment to enhancing school curricula andencouraging innovative teaching practices. Our hope is thatwe will contribute to expanding the walls of the classroom.Offerings include educator resource guides, educationalCD-ROMS, outreach suitcases, interactive tours, hands-onart-making workshops, and in-classroom visits. Both at themuseum and in the classroom, SAM’s educational programsoffer students and teachers opportunities to develop a criticalunderstanding of art and its relationship to their own lives.SAM is also home to the Ann P. Wyckoff Teacher ResourceCenter (TRC), a free lending library for educators. Locatedin the Seattle Asian Art Museum, the TRC offers over 4,000resources on the Seattle Art Museum collection and coversall art disciplines.Enjoy!Sandra Jackson-DumontThe Kayla Skinner Deputy Director for Education & PublicPrograms/Adjunct Curator, Department of Modern &Contemporary ArtS’abadeb—The Gifts Educator Resource Guide Seattle Art Museum
S’abadeb—The Gifts: Pacific Coast Salish Art and Artistsis a major exhibition that explores the unique artistry andculture of Coast Salish First Peoples of Washington Stateand British Columbia. The exhibition features more than 180works of art from national and international collections thatoffer a glimpse into the daily and ceremonial lives of the70 sovereign Salish Nations. Many of the works have neverbefore been on view and are for the first time interpretedby Native voices.INTRODUCTION About the Exhibition5Within this visually stunning exhibition, historical worksof sculpture, basketry, and weaving are shown side by sidewith contemporary artworks, including paintings, prints, andphotographs, to emphasize the ongoing vitality of the artistictraditions today. Dynamic multimedia presentations arefeatured in the galleries, taking visitors into the territories,lives, and rich oral traditions of the Coast Salish First Peoples.Barbara Brotherton, Curator of Native American ArtS’abadeb—The Gifts Educator Resource Guide Seattle Art Museum
6INTRODUCTION About this GuideThis Educator Resource Guide is designed as a resource tohelp teachers of grades 3–12 facilitate discussions and planactivities around the arts and culture of Coast Salish FirstPeoples. Teachers are encouraged to use the guide before,after, or completely independent of a visit to the exhibitionS’abadeb—The Gifts: Pacific Coast Art and Artists. Whetherteaching history, social studies, language arts, visual arts, orscience, the activities in this Educators Resource Guide willenhance any student’s critical thinking, understanding andappreciation of the art and living culture of the Coast Salish.Resource Guide StructureThe Educator Resource Guide starts with a basic introductionto the history, art, and culture of the Coast Salish FirstPeoples. The guide is then divided into four thematic sections: Gifts of Our Earth Gifts of Our Ancestors Gifts of Our Families Gifts of Our ArtistsThese thematic sections are also the organizing principlesfor the S’abadeb—The Gifts exhibition. Please note that someof the objects in this Educator Resource Guide exist underdifferent themes in the exhibition itself.Each thematic section contains object-based projects with: Background information Learning objectives Discussion questions Activity descriptions Ideas for activity extensionsAll suggested activities can easily be expanded from singlelessons to larger units of study.Selected vocabulary words are highlighted in bold printthroughout the guide and are defined in the glossary.The resource guide concludes with a chart of WashingtonState Essential Academic Learning Requirements (EALRs)addressed by the activities and a list of related resources.S’abadeb—The Gifts Educator Resource Guide Seattle Art Museum
“We are an alive culture.” –Honorable Cecile Hansen,chairwoman of the Duwamish tribe, 2008The arts of the Coast Salish First Peoples have changedover many thousands of years, most perceptibly in thelast 200 years, but the underlying values and worldviewsthat inform the creation and expression of these arts haveremained constant.The Coast Salish First Peoples include at least 70 bandsand tribes that live in northern Washington State andsouthern British Columbia and speak one of the manySalishan languages. This region, called the “Salish Sea”by many First Peoples, includes the major waterwaysof Puget Sound, the Strait of Juan de Fuca, and the Straitof Georgia. The ecosystems of this region, also called thePacific Northwest or Northwest Coast, are abundant withtrees, plants, berries, deer, elk, mountain goats, freshwaterand saltwater fish, shellfish, and waterfowl. The connectionbetween the Coast Salish and the waterscape of the SalishSea is at the core of their culture; historically, communitiesoriented and identified themselves by the rivers, creeks,bays, and sounds of their homelands.Before the creation of the political boundary betweenBritish and U.S. territories in 1846, Salish-speaking peoplemoved freely throughout the area for thousands of years.Starting in the 1850s Coast Salish people were forced to movefrom their land by non-Native settlers and the governmentsof Canada and the United States. However, the relationshipbetween Coast Salish people, the land and the water of theregion did not end. Like many other Native groups in theUnited States and Canada, the Coast Salish people continueto fight today for rights to their homelands and naturalresources like salmon, shellfish, and cedar trees.INTRODUCTION An Introduction to Coast Salish First Peoples7 First Peoples: Used among Coast Salishpeople to denote the original people tooccupy the Pacific Northwest territoriesand their descendants.Bands/Tribes: Groups of people whorecognize one another as belonging;these people do not have to be related.Band is generally used in Canada, tribein the United States.Salish Sea: A traditional name for theterritories of the Pacific Northwest orthe Northwest Coast occupied by theCoast Salish First Peoples that includesthe major waterways of Puget Sound,the Strait of Juan de Fuca and the Straitof Georgia.Culture: That which defines a group ofpeople based on learned behavior, language, values, customs, technologies,and art; the sum of attitudes, customsand beliefs that distinguish one groupfrom another.S’abadeb—The Gifts Educator Resource Guide Seattle Art Museum
8The Salish Sea, Map by Deborah Reade, Seattle Art MuseumS’abadeb—The Gifts Educator Resource Guide Seattle Art Museum
Coast Salish Ways of Life, Past and Present: A Narrative TimelineThe following is a narrative timeline illustrating major milestones in the history, art, and culture of the Coast SalishFirst People over many thousands of years. To present acomprehensive history of the Coast Salish would be difficult,so this narrative timeline focuses on those milestones mostrelevant to the S’abadeb—The Gifts exhibition and theactivities suggested in this Educator Resource Guide. Usethe Related Resources section in the back of this guide forsuggestions of more comprehensive histories.14,500 years ago:Glaciers form what will become themajor waterways of Puget Sound, theStrait of Juan de Fuca, and the Straitof Georgia.12,000 years ago:Glaciers recede, making way for humanoccupation. Archaeological evidenceshows that First Peoples occupy areasof the Pacific Northwest. First Peoples’oral histories proclaim their originshere.6,500 years ago:Red and yellow cedar trees emergein the Northwest. The red cedar iscalled the “tree of life” by the FirstPeoples and is used for the creationof canoes, houses, clothing, crafts,and tools.4,000–1,500years ago:1,500–235years ago:INTRODUCTION An Introduction to Coast Salish First Peoples9 Longhouse: Large houses used byextended Native American familiesalong the southern regions of the Northwest Coast that are built with long cedarplanks and a shed roof in most cases.First Peoples establish permanentsettlements in the Salish Sea territory,living in large villages connected toneighboring communities throughextended family ties. Salmon runsbecome stable and sophisticated,and salmon harvesting and storageprocesses are developed.Technological, cultural, and artistictraditions such as weaving, carving,salmon harvesting, ceremonies, and oralteachings flourish through trade andexchange between communities. Societyis oriented around families with leadersor sʔiʔab functioning as the heads ofhouseholds and ceremonial authorities.Villages are made up of one or morelonghouses that are homes for extendedfamilies. Society is divided into upperclass, lower class, and slaves.S’abadeb—The Gifts Educator Resource Guide Seattle Art Museum
10INTRODUCTION An Introduction to Coast Salish First Peoples Reservations/Reserves: A governmentestablished body of land that is recognizedas belonging to a designated groupof people but set aside by outsiders.Reservation is the term used in theUnited States; reserve is used in Canada.1770s:Beginning of maritime exploration ofthe Northwest Coast by Spaniards JuanPerez (1774) and Bruno Heceta andFrancisco Bodega y Quadra (1775),and British captains James Cook (1778),Charles Barkley (1787), and GeorgeVancouver (1792).Members of the Vancouver voyagecollect the earliest Salish artifacts.1780s:Fur trade begins, bringing the first ofmany waves of epidemics that devastateFirst Peoples populations and eventuallycontribute to the loss of culturaltraditions.1811–43:American and British fur tradecompanies establish multiple fortsalong the coast, including Fort Astoria(1811), Fort Vancouver on the ColumbiaRiver (1825), Fort Langley (1827), andFort Victoria (1843).1846:Establishment of border between theUnited States and Canada placesrelated Salish peoples under separategovernments, and contact betweengroups is restricted.Treaty: A formal agreement betweentwo or more nations, generally relatingto peace or trade.No role in governance given to FirstPeoples in either country.1850s:Series of treaties confiscate land andmove First Peoples to reservations (inthe United States) and reserves (inCanada): Douglas Treaty, VancouverIsland, signed under James Douglas,governor of colony of British Columbia;Washington State treaties signed underGovernor Isaac Stevens include PointElliot Treaty (1855), Treaty of Point NoPoint (1855), and Medicine Creek Treaty(1854).Because these reservations and reservesare much smaller than the areas theCoast Salish people previously occupied,it becomes difficult for First Peoples tocontinue to rely on subsistence activitieslike hunting, fishing, and harvesting.S’abadeb—The Gifts Educator Resource Guide Seattle Art Museum
1851:1858:The Denny Party establishes the firstnon-Native settlement in present-daySeattle, first calling it “New York,” then“Alki,” and finally “Seattle” in 1853, afterChief Sealth (siʔaɫ) or Chief Seattle,leader of the Suquamish and Duwamishtribes from 1810 until his death in 1866.Gold is discovered in the LowerFraser Valley in southwest BritishColumbia, causing an influx of over30,000 non-Native settlers.INTRODUCTION An Introduction to Coast Salish First Peoples11 Indian: A historical name for NativeAmericans or indigenous peoples of theAmericas that was given by ChristopherColumbus when he thought he had landedin the East Indies in 1492 but instead hadlanded in the Bahamas.Reflective of the increasing tensionsbetween First Peoples and non-Nativesettlers, Chief Leschi (1808-1858) of theNisqually and Puyallup tribes is hangedfor murder. He is exonerated in 2004 bya unanimous vote by the Historical Courtof Inquiry based on an understandingthat he was wrongly convicted andexecuted.1860s–early 1900s:With decreased land for subsistenceactivities like fishing and gathering,First Peoples look for new means ofeconomic survival. Interaction betweennon-Native settlers and First Peoplescreates a cash-based economy, jobsfor First Peoples in commercial andagricultural industries, and new touristmarkets for trade in art and craftsmade by First Peoples.First Peoples are banned from livingand sleeping in Seattle and otherEuro-American towns; however, duringthe day they can sell trade items likebaskets, carvings and produce.1876:First in a series of Indian Actssigned in Canada sets an oppressivenational policy toward subsistenceactivities like fishing and culturalpractices including feasting andgifting ceremonies (legally bannedfrom 1885 to 1951 in Canada).1882:John and Mary Slocum, members ofthe Squaxin Island Tribe, establish theIndian Shaker Church, a unique blendof First Peoples, Catholic, and Protestantbeliefs that continues to have a strongpresence in Coast Salish communitiestoday.S’abadeb—The Gifts Educator Resource Guide Seattle Art Museum
12INTRODUCTION An Introduction to Coast Salish First Peoples1887:The Dawes Act (also called theU.S. Allotment Act) divides existingreservation lands into plots forindividual tribal members; over theact’s 47 years of existence, millions ofacres of treaty land are lost by saleto non-Native settlers.1880s:Missionaries and government officialsestablish boarding schools to assimilateFirst Peoples into Euro-Americansociety. Federal Indian policy callsfor the removal of children from theirfamilies, separating them from theirculture and incorporating them intomainstream society. This is alsoaccomplished by prohibiting Nativelanguages and dress. The childrenrange in age from six to eighteen yearsand come from different reservations.Girls learn crafts like knitting andsewing, and boys learn a trade. Someschools are still in operation until the1960s.1880s–1950s:First Peoples are active throughoutthis time, lobbying, protesting, andpetitioning for the recognition of theirrights and social titles. Coast Salishresponses to repressive governmentpolicies are diverse. Some people formorganizations that fight for Nativerights, and others develop their owngovernment institutions on reservationsand reserves.1924:In recognition of service duringWorld War I, the United Statesgovernment grants First Peoplescitizenship and the right to votethrough the Indian Citizenship Act.1945-1961:The United States passes legislationthat calls for a reversal of the tribalself-government movement, terminatingmore than 50 tribal governments.The federal government no longerrecognizes them as Indian Nations.S’abadeb—The Gifts Educator Resource Guide Seattle Art Museum
1953:United States Public Law 280 givessix states mandatory and substantialcriminal and civil jurisdiction overFirst Peoples land.1950s–1960s:Canada ends official suppressionof feasting and gifting ceremonies in1951; in 1956 Canadian citizenship andprovincial voting rights are granted toFirst Peoples, and federal voting rightsare granted in 1960. This period ischaracterized by expanded recognitionof the powers of tribal self-government.INTRODUCTION An Introduction to Coast Salish First Peoples13Northwest Coast First Peoples’“art revivals” reawaken Coast Salishtraditions in carving, basket making,printmaking, and weaving, along witha resurgence of feasting and giftingceremonies and a renaissance of tribaland national civil rights actions.1968-1990:During this time period a numberof legal acts are put into legislation:Indian Civil Rights Act of 1968, IndianSelf-Determination and EducationAssistance Act of 1975, Indian ChildWelfare Act of 1978, American IndianReligious Freedoms Act of 1978, andNative American Graves Protectionand Repatriation Act of 1990.1974:The Boldt Decision upholds treatyrights of 1855, giving federallyrecognized tribes half of all harvestable salmon in Washington State.1980s:First exhibitions of Coast Salish artare organized at the Museum ofAnthropology at University of BritishColumbia and the Burke Museumat the University of Washington.Younger generations of Coast Salishartists study traditional aestheticsand techniques through access tothese and other museum collections.S’abadeb—The Gifts Educator Resource Guide Seattle Art Museum
14INTRODUCTION An Introduction to Coast Salish First Peoples1989:The “Paddle to Seattle” duringthe Washington State CentennialCelebration marks the return ofan
S’abadeb—The Gifts Educator Resource Guide Seattle Art Museum This Educator Resource Guide is designed as a resource to help teachers of grades 3–12 facilitate discussions and plan activities around the arts and culture of Coast Salish First Peoples. Teachers are encouraged to use the guide before,
May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)
Silat is a combative art of self-defense and survival rooted from Matay archipelago. It was traced at thé early of Langkasuka Kingdom (2nd century CE) till thé reign of Melaka (Malaysia) Sultanate era (13th century). Silat has now evolved to become part of social culture and tradition with thé appearance of a fine physical and spiritual .
On an exceptional basis, Member States may request UNESCO to provide thé candidates with access to thé platform so they can complète thé form by themselves. Thèse requests must be addressed to esd rize unesco. or by 15 A ril 2021 UNESCO will provide thé nomineewith accessto thé platform via their émail address.
̶The leading indicator of employee engagement is based on the quality of the relationship between employee and supervisor Empower your managers! ̶Help them understand the impact on the organization ̶Share important changes, plan options, tasks, and deadlines ̶Provide key messages and talking points ̶Prepare them to answer employee questions
Dr. Sunita Bharatwal** Dr. Pawan Garga*** Abstract Customer satisfaction is derived from thè functionalities and values, a product or Service can provide. The current study aims to segregate thè dimensions of ordine Service quality and gather insights on its impact on web shopping. The trends of purchases have
Chính Văn.- Còn đức Thế tôn thì tuệ giác cực kỳ trong sạch 8: hiện hành bất nhị 9, đạt đến vô tướng 10, đứng vào chỗ đứng của các đức Thế tôn 11, thể hiện tính bình đẳng của các Ngài, đến chỗ không còn chướng ngại 12, giáo pháp không thể khuynh đảo, tâm thức không bị cản trở, cái được
Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. Crawford M., Marsh D. The driving force : food in human evolution and the future.
2014 AMC 8 Problems Problem 1 Harry and Terry are each told to calculate . Harry gets the correct answer. Terry ignores the parentheses and calculates . If Harry's answer is and Terry's answer is , what is ? Solution Problem 2 Paul owes Paula 35 cents and has a pocket full of 5-cent coins, 10-cent coins, and 25-cent coins that he can use to pay her. What is the difference between the largest .
