11.14.17+and+11.15.17

WU: Museum Indians How does Power address the questions we discussed last class: What are some of the topics, issues, and ideas she wants us to explore?
 * 1) What is lost and gained in the creation of museums that attempt to preserve or represent culture/history? How can the creation of museums be about power?
 * 2) How can museums create/sustain/interrupt racial or ethnic stereotypes? How can they perpetuate, or interrupt, single stories?

Plot check-in

Device Web: symbols, metaphors, personification, etc.: group brainstorm

Gather lines for Stanza Poem for “Museum Indians”

Craft poem: type it up with previous poem

** Temporary exhibit: August 1 – December 3, 2017 **
 * Extra credit option: Visit the Portland Art Museum (permanent Native American/Contemporary Native American Art exhibits) **
 * or **
 * Oregon Historical Society ( Current exhibit -- Native Portraits: Contemporary Tintypes by Ed Drew) http://www.ohs.org/museum/exhibits/index.cfm **

To earn full credit (up to three points), you must attend the exhibits that showcase the various Native American nations around the US, and the section on Contemporary Native American Art. Take some notes about the similarities and differences you notice about the different regions, the inclusion of contemporary art, and any pieces that stand out to you.

Next, you need to write a 1.5-2 page (typed, double spaced, 12 pt. font) response to the following questions: 1) In light of our discussions around museums, the perception of Native Americans, and cultural appropriation/costumes/mascots, how did the exhibits reflect the subjects we've discussed in class? 2) What did you notice about the captions connected to the art pieces? Did they provide context? Did you have any questions? Did they talk back to or reinforce single stories? 3) What did you think about the use of contemporary art in the exhibit? What do you think the artists were trying to communicate to their viewers? Full credit will be awarded to students who answer all questions thoughtfully and demonstrate formal writing skills. Turning in the extra credit write-up does not guarantee full credit; the substance of the writing and reflection does. Please turn in a hardcopy of this writing.

The Portland Art Museum is free for student under 17 years of age. If you are under 15, you need an adult to go with you. It is free for adults after 5pm on Fridays. If you have any concerns about funding, come and talk to me, or email me and we can figure out a solution.

The Oregon Historical Society is open Mon.-Sat. 10-5PM, and Sun. 12-5PM. Entry is free to anyone living in Multnomah County (with proof of residence), and 5$ for ages 6-18. *Proof of Multnomah County residency can include a State Issued Identification Card, Driver's License, or Utility Bill but NOT a library or Trimet card.

If you are planning on completing this extra credit assignment, it needs to get to me before the start of Lincoln's Winter Break. I will not take extra credit assignment after that date.

HW: Read/View Buffalo Bill Cody Background: [][] Information from the Buffalo Bill Center of the West: [] Images of Buffalo Bill Cody and the Wild West Show: [] (Poster for WW) [] (Poster for WW) [] (Poster for WW) [] (Youth book cover) <span style="background-color: #ffffff; color: #1155cc; font-family: Arial; font-size: 11pt; vertical-align: baseline;">[] (Buffalo Bill and Sitting Bull) <span style="background-color: #ffffff; color: #1155cc; font-family: Arial; font-size: 11pt; vertical-align: baseline;">[] (Cast of WW)