This lesson plan was researched and written by Karissa Smith, a Spring 2022 University of Texas at Tyler Exhibition Practicum Student. The lesson plan was edited by Rachel Anthony, the Tyler Museum of Art Education Manager.
If you use or reference this lesson plan, please leave a comment with your feedback. The lesson plan can be downloaded in the link below.
Antonio Lopez Pinedo. Yarn Painting. Manufactured yarns and beeswax. 23 5/8 x 23 5/8 x 1”. Nayarit, Mexico. Tyler Museum of Art, Gift of Laura and Dan Boeckman, 2010.1.303.
Culture: Mexico
Subject: Fine Art, Folk Art, Art History
Collection: Tyler Museum of Art’s Boeckman Collection
Grades: High School
Topics: Artistic Practices, Art History, Critical Thinking, and International Art
Art Vocabulary
Activity Vocabulary:
Antonio Lopez Pinedo
- Antonio Lopez Pinedo was born into a family of shamans in the Huichol community of Santa Caterina. He later moved to Guadalajara.1
- Pinedo used his memories and experiences from his childhood in the Huichol community to create yarn paintings depicting Huichol traditions.2
Pilgrimage
- A pilgrimage is a journey made by someone typically seeking to expand their understanding of the world and themselves.3
Shaman ( mara’ kame)
- A shaman is a figurehead and spiritual leader considered to be more in touch with the divine.
- In the Huichol language, shamans are called mara’ kame.4
- They are required to shadow elder shamans and complete at least five pilgrimages to Wirikuta before they are officially recognized as a shaman.5
- Shamans can also be trained in healing and are often visited or called upon by ailing members of the community.6
- Due to the tumultuous landscape of the region and distance between homes, the Huichol people have a disproportionately large number of mara’ kame.7
- In order to communicate with the gods, the mara’ kame will consume peyote to receive visions.8
Peyote
- Peyote is a cactus commonly found in the Wirikuta desert.9
- While being helpful in healing due to natural antibiotic properties, peyote can also cause hallucinations when ingested.10
- Peyote is sacred to the Huichol people, and shamans believe it allows them to communicate to the gods.11
Huichol
- The Huichol people are natives of Mexico in the Serria Madres Mountains.12
- Due to the terrain of the mountains, the Huichol people managed to avoid the colonialization of Mexico and outsider influence.13
- Huichol people were conquered by Spain in 1722, but still loosely governed.14
- Unlike many other colonized native groups of Mexico, the Huichol people were able to preserve much of their culture and shamanistic religion.15
Alfonso Soto Soria
- Museum specialist from Mexico City who asked four Huichol shamans to create yarn paintings on flat surfaces to be shown at the National Museum of Anthropology.16
Wirikuta
- The Wirikuta desert is in the state of San Luis Potusi.17
- It is sacred to the Huichol because it is the origin of The Sacred Deer, the first animal sacrificed by ancestral Huichol people.18
- Huichol people will make a pilgrimage to Wirikuta to harvest peyote and visit the sacred land.19
Ramon Medina Silva
- Ramon was a Huichol shaman who was the first to start depicting Huichol myths and his own visions in his work in 1965.20
- In 1968, he was given a solo exhibition at the Los Angeles County Museum of Natural History. This was the first time that yarn paintings were shown in the United States.21
Padre Ernesto Loera Ochoa
- Padre Ernesto was a Franciscan priest at the Basilica de Zapopan in the city of Zapopan near Guadalajara.22
- He supported Huichol natives by selling their artworks and commissioning pieces in his church.23
Elements of Design24
Line:
- An element of art defined by a point moving in space. Line may be two-or three- dimensional, descriptive, implied, or abstract.
Shape:
- An element of art that is two-dimensional, flat, or limited to height and width.
Form:
- An element of art that is three-dimensional and encloses volume; includes height, width
Space:
- An element of art by which positive and negative areas are defined or a sense of depth achieved in a work of art.
Color:
- An element of art made up of three properties: hue, value, and intensity.
Hue:
- The name of color.
Value:
- Hue’s lightness and darkness (a color’s value changes when white or black is added)
Intensity:
- The quality of brightness and purity.
Texture:
- An element of art that refers to the way things feel, or look as if they might feel if touched.
Principles of Design25
Rhythm/ Pattern:
- A principle of design that indicates movement, created by the careful placement of repeated elements in a work of art to cause a visual tempo or beat.
Movement:
- A principle of design used to create the look and feeling of action and to guide the viewer’s eye throughout the work of art.
Balance:
- A way of combining elements to add a feeling of equilibrium or stability to a work of art. Major types are symmetrical and asymmetrical.
Proportion:
- A principle of design that refers to the relationship of certain elements to the whole and to each other.
Variety:
- A principle of design concerned with diversity or contrast. Variety is achieved by using different shapes, sizes, and/or colors in a work of art.
Emphasis:
- A way of combining elements to stress the differences between those elements.
Harmony:
- A way of combining similar elements in an artwork to accent their similarities.
Footnotes for the Vocabulary
1 October Gallery, Portal II: Inside the Cordillera, Accessed April 6, 2022, https://octobergallery.co.uk/exhibitions/2019por.
2 Ibid.
3 “Pilgrimage”, Merriam Webster, Accessed April 23, 2022, https://www.merriam- webster.com/dictionary/pilgrimage.
4 Hope MacLean, “Sacred Color and Shamanic Vision Among the Huichol Indians of Mexico”, Journal of Anthropological Research, Vol. 57, No. 3 (Autumn, 2001), 305.
5 Peter T. Furst, Visions of Huichol Shaman, (Philadelphia: University of Pennsylvania Museum of Archaeology and Anthropology, 2007), 8,11.
6 Ibid.
7 Ibid, 7.
8 Hope MacLean, “Sacred Color and Shamanic Vision Among the Huichol Indians of Mexico”, Journal of Anthropological Research, Vol. 57, No. 3 (Autumn, 2001), 309.
9 Peter T. Furst, Visions of Huichol Shaman, (Philadelphia: University of Pennsylvania Museum of Archaeology and Anthropology, 2007), 11.
10 Ibid,18.
11 Hope MacLean, “Sacred Color and Shamanic Vision Among the Huichol Indians of Mexico”, Journal of Anthropological Research, Vol. 57, No. 3 (Autumn, 2001), 308.
12 Peter T. Furst, Visions of Huichol Shaman, (Philadelphia: University of Pennsylvania Museum of Archaeology and Anthropology, 2007), 1.
13 Ibid.
14 Ibid.
15 Ibid.
16 Ibid, 27, 29.
17 Ibid, 11.
18 Ibid, 7.
19 Ibid, 21, 22.
20 Peter T. Furst, Visions of Huichol Shaman, (Philadelphia: University of Pennsylvania Museum of Archaeology and Anthropology, 2007), 31-32.
21 Ibid, 32.
22 Ibid, 30.
23 Ibid.
24 “Principles and Elements,” Massachusetts College of Art and Design, accessed 13 April 2022, massart.edu/sites/default/files/Principles%20and%20Elements.pdf.
25 “Principles and Elements,” Massachusetts College of Art and Design, accessed 13 April 2022, massart.edu/sites/default/files/Principles%20and%20Elements.pdf.
Bibliography: Resources for Vocabulary and Lesson Plan
Furst, Peter. Visions of Huichol Shaman. (Philadelphia: University of Pennsylvania Museum of Archaeology and Anthropology, 2007).
MacLean, Hope. “Sacred Color and Shamanic Vision Among the Huichol Indians of Mexico”.
Journal of Anthropological Research. Vol. 57. No. 3 (Autumn, 2001).
October Gallery. Portal II: Inside the Cordillera. Accessed April 6, 2022. https://octobergallery.co.uk/exhibitions/2019por.
Office of the Secretary of State. “§117.302: Art, Level I, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_ rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=302.
Office of the Secretary of State. “§117.303: Art, Level II, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_ rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=303.
Office of the Secretary of State. “§117.304: Art, Level III, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_ rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=304.
Office of the Secretary of State. “§117.305: Art, Level IV, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_ rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=305.
“Pilgrimage”. Merriam Webster. Accessed April 23, 2022. https://www.merriam- webster.com/dictionary/pilgrimage.
“Principles and Elements”. Massachusetts College of Art and Design. Accessed April 24, 2022. massart.edu/sites/default/files/Principles%20and%20Elements.pdf.
High School Lesson Plan
Goals:
High School Students of all Levels will be able to do the following:
- Identify the principles of design used in the artwork;
- Identify the elements of design used in the artwork;
- Student will identify aspects of Huichol culture;
- Students identify the origins and process of yarn painting;
Texas High School TEKS:
Art Level I, Level II, Level III, and Level IV
Level I:
- §117.302.c.1.A / B / C
- Foundations: Observation and Perception:
- consider concepts and ideas from direct observation, original sources, experiences, and imagination for original artwork;
- identify and understand the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artwork;
- identify and understand the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artwork;
- Foundations: Observation and Perception:
- §117.302.c.2.D
- Creative Expression:
- create original artwork to communicate thoughts, feelings, ideas, or impressions;
- Creative Expression:
- §117.302.c.4.A
- Critical Evaluation and Response
- interpret, evaluate, and justify artistic decisions in artwork by self, peers, and other artists such as that in museums, local galleries, art exhibits, and websites;
- Critical Evaluation and Response
Level II:
- §117.302.c.1.A / B / C
- Foundations: Observation and Perception:
- consider concepts and ideas from direct observation, original sources, experiences, and imagination for original artwork;
- identify and understand the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artwork;
- identify and understand the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artwork;
- Foundations: Observation and Perception:
- §117.302.c.2.D
- Creative Expression:
- create original artwork to communicate thoughts, feelings, ideas, or impressions;
- Creative Expression:
- §117.302.c.4.A
- Critical Evaluation and Response
- interpret, evaluate, and justify artistic decisions in artwork by self, peers, and other artists such as that in museums, local galleries, art exhibits, and websites;
- Critical Evaluation and Response
Level III:
- §117.302.c.1.A / B / C
- Foundations: Observation and Perception:
- consider concepts and ideas from direct observation, original sources, experiences, and imagination for original artwork;
- identify and understand the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artwork;
- identify and understand the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artwork;
- Foundations: Observation and Perception:
- §117.302.c.2.D
- Creative Expression:
- create original artwork to communicate thoughts, feelings, ideas, or impressions;
- Creative Expression:
- §117.302.c.4.A
- Critical Evaluation and Response
- interpret, evaluate, and justify artistic decisions in artwork by self, peers, and other artists such as that in museums, local galleries, art exhibits, and websites
- evaluate and analyze artwork using a verbal or written method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist’s intention, and evaluating the success of the artwork;
- Critical Evaluation and Response
Level IV:
- §117.302.c.1.A / B / C / D
- Foundations: Observation and Perception:
- consider concepts and ideas from direct observation, original sources, experiences, and imagination for original artwork;
- identify and understand the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artwork;
- identify and understand the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artwork;
- Foundations: Observation and Perception:
- §117.302.c.2.D
- Creative Expression:
- create original artwork to communicate thoughts, feelings, ideas, or impressions;
- Creative Expression:
- §117.302.c.4.A / B
- Critical Evaluation and Response
- interpret, evaluate, and justify artistic decisions in artwork by self, peers, and other artists such as that in museums, local galleries, art exhibits, and websites;
- Critical Evaluation and Response
High School Art Activities
Questions for High School Students:
- Examine Antonio Lopez Pineda, Yarn Painting. Identify where each element of art is located in the folk art.
- Examine Antonio Lopez Pineda, Yarn Painting. Identify where each principle of art is located in the folk art.
- What aspects of Huichol culture are reflected in Antonio’s work?
- How can a person’s upbringing affect their artwork in adulthood?
- What are some reasons Huichol culture is so well preserved? How has this affected their artwork?
- How did colonolism affect the artwork in regions that were conquered?
Activity: High School Fine Arts
- Activity Setting: Classroom and/or outdoor location
- Materials: 12×12” cardboard pieces, liquid craft glue, scissors, and assorted yarn
- Subject: Art History, Folk Art, 2D Composition, Shapes, Elements and Principles of Design
- Texas TEKS: Art Level I, Level II, Level III, and Level IV
- Duration: Extended Project
Each student will choose an animal or object naturally found in nature (pinecone, leaf, flower, etc.) that is significant to them. They will then sketch out that animal/object in an illustrative style with mostly outlines on plain copy or sketchbook paper. Then, they design a background for the animal/object. Once the composition is sketched out on copy paper, the student will draw the design on the cardboard with a black permanent marker. Then, using the assorted yarns, students will choose a starting color and glue it down to the carboard outlining the marker, trimming as necessary. Apply the glue to one side of the yarn, placing that face down on the cardboard. Fill in the outline of the animal/object with more yarn, placing the yarn right next to each other, avoiding any gaps where cardboard is exposed. Once the subject is filled, the background also will be filled by gluing down yarn. Designs and details can be created by changing colors of yarn. It is best to create any objects/details on the cardboard first, then empty spaces can be filled. Recommend using 5-7 different colors.
Activity: High School Art History
- Activity Setting: Classroom
- Materials: Pencil/ Pen on Paper or Word Document
- Subject: Art History, Folk Art, 2D Composition, Shapes, Elements and Principles of Design Texas TEKS: Art Level I, Level II, Level III, and Level IV
- Duration: Single Day Project
Students will explain why they chose the animal/object they created, and then explain their use of color, line, and shape in conveying meaning of their work. The student will also give at least two ways their work is similar to Huichol yarn paintings and at least two ways their work is different. They should produce at least two paragraphs.
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