Professional Documents
Culture Documents
Elizabeth M. Delacruz,
University of Illinois at Urbana
Quoting from our National Visual Arts Standards - “Since nomadic peoples first sang and danced for their
ancestors, since hunters first painted their quarry on the walls of caves, since parents first acted out the
stories of heroes for their children, the arts have described, defined, and deepened human experience.”
Steve Willis Deer Medicine Steve Willis Five Directions
Pastel 29”x 53” Acrylic on Canvas 22” x 26”
Lillian Pitt; Rick Bartow; Gail Tremblay; Ken MacKintosh
rail station panel, detail of crow. 2003. Portland, OR
Lillian Pitt; Rick Bartow; Gail Tremblay; Ken MacKintosh, Lillian Pitt; Rick Bartow; Gail Tremblay; Ken MacKintosh
rail station panel, panel and shadow. 2003. Portland, OR rail station panel, bird. 2003. Portland, OR
Jaune Quick-to-See Smith Indian Horse 1992
oil, collage, mixed media on canvas 66 x 96 in
Carmen Lomas Garza Empanadas 1991 gouache on paper 20 x 29 in
Fred Beaver
Seminole Family
1953
Los Toltecas en Aztlán, Mario Aguilar, Guillermo Aranda, Sal Barajas, Arturo Roman, Neto del Sol,
David Avalos, Antonio de Hermosio, Samuel Llamas, Antonia Perez.
Centro Cultural de la Raza; detail. 1974. Balboa Park, San Diego, CA. paint on concrete. 23' x 475'
George Longfish
Kimo Sabe Means Honkie
1984
acrylic on canvas
11 1/2 x 58 in
Randy Lee White Custer’s Last Stand Revisited 1980 mixed media 72 x 96 in
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Doug Blandy, Associate Dean of Academic Affairs, Professor and Program Director Arts
and Administration Program, Director of the Institute for Community Arts Studies UOregon
Ashley Minner, Lumbee Tribe of North Carolina, Artist & Art Educator, Baltimore Area Indian Center
James H. Sanders, III, Associate Professor Arts Policy & Administration Program, OSU
Steve Willis, Western Cherokee Nation Associate Professor, Dept. of Art + Design, Missouri State U
NAEA considers Race-Based Mascots of non-Native American
schools and educational institutions to be representations that can
be seen as derogatory to Native American nations. Visual art
educators are encouraged to support their communities in
addressing how such images impact all lives. Race-Based
Mascots offer teachable moments for art classrooms;
opportunities to explore the complex and problematic ways that
ethnic mascots and similar visual representations convey
information about people, communities, cultures, and
civilizations. Visual art educators working in non-Native
American schools with Racer-Based mascots are encouraged to
ask their school to consult with and be informed by Native
American Tribal Councils, and to participate in identifying new
positive images worthy of representing their school and
communities.