LASTINGIMPRESSIONS

PALACE OF THE GOVERNORS

Compiled by Erica L. Garcia

Palace of the Governorswith Beth Maloney

A nexus of history, art and technology

Curriculum, Teacher Guide

Lesson Plans

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TABLE OF CONTENTS

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When communities lose their connection to their historical and culturalroots, they lose a part of their shared memory and cultural identity. Thesevalues link individuals and communities to the outside world, and providebroad perspectives needed to respond to demographic changes, economictrends and technological advances. “Lasting Impressions” web and cur-riculum works to reconnect communities to their historic, artistic and lit-erary heritages.

Museum educators led the development of this comprehensive curricu-lum including hands-on activities for children and families.

Our partners for developing statewide outreach around the “LastingImpressions” theme include the New Mexico State Library and theMuseum Outreach Department’s Van of Enchantment.

This exhibition reaches out beyond the museum walls via an interactivewebsite that will include:

An on-line exhibit with many of the objects on display at the Palace.The Virtual Print Shop, where you can set your name in type.The Cuaderno de Ortografía, with pages you can turn yourself.Links to our partners who are helping to take the story of “The PrivatePresses of New Mexico” to all of New Mexico.This curriculum packet for the teachers of New Mexico.A link to the Institute of Museum and Library Services, a federalgrant-making agency dedicated to creating and sustaining a nation oflearners by helping libraries and museums serve their communities.This curriculum packet, programming and exhibit is made possible bythe Institute of Museum and Library Services.

COMMUNITY, STATE AND NATIONAL IMPACT

HTTP://WWW.PRIVATEPRESS.ORG

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“Lasting Impressions” takes you on a journey across two centuries of literaryhistory to introduces the artisan printers of the private press movementthrough their work, the tools of their craft, and their vision. Beginningwith the arrival of New Mexico’s first press in 1834, the story follows atrail of printed treasures up to the present. Web pages display text thatoutlines how the influences of five different historical periods shapedcontent and how the unique talents of a handful of individuals broughtartistic form to the book.

This innovative web and curriculum project will reconnect New Mexicansto an important but little known aspect of their literary history and artis-tic heritage. “Lasting Impressions,” web and curriculum will help to devel-op student interest in contemporary writing by introducing them to a loveof books and literature through the little-known world of private presses,a world peopled with its own cast of characters, language, and combina-tion of artistry and technology.

• A definition of a private press and an understanding of the types of indi-viduals who established publishing ventures, their motivations, and theirlevel of personal involvement in the production process.• A historical overview of the private press movement in New Mexico, itsrelationship to similar endeavors throughout the rest of the country andworld, and its importance to maintaining freedom of expression. • An understanding of those qualities that have attracted and nourished ahealthy environment for independent publishers and diverse points ofview in New Mexico history.• An appreciation of various private presses—fine arts, literary, education-al, hobby, poetry, and those that cross categorical boundaries—and thewide array of handmade fine art, literary, and educational books.• A basic knowledge of the laborious, mechanical process of producing ahandmade book—design, typography, printing, binding—and the effectof particular choices on the end product.

“Lasting Impressions” Exhibit and EducationalProgramming Curriculum and Guide

WHAT IS “LASTING IMPRESSIONS”?

REASON FOR THE PROJECT “LASTING IMPRESSIONS”

HISTORY IN “LASTING IMPRESSIONS” ON-LINE EXHIBIT

ESTIMATED TIME 45 minutes–1 hour

MATERIALS Blank sheet same size as template

Glue stick or tapeColoring pencils, crayons, pens or

materials for collage

PROVIDED IN PACKETTemplate image of the Palace of the

Governors on back cover for copying

VOCABULARYPop-up books

STANDARDS METNational Standards for Arts

Education, Visual Arts ContentsStandards, 1–5

National Standards for EnglishLanguage Arts

(for K-12) Standard 7

EXTENSIONSStudents experiment with other

images to “round out” and createtheir own original work.

LASTINGIMPRESSIONS

GOAL

STUDENT LEARNING

PROCEDURE

SUGGESTED FORMS OF ASSESSMENT

To explore the process of creating 3-dimensional book art.

Student will make pop-up cards and gain a better understanding of themechanics of 3-dimensional book art.

Observe students' workPop-up cards produced

1. The printers featured in the online exhibition are considered book artists,expressing themselves by making books. Books can come in all different shapesand sizes. Explain that students will be making pop-up cards, a kind of paperart used by some book artists.

2. Share examples of pop-up books with the class (see attached bibliographyfor reference. What makes these books interesting? What works? Is anythingconfusing? Which ones are students’ favorites? Why?

3. Pass out the template with the image of the Palace of the Governors located atthe end of this document and a blank sheet of paper. Students color and decoratethe image of the Palace of the Governors. Then, they cut out the image of thePalace, including the tabs on either end.

4. Students fold the blank sheet in half, making a card.

5. Students then bend the image to make it 3-D, with the decorated side out.Next they tape or glue the tabs to each side of the inside of the folded bland sheet.

6. Students re-close and open the card, testing to see whether or not the tabs wereattached in the right places and that the images bows out. Once tabs are securelyin the right place, allow the glue to dry.

LESSON ACTIVITY PLAN

POP-UP CARDSGrades 3 and 4

ESTIMATED TIME 45-minute session

MATERIALS Various examples of different books

(text, pop-up, book as art, handmade,differently shaped books)

ADDITIONAL MATERIALSImages of Padre Martínez,

John Menaul, Spud Johnson andRini Templeton on pages 8 and 12;

also available atwww.private.press.org

VOCABULARYPrinting Press

Private PressContent/Text

Book ArtPop-up Book

BrailleBilingual (Trilingual)

BindingPages

End PageBook Cover

STANDARDS MET 3rd grade: K-4 Benchmark I-A.1

4th grade: K-4 Benchmark I-A.11. and 2

EXTENSIONSAs homework have students read their

favorite story to their family and reportthe experience back to the class.

LASTINGIMPRESSIONS

GOAL

STUDENT LEARNING

PROCEDURE

SUGGESTED FORMS OF ASSESSMENT

To have students develop a hands-on appreciation for books, their variety, theinformation, and the leisure they provide. To identify individuals of importanceto New Mexico’s Printing Press history and the impact on their communities.

Students will examine a variety of books and learn to identify the various partsof a book, how they are assembled and the kinds of information they provide.Students will learn about important figures in the history of New MexicoPrivate Presses.

Students compose a short review of a book they’ve recently read.

1. Discussion with students on “What is a book?” Question and answer peri-od. Ask individual students why books are important to them and others.Books should be passed around during the discussion.

What is a book? What makes a book a book? Does it have to have pages to be a book? What were the first books made of? How are books made?Why were books so rare in our past? Why are books more available today? Why are books considered works of art? What would it be like to be unable to read? What reasons would there not to be able to read to read?

2. Discuss important individuals in the history of private presses in New Mexico.Padre Antonio José Martínez (1793–1867):

Born in Abiquiu, NM. Champion of the poor; brought education to New Mexico. Was responsible for the first printed books in the New Mexico. His books were used to teach boys and girls how to read and write in Spanish. One was the Cuaderno de Ortografía.

John Menaul (in NM starting 1877):New Mexico publisher of trilingual works, in English, Spanish, and Keres.

Spud Johnson a.k.a. Walter Willard Johnson (in NM 1920s–1968):A poet, writer, publisher, humorist. His press was known as the Laughing Horse Press. Liked to work in his swimsuit.

Rini Templeton (in NM 1950s–1974):Publisher and illustrator. She worked to promote social justice (fought toprotect people who were being treated badly).

LESSON ACTIVITY PLAN

WHAT IS A BOOK?Grades 3 and 4

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ESTIMATED TIME 1.5 hours

MATERIALSNone; however, images of Padre

Martínez, Spud Johnson and RiniTempleton are in this packet.

VOCABULARYPrivate press

Forms of CommunicationBook ArtPaper Art

Type settingCuaderno de Ortografía (1834)

DaguerreotypeCensorship

Bill of RightsPoet

PublisherEditor

BindingPrinter’s DevilSocial Justice

Political Publications

STANDARDS AND BENCHMARKS7th Grade:

5-8 Benchmark I-A7.4, 7.6

Extensions: For extra-credit, have stu-dents interview a master printer fromthe Palace of the Governors. (POG is

free to NM residents on Sundays).OR, report on the contents of the Bill

of Rights and its impact on US andNM history.

LASTINGIMPRESSIONS

GOAL

STUDENT LEARNING

PROCEDURE

Learn of major figures in New Mexico’s private press history as well as NMpresses and their impact on communities from the 19th century to the pres-ent. Understand the cultural interactions NM private presses help to create.

In discussion of NM private presses and their impact on communities studentscan realize how the ideas of censorship and the Bill of Rights play roles in thelives of individuals today.

1. Discuss a brief history of NM private presses, coveringPadre Martínez, image courtesy of The Albuquerque MuseumSpud Johnson, image courtesy of the Harry Ransom Humanities ResearchCenter, the University of Texas at AustinRini Templeton, image courtesy of Jenny Vincent, San Cristobal, New Mexico.

2. Ask these questions to elicit further student thought and participation: What impact did these individuals make on NM history with private presses?What are the differences between a private press and one owned by a company or government?What is freedom of speech? What is censorship?Why are private presses important in terms of freedom of speech? Why are private presses important in terms of censorship?In which document are U.S. citizens granted freedom of speech?How are you affected by the Bill of Rights?How are you affected by censorship?

LESSON ACTIVITY PLAN

PRESSES AND NM HISTORYGrades 7 and 8

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ESTIMATED TIME Two 45-minute sessions

MATERIALS(for each student)

2 pieces of cardboard, 6 inches by 9 inchesPaper for book covers (wall paper,

decorative paper, colored paper)Copier paper (10 sheets)

ScissorsGlue

Access to an awlAccess to a hole puncher

2 notebook rings (1 inch) or a piece of yarn (2 feet long)

Materials for decorating journals (paper for collage, colored pencils, etc.)

VOCABULARYJournal

End-papers

STANDARDS MET National Standards

for English Language Arts (for K – 12) Standard 7

National Standards for Arts Education, Visual Arts

Content Standards, 1-5

LASTINGIMPRESSIONS

GOAL

STUDENT LEARNING

PROCEDURE

SUGGESTED FORMS OF ASSESSMENT

To explore the process of making books, including binding and decorating.

Students will create their own journals and decorate them in ways that reflectthemselves or something important to them.

Observe students workJournals producedFinal discussion of process

1. Discuss how artists and printers create books that reflect personal styles, choic-es and expressions. The materials they use and the type of books they producecan be as expressive as what is written within the book.

2. Review the anatomy of a book. What are the different parts of a book (end-papers, cover, spine and binding, body)? Students identify the parts of a book.

3. What is a Journal? Students create a definition for journals based on con-versation and personal experiences. If possible share examples of journals withthe class, such as historical, contemporary and on-line. Journals have been usedfor recording observations of nature or when traveling, for personal reflectionand musings, for recording dreams and for writing creatively. Some peoplerecord in journals daily. Many people keep an on-line journal.

4. We suggest following the detailed instructions for student to make theirown 5-stitch booklet:http://www.zumgaligali.com/projects/bookbinding/book_5st_1.html

5. Students decorate the cover of their journals to reflect their personal prefer-ences, hobbies and interests. Students may also decorate their journals in keep-ing with other curriculum strands, i.e. with the flavor of the era they are studyingin Social Sciences, or with objects from nature if theirs is to be a scientific journal).

6. As a whole class, students share journals with each other, discussing theirchoices of paper, design and decoration.

LESSON ACTIVITY PLAN

BOOK MAKINGGrades 7 and 8

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Adapted from Historic Book Arts Projects

Press of the Palace of the Governors© 1984,

ESTIMATED TIME 45 minutes – 1 hour

MATERIALS Newsprint paper

Black, water-soluble block-printing ink

4-inch wide brayersAn inking slab (9x12in. piece

of glass, smooth linoleum)Masking tape

Old newspapers and rags for cleanupFresh leaves, ferns

VOCABULARYNature printing

Brayer

STANDARDS MET National Standards for Arts

Education, Visual Arts ContentStandards, 1-5

EXTENSIONSStudents create a “know your trees”

guide or plant notebooks, cards and stationary. Ask students

to bring in leaves for this exercise.

LASTINGIMPRESSIONS

GOAL

STUDENT LEARNING

PROCEDURE

SUGGESTED FORMS OF ASSESSMENT

To explore the process of nature printing.

Students will create prints using materials found in nature.

Observe students workPrints producedFinal discussion of process

1. Explain that students will be making nature prints, a process developed in17th century Europe to illustrate books on herbs and plants. This kind ofprinting makes impressions directly from the object that appears on the paper.

2. Students place fresh flat leaf, veined side up on newspaper. They preparetheir ink by squeezing half an inch of ink on the upper quarter of the inkingslab and spreading it with the brayer until the roller is coated smoothly.

3. Students roll the inked brayer slowly and with even pressure over the leaf,stem to tip. Next, they lift inked leaf carefully by the stem and lay on fresh pieceof newspaper.

4. Students lay a piece of printing paper gently over the leaf (2 inches largerthan the leaf) and tape down the end of the paper so that it does not move.Holding the paper down with one hand, students then press and rub gentlyover leaf with fingers of other hand.

5. Students lift paper straight up to prevent smearing, turn face up and allow todry for a few minutes. The results should be an accurate detailed picture of a leaf.

6. Students may choose to do more prints. If the ink dries, add another smalldab and smooth with the brayer. Once the finished work has dried, review thework as a class and discuss the process. What was hard? Did the project inspirethem to create other kinds of prints?

LESSON ACTIVITY PLAN

NATURE PRINTINGGrades 11 and 12

ESTIMATED TIME 1.5 hours

MATERIALS Copy of the Bill of Rights

(have students read the night before the lesson)

VOCABULARYPrinting Press

Private PressBill of Rights

First AmendmentCensorship

ArtBook Art

Music Literature

PornographyCopyright

STANDARDS MET 9-12 Benchmark I-A.4.,5.

I-B.9. I-C.2.,4.,12., I-D.1.,2.,3.,4.,6.,7.,

Benchmark II-B.1.,3., II-C.1., II-E.1.,5.,7.,

III-A.5.

EXTENSIONSHave students attend a local debate orgovernment meeting to gain an under-

standing of parliamentary procedure.

LASTINGIMPRESSIONS

GOAL

STUDENT LEARNING

PROCEDURE

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In discussion of NM private presses and their impact on communities studentscan realize how the ideas of censorship and the Bill of Rights play a role in thelives of individuals today.

1. Discuss a brief history of NM private presses; include:Padre MartínezSpud JohnsonRini Templeton

2. What social and artistic impact did these individuals make on NM historywith private presses?

3. What is freedom of speech? What is censorship?

4. Why are private presses important in terms of freedom of speech?

5. Why are private presses important in terms of censorship?

6. In which document are U.S. citizens grant the freedom of speech? Discussin what areas of your contemporary life you see issues of censorship and thebanning of materials?

LESSON ACTIVITY PLAN

WHO? WHAT? WHY?Grades 11 and 12

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Learn about New Mexico’s late 19th and 20th century private press history.Study the economic and art community development in New Mexico andits impact on rural communities. Understand social conflict based on theBill of Rights.

The Young Author Festival Handbook- What Every Planner Needs to KnowMarguerite Cogorno Radencich, Kathleen Oropallo, Beeline Books,Heinemann, Portsmouth, NH, ISBN 0-325-00020-4 , www.heinemann.com

Literacy through the Book Arts, Paul Johnson Heinemann, ISBN 0-435-08766-5

Books Don’t Have to Be Flat!-Innovative ways to publish students’ writing in everycurriculum area, Kathy Pike and Jean Mumper, Scholastic Professional Books,ISBN 0-590-12049-2 (3–6)

Write Away! Activities that help ordinary writers become extraordinary writers ISBN 38208-X (3–6)

10 Ready-to-Go Book Report Projects: High-interest projects that help everystudent create meaningful responses to favorite books. , ISBN 31444-0 (4–8)

Great Graphic Organizers To Use With Any Book! 50 fun reproducibles and activi-ties to explore literature and develop children’s writing , ISBN 76990-1 (2–6)

¡Volvámonos invisibles! by R.L. Stine

Amelia Lends a Hand by Marissa Moss

Amy, The Story of a Deaf Child by Lou Ann Walker

Benjamin Franklin: A Man with Many Jobs by Carol Greene

Blind Boone: Piano Prodigy by Madge Harrah

Braille for the Sighted by Jane Schneider

Can You Feel the Thunder? by Lynn E. McElfresh

Cheshire Moon by Nancy Butts

The Chinese Mirror by Mirra Ginsburg

Dear Dr. Bell - Your Friend, Helen Keller by Judith St. George

Desert Voice by Byrd Baylor

Do You Remember the Color Blue: And Other Questions Kids Ask AboutBlindness by Sally Hobart Alexander

Handmade Counting Book by Laura Rankin

Kids Explore the Gifts of Children with Special Needs John MuirPublications

Learn to Sign the Fun Way by Penny Warner

Let’s Get Invisible! By R.L. Stine Bryant

Mirror Image by Cherie Bennett

So All Is Not Lost by A. Gabriel Melendez

For questions about the Palace of the Governors Education Programs, contact Erica L. Garcia at (505) 476-5109 or at erica.garcia@state.nm.us.

To schedule a tour please visit:www.palaceofthegovernors.org/education.php?content=tour

Student Tours are available every Tuesday and Thursday at 10:30 am for the Palace of the Governors/New MexicoHistory Museum core and temporary exhibits.

Lasting Impressions Erica L. Garcia, Educator, Palace of the Governors505 476-5109 erica.garcia@state.nm.us.

Beth Maloney, Museum Education Specialist505 266-3307 esmaloney@yahoo.com

Katherine Sienicki, Curriculum Specialist505 470-0776 ksienicki@montedelsol.org

Ellen Evans, Book Arts Educator505 268-7542 Artgal4life@hotmail.com

Tom Leech, Director, Palace Press505 476-5096 thomas.leech@state.nm.us

Prof. Lenny Wicks, Art Education ProgramUniversity of New Mexico, Albuquerque, NM(505) 277-5533

Jennifer Owings Dewey, Writer/Illustrator/EducatorSanta Fe Book Arts Groupwww.jenniferowingsdewey.com Ssvdreams@earthlink.net

Pam Smith, Guest Curator505 685-4486 shirinne@cybermesa.com

Rena Paradis, Executive Director, New MexicoCoalition for Literacy800 233-7587 rena@nmcl.org

Letty Naranjo, Director, Literacy Volunteers of Santa Fe505 428-1330 lnaranjo@sfccnm.edu lvsf@sfccnm.edu

Frances Levine, Director, Palace of the Governors505 476-5093 frances.levine@state.nm.us

Mary Sundstrom, Book Arts Illustrator505 294-05882 bigmare@hotmail.com

PALACE OF THE GOVERNORS

BIBLIOGRAPHYFOR TEACHERS AND ADULTS

BIBLIOGRAPHYFOR TEACHERS AND ADULTS

Compilation: Erica L. Garcia

Pre- and Onsite-visit Lesson Plans: Erica L. GarciaPost-visit Lesson Plans and consultation: Beth Maloney

Teacher Consultants: Wendy Leighton and Theresa PereaDesigner: David Mendez

For questions about the Palace of the Governors Education Programs,

contact Erica L. Garcia at (505) 476-5109 or at erica.garcia@state.nm.us.

FOUNDATIONBRINDLEthe