8/31/2023 0 Comments Painting plaster art![]() ![]() These questions include: When were surfaces plastered? Why were certain colors used? Where did the colors come from? Preparation ![]() That said, many of the questions about why people plastered surfaces remain unanswered. Mesa Verde has been set aside as a national park and World Heritage Site – an international recognition from UNESCO, the United Nations Educational, Scientific and Cultural Organization – to preserve cultural resources left by the Ancestral Puebloan people.Īrcheologists continue to research and preserve plaster in the park today. ![]() Two common colors of plastered surfaces at Mesa Verde are a rusty red and a pale tan or white. And when preserved, plaster and other design elements are used by archeologists and anthropologists to answer questions about the ancient use of plaster. Fertile soils are used for growing crops and mineral rich soils can be used in products such as plaster and paint. The way the soil ingredients are mixed can vary from place to place and have significant impact on how the soil is used by plants, animals and people. Clay is slippery or slick when wet and sticks together when it dries. Silt is finer than sand and can have the consistency of flour, but it is still a little gritty and doesn’t stick together like clay. Soil is a mixture of sand, silt, clay, air, water, organic material (living and dead life) and minerals. So what is soil? And what makes it such a versatile resource for all cultures? For starters, it is more than just dirt. Some colors in plaster are vegetable based, but most plasters and paint colors at Mesa Verde are derived from various soil and mineral sources. And for the most part, plastered surfaces continue to erode from most exterior and interior surfaces left exposed to wind, snow, people, animals and rain. Plaster was used in European frescos, for example (see “Fresco Plaster” sidebar below).Īt Mesa Verde, plaster is important to the park because the “plastered surfaces record a sequence of symbolic and stylistic changes that cannot be assessed through any other means,” according to Julie Bell, a park archeologist.įor park visitors, plastered surfaces are hard to see (or imagine) because some plaster colors used by Ancestral Puebloan people blend in with the walls in alcove and mesa top sites. Once applied, plaster can be painted with murals and other symbols that are important to various cultures. Despite that destruction, plaster remains an important part of the history, beauty and mystique of Mesa Verde’s cliff dwellings, pueblos and kivas.ĭictionaries define plaster as “a pasty composition … that hardens on drying and is used for coating walls, ceilings, and partitions.” The verb plaster can also mean the process of covering. Many of us overlook the connection between soil and plaster because, like much of the earth’s topsoil, plaster at Mesa Verde National Park has been lost to erosion. “ Painted plaster surfaces have been amazingly preserved at many of Mesa Verde National Park’s signature cliff dwelling sites, much more so than at many other Ancestral Puebloan sites in the Southwestern United States.” - Julie Bell Mesa Verde Archeologist What can archeologists learn from studying plasters about the Ancestral Puebloan people and their artwork? Background By the end of the lesson, they will be able to answer the question: They also act as archeologists and use the scientific method to explain how the Ancestral Pueblo people used soil to make plaster and paint. In this lesson, students use soil to create their own plaster artwork. Plaster and paint are integral parts of archeological research at Mesa Verde. ![]() Creating: Bring together parts (elements, compounds) of knowledge to form a whole and build relationships for NEW situations. Analyzing: Break down a concept or idea into parts and show the relationships among the parts. Applying: Apply an abstract idea in a concrete situation to solve a problem or relate it to a prior experience. Interpret or summarize the ideas in own words. Thinking Skills: Understanding: Understand the main idea of material heard, viewed, or read. Grade Level: Upper Elementary: Third Grade through Fifth Grade Subject: Social Studies Lesson Duration: 60 Minutes Common Core Standards: 3.RI.2, 3.RI.3, 3.RI.5, 3.RI.7, 4.RI.2, 4.RI.3, 4.RI.5, 4.RI.7, 5.RI.2, 5.RI.3, 5.RI.5, 5.RI.7 State Standards: Colorado Social Studies Standards for Third Grade Concept 2: People in the past influence the development and interaction of different communities or regionsĬolorado Art Standards for fifth, fourth, and third grades: 5.VA.COMP.2, 4.VA.TRAN.2, 3.VA.COMP. ![]()
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