DRAFT: This module has unpublished changes.

Intersecting Ojibwe Cultures and Art into k-12 Curricula

Project Intersect has been funded since 2006 by the U.S. Department of Education, Office of Innovation and Improvement, Arts in Education Model Demonstration and Dissemination Programs. Project Intersect is a comprehensive and collaborative model designed and facilitated by the University of Minnesota's Institute for Community Integration and Department of Curriculum and Instruction Art Education Program, for American Indian and non-American Indian students in grades K-8 to enhance their interest, understanding, enthusiasm, and performance in standards-based subjects.


Dr. Hrenko worked as a reserach assistant for this project while at the University of Minnesota (2006-2010) and continues to provide contractual professional development and curricula assistance to the project staff and University of Minnesota research team. Project Intersect continues to influence much of the culture-based art education work Dr. Hrenko now does in Maine.


For more information and to access a plethora of great teaching resources go to:

The Project Intersect Website


For recent culture-based curricula work in Maine go to:

The Many Hands Project Page


Core Principles of the Intersecting Art Curriculum

  1. The belief that American Indian youth and communities contribute greatly to classrooms and to learning.
  2. The value of arts education in all classrooms, particularly when thinking and working with diverse communities and cultures.
  3. The importance of fully integrating American Indian art and culture into classroom curricula as part of all content areas, rather than as an 'add-on' at the end of the year.
  4. The strength of community relationships in classrooms as a way to reinforce collaboration, welcome a diversity of ideas, and bridge home and school.
  5. The power of continuously working toward culture-based arts integration as a holistic way of teaching, rather than as a one-time event or special project.
  6. The significance of contemporary American Indian materials and curriculum resources in all classrooms and schools.
  7. The need for rethinking, rewriting, and responding to how American Indian cultures, communities, and ideas have been/are represented in many schools.
  8. The awareness of myths, stereotypes, and misinformation about American Indian traditions, ideals, and communities.
  9. The conviction that culture-based arts integrations can improve the learning of all students in all content areas.
DRAFT: This module has unpublished changes.
DRAFT: This module has unpublished changes.
DRAFT: This module has unpublished changes.