Archaeologists and ethnographers study the art and architecture of ancient civilizations in order to understand the symbol systems of the cultures that made them. A written language, once decoded, helps to form this understanding.

Of the five written languages in ancient Mesoamerica ( Maya, Mixtec, Zapotec, Epi-Olmec, Aztec) Classic Maya writing was the most complete; it was capable of recording anything that could be spoken. Maya hieroglyphs are represented on many CLOTH & CLAY ceramic objects. Learn about the glyphs on one such object.

There was no system of writing in the ancient civilizations of the Andes. While they may not have possessed a system of writing, the people of the Andes did develop a sophisticated system for communicating and storing numerical information.

The ancient Andean system we are aware of is that of the Inka: the quipu (depicted in the image above by 17th century chronicler Guaman Poma). It is not known if a similar system, perhaps using carved or painted beans, may have predated the Inka quipu, but it is likely that other large-scale pre-Inka states had their own forms of recording and communicating similar data.

The quipu is an assemblage of coloured, knotted cords. Complex information regarding taxes, state revenues and expenses were recorded on quipus. Census figures were also collected and stored on quipus. The quipu is a complex tool that was understood by those that made them. The colours of the cords, their relative placement, the spaces between them as well as how each cord was knotted fit into an established recording system that allowed the Inka to communicate detailed numerical information from one side of their empire to the other.

The Mayan writing system, as well as the Inka quipu, were likely understood only by an educated elite. For the vast majority of ancient Americans human memory, verbal communication and symbolic representation transmitted information and carried meaning.


Classroom Activities and Projects (recommended ages are in italics and are approximate)

1. Grid Designs 8 -11 ญญ: The Pliable Grid (printable grid templates): Using the textile grid as a template, draw an abstract design in the style of the CLOTH & CLAY objects. Draw in pencil first, using the whole grid surface. Then colour it in, square-by-square; a square has to be all one colour.

11 -16: To understand how patterns and images appear on the pliable grid of cloth, start with two identical rectangular grids. Draw an image on one of the grids, colouring it in square-by-square, then set it aside. Redraw the blank grid, altering it by means of perspective or skewing, by hand or in a computer-drawing program. Use the provided templates as examples at first, then create your own. Copy your original drawing onto the altered grid, square-by-square.

Pliable grid concepts can also be applied to ceramic objects, using the ceramic grid, AKA the polar grid. When you are working with ceramic design concepts the design approach is more fluid than with woven textiles, but the grid is still useful in these activities as an aid to measurement. In the case of objects made of modelling media the pliability is temporary. Once the media is dried or fired any distortions are permanent, unlike textiles, which remain pliable.

9 -14: Using the border grid, design a border using geometric designs. This border is to go around the hem of a garment or the edge of a bowl. Therefore, design it so when you join the two ends the design flows seamlessly. This project can also be adapted to the polar grid.

2. 9 -14: Make a quipu: This quipu will be built to record a receipt for goods purchased. A sample is provided, but students can design their own receipts, based on one they bring from home.

Detailed instructions for this classroom activity.

3. 8 - 11ญญ: Make a glyph in the Maya style to represent yourself: students can create their own code to follow in making up a glyph to express their own unique place in the world. The first step is to make a list of distinguishing characteristics and these can include:
-number and gender of siblings
-kind of pets
-favourite foods: pizza, nachos, milkshakes, etc.

Rounded geometric shapes in an assortment of colours can be the agreed upon symbols. The idea is not to replicate the Mayan system, but to learn generally about symbol systems, codes, and pictographic languages by creating and working with a simple one. The Maya numbers can be used to express the student's age. These are represented on some ceramic objects on the CLOTH & CLAY Web site and in several books; see bibliography.

Once the code is built, students can create a "glyph" using their own group of symbols. When these are clustered close together and the edges are rounded they resemble Maya glyphs. As an extension of this 2-D activity, students can use clay, paper clay, Plasticine, or other modelling media to make a relief plaque featuring their name glyph. Alternately they can carve their name glyph into a piece of Styrofoam and use it as a print block.