What might be the benefits of using bronze to create a sculpture?

What process might an artist follow in creating a bronze sculpture?

How does an artist depict action in a sculpture?

How does a three-dimensional artwork compare to a two-dimensional one?

In what ways can competitions reflect the values of a group?

How do representations of American Indians reflect perceptions? What impact might those representations have on audiences past and present?

What is the medium of this artwork? What material has the artist used?

What are the benefits of viewing a sculpture? How would your experience of this work be different if it were two dimensional?

Look closely at this sculpture. Describe the figures in this work. Who do you think the people might be? How can you tell?

Describe the action in the sculpture (encourage students to be very descriptive about all visible action).

The title of the work, Counting Coup, refers to the action of touching an enemy with a weapon or “coup stick” in battle without being injured in the process. How does Russell tell this story in his sculpture? What action is taking place?

What skills or characteristics would a person need to be successful at scoring a coup? Why would it be important to count the number of coups a person attains? What inferences can we make about the traits valued in this competition and by the tribes that counted coup?

Russell did not create this sculpture from an event he witnessed himself. Rather, the practice of counting coup was probably something he read about in a fiction book. What stereotypes of Native Americans does Russell's sculpture perpetuate?

Grades Pre-K–3

Students will reflect on a time they played in a game or sport. They should respond to the following questions. What was the most exciting moment of that event for you? How did you feel?

Students will then draw or sculpt an illustration of that moment. Ask them to clearly indicate their emotions in their work of art. As an extension, students may write a story to accompany their work of art.

Grades 4–8

Students will reflect on a time they participated in a competitive event and write a brief essay describing their experience. Students should include the rules and goals of the event. Students should also consider what skills (physical, mental, or social) they developed in preparation for or during the competition. Students may also provide an illustration of a moment from the event.

Grades 9–12

Students will research historical events involving American Indians in the four decades prior to the creation of this sculpture. Encourage students to find sources that also include American Indians’ perspectives of these events. Students may write a brief analysis explaining how this work engages the historical context in which it was created. Students should note details from the sculpture to justify their response.