Codices Atlas / teacher guide

Plan the classroom work.

Choose an investigation by its historical question, then check its material, supervision and accessible alternatives.

All eleven procedures are untested. No classroom success, chemical safety approval, procurement or cultural endorsement has been established by this publication.

Before teaching

Choose actual school-approved products; read current labels/SDS and school requirements.
Pilot the chosen hands-on method and document real failures, quantities, timings, drying/release and accessibility.
Verify equipment, supervision, handling, waste and incident procedures.
Apply lab-specific fallback whenever procurement, source visibility or safe-transfer conditions cannot be met.

Material and technique distinctions

Paper, hide, preparation layers and screenfolds retain their separate histories. Prepared bast fiber requires verified handling and geometry; the six-panel paper lab is its fallback. The six-panel 60 × 10 cm model and eight-panel 80 × 12 cm model are alternative builds.

Relief prints from a raised surface. Drypoint scratches an incision; the practical intaglio lab uses no mordants. Chemical etching appears only as historical context. A trained adult operates a press, and an alternative transfer method requires its own successful pilot.

Bark, printing and editorial labs use a baseline of 24 students; screenfold labs use 30. Scale consumables from each lab’s own baseline and recalculate equipment queues separately.

Individual teacher notes

Source and cultural limits

Specific specialist/practitioner review or permission is needed before claiming cultural endorsement or expanding into community-specific or restricted practice. No paid review, purchase, or spending is imposed as a blanket release gate for these explicitly labeled ordinary classroom adaptations. Do not claim any such consultation has occurred.

The lab source apparatus retains the supplied research access labels, including partial, indexed and metadata-only access. The historical context remains distinct from the classroom adaptations. Assess observation, honest documentation and source reasoning; resemblance to Indigenous art is not a learning criterion.