Heroes & Technology - Donald Montileaux pt 1 OSEU #7

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05 Wolakota Project Video Transcripts and URLs.docx · WP-0034. Imported source record; individual Elder status and tribal affiliation are not inferred.

Reviewed JAG competency and OSEU connections

A1 — Identify occupational interests, aptitudes, and abilities

Explore A1 · Heroes & Technology - Donald Montileaux pt 1 OSEU #7 · OSEU 7

Reviewed teaching connection (Supporting): Donald Montileaux describes wanting to be an art teacher, learning from Oscar Howe and Herman Red Oak, and returning to communities for workshops. This supports A1 by inviting students to identify an artistic occupational interest.

Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.

When I left the reservation, it was probably like in the 50s, you know, like 52, 53, 1952, 1953. When you're young, you never see anything. I never knew we were really poor. You know, I just thought, well, we don't have any bread today. You know, no big deal. But I guess we were. You know, as I look back, I know that we were poor and we had a hard time living and stuff like that. But with my education and when I came back, I wanted to be a teacher. I always wanted to be an art teacher. And I always had this one guy that I really admired. His name was Oscar Howe. He was my hero. He was an art teacher at the University of South Dakota, professor. He had a family, which was really cool. I wanted to have a family. He lived in a real fine house. And he also was an artist. And that was my main thing. And Oscar, he portrayed everything I wanted to be. So he was my hero.

Learn About: What details in this passage support the speaker’s account of career role models? What would you need to hear in the full interview before interpreting it?

Learn From: How could you identify an artistic occupational interest? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

05 Wolakota Project Video Transcripts and URLs.docx · WP-0034; https://www.youtube.com/watch?v=MvCawhY_FT0; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.

A2 — Relate interests, aptitudes, and abilities to appropriate occupations

Explore A2 · Heroes & Technology - Donald Montileaux pt 1 OSEU #7 · OSEU 7

Reviewed teaching connection (Supporting): Donald Montileaux describes wanting to be an art teacher, learning from Oscar Howe and Herman Red Oak, and returning to communities for workshops. This supports A2 by inviting students to relate artistic interests to teaching and art careers.

Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.

When I left the reservation, it was probably like in the 50s, you know, like 52, 53, 1952, 1953. When you're young, you never see anything. I never knew we were really poor. You know, I just thought, well, we don't have any bread today. You know, no big deal. But I guess we were. You know, as I look back, I know that we were poor and we had a hard time living and stuff like that. But with my education and when I came back, I wanted to be a teacher. I always wanted to be an art teacher. And I always had this one guy that I really admired. His name was Oscar Howe. He was my hero. He was an art teacher at the University of South Dakota, professor. He had a family, which was really cool. I wanted to have a family. He lived in a real fine house. And he also was an artist. And that was my main thing. And Oscar, he portrayed everything I wanted to be. So he was my hero.

Learn About: What details in this passage support the speaker’s account of career role models? What would you need to hear in the full interview before interpreting it?

Learn From: How could you relate artistic interests to teaching and art careers? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

A4 — Develop a career path for a selected occupation

Explore A4 · Heroes & Technology - Donald Montileaux pt 1 OSEU #7 · OSEU 7

Reviewed teaching connection (Supporting): Donald Montileaux describes wanting to be an art teacher, learning from Oscar Howe and Herman Red Oak, and returning to communities for workshops. This supports A4 by inviting students to trace learning and role models within a career path.

Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.

When I left the reservation, it was probably like in the 50s, you know, like 52, 53, 1952, 1953. When you're young, you never see anything. I never knew we were really poor. You know, I just thought, well, we don't have any bread today. You know, no big deal. But I guess we were. You know, as I look back, I know that we were poor and we had a hard time living and stuff like that. But with my education and when I came back, I wanted to be a teacher. I always wanted to be an art teacher. And I always had this one guy that I really admired. His name was Oscar Howe. He was my hero. He was an art teacher at the University of South Dakota, professor. He had a family, which was really cool. I wanted to have a family. He lived in a real fine house. And he also was an artist. And that was my main thing. And Oscar, he portrayed everything I wanted to be. So he was my hero.

Learn About: What details in this passage support the speaker’s account of career role models? What would you need to hear in the full interview before interpreting it?

Learn From: How could you trace learning and role models within a career path? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

G38 — Evaluate a career plan to determine post-secondary options

Explore G38 · Heroes & Technology - Donald Montileaux pt 1 OSEU #7 · OSEU 7

Reviewed teaching connection (Supporting): Donald Montileaux describes wanting to be an art teacher, learning from Oscar Howe and Herman Red Oak, and returning to communities for workshops. This supports G38 by inviting students to consider education needed for a chosen direction.

Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.

When I left the reservation, it was probably like in the 50s, you know, like 52, 53, 1952, 1953. When you're young, you never see anything. I never knew we were really poor. You know, I just thought, well, we don't have any bread today. You know, no big deal. But I guess we were. You know, as I look back, I know that we were poor and we had a hard time living and stuff like that. But with my education and when I came back, I wanted to be a teacher. I always wanted to be an art teacher. And I always had this one guy that I really admired. His name was Oscar Howe. He was my hero. He was an art teacher at the University of South Dakota, professor. He had a family, which was really cool. I wanted to have a family. He lived in a real fine house. And he also was an artist. And that was my main thing. And Oscar, he portrayed everything I wanted to be. So he was my hero.

Learn About: What details in this passage support the speaker’s account of career role models? What would you need to hear in the full interview before interpreting it?

Learn From: How could you consider education needed for a chosen direction? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

Q128 — Develop a career or educational plan which reflects personal goals, interests, and skills

Explore Q128 · Heroes & Technology - Donald Montileaux pt 1 OSEU #7 · OSEU 7

Reviewed teaching connection (Supporting): Donald Montileaux describes wanting to be an art teacher, learning from Oscar Howe and Herman Red Oak, and returning to communities for workshops. This supports Q128 by inviting students to connect goals, interests, and learning opportunities.

Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.

When I left the reservation, it was probably like in the 50s, you know, like 52, 53, 1952, 1953. When you're young, you never see anything. I never knew we were really poor. You know, I just thought, well, we don't have any bread today. You know, no big deal. But I guess we were. You know, as I look back, I know that we were poor and we had a hard time living and stuff like that. But with my education and when I came back, I wanted to be a teacher. I always wanted to be an art teacher. And I always had this one guy that I really admired. His name was Oscar Howe. He was my hero. He was an art teacher at the University of South Dakota, professor. He had a family, which was really cool. I wanted to have a family. He lived in a real fine house. And he also was an artist. And that was my main thing. And Oscar, he portrayed everything I wanted to be. So he was my hero.

Learn About: What details in this passage support the speaker’s account of career role models? What would you need to hear in the full interview before interpreting it?

Learn From: How could you connect goals, interests, and learning opportunities? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

T140 — Identify skills necessary for career choice

Explore T140 · Heroes & Technology - Donald Montileaux pt 1 OSEU #7 · OSEU 7

Reviewed teaching connection (Supporting): Donald Montileaux describes wanting to be an art teacher, learning from Oscar Howe and Herman Red Oak, and returning to communities for workshops. This supports T140 by inviting students to identify abilities used by artists and teachers.

Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.

When I left the reservation, it was probably like in the 50s, you know, like 52, 53, 1952, 1953. When you're young, you never see anything. I never knew we were really poor. You know, I just thought, well, we don't have any bread today. You know, no big deal. But I guess we were. You know, as I look back, I know that we were poor and we had a hard time living and stuff like that. But with my education and when I came back, I wanted to be a teacher. I always wanted to be an art teacher. And I always had this one guy that I really admired. His name was Oscar Howe. He was my hero. He was an art teacher at the University of South Dakota, professor. He had a family, which was really cool. I wanted to have a family. He lived in a real fine house. And he also was an artist. And that was my main thing. And Oscar, he portrayed everything I wanted to be. So he was my hero.

Learn About: What details in this passage support the speaker’s account of career role models? What would you need to hear in the full interview before interpreting it?

Learn From: How could you identify abilities used by artists and teachers? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

T142 — Explain the value of job shadowing

Explore T142 · Heroes & Technology - Donald Montileaux pt 1 OSEU #7 · OSEU 7

Reviewed teaching connection (Exploratory): Donald Montileaux describes wanting to be an art teacher, learning from Oscar Howe and Herman Red Oak, and returning to communities for workshops. This supports T142 by inviting students to prepare questions about learning through observing a role model. This is a classroom transfer opportunity; the interview does not provide a complete procedure for demonstrating this competency.

Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.

When I left the reservation, it was probably like in the 50s, you know, like 52, 53, 1952, 1953. When you're young, you never see anything. I never knew we were really poor. You know, I just thought, well, we don't have any bread today. You know, no big deal. But I guess we were. You know, as I look back, I know that we were poor and we had a hard time living and stuff like that. But with my education and when I came back, I wanted to be a teacher. I always wanted to be an art teacher. And I always had this one guy that I really admired. His name was Oscar Howe. He was my hero. He was an art teacher at the University of South Dakota, professor. He had a family, which was really cool. I wanted to have a family. He lived in a real fine house. And he also was an artist. And that was my main thing. And Oscar, he portrayed everything I wanted to be. So he was my hero.

Learn About: What details in this passage support the speaker’s account of career role models? What would you need to hear in the full interview before interpreting it?

Learn From: How could you prepare questions about learning through observing a role model? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

H79 — Demonstrate the ability to learn from past experiences

Explore H79 · Heroes & Technology - Donald Montileaux pt 1 OSEU #7 · OSEU 7

Reviewed teaching connection (Supporting): Donald Montileaux describes wanting to be an art teacher, learning from Oscar Howe and Herman Red Oak, and returning to communities for workshops. This supports H79 by inviting students to reflect on what mentors contributed.

Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.

When I left the reservation, it was probably like in the 50s, you know, like 52, 53, 1952, 1953. When you're young, you never see anything. I never knew we were really poor. You know, I just thought, well, we don't have any bread today. You know, no big deal. But I guess we were. You know, as I look back, I know that we were poor and we had a hard time living and stuff like that. But with my education and when I came back, I wanted to be a teacher. I always wanted to be an art teacher. And I always had this one guy that I really admired. His name was Oscar Howe. He was my hero. He was an art teacher at the University of South Dakota, professor. He had a family, which was really cool. I wanted to have a family. He lived in a real fine house. And he also was an artist. And that was my main thing. And Oscar, he portrayed everything I wanted to be. So he was my hero.

Learn About: What details in this passage support the speaker’s account of career role models? What would you need to hear in the full interview before interpreting it?

Learn From: How could you reflect on what mentors contributed? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

Interview transcript

When I left the reservation, it was probably like in the 50s, you know, like 52, 53, 1952, 1953. When you're young, you never see anything. I never knew we were really poor. You know, I just thought, well, we don't have any bread today. You know, no big deal. But I guess we were. You know, as I look back, I know that we were poor and we had a hard time living and stuff like that. But with my education and when I came back, I wanted to be a teacher. I always wanted to be an art teacher. And I always had this one guy that I really admired. His name was Oscar Howe. He was my hero. He was an art teacher at the University of South Dakota, professor. He had a family, which was really cool. I wanted to have a family. He lived in a real fine house. And he also was an artist. And that was my main thing. And Oscar, he portrayed everything I wanted to be. So he was my hero. And Herman Red Oak, he was my hero, too, because he had all these stories inside of him and everything attached. So I learned those things. I learned it really well. Now I go back to the reservation. I circle back through organizations that sponsor me and they give me the opportunity to go down and do workshops and classes. And I challenge those kids that are down there just as much as I got challenged up here in high school to be better at what I try to be, to have a dream, to have a goal in life, and to do anything. I tell them, hey, I'm no different than you. I came from Kyle, South Dakota. When I left Kyle, there were probably 150 people. So my family left, so that meant there were 147. But today, there's quite a few more. But the dream I always had was to be an artist, to be an art teacher, to have a family. And the other dream I always had when I was up here in Rapid City was every time we'd live down by the creek. And we'd go on Halloween and we'd go up to West Boulevard and we'd trick our treat. And we had good candy up there. Man, we'd come back, we'd have candy for weeks. Well, the other goal I had is I was going to live in Rapid City on West Boulevard. And I live in Rapid City on West Boulevard. You know, challenge yourself. I challenge myself every day to do something better and bigger. But I take that dream and that philosophy down to the reservations, not only on Pine Ridge, but area reservations. And I challenge those people. And I don't care how old they are. I don't care if they're 40 or 50. They still have that desire to be something else. You can walk out, but you're going to be scared as hell, too, because you're leaving an environment that you're comfortable in. You got to leave that environment. But take that culture with you. Take that dream and take it with you when you go. Don't let it go away. And that's what I live on. I live on that dream. I challenge myself. I dream big. And so far, I'm doing all right.