2012-2013 JDSP Teacher Resource Packet - Milwaukee Art Museum

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Three tours: 1. Portraiture o Students explore types of portraiture and learn how to analyze a portrait using the elements of art, depicted imagery, and historical and cultural context. 2. Wisconsin History o Students investigate Wisconsin history through works of art. 3. World Communities o Students investigate Western (European and American) and non-Western (Haitian, Asian, and African) art depicting and/or representing everyday life. Tour 1: Portraiture Background The definition of a portrait for this tour is a work of art that represents or symbolizes a specific person, a group of people, or an animal. Portraits can be executed in any medium and in either a two-dimensional or three-dimensional format. Portraits usually show what a person or animal looks like, as well as reveal something about the subject’s personality. A portrait often helps us to determine what was important to society at the time it was made; much of what we know about people who lived before the 1850s is available to us only through portraits. Portraits can be of only the head of the subject, or they can also include the shoulders or the upper torso, or they can depict the entire figure either seated or standing. Portraits can show individuals self-consciously posing in ways that convey a sense of timelessness, or captured in the midst of work or daily activity. During some historical periods, portraits were severe and emphasized authority, and during other periods, they communicated spontaneity and the sensation of life. Objectives Identify portraits and discuss the different ways in which a person, a group of people, or an animal can be portrayed in two-dimensional and three-dimensional formats. Discuss what cultural influences and historical elements a portrait reveals. Identify the elements of art used by an artist in creating a portrait. List at least two functions of a portrait throughout art history: 1. To document the physical resemblance of the subject 2. To convey status and/or acknowledge power and wealth 3. To serve as a remembrance of the deceased 4. To depict the subject’s inner self Primary Point While studying a portrait, a student should understand not only what the work looks like but also why it was created, by decoding important visual clues. A portrait can closely resemble the subject’s appearance; however, portraits are not limited to simply re-creating external appearances and situations of an individual or a group. Artists utilize parts of their 22 © 2012 Milwaukee Art Museum 700 N. Art Museum Dr. Milwaukee, WI 53202 JDSP – Teacher Packet
portraits—backgrounds, props, or settings for the sitter—to provide information about the subject’s character or place in society. With this information in mind, reflect on the portraits selected for this tour for further classroom investigation. Have a discussion about and make comparisons between the visual clues and the elements of art that were used. Remember that the elements of art (line, shape, color, space, and texture) aid in our discovery. © 2012 Milwaukee Art Museum 700 N. Art Museum Dr. Milwaukee, WI 53202 JDSP – Teacher Packet 23
Page 1 and 2: Junior Docent School Program Multip
Page 3 and 4: About This Teacher Packet This teac
Page 5 and 6: Graduation 38 Student and School Pr
Page 7 and 8: What Is the Junior Docent School Pr
Page 9 and 10: PROGRAM CONTACT Laci Coppins, Ed.D
Page 11 and 12: JUNIOR DOCENT SCHOOL PROGRAM DOCENT
Page 13 and 14: ADVANCE REGISTRATION Advance regist
Page 15 and 16: Please Share Chaperone Responsibili
Page 17 and 18: Three tours: 1. Experiencing Art Th
Page 19 and 20: All color has value. Value refers t
Page 21: Tour Descriptions and Information Y
Page 25 and 26: Tour 3: World Communities Backgroun
Page 27 and 28: Three tours and graduation: 1. Amer
Page 29 and 30: Artwork Selection Activities The on
Page 31 and 32: and then spread throughout northern
Page 33 and 34: o new artistic styles as a reaction
Page 35 and 36: Please show this completed form to
Page 37 and 38: Artists use the elements of art to
Page 39 and 40: Graduation Student Preparation for
Page 41 and 42: Sample Letter to Parents/Guardians
Page 43: How to Read a Museum Object Label W

2012-2013 JDSP Teacher Resource Packet - Milwaukee Art Museum

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