Lesson 1 - LearningThroughMuseums

● Vocabulary
blossom
climate
detail
environment
habitat
image
indigenous
inference
landscape
observe
petal
realism/scientific-realism
still life
● Introduction
1. Ask students to make two lists: “What I know about plants” and “What I know about
paintings.” Tell them to keep those lists because they will add more information to them at
the end of the lesson.
● Part 1: Reading the Painting
1. Have students take a close look at Magnolias on a Light Blue Velvet Cloth using the first two
sections of the Art Reader handout.
2. After students have completed their Art Reader, begin a discussion by asking students to
describe what they see or recognize in the image.
3. Ask them to count how many different blossoms are shown. Have them discuss what is similar
and what is different among the blossoms in the painting. In what stage of development is each
blossom?
4. Ask the students what they think the flowers might smell and feel like.
5. Explain to the students that the artist painted this to look exactly like the actual flower—as if he
had used a magnifying glass to examine it carefully—and this is called scientific realism. Ask
the students to tell why they think it’s called “scientific.”
6. Explain that the plant grows in the southeastern United States. Ask how it is different from
flowers that grow in the Chicago environment. Then “think” out loud to infer with students why
the flower would be so big—what kind of climate it would need (warm and rainy). Point out
that this is the climate of the southeastern United States where the magnolia grows. Explain that
the longer the growing season the bigger a plant can get and that most large plants need much
water.
7. Ask students how they think the artist felt about the flowers he was painting. Explain that even
the choice of the flower itself is a clue that the artist likes that type of flower. Point out that the
artist probably wanted to help people see how special the magnolia is through his painting.
8. Begin a pictorial word wall. Include terms the students use to describe the overall painting and
the individual blossoms. Add more words as the lesson continues. Students should illustrate
the terms.
Art Institute of Chicago • 13