Lesson 1 - LearningThroughMuseums

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● Advance Preparation • Prepare to display the reproduction of the painting The Last of New England—The Beginning of New Mexico as well as reproductions of The Herring Net and Distant View of Niagara Falls in the classroom for student viewing. • Review the Background Information section of this lesson about The Last of New England— The Beginning of New Mexico. ● Vocabulary adjective compare contrast environment express interpret mood Southwest ● Procedure Part 1: Interpret 1. Ask students what they know about the western United States. 2. Then ask what they would put into a painting to show it. 3. Display The Last of New England—The Beginning of New Mexico. Ask students what they notice first. 4. Ask students to identify what they think are important parts of the painting, such as the clouds or hills, and discuss why the artist might have painted them the way he did. 5. Explain that the artist exaggerated lines and colors in order to express his feelings about the landscape with the painting. 6. Ask how the painting makes them feel. Explain that a painting has a mood just as a story or poem does and that the artist paints it in ways to emphasize that mood. 7. Have students make a “word picture” of the painting. Students should write adjectives and nouns on small pieces of paper and then place them on a sheet of paper on which they construct the painting with words such as “white,” “billowing,” and other adjectives that describe the clouds, or “curved,” “brown,” “striped” and other words that describe the landform. Part 2: Compare and Contrast 1. Explain that the artist painted this after he moved from the East of the United States to the Southwest. 2. Next, ask what the environment in the Northeast is like. Display the two paintings from <strong>Lesson</strong> 3 about the Northeast and have students identify specific characteristics of the environment. Ask what the mood is of each of the paintings—and what the artists included in order to express that mood. They can refer to specific details in the paintings or to the way the artists used color, line, or any other artistic element. 52 • <strong>Lesson</strong> 3: People and Environments of the American West
The Herring Net Mood: _____________________________________ Elements the artist used to communicate mood: Distant View of Niagara Falls Mood: _____________________________________ Elements the artist used to communicate mood: 3. Make a two-column chart on the chalkboard with two headings: Southeast and Northeast. Ask students to make the same chart on paper and work with a partner, listing or drawing features of the environment represented in the artworks. 4. Ask students to write a paragraph comparing and contrasting the two environments based on the paintings and their chart. Day 3–4: Communicating with Sculptures ● Time Allotment 2 days, 45 Minutes each day (or two 45-minute segments in one day); second segment may take 60–75 minutes if students create sculptures. ● Note Preview the lesson and decide if your class will create sculptures or not. If so, then prepare modeling clay in different colors, providing at least a half a pound for each student’s use. If not, the materials listed below will be sufficient for this portion of the lesson. ● Materials • Reproduction of The Bronco Buster, modeled 1895; cast 1899 Materials for each student: Copies of Art Reader, Landscape Maker, and Sculpture Planner organizer Image of The Bronco Buster for use in small groups (color copies are fine) Copy of the reading “The Environment of the West” ● Advance Preparation • Prepare to display the reproduction of The Bronco Buster in the classroom for student viewing. • Review the Background Information section of this lesson about The Bronco Buster. ● Vocabulary action character trait inference main idea medium Art Institute of Chicago • 53
Page 1: Understanding Environments and Valu
Page 4 and 5: CITY OF CHICAGO Richard M. Daley Ma
Page 6 and 7: Curriculum Overview The Art Institu
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Lesson 6 Inferring Values ILS1B: I
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Lesson 6 Write to Communicate Value
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Lesson 7 How to Read Symbols Summar
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• Unlike Bedcover Entitled “Map
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Chart: Symbols organizer. They can
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6. Ask students to explain their ma
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Lesson 7 Symbols Show and Tell ILS2
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Lesson 7 Summarize What You Learned
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Lesson 7 Map Maker ILS17B: I can us
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Lesson 8 A Visit to the Art Museum
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For teacher-guided museum tours, yo
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Day 3: Reflection about Field Trip
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128 • Understanding Environments
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Art Institute of Chicago Understand
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Lesson 1 - LearningThroughMuseums

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