Lesson 1 - LearningThroughMuseums

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• In Train Station, Walter Ellison uses trains to symbolize movement towards a brighter future and hope for prosperity, a device several other African American artists (such as Jacob Lawrence) were using as well. You will find additional useful information from the following sources: Web sites • The Art Institute of Chicago Further information about Train Station: http://www.artic.edu/aic/collections/artwork/105800 http://www.artic.edu/artaccess/AA_AfAm/pages/AfAm_4.shtml http://www.artic.edu/webspaces/museumstudies/ms242/portfolio5.shtml Additional Web sites • Jacob Lawrence: Exploring Stories http://whitney.org/www/jacoblawrence/ • <strong>Lesson</strong> plan on Migration and Emigration: http://www.moma.org/modernteachers/lesson.php?lessonID=64 • Migration: The African American Mosaic: http://www.loc.gov/exhibits/african/afam008.html • Migration Information Source: http://www.migrationinformation.org/ • U.S. State Department’s Population, Refugees and Migration website: http://www.state.gov/g/prm/ Printed Materials (available in the Art Institute’s Crown Family Educator Resource Center http://www.artic.edu/aic/education/trc/index.html) • The Art Institute of Chicago. African American Art. Art Institute of Chicago, Department of Museum Education, 1997. • The Art Institute of Chicago. Art on the Move. Art Institute of Chicago, Department of Museum Education, 1996. • The Art Institute of Chicago. Telling Images: Stories in Art. Art Institute of Chicago, Department of Museum Education, 1996. • The Art Institute of Chicago. Train Station. Poster Packet. Art Institute of Chicago, Department of Museum Education, 2003. 82 • <strong>Lesson</strong> 5: Choices
• Barter, Judith A., Sarah E. Kelly, Denise Mahoney, Ellen E. Roberts, Brandon K. Ruud, and Jennifer M. Downs. 2009. American Modernism at the Art Institute of Chicago: From World War I to 1955. Art Institute of Chicago/Yale University Press. Day 1: Interpreting a Painting ● Time Allotment 45 minutes ● Materials • Reproduction of Train Station, 1935 Materials for each student: Copy of Art Reader organizer ● Advance Preparation • Prepare to display the reproduction of Train Station in the classroom for student viewing. • Review the Background Information section of this lesson about Train Station. ● Vocabulary background composition emotion foreground Great Migration living conditions middle ground migration segregation subject matter ● Procedure Part 1: Reading the Painting (20 minutes) 1. Have students take a close look at Train Station using the first two sections of the Art Reader organizer. Make sure that they look at the painting for at least two minutes before they start writing. 2. Ask students to share what they see in the painting. 3. Ask the students to describe the people. What are they doing? Wearing? Why do you think (infer) they are traveling? Is there a mood or emotion that you feel is shown in this painting? Ask students to identify things in the painting that support their comments. (They may use the second half of the Art Reader to help with this set of questions). Art Institute of Chicago • 83
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CITY OF CHICAGO Richard M. Daley Ma
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Curriculum Overview The Art Institu
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Lesson 1 - LearningThroughMuseums

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