Lesson 1 - LearningThroughMuseums

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Relevant Information: • Born and raised on Chicago’s South Side, White was gifted as a child and studied art at settlement house art classes as well as at the School of the Art Institute of Chicago. • He lived in Mexico for a while in the 1940s and was inspired by Diego Rivera, who painted the struggles and dignity of workers. • By depicting images of ordinary black men and women, White communicated his experience of the courage and morality of African Americans. He said, “I’ve only painted one picture in my entire life… I see my totality of 300 years of history of black people through one little fraction … a family … my family… I don’t try to record it, but use it symbolically to make a broad universal statement about the search for dignity … the history of humanity.” • This artwork shows two southern rural farmhands as they sharpen a scythe in silence during fall harvest. Their powerful figures recall those of revolutionary Mexican murals, and are made more imposing by their placement so close to the front of the picture. • Through the use of powerful lines, shading, and scale, White has portrayed heroic and beautiful human forms. He shows how strong the workers are and that their work is important. He shows their dignity, their strength, and their commitment. The artwork: The Child’s Bath The artist: Mary Cassatt (American, 1844–1926) The topic: Inferring Values Relevant Information: • Mary Cassatt was born and raised in Pennsylvania but spent much of her adult life as a painter in France. • The Child’s Bath shows the subject matter for which Cassatt is most famous: woman and child. • Here, we see a woman bathing a young girl’s feet in a basin of water as she rests on the woman’s lap. • Although it is clear that a woman is bathing a child, we are not exactly sure where the bath is taking place. By noticing the patterned rug and sofa in the background, we can hypothesize that they are not in a bathroom but more likely a sitting room or bedroom. This was common during the time this painting was made. • In addition to images of bathing, Cassatt’s art depicts children being dressed, read to, and held. This focus on the intimate moments between women and children coincides with the era’s social and scientific views on raising children properly and tending to their health. You will find additional useful information from the following sources: Web sites • The Art Institute of Chicago Information about The Weaver: http://www.artic.edu/aic/collections/artwork/151363 • Information about Harvest Talk: http://www.artic.edu/aic/collections/artwork/111810 96 • <strong>Lesson</strong> 6: Inferring Values
• Information about The Child’s Bath: http://www.artic.edu/aic/collections/artwork/111442 http://www.artic.edu/artaccess/AA_Impressionist/pages/IMP_6.shtml • Art Explorer: Impressionism and Post-Impressionism: http://www.artic.edu/artexplorer/ *Search for “The Child’s Bath” for text, videos, lesson plans, and more. 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. American Art Manual. Art Institute of Chicago, Department of Museum Education, 2008. The Art Institute of Chicago. Harvest Talk. Poster Packet. Art Institute of Chicago, Department of Museum Education, 1999. • 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: Inferring Values ● Time Allotment 45 minutes ● Materials • Reproduction of The Weaver, 1936 Materials for each student: Copy of Inferring Values organizer ● Advance Preparation • Prepare to display the reproduction of The Weaver in the classroom for student viewing. • Review the Background Information section of this lesson about The Weaver. • Decide whether you want to include other works of art that are included in other lessons. While they are aligned specifically with activities and outcomes for the other MAPS lessons, they also can be used with this lesson because students can infer the values represented in those other paintings as well as the three featured in this lesson. Art Institute of Chicago • 97
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Understanding Environments and Valu
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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 The Southeast: Picturing,
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Lesson 1 - LearningThroughMuseums

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