Under+construction

6. What is the style of the artist? For example, do the paintings seem realistic in a traditional way or are they abstract? Does the artist paint with distinct lines or with broad patterns or strokes? How does the artist use color: are the paintings dark, bright, subdued, pale, harsh? How does the artist portray light in the painting? Where is the primary focal point (the primary area of interest) in the painting? 7. What were the artist's ideas about art and about the landscape? What did he/she say that helps you understand their ideas? What did other people of the time say about the artist's works? Concerning the work of art: 1. What is the title (or name) of the painting? What site does it depict? 2. When did the artist paint it? What experiences did he have in making it? 3. What is the style of the painting (see above, no. 6)? 4. How does the painting make you feel? 5. What do you think the artist is expressing in the painting?

When the research has been completed, each group should prepare a presentation on their work of art. They should cover major points from the questions, discussing both the biography of the artist and the specific work of art. By using the questions, the groups can prepare an analysis of the painting. Encourage the groups to involve all members in the presentation. Students could plan to divide the report in parts with each having a section, or create a conversation between the members. Another form of presentation could be for one member to act the role of the artist (or another authority on the artist) and for the other members to ask questions. On the day of the presentations, assemble the groups with their reproductions and arrange an exhibition in classroom or other space. Choose a method for arranging the works of art. For example, the works could be arranged in chronological order, beginning with the earliest. Or, the arrangement could be by geographical location, with sections for the East, the South, the Midwest, the Far West or other regions you have identified. Present the method and discuss with the groups how their works should go, then have the students place them. Allow time for the entire class to walk around and view the exhibition, then have the groups present the reports as a "gallery talk" that refers to the painting. At the conclusion of the reports, each student should write an exhibition label for two paintings. One painting should be the one the student reported on and the other should be a painting reported on by another group. The label should include the artist's name and the title of the painting. It should have one sentence about the biography of the artist and one sentence analyzing the painting. 1. Visit a museum in your area with landscape paintings. Consult with museum for pre-visit planning materials and/or guided tour options. Plan a visit that will allow opportunities for students to look at landscape paintings and analyze them. 2. Invite an artist who paints landscapes to your class. Ask him/her to discuss background, education, and ideas about art and the land. If possible, have the artist give a painting demonstration.
 * ASSESSMENT**
 * EXTENSION**

What about the paintings of the [|Hudson River School]? Rather than scholarly interpretation by a teacher, try some interpretive activities through a few simple questions: Write in your journal a five-sentence description of [|this painting]. Include a metaphor or simile in each sentence. You may choose to specify that the description contain a specific number of either metaphors or similes. Remember, you do not have to be a “art historian” or “literary critic.” A single positive experience with a painting or text where you “get it”—makes an insightful, interpretive breakthrough—can change your life.
 * Are there places like this where I live? Or are such places only in National Parks?
 * Does Disneyland do it better?
 * Have I been in such natural places? What did I see? Think?
 * Did I feel the presence of something larger than myself? Something transcendent?
 * Did I share my experience with someone else? How?
 * Would I rather photograph such a scene than paint it? Would a photograph convey the same or a different sensibility?


 * Look, again, at the paintings in this post and on [|this website]. While you are studying pay attention to the details in each work. then answer these questions:
 * What is the time of day?
 * Are there any people? What are they doing? Where are the people in each painting? What is the scale of the people in relation to the objects in the painting (compared to the mountain or the architectural elements)? What do you think Cole was trying to suggest with the lack of humans in some paintings?
 * What is the state of nature (weather, for example)?
 * What time of day is it in each painting? What does the time of day suggest about that period?
 * With your knowledge of social studies and this particular time period in American history, at what stage do you think America was in the mid-nineteenth century? What stage do you think America is in today?