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Portrait Lesson Plan/Content Outline“Portraits Made in Every Known Style…” A Walk through Time of the Various Styles of Tennessee PortraitureLesson Summary: In this hour-long lesson, students will explore Tennessee portraiture from its earliest days to how 21st century technology has made the portrait a part of everyday life. Students will tour the museum examining and analyzing five different styles of portraiture including traditional oil portraits, watercolor miniatures, silhouettes, photographs, and self-portraits. Students will explore these different styles and analyze the similarities and differences that exist between styles and eras. Students will address the traditional oil painting style of famous artists like Charles Willson Peale’s John Sevier, the prolific Washington B. Cooper, and Andrew Jackson’s personal portrait artist Ralph E. W. Earl, while considering how portraits were mainly accessible to the upper classes. Also, students will examine other portrait techniques of the pre-photograph era by examining the craft of portrait miniatures and silhouettes. Next, the student will discover how the invention of photographs revolutionized portraits and brought about access to a more diverse population, including both monetary statue and race. Lastly, students will examine modern day portraits and question what makes a portrait. Students will conclude with an examination of impressionistic self -portraits and the twentieth century art of Red Grooms, Beauford Delaney, and Barbara Bullock. During the first half of the exploration and examination period, students will gain an understanding of the many artistic techniques of portraiture. In the second half, students will be asked to take these new concepts and stretch their limits of portraiture by creating three separate styles of portraits.This lesson is meant to push students’ own limitations on how they can create portraiture in the modern 21st century by examining the portrait heritage of Tennessee artists.Lesson Duration: 60 minutes (on-site) Grade Level: 6 - 8Curriculum Standards:3.1 Use, successfully, subject matter in a work of art. Use, successfully, themes in a work of art. Use, successfully, symbols in a work of art.4.1 Recognize an artist’s use of historical and cultural influences in an art work (e.g., class critiques and discussion(s)). 4.2 Identify the influence and impact specific artists have demonstrated through history and across cultures. 4.3 Compare and contrast specific artwork from given eras. 4.4 Demonstrate an understanding of how the cultural context of a work of art contributes to its meaning. 4.5 Demonstrate how contemporary artwork is influenced by historical and cultural factors.Learning Goals: Students will have a highly developed understanding of the diversity in Tennessee’s portrait history and will develop their own skills at creating portrait art.Objectives:Students will examine different forms of portraiture.Students will analyze the differences and similarities in portraits in Tennessee.Students will discuss how portraiture has evolved over time.Students will create their own styles of portraiture.Materials: Black construction paper, scissors, blank cameos, canvas, easels, pastels, camera, photo booth propsHook/ Set:What comes to mind when someone says the word “portrait?” Make a list of examples.(i.e. Mona Lisa, George Washington, family portrait, a “selfie” posted to Instagram)Show famous portraits in world history.Explain that we will take a walk through time of Tennessee’s portraits. We will examine the artist, their subjects, and the different ways they expressed themselves. Keep an eye on who were the subjects, the artists’ choice of poses, the hidden meaning in props and symbolism, and the way portraits change over time.Procedures:Early 19th Century Portraits: Why and For Whom?Portraiture: Students will begin with a discussion of life before photography in Tennessee. Students will examine two major portrait artists of the nineteenth century: Washington Bogart Cooper and Ralph E. W. Earl. Examples of portrait art will include John Donelson, Jr., Felix Robertson, James Robertson (posthumous), Charlotte Napier Robertson, Charlotte Robertson, John Sevier, and Andrew Jackson standing portrait. During this tour students will examine the traditional style of portrait art using oil on canvas.Questioning: Students will be asked to describe what they see? What colors did the artist use?Who are the subjects? Describe them.What clothes are they wearing?Do they look wealthy or poor? What might this say about who could afford a painting of themselves?Why do they see more portraits rather than other subjects like landscapes or still life?Can you tell the difference between portrait artists?Other forms of early 19th Century Portraits: Miniatures and SilhouettesStudents will examine the miniature works of Tennessee artist, John Wood Dodge. Students will learn miniatures were a cheaper form of portraits. What kinds of subjects do you see in these portraits?Silhouettes:Students will learn about the popularity of silhouettes and why they are known as the “snapshot” of their time. They will examine the works of famous silhouettist, William J. Hubard.Photography:Students will examine the early photography exhibit. How did photography change portraits?Who do you see as the subjects of these people?Why are many of these subjects listed as unknown?What does this tell us about how accessible photography made portraits?How did photographic portraits change this art form and how did elements remain?What symbolism can you see in these photographs?Self Portraits:Students will then move back to the MER and examine twentieth century artists that are not currently on display in the museum. These will include a focus on the art of self-portraits. Self-portraits to be examined will include famous Tennessee artists, Red Grooms, and African American artists Beauford Delaney and Barbara Bullock. In the case of these portraits, students will consider the use of abstract and impressionistic styles. Assessment: Student Portrait Expressions:Now the students will have the opportunity to take what they have learned about portraits and create their own form of modern Tennessee portraits. Students will be asked to create three different forms of portraiture. They can use any of the different styles of portraits they learned about. In at least one they should include examples of symbolism and props to add meaning to their subjects. Another should be a form of self-portrait. They may try silhouette, oil on canvas, or photography. The most creative forms may be exhibited in the Museum Education Room at the Tennessee State Museum. ................
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