In Art History we have been studying the use of drawing and art as a visual representation of written work. We will continue that work in the writing lessons this week and start a new unit on art during the Civil War.
The Civil War is a deeply painful part of American History and several artists emerged during this period of time as artists who were capable of providing a visualization of the pain, confusion, grief, and changes that were required of Americans, their mindsets and lifestyles, as a result of the Civil War.
Eleanor Jones Harvey is a curator for the Smithsonian. She handpicked several artists to highlight in a podcast series. I find her approach interesting because she didn’t set out to understand the facts of history or the reasons behind war–questions we so often seek to answer when discussing the Civil War–but instead focused on finding art that was reflective of the deep emotions surrounding the ravages of war.
This video is an introduction to the art collection we will be studying:
Questions to consider after watching this video:
What did Harvey say was a surprising way artists revealed the hardships of war?
How do landscapes reveal to us what the war was like?
Below are a few links about Harvey’s curated collection. Pick one or two of the sources that line up with your learning style (reading, listening, video, etc). Make note of the artists she names because when you’re done with your investigation, I want you to pick an artist that you’re going to study more in depth.
*Seven short videos on the artists featured in the collection (you already watched one of them above!)
*A short article that includes a video link, broad overview of the collection, and names specific artists (this would be an easy source for everyone to use!)
Now that you have learned a bit about the impact of landscape painting during the Civil War, I want you to pick an artist about whom you should do a more focused study. Your study should answer these questions:
How did this artist influence how we view the Civil War?
How did this artist’s life influence how THEY saw and experienced the Civil War?
What story or message was your artists trying to convey?
Do you agree or disagree with your artist’s approach to painting war?
Should war be turned into art?
What is an interesting fact about this artist that you learned during your research?
Hopefully we will be back together in no time and you can share your findings with the class! Otherwise, we will plan a Zoom class meeting soon 🙂
In Humanities, we’ve been gearing up to move forward from the American Revolution and into the Civil War era.
Currently, students should be working on their “big” research projects. By now, students should know what type of person they are studying and should be fairly far into their projects.
Just in case you need some help the parameters of the project are:
Pick a fictional or non-fictional person who lived between the years 1784 and 1860. These are the years between the American Revolution and the Civil War. If you pick a non-fictional person, you will need to do research on this person. If you pick a non-fictional person (say, a 12 year old slave in Virginia in 1815), you will need to research what type of life this person would have had.
You will need to present your work. This presentation will include visuals showing what the person’s life would have been like. What was their house like? What would they have eaten? Where did their food come from? What would their family have been like? What political stances would this person have taken? What were the major political issues of the time and how did this influence your person’s day-to-day life? Would this person have been able to afford photography of their family? What type of religion would this person have practiced? What were this person’s hobbies? What type of art would they have appreciated?
Remember: You need to have dates, locations (city and state), and family information about the person you pick, whether you’re researching a real person or a fictional person. This person needs to seem real, even if they’re fictional. So, don’t just say, “This is a 12 year-old boy from Virginia” say “This is Caleb, he lived in Virginia Beach, Virginia in 1825. And then tell us the story of Caleb.
To help you a bit, I’m including some videos and research links for today’s lesson. Next lesson is going to be about the emergence of photography during this time period. It will work in tandem with Art History, which is why I’ve combined the two subjects onto one linked page!
This guy has several historical videos. You might be able to use this as a research resource!
Staying warm in the 1800’s:
Life of the wealthy in America in the 19th Century:
Life as a slave (He does say a couple off-colored words, but it’s informative):
A short history of the slave trade:
Lesson Three: Linguistics with Mr. Hill, April 7th
We left off with studying the culture of the people from the country of Dubai. Our last assignment was to find three facts about this amazing place.
We will discuss those facts this week on zoom.
Assignment April 16th, 2020
Please provide a brief overview of the Dubai’s main language where it falls on the language tree and how it came to be the main language.