SLIDE 7 Objectives: Learn to read the visual clues in colonial portraits for cultural and historical information. Slides: Discussion: During the period between the Pilgrims' landing at Plymouth Rock in 1620 and the conclusion of the Revolutionary War in 1783, portraiture was the most prevalent type of painting in the American colonies. The colonists looked to England for style in painting, fashion, and architecture. The colonists' experiences in the new country in relation to their prosperity, social status, and cultural identity can be identified in the works from this period. Using the information from Introduction, Discussion, and Looking Closely review the slides above and discuss with the students which details of the subjects' lives can be seen in their portraits. How can we tell that the Mason children are upper class Puritans? Point out the various objects that the artist has placed in the Mason children's hands and ask the students what these objects tell us about them. Why might there be a boat in the background of the portrait of Mordecai Gist? What do the fancy dresses of Grizzell Apthorp and Mary Sargent tell us about their life-styles? Note how these formal clothes differ from formal wear for children and adults today. Ask your students how often they dress up and for what occasions. Is there anything in contemporary fashion that is similar to a corset or a hoop skirt? What does it say about our present culture that we wear formal clothes less often, that they are usually more comfortable than in the past, and that women's formal clothing is still less comfortable than men's formal clothing? Activity 1: Ask your students to think about what objects, clothing, background, etc. they would like included in a formal portrait of themselves. Ask them to imagine that this portrait will be seen by all of their family members and friends as well as people 100 years in the future. Students can make a verbal or written list, or they can make a collage or drawing. What do the objects they chose say about them? Now ask your students to think about objects, clothing, and backgrounds they would not want included in this portrait; for example, a test on which they received a poor grade, ripped play clothes, or a dirty MUNI bus in the background. (Ask students to think about this list; do not ask them to write it down or say it out loud.) Have students realize that both lists represent parts of their lives. In the same way that we may not want to include unpleasant things in our formal portraits, people in the past did not want to include certain things in their portraits. When we look at older paintings in a museum, we generally see only the good side of life represented. To get a well-rounded picture of a place and time, we also have to read and study a variety of historical sources. Activity 2: Ask students to imagine that they are one of the characters in these portraits, and as this person, have them write an imaginary letter to a relative. The letter should be dated the same year as the portrait. Ask your students to research this time period and to look for visual clues in the portrait. What might this person say? Then ask students to write a letter to a relative from a person at the same time period who did not have enough money to commission a portrait of themselves. Students might choose to write a letter from an American Indian, an African-American, an Asian immigrant, or an indentured servant; what would these people have to say? Terms: Suggested Reading: Berleth, Richard. Samuel's Choice, Niles, Ill., Whitman, 1990. Clapp, Patricia. I'm Deborah Sampson: A Soldier in the War of the Revolution. New York: Lothrop, Lee, and Shepard Co., 1977. Clyne, Patricia Edwards. Patriots in Petticoats. New York: Dodd, Mead, and Company, 1976. Glubok, Shirley. Art of Colonial America. New York: MacMillian Publishing Co. Inc., 1970. Kessel, Joyce. Squanto and the First Thanksgiving. Minneapolis: Carolrhoda Books, 1983. Meltzer, Milton ed. In their Own Words: A History of the American Negro: 1619-1865. New York: Thomas Y. Crowell Company, 1967. Meltzer, Milton ed. The American Revolutionaries: A History in Their Own Words 1750-1800. New York: Thomas Y. Crowell Company, 1987. Waters, Kate. Sarah Morton's Day: A Day in the Life of a Pilgrim Girl. New York, Scholastic, 1989.
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LESSON PLAN #2
COLONIAL AMERICA
1650S TO 1760S
Introduction | One | Two | Three | Four | Five | Six | Slide List | Museum Visit