<p><strong>Lesson Activity/Directions: </strong></p> <p>This collection is used, through a See/Think/Wonder format, to launch a discussion about the "Gilded Age" and how the lifestyles, values, belief systems, and socioeconomic circumstances surrounding this era helped prompt the Modernism movement. Discussions revolve around the economic disparities, and some polarizing movements such as Prohibition. Therefore, in a sense, this collection helps launch the Modernism/Great Gatsby Unit.</p> <p>Students are divided into small groups - usually  no more than 3 per group. Each are provided with one painting. During some lessons, I've printed out the pictures for them, but other times I've also provided them with a link and one student pulls up the painting on their computer - for the group; in this manner, they zoom in and really investigate the details. This works well for a small class. By this point in the school year, we've completed the "See - Think - Wonder" activity enough so that it is familiar. Groups go through this process on their own, and then their art work is on the smart board, and they walk the class through their discoveries, interpretations, and questions. Jointly as a class, we speculate about what this image might reveal to us about the time period, it's people, values, etc. How might we see this play out in literature?  Eventually I weave in a number of the facts provided below in "Notes to other users." </p> <p><em>I conclude with this statement by John D. Rockefeller on the smart board - - it seems to preview some of </em>"The Great Gatsby" themes quite well. <br /></p> <p>"I believe it is my duty to make money and still more money and to use the money I make for the good of my fellow man according to the dictates of my conscience." - - John D. Rockefeller, 1905</p> <p><em><strong>#SAAMteach</strong></em></p> <p>(For background/historical context notes, see below within "Notes to Other Users."<em></em></p> <p><br /><em></em></p>

<p>This collection not only helps launch F.Scott Fitzgerald's great American novel, but introduces discussions regarding Modernism as a cultural movement, the urban environment, prohibition, and transition into the Harlem Renaissance. Use with the collection "The Gilded Age", as a conversation with students discussing the various world events prompting the emergence of Modernism.  I do not use the collection all at the same time, but rather different portions, specific paintings, etc. for certain chapters or events in <em>The Great Gatsby</em>. </p><p>The collection includes a combination of paintings from the Smithsonian's <em>National Portrait Gallery </em>and the <em>Smithsonian American Art Museum, </em> photographs I have taken, articles from the <em>Smithsonian Magazine</em> regarding <em>The Great Gatsby</em> and Fitzgerald, as well as some supplemental Google Slides presentations.  #SAAMteach</p>

<p>This collection is used to help launch the Romanticism Unit for a 10th grade American Literature course. The paintings were selected for their potential to inspire conversations about various historical events, social, intellectual, and political movements which helped prompt a tremendous growth in American literature during the period between 1800 and the start of Civil War (approximately 1860's). Each work of art compliments at least one work of literature we will discuss during this time period.  Students are encouraged during class discussions to access prior knowledge of this time period, based upon what they have learned in their 10th grade U.S. History class. A one to two day lesson using this collection, and culminating in a writing assignment, follows. (See "Notes to Other Users" for further description of lesson.)</p> <p>#SAAMteach<br /></p>

<p>"European sailors told of being able to smell the pine forests of North America before they were within sight of land. Early explorers sometimes described possible settlements along the coast in tempting terms. Captain John Smith of Virginia made a whaling expedition to New England [which he is credited with naming] in 1614; he subsequently published a book describing the region's genial climate, fair coasts, and natural harbors...Immigrants endured hardships on their journeys and in their first years in America. Some portion of each new settlement perished from hunger, exposure, disease, or conflict, yet the stream of settlers kept coming. They crossed the Atlantic for many reasons: some for wealth, some to escape political or religious institutions they saw as oppressive or corrupt."</p> <p>However, some "early colonists came to the New World expecting to gain wealth through some combination of luck and hard work and return to their home cities or towns to enjoy their prosperity. The names of the places they settled - New Spain, New England, New York, Nova Scotia - and the nature of the portraits they commissioned tell us that they did not think of themselves as Americans, but as transplants."</p> <p>The artistic world and the literary world share much in common with respect to this approach. They were not writing "American literature" yet - - because in a sense such literature did not yet exist. Rather they were writing as transplanted Europeans, in a European voice and style. However, many American literature courses will begin with this period because in a sense, works such as John Smith's <em>Historie of Virginia</em> and William Bradford's <em>Of Plymouth Plantation</em> became our nation's first attempt at literature.</p> <p><em>* All quoted material from the <strong>Smithsonian American Art Museum's America's Art" #SAAMteach</strong></em></p>

<p><strong>Some “artistic” food for thought...</strong><br /></p> <p>“There can be different, competing, and contradictory interpretations of the same artwork. An artwork is not necessarily about what the artist wanted it to be about.” – Terry Barrett, <em>Criticizing Art: Understanding the Contemporary</em></p> <p>“Our interest in the painting grows only when we forget its title and take an interest in the things that it does not mention…” – Françoise Barbe-Gall, <em>How to Look at a Painting</em></p> <p>Directions: </p> <p>Please see attached Google Doc for complete assignment directions.</p> <p> #SAAMteach</p>

<p>This collection of paintings and photos are used in conjunction with a variety of Civil War era works of literature, specifically those featuring elements of the following literary movements:</p> <p>* Realism</p> <p>* Psychological Realism</p> <p>* Naturalism</p> <p>* Impressionism</p> <p>Works to be used in conjunction with artistic examples include:</p> <p>1. Occurrence at Owl Creek Bridge, by Ambrose Bierce</p> <p>2. An Upturned Face, by Stephen Crane</p> <p>3. An Episode of War, by Stephen Crane</p> <p>The first two works ("The Girl I Left Behind" and "Departure for the War")  will be used to launch/introduce "Occurrence at Owl Creek Bridge." As a class, we'll complete a "See/Think/Wonder" and then read the short story. After completing the story, we'll return to both pictures and discuss how we could imagine such works of art illustrating this particular work.</p> <p>We will then look through the small collection of photos from the Civil War, and discuss how such images would inspire a writer. I'll then introduce students to the Naturalism and Impressionism literary styles. We'll then read two Stephen Crane short stories, noting his "artistic" use of color, for example, and the despair evident in his naturalistic stories - - which could also be reflected in the photographs. </p> <p>#SAAMteach</p>