Virtual Fieldtrip -Integrating Art
Social Studies Standards
National Council for the Social Studies Standards (NCSS)
Standard I - Culture
Social studies programs should include experiences that provide for the study of culture and cultural diversity
Standard II - Time, Continuity and Change
Social studies programs should include experiences that provide for the study of the past and its legacy
Standard III- People, Places and the Environment
Social studies programs should include experiences that provide for the study of people, places and environments
Standard IV- Science, Technology and Society
Social studies programs should include experiences that provide for the study of relationships among science, technology and society.
National Content Standards for Arts Education
Visual Arts
4. Understanding the visual arts in relation to history and cultures.
5. Reflecting upon and assessing the characteristics and merits of their work and the work of others.
VA SOL
Skills USI.1
The student will demonstrate skills for historical and geographical analysis and responsible citizenship
a)identify and interpret primary and secondary source documents to increase understanding
of events and life in United States history to 1865;
e) evaluate and discuss issues orally and in writing;
h) interpret patriotic slogans and excerpts from notable speeches and documents;
Standard I - Culture
Social studies programs should include experiences that provide for the study of culture and cultural diversity
Standard II - Time, Continuity and Change
Social studies programs should include experiences that provide for the study of the past and its legacy
Standard III- People, Places and the Environment
Social studies programs should include experiences that provide for the study of people, places and environments
Standard IV- Science, Technology and Society
Social studies programs should include experiences that provide for the study of relationships among science, technology and society.
National Content Standards for Arts Education
Visual Arts
4. Understanding the visual arts in relation to history and cultures.
5. Reflecting upon and assessing the characteristics and merits of their work and the work of others.
VA SOL
Skills USI.1
The student will demonstrate skills for historical and geographical analysis and responsible citizenship
a)identify and interpret primary and secondary source documents to increase understanding
of events and life in United States history to 1865;
e) evaluate and discuss issues orally and in writing;
h) interpret patriotic slogans and excerpts from notable speeches and documents;
objectives
SWBAT;
- Evaluate the reasons why immigrants from Asia and Europe came to explore the US’ western frontier and the role that they played in Western Expansion.
- Recall: who were the various immigrant groups that explored the western frontier, why they chose to go west, how they traveled west, what problems they encountered on their journey and what was their contribution to the western movement.
activities ( half a day )
Notes and reflection on preparing a virtual fieldtrip.
1. Engage - Play music from this youtube video. Describe how artists use their talents to tell a story, to invoke feelings that were felt by people at the time. Today, we will go on a virtual art tour and explore artists who captured the West of the 1800's.
2. Explain - Provide key vocabulary terms relevant to art of this time. See handout for vocabulary definitions.
Daguerreotype
Manifest Destiny
Noble Savage
Panorama
Romanticism
Stereograph
2. Explore -
Divide students into research groups to investigate the work of one of the artists or photographers. Artists include:
3. Explain/ Elaborate -
Using their Web sites, each group should locate and select images. They will create a powerpoint to share with the class that includes selected images and research findings. Research findings should include answers to specific research questions provided below.
Those assigned to George Catlin should examine his paintings of the Nez Perce, Mandan and Lakota Sioux, and of buffalo hunts, and read Letters 2 and 3 of his accounts of his travels among the tribes. Do his pictures conform to students' perceptions of the Indians?
Those using the landscapes of Thomas Moran and Albert Bierstadt and the photos of Tim O'Sullivan and Carleton Watkins, students should write down their own first impressions of the works in their logs. Why did these pictures arouse such excitement in the East? Have students find out what personal risks the photographers, in particular, took to obtain their images. What practical purposes were they meant to serve?
4 . Evaluation -
Student groups present their powerpoints and share their learnings with the class. Teacher will assess based on students' ability to 1) understand the art as it relates to the history of westward expansion, 2) reflect and assess the characteristics and merits of their artists and others presented through group discussion , 3) discuss orally and present in the powerpoint issues from the west in the 1800's and 4) interpret primary source material.
1. Engage - Play music from this youtube video. Describe how artists use their talents to tell a story, to invoke feelings that were felt by people at the time. Today, we will go on a virtual art tour and explore artists who captured the West of the 1800's.
2. Explain - Provide key vocabulary terms relevant to art of this time. See handout for vocabulary definitions.
Daguerreotype
Manifest Destiny
Noble Savage
Panorama
Romanticism
Stereograph
2. Explore -
Divide students into research groups to investigate the work of one of the artists or photographers. Artists include:
- George Catlin
- Albert Bierstad
- Thomas Moran
- Timothy O'Sullivan
- Carleton Watkins
3. Explain/ Elaborate -
Using their Web sites, each group should locate and select images. They will create a powerpoint to share with the class that includes selected images and research findings. Research findings should include answers to specific research questions provided below.
Those assigned to George Catlin should examine his paintings of the Nez Perce, Mandan and Lakota Sioux, and of buffalo hunts, and read Letters 2 and 3 of his accounts of his travels among the tribes. Do his pictures conform to students' perceptions of the Indians?
Those using the landscapes of Thomas Moran and Albert Bierstadt and the photos of Tim O'Sullivan and Carleton Watkins, students should write down their own first impressions of the works in their logs. Why did these pictures arouse such excitement in the East? Have students find out what personal risks the photographers, in particular, took to obtain their images. What practical purposes were they meant to serve?
4 . Evaluation -
Student groups present their powerpoints and share their learnings with the class. Teacher will assess based on students' ability to 1) understand the art as it relates to the history of westward expansion, 2) reflect and assess the characteristics and merits of their artists and others presented through group discussion , 3) discuss orally and present in the powerpoint issues from the west in the 1800's and 4) interpret primary source material.
Materials
1. Computer and projection device for the You Tube video.
2. 5 computers with internet access and powerpoint or similar software for students to do their research and prepare their presentation.
3. Books inlcuded on resource list in the field trip handout.
4. Field trip handout- 1 per student.
2. 5 computers with internet access and powerpoint or similar software for students to do their research and prepare their presentation.
3. Books inlcuded on resource list in the field trip handout.
4. Field trip handout- 1 per student.
Assessment
1. Formative - Using a rubric teacher will assess based on students' ability to 1) understand the art as it relates to the history of westward expansion, 2) reflect and assess the characteristics and merits of their artists and others presented through group discussion , 3) discuss orally and present in the powerpoint issues from the west in the 1800's and 4) interpret primary source material.