Hudson River School of Art

Unit: Life along the Hudson River: Exploring Nature and Culture

Destination(s)

Olana State Historic Site

(518) 828-0135 5720 Route 9G

Hudson, NY 12534 www.olana.org

Mid-Hudson Childrens Museum

75 North Water St

Poughkeepsie, NY 12601 http://www.mhcm.org

Frances Lehman Loeb Art Center (Vassar College)

(845) 437-5237 Vassar College 124 Raymond Avenue Poughkeepsie, NY 12604 fllac.vassar.edu

County

Columbia Grades

1st Grade,2nd Grade

Author

Rebecca Burdett, formerly, Poughkeepsie Day School

Summary

Students get a simple introduction to the Hudson River School of Art (HRS), 1825- 1870, considered the first coherent school of American painting. HRS artists, such as Frederic Church and Thomas Cole, painted wilderness landscapes of the Hudson River valley and surrounding New England helping to create a uniquely American style. Children learn how a region's history and natural environment can shape art, and conversely, how art can help communicate an artist's philosophy about nature and our place within it.

Question

What was the Hudson River School? Who were the Hudson River School artists? What makes a painting fit within the Hudson River School genre? Why was the Hudson River School of Art important in American history? How can we create our own Hudson River School paintings?

Content Understanding(s)

Hudson River School (HRS) was the first American landscape painting style It is named after the River and Valley where many of its members worked The HRS was a group of artists who painted in similar ways Thomas Cole was known as the founder of the Hudson River School His most famous pupil was Frederic Church whose home was Olana Church, Cole, and other HRS artists also traveled to and painted many "wild" places, e.g., America's West and far North, and South and Central America Olana's website gives the following as distinct qualitiesof the HRS: fidelity to nature; clarity of detail; skies sometimes glowing at sunrise or sunset, sometimes a sunny, clear blue; nearly invisible brushstrokes; and an overall feeling of tranquility. Concept Understanding(s)

1830-1870 was a period of rapid growth in the U.S. Areas that were once wild and untamed were giving way to cities, towns, and industrialization. Hudson River School (HRS) artists revered nature and often presented landscapes in idealized, dramatic ways to explore the balance of wilderness and civilization. The Hudson Valley was a special place for artists of the period. Many traveled here to see sights that are preserved and protected for all of us to visit today, e.g., Kaaterskill Falls, the Catskills, Mohonk Mountain House, West Point, the Hudson Highlands. Places where artists and writers lived and worked are often preserved to help others learn about history and culture. Olana, Frederic Church's home, and Cole's Cedar Grove are such places. Paintings and artworks can tell stories or express the artist's point of view. Humans have created art since civilization began. When we study art, we need to be aware of the time in which it was created. Museums are important community centers where we have an opportunity to see original works of art up close. Docents and others who work there can help us learn the important stories revealed by works of art. As young artists, we can make decisions about what our own paintings depict; we can choose colors and subjects that tell the story we want to tell.

Vocabulary

Civilization/Wilderness Details Genre Industrial Revolution Inspiration Luminism Preservation Sketches Sublime Tourism Tranquility

Suggested Time Frame(s) One hour introduction to the Hudson River School (HRS), e.g., slideshow/talk by an educator from Olana or the Frances Lehman Loeb Art Center Two art classes -- (1) the HRS and (2) watercolor and/or landscape painting Half-day visit to Olana or the Frances Lehman Loeb Art Center Two half-day field trips to the Hudson River to paint A week-long study of the works of Thomas Locker

Narrative

Possible pre-visit activites

1. Introduction to maps to prepare students for the original panoramic map of the Hudson River students will see at Lehman Loeb. Featuring communities and sites along the river, panoramics were bought by tourists aboard day liners that sailed up and down the river in the 1800s and early 1900s. A simple introduction is The Key to Maps. (See resource list for details.)

2. Classroom visit from Professor Harvey Flad, a local expert on the Hudson River School. An emeritus geology professor at Vassar College, Flad has written and spoken extensively about the Hudson River School. He graciously condensed his talk and slide presentation for our young students! Dr. Flad focused on Thomas Cole and Frederic Church; this proved to be just right for their shorter attention span. They were very impressed by the art presented, and it was a great beginning for our study.

3. Docent visit to school. Both the Frances Lehman Loeb Art Center and Olana offer programs in which educators or docents visit the classroom to discuss particular works of art or themes their sites explores. It's important to discuss the content with the presenter first to be sure that he/she has a good idea of your students' developmental level and prior knowledge. We made it a habit to stop the docent with questions or observations that could help our students make meaning from the new ideas being presented. The Olana staff also has excellent slide shows.

4. 4. Journal writing. Have students make short journal entries after each lesson or activity.

5. Hudson River School Postcard Searches. In art class, give each child a magnigying glass and a few postcards (see resource list) of Hudson River School paintings. Ask them to comment on what they see in the prints. Focus on the identifying features of HRS work: light, drama, the spiritual way nature is presented, romantic colors, landscape itself as the "main character," absence or marginalization of humans or manufacutured objects. Encourage students to share their feelings about the works they were studying and imagine the story the paintings tell.

6. Watercolor Technique. Before going to the river to paint, the art teacher shows students how to use palettes, blot excess paint with paper towels, use a natural sponge for a different effect, and use watercolor brushes in different ways to get different textures. Once again, encourage children to choose the subjects they want to include in order to tell a specific story.

Trip Activities

Frances Lehman Loeb Art Center at Vassar College. We worked with Center staff (see destination) to develop a lesson introducing students to Hudson River School paintings and sketches in their collection. During the tour, docents were on hand to share stories of these works, engage the children in conversations about the art presented, and to answer their questions. See the attachments for details on some fo the pictures we looked at and questions we used to get students thinking.

Painting on the Banks of the Hudson River. Choose one or two sites with beautiful views. We used the waterfront outside the Mid-Hudson Children's Museum in Poughkeepsie and the Village of Cold Spring. The art teacher and, if possible, parent artists should be present. Provide watercolors, palettes, water dishes, watercolor paper, and brushes. Make sure there are easel boards and easels for each student, and firmly attach the paper to the boards with tape. Artists and teachers provide instruction in various effects that can be achieved with watercolors and encourage children to think about the identifying features of HRS art as they paint. As a culminating activity, these paintings are hung in a school display.

Post-Trip Activities

Hudson River Journal. After trips, ask children to record their impressions, questions, and ideas about the sites. After the gallery visit, ask children to comment on the paintings seen. Ask them to recall one fact the docent spoke of during the tour. Compile these facts and share them with the class.

Thomas Locker Author Study. Locker has written and illustrated many children's books and he has cited the Hudson River School as an important inspiration for his work. He's ideal for an author study. Everyday, for two weeks, during read-aloud time, explore one of his many books. There are many, many books to choose from (see the resources list). Our favorites included: Rachel Carson: Preserving a Sense of Wonder, Hudson: The Story of a River, Catskill Eagle, and Where the River Begins. After each read-aloud ask children to respond to both the story and the illustrations in their journals. Guide children to spot possible HRS elements within the books.

Document your trips. Take digital pictures during your trip(s). Later, ask students to choose a picture to write about. Compile these photos and writings in a book and /or create a PowerPoint presentation to share.

Supplies Used

Hudson River School postcards (see resource list) Watercolor technique: watercolors, palettes, water dishes, paper towels, natural sponges, brushes FLLAC Trip: digital camera Painting on the River: watercolors, palettes, water dishes, watercolor paper, brushes, easel boards, easels, masking tape, permanent markers Hudson River Journal: journals

What Should Students Know At The End of This Lesson

See understandings above

What Should Students Be Able To Do at the End of This Lesson

See understandings above

How do you assess student learning?

See understandings above

Site Tips

Frances Lehman Loeb Art Center. We worked with the coordinator of public education and information to design a visit that would introduce students to Hudson River School paintings and sketches within their collection. (Editor's note, Jan. 2009: the current coordinator is Nicole Roylance, [email protected].) We found the staff very open to constructing a program that met our students' needs.

Student docent tours of special exhibitions or the permanent collection can be customized to address particular subjects and themes. Student docents are trained to present an engaging and interactive looking experience. The Art Center also offers the Every Artwork Tells A Story (EATS) program. EATS brings the gallery experience to your classroom.

Student docents also are available to come to your classroom to lead a student- centered discussion about works of art from the Art Center collection. EATS, like student docent tours, can be requested separately or in conjunction with a visit to our galleries. Requests for tours or EATS should be made with at least three weeks in advance.

Chaperone Information

Frances Lehman Loeb Art Center. The gallery is small and it works best to split into groups of about 12. No more than two chaperones are needed for each group. Ask them to stay toward the back so as not to obstruct the children's view of the artwork. The docents are good about going over "museum etiquette", but have the chaperones be on the alert for children reaching out to touch the art. Painting trips. These trips call out for many chaperones to help with all the materials. If you are working near the water, set clear guidelines for work spaces. Make sure chaperone's know not to assist children with their paintings! Each child should be free to paint what they feel in the way that suits them best. Plenty of experiences with watercolors in the classroom, will allow them to take advantage of the dramatic view and do their best work.

We painted near the Mid-Hudson Children's Museum, where there is a wide sidewalk, benches, and picnic tables that provided ample spaces for children to work. In Cold Spring, there is a public dock, totally enclosed with a sturdy railing, right by the town's bandstand. The kids had a stunning, dramatic view of Storm King Mountain, and were easy to supervise.