Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective
RESOURCES AND ACTIVITIES FOR STUDENTS AND TEACHERS Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective TABLE OF CONTENTS CONTENTS PAGES IRIS BY HENRIETTE WYETH 2-6 THE MUSIC BOX BY HENRIETTE WYETH 7-11 TWO CHILDREN BY HENRIETTE WYETH 12-16 PORTRAIT OF MY FATHER BY HENRIETTE WYETH 17-20 VIEW FROM THE NAVIGATOR’S WINDOW OF A FLYING FORTRESS, 1942 BY PETER HURD 21-25 DRY RIVER, 1938 BY PETER HURD 26-30 THE STORY OF ROLAND BY PETER HURD 31-35 OTHER ACTIVITIES 36-38 GLOSSARY 39-42 RESOURCES 43-46 CREATIVE COLOR NAME 47 SHOW AND TELL 48 PAINTINGS BY NUMBERS 49 SNAPCHAT STORY 50 WEATHER FORECAST 51 GUESS WHO? 52 BOOK REVIEW 53 WRITE A TEXT PANEL 54
Download a copy of these activities on: www.learnmichener.org Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective IRIS BY HENRIETTE WYETH Looking Questions: • Describe this painting. • How many flowers do you see? • Explain Wyeth’s use of light in the painting. • What colors do you see? • What is the mood of this painting? Why? • Are the flowers inside or outside? How do you know? • Why do you think Wyeth chose Henriette Wyeth (1907-1997), Iris, 1945, Oil on to paint some of the flowers canvas, 38 x 37 inches, Roswell Museum and Art Center. going off of the page? • What could flowers symbolize? Explain your answer. About the Painting: Henriette Wyeth, daughter of N.C. Wyeth, painted a series of flowers. The dark backgrounds create a dramatic contrast with the bright flowers. Henriette raised flowers in her green house in New Mexico. She said, “The reason I paint flowers is that I see them fading. That reminds me of the eternally renewed, the springtimes, all of that because I feel death and disaster are lurking right behind.” You can see she paints flowers at varying stages of bloom and decay. Iris was painted after her father and her nephew were struck and killed by a freight train in Chadd’s Ford, PA. Irises were Henriette’s favorite flower and they reminded her of her father.
Download a copy of these activities on: www.learnmichener.org 2 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective IRIS BY HENRIETTE WYETH K-12 ACTIVITIES FOR YOUR SCHOOL VISIT AND CLASSROOM Pre-Visit Activities: • Discuss still life painting. Take a virtual tour of the James A. Michener Art Museum on the Google Art Project and identify still lifepaintings. • Compare Iris to a work by Bucks County artist, M. Elizabeth Price, such as Vase with White Poppies found on the Michener’s Bucks County Artists’ Database. Explore other flower painters such as Tran Gordley, Csilla Sadloch and Irina Ruth Rabinkov. How are their styles similar or different to Henriette Wyeth’s? • Compare and contrast Irises by Vincent van Gogh or one of the iris paintings by Georgia O’Keeffe with Wyeth’s work. • Make scientific observations of a living flower. Write your observations and sketches in a notebook. Gallery Activities: • Creative Color Names Gallery Activity: Pretend as though you were a crayon designer creating a new line of crayon colors inspired by your chosen painting. Use creative names to describe the colors in the painting. • Go on a class color hunt! The teacher will distribute colored strips of paper to each student. Students will do a gallery walk through the exhibit and hold up their paper strip every time they find their color in a painting. • Compare and contrast Iris to other flower paintings in the exhibit. • Write an acrostic poem using the word IRIS or FLOWER vertically. The horizontal words and phrases should describe the painting. • Write a color poem using colorful adjectives to describe the painting. Download a copy of these activities on: www.learnmichener.org 3 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective IRIS BY HENRIETTE WYETH K-12 ACTIVITIES CONTINUED... Post-Visit Activities: • Flower Value Painting Lesson Plan: Experiment by mixing primary colors together to create secondary colors. Choose one of the secondary colors and mix white or black to create tints or shades. Use those tints and shades to create your own flower painting. • Wyeth did not like Modern Art but she was inspired by Georgia O’Keeffe’s closely cropped flower paintings. Read Through Georgia’s Eyes by Rachel Rodriguez or My Name is Georgia by Jeanette Winter. Do you see any similarities between Georgia and Henriette? • Create a painting of a zoomed-in version of a flower inspired by O’Keeffe and Wyeth. Take an aspect of the flower and transform it into an abstract painting. • Wyeth used interesting high-contrast lighting in her still life paintings. Set up your own still life using flowers, plants and other objects. Use lamps or flashlights to light your still life in an interesting way. Photograph, draw, or paint your still life. • Study the parts of an iris. Create a botanical sketch and label the parts. • Plant an iris bulb and watch it grow. What does it need to grow? Record the stages of your iris’ growth. How long does it take to bloom? How long does the iris bloom before the flower dies? Create a diagram of the life cycle of the iris. • Combine the irises in a landscape painting using a different point of view. Download a copy of these activities on: www.learnmichener.org 4 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective IRIS BY HENRIETTE WYETH FLOWER VALUE PAINTING LESSON PLAN
Grades: K-12 Unit: Value Interdisciplinary: Visual Arts/Language Arts/Science/Technology Objectives: TSW describe and analyze several flower paintings by Henriette Wyeth. TSW choose a color and create a value scale of all of the tints and shades from light to dark. TSW mix primary colors to create secondary colors. TSW paint a flower using every tint and shade from their value scale. Materials: Iris by Henriette Wyeth, assorted flowers, value scales, red, blue, yellow, white and black paint, paintbrushes, water, paper towels, any size paper or canvas.
Differentiation: Students can do a colored pencil or pastel drawing instead of a painting. Students may also look at artwork by Georgia O’Keeffe as inspiration. Students can draw plants instead of flowers. Students can paint from photographs, fake flowers or from their imagination. Students can learn more about the parts of a flower and/or life cycle of a flower prior to completing their flower paintings. Students may complete the Creative Color Names Gallery Activity. Students can draw their flowers in a computer paint program. Learn more about creating a color scale at www.crayola.com/lesson-plans/color-value-scale-lesson-plan/ . Younger students can make their paintings without the value scale using only one color mixed with different amounts of white. Younger students can paint the different tints on a piece of paper and then trace and cut flower shapes, glue them to a piece of construction paper when dry and then add details with marker. Students can write an artist statement to accompany their artwork.
Standards: AH.9.1, AH.9.2, AH.9.3, AH.9.4; CC.1.1, CC.1.2, CC.1.3, CC.1.4
Procedure: As a class, look at flower paintings by Henriette Wyeth. Students will discuss Henriette’s use of colors using appropriate color vocabulary. Students will mix primary color paints together to create secondary colors. Students will choose one of the primary or secondary colors to use to create a color value scales, starting with the white on bottom, the original hue in the middle, and black on the top. Mix your hue with varying amounts of white or black to complete the value scale so they move gradually from light to dark. Students will let their value scales dry while
Download a copy of these activities on: www.learnmichener.org 5 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective IRIS BY HENRIETTE WYETH FLOWER VALUE PAINTNG LESSON PLAN they observe a living flower. Students will lightly sketch one flower or several flowers using a pencil. Students will paint their flowers monochromatically using tints and shades of their chosen color. They should use their value scales to check to make sure they have used every tint or shade from the scale. When the paint dries, students will paint the backgrounds using a dark color for contrast.
Vocabulary • Value • Hue • Tint • Shade • Contrast • Primary Colors • Secondary Colors • Monochromatic
Assessment/Evaluation • Student presentation of drawing • Peer or self-critique
Download a copy of these activities on: www.learnmichener.org 6 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective THE MUSIC BOX BY HENRIETTE WYETH Looking Questions: • What do you see in this painting? • Describe Wyeth’s use of color. What colors do you see? • What looks like the most important part of this painting? Why? • Why do you think Wyeth chose to make the object larger than the child? Explain. • Does the object in this painting remind you of anything? • Look at the painting’s frame. How is it similar to the music box? • What would you title this painting? Why? Henriette Wyeth (1907-1997), The • If this painting could play a sound, what Music Box, 1976, oil on canvas, 67 1/2 x 29 inches, Albuquerque Museum, sounds might you hear? purchased with 1987 General Obligation Records. About the Photograph: Henriette Wyeth’s artistic subjects spanned portraiture of adults and children, still lifes, and floral landscapes. In her work, she “often included objects that related to the subject’s interest or personality.” Henriette found the frame used for this painting on a trip to Spain in 1959 but she struggled to find the right subject to fill the frame. She was inspired by a German music box that reminded her of the ornate frame. She painted the music box behind her grandson David.
Download a copy of these activities on: www.learnmichener.org 7 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective THE MUSIC BOX BY HENRIETTE WYETH K-12 ACTIVITIES FOR YOUR SCHOOL VISIT AND CLASSROOM Pre-Visit Activities: • Research Henriette Wyeth on the Brandywine River Museum of Art’s website (www.brandywine.org/museum/about/wyeth- family-artists). Share one interesting fact you learned with your classmates. • The Wyeth/Hurd family is filled with many talented artists. Research the Wyeth/Hurd family and create a family tree drawing or use Family Echo: www.familyecho.com. • Discuss portraiture and look at other examples of portraits from the Michener’s online collection catalogue. Gallery Activities: • Show and Tell Gallery Activity: Choose an object that is important to you. What does that object say about you? • Book Review Gallery Activity: Choose a painting from the exhibit. Imagine that it is a book cover. Write a pretend book review and answer the questions below. Be sure to use clues from the art! • Creative Color Names Gallery Activity: Pretend as though you were a crayon designer creating a new line of crayon colors inspired by your chosen painting. Use creative names to describe the colors in the painting. • Guess Who? Gallery Activity: Write five clues describing this portrait. Read your clues to a friend and see if they can guess which painting you are writing about. • Draw a speech bubble or a thought bubble on a piece of paper. Inside the bubble, write what you think the boy in this painting might be thinking or saying. Explain.
Download a copy of these activities on: www.learnmichener.org 8 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective THE MUSIC BOX BY HENRIETTE WYETH K-12 ACTIVITIES CONTINUED... • Find other examples of portraits in the exhibit where people are posing with objects. What do these objects tell us about these people?
Post-Visit Activities: • The History of Music Players Lesson Plan: Create a timeline of music playing devices using Timeglider. Include devices like Thomas Edison’s Phonograph, Emile Berliner’s Gramophone, 8-tracks, stereos, cassette players, CD players, MP3 players and the iPod. What technology was most similar to a music box? Create a museum exhibition showing the history of these music players. Write descriptive text panels for each object. • Create a self-portrait using an object in your composition that explains who you are along with your interests. • What kind of music would you hear if you could hear this music box play? Select a piece of music to go with it using a free music download site like Museopen, or create your own music piece using GarageBand. Why did you choose this piece of music? • Construct a model of a music box using found objects. Consider its shape, size, and how it will play music. Provide measurements for this box, its design and materials, along with a mechanism that would play music. • Read The Music Box: A Story of Hope by Tara Neilsen and make connections to the painting.
Download a copy of these activities on: www.learnmichener.org 9 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective THE MUSIC BOX BY HENRIETTE WYETH THE HISTORY OF MUSIC PLAYERS LESSON PLAN
Grades: 4-8 Unit: History and Culture Interdisciplinary: History/Music/Art/Language Arts/Technology Objectives: TSW describe and analyze The Music Box by Henriette Wyeth TSW create a timeline of important inventions that led to the iPod. TSW design an educational museum exhibit. TSW create text panels to accompany the objects. Materials: The Music Box by Henriette Wyeth, Text Panel Gallery Activity, examples of music playing devices, www.timeglider.com, drawing paper or sculpture materials, drawing or painting materials, laptops, pedestals, frames or cases to display artifacts.
Differentiation: Students can use actual music devices or photographs for the exhibit and focus on the exhibition design and text panels. The teacher can create a worksheet for younger students with pictures of music devices. The younger students can color the pictures, match them with their label and arrange them in order of their invention. Students can work individually or in a group. Students can act as docents for their exhibit presenting more information about their objects. Students can create advertisements for their museum exhibit. Students can create their timeline digitally using Timeglider.
Standards: AH.9.1, AH.9.2, AH.9.3, AH.9.4; CC.1.1, CC.1.2, CC.1.3, CC.1.4; H.8.1.
Procedure: As a class, look at The Music Box by Henriette Wyeth. The teacher will ask the class looking questions and students will describe and analyze the portrait. Without looking at the title, students will guess the function of the object in the painting. Students will learn how a music box works. The students will research the history of the music box. Students will then research other music playing devices throughout history including: Thomas Edison’s Phonograph, Emile Berliner’s Gramophone, 8-tracks, stereos, cassette players, CD players, MP3 players and the iPod. Students will create a timeline of the music player. Students will choose one of the music players to research further. Students will make a drawing, painting, collage or sculpture depicting their musical device. Students will write a text panel sharing more information about the device using the Text Panel Gallery Activity.
Download a copy of these activities on: www.learnmichener.org 10 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective THE MUSIC BOX BY HENRIETTE WYETH THE HISTORY OF MUSIC PLAYERS LESSON PLAN
The class will work together on an exhibition layout design. Students will determine how to display their objects, how to group their objects, and what to title their exhibition.
Vocabulary: • Portrait • Docent • Text Panel
Assessment/Evaluation • Participation in class discussions • Art making rubric • Text panel rubric
Download a copy of these activities on: www.learnmichener.org 11 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective TWO CHILDREN BY HENRIETTE WYETH Looking Questions: • What do you notice about this painting? Explain its details. • Describe the expressions on the figures’ faces. • Who might these two figures be? What about the painting makes you think this? • What is their relationship? Why do you say that? • If these figures could talk to each Henriette Wyeth (1907-1997), Two Children, 1930- 32, oil on canvas, 60 1/2 x 60 1/4 inches, James A. other, what might they say? Why? Michener Art Museum, museum purchase. • How would you describe Wyeth’s painting style? Do you like her style? Why or why not? About the Painting: Henriette Wyeth was considered by many scholars to be one of the greatest female painters of the 20th century. Her paintings were described as “luminous and lyrical large-scale canvases full of psychological presence and magic-paintings that hover between reality and fantasy.” Two Children earned Wyeth her first award, first prize at the Chester County Art Association Exhibition, beating her father, N.C. Wyeth, whose painting came in second. Henriette once traded Two Children with a British sculptor but soon regretted it. Henriette’s grandson later retrieved the painting and returned it to the United States. This painting was then acquired by the James A. Michener Art Museum through a crowd-sourced funding campaign in 2017. Download a copy of these activities on: www.learnmichener.org 12 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective TWO CHILDREN BY HENRIETTE WYETH K-12 ACTIVITIES FOR YOUR SCHOOL VISIT AND CLASSROOM Pre-Visit Activities: • Look at several paintings by Henriette Wyeth. Read one of these quotes below and discuss how they relate to her paintings. “Nothing is unimportant, or nothing should not be painted. It’s all paintable, It’s all part of an artist’s life.” “Paint the light and air around the subject; paint the mystery.” • Learn about other famous 20th century female artists. Discuss the challenges women artists faced during their careers. • Henriette Wyeth eventually stopped painting children because she thought television made them “vapid.” Look at how children are depicted in art throughout history. What do these artworks tell us about what it was like to grow up in different time periods? Gallery Activities: • Paintings by Numbers Gallery Activity: Go on a numbers scavenger hunt! Walk around the exhibit and search for paintings that include the correct number of objects from the worksheet. • Creative Color Names Gallery Activity: Pretend as though you were a crayon designer creating a new line of crayon colors inspired by your chosen painting. Use creative names to describe the colors in the painting. • Book Review Gallery Activity: Imagine that this painting is a book cover. Write a pretend book review.
Download a copy of these activities on: www.learnmichener.org 13 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective TWO CHILDREN BY HENRIETTE WYETH K-12 ACTIVITIES CONTINUED... • Act it out! Choose a partner to pose with as the two children. What might the two children in the painting talk about? Act out a short scene as the two children. • Compare this painting to Roy Nuse’s Age of Speed or Daniel Garber’s Fanny in the Byers Gallery. Describe their similarities and differences. Post-Visit Activities: • Surreal Word Drawing Lesson Plan: Although Henriette did not consider herself a Surrealist, her fantasy paintings shared many similar characteristics. Look at Henriette Wyeth’s fantasy paintings and other paintings from Surrealist artists like Frida Kahlo, Salvador Dali and Réne Magritte. Some surrealists created random word poems to inspire their paintings. Choose five random words from the dictionary or draw words from a hat. Use those words to inspire a fantastical drawing. • Create your own fantasy drawing or painting completely from your imagination! Use a large sheet of paper or canvas. • Compare this work to The Twins: Virginia and Jane by Joseph Pearson in the Michener’s permanent collection. Find these works on the Google Art Project. • For this painting, Henriette painted these two children without using models. Draw a portrait without looking at model. Next, draw a portrait by looking at a model, a photograph or a mirror. Compare your two drawings. Which drawing is the most realistic? Why?
Download a copy of these activities on: www.learnmichener.org 14 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective TWO CHILDREN BY HENRIETTE WYETH SURREAL WORD DRAWING LESSON PLAN
Grades: 4-8 Unit: Surrealism and Imagination Drawings Interdisciplinary: Objectives: TSW describe and analyze Two Children and other fantasy paintings by Henriette Wyeth. TSW compare and contrast Wyeth’s fantasy paintings to Surrealist artworks. TSW use a dictionary. TSW create a fantasy drawing inspired by randomly selected words. Materials: Two Children by Henriette Wyeth, Fantasy by Henriette Wyeth, examples of Surrealist paintings, dictionaries, 9x12 drawing paper, pencil, colored pencil.
Differentiation: Students may choose random words out of a hat instead of using a dictionary. Students may work individually or with a partner. Students can focus on creating several Surrealism poems featuring random words and create quick drawings to accompany them. Students may choose random images from magazines and create fantasy/surrealist collages.
Standards: AH.9.1, AH.9.2, AH.9.3, AH.9.4; CC.1.1, CC.1.2, CC.1.3, CC.1.4
Procedure: As a class, students will look at Two Children and Fantasy by Henriette Wyeth. Students will discuss the paintings. Teacher will ask, “are they realistic or abstract?” The teacher will then introduce Surrealism. Students will compare and contrast Henriette’s fantasy paintings to Surrealist paintings by artists such as Frida Kahlo, Salvador Dali and Réne Magritte. Students will choose five words from a dictionary and create a composition that depicts all of those words in a creative way. Students should create several brainstorming thumbnail sketches. Students will choose their favorite thumbnail sketch to turn into a larger colored pencil drawing. Students should create a title for their drawing that includes all five of their random words. Students will write an artist statement to accompany their imaginative drawing. Students will share their drawings with their classmates.
Download a copy of these activities on: www.learnmichener.org 15 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective TWO CHILDREN BY HENRIETTE WYETH SURREAL WORD DRAWING LESSON PLAN CONTINUED...
Vocabulary: • Portrait • Surrealism • Realism • Abstract
Assessment/Evaluation • Participation in class discussions • Art making rubric
Download a copy of these activities on: www.learnmichener.org 16 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective PORTRAIT OF MY FATHER BY HENRIETTE WYETH Looking Questions: • Describe this portrait using three adjectives. • Describe Henriette’s use of color, line, shape and space. • Who is the man in the painting? Why do you think that? • What is in the background of the painting? • What could this man be thinking about? What about Henriette Wyeth (1907-1997), Portrait of My Father, 1939, oil on canvas, 47 ½ x 53 in., Permanent Collection of the Roswell the painting makes you say Museum and Art Center, Gift of Mrs. N.C. Wyeth. that? About the Painting: Henriette Wyeth began studying with her father, N.C. Wyeth, almost as soon as she could hold a pencil. Despite contracting polio which crippled her right hand, she taught herself to draw with her left hand and paint with her right holding the brush between her index and middle fingers. She enrolled at the Pennsylvania Academy of the Fine Arts (PAFA) at the age of sixteen and received her first portrait commission at the age of fifteen. Henriette liked to paint portraits of people with objects that represented them. In this painting of her father, Henriette shows him seated in front of his first tempera paintings, Island Funeral. Henriette painted this portrait before she left her father in the East Coast to live with Peter Hurd in New Mexico.
Download a copy of these activities on: www.learnmichener.org 17 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective PORTRAIT OF MY FATHER BY HENRIETTE WYETH K-12 ACTIVITIES FOR YOUR SCHOOL VISIT AND CLASSROOM Pre-Visit Activities: • Research N.C. and Henriette Wyeth along with other famous father/child artist duos. Do you see similarities in their work? • Learn about facial proportions in portrait drawing and practice drawing the face. • Watch a virtual tour of N.C. Wyeth’s house and studio (www. brandywine.org/museum/studios/nc-wyeth-house-studio) or visit the site in Chadds Ford, Pennsylvania. • Research N.C. Wyeth and his career as an illustrator. Look at some children’s books illustrated by N.C. Wyeth like Robin Hood and Treasure Island.
Gallery Activities: • Guess Who? Gallery Activity: Write five clues describing this portrait. Read your clues to a friend and see if they can guess which painting you are writing about. • Show and Tell Gallery Activity: Choose an object that is important to you. What does that object say about you? • Book Review Gallery Activity: Imagine that this painting is a book cover. Write a pretend book review. • Snapchat Story Gallery Activity: Imagine this painting was part of a Snapchat story. Sketch what might happen before or after the picture in the story. • Compare and contrast this portrait with another portrait by Henriette Wyeth. Now compare it to a portrait by Peter Hurd. What do you notice? Discuss these works in terms of style, color and composition.
Download a copy of these activities on: www.learnmichener.org 18 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective PORTRAIT OF MY FATHER BY HENRIETTE WYETH K-12 ACTIVITIES CONTINUED... • Pose like N.C. Wyeth. How do you think he is feeling? Is he happy or sad? Comfortable or uncomfortable? Explain your answers. Post-Visit Activities: • Portrait Lesson Plan: Paint or draw a portrait of a family member or someone you admire. What can you include in the painting to help represent that person? Write a short paragraph explaining why you chose that person. • Henriette didn’t let a disability in her right hand stop her from becoming a painter. Artist Chuck Close is a quadriplegic and has created his paintings with a brush attached to his head. Henri Matisse created abstract collages after painting became difficult for him due to a visual impairment and being confined to a wheelchair. Create a work of art without using your dominant hand. Were you able to overcome the challenge? Did you decide to use a different medium than you would usually? How did your process change because of this challenge? • William T. Trego, an artist in the Michener Art Museum’s collection, also overcame a disability during his career as an artist. Visit the Trego Online Catalogue Raisonné to learn more about his life and work (www.michenerartmuseum.org/ catalogue/trego). • Research the Wyeth family and write a short biography about one of the Wyeth’s. Draw a paint a picture of them posed in front of one of their artworks.
Download a copy of these activities on: www.learnmichener.org 19 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective PORTRAIT OF MY FATHER BY HENRIETTE WYETH PORTRAIT LESSON PLAN Grades: K-12 Unit: Portraits Interdisciplinary: Visual Arts/Language Arts/Technology Objectives: TSW describe and analyze Portrait of My Father and other portraits by Henriette Wyeth. TSW learn the basics of portraiture. TSW paint a detailed portrait. TSW write an artist statement describing a family member or person they admire as well as their artistic choices. Materials: Portrait of my Father and other portraits by Henriette Wyeth, paint, paintbrushes, paper towels, water cups, thick paper or canvas. Differentiation: Students may create portrait drawings instead of paintings. Students can choose to pose and photograph a family member or admired person with a particular expression, clothing, objects and backgrounds that tell a story about who they are. Students can type their artist statements. Standards: AH.9.1, AH.9.2, AH.9.3, AH.9.4; CC.1.1, CC.1.2, CC.1.3, CC.1.4 Procedure: As a class, students will look at Portrait of My Father and other portraits by Henriette Wyeth. Students will discuss how the details in a portrait can give clues about that person’s life and personality. Students will discuss portraiture and learn how to draw faces. Students will choose a family member or a person they admire to create a detailed portrait. The students should include facial or body expression, clothing, objects and/or backgrounds that tell more about the person in the painting. Students will lightly sketch their portrait using a pencil or light paint to be used as an underpainting. The teacher will demonstrate how to blend colors to create different skin tones. The students will paint their portraits and backgrounds. Students will write an artist statement to describe their painting and why they chose that particular person. Students will share their portraits and artist statements with the class.
Vocabulary: • Portrait • Expression Assessment/Evaluation • Participation in class discussions • Art rubric and artist statement
Download a copy of these activities on: www.learnmichener.org 20 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective VIEW FROM THE NAVIGATOR’S WINDOW OF A FLYING FORTRESS, 1942 BY PETER HURD Looking Questions: • What do you see in this painting? • What time period do you think is shown here? Why? • What is our point of view on the painting? Where are we positioned?
• What story does this Peter Hurd (1904-1984), View from the Navigator’s Window of a Flying Fortress, 1942, egg tempera on panel, Army Art Collection, painting tell? Explain. U.S. Army Center of Military History, Washington, DC. • Why do you think Hurd includes the window in the painting? • Give this painting a creative title. Explain.
About the Painting: Peter Hurd was born in Roswell, New Mexico in 1904 and entered West Point in 1920. He was torn between his love of painting and his love of the military so he moved to Chadd’s Ford, PA to become a student of the famous illustrator N.C. Wyeth. He once said that West Point was tough on its students but Wyeth was even tougher. Under Wyeth, Hurd met and married Wyeth’s eldest daughter Henriette in 1929. During World War II, Hurd worked as a correspondent for Life Magazine. He captured many scenes from the war for the publication. Several of his finished tempera paintings currently hang in the Pentagon building!
Download a copy of these activities on: www.learnmichener.org 21 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective VIEW FROM THE NAVIGATOR’S WINDOW... K-12 ACTIVITIES FOR YOUR SCHOOL VISIT AND CLASSROOM Pre-Visit Activities: • Compare and contrast works by Peter Hurd to the work of his mentor N.C. Wyeth. What influence did Wyeth have on Hurd? • Visit the Life Magazine website and read Life Magazine and the Most Influential Photos of All Time (www.time.com/4576764/ life-magazine-100-photos). What about these photos make them iconic? Do you think View from the Navigator’s Window of a Flying Fortress is an iconic image? Why or why not? • Look at images from World War II in the National Archives (www.archives.gov/research/military/ww2/photos). Choose an image and write a short paragraph about the picture and what it is showing us about the war. Gallery Activities: • Snapchat Story Gallery Activity: Imagine this painting was part of a Snapchat story. Sketch what might happen before or after the picture in the story. • Book Review Gallery Activity: Imagine that this painting is a book cover. Write a pretend book review. • Hurd uses the airplane window to frame part of the scene and create an interesting composition. Find another painting in the exhibit that uses a frame within a frame composition. • Find two works in the Putman-Smith Gallery that incorporate windows in their composition. How are they similar or different to Henriette’s work? • Look at work depicting an aerial view in the Michener’s Permanent Collection, such as Diane Burko’s Vulcano from the Air. How is it different or similar to Hurd’s work?
Download a copy of these activities on: www.learnmichener.org 22 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective VIEW FROM THE NAVIGATOR’S WINDOW... K-12 ACTIVITIES CONTINUED... Post-Visit Activities: • Outside of My Window Poem Lesson Plan: Write a poem called “outside of my window” and create a landscape to accompany your poem. • Create a landscape painting of a view from a window. Be sure to include the window frame in your composition. Be creative! How does an airplane fly? Visit the National Air and Space Museum website to learn more about the history of the airplane and the principles of flight (www.howthingsfly.si.edu/ activities). • Construct and decorate a paper airplane or balsa wood model. Compare the aerodynamics of your airplane with your classmates’ airplanes. What characteristics made for more aerodynamic airplanes? • The painting shows an aerial view of a landscape. Can you identify geography from an aerial view? Take this Sporcle quiz (www.sporcle.com/games/khands/countries-by-aerial-view). Find other aerial photos and create your own quiz. • Design your own airplane like the Wright brothers in this online game Engineering the Wright Way (www.airandspace. si.edu/exhibitions/wright-brothers/online/workshop). • The navigator in the painting is using a ruler and protractor to measure latitude and longitude. Look at a map and measure the latitude and longitude of various places. For more information see: www.wikihow.com/Determine-Latitude-and-
Longitude .
Download a copy of these activities on: www.learnmichener.org 23 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective VIEW FROM THE NAVIGATOR’S WINDOW... OUTSIDE OF MY WINDOW POEM LESSON PLAN
Grades: 2-8 Unit: Poetry Interdisciplinary: Language Arts/Visual Arts/Technology Objectives: TSW describe and analyze View from the Navigator’s Window of a Flying Fortress by Peter Hurd. TSW write a creative and descriptive poem. TSW draw the landscape described in their poem. TSW recite their poem to the class. Materials: View from the Navigator’s Window of a Flying Fortress by Peter Hurd, laptops, drawing paper, pencils, colored pencils.
Differentiation: Students may work independently or with a partner. Students may hand write their poems if laptops are unavailable. Students can create a list poem instead of a regular poem. The window frames can be created by gluing paper cut outs on top of the landscape drawing. Students can make window paintings instead of drawings.
Standards: AH.9.1, AH.9.2, AH.9.3, AH.9.4; CC.1.1, CC.1.2, CC.1.3, CC.1.4
Procedure: As a class, look at View from the Navigator’s Window of a Flying Fortress by Peter Hurd. Discuss the painting’s point of view. Discuss how Hurd uses the airplane window to help frame parts of the landscape and create an interesting composition. Think of a window in your home, school, car, etc. and make a list of everything you see out of that window. Students should be descriptive and take note of the colors and textures. Students should try using descriptive metaphors or similes to help create visual imagery. Students should use their notes to create a poem called View Outside of My Window and type the poem on a laptop. Students will draw the scene from their poem being sure to include the window frame so the viewer has an idea where the window is. Students will color their drawings with colored pencils. Students will recite their poems to the class and share their drawings.
Vocabulary: • Landscape • Point of view
Download a copy of these activities on: www.learnmichener.org 24 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective VIEW FROM THE NAVIGATOR’S WINDOW... WINDOW POEM LESSON PLAN CONTINUED...
• Composition • Frame within a frame
Assessment/Evaluation • Participation in class discussions • Poem rubric • Class presentation and presentation rubric
Download a copy of these activities on: www.learnmichener.org 25 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective DRY RIVER, 1938 BY PETER HURD Looking Questions: • What do you notice about this painting? Explain its details. • Describe the colors used in this painting. • Describe the climate, weather and time of day in the work. • How does Hurd show perspective in this landscape? • Describe the light in this work. • If you could step inside this painting, what would it feel like? • Tell a story of who might live in Peter Hurd (1904-1984), Dry River, 1938, egg tempera on the house and this landscape. panel, 50 x 44 in., Roswell Museum and Art Center, Gift of Mr. & Mrs. Daniel Longwell.
About the Painting: Peter Hurd was one of the pioneers of using egg tempera as a medium in the United States. He made the tempera using a mixture of egg yolk, distilled water/fig juice (from his father’s trees) and colored pigment. Hurd introduced the technique to both his father-in-law N.C. Wyeth and his brother-in-law Andrew Wyeth. Hurd used his temperas to create beautiful desert landscapes from his home state of New Mexico. He often mixed tempera and oil to capture the light of the Southwest. Hurd is considered to be a regional realist who created narrative art.
Download a copy of these activities on: www.learnmichener.org 26 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective DRY RIVER, 1938 BY PETER HURD K-12 ACTIVITIES FOR YOUR SCHOOL VISIT AND CLASSROOM
Pre-Visit Activities: • Hurd was one of the pioneers of using egg tempera as a medium in the United States. Learn about the history of egg tempera paint in the Italian Renaissance. • Mavis Smith is another artist in the Michener Art Museum’s collection that used egg tempera. Look at Sink or Swim or Night Pool by Mavis Smith. What quality does the egg tempera give Smith and Hurd’s paintings compared to an oil or an acrylic painting? • Hurd married fellow artist Henriette Wyeth. Learn about other famous husband and wife artist duos like Frida Kahlo and Diego Rivera, Jean Claude and Christo, and local Bucks County artists Elsie Driggs and Lee Gatch. • Discuss landscape painting. Find other landscapes in the Michener collection using the Google Art Project. Gallery Activities: • Weather Forecast Gallery Activity: Pretend to be a meteorologist. Fill out an imaginary weather forecast for the weather shown in this landscape painting. • Creative Color Names Gallery Activity: Pretend as though you were a crayon designer creating a new line of crayon colors inspired by your chosen painting. Use creative names to describe the colors in the painting. • Book Review Gallery Activity: Imagine that this painting is a book cover. Write a pretend book review.
Download a copy of these activities on: www.learnmichener.org 27 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective DRY RIVER, 1938 BY PETER HURD K-12 ACTIVITIES CONTINUED... • Create a postcard from the place in this painting. Sketch it and write a message about this place to send to a friend or family member. • If you could step into this painting, what more might you discover? What would it feel like to be here? What people might you meet? What animals or plants might you find? • Compare and contrast Dry River to Hurd’s other desert landscapes in the exhibit. • Compare this landscape with a Pennsylvania Impressionist work in the Byers Gallery. What similarities or differences can you find?
Post-Visit Activities: • Desert Diorama Lesson Plan: Research characteristics of a desert climate. Create a three-dimensional desert diorama. Include natural resources, plants, animals and other items you might find in a desert climate. Present your diorama to the class. • Use a complementary color scheme to create a landscape painting or a pastel drawing. • Create a landscape painting that showsperspective . Show details in the foreground, middleground and background. • Mix your own version of egg tempera using egg yolk and a few drops of liquid watercolor. Use your egg temperas to paint a landscape. Did you like painting with the egg temperas? Why or why not? What were the benefits and challenges of the medium?
Download a copy of these activities on: www.learnmichener.org 28 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective DRY RIVER, 1938 BY PETER HURD DESERT DIORAMAS LESSON PLAN
Grades: 4-8 Unit: Climates Interdisciplinary: Science/Social Studies/Visual Arts/Language Arts Objectives: TSW describe and analyze Dry River, 1938 and other desert landscapes by Peter Hurd. TSW research characteristics of a desert climate. TSW create a three-dimensional desert diorama. TSW present diorama to the class. Materials: Dry River, 1938 and other desert landscapes by Peter Hurd, empty shoe boxes, cardboard, various sculpture material (modeling clay, wood, sand etc.), paint, markers, tape, hot glue sticks, hot glue gun, laptop for research or books about deserts.
Differentiation: Students can create desert drawings instead of dioramas. Students can work individually or with a partner. Students can create a writing piece to accompany their diorama. Complete the Weather Forecasting worksheet after viewing Dry River, 1938. Students may paint the outside of the shoe box or decoupage with words or pictures about deserts. Students can choose different climates like tropical or polar to research and create a diorama for.
Standards: AH.9.1, AH.9.2, AH.9.3, AH.9.4; CC.1.1, CC.1.2, CC.1.3, CC.1.4 Procedure: As a class, look at Dry River, 1938 and other desert landscapes by Peter Hurd. Discuss the climate depicted in Hurd’s paintings. Research characteristics of a desert climate online or in books. Create a list of natural resources, plants, animals and other items you might find in a desert climate. Create a three-dimensional desert diorama. Decorate the inside of a shoe box with a landscape painting. Create drawings or small sculptures to place inside the shoebox. Finally, students will present their dioramas to the class.
Vocabulary: • Three-dimensional • Landscape • Diorama
Download a copy of these activities on: www.learnmichener.org 29 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective DRY RIVER, 1938 BY PETER HURD DESERT DIORAMA LESSON PLAN CONTINUED...
Assessment/Evaluation • Participation in class discussions • Presentation of diorama • Diorama rubric
Download a copy of these activities on: www.learnmichener.org 30 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective THE STORY OF ROLAND BY PETER HURD Looking Questions: • Describe this painting. List all of its details. • What colors do you see? • Describe the style of the typography. • Does this painting remind you of any movies or stories? Explain. • What do you think this book is about based on the cover painting? • What time period do you think these characters are from? Why? • If the man or the horse could talk, what might they say to each Peter Hurd (1904-1984), Title page, The Story of Roland, 1930, oil on canvas, 33 x 24 in., other. Why? Brandywine River Museum of Art.
About the Painting: Peter Hurd, like his father-in-law N.C. Wyeth, also tried his hand at children’s book illustrations. The Story of Roland painting is the title page of a book by the same name by James Baldwin. The book is one of many adaptations of an epic poem, called The Song of Roland (Chanson de Roland). It is based on a battle that took place during the age of Charlemagne and it is the oldest existing piece of French literature.
Download a copy of these activities on: www.learnmichener.org 31 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective THE STORY OF ROLAND BY PETER HURD K-12 ACTIVITIES FOR YOUR SCHOOL VISIT AND CLASSROOM Pre-Visit Activities: • Research The Song of Roland, or La Chanson de Roland, an epic poem written during the reign of Charlemagne and one of the oldest surviving major work of French Literature. • Many well-known painters also worked as book illustrators like Maxfield Parrish, Andy Warhol, Yayoi Kusama and Faith Ringgold. Look at some of these examples online or in the library. • Look at several book covers from your school’s library and compare the designs and the style of text. What qualities do the covers have that make them eye-catching? As a class, brainstorm a list of characteristics for a successfully designed book cover. • Learn about armor. Label a diagram naming the parts of a suit of armor (www.military-history.org/articles/medieval/15th- century-armour.htm) or put together a paper doll knight using the printable kit found at Behance (www.behance.net/ gallery/6915199/Dress-a-15th-Century-Knight-interactive- learning). Gallery Activities: • Book Review Gallery Activity: Imagine that this painting is a book cover. Write a pretend book review. • Snapchat Story Gallery Activity: Imagine this painting was part of a Snapchat story. Sketch what might happen before or after the picture in the story. • Guess Who? Gallery Activity: Write five clues describing this portrait. Read your clues to a friend and see if they can guess which painting you are writing about.
Download a copy of these activities on: www.learnmichener.org 32 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective THE STORY OF ROLAND BY PETER HURD K-12 ACTIVITIES FOR YOUR SCHOOL VISIT AND CLASSROOM • Play the memory game! Look at the painting for one minute, turn around and try to remember all of the details you can. Draw or write what you remember. Turn back around and see if you forgot any details.
Post-Visit Activities • Book Cover Typography Lesson Plan: Look at the style of font or typography on the book cover. What does it tell you about what the book might be about? Choose your favorite book and create an interesting font for your title. • Look at the banner where Hurd writes the title. Draw your name inside a banner. Use shading to make your banner look three- dimensional and make the letters of your name look as though they are curving along with the fabric of the banner. • Draw a suit of armor that includes all of the parts like the helmet, breastplate and gauntlets. Color your drawing with shades of gray. Use a value scale for reference. • Read the graphic novel Kid Beowulf: The Song of Roland by Alexis Fajardo and compare the illustrations to Peter Hurd’s The Story of Roland. • Read excerpts from The Story of Roland by James Baldwin and create your own illustrations. • Visit the Michener’s Bucks County Artists’ Database to research illustrators from the region. Learn about Charlemagne or Charles the Great by doing research online and see if you can find other artworks and literature created of him and his life.
Download a copy of these activities on: www.learnmichener.org 33 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective THE STORY OF ROLAND BY PETER HURD BOOK COVER TYPOGRAPHY LESSON PLAN
Grades: 4-12 Unit: Typography Interdisciplinary: Language Arts/Visual Arts Objectives: TSW discuss and analyze The Story of Roland by Peter Hurd. TSW learn about typography and the importance of font. TSW create an interesting typography style for your book title. Materials: The Story of Roland by Peter Hurd, typography examples, library books, drawing paper, pencils, colored pencils, markers.
Differentiation: Work individually or with a partner. Complete the Book Review worksheet when viewing the The Story of Roland. Students can practice shading banners for their title text. Students can design an entire book cover to go along with their title text. Students can create a shelf of their favorite books and write their typographical titles along the spines similar to contemporary artist Jane Mount’s Ideal Bookshelf (www.idealbookshelf.com).
Standards: AH.9.1, AH.9.2, AH.9.3, AH.9.4; CC.1.1, CC.1.2, CC.1.3, CC.1.4
Procedure: As a class, look at The Story of Roland by Peter Hurd. Students will discuss the painting and make predictions about what the story is about. Students will look specifically at the style of font or typography on the book cover. Ask: “what does it tell you about what the book might be about?” Students will look at different typography examples and practice drawing some different styles of lettering. Students will choose their favorite book and create an interesting font to write the title of the chosen book on a piece of drawing paper. If it is a funny book, students could use a silly-looking font, or if it is a scary book, maybe the font will look slimy and green. Students will color their letters with colored pencils and/or markers. Students should also include the name of the author somewhere in their typography drawing. Students will share their typographical book titles with the class and explain what the font tells about their favorite book.
Download a copy of these activities on: www.learnmichener.org 34 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective THE STORY OF ROLAND BY PETER HURD BOOK COVER TYPOGRAPHY LESSON PLAN CONTINUED...
Vocabulary: • Typography
Assessment/Evaluation • Participation in class discussions • Typography rubric
Download a copy of these activities on: www.learnmichener.org 35 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective ADDITIONAL CURRICULUM CONNECTIONS
PORTRAIT OF CATHARINE SKELLY BY HENRIETTE WYETH • Compare and contrast Portrait of Catharine Skelly to a portrait by contemporary African-American painter Kehinde Wiley and paint a portrait of a friend in front of a patterned background. • Discuss Portrait of Catharine Skelly as well as paintings from Pablo Picasso’s Blue and Rose Periods. Paint your own monochromatic portrait. • Design your own textile or wallpaper pattern Henriette Wyeth (1907-1997). Portrait of inspired by a pattern you find in a painting. Catharine Skelly, 1938, oil on canvas, 45 x 40 inches. Brandywine River Museum. • Compare and contrast this portrait to Rae Seated (Green Dress) by Ben Solowey found on the Bucks County Artists’ Database.
PORTRAIT OF ANDREW WYETH IN CIVIL WAR UNIFORM BY HENRIETTE WYETH
• Research the American Civil War and choose a notable historic figure from the Civil War era to write a biography and draw a portrait. • Discuss military uniforms from different time periods and cultures. Some uniforms like certain camouflage were designed by actual artists! Design your own military uniform. • Compare and contrast the Portrait of Andrew Wyeth in Civil War Uniform to other military portraits and Henriette Wyeth (1907-1997), Civil War photos from the National Archives (www. Portrait of Andrew Wyeth in Civil War Uniform, 1931, oil on canvas, archives.gov/research/military/civil-war/photos). 48 x 27 inches, private collection.
Download a copy of these activities on: www.learnmichener.org 36 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective ADDITIONAL CURRICULUM CONNECTIONS
PORTRAIT OF LYNDON B. JOHNSON BY PETER HURD AND HENRIETTE WYETH • Compare and contrast this portrait of Lyndon B. Johnson to other presidential portraits. • Research one of the 45 presidents and write a short biography that includes your own presidential portrait drawing. • If you were president, what would your presidential portrait look like? What artist would you choose to paint it? Peter Hurd (1904-1984) and • This portrait was used as the cover of Time for the Man Henriette Wyeth (1907-1997), Portrait of Lyndon B. Johnson, of the Year. Learn more about other persons of the year 1964, egg tempera on paper, at: www.time.com and write a persuasive essay about National Portrait Gallery, who you feel should be Time’s Person of the Year next Smithsonian Institute, gift of the artist. year.
TOM ENCOUNTERS A NEWCOMER BY PETER HURD
• Write a dialogue for these two boys. What might they be saying to one another? • Create a short narrative inspired by this scene. • This painting is a scene from The Adventures of Tom Sawyer by Mark Twain. Read the book and illustrate another scene from the story. • How does Tom react to meeting a new person? Draw a picture showing a friendlier way to greet a new person. How can you make someone feel welcome in Peter Hurd (1904 -1984), Tom a new place? Encounters a Newcomer, 1931, oil on canvas, 35 ½ x 23 ½ inches, private collection.
Download a copy of these activities on: www.learnmichener.org 37 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective ADDITIONAL CURRICULUM CONNECTIONS
THE NEW MILL, 1935 BY N.C. WYETH • Imagine your town is planning on building a windmill near your house. Research the pros and cons of wind energy. Write a persuasive speech in support of, or protest of the proposed windmills that you might present at a townhall meeting. • How does a windmill work? Watch this video (www. youtube.com/watch?v=EYYHfMCw-FI&t=1s) from the Department of Energy to discover the science behind how a wind turbine produces energy. Peter Hurd (1904 -1984), The • Use the engineering design process to explore New Mill, 1935, egg tempera on compressed board, 21 ½ x 17½ in. windmills. Use the windmill template and resources PAFA, Presented by Mrs. Thomas E. at: www.whyy.pbslearningmedia.org. Drake(The Margaretta S. Hinchman Collection),
BATTLE AT GLENS FALLS BY N.C. WYETH • This painting is a scene from the book Last of the Mohicans by James Fenimore Cooper. Read the book and write a short summary of what event is happening in this particular scene. • Research the French and Indian War and create an informative slideshow or podcast. • How are Native American people depicted in paintings throughout history? How did these portrayals lead to stereotypes you might see today? Write about a N.C. Wyeth (1882-1945), Battle at Glenns Falls, 1919, oil on canvas, time you felt stereotyped based on your culture, race, 40 1/8 x 32 inches, Brandywine religion, gender, age or other factors. How did it make River Museum, bequest of Mrs. Russell G. Colt, 1986. you feel?
Download a copy of these activities on: www.learnmichener.org 38 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective GLOSSARY
Abstract: a twentieth century art movement that explores the relationships of forms and colors, instead of being concerned with creating recognizable images.
Background: the part of a scene that appears to be the furthest distance from the viewer and normally behind the subject.
Botanical Sketch: the art of depicting the form, color, and details of a plant, usually for a scientific purpose.
Collage: an artwork made from gluing various objects onto a surface, usually made with paper or other two-dimensional materials.
Complementary Color: colors opposite on the color wheel that when placed near each other, create contrast and when mixed together, create a neutral.
Composition: the arrangement of visual elements of an artwork.
Contrast: the range of difference between light and dark in an image that helps to create visual interest.
Diorama: a three-dimensional model of a scene, usually made with miniature figures and a painted background.
Docent: a person who leads guided tours through a museum or art gallery.
Download a copy of these activities on: www.learnmichener.org 39 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective GLOSSARY CONTINUED... Egg Tempera: a permanent, quick-drying painting medium made by mixing egg yolks with colored pigment.
Expression: the look on someone’s face or position of their body that shows an emotion.
Foreground: the area of a scene or picture in the front, closest to the viewer.
Found Objects: ordinary materials made for a purpose other than artmaking that an artist might use in their artwork.
Frame Within a Frame: a compositional technique where an artist uses an object to act as a border or frame to help direct the viewers’ attention to the subject.
Geometric shape: a shape with exact mathematical rules (ex. a square, triangle, rectangle, circle, and other polygons).
Hue: the technical word for a specific color.
Iconic: very famous or well-known; often recognized as a symbol of something.
Landscape: an outdoor scene, or a work of art that features an outdoor scene of nature: mountains, lakes, gardens, rivers, etc.
Medium: a material used to create a work of art.
Download a copy of these activities on: www.learnmichener.org 40 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective GLOSSARY CONTINUED... Middleground: the visual plane located between the foreground and the background.
Monochromatic: tints and shades of a single hue or color.
Pattern:a repeated design of elements or shapes.
Perspective:the illusion of a three-dimensional space on a two-dimensional surface through the use of a vanishing point, converging lines and diminishing size.
Pigment: the substance that makes up the color of a paint, usually a powder.
Point of View: the position of the viewer in relation to the objects in a picture.
Portrait: a picture of a person, usually showing their face.
Primary Colors: the basic colors that can be used to mix other colors; red, yellow and blue.
Proportion:the relationship of one part to another, usually referring to size.
Realism: art or literature that is made to resemble the natural world; an art form meant to represent the subject matter truthfully.
Download a copy of these activities on: www.learnmichener.org 41 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective GLOSSARY CONTINUED...
Secondary Color: a color made by mixing two primary colors; orange, green and purple.
Self-Portrait: a representation of an artist made by the artist either by a photograph, drawing, painting or sculpture.
Shade: a color mixed with black to create darker values.
Surrealism: an early twentieth century art movement that dealt with strange, dreamlike scenes free from rationality.
Textile:a woven or knit material.
Text Panel: a label describing an object exhibited in a museum or describing the installation or exhibit itself.
Three-Dimensional: when an object, scene or image has, or appears to have, length, width and depth.
Tint: a color mixed with white to create lighter values.
Typography: the art of creating visually interesting written words and letters.
Value: the lightness or darkness of a color.
Download a copy of these activities on: www.learnmichener.org 42 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective RESOURCE LIST “Bucks County Artists’ Database.” James A. Michener Art Museum, 2017. Accessed 20 March 2017. www.michenerartmuseum.org/ collections-research/bucks-county-artists/. Accessed 25 Dec. 2017. “Civil War Photos.” National Archives. www.archives.gov/research/ military/civil-war/photos. Accessed 25 Dec. 2017. “Countries by Aerial View Quiz.” Sporcle. www.sporcle.com/ games/khands/countries-by-aerial-view. Accessed 25 Dec. 2017. “Determine Longitude and Latitude.” WikiHow. www.wikihow. com/Determine-Latitude-and-Longitude. Accessed 25 Dec. 2017. “Dress a 15th Century Knight.” Behance. www.behance.net/ gallery/6915199/Dress-a-15th-Century-Knight-interactive- learning. Accessed 25 Dec. 2017.
“Energy 101: Wind Turbines.” Youtube. uploaded by U.S. Department of Energy, 6 May 2014, www.youtube.com/ watch?v=EYYHfMCw-FI&t=1s. Accessed 9 Jan. 2018. “15th Century Armour.” Military History. www.military-history.org/ articles/medieval/15th-century-armour.htm. Accessed 25 Dec. 2017. “The Twins, Virginia and Jane.” Google Art Project. www.google. com/culturalinstitute/beta/asset/the-twins-virginia-and-jane/ ggEclsp8sjdIiw. Accessed 9 Jan. 2018.
Download a copy of these activities on: www.learnmichener.org 43 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective RESOURCE LIST CONTINUED... “James A. Michener Art Museum Online Collections Catalogue.” James A. Michener Art Museum, 2017. Accessed 20 March 2017. www.collection.michenerartmuseum.org/mweb/. Accessed 25 Dec. 2017. “Jane Mount’s Ideal Bookshelf.” Ideal Bookshelf. www.idealbook shelf.com. Accessed 25 Dec. 2017. “The N.C. Wyeth House and Studio.” The Brandywine River Museum of Art. www.brandywine.org/museum/studios/nc-wyeth-house- studio. Accessed 25 Dec. 2017. “Life Magazine and the Most Influential Photos of All Time.” Time. www.time.com/4576764/life-magazine-100-photos. Accessed 25 Dec. 2017. “Person of the Year: A Photo History”. Time. www.content.time. com/time/specials/packages/0,28757,2019712,00.html. Accessed 8 Jan. 2018. “Trego Online Catalogue Raisonné.” James A. Michener Art Museum. www.michenerartmuseum.org/catalogue/trego “Two Children by Vincent van Gogh.” Vincent van Gogh Gallery. www.vangoghgallery.com/catalog/Painting/633/Two-Children. html. Accessed 25 Dec. 2017. “Windmills: Putting Wind Energy to Work.” WHYY. ww.whyy.pbs learningmedia.org/resource/phy03.sci.engin.design.lp_windmill /windmills-putting-wind-energy-to-work/#.WlV5tq2ZOGQ. Accessed 9 Jan. 2018.
Download a copy of these activities on: www.learnmichener.org 44 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective RESOURCE LIST CONTINUED... “World War II Photos.” National Archives. www.archives.gov/ research/military/ww2/photos. Accessed 25 Dec. 2017 “Wyeth Family Artists,” Brandywine River Museum of Art. www. brandywine.org/museum/about/wyeth-family-artists. Accessed 25 Dec. 2017. BOOKS FOR STUDENTS Baldwin, James. Story of Roland. Charles Scribner’s Sons; Later prt. edition, 1930. Cooper, James Fenimore, Last of the Mohicans. Modern Library; 1st edition, 2001. Creswick, Paul. Robin Hood (Illustrated by N.C. Wyeth). Atheneum Books for Young Readers; 1st edition, 2003. Fajardo, Alexis. Kid Beowulf: The Song of Roland. Andrews McMeel Publishing, 2017. Neilsen, Tara. The Music Box: A Story of Hope. Tara L. Neilson, 2016.
Rodriguez, Rachel. Through Georgia’s Eyes. Henry Holt & Co., 2006. Stevenson, Robert Louis. Treasure Island (Illustrated by N.C. Wyeth). Atheneum Books for Young Readers; Deluxe edition, 1981. Twain, Marc. The Adventures of Tom Sawyer. Kappa Books Publishers, 2017. Winter, Jeanette. My Name is Georgia: A Portrait, HMH Books for Young Readers, 1998.
Download a copy of these activities on: www.learnmichener.org 45 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective RESOURCE LIST CONTINUED...
WEB TOOLS Behance: Showcase and discover creative work at: www.behance.net
Engineering the Wright Way: Design your own airplane like the Wright brothers in this online game at: www.airandspace.si.edu/ exhibitions/wright-brothers/online/workshop/
Family Echo: Create a family tree at: www.familyecho.com
GarageBand: Create, record and play your own music piece with different instruments and audio at: www.apple.com/ios/garageband/ or iTunes App Store
Google Art Project: Explore museums and artworks through 360 degree tours and high-resolution images at: www.google.com/ culturalinstitute/beta/partner?hl=en.
Museopen: Download free music at: www.museopen.com
National Air and Space Museum: Explore a variety of educational materials and fun activities related to aviation and outer space at: www.howthingsfly.si.edu/activities
Sporcle: Create and play interactive quizzes at: www.sporcle.com
Timeglider: Create, collaborate, and publish zooming and panning interactive timelines at www.timeglider.com
Download a copy of these activities on: www.learnmichener.org 46 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective CREATIVE COLOR NAMES GALLERY ACTIVITY Choose a painting from the exhibit. TITLE ______ARTIST ______
Pretend as though you were a crayon designer creating a new line of crayon colors inspired by your chosen painting. Use creative names like Razzle Dazzle Rose or Atomic Tangerine to describe the colors in the painting. Label the crayons below with your creative color names!
Download a copy of these activities on: www.learnmichener.org 47 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective SHOW AND TELL GALLERY ACTIVITY Henriette Wyeth liked to paint portraits of people with objects that are important to them like paintings and music boxes.
Find a portrait that includes an object. Title: ______Sketch it in the box to the right.
What does the object tell us about that person?
If you were going to show off one object that is important to you, what would you choose and why?
Draw a picture of you and your object below.
Download a copy of these activities on: www.learnmichener.org 48 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective PAINTINGS BY NUMBERS GALLERY ACTIVITY Go on a numbers scavenger hunt! Walk around the exhibit and search for paintings that include the correct number of objects below. Check off the objects as you find them and write the name of the painting on the lines. Look closely and get ready to count!
1 BLUE CHICKEN ______2 CHILDREN IN DRESSES ______3 BLUE MORNING GLORY FLOWERS______4 CLENCHED FISTS______5 WHITE LILLIES ______6 AIRPLANES ______7 HELP! WE COULDN’T FIND ANY PAINTINGS WITH 7 OF SOMETHING...CAN YOU? ______
8 GOLD BUTTONS ______9 ANGELS ______10 FINGERS ______
Download a copy of these activities on: www.learnmichener.org 49 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective SNAPCHAT STORY GALLERY ACTIVITY Choose a work of art from the exhibit. Imagine it was part of a Snapchat story. Sketch it in the middle box below. What might happen before or after the picture in the story? Sketch your ideas in the Snapchat photo areas below. Title:______Artist:______
AFTER SKETCH THE PAINTING BEFORE HERE 25m ago 10m ago 1m ago
Don’t forget to add captions and hashtags. You can even add your own filter or emoji stickers to embellish your story.
Download a copy of these activities on: www.learnmichener.org 50 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective WEATHER FORECAST GALLERY ACTIVITY Pretend you are a meteorologist. Fill out an imaginary weather forecast for the weather shown in the landscape painting of your choice. Does the temperature in the painting look hot or cold? Explain. ______Fill in the temperature on the thermometer. Humidity ______% Wind Speed ______mph
Chance of precipitation ______%
Draw or list below what you might wear in the painting based on the weather.
Download a copy of these activities on: www.learnmichener.org 51 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective GUESS WHO? GALLERY ACTIVITY
Choose two portraits from the exhibit. SAMPLE CLUES Fill out five clues revealing which I AM WEARING a gray portraits you chose. collared shirt. I AM FEELING serious. Give your clues to a friend or family I HAVE gray hair. member. See if they can guess the I LOOK LIKE an artist. portrait based on your clues. I AM POSED in front of
a painting. After they share their guesses, WHO AM I? write your answers below. Answer at bottom of page.
PORTRAIT #1 CLUES PORTRAIT #2 CLUES I AM WEARING ______I AM WEARING ______I AM FEELING______I AM FEELING______I HAVE______I HAVE______I LOOK LIKE ______I LOOK LIKE ______I AM POSED______I AM POSED______
WHO AM I? WHO AM I? ANSWER: ANSWER: TITLE: ______TITLE:______ARTIST:______ARTIST:______
Answer to sample question: Portrait of N.C. Wyeth by Henriette Wyeth Download a copy of these activities on: www.learnmichener.org 52 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective BOOK REVIEW GALLERY ACTIVITY
Choose a painting from the exhibit. Imagine that it is a BOOK TITLE: What would you call book cover. Write a pretend a book based on this artwork? book review and answer the ______questions below. Be sure to use clues from the art! FICTION NON-FICTION
CHARACTER(S): What people do you see? Who are they? Imagine what other characters might also be in this story.
SETTING: Describe the place and time period.
GENRE: Would it be comedy, horror, drama etc.? Explain.
PLOT SUMMARY: What would this book be about? Describe some events that might happen.
REVIEW: Would you recommend this book to a friend? Why or why not?
BOOK COVER: Use the back of this page to sketch an alternative book cover.
Download a copy of these activities on: www.learnmichener.org 53 Magical & Real: Henriette Wyeth and Peter Hurd, A Retrospective WRITE A TEXT PANEL GALLERY ACTIVITY
Curators in museums often write text panels to accompany the works in an exhibit. Sometimes these text panels contain biographical information about the artist, an interpretation of the art piece, or a personal response to the artwork. This personal response sometimes can be in the form of poetry. Select a work of art while you are visiting the Museum, and write your text panel below.
To begin this activity, look at some text panels in the museum. Think critically about what information is being presented. See what they include, but also what is not included. Does the text panel help you understand the work of art better? Why or why not?
For your text panel, consider: • What would you include in the text panel to help you better understand the work of art? • Is there information you know about the work? The subject matter? • What is your reaction to the work? How do you feel about it? • What questions would you ask others to think about as they look at the work?
Use these guiding questions when you write your text panel. Once you are finished, present what you have written below to your classmates. Use the other side of this sheet if necessary. ______
Download a copy of these activities on: www.learnmichener.org 54