Jolly Flatboatmen in Port

Lesson Ideas Create P.2 Present P.3 Respond P.4 Connect P.5

Recognitions: Thank you to the following teachers for contributing lesson ideas to this curriculum guide:

George Caleb Bingham  Greg Holland 1857; oil on canvas;47 1/4 x 69 5/8 inches; Saint Louis Art Museum  Hester Menier  Michelle Ridlen When Bingham arrived in Europe for the first time in 1856, he brought with him the ambition  Pam Winter of creating a history painting that would depict an important event in the development of the  UMSL Art Ed Students, Spring American West. He also brought along the memory of his well-received paintings of river life 2016 dating from the mid-1840s. These works, which had given him national visibility, suggested to him further potential. A SPECIAL THANK YOU... Thank you to Dr. Louis Lankford, After settling with his family in Düsseldorf, Germany, Bingham set to work on Jolly Flatboat- UMSL Des Lee Endowed Professor of men in Port. With more than 19 figures, it was to be his largest and most complex river Art Education, for his generous con- painting. Moreover, unlike his earlier paintings of similar subjects, which were set in remote tribution to the production of these bends of unnamed rivers, this work was to depict a center of commerce, St. Louis. The scene posters. shows a flatboat docked at the wharf, and boatmen amusing themselves with their own home- Also, thank you to the St. Louis Art spun entertainment, music, and dancing. The revelry is so lively that another flatboat has Museum for contributing to this pulled alongside to observe it. Bingham borrowed figures from his earlier works for this project. painting; the tour-de-force dancing figure who holds a red handkerchief had appeared in his best-known river painting, Jolly Flatboatmen, 1846. CREATING Conceiving and developing new ideas and work.

Early Elementary (Grades K-2) your artworks based on a personal memory. Take reference photos to use as you create Discuss the idea of celebrating small suc- your artwork. Develop criteria to guide you cesses in life. What types of celebrations as you create your final piece. National Visual Arts does your family participate in other than CREATING Standards holidays? Create drawings of these cele- High School (Grades 9-12) Generate and conceptualize brations with portraits of multiple people. Discuss how students celebrate after work, artistic ideas and work. VA:Cr1.1 Creativity and Examine Bingham’s depiction of the natu- or a week of studying very hard, and com- innovative thinking are pare this with the how the men in this im- ral environment in this art work and oth- essential life skills that age are celebrating after work. Using the ers. How does he capture the develop- can be developed. ment of the frontier and its impact on the theme of celebration, have students create VA:Cr1.2 Artists and de- an artwork depicting how they celebrate in natural environment? How can you depict signers shape artistic your natural environment? Create an art- their culture, family, or with friends. investigations, following work that builds student skills in a chosen or breaking with tradi- Throughout his life, Bingham held strong medium and represents the natural envi- tions in pursuit of crea- beliefs about democracy and politics in ronment. tive artmaking goals. America. He often used his artistic skills to Organize and develop artistic portray his political views. Compare Jolly Upper Elementary (Grades 3-5) ideas and work. Flatboatmen in Port to Bingham’s work Mar- VA:Cr2.1 Artists and de- Study the work of George Caleb Bingham. tial Law or Order No. 11. How do these two signers experiment with Bingham is known for landscapes of the pieces contribute to the perceptions of the forms, structures, mate- frontier done in a luminist style but be- people depicted in each? How can art influ- rials, concepts, media, came famous ence people’s perceptions and ac- and art-making ap- in his own tions to affect change? By visualizing proaches time for his and hypothesizing, generate your VA:Cr2.2 Artists and de- signers balance experi- portraits. own plans for ideas and directions mentation and safety, for an art work that can affect social Recreate his freedom and responsi- change. Experiment, plan, and cre- themes in to- bility while developing day’s society. ate a work of art around your per- and creating artworks The students sonal theme. VA:Cr2.3 People create could create and interact with ob- Select a recent historical event, one jects, places, and de- drawings, col- that you remember occurring, or sign that define, shape, lages from one that is personally meaningful to enhance, and empower magazine im- you. How would you choose to rec- their lives. ages, or even ord it in a work of art for others to Refine and complete artistic take photo- see? How do artists influence how work. VA:Cr3.1 Artist and de- graphs. an audience will see history? What signers develop excel- creative choices would you make to com- lence through practice Middle School (Grades 6-8) municate your vision of the chosen historical and constructive cri- Bingham often used friends to model for his event? After creating your artwork, write an tique, reflecting on, re- paintings and memories to help set his artist’s statement that explains the event vising, and refining work scenes. Ask classmates to model for one of and your ideas behind its depiction. over time. National Visual Arts PRESENTING Standards

Analyze, interpret, and select artistic work for presentation. VA:Pr4.1 Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, se- lecting, and curating PRESENTING objects artifacts, and artworks for preserva- Interpreting and sharing artistic work. tion and presentation.

Early Elementary (Grades K-2) dence of how this reflects the history and Develop and refine artistic values of the community. work for presentation. Categorize the work of George Caleb Bing- VA:Pr5.1 Artists, curators ham based on his themes and/or subject and others consider a matter. Compare and contrast how viewing this variety of factors and painting in the state of Missouri would differ methods including from viewing it on display in an alternative evolving technologies Examine the Jolly Flatboatmen in Port and venue, such as in New York City or Washing- when preparing and discuss why Missourians might especially ton DC. refining artwork for dis- value this painting. play and or when decid- ing if and how to pre- High School (Grades 9-12) serve and protect it. Upper Elementary (Grades 3-5) Have students examine Bingham’s body of Identify and explain how the Jolly Flatboat- work and look into the reasons why he cre- Convey meaning through the presentation of artistic men in Port records and illustrates stories ated his works. Students should research work. and history of life. Bingham’s intent and content behind his VA:Pr6.1 Objects, arti- work. Compare the modified genre paintings facts, and artworks col- of the contemporary artist Banksy and draw Middle School (Grades 6-8) lected, preserved, or connections between the two artists. Be presented either by art- Jolly Flatboatmen in Port is considered an able to make, explain, and justify connec- ists, museums, or other important part of the St. Louis Art Museum’s tions between artists or artwork and social, venues communicate collection. Assess, explain, and provide evi- cultural, and political history. meaning and a record of social, cultural, and political experiences re- Additional Resources: sulting in the cultivating  George Caleb Bingham: Artist of Missouri and the American Frontier of appreciation and un- http://georgecalebbingham.org/bio.htm derstanding.

 State Historical Society of Missouri—Historic Missourians: George Caleb Bingham http://shs.umsystem.edu/historicmissourians/name/b/bingham/

 The Saint Louis Art Museum, presents an overview of “Navigating the West: George Caleb Bingham and the River,” an exhibition of masterworks from Mis- souri’s most famous artist. https://youtu.be/pEyotHAj868

 Meet the Past - George Caleb Bingham https://youtu.be/dEp3gZQH-tY RESPONDING Understanding and evaluating how the arts convey meaning.

Early Elementary (Grades K-2) of the best of Bingham,” write an essay to explain how the method of display, the lo- Compare this artwork to others by Bingham cation, and the experience of an artwork that depict similar scenes, such as The Jolly influence how it is perceived and valued. National Visual Arts Flatboatmen, 1846, or the third in Bing- RESPONDING Standards ham’s series, Jolly Flatboatmen (1877–78). Have students describe what is going on in each of the images. Then have each stu- High School (Grades 9-12) Perceive and analyze dent determine which painting he or she Listen to the NPR podcast about Bingham’s artistic work. likes best and describe the reasons why. very similar piece with the same subject VA:Re7.1 Individual matter titled: The Jolly Flatboatman, 1846. aesthetic and empa- After looking at this image and other Bing- thetic awareness ham works, analyze how your understand- developed through Upper Elementary (Grades 3-5) ing of the world at this time in history is affected by experiencing these visual imag- engagement with art Using the Visual Thinking Strategies discus- es. can lead to under- sion format, have students analyze the standing and appreci- components in this artwork to determine ation of self, others, what is communicating. Use the three VTS Using the Visual Thinking Strategies meth- the natural world, and Questions—”What is going on in this image? What do you see that makes you say od, have students interpret this artwork, constructed supported by rele- that? What more can environments. vant and sufficient we find?”- and the VTS evidence found in facilitation techniques. VA:Re7.2 Visual imagery the work. See VTShome.org for influences under- more information. standing of and responses to the Determine the commonalities world. What does art tell us within the works about history? Look at of George Caleb Interpret intent and fashion of the time, Bingham or how do the clothes, meaning in artistic amongst artists work. hats, etc. reflect their working alongside VA:Re8.1 People gain jobs, status, etc. Lead a Bingham at the insights into meanings discussion about how time or in a similar of artworks by engag- this image would look style. Contrast the different today. Have ing in the process of work of American the students create a luminism such as art criticism. drawing of what this those by Bingham scene might look like to that of the late Apply criteria to evaluate today. Impressionists artistic work. working in Europe. VA:Re9.1 People evalu-

ate art based on Middle School (Grades 6-8) various criteria. Write a critical analysis of Stephen Beh- After reading the St. Louis Post Dispatch rendt’s “Originality and Influence in George article, “'Navigating the West' offers some Caleb Bingham’s Art.” National Visual Arts CONNECTING Standards

Synthesize and relate knowledge and personal experiences to make art. VA:Cn10.1 Through art-making, people CONNECTING make meaning by investigating and Relating artistic ideas and work with personal meaning and developing aware- external context. ness of perceptions, knowledge, and ex- Early Elementary (Grades K-2) periences. Growing up along the Missouri River, Bingham had vivid mental pictures of life on the river. He knew the people and their occupations firsthand. In 1845 Bingham turned to this subject Relate artistic ideas and matter and began an important and productive period of his artistic career. Create a work of works with societal, art about events in your home, school, or community, life. cultural and historical context to deepen un- Upper Elementary (Grades 3-5) derstanding. Have students examine the Jolly Flatboatmen in Port, discussing what they think the painting is VA:Cn11.1 People about or what is going on in the image. Have students take a guess about where this painting develop ideas and may be taking place. Then, have students learn more about the artist and the time in which it understandings of was created. Where did the artist live and where did he get inspiration for his artwork? Design society, culture, and an experience where students learn more about the time and place in which this artwork was history through their made. Ask students to again look at the Jolly Flatboatmen in Port and record their thoughts interactions with and interpretations of the artwork. Ask students if they think differently about the piece now. and analysis of art. Students should be able to recognize that responses to art change depending on knowledge of the time and place in which it was made.

Middle School (Grades 6-8)

As a group, discuss how Bingham used his artwork to represent, establish, reinforce, and reflect the group identity of Americans living near the rivers. Collaboratively design a way to capture and reinforce positive aspects of the student group’s identity through an artwork.

High School (Grades 9-12)

Examine the sketches and studies Bingham created in preparation for this painting. Discuss how this preliminary work may have created a better and more successful finished piece. Stu- dents should reflect on how this artistic habit may benefit their own artistic practice.

Missouri Art Education Association Spring Conference 2016

http://www.maea.net/ ~M.Ridlen ‘16