Teacher’s Guide for Art History: A Century of Modern Art Ten 15-minute programs in art history and art appreciation for intermediate, junior high, high school, and adult students Instructional designer and writer Donna Easter Metropolitan Nashville Schools Producer-director Carol Cornsilk WDCN © 1988 Nashville Public Television, Inc. WDCN, Nashville, Tennessee and the Agency for Instructional Technology All rights reserved This guide, or any part of it, may not be reproduced without written permission with the exception of the student summary sheets, which may be reproduced and distributed freely to students. All inquiries should be directed to Agency for Instructional Technology, Box A, Bloomington, IN 47402 Acknowledgements Consultants Enid Zimmerman Candice Schilz Daria Smith Trudy Wilson Credits Museum of Contemporary Art, Los Angeles Albright-Knox Art Gallery, Buffalo Museum of Fine Arts, Boston Allan Stone Gallery, Inc., New York National Endowment for the Arts Art Institute of Chicago National Gallery of Art BMW of North America, Inc. Newark Museum Baltimore Museum of Art Philadelphia Museum of Art Ben Rickert, Inc. Phillips Collection, Washington Brooklyn Museum Poster Originals, Limited, New York Cincinnati Art Museum Richard Gray Gallery, Chicago Country Music Hall of Fame, Nashville Rose Art Museum, Brandeis University Detroit Institute of Arts Rosenthal Art Slides, Chicago Fine Arts Museums of San Francisco Sandak, Ind., Stamford, Connecticut Hirshhorn Museum and Sculpture Garden, Solomon R. Guggenheim Museum Smithsonian Stephen Lawrence Company, Carlstadt, New Hunter Museum of Art, Chattanooga Jersey Jaguar Cars, Inc. Tennessee Arts Commission Lands’ End Terra Museum of American Art, Chicago Los Angeles County Museum of Art The Temple, Nashville Maier Museum of Art, Randolph-Macon Toledo Museum of Art Women’s College Van Vechten Gallery, Fisk University Memphis Brooks Museum of Art Virginia Museum of Fine Arts, Richmond Metropolitan Museum of Art Whitney Museum of American Art, New York Museum of Contemporary Art, Chicago Contents Introduction................................................................................................................ 1 Series Overview............................................................................................................ 2 European Artists Program 1. Impressionism.................................................................................. 5 Program 2. The Fauves....................................................................................... 9 Program 3. Expressionism ................................................................................. 14 Program 4. Cubism ............................................................................................ 19 Program 5. Surrealism ....................................................................................... 24 Program 6. Modern Mavericks............................................................................ 29 American Artists Program 7. American Landscapes ...................................................................... 37 Program 8. Realism ............................................................................................ 42 Program 9. Abstract Expressionism ................................................................... 47 Program 10. Pop .................................................................................................. 52 Textbook Correlation Bibliography .............................................................................. 57 Textbook Correlation................................................................................................... 58 Additional Resources................................................................................................... 60 Introduction Purpose of the Series Teachers should view the programs before showing them—if possible—to familiarize Art History: A Century of Modern Art is themselves with appropriate pauses for dis- designed to make art history exciting for cussion, clarification, and reinforcement. junior high, high school, and adult students of art, history, and the humanities. The ob- jective of the series is to help students recog- nize and appreciate the work of sixty modern Guide Format artists. Along with program objectives, summaries, and lists of featured artists and their works, Art History was designed to meet the this teacher’s guide contains a variety of National Art Education Association’s guide- opportunities for related discussions and lines for a quality art program, which em- classroom activities. Pre- and post-discus- phasize the importance of art history in the sion questions serve to prepare students to curriculum. view the program and to reinforce and re- view its content. For each program, the guide The series presents famous modern Euro- contains a student summary sheet, which pean and American artists through works available for television: some notable art- could be given to students directly after the program for review, or withheld until after works had to be omitted because of unavail- the discussion questions have been an- ability. Other works were purposely omitted swered. The guide also contains activities for because the series is limited conceptually to each program expressly designed to extend the introduction of art history, aesthetics, the program content into both art analysis and criticism. For instructional purposes, characteristics of style and subject matter and art making. choices of the artists have been generalized. The series overview chart on page 3 enables teacher’s to see at a glance which artists are featured in each program. Program Format The textbook correlation on pages 58–59 Each program illustrates a modern Ameri- relates each Art History program to appro- can or European art movement through a priate sections and related activities in 13 selection of works by several major artists. widely used art history, art appreciation, or Host Denice Hicks encourages students to art making texts. look carefully and critically at style and subject matter and to distinguish both simi- The resources on page 60 offer additional larities and differences among the featured well known texts and educational packages artists. Hicks discusses the selected works for enhancing, extending and reinforcing with humor and enthusiasm, relating the program content. artists’ personal histories and cultural and historical influences. Each program ends with a review of the fea- tured artists during which Hicks offers quick clues—characteristic brush work, favored colors and subjects—for identifying their styles. At the end of each program, students are challenged to identify each artist through one work. Teachers may wish to elicit verbal or written responses at that time. Introduction 1 European Artists Program 1 Impressionism Objectives Program Summary After watching the program and participating Manet is introduced as the Father of Modern in post-viewing discussion and related activi- Art and is credited with inspiring other nine- ties, students should be able to teenth century artists to emphasize their tal- ents and techniques, rather than lofty • recognize the styles of five Impression- subject matter. Manet’s followers, the Impres- ists: Manet, Monet, Renoir, Degas, sionists, were painters who tried to render and Cassatt; and two Post-Impres- the play of light on the surfaces of objects sionists: Seurat and Toulouse- with flickering touch and bright-colored Lautrec dabs. Four Impressionist masters—Manet, • understand that the shift to an em- Monet, Renoir, and Cassatt are presented. phasis on spontaneity and technique Post-Impressionism is explored through the rather than lofty subject matter sig- works of Seurat and Toulouse-Lautrec. At naled the beginning of modern art the end of the program the narrator quickly reviews each artist before flashing a work by each on the screen for students to identify. Before the Program 1. The program title and artists’ names Presentation of Artists should be listed on the board. In this program, artists and their paintings 2. Ask students to describe what they know are discussed in the order that follows. about or associate with Impressionism. 1. Manet What particular artists, paintings, im- Bar at the Folies Bergère ages, colors, ideas, or places—if any—do The Guitarist they associate with the movement? Re- Mademoiselle Victorine cord these on the chalkboard and refer to Woman with Parrot them in your post-viewing discussion. If Boating the students are unfamiliar with Impres- The Balcony sionism, ask them to look up the term in a dictionary. 2. Monet La Grenouillère 3. Ask students to brainstorm some quali- Landscape Near Zaandam ties or features that Impressionist art Grand Canal (Venice) might possess. Write their ideas on the Antibes chalkboard. Ask students to listen and Rouen Cathedral look for anything in the program that Bridge Over Waterlilies might support or contradict their ideas. Japanese Bridge 4. Tell students to pay close attention to 3. Renoir the styles and favorite subjects of each Madame Renoir artist presented. They will have an oppor- Mademoiselle Samary tunity to test their ability to identify each Two Young Girls artist’s style at the end of the program. Two Girls Reading Program 1: Impressionism 5 4. Degas 5. At the Moulin Rouge (Toulouse- Dancers Practicing at the Bar Lautrec) Rehearsal of Ballet on Stage 6. Sketch of Mother and Daughter Dancers at Their Toilet Looking at the Baby