DOCSLIB.ORG

The Visual Arts in the Work of Louisa May Alcott

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Visual Arts in the Work of Louisa May Alcott [CONCEPT, Vol. XXXV (2012)] “Proper for a lady’s brush”: The Visual Arts in the Work of Louisa May Alcott Alexandra Edwards English Visual artists and their art abound in the fiction of Louisa May Alcott. Spanning both her novels and short stories, her domestic fiction and her lesser known gothic and feminist fictions, art serves as a frequently-recurring motif that allows Alcott to explore ideas about femininity, domesticity, self-sacrifice, mortality, independence, and morality. Many of Alcott’s characters are working artists; many of her stories, including “Psyche’s Art,” “The Sunny Side” (from An Old-Fashioned Girl), the unpublished fragment Diana and Persis, and her best-known work, Little Women, portray artists at work in the creation of specific objects of art. Though Alcott’s artist figures have been written about extensively,1 much less has been said about the art itself. Even the “Art (Theme)” entry in The Louisa May Alcott Encyclopedia deals primarily with the creators of said art, and barely touches upon the individual objects themselves (Eiselein and Phillips 23-24). While Alcott’s portrayals of artists can vary widely,2 her narrative tone towards visual art objects remains much more consistent throughout her body of work. The sensibility displayed across Alcott’s fiction values art primarily for its usefulness in moral applications. Art in service of a moral purpose is met with praise; however, an art object that cannot be mobilized in the building or articulating of a system of ethics – be it domestic, feminist, or religious – is narratively derided or mocked. In addition to her characters’ fictional art creations, Alcott populated her works with specific mentions of real visual art objects, ranging from ancient Greek works to contemporary pieces. In doing so, Alcott places her fiction within an ongoing conversation about the purpose of art. Her insistence upon the moral application of art is notably related to that of English art critic John Ruskin, whose writings on art were extremely influential in the mid-19th century and would not 1 See, for example: Elizabeth Keyser, Whispers in the Dark: The Fiction of Louisa May Alcott; Beverly Lyon Clark, “A Portrait of the Artist as a Little Woman”; Ann B. Murphy, “The Borders of Ethical, Erotic, and Artistic Possibilities in Little Women”; Veronica Bassil, “The Artist at Home: The Domestication of Louisa May Alcott”; Natania Rosenfeld, “Artists and Daughters in Louisa May Alcott’s Diana and Persis.” This list is by no means exhaustive. 2 While the female artists in “Sunny Side” are paragons of a utopian feminism, Cecilia in “A Marble Woman or, The Mysterious Model,” suffers from a “self-destructive addiction” (Eiselein and Phillips, 195) and weakness in the face of the controlling Bazil Yorke. Within the pages of Little Women alone, artistic sister Amy March is depicted in a variety of both positive and negative lights. have been unknown to Alcott.3 In a series of lectures delivered in 1870, Ruskin outlines his vision of the “three principal directions of purpose” which the “great arts” have: “first, that of enforcing the religion of men; secondly, that of perfecting their ethical state; thirdly, that of doing them material service” (Ruskin 82). The attitude towards art in Alcott’s fiction touches but briefly on the first purpose, and is entirely skeptical of the third, but agrees wholeheartedly with the second. Ruskin himself took extra care to explain this point. “I do not doubt but that you are surprised at my saying the arts can in their second function only be directed to the perfecting of ethical state, it being our usual impression that they are often destructive of morality. But it is impossible to direct fine art to an immoral end, except by giving it characters unconnected with its fineness, or by addressing it to persons who cannot perceive it to be fine” (Ruskin 82-83). Ruskin seeks to allay fears about art that would corrupt its viewers, and Alcott’s fiction displays a way of thinking about art very much in line with Ruskin’s. Praiseworthy art in Alcott’s stories performs some kind of moral function. Art that does not perform such a moral function is not viewed as immoral but rather silly, useless, and deserving of scorn. This paper will closely explore a small selection of the art objects which appear in a few of Alcott’s stories – primarily those created by Alcott’s fictional women, but also real world art objects created by well-known, mostly male, artists – in order to articulate Alcott’s narrative insistence on the moral utility of art. “The Sunny Side,” a chapter of the children’s book An Old-Fashioned Girl (1870), brings together several of Alcott’s themes surrounding art and artists, including female friendship, art in service of the domestic, and a cheerful simplicity, in a notably utopian depiction of a small community of women. In the chapter, cousins Fanny and Polly visit the house of Polly’s friends Becky and Bess, artists who, as Polly describes, “live together, and take care of one another in true Damon and Pythias style. This studio is their home,–they work, eat, sleep, and live here, going halves in everything. They are all alone in the world, but as happy and independent as birds” (Alternative Alcott 228-229). Polly’s idealized description of them prizes their art and their domestic cooperation equally. Their studio is not just studio but also home. It is not enough that they are successful artists; rather, they are successful specifically because they have combined art and domesticity. The four girls contrast each other significantly, creating oppositional pairs, a narrative technique that Alcott returns to again and again in her fiction. Fanny is a worldly city girl, in contrast to Polly’s more innocent country background, and with this comes the suggestion of class difference between the two; Becky, the sculptor, is “tall, with a strong face,” while Bess, the engraver, is “a frail-looking girl” (229). Furthering the motif, Polly calls she and Fanny “us lazy ones” who will “look on and admire” while Becky and Bess continue creating their art (229). However, Becky moves quickly to incorporate Polly into her art: “‘You are just what I want, Polly. Pull up your sleeve, and give me an arm while you sit; the muscles here aren’t right, and you’ve got just what I want,’ said Becky, slapping the round arm of the statue, at which Fan was gazing with awe” (229). The statue is the art object at the center of both the girls’ and the 3 As will be mentioned below, Ruskin wrote about his admiration of the work of Alcott’s artist sister, Abigail May (Alcott) Nieriker; in addition, Alcott mentions Ruskin by name in “Psyche’s Art.” story’s attention, and it is a symbol both of feminine power and feminine morality. Becky asks Fanny to describe what it means to her, and within moments, both of the supposedly “lazy” girls are caught up in the moral project of the art object itself. Fanny does not know “whether it is meant for a saint or a muse, a goddess or a fate,” a list that runs the gamut of classical and religious possibilities for a work of art (229-230). “But to me,” she continues, “it is only a beautiful woman, bigger, lovelier, and more imposing than any woman I ever saw” (230). Becky, Bess, and Polly’s reactions make it clear that this has been a test for Polly; while Becky smiles and Bess nods, Polly claps her hands and congratulates Fanny: “Well done, Fan! I didn’t think you’d get the idea so well, but you have, and I’m proud of your insight” (230). Having passed the test of interpreting the art object, Fanny has proven that she can be included fully in the group. Polly explains further, “Now I’ll tell you, for Becky will let me, since you have paid her the compliment of understanding her work. Some time ago we got into a famous talk about what women should be, and Becky said she’d show us her idea of the coming woman” (230). The statue thus proves doubly useful in the instruction of a particularly feminist conception of morality: not only is it utilized as a test to judge a viewer’s existing sympathy to feminist ideology, it then also serves as a further point of instruction for those who pass its initial test. By illustrating the “coming woman,” the sculpture presents the women with a clear model to which to aspire, or to train their daughters to aspire. The woman depicted in the statue, as Polly describes her, combines aspects of women that have previously been seen as mutually exclusive or impossible. She is both “bigger, lovelier, and more imposing than any we see nowadays” but “at the same time, she is a true woman” (230). The “true woman,” associated with the Victorian cult of domesticity, “might be chiefly characterized by her separation from the public sphere in selfless devotion to home and family” (Eiselein and Phillips 229). However, the “true woman” also made it possible for the emergence of the politically active “new woman”: “Indeed, female involvement in the world outside the home received some of its sanction from the moral superiority and virtue associated with True Womanhood” (Eiselein and Phillips 229). By combining an imposing physical presence with the inherent morality of the “true woman,” Alcott avoids any possible accusations of radical (immoral) feminism. The statue is truly a balance of true and new.4 In addition, “the mouth is both firm and tender, as if it could say strong, wise things, as well as teach children and kiss babies” (230).
Load more

Recommended publications
  • Art of Judging
    NEW YORK UNIVERSITY LAW REVIEW VOLUME 71 JUNE 1996 NUMBER 3 THE ART OF JUDGING STEWART G. POLLOCK* In the second annual William J. Brennan, Jr. Lectur4 New Jersey Supreme Court Justice Stewart G. Pollock explores the relationship between art and adjudication. The separationof powers, the federalist system, and the inherent constraints of the common law confine state courts. Notwithstanding those constraints,state courts have demonstrated creativity when interpretingstate statutes and constitutionsand when adapting the common law to changing conditions. Thus, Justice Pollock fnds artistry in the work of state courts. He begins by exploring creativity in statu- tory interpretation. Then, Justice Pollock examines two areasof substantive law of greatpublic concern: public-school-financelitigation under state constitutions and the common-law redefinition of the modem family. Justice Pollock demonstrates how state appellate courts, through public-school-finance litigation, have shaped the constitutionalright to a public-school education. Justice Pollock then discusses how state courts have reacted to the changing composition of the American family. By recognizing these changes, state courts have redefined the family in areas as diverse as zoning ordinances, surrogacy agreements, and same-sex marriages. Common to all these endeavors is protection of the inherent dignity of the individ- ual Justice Pollock concludes that an appreciationof the similarities between art and judging may lead to a better understandingof the judicial process. Delivering the Brennan Lecture in Vanderbilt Hall is for me deeply moving. Justice Brennan graced the New Jersey Supreme Court for four years before starting his remarkable service on the United States Supreme Court. Also, this building is named for the former dean of this law school and the Chief Justice of the New Jersey Supreme Court with whom Justice Brennan served, Arthur T.
    [Show full text]
  • Mary Cassatt
    National Gallery of Art Summer 2008 ngakids inside scoop Washington Pull-out who?what?how? [images for this section: Leonardos’ Ginevra de’Benci; Leonardo’s self-portrait] [design: place quote somewhere inside] A face is not well done unless it expresses a state of mind. Leon- “I have had a joy from which no one can rob me — I have been able to touch some people with my art.” Mary Cassatt Mary Cassatt, The Boating Party (detail), 1893 / 1894, National Gallery of Art, Chester Dale Collection who? what? how? Impressionist Connection 2 Early in her career, Cassatt explored different styles exhibit with the Impressionists in 1879. The Impres- of painting. Soon, however, she began to observe and sionists depicted fleeting moments in both nature and paint the scenes around her in Paris, exploring the ordinary human activity and experimented with bright subject of modern life. But Cassatt was not a bohemian colors, loose brush strokes, and innovative angled artist. She was comfortable in her own social milieu, viewpoints. These techniques reflected a dynamic new and it is this world — populated by family, friends, and approach to painting. their children — that she depicted. Ladies seated in Among these artists, Cassatt was the only American — the theater, women reading or taking tea in homes or and one of only three women. Her artistic talent, gardens, mothers washing and swaddling babies, and understanding of French language and culture, and children playing were the subjects that were part of her independent thinking earned her the respect of everyday world. this selective group, whose membership included Her ability to capture a moment in time caught the Claude Monet, Auguste Renoir, Camille Pissarro, and attention of Edgar Degas, who invited Cassatt to Alfred Sisley.
    [Show full text]
  • Berthe Morisot and Mary Cassatt. Jessica Cresseveur University of Louisville
    University of Louisville ThinkIR: The University of Louisville's Institutional Repository Electronic Theses and Dissertations 5-2016 The queer child and haut bourgeois domesticity : Berthe Morisot and Mary Cassatt. Jessica Cresseveur University of Louisville Follow this and additional works at: https://ir.library.louisville.edu/etd Part of the American Art and Architecture Commons, Modern Art and Architecture Commons, and the Theory and Criticism Commons Recommended Citation Cresseveur, Jessica, "The queer child and haut bourgeois domesticity : Berthe Morisot and Mary Cassatt." (2016). Electronic Theses and Dissertations. Paper 2409. https://doi.org/10.18297/etd/2409 This Doctoral Dissertation is brought to you for free and open access by ThinkIR: The nivU ersity of Louisville's Institutional Repository. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of ThinkIR: The nivU ersity of Louisville's Institutional Repository. This title appears here courtesy of the author, who has retained all other copyrights. For more information, please contact [email protected]. THE QUEER CHILD AND HAUT BOURGEOIS DOMESTICITY: BERTHE MORISOT AND MARY CASSATT By Jessica Cresseveur B.A., University of Louisville, 2000 M.A., University College London, 2003 A Dissertation Submitted to the Faculty of the College of Arts and Sciences of the University of Louisville in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Humanities Department of Comparative Humanities University
    [Show full text]
  • Double Vision: Woman As Image and Imagemaker
    double vision WOMAN AS IMAGE AND IMAGEMAKER Everywhere in the modern world there is neglect, the need to be recognized, which is not satisfied. Art is a way of recognizing oneself, which is why it will always be modern. -------------- Louise Bourgeois HOBART AND WILLIAM SMITH COLLEGES The Davis Gallery at Houghton House Sarai Sherman (American, 1922-) Pas de Deux Electrique, 1950-55 Oil on canvas Double Vision: Women’s Studies directly through the classes of its Woman as Image and Imagemaker art history faculty members. In honor of the fortieth anniversary of Women’s The Collection of Hobart and William Smith Colleges Studies at Hobart and William Smith Colleges, contains many works by women artists, only a few this exhibition shows a selection of artworks by of which are included in this exhibition. The earliest women depicting women from The Collections of the work in our collection by a woman is an 1896 Colleges. The selection of works played off the title etching, You Bleed from Many Wounds, O People, Double Vision: the vision of the women artists and the by Käthe Kollwitz (a gift of Elena Ciletti, Professor of vision of the women they depicted. This conjunction Art History). The latest work in the collection as of this of women artists and depicted women continues date is a 2012 woodcut, Glacial Moment, by Karen through the subtitle: woman as image (woman Kunc (a presentation of the Rochester Print Club). depicted as subject) and woman as imagemaker And we must also remember that often “anonymous (woman as artist). Ranging from a work by Mary was a woman.” Cassatt from the early twentieth century to one by Kara Walker from the early twenty-first century, we I want to take this opportunity to dedicate this see depictions of mothers and children, mythological exhibition and its catalog to the many women and figures, political criticism, abstract figures, and men who have fostered art and feminism for over portraits, ranging in styles from Impressionism to forty years at Hobart and William Smith Colleges New Realism and beyond.
    [Show full text]
  • Timeline Mary Cassatt Cassatt & Degas
    Mary Cassatt a biography Timeline Mary Stevenson Cassatt was born in 1844 in Allegheny City (now The artist’s focus on the lives of women, often depicted in their homes Pittsburgh), Pennsylvania. Although she was the American daughter of engaged in intellectual activities such as reading a book or newspaper, an elite Philadelphia family, she spent much of her childhood and later demonstrates a commitment to portraying them with rich inner 1840 life in France. Between 1860 and 1862, she studied at the Pennsylvania experiences, which was distinct from their roles as wives and mothers. Academy of Fine Arts. In Paris, she received classical artistic training As a female artist, she offered a unique insight into the private lives of 1844 Mary Stevenson Cassatt was born under the tutelage of the great Academic painter Jean-Léon Gérôme women, particularly in the upper class, and she lends significance to their (1824–1904), learning to paint by recreating the works of the Old domestic world. on May 22 in Allegheny City, Pennsylvania Masters. When she was 24, one of her paintings, The Mandolin Player Cassatt was also an influential advisor to American art collectors. was accepted to be shown at the 1868 Paris Salon, which was the official Her social position as the daughter of a prominent Philadelphia family exhibition of the Academy of Fine Arts. Due to the outbreak of the connected her to many upper class patrons, and she convinced friends, Franco-Prussian War two years later, the artist left Europe for a brief most notably Louisine Elder Havemeyer (1855–1929), to buy the work hiatus in Philadelphia.
    [Show full text]
  • Autobiographical in the Oeuvre Of
    CALIFORNIA STATE UNNERSITY, NORTHRIDGE LONGING FOR MAMAN: AUTOBIOGRAPHICAL IMAGES IN THE OEUVRE OF LOUISE BOURGEOIS A the is . ubmitted jn partial fulfillment of the requirement for the degree of Master of Alts in Art Hi tory by Karen Jo Schifmao December 2003 DEDICATION For Norman and Jonathan lll ACKNOWLEDGEMENTS It has been a privilege to learn and write about the work of Louise Bourgeois. I never would have embarked upon this task without the support of many people. First, I would like to acknowledge my mother, Gloria Derchan, who introduced me to the subject of art history back in 1973 when we both began taking classes at Los Angeles Valley College, and who also has instilled in me an appreciation for aesthetics. I thank my father, Harold Derchan, who always encouraged my educational endeavors and taught me to have perseverance and determination. I thank my brother, Randall Derchan, who so patiently assisted me with the desktop publishing of this document, and my sister, Patti Meiselman, who always supports me. I thank my fellow art history graduate students, colleagues, and professors at the university, who have served as mentors and supporters throughout these past years, most especially, Professor Trudi Abram, Nina Berson, Anna Meliksetian, and Rachel Pinto. I thank my thesis committee members for their help and guidance. Firstly, Professor Jean-Luc Bordeaux, who has taught me to recognize and focus on the formal qualities in art, and to keep my knowledge base in the fi eld as broad as possible. Special thanks go to Professor Kenon Breazeale who has served on my committee since its inception.
    [Show full text]
  • A Catalogue of the Collection of American Paintings in the Corcoran Gallery of Art
    A Catalogue of the Collection of American Paintings in The Corcoran Gallery of Art VOLUME I THE CORCORAN GALLERY OF ART WASHINGTON, D.C. A Catalogue of the Collection of American Paintings in The Corcoran Gallery of Art Volume 1 PAINTERS BORN BEFORE 1850 THE CORCORAN GALLERY OF ART WASHINGTON, D.C Copyright © 1966 By The Corcoran Gallery of Art, Washington, D.C. 20006 The Board of Trustees of The Corcoran Gallery of Art George E. Hamilton, Jr., President Robert V. Fleming Charles C. Glover, Jr. Corcoran Thorn, Jr. Katherine Morris Hall Frederick M. Bradley David E. Finley Gordon Gray David Lloyd Kreeger William Wilson Corcoran 69.1 A cknowledgments While the need for a catalogue of the collection has been apparent for some time, the preparation of this publication did not actually begin until June, 1965. Since that time a great many individuals and institutions have assisted in com- pleting the information contained herein. It is impossible to mention each indi- vidual and institution who has contributed to this project. But we take particular pleasure in recording our indebtedness to the staffs of the following institutions for their invaluable assistance: The Frick Art Reference Library, The District of Columbia Public Library, The Library of the National Gallery of Art, The Prints and Photographs Division, The Library of Congress. For assistance with particular research problems, and in compiling biographi- cal information on many of the artists included in this volume, special thanks are due to Mrs. Philip W. Amram, Miss Nancy Berman, Mrs. Christopher Bever, Mrs. Carter Burns, Professor Francis W.
    [Show full text]
  • Voices of Rebellion: Gilded Age Suffragists, 1870-1920 Karma Bromwell Junior Division Historical Paper: 2379 Words Process Pape
    Voices of Rebellion: Gilded Age Suffragists, 1870-1920 Karma Bromwell Junior Division Historical Paper: 2379 Words Process Paper: 500 Words 1 August 26, 2020 was the 100th anniversary of the 19th Amendment, guaranteeing and protecting the constitutional right to vote for American women. Throughout the country, celebrations focused on the ratification of the 19th Amendment to the Constitution, but also the efforts of suffragists who worked for over 72 years to win the right to vote in 1920. I wanted to identify women who were key players in the women’s suffrage movement and to help keep their stories alive. At critical points in our nation’s history, exchange of information was key, influencing sentiments resulting in the passage of the amendment. Because voting is a primary method used to voice opinions about the destiny of the country, my topic directly ties into “Communication in History: The Key to Understanding.” I thought critically and concluded communication isn’t just verbal, but includes images, symbols, and the written word. Suffragists used all of these methods to gain attention and convince American men to ratify the amendment. My first resources were general books about the women’s movement, suffragists, and how American women were historically disenfranchised. I visited New Mexico State University Library and used the Internet to access primary sources. Finally, I consulted several books that directly tie to my thesis. It was essential to separate fact, fiction, and myth in the suffrage tales. Initially, I brainstormed topics associated with the 19th Amendment. I considered discovering how deaf women, such as Helen Keller, fought for the amendment despite their physical impairment.
    [Show full text]
  • Women in the Late Nineteenth Century: Involvement in the 1893 Chicago World’S Fair
    Duquesne University Duquesne Scholarship Collection Undergraduate Research and Scholarship Symposium 2017-04-05 Women in the Late Nineteenth Century: Involvement in the 1893 Chicago World’s Fair Maria Miller Follow this and additional works at: https://dsc.duq.edu/urss Part of the United States History Commons, Women's History Commons, and the Women's Studies Commons Women in the Late Nineteenth Century: Involvement in the 1893 Chicago World’s Fair. (2017). Retrieved from https://dsc.duq.edu/urss/2017/proceedings/9 This Paper is brought to you for free and open access by Duquesne Scholarship Collection. It has been accepted for inclusion in Undergraduate Research and Scholarship Symposium by an authorized administrator of Duquesne Scholarship Collection. Maria Miller Women in the Late Nineteenth Century: Involvement in the 1893 Chicago World’s Fair The nineteenth century in America was full of changing ideals. In this period, women began to push for a larger role in society. The Columbian Exposition of 1893 held in Chicago is a clear example of the progression of women’s rights in the period. It exemplified the inclusion of women in male- dominated fields and gave female visitors hope for a future with expanded rights. Despite this, women at the Exposition struggled to maintain legitimacy in their roles, mostly because the period’s leading women were unable to work together as a cohesive group. A History of Women’s Rights Activism in the Nineteenth Century The early nineteenth century was mostly occupied with abolition ideals, but women became involved in the abolitionist movement and other social reform-focused groups.
    [Show full text]
  • University Microfilms International 300 North Zeeb Road Ann Arbor, Michigan 48106 USA St
    INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1.The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find e good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation.
    [Show full text]
  • AVAILABLE Fromnational Women's History Week Project, Women's Support Network, Inc., P.O
    DOCUMENT RESUME ED 233 918 SO 014 593 TITLE Women's History Lesson Plan Sets. INSTITUTION Women's Support Network, Inc., Santa Rosa, CA. SPONS AGENCY Women's Educational Equity Act Program (ED), Washington, DC. PUB DATE 83 NOTE 52p.; Prepared by the National Women's History Week Project. Marginally legible becalr,:e of colored pages and small print type. AVAILABLE FROMNational Women's History Week Project, Women's Support Network, Inc., P.O. Box 3716, Santa Rosa, CA 95402 ($8.00). PUB TYPE Guides Classroom Use - Guides (For Teachers) (052) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Annotated Bibliographies; *Art Educatien; Audiovisual Aids; Books; Elementary Secondary Education; *English Instruction; *Females; *Interdisciplinary Approach; Learning Activities; Lesson Plans; Models; Resource Materials; Sex Role; *United States History; *Womens Studies IDENTIFIERS Chronology; National Womens History Week Project ABSTRACT The materials offer concrete examples of how women contributed to U.S. history during three time periods: 1763-1786; 1835-1860; and 1907-1930. They can be used as the basis for an interdisciplinary K-12 program in social studies, English, and art. There are three major sections to the guide. The first section suggests lesson plans for each of the time periods under study. Lesson plans contain many varied learning activities. For example, students read and discuss books, view films, do library research, sing songs, study the art of quilt making, write journal entries of an imaginary trip west as young women, write speeches, and research the art of North American women. The second section contains a chronology outlining women's contributions to various events.
    [Show full text]
  • ARTISTS MAKE US WHO WE ARE the ANNUAL REPORT of the PENNSYLVANIA ACADEMY of the FINE ARTS Fiscal Year 2012-13 1 PRESIDENT’S LETTER
    ARTISTS MAKE US WHO WE ARE THE ANNUAL REPORT OF THE PENNSYLVANIA ACADEMY OF THE FINE ARTS FISCAL YEAR 2012-13 1 PRESIDENT’S LETTER PAFA’s new tagline boldly declares, “We Make Artists.” This is an intentionally provocative statement. One might readily retort, “Aren’t artists born to their calling?” Or, “Don’t artists become artists through a combination of hard work and innate talent?” Well, of course they do. At the same time, PAFA is distinctive among the many art schools across the United States in that we focus on training fine artists, rather than designers. Most art schools today focus on this latter, more apparently utilitarian career training. PAFA still believes passionately in the value of art for art’s sake, art for beauty, art for political expression, art for the betterment of humanity, art as a defin- ing voice in American and world civilization. The students we attract from around the globe benefit from this passion, focus, and expertise, and our Annual Student Exhibition celebrates and affirms their determination to be artists. PAFA is a Museum as well as a School of Fine Arts. So, you may ask, how does the Museum participate in “making artists?” Through its thoughtful selection of artists for exhibition and acquisition, PAFA’s Museum helps to interpret, evaluate, and elevate artists for more attention and acclaim. Reputation is an important part of an artist’s place in the ecosystem of the art world, and PAFA helps to reinforce and build the careers of artists, emerging and established, through its activities. PAFA’s Museum and School also cultivate the creativity of young artists.
    [Show full text]