TEACHER RESOURCE by Elaine G. Rosa for the Indiana Historical Society Press publication Paint and Canvas A Life of T. C. Steele by Rachel Berenson Perry This is a publication of the Indiana Historical Society Eugene and Marilyn Glick Indiana History Center 450 West Ohio Street Indianapolis, IN 46202-3269 USA Teacher Resource available online: http://www.indianahistory.org Book orders (telephone): (800) 447-1830 Book orders (fax): (317) 234-0562 Copyright 2012 Indiana Historical Society All rights reserved Except for copying portions of the teacher resources by educators for classroom use, or for quoting of brief passages for reviews, no part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form or by any means (electronic, mechanical, photocopying, recording, or otherwise), without written permission of the copyright owner. All inquiries should be addressed to the Indiana Historical Society Press. Overview/Description ° High School, English Language Arts–– Theodore Clement Steele was an American 9–10.W.2 Write informational and explana- Impressionist painter known for his Indiana tory texts to examine and convey complex landscapes. He is considered an innovator and ideas, concepts, and information clearly and leader in American Midwest painting and one of accurately through the effective selection, the Hoosier Group of Indiana artists. organization, and analysis of content. This teacher resource provides suggested learning ° High School, English Language Arts–– activities that relate to the Indiana Historical Society 9–10.W.3 Write narratives to develop real Press youth biography Paint and Canvas: A Life of or imagined experiences or events using T. C. Steele, written by author and art historian Ra- effective technique, well-chosen details, chel Berenson Perry. Paint and Canvas is the eighth and well-structured event sequence. volume in the IHS Press’s youth biography series. ° High School, English Language Arts–– These resource materials integrate visual arts, 9–12.W.7 Conduct short as well as more literature, and history to help students under- sustained research projects to answer a ques- stand art as a visual interpretation of society tion, narrow or broaden the inquiry when influenced by time, place, and culture. After appropriate, and synthesize multiple sources reading Paint and Canvas, students will reflect on the subject, demonstrating understanding on Steele’s life and philosophy about art. of the subject under investigation. In addition students will research the ° High School, English Language Arts–– development of the impressionist art movement 9–12.W.8 Gather relevant information and historical events in the late nineteenth and from multiple authoritative print and early twentieth centuries to identify its impact on digital resources, using advanced searches society and culture. Using the work of American effectively; assess the usefulness of Impressionists such as Steele, students will each source in answering the research consider how art reflects the artist’s impression questions; and integrate information into of a person, place, object, or event in history. the text selectively to maintain the flow of Collaborative projects will provide students with ideas, avoiding plagiarism and following a an opportunity to produce written narratives standard format for citation. and visual art. ° High School, English Language Arts–– Grade Level 9–12.W.9 Draw evidence from literary or informational texts to support analysis, High School reflection, and research. Academic Standards ° High School, English Language Arts–– 9–12.SL.1 Initiate and participate effectively • Indiana Standards: in a range of collaborative discussions, ° High School, U. S. History, Standard 3, building others’ ideas and expressing their Emergence of the Modern United States: own clearly and persuasively. 1897 to 1920––USH.3.6 Identify the ° High School, English Language Arts–– contributions to American culture made 9–2.SL.2 Integrate multiple sources of by individuals and groups (Individuals, information presented in diverse media Society, and Culture) or formats, evaluating the credibility and accuracy of each source. 1 TEACHER RESOURCE • Paint and Canvas: A Life of T. C. Steele • Indiana Historical Society ° High School, English Language Arts–– Essential Questions 9-12.SL.4 Present information, findings, • How is art a visual interpretation of society and supporting evidence clearly, concisely, and influenced by time, place, and culture? and logically such that listeners can follow the line of reasoning and the organiza- • How does art reflect the artist’s impression of tion, development, substance, and style a person, place, object, or event? are appropriate to purpose, audience, • How does art represent beauty in nature? and task. • How is art a form of creative expression? ° High School, English Language Arts–– 9-12.SL.5 Make strategic use of digital Instructional Objectives/ media in presentations to enhance Key Knowledge and Skills understanding of findings, reasoning, and evidence to add interest. Depending on the activities selected, students will: ° High School, Visual Arts––Standard 1: • Analyze characteristics of visual arts within Understand art in relation to history and a particular period or style and demonstrate past and contemporary culture. understandings of the historical period. ° High School, Visual Arts––Standard 2: • Construct interpretations of works of art, Recognize significant works of art and the reflecting on other interpretations, evidence chronological development of art move- presented in the work, and its cultural text. ments and historical periods. • Develop ideas for artwork and utilize skills of ° High School, Visual Arts––Standard 3: critique, reflections, and revision in creating an Describe, analyze, and interpret works original work of art. of art and artifacts. • Write a creative narrative using a work of art ° High School, Visual Arts––Standard 8: as an inspiration, using effective technique, Experience the integrative nature of visual well-chosen details, and well-structured arts, other arts disciplines, and disciplines event sequence. outside the arts, and understand the arts • Gather relevant information from multiple as a critical component of learning and authoritative print and digital sources; assess comprehension in all subject areas. the strengths and limitations of each source • National Standards (National Council for in term of the task, purpose, and audience; Social Studies): II Time, Continuity, and Change and integrate information into a narrative text. and V Individuals, Groups, and Institutions • Present information, findings, and supporting evidence clearly, concisely, and Big Ideas/Concepts logically so listeners can follow the line of Impression, visual interpretation, reasoning and the organization, development, creative expression, and beauty in nature substance, and style are appropriate to purpose, audience, and task. Address alternative or opposing perspectives as appropriate. 2 TEACHER RESOURCE • Paint and Canvas: A Life of T. C. Steele • Indiana Historical Society • Critique art experienced at local and state $500 for A March Morning. He also won the museums, exhibits, movie theaters, other arts- $200 Rector Prize at the 1926 Hoosier Salon related establishments, public art, and digital exhibition for The Hill Country, Brown County. resources, then analyze the effect of these Steele was a sought-after portrait artist as well, experiences on daily life. painting many of Indiana’s prominent citizens, including President Benjamin Harrison, Time Required Vice President Charles Fairbanks, Colonel Eli Lilly, and poet James Whitcomb Riley, among others. Multiple class periods. Refer to the specific In addition, Steele’s contributions were recognized activities for details. with honorary degrees from Wabash College and Indiana University and his election to an associate Materials Required membership in New York’s National Academy • For all activities: of Design.2 ° Student copies of Paint and Canvas: A Life Steele’s works appear in public art collections, of T. C. Steele by Rachel Berenson Perry. including the Ball State University Art Gallery (Muncie, Indiana), Greater Lafayette Museum of • Refer to a specific activity for a list of Art (Lafayette, Indiana), Indiana State Museum additional materials. (Indianapolis), Indianapolis Museum of Art, Indiana University (Bloomington), Indiana Background University Memorial Union (Bloomington), Theodore Clement Steele (1847–1926) was an Swope Art Museum (Terre Haute, Indiana), and American Impressionist painter known for his the T. C. Steele State Historic Site (Brown County, Indiana landscapes. Steele is considered an Indiana). His work also hangs in private homes. innovator and leader in American Midwest Steele’s home and studio is now the T. C. Steele painting and was one of the Hoosier Group of Indi- State Historic Site. Many of the artists who came to ana artists that included William Forsyth, Richard B. visit and paint with Steele in Brown County stayed Gruelle, Otto Stark, and J. Ottis Adams. In addition in the area, helping to form an artist colony there. to painting, Steele contributed writings, public lec- These artists include Will Vawter, Gustave Baumann, tures, and hours of community service on art juries Ada Shulz, Fred Hetherington, and others.3 that selected entries for national and For additional details on Steele’s life and work, international exhibitions, in