A Lasting Impression

Home , American Impressionism, Charles Rosen (painter), Daniel Garber, Edward Willis Redfield, John Fulton Folinsbee, John Henry Twachtman

An Introduction to Pennsylvania Impressionism

James A. Michener Art Museum’s Traveling Trunk

James A. Michener Art Museum • 138 South Pine Street • Doylestown, PA 18901 MichenerArtMuseum.org • 215-340-9800

A Lasting Impression James A. Michener Art Museum’s Traveling Trunk

Table of Contents

Lessons Lesson 1: First Impressions pages 3-4 Lesson 2: Improvisational Theater pages 5-6 Lesson 3: Journals and Boxes page 7 Lesson 4: Contemporary Connections pages 8-9 Lesson 5: The Arts and Media pages 10 Lesson 6: Painting Impressions page 11 Lesson 7: Michener Museum Impressions pages 12-13 Lesson 8: Women in the Arts pages 14-15 Lesson 9: Impressionism and the Environment page 16 Lesson 10: Your Last Impression page 17

Appendix 1: Vocabulary pages 18-24

Appendix 2: Standards pages 25-40

Appendix 3: Biographies and Visuals pages 41-102

Appendix 4: Bibliography pages 103-104

James A. Michener Art Museum • 138 South Pine Street • Doylestown, PA 18901 MichenerArtMuseum.org • 215-340-9800

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Lesson 1: First Impressions Social Studies, Studio Art, Language Arts, Art History Connections

Objectives: Students will be introduced to the themes and materials in the James A. Michener Art Museum Culture Kit, A Lasting Impression.  Students will demonstrate an understanding of the vocabulary presented in the Lasting Impressions Culture Kit  Students will become familiar with the distinctive style in Pennsylvania Impressionist paintings, through the works of Lathrop, Redfield, and Sotter  Students will use original documentation to learn about the history of Pennsylvania Impressionism  Students will understand the importance of Bucks County heritage as it relates to Pennsylvania, American, and French Impressionism

Lesson Ideas Explore the Culture Kit Display the contents of the Culture Kit in your classroom or school library. Provide students with the opportunity to explore the contents of the kit and ask questions. Use student questions as motivation for the research and activities you complete in conjunction with the materials and resources in the kit.

Explore Concepts Students will need to take a step into the not so distant past when they are reviewing the contents of the kit. Students could develop these understandings individually, or in groups. As historians, they will need to consider:  The role of documentation while researching the time period, including photographs, letters, and newspaper articles  The role Pennsylvania Impressionism plays in the time frame of art history – American Impressionism, French Impressionism, and beyond  The influence of style on art – art, clothing, society, etc.  The influence of technology on art – transportation, art materials, photography, etc.

Explore Impressionism How did French Impressionism come to the United States? Research how the art world on two continents was connected at that time. Include the role of transportation, photography, business, society, and media in your discussion.

William Merrit Chase, Childe Hassam, and John Henry Twachtman all focused on the Impressionist hallmarks of familiar subjects and rapid technique, and left a distinct mark on American painting. How were these artists influenced by Impressionist work being created in France at that time? Compare and contrast the works of Pennsylvania Impressionists with Impressionist work being created by these artists.

Compare and contrast the works of Pennsylvania Impressionists Daniel Garber, William L. Lathrop, Edward Redfield, and George Sotter. Describe how each artist

James A. Michener Art Museum • 138 South Pine Street • Doylestown, PA 18901 MichenerArtMuseum.org • 215-340-9800

4 portrays light, color, time of day, brushstrokes, weather, and mood. Reference primary resources including photographs, letters, and newspaper articles in your discussion of the works of these artists and how they approached their landscape paintings.

Explore En Plein Air What does this French phrase mean? Create an “en plein air painting. Describe the insights you develop while considering the outdoors, the elements, and your materials while completing this original artwork. How did the invention of the paint tube impact their working methods?

Explore Leadership Have you ever been in a leadership position? Have you ever had the opportunity to start something new, in your home, school, or community? Painter William Lathrop was a leader. He was instrumental in establishing the community of Pennsylvania Impressionist artists soon after he moved into his home and studio at Phillips’ Mill in 1899. He and his wife Annie hosted tea parties for the New Hope Colony of artists every Sunday to engage them in dialogue about the arts. He was a dedicated teacher, and he mentored several members of the New Hope School’s first and second generation of painters. Research the pivotal role the Lathrop’s played in the establishment of the New Hope art colony and the spread of the Impressionist style in Bucks County. Use primary sources to support your findings.

Additional Curriculum Connections:

Geography: How do the landscapes painted by the PA Impressionists depict the natural geography of the region? How are these landscapes different today (Significant waterways, canals, etc.)?

Travel/Transportation: Steamship travel was an important part of the lives of these artists, as some had the opportunity to study in Europe. Artists would use authentic steamer trunks, such as this, when they traveled for many days. How was steamship travel different from the modes of transportation today? What kinds of things did people have to endure during these travels?

James A. Michener Art Museum • 138 South Pine Street • Doylestown, PA 18901 MichenerArtMuseum.org • 215-340-9800

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Lesson 2: Improvisational Theater Social Studies, Art History, Language Arts, Theatre Connections

Objectives  Students will demonstrate an understanding and appreciation of the Pennsylvania Impressionists by participating in a research-based improvisational theater activity.

Lesson Ideas The Research Research the key figures in Pennsylvania Impressionism (MichenerArtMuseum.org). Students will create an index card with the name of the artists on the front, and a brief, three or four sentence description of his or her personality, likes and dislikes, and creative tendencies on the back. Place these cards in a bowl for students to choose from for the improv activity. The “Character Worksheet” below could also be used as a basis for student research about the artists they will portray. In this case, students would portray the artist they researched.

For example, Lathrop may be described as supportive, caring, kind, a lover of nature and art, sensitive to the environment around him, dedicated, and organized. What voice, gestures, and movement would he demonstrate? How does this compare with what you learn and imagine about Edward Redfield?

The Drama Encourage students to think about the kinds of conversations the Impressionists had when they held their weekly parties at the Lathrop’s. Encourage students to think about the environment they lived in. Encourage students to think about the personalities of all the artists that were in the New Hope Art Colony, and what they endured - to have the confidence to show their work, promote it, and go against the traditional way of doing artwork. Consider their movements and gestures, voice, posture and mannerisms.

The Activity In the front of the classroom, place two chairs. Two students select artist cards out of the bowl or basket, and sit on the chairs. They strike up a conversation, pretending to be the artist named on the card they selected. The teacher may need to ask a leading question each time to get the conversation started. Allow students to converse for one to two minutes. At the end of the time, the student on the right facing the class leaves, the student on the left moves into the chair on the right, and a third student chooses a card, sits in the empty chair, and continues the conversation, making sure to play the artist written about on his or her card. The activity continues until every student has had a chance to participate.

Use props found in the James A. Michener Art Museum’s Culture Kit, A Lasting Impression, while engaging in the improv activity. The scrapbook, clothing, paint kit, and tea set will liven up the conversations.

Discuss the artists at the end of the activity. What have you learned about them while acting these parts?

James A. Michener Art Museum • 138 South Pine Street • Doylestown, PA 18901 MichenerArtMuseum.org • 215-340-9800

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Character Worksheet

Actor’s Name: ______

Artist’s Name: ______

I. Who Am I? A. Background: Family: ______Education: ______Occupation: ______Hobbies/Interests: ______

B. Mental: Intellect: ______

C. Spiritual: Values: ______Beliefs: ______Ethics: ______

D. Emotional: Temper: ______Likes/Dislikes: ______Strong Emotions: ______Weak Emotions: ______

II. What do I look like, and how do I act? A. Posture: ______B. Movements and gestures: ______C. Mannerisms: ______D. Voice: ______E. Dress: ______

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Lesson 3: Journals and Boxes Studio Art, Language Arts, Art History, Social Studies Connections

Objectives  Students will demonstrate an understanding of self-expression and self-identity while documenting their exploration of Pennsylvania Impressionism.  Students will create a journal incorporating narrative, expository, and creative writing while exploring Impressionism  Students will work individually or in groups to create a handmade box reflecting a personal collection, a box assemblage related to Impressionism, or a pochade box used in plein air painting

Lesson Ideas Journal: Art and Writing Students may want to keep a journal to document their exploration of Michener Art Museum’s Culture Kit, A Lasting Impression. The journal will incorporate personal expression about the works of art and artists represented in the kit, along with personal responses to images from Pennsylvania Impressionist paintings and drawings. Look at archival materials provided in the kit, and respond to what you observe about changes in styles, society, and culture in Pennsylvania over the last 100 years. Students may write prose, poetry, draw, paint, or complete collages to include in the journal.

Boxes: Pochade Box The word "pochade" comes from the French meaning “to sketch” (artlex.com). Impressionist painters who worked en plein air made specific boxes, called pochade boxes, which they used to transport their paint and canvases. These boxes made it much easier for them to work quickly out-of-doors. They typically had a hinged lid that functioned as an easel and carrier, a palette used for mixing colors, and a portion of the box that was used to store paints, brushes and other mediums. Design and build a pochade box of your own. Use a shoebox, a cigar box, an empty gift box, a stationary box, or a cereal box as the base for your creation. Take the box outside with you to create your own en plein air painting.

Boxes: Collections Joseph Cornell (1903-1972) was an American artist who is best known for his assemblages. He combined found objects from his frequent visits to bookstores and thrift stores in New York City with newspaper articles, letters, photographs, and personal effects. These collections were arranged aesthetically in boxes. The artifacts in some of the boxes were attached, and became completed works of art. Other boxes held a variety of related objects, and were meant to be taken apart and handled by the viewer. His favorite themes included birds, Hollywood celebrities, ballet, soap bubbles, and the artist Marcel Duchamp (moma.org). Create your own Joseph Cornell style box incorporating the themes, images, and ideas of Pennsylvania Impressionism. Download Cornell images to include in your box (josephcornellbox.com). Include your reflections on the theme in writing.

James A. Michener Art Museum • 138 South Pine Street • Doylestown, PA 18901 MichenerArtMuseum.org • 215-340-9800

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Lesson 4: Contemporary Connections Social Studies, Art History, Language Arts, and Technology Connections

Objectives Students will make connections between contemporary Bucks County artists, national and international artists, and Pennsylvania Impressionists while engaging in an in-depth research project.  Research contemporary artists living in the Bucks County community  Develop appreciation for national and international contemporary artists working in painting, collage, sculpture, fiber arts, and photography  Use Bucks County Artists Database as a research tool, at MichenerArtMuseum.org.  Increase knowledge of and pride in Bucks County’s artistic heritage by contributing to the James A. Michener Art Museum’s database project.

Lesson Ideas Invite an artist to your school Bucks County is still host to several artists, and many of them may be willing to visit your classroom to speak about their work, their ideas and influences, and their techniques. Some artists are happy to bring original artwork, a digital visual presentation, or prepare a demonstration to share with students. Go online to connect with artists through their websites, and try to schedule a visit.

Create a documentary about a living artist Michener Art Museum curators collaborated with filmmaker John Thornton to create a series of ten documentary films in conjunction with the Creative Hand, Discerning Heart: Story, Symbol, Self exhibition that ran from September through December, 2012. Look at Thornton’s films at youtube.com/michenerartmuseum. Create your own documentary about a living artist – one that visits your school or lives in your community, or interview an art teacher or a fellow student you feel is particularly artistic.

Write a Biography There are several biographies of living artists on the Michener’s Bucks County Database (MichenerArtMuseum.org). The biographies feature interesting information about the artists’ life, their education and training, their awards, their exhibitions, and their work in the community. These biographies also feature quotes about them, quotes from them, and images of their work. Create an original biography about a contemporary artist and incorporate these features into your presentation.

Complete a Database Form ?

Compare and Contrast Compare and contrast a contemporary Bucks County artist found in the Michener’s Bucks County Artists database with a nationally or internationally known artist who works in the same media. Take it one step further, and compare both artists to a Pennsylvania Impressionist. Present your findings in a research paper or visual display. Sample contemporary comparisons might include: 1. Collage artist Stacie Speer Scott and artist and writer Romare Bearden (beardenfoundation.org)

James A. Michener Art Museum • 138 South Pine Street • Doylestown, PA 18901 MichenerArtMuseum.org • 215-340-9800

9 2. Environmental photographer Emmet Gowin and ultimate self-portraitist Cindy Sherman (moma.org) 3. Painter Nelson Shanks and photorealist painter Chuck Close (chuckclose.com)

James A. Michener Art Museum • 138 South Pine Street • Doylestown, PA 18901 MichenerArtMuseum.org • 215-340-9800

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Lesson 5: The Arts and Media Language Arts, Technology, Art History Connections

Objectives Students will use skills in research, journalism, and creative writing to publicize information about Pennsylvania Impressionist paintings, artists, exhibitions, and related events. Use traditional news and magazine format for reporting, or adventure into contemporary social media networking sites to communicate information about the artist and his or her life and work.  Write a press release for the local newspaper  Create a radio broadcast or interview, with one character as the artist and another as the interviewer  Build a website to promote the artist’s work  Create a Facebook page for the artist  Film a YouTube video about the artist, his or her life, and artwork  Create a blog from the point of view of the artist  Use Tumblr to promote information about the artist  Create a radio play in the style of Garrison Keillor’s Prairie Home Companion to tell a story about a Pennsylvania Impressionist artist  Create a Podcast  Write a series of tweets to inform people about the artists (remember: each tweet has to be 140 characters or less)

Lesson Ideas Publish an Interview Research the life of a Pennsylvania Impressionist artist. Using his or her biography as a takeoff point, create an imaginary interview and publish it.

Report an Event Research Edward Redfield’s The Burning of Center Bridge. How could you report the event he witnessed event using contemporary social media sites? This is how he wrote about it: “Sound the alarm! Center Bridge is burning! As I stand on the Pennsylvania side of the Delaware River, I can see people clustered around watching as the bridge that connects Pennsylvania with New Jersey is consumed in a raging fire. It is the summer of 1923 and the wooden supports of this old bridge are burning bright red against the midnight sky. Why isn’t anyone doing anything to prevent total destruction? I look around and I can make out the huddled silhouettes of my friends and neighbors. I sketch this historic and horrible event but I don’t have anything but this old envelope. That will have to do!”

Promote an Exhibition When the Pennsylvania Impressionist painters became famous in the early 1900s, they were actually considered somewhat avant-garde. The peak of the Pennsylvania Impressionist movement occurred in 1915 at the prestigious Panama-Pacific Exposition in San Francisco (moah.org), where several Bucks County artists won important medals and Edward Redfield was honored with an entire room devoted to his paintings. However, the Armory Show in New York City in 1913 was already changing the face of American art, because it brought European abstract art into the public eye. Report on one of these exhibitions, and include how the work on display was a reflection of the time.

James A. Michener Art Museum • 138 South Pine Street • Doylestown, PA 18901 MichenerArtMuseum.org • 215-340-9800

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Lesson 6: Painting Impressions Studio Art, Art History Connections

Objective  Students will learn how to use the Impressionist style and technique while creating a landscape with paint and paintbrushes on paper or canvas  Students will learn to appreciate the Impressionist style and technique  Students will demonstrate an understanding of the motivations of Impressionist artists to work en plein air  Students will learn about the elements of a landscape, and demonstrate their understanding in three completed works of art: color, light, texture, time of day, mood, style, brushstrokes, foreground, middle ground, background, impasto, horizon line, and atmosphere.

Lesson Ideas Timed Painting: “At One Go” Inspired by the technique of Edward Redfield, students may complete a timed landscape painting out of doors, while looking out a window, or from a projected image. Set up materials for the painting, using acrylics or watercolors on paper. After the motivation of “ready, set, go,” give the students 5 minutes to complete the painting. Try the same view again, and provide them with 20 or 30 minutes. Compare the results, discussing the challenges of working on a painting “at one go.” Which painting produced the better result?

Working From a Sketch Inspired by the process of Lathrop and Coppedge, students may get an idea for a landscape from a family vacation photograph, from a picture in a book or magazine, from a view out of the window, or in their back yard. Students may sketch the landscape they observe, and then complete an acrylic painting or watercolor based on what they included in their sketch. Students should not re-sketch the work prior to the painting; they should apply the paint directly on to the paint or canvas to keep their image fresh and spontaneous.

Work from Observation Students may set up an easel or drawing board and sit outside, or view a landscape through a window. Keeping in mind the qualities and characteristics of the work of the Impressionists, students will complete a landscape painting using acrylic paints on paper or canvas.

What About Style? Like the Pennsylvania Impressionists, each student’s work will reflect their personal style. According to James A. Michener Art Museum’s Senior Curator Brian Peterson, “what most characterized Pennsylvania impressionism was not a single, unified style but rather the emergence of many mature, distinctive voices: Daniel Garber's luminous, poetic renditions of the Delaware River; Fern Coppedge's colorful village scenes; Robert Spencer's lyrical views of mills and tenements; John Folinsbee's moody, expressionistic snowscapes; and William L. Lathrop's deeply felt, evocative Bucks County vistas.” (Peterson)

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Lesson 7: Michener Museum Impressions Language Arts, Social Studies, Art History Connections

Objectives Students will develop an understanding of the importance of text panels in an exhibition. They will learn to write original text panels based on observation and research.  Students will learn how to read and understand text panels  Students will learn how to write a text panel that they feel enriches the experience of the audience in a museum  Students will develop an appreciation for the type and quality of information that may or may not be contained in a text panel  Students will learn what choices are made in creating text panels for exhibitions  Students will further their appreciation for the role of a curator in developing text panels for museums

Lesson Ideas What is a Text Panel? A text panel is a placard of text displayed next to a work of art containing any or all of the following information: biographical sketch of the artist, interpretation of the art piece, or a personal response to the artwork. Museum curators, whose responsibility is to organize and choose the exhibitions, typically write text panels.

Visit the Michener, and engage in a docent led tour with a focus on the placement and content of text panels in the galleries. If a Michener visit is not possible, visit MichenerArtMuseum.org to obtain text panel content for artworks on exhibition. Read text panels and look at corresponding images before engaging in the lesson.

Talk About Text Panels Discuss at least one work of art that includes a text panel.  What do you notice about the text panel that is included with the work of art?  What kind of information is presented on the text panel?  What is interesting about the text panels you read, and what is not?  What other kinds of information would you like to see about this artwork that is not included on the existing text panel?  Do text panels in a museum detract from the experience of looking? Why or why not?

Write a Text Panel Students will write a text panel for a Michener work, for a work of art from an art history resource, or from a work of art created by a student in the class. Make sure student text panels reflect a combination of observation and research; include a brief biographical sketch of the artist, an interpretation of the art piece, or a personal response to the artwork. Keep in mind that the meaning the student brings to the work of art is valid.

James A. Michener Art Museum • 138 South Pine Street • Doylestown, PA 18901 MichenerArtMuseum.org • 215-340-9800

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Lesson 7: Michener Art Museum Impressions

OBSERVE AND REFLECT...... WHAT CAN YOU DISCOVER? Choose a landscape painting in the Lenfest Gallery at the Michener Art Museum. Take some time to observe the painting.

Painting title:

Name of artist:

What do you see? Jot down a few thoughts about …

… subject matter

… color

… texture

… detail

… weather

… perspective

… realism

… abstraction

… mood

… emotion

… and anything else you think of

Read the text panel that accompanies the painting you have chosen. What information did the curator include that was of interest to you? What information did you feel was less interesting, or unimportant? How could you improve upon the existing text panel?

Incorporate your notes from your thoughts, above, and write a new text panel for the work of art. Use the reverse side of the paper as well. ______

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A Lasting Impression James A. Michener Art Museum’s Traveling Trunk

Lesson 8: Women in the Arts Social Studies, Language Arts, Technology Connections

Objective  Students will read the articles about Fern Coppedge that are in the scrapbook in the A Lasting Impression Culture Kit  Students will understand the role women played in the Pennsylvania Impressionist movement  Students will make connections between the role of women impressionists with women in the arts throughout history  Students will make connections between women in the arts and the role of women through history, answering questions including: How does the role of women in the arts parallel trends in society?; How does the economy affect women in the arts?; Are there parallels between women’s rights and women’s art in current global societies?

Impressionist Leading Lady: Fern Coppedge Born Fern Isabel Kuns in Illinois, Fern Coppedge dreamed of being an artist since the age of thirteen, after being inspired by the dazzle of sunlight reflected on snow and sea and visits to her older sister's watercolor class. She painted the villages and farms of Bucks County, often blanketed with snow, as well as harbor scenes from Gloucester, Massachusetts, where she spent her summers. Coppedge worked directly from nature. Her paintings were marked by shimmering colors and attention to the effects of changing light upon a landscape. She was known for her bright, unrealistic colors; they were pure, right out of the tube. Later in her career, Coppedge moved towards post-impressionism, favoring a more fanciful use of color and a two-dimensional, abstract style.

Fern Coppedge was also a part of another group of artists known as the Philadelphia Ten Women’s Artist Group (1917-1945). They were originally called the Ten Philadelphia Painters, then The Philadelphia Ten, and later, simply The Ten. The Philadelphia Ten provided additional venues for the members’ work, thereby enhancing their visibility locally and nationally. They “exhibited from the East Coast to Texas, Milwaukee, Memphis, and beyond, receiving positive reviews and attracting eager patrons wherever they went.” (Moore) In Coppedge’s lifetime, art was a male dominated occupation, and she never achieved total recognition like the men in the New Hope Art Colony. This made her even more determined to paint.

Lesson Ideas Compare and Contrast Prepare a research paper or visual display that compares and contrasts:  The issues and challenges facing women in the arts today, in Fern Coppedge’s time, and in an earlier time period of your choice; or  Fern Coppedge’s work with the work of two other women artists from different time periods; or  Fern Coppedge’s life and work with two other women artists whose work is in the Michener collection; or  Create your own research projected focused on the theme of women in the arts.

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(Not So Fun) Facts About Women in the Arts From nmwa.org / National Museum of Women in the Arts

1. 51% of visual artists today are women. 2. Only 5% of the art currently on display in U.S. museums is made by women. 3. In the Renaissance and Baroque eras, women could not purchase their own paints. They had to rely on a male relative or instructor to make the purchase for them. 4. Only 27 women are represented in current edition of H.W. Janson's survey, History of Art—up from zero in the 1980s. 5. Though women earn more than 1/2 of the Masters degrees in Fine Arts granted in the US, only 1/3 of gallery representation is women. 6. Less than 3% of the artists in the Modern Art section of New York's Metropolitan Museum of Art are women, but 83% of the nudes in the same museum are female. 7. In 1723, Dutch painter Margareta Haverman was expelled from the Académie Royale when the painting she submitted was judged too good to have been done by a woman. 8. Things have not changed much since 12th century England: women who embroidered earned 83% less per day than their male peers.

Research collaboratively with your classmates, and add facts to this list:

9. ______

10. ______

11. ______

12. ______

13. ______

14. ______

15. ______

16. ______

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Lesson 9: Impressionism and the Environment Science, Social Studies, Language Arts, Technology Connections

Objective  Students will demonstrate an understanding of the connection between artists and the environment by researching the arts and sciences and compiling data for a collaborative multimedia presentation

Lesson Ideas Pennsylvania Impressionism "Bucks County was a place where an independent, self-sufficient man could make a living from the land, bring up a family and still have the freedom to paint as he saw fit." Edward Redfield

Artists often want to live and work in areas that inspire them, and for the Pennsylvania Impressionists the main source of inspiration has always been the land. In Bucks County, Pennsylvania, artists found natural beauty in abundance along the Delaware River. They glorified this beauty in their paintings. The region’s picturesque pastures, streams, quarries, farmhouses, and intimate villages inspired them. Working outdoors, they observed changes in daylight, weather, light and shadow, color, and the seasons. They recorded details using rapid brushwork and a high- keyed palette. They were interested in the hills, waterways, meadows, architecture, and activities that evoked tranquility.

How Artists Use the Environment in their Work Today There are many contemporary artists who share a reverence for the environment in their work with the Pennsylvania Impressionists. There are also many artists who have expanded upon their interest in and concern for the environment, and their art forms take on new means of expression and identity. There are:  Artists who observe and portray the landscape in their works (Bill Smith)  Artists who love the landscape and depict it in their works (Alan Goldstein)  Artists who contrast rural with suburban and urban landscapes (Celia Riesman)  Artists who are exploring new landscapes (Elaine Galen)  Artists who paint or photograph the landscape (Jerry Uelsmann)  Artists who sculpt the landscape (Paula Chamlee)  Artists who manipulate the landscape (Andy Goldsworthy)  Artists who record humankind’s impact on the landscape (Emmet Gowin)  Artists who are making political commentary in their work (Diane Burko)  Artists who use the landscape to convey a message about the world (Catherine Jansen)

Research / Presentation Research artists on museum websites, in art history books, and online. Learn about at least two artists in each of the above categories that are practicing art today. What environmental issues are of deepest concern to these artists? Collect images of their work. Collaborate with your classmates to create a multimedia piece presenting issues of the arts and sciences for contemporary artists. Include both scientific and arts based research in the presentation.

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Lesson 10: Your Last Impression Art History, Language Arts, Studio Art, Technology, Graphic Arts Connections

Objectives  Students will learn that an exhibition is a way to display artwork, artifacts, and printed material  Students will learn to understand the purpose and value of an exhibition, and the importance of working together to achieve a common goal.  Students will learn to assume roles of curators, preparators, and artists while collaborating on an exhibition  Students will learn how collaborate with other students to create an exhibition of their work based on the theme, A Lasting Impression  Students will learn to appreciate the James A. Michener Art Museum’s Culture Kit, A Lasting Impression

Lesson Ideas Culminating Experience: Host an Exhibition What roles will students play in hosting the exhibition?

Student curators will  Decide where the work is hung and displayed  Create the signage for the exhibition  Write the text panels  Create object labels for art and artifacts, which include the name of the artist, the birthdate of the artist, the title of the work, the date created, the medium, and the credit information Student preparators will  Prepare the artwork for hanging  Hang the work Student artists will  Submit their work  Invite guests

Exhibition Decisions  What are the available components of the exhibition? Contents from the trunk, student artwork, student writing, all projects completed in conjunction with the Lasting Impressions unit of study, images from A Lasting Impression, all other related materials as determined by students  What works will be included in the exhibition?  Where will the exhibition take place? Classroom, school library, hallway exhibition space, school gallery  How will the “galleries” be organized? Subject, theme, artist  Who will come to view the exhibition? Will the exhibition be in conjunction with another school event?  Will there be an opening reception for the exhibition? Refreshments? Entertainment?  Will the exhibition be promoted via media?

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Appendix 1: Vocabulary

Lesson 1: First Impressions

Background: the part of a painting that is most distant from the viewer. It is located highest on the picture plane and is behind the middle ground and the foreground; objects in the background appear small to scale.

Brushstrokes: marks made by brushes used to apply paint. They may be large and visible or small and invisible depending on the size and shape of the brush and the artist’s technique

Bucks County: One of the original, three counties established by William Penn in 17th century in southeastern Pennsylvania. Bucks County is situated within the bustling New York -Washington corridor, bounded by the Delaware River and Trenton, NJ to the east, and the historic city of Philadelphia to the southeast.

Colors: the hues in a painting, which help define shapes and mood

Primary colors: Red, yellow, and blue. These three colors can be mixed to create other colors.

Secondary colors: Green, violet, and orange. These colors can be made by mixing the primary colors.

Intermediate/tertiary colors: red-violet, blue-violet, blue-green, yellow-green, yellow- orange, and red-orange. These colors are obtained by mixing a primary color with a secondary color next to it on the color wheel.

Complimentary colors: red/green, yellow/violet, and blue/orange. These are colors that are located directly across from each other on the color wheel. When complementary colors are placed next to one another, the intensities of both colors increase.

Warm colors: reds, oranges, and yellows. These are colors that would be found in fire or the sun. They convey the feeling of being warm.

Cool colors: blues, greens, and violets. These are colors that would be found in ice or the end of an evening. They convey the feeling of being cool.

Neutral colors: These are colors that are not found in the rainbow, including black, white, and brown.

Composition: the arrangement of the elements in a work of art.

Edward Redfield: A New Hope Impressionist

En plein air: loose, fluid painting done outdoors, capturing effects of light and air

Foreground: the part of the painting that is nearest to the observer.

James A. Michener Art Museum • 138 South Pine Street • Doylestown, PA 18901 MichenerArtMuseum.org • 215-340-9800

19 Garber: A Pennsylvania Impressionist who was a part of the New Hope Group/Towpath Group and known for his luminous, poetic renditions of the Delaware River.

Impressionism: a movement pioneered by 19th-century French artists including Claude Monet and Pierre Auguste Renoir. They explored the effects of changing light and atmosphere on color in nature. They painted outdoors rather than in the studio and painted with choppy brushstrokes of pure color directly on the canvas. Their paintings’ bright and seemingly unfinished qualities shocked viewers and critics alike.

Landscape/landscapes: a painting, photograph or other work of art that depicts scenery such as mountains, valleys, trees, rivers and forests.

Light: A source of illumination, especially a lamp, lantern, or electric-lighting fixture.

Middle ground: the area between the foreground and background in a painting, drawing, or photograph.

Nature: the material world, especially as surrounding humankind and existing independently of human activities.

New Hope Art Colony: nationally known artists centered in New Hope, Pennsylvania, who began working in Bucks County in 1898 and continued throughout much of the twentieth century. These artists were usually associated with Pennsylvania Impressionism, though some artists also worked in other styles.

Palette: a thin board, with a thumbhole at one end, on which an artist arranges and mixes colors. It can also mean the range or use of colors in an artist’s particular work.

Pennsylvania Impressionism: a type of art created by artists living in Pennsylvania at about the same time as French impressionists were living in France. This style of art is characterized by an interest in the quality of color, light, and the time of day. This group of artists usually painted en plein air, or out of doors, to capture the moment (see Impressionism). According to James A. Michener Art Museum’s Senior Curator Brian Peterson, “what most characterized Pennsylvania impressionism was not a single, unified style but rather the emergence of many mature, distinctive voices: Daniel Garber's luminous, poetic renditions of the Delaware River; Fern Coppedge's colorful village scenes; Robert Spencer's lyrical views of mills and tenements; John Folinsbee's moody, expressionistic snowscapes; and William L. Lathrop's deeply felt, evocative Bucks County vistas.”

Phillips’ Mill, Bucks County, Pennsylvania: converted it into a home and an art studio by William Lathrop in 1894. It emerged as the intellectual center of a growing community of artists. Besides Lathrop, artists such as Daniel Garber, Edward Redfield, John Folinsbee, and Walter Schofield together with Fern Coppedge, Walter Baum, and Clarence Johnson gathered there. It remains a cultural center to this day.

Tonalism/Tonalist: an artist who works in muted colors and soft tones to create an emotional response or mood.

Weather: the state of the atmosphere at a given time and place, with respect to variables such as temperature, wind velocity, and barometric pressure.

William Lathrop: A Pennsylvania Impressionist in the Towpath Group know for his deeply felt, evocative Bucks County vistas.

James A. Michener Art Museum • 138 South Pine Street • Doylestown, PA 18901 MichenerArtMuseum.org • 215-340-9800

20 Lesson 2: Improvisational Theater

Annie Lathrop: Wife of William Lathrop and artist in her own right.

Bucks County, Pennsylvania: One of the original, three counties established by William Penn in 17th century in southeastern Pennsylvania. Bucks County is situated within the bustling New York - Washington corridor, bounded by the Delaware River and Trenton, NJ to the east, and the historic city of Philadelphia to the southeast.

Daniel Garber: A Pennsylvania Impressionist who was a part of the New Hope Group/Towpath Group and known for his luminous, poetic renditions of the Delaware River.

Edward Redfield: A New Hope Impressionist

Fern Coppedge: A Pennsylvania Impressionist known for her colorful village scenes.

Improvisation: a creation made without prior preparation.

William Lathrop: A Pennsylvania Impressionist in the Towpath Group known for his deeply felt, evocative Bucks County vistas.

Lesson 3: Journals and Boxes

Assemblage: an artistic composition of materials and objects pasted onto a flat (collage) or three- dimensional surface

Collage: a grouping of papers, fabric or other two-dimensional objects attached to a flat surface with an emphasis on color and texture.

Joseph Cornell: an American artist and sculptor who is one of the pioneers of assemblage.

Journal: a daily record of news and events of a personal nature; a diary.

Landscape: a painting, photograph or other work of art that depicts scenery such as mountains, valleys, trees, rivers and forests.

Pochade box: a small, wooden box artists used to carry their tools when they were painting outdoors or en plein air.

James A. Michener Art Museum • 138 South Pine Street • Doylestown, PA 18901 MichenerArtMuseum.org • 215-340-9800

Lesson 4: Contemporary Connections

Contemporary: living or occurring at the same time

Lesson 5: The Arts and Media

Armory Show in New York City, 1913: An art show organized by the Association of American Painters and Sculptors showing modern art.

Burning of Center Bridge: a painting completed by Edward Redfield in 1923 displayed in the James A. Michener Art Museum.

Edward Redfield: A New Hope Impressionist

En plein air: loose, fluid painting done outdoors, capturing effects of light and air

Journalism: the activity or profession of writing for newspapers or magazines or of broadcasting news on radio or television.

Panama-Pacific Exposition in San Francisco, 1915: A world fair held to celebrate the completion of the Panama Canal which displayed art and technology from all over the world.

Lesson 6: Painting Impressions

Atmosphere: the air in any particular place

“At one go”: to finish a painting in one sitting.

Background: the part of a painting that is most distant from the viewer. It is located highest on the picture plane and is behind the middleground and the foreground; objects in the background appear small to scale.