John Singleton Copley (artista)
John Singleton Copley started out painting portraits of wealthy people in...
ver artistaStudents will explore the views of opposing sides during the American Revolution through the examination of diverse sources, including classical portraits of contemporaries, popular lyrics, and scholarly perspectives.
1. Assign the class to examine Mrs. James Russell (Katherine Graves) and Sir William Pepperrell and His Family. Students should list on the board some characteristics of Mrs. James Russell and Elizabeth Royall (Lady Pepperrell) based on evidence in the paintings. Encourage students to read the paintings for themselves. Examples of characteristics and biographical details are:
2. Ask the students to think about the terms on the board as they examine the paintings. Assign students to read the background information on these works of art. Within a class discussion, use the following questions to examine how the women’s portraits reveal their respective Patriot and Loyalist ideals:
3. Assign students to examine the lyrics to the “Address to the Ladies” written by John Renfro Davis in 1769. Within another (shorter) class discussion, use the following questions to develop students’ understanding of the values associated with apparel during the Revolutionary era.
4. Assign students to read the Chronicle of the Revolution about the Boston Tea Party and the excerpt on Boston in 1775. Using that description, their knowledge of the revolutionary era in Boston, the information they have gathered from Davis’s lyrics and their analysis of the portraits of the two women, assign the students to consider how each of these women would have reacted to the Boston Tea Party in November 1773. Assign students to write a diary entry (one paragraph for each woman) that responds to this event from the point of view of each of these women.
5. Artists add specific details or features to the portraits they paint to signify information about their subjects and the world in which they live. Assign students to consider the following questions to prepare for homework.
Assign students to imagine themselves as artists working on a self-portrait. Assign students to write a paragraph describing the setting, clothing, and props they would include in their self-portraits to guide their viewers to a specific perception about themselves and the times in which they live.
Escrito por Sarah Russell, Profesora de Estudios Sociales
Active participation in group discussions will demonstrate students’ ability to:
Clearly written, effectively and correctly detailed diary entries will demonstrate students’ comprehension of the issues and the multiple perspectives of various peoples of the past, as well as their ability to support interpretations with historical evidence.
Thoughtful and detailed paragraphs on elements that students would include in their own portraits will demonstrate students’ ability to interpret visual arts from a personal, cultural, and historical context.
Students will understand the role of art in documenting historical events, specifically as a means to understand the culture of the United States in historical context.
Vocabulario
attribute
affluent
Puritan
magistrate
aristocratic
Loyalist
perception
Enlaces
Chronicle of the Revolution, “High Tea in Boston Harbor” (Liberty Series, PBS)
“Boston, 1775” (Loyalist perspectives) National Postal Museum
Songs of the Revolution—Song 9. “Address to the Ladies” by John Renfro Davis (1769) Carpenter’s Hall Web site
John Singleton Copley started out painting portraits of wealthy people in...
ver artista