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N. C. Wyeth |
Bringing Maine Industries to Life
Social Studies Lesson, Mixed grades 3/4
LEARNING OBJECTIVES
Students will be able to:
- Describe and interpret Wyeth’s Dark Harbor Fishermen as a representation of the Maine fishing industry.
- Use Internet resources and historical photographs to understand a traditional Maine industry through critical looking, analyzing, and synthesizing of visual imagery.
- Conduct research, write a short essay, and make a drawing about a traditional Maine industry.
- Draw the human figure in action and with proper proportions.
- Work collaboratively to conduct research, plan, and create a painting that visually communicates their knowledge and understanding of a traditional Maine industry.
- Use Dark Harbor Fishermen as a visual inspiration for their own representations of a Maine industry.
LESSON ACTIVITIES
Teacher Reflection 1
Dark Harbor Fishermen and researching Maine industries (one 45-minute class, plus a one-week homework assignment)
- Have the students explore Wyeth’s Dark Harbor Fishermen and ask them to describe what they see. Explain that N.C. Wyeth lived in Port Clyde, Maine and saw scenes of fishermen in his daily life. Use Dark Harbor Fishermen as a way to discuss the fishing industry in Maine and its important role in the state’s economy.
- What Maine industry is featured here and how is it portrayed by the artist?
- How does the artist feel about these fishermen? Why do you think so?
- What is happening in this image?
- What natural resources are being used?
- What will the fish be used for?
- What products will the fish become?
- Who will use these products?
- Are the men shown here laborers or consumers?
- In what ways do they rely on this industry?
- How does the rest of the state of Maine rely on this industry?
- Ask students to select a historical Maine industry to research for their week-long homework assignment. Some examples of industries include logging, ice harvesting, fishing, lobstering, granite quarrying, maple harvest, potato farming, and ship building. The Maine Memory Network (www.mainememory.net) created by the Maine Historical Society is a superb resource of very accessible primary source materials. Refer to the earlier conversation about Dark Harbor Fishermen and remind students how they looked carefully to understand details in the painting. Choose a sample photograph from Maine Memory Network and model for the students how to be a history detective by carefully examining the visual evidence in the photographs. Ask students: What do you see? What more can you find? What information does this image give you about the industry? What details do you see that help to explain the industry?
- Students list three industries they are interested in and research those industries on Maine Memory Network, then select the one industry they want to focus on. Have students first make drawings inspired by the photographs of their industries that show lots of details. Explain to student that the drawings will be assessed on four criteria: composition, resource, technology, and people. Once students have completed their drawings, have them write a short report (1 to 3 pages) that explains their drawings and their industries. Use the Teacher checklist/rubric – Student industry drawings and the Teacher checklist/rubric – Student industry report to assess student progress.
Figure Drawing (one 45-minute class)
- Because the action of human figures is a key component to the final painting, it is good to review with students how to draw the figure with accurate proportions. If possible, partner with your art teacher to practice sketching figures in action.
Group Painting (eight 45-minute classes)
- Divide the students into groups of three to plan and create a painting of one of the traditional Maine industries.
- Before students begin their work, return to Dark Harbor Fishermen. Discuss the narrative aspects of the painting, and how Wyeth describes the resources, tools, and work of Maine fishermen. Also review the elements of art and how they tell the story. Discuss the color, composition, the use of light and dark to dramatic effect, the perspective, and the repeated elements.
- Students work together to choose a new industry for the group painting, or they may decide to expand on an industry they used earlier. Students need to work collaboratively to plan all aspects of the painting, including the conception, composition, and details, as well as planning how the various aspects of the painting will come together: from the initial sketch, to a more complete drawing, to painting. Who will do what part and how will they work together?
- This process will take several days:
- Students research their new industry
- Make sketches of the industry
- Combine those individual sketches into one final collaborative drawing (on the larger 18 x 24-inch paper)
- Transform the final drawing into a painting using watercolor paints and colored pencils
- This time will require constant teacher monitoring and feedback to ensure the student groups are working together effectively to create their painting.
- When the final paintings are complete, have students present their work to the class. They will also complete the Self-assessment – Maine Industry Painting.
Teacher Reflection 6
Teacher Reflection 7
MATERIALS
• 8½ x 11-inch paper, several sheets per student
• Pencils
• Internet access to the Maine Memory Network: www.mainememory.net
• 18 x 24-inch drawing paper, one sheet per group
• Watercolor paints, brushes, cups for water, paper towels
• Colored pencils