Theme:  Landscape

Lesson Plan Title American Landscape and its reflections in the course of history

Subject areas: Visual Arts; U.S. History; Geography; Hudson River School: landscape painting

Skills covered:

Analyzing primary sources
Observation and description
Internet research skills
Map skills
Writing

General Goal:

1. Introduce American Landscape of the 19th century.
2. Understand the purpose and function of American national parks.

Specific objectives:

At the end of the lesson students will be able to:

Materials/ Visual Aids:

“Picturing America” Educators Resource Book
8a Looking Down Yosemite Valley, California,1865
American National Parks websites
Time: 80 min (two lessons together)

Step-by-step procedures:

Lead-In: whole class activity (15 min)

Activity 1.  Information about the painter Albert Bierstadt (8 min)

Short  Biographical oral report by a student and Albert Bierstadt’s map of travels (

www.wikipedia.com about Albert Bierstadt).                    

Activity 2.  Observing the picture: whole class activity (8 min)

 Encourage students to carefully examine the picture for 2 minutes and describe it.
What details--such as people, objects, do you notice?
What information about the time period, location, and season can you gather from this painting?
What is pictured in the foreground, in the middle and in the background?

Activity 3 Map of Yosemite – layout of rock formations (10 min) (group activity)

Students break into 4 groups to discuss these questions. The teacher also prints and handouts a map of Yosemite to each group.
Information about Yosemite National Park; its rock formation, Cathedral Spires-Sentinel Rock and how it is depicted in the picture? How did the artist exaggerate the size and the depth for the effect?
How does the light in the middle of the scene add to the drama? Do you think it pictures a sunrise or sunset? Why? Orient what direction he viewed the scene from.

Activity 4 Information about the Hudson River School and Albert Bierstadt (whole class) (7  min)

The artist was born in Germany and knew the Alps. But he was especially impressed with what he found in the Yosemite Valley as it was:
Majestic
Grandeur
Wondrous
Which Russian geographic area/feature could you apply these adjectives to? Students nominate sitesandthen report.

Activity 5 Teacher presentation (7 min)

1. What had happened to the area from 1865-1872 when he returned for the last time? What did the artist think about these changes? When was Yosemite National Park founded?

Activity 6 Have students watch The Half Dome video and then discuss Have students watch the Half 

Dome video and then discuss them. Yosemite Nature Notes 4: Half Dome   video)http://www.nps.gov/yose/photosmultimedia/ynn4-halfdome.htm: 11 min  (whole class activity)
a)  Are there too many people visiting?
b)  What problems are created?
c)  What kind of people are attracted?
d)  What do the staff think?
e)  What does climbing Half Dome mean?

Closure: (2 min)

Ask students about three things they learned, two questions they have, and one thing they liked.

Extensions:

1.  Have students find modern photos of this place and observe how it has changed. They can prepare a tour through the park .What recreation activities are popular there today?
2.  Ask students to discuss the role Bierstadt’s paintings played in the early development of tourism to the West.

Writing activity:

http://www.nps.gov/archive/yose/education/index.htm (Yosemite Interactive Classroom - for Kids)
5.  Have students create a poster that might be used to promote  conservation of natural beauty.

“Though his paintings sold for princely sums, Bierstadt was not held in particularly high esteem by critics of his day. His use of uncommonly large canvases was thought to be an egotistical indulgence, as his paintings would invariably dwarf those of his contemporaries when they were displayed together. The romanticism evident in his choices of subject and in his use of light was felt to be excessive by contemporary critics. His paintings emphasized atmospheric elements like fog, clouds and mist to accentuate and complement the feel of his work. Bierstadt sometimes changed details of the landscape to inspire awe. The colors he used are also not always true. He painted what he believed was the way things should be: water is ultramarine, vegetation is lush and green, etc. Nonetheless, his paintings remain popular. (www.wikipedia.com about Bierstadt)

Discuss: Should artists have a license to reshape nature? To heighten/change colors? To go to excesses? To choose a dramatic subject matter?

Homework: (3 min)

Class debate on pros and cons of preserving National parks.

List of References:

www.wikipedia.com
www.albertbierstadt.org
www.picturing America.neh.org
Yosemite National Park site www.yosemitepark.com/
Yosemite Interactive Classroom - for Kids
http://www.nps.gov/archive/yose/education/index.htm
Yosemite "Dream Jobs" - Working at Yosemite National Park (16 min. video)
http://www.nps.gov/yose/photosmultimedia/dreamjobs.htm
Yosemite Nature Notes 4: Half Dome  (11 min. video)
http://www.nps.gov/yose/photosmultimedia/ynn4-halfdome.htm
Ansel Adams - Yosemite Special Edition Prints  (Black and white photos)
http://www.anseladams.com/index.asp?PageAction=VIEWCATS&Category=9

Artwork 8a Looking Down Yosemite Valley
Surpassed (adj)     distinguish oneself  /превзойденный
Grandeur (adj)      the quality of being magnificent or splendid or grand/великолепие
Panoramic  (adj)   bird's-eye: as from an altitude or distance; "a bird's-eye survey"; "a panoramic view" /панорамный
Preservationist (n)   someone who advocates the preservation of historical sites or endangered species or natural areas/ защитник
Majestic (adj)   having or displaying great dignity or nobility/величественный
Wondrous (adj) amazing, inspiring  awe/удивительный
Expressed (adj)  explicit: precisely and clearly expressed or readily observable /выраженный