BRING THE ADIRONDACKS INTO YOUR CLASSROOM


ADIRONDACK CHALLENGES

The Hudson River School Artists & The Adirondacks
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Grade: 7 - 12
Class: General Art, Studio in Art, Art History
Author: Sandra Hildreth
Retired - Madrid-Waddington Central School
NYS Content Area Standard:
The Arts:
Standard 1: Creating, Performing, and Participating in the Arts
Standard 4: Understanding the Cultural Dimensions and Contributions of the Arts
NYS Interdisciplinary Standard:
English Language Arts:
Standard 1: Language for Information and Understanding
Adirondack Curriculum Content Area:
Culture & The ArtsHuman History
Performance Indicators:

1. Creating, Performing, and Participating in the Arts     Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts

4. Understanding the Cultural Dimensions and Contributions of the Arts     Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the divers cultures of past and present society

Keywords: hudson river school, landscape painting, adirondack art
The Challenge:
Investigative Question or Issue: Who were the Hudson River School Artists - did they paint the Adirondack region? Why did landscape paintings become so popular?
Context:

There should be a brief introduction of the Hudson River School - images from books, posters, a clip from the PBS "Adirondacks" video - very short - just to make sure students can see examples of the artwork.

The Challenge:
  • A. Working in groups of 3 (teacher assigned) research artists of the Hudson River School . Create a brochure about an exhibit of at least 3 HRS artists, that you would like to hold in your school or community. Be sure to include: 
    • 1) Biographical information about each of the artists; 
    • 2) 3 Common characteristics of their work; 
    • 3) What they painted and why; and 
    • 4) A picture of at least one painting portraying the Adirondacks. 
    • Convince people to attend your "exhibit". More Adirondack paintings are encouraged. Submit brochure to teacher for review.
  • B. Individually, write a 1 page essay that responds to the Investigative Questions.
  • C. Individually, create your own artwork, in the media of your choice, that interprets and reflects your own local landscape. As a way of explaining your artwork, create an "exhibit announcement". Include the same types of information that went into the HRS brochure. 
    • 1) Biographical information; 
    • 2) Characteristics common with HRS artists; 
    • 3) What was painted and why; and
    • 4) A sketch or digital picture of your artwork
  • D. As a class, plan and hang an exhibit for your school and/or community that includes the student produced artwork and their individual "exhibit announcements" and the group produced brochures about the HRS artists. As a bonus, create additional PR to promote the exhibit.

 

Quality Standards:
  •  The groups will work cooperatively to research and review  a minimum of 10 different HRS paintings by 3 or more artists & agree upon at least 3 common characteristics. Identify 1 or more paintings that portray the Adirondack region. 
  • A well designed, informative, 3 fold, brochure (11x 8.5") is to be created about a HRS exhibit in the school or community. It should incorporate the requirements listed above. Any art media or technologies may be used.
  • Individually, complete and hand in a well-written, 1 page  essay that responds to the investigative questions.
  • Create an original drawing, painting, print or photograph (teacher may want to specify) that reflects your local landscape. The media of choice is used effectively and the product is completed with attention to the composition, the visual elements and principles of design.
  • Complete a well-written "exhibit announcement" that meets the requirements listed above.
  •  Help create a school/community exhibit of both the art work produced, the "exhibit announcements", and the brochures.
  • BONUS: Create and use additional PR for the exhibit. (i.e. invitations, radio and/or newspaper announcements, etc.)
Product Quality Checklist
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Standard/Criteria: Points Possible: Points Awarded:

A-1) Worked cooperatively with partners to review 10 different HRS paintings & identified at least 3 common characteristics. Identify at least 1 that portrays the Adirondack region. (Have list available to show teacher).

10

A-2) Participated in historic research and small group discussion in order to cooperatively produce a brochure about a HRS exhibit in the school or community that includes:

  • 1) Biographical information about each of the artists; 
  • 2) 3
  • 10

    B) Individually completed and handed in a well-written essay that responds to the investigative questions.

    15

    C-1) Individually created an original drawing, painting, print or photograph that interprets and reflects your local landscape. The media of choice is used effectively and the product is completed with attention to composition, the visual elements and<

    40

    C-2) Individually completed a well-written "exhibit announcement" that includes:

    • Biographical information
    • Characteristics common with HRS artists
    • What you painted and why
    • A sketch or digital picture of your<

    15

    D) Helped create a school/community exhibit of both the art work produced, the "exhibit announcements", and the brochures

    10

      BONUS: Create additional PR and use it for the exhibit. (i.e. invitations, radio, tv and/or newspaper announcements, etc.)

    10

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