Web of Respect

Using the Power of

Art

to Make a Difference

Grade Level : 4

Objectives

• To introduce themes and stories portrayed by artist Jacob Lawrence and other prominent African-American artists as examples of struggle, hope, daily life, and powerful protest.
• To learn about and experiment with color, shading, line, size, and shape, i.e., their individual and collective power within Jacob Lawrence's art.
• To understand aspects of African-American life through history by engaging in art activities and interpretation of art.
• To create visual biographies of prominent African-Americans in the style of Jacob Lawrence.

Vocabulary

Oppression --arbitrary and cruel exercise of power:	Emotion --a strong feeling.	Image --A concrete representation, as in art, literature, or music, that is expressive or evocative of something else: night as an image of death.	Expression--The act of expressing, conveying, or representing in words, art, music, or movement; a manifestation: an expression of rural values.
Theme --A subject of artistic representation.	Message--A basic thesis or lesson; a moral.	Subject--One who is under surveillance: They observed the subject to paint it.	Analyze - v. 1. To separate into parts or basic principles so as to determine the nature of the whole; examine methodically.
Classify - v. 1. To arrange or organize according to class or category.	Critique - n. 1. A critical review or commentary, especially one dealing with works of art or literature.	Series - n. 1. A number of objects or events arranged or coming one after the other in succession.	Techniques - n. The way in which the fundamentals, as of an artistic work, are handled.
Portray - v. 1. To depict or represent pictorially; make a picture of.	Scene - n. 1. Something seen by a viewer; a view or prospect.	Impression - n. 1. An effect, a feeling, or an image retained as a consequence of experience.	Exhibit - n. 3. A public showing; an exhibition.
Symbol - n. 1. Something that represents something else by association, resemblance, or convention, especially a material object used to represent something invisible.	Perspective - n. 1. The technique of representing three-dimensional objects and depth relationships on a two-dimensional surface. 4. b. Subjective evaluation of relative significance; a point of view: the perspective of the displaced homemaker.	Mural - n. 1. A very large image, such as a painting or an enlarged photograph, applied directly to a wall or ceiling.	Panel - n. 1. A flat, usually rectangular piece forming a raised, recessed, or framed part of the surface in which it is set.

 

Pre-assessment	Think! Pair! Share! Tell students that they are about to hear a different version of the story of Harriet Tubman than the one of which they all may be familiar. Ask students to think about what they already know about Tubman and then share it with a partner. Make a chart with students' recollections.Sort the ideas into categories that are "facts" and "opinions". This sorting will be important as children begin to interpret artists' feelings and messages and distinguish them from facts about a subject. Encourage students to give examples to show their knowledge by answering these questions in a journal: What makes a "good" work of art? Can you see feelings in art? How do you express your feelings, frustrations, and hopes? Does art give you information about someone or something?
Readings	Harriet Tubman and the Promised Land by Jacob Lawrence, Simon & Schuster Books for Young Readers, 1993. A visual and poetic tribute to Harriet Tubman created by the renowned artist, Jacob Lawrence, this book engages the reader with rhythm and color and enables one to appreciate and learn about this great woman's heroic exploits.     Story Painter The Life of Jacob Lawrence by John Duggleby, Chronicle Books, 1998. This biography is perfectly organized as a read-aloud for upper elementary students. The author has written important, yet thoroughly engaging information about Lawrence's life. With inviting chapter themes, quotes from other prominent African-Americans, and appropriately selected paintings to match, all readers can learn something new about life for African-Americans in post-slavery years.   The Great Migration by Walter Dean Myers; paintings by Jacob Lawrence.HarperCollins, 1993 (759.13) A series of paintings chronicles the journey of African Americans who, like the artist's family, left the rural South in the early twentieth century to find a better life in the industrial North.
Activities   W h o  i s  your  H E R O ?	#1 What kind of a person deserves a 'tribute'? Students learn the word tribute and give examples of tributes they have experienced or know about, e.g. monuments, award ceremonies, book dedications, etc. Materials: black or dark brown construction paper (large size or mural)  brightly colored construction paper  "Milky" gel pens or colored pencils or craypas that can show up on black paper scissors  glue  chart paper and markers journals or scrap paper and pencils chart with the list on #11 Procedure:  Read the dedication of Harriet Tubman and the Promised Land aloud to the class. Construct a definition of the word tribute. List on chart paper the reasons that Lawrence had for paying tribute to both Tubman and the other "heroines" mentioned in his dedication. Divide class into pairs and pass out one sheet of paper (or journal) to each pairing. Ask students to brainstorm other 'qualities and actions' of a person/group who deserves a tribute and record them on one 1/2 of the paper. Tell students to add names of people and groups that match the qualities on the list. (Tip: biographies are one example of people to whom tributes have been written; 2-3 examples displayed in the room might fuel brainstorming.) Ask pairs to compare lists. Record each list on a chart entitled: "Character traits and actions of people/groups that deserve tributes". Keep this class list displayed as you read Harriet Tubman and the Promised Land. Read the book once in its entirety. Ask students, "Did you note any other characteristics of Tubman that were captured in Lawrence's series? Look at our list to select some." Now, tell students that they are about to analyze Lawrence's techniques to show how he portrayed Tubman as a hero. Post a chart with the following techniques. Ask pairs to select a category from the techniques chart to analyze the book again. Prompt groups with the following ideas: elongated figures show movement and extreme emotions contrasting colors emphasize the characters importance in their journey and give a vivid display of the setting boldness of the colors on each panel of Lawrence's paintings show emotion and deliver messages effective facial expressions tell emotionssymbols such as the star to convey hope and other emotions Ask students to imagine creating a single scene to pay tribute to a person or group they listed. Remind them that their artwork will convey information about their hero's attributes and actions. Students should plan their work before beginning. Disseminate materials and create work! Students can use the dark color as a background and draw and/or cut out bright colors to create their scene. Tell students to make note cards with words describing scenes to hang near children's work. Display and invite other classrooms to view and critique by asking questions such as, "How did this student show the important attributes and actions of his/her person or group?" and "What do you notice about this student's work?" Students might also use these visual tributes to create a story panel series to post in school or community.
	Helpful hint! Instead of discussing the artistic elements of Lawrence's paintings as a group, give pairs of children the book and ask them to focus on ONE attribute. Students can keep track of the kind of element in a journal and then analyze how and why Lawrence used them to emphasize (or demphasize) an image in his work. Also, use biographies read in class as inspiration and background knowledge. Idea! In the book Story Painter (used in Lesson #2), Lawrence is quoted as he refers to people whom he admired and learned about as a child. Students may marvel at the fact that despite his race, Lawrence never learned about the important acts of many brave and wise African-Americans US history. See page 36 to hear about how Lawrence chose to portray his Navy comrades during WWII, and page 42 to learn how one librarian saw Harriet Tubman's hands and feet and how Lawrence responded to her comment.
	#2 What is 'migration'? What was "The Great Migration" ? How does Jacob Lawrence portrays human actions? Pose the questions above and record answers on chart paper. Mention migration for survival as a form of moving. Make a list of other human actions. Play a game of charades using the list of actions. Make a connection between actions and emotions in paintings and the game charades (i.e., expressed by one's facial expressions). Read The Great Migration. Read and view parts of Story Painter (pp. 6, 12, 32, 35, 41, 43, 50, and 53) and cue students to note how Lawrence portrayed his characters' actions and emotions. Students find actions and emotions in the paintings to create scavenger hunts for other teams. Materials: Story Painter The Great Migration other reference books, posters cards with paintings of Jacob Lawrence (see resource list below) chart paper & markers journals or scrap paper & pencils Procedure: Preasses student knowledge about the above questions by noting their answers on chart paper. Brainstorm a list of 'human actions' and record them on chart paper by classifying them according to "Body Movements" and "Situations" (i.e. 'running' would go in a "Body Movements" category, and 'moving because your mom got a new job' would go in a "Situations" category). Add to the list migration, i.e. that some people move or migrate because they need to seek better jobs. Play a game of "charades" to show actions and/or migrations on the list. Have a few students freeze in their positions and ask the rest of the class to guess what the actor's emotions would be if they were really doing the action in real life. Ask, "How can we see the actor's emotions when they cannot speak or make noise?" (i.e. facial expressions and exaggerated body positions) Brainstorm a list of emotions and use a different color marker to write them next to the corresponding actions from the class list. Continue to play charades adding facial expressions and exaggerated actions for about 5 more minutes. Gather the group to read the book The Great Migration. (If students have not studied this post-slavery era, briefly describe how and why African-Americans migrated to northern cities.) Tell students that they will probably see many of the actions listed on their chart and their respective emotions. Remind students that in paintings, subjects cannot speak or make noise and emotions are shown through the artist's use of various techniques. Pause to examine the scenes and panels to discuss techniques that Lawrence used to show human actions and infer the characters' emotions. As you read through the book, make a list of these techniques including the following:• elongated features and bodies, vivid facial expressions varied shapes for backgrounds and contrasting colors to pronounce differences Tell students that the game of charades is very similar to how Lawrence created his paintings. Without Lawrence's skill in portraying emotions and actions, viewers of The Great Migration would only see lifeless images. Flip through Story Painter (see pages listed above) and ask the students to note actions, emotions, and how Lawrence created them. Split the class into teams of 2 or 3 (make enough groups so that all students will be able to swap their work with another team). Disseminate the Lawrence materials evenly to each group (see kit materials listed below). Instruct groups to find at least five actions, to infer their corresponding emotions, and the techniques Lawrence used to paint them. Ask groups to record them on a chart similar to the one below. ACTIONS EMOTIONS TECHNIQUES - - - - - - - - - - - - - - - Instruct students to use their charts to create clues for a scavenger hunt. They should make a list of five clues. An example of a clue should be written in complete sentences, i.e. "Look for a group of men in a running race. What do they feel? How did Lawrence show the actions and emotions." Students swap scavenger hunts. Keep scavenger hunts accessible to children for students to use during free times.
	Helpful hint! Give one group cards, another posters, and another books so each group can focus on completing their activity as a team.
	#3 Secret messages and hidden feelings...or were they done on purpose?! Students review the following two questions previewed in the preassessment and in Lesson #2: "Does art give you information about someone or something?" and "Can actions in art tell about the emotions and convey messages about a particular situation?" Students recall how humans show emotions through art (Lesson #2). In groups, students search for a list of messages, emotions, themes, etc. portrayed in Lawrence's paintings. Students report to class what each panel, scene, image, mural, symbol, etc. conveys to its viewer and analyze how Lawrence employed various techniques to show themes, etc. Materials: books, posters, postcards, etc. of Jacob Lawrence's work (see Materials for this kit listed below) journals or scrap paper & pencils chart paper and markers chart paper with the following themes listed:pain, play, struggle, cooperation, poverty, happiness, hope, excitement, inspiration, disappointment, freedom, captivity, kindness, fear, fearlessness, bravery, safety, danger, frustration, anger, etc. note cards (any size) Procedure: Brainstorm a list of emotions, themes, and messages. Cue children to add to the list by asking for opposites of emotions you suggest. Keep the list posted to refer to it throughout the lesson. Recall how and why Lawrence created the tribute given to Harriet Tubman (Lesson #1). Flip through Harriet Tubman and the Promised Land and pause to analyze each panel to look for symbols, facial expressions, colors, shapes, movements that show various emotions, themes, and messages.  Introduce the students to the vocabulary word impression, as part of a question posed to them, "What kind of impression (feeling or image) do you get from viewing these scenes in Harriet and the Promised Land?" Ask students to think of what message Lawrence intended to give his viewers. Tell the children to find emotions, themes, and messages on the class list in the scenes in Harriet and the Promised Land. Note any body movements, facial expressions, or other visual cues that indicate them. Read quote in Story Painter (p.42) to think about a message Lawrence intended to convey in his series "The Great Migration". Tell the students that Lawrence, in his artwork, has been noted to give messages about important people and events in the history of African-Americans in the US. His work has made lasting impressions on his viewers. Some themes, emotions and messages are listed on the chart that the students have created and others are on the chart the teacher created. Instruct students to find a partner and take 2-3 Lawrence resources. Challenge the class to a collective goal to find all of the words on the chart. Have the pairs write about each theme (in complete sentences) on note cards. Ask students to arrange the note cards along side of Lawrence paintings at their desks. Allow students to circulate the room to browse each pairs' findings (as if they were in an art gallery). Revisit the questions listed in the preassessment above. Evaluate whether Lawrence did a "good" job teaching the public about important aspects of life for African-Americans. Encourage students to look for other expressions of African-American life, hopes, and struggles that occurred in history and may be happening at the present time.

Websites

Jacob Lawrence Foundation A site created by the Jacob and Gwendolyn Lawrence Foundation, this site contains beautiful graphics, excellent teaching ideas and lesson plans, and a variety of related links to subjects of his artwork. [Jacob and Gwendolyn Lawrence Foundation]

African-Americans in the Visual Arts: A Historical Perspective This site has a comprehensive list of African-American artists with biographies, and other historical data about the evolution of African-American art in the USA. [Long Island University/ C.W. Post Campus]

The Schomburg Library Exhibition, Harlem 1900-1940 The library has a compilation of on goings, history, great writers and speakers, culture, arts, and other major aspects of life during the Harlem Renaissance. This site can show some "real life" examples of Lawrence's subjects. [Cultural Heritage Initiatives for Community Outreach in connection with the Schomburg Library]

PBS Interview with Jacob Lawrence This report was written after Lawrence's death in June of 2000 and includes the artist's reason for creating the series The Great Migration and other tidbits about his rise to fame in the American art world. Good background reading for teachers. [PBS Online News Hour]

North by South A group of students worked on compiling this incredibly comprehensive site that includes all aspects of migration and life in northern cities. Use this site for teacher background on these topics and for finding more Lawrence onling exhibitions.[National Endowment for the Humanities]

A Story about the Underground Railroad The History Channel created several pages and links for both teacher and student to learn some basics about the Underground Railroad. [The History Channel]

Encyclopedia of Black History Biographies, timelines, study guides, audio/video archives, and much more! This site is a wealth of easy-to-read basic information about black history in the USA. [Encyclopedia Brittanica]

Where to buy Jacob Lawrence posters, books, etc. This commercial site offers many options for purchasing materials for use in homes and classrooms. Also, it lists some of Lawrence's works in chronological order and has a virtual art gallery in which to view them. [The Art Archive.com]

Materials for this kit

• Postcards: Paintings by African Americans, from the collection of the National Museum of American Art, Smithsonian Institute. ISBN 0-87654-748-X
• Video: Portrait of an Artist: Jacob Lawrence, an Intimate Portrait. Home Vision Inc., (800) 826-3456.
• Big Book: Jacob Lawrence by Richard J. Powell. Rizzoli Art Series, ISBN 0-8478-1515-3 
• Posters (oversized, see portfolio case)

Books 

Deep Blues: Bill Traylor, Self-Taught Artist by Mary E. Lyons. The life and accomplishments of a twentieth-century African-American folk artist. Scribner & Sons, 1994. (B) 

From Slave Ship to Freedom Road by Julius Lester; paintings by Rod Brown. The story of slavery is portrayed through painting and writing. Dial Books, 1998. (759.13) 

The Great Migration: an American Story by Walter Dean Myers; paintings by Jacob Lawrence. A series of paintings chronicles the journey of African Americans who, like the artist's family, left the rural South in the early twentieth century to find a better life in the industrial North. HarperCollins, 1993 (759.13)

Harriet in the Promised Land by Jacob Lawrence.A brief biography in verse about Harriet Tubman and her dedicated efforts to lead her fellow slaves to freedom. Simon & Schuster, 1993. (811.54) 

Li'l Sis & Uncle Willie: a Story of William H. Johnson by Gwen Everett. National Museum of American Art, Smithsonian Institution, Washington, D.C. Hyperion, 1994. (759.13) 

Middle Passage: White Ships / Black Cargo by Tom Feelings. Dial Books, 1995. (759.13) 

Jacob Lawrence by Richard J. Powell. Rizolli art series, enlarged colorplates of paintings by Lawrence, with biographical notes. Rizolli, 1992 (759.13) 

Jacob Lawrence = American Scenes, American Struggles by Nancy S. Howard. With activities and art, this book takes you into the stories and struggles of African Americans, and of the United States as a whole, from the early days of slavery to the present. Davis Publications, 1996. (811.54)

John Brown: One Man Against Slavery by Gwen Everett; paintings by Jacob Lawrence. A series of gouache paintings portray the life of John Brown the legendary abolistionist. Rizzoli, 1993 (973.7) 

Jonkonnu--Winslow Homer by Amy Littlesugar. A young southern girl tells of the time Winslow Homer came to town to paint pictures and defied the town fathers by portraying the lives of the poor Black people who lived down the red clay road. Philomel, 1997. (E) 

Story Painter: the Life of Jacob Lawrence by John Duggleby. A biography of the African American artist who grew up in the midst of the Harlem Renaissance and became one of the most renowned painters of the life of his people. Chronicle Books, 1998. (759.13) 

Toussant L'Ouverture: the Fight for Haiti's Freedom by Walter Dean Myers. A collection of paintings by Jacob Lawrence chronicling the liberation of Haiti in 1804 under the leadership of General Toussaint L'Ouverture. Simon & Schuster, 1996. (972.94)