Art Alive! (Grades 5-8)
Students participating in this program learn about the three generations of American artists who lived and painted at Weir Farm National Historic Site, and experience the authentic, untouched landscape that inspired them. The program begins at the Burlingham House Visitor Center where students meet a park ranger who takes them on an interpretive tour of the landscape, the historic Weir painting studio, and the historic Young sculpture studio. Along the way, students are shown artwork of the park, and discuss connections between the artwork and the modern landscape. Following the tour, students are given an opportunity to follow in the artistic tradition of Weir Farm National Historic Site by sketching in the landscape using graphite pencils, colored pencils, and chalk pastels. This experience of creating art en plein air allows the students to become part of a unique and enduring artistic tradition and to forge their own personal "impression" of Weir Farm National Historic Site.
Quick write/journal: The Branchville farm was Weir's retreat-a place he went to escape the busy life of New York City and relax with his family. Imagine where you would like to have a retreat. Describe where it would be, what it would look like, what you would do there, etc.
Quick write/journal: Describe a place that has inspired you. This could mean anything from being inspired to take a picture, or being inspired to write, sing, research, etc. What was powerful to you about this place? Why did this place cause you to take action?
Look at art images of Weir's/Young's/Andrews' work and creatively write about the artwork. What might the subjects be saying or thinking? What might be happening? Create a "back-story" for the image.
Write a letter to Weir Farm National Historic Site reflecting on your visit. Please send letters to the following address:
Weir Farm National Historic Site
735 Nod Hill Road
Wilton, CT 06897
Write a letter to a local government representative calling for the preservation of a place important to you. Tell him or her why the place is special to you and why you think it is important for future generations to experience.
Create a "name that style"-type game where students identify particular types of artwork as belonging to a certain movement, period, or artist, and defend their responses using visual art terminology. The game should include paintings from Weir, American Impressionism, and the Hudson River School.
Research a landscape painting from another artist or art movement. How does this artist's style or art movement compare to Weir's style and American Impressionism?
Imagine you are an Impressionist artist and Weir has invited you to his farm in Branchville for the weekend. Write a letter back to your family detailing your experience at the farm. What did you do? How were your accommodations? Were your hosts hospitable? Use specific examples about the farm's history, as well as details and examples from your visit, to give your letter authenticity.
Imagine that you are Weir, and that you are trying to get your reclusive artist friend out of New York City for the weekend to visit the farm. Write your friend a letter persuading him or her to come visit you at the farm. How would you describe the farm? What could you say that would convince your friend to come? Use specific details and examples from your visit to enhance your letter.
The symbol of the National Park Service is the Arrowhead, which represents all of the natural and cultural resources that the National Park Service protects and preserves. Design a symbol specifically for Weir Farm National Historic Site, making sure to include examples of what is protected and preserved at the site.
Weir liked to paint in the Impressionist style, which included using thick, loose brushstrokes and bright colors, and focused on the landscape and scenes of everyday life for subject matter. In the spirit of Weir, paint your own Impressionist style painting using these techniques. If possible, paint outside, or en plein air, as the Impressionists did.
Weir liked painting outside, but sometimes, it wasn't possible. As a solution, Weir invented a small portable studio he called the "Palace Car." This studio was dragged around the landscape by oxen and was equipped with the features of a studio, including an oil burning stove. Using this invention, Weir could continue painting the landscape, but without getting cold or wet. In this tradition, design your own "Palace Car" or portable studio.
Here at the farm, the sculptor Mahonri Young wrote that he "saw pictures everywhere," and as a result, he carried a sketchbook around the grounds with him. For a week, carry around your own sketchbook and record views and sights in the landscape that make an impression on you.
Although Mahonri Young sketched, painted, and did printmaking, he is known primarily for his sculpture. His subjects were often people engaged in hard physical work, such as farmers, laborers, and even athletes. His sculptures portray these people in a very realistic way, which is why his style is referred to as "Social Realist." In this tradition, sculpt your own Social Realist figure by portraying a person engaged in some type of hard work.
Art in Your Community
The American Impressionist movement was centered on the New England countryside and reflected the popular back-to-nature movement. Research and discover local artists who depict images of their region's landscape. These works do not need to be traditional landscapes. Some abstract painters respond to the landscape in unique ways and many Native American, Hispanic, and African American artists imprint their own interpretations of place on their works. Invite educators from local art museums, historical societies, galleries or libraries to the classroom to discuss and show slides of the different styles of art popular in the region.If possible, arrange a field trip to a gallery or museum. When your research is completed, make a short presentation about the artist or artists studied. The class can discuss what is artistically unique about your region and how the artists were inspired by that uniqueness.
- Art, Social Studies, Visual Arts
- National/State Standards:
- Connecticut Curriculum Framework
Last updated: February 26, 2015