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An Exploration of Brace’s Rock, Brace’s Cove, 1864 Developed Through the Terra Teacher Lab, 2007-08. Jana Kopczick Smyser School 8 th Grade Language Arts/Art. Fitz Henry Lane Brace’s Rock, Brace’s Cove, 1864 Oil on Canvas Terra Foundation.
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An Exploration of Brace’s Rock, Brace’s Cove, 1864 Developed Through the Terra Teacher Lab, 2007-08 Jana Kopczick Smyser School 8th Grade Language Arts/Art
Fitz Henry Lane Brace’s Rock, Brace’s Cove, 1864 Oil on Canvas Terra Foundation
Key Ideas about the Artwork that Informed the Lesson: • The piece is more about emotion and mood, rather than documenting a specific location • It was painted in 1864 during the Civil War • The mood of this painting reflects what is being felt by society as a whole in the United States during the Civil War • Style—dream-like qualities • Calm (still sky and water), gentle lapping waves representing permanence of eternity/afterlife • Lack of movement—stillness. There is no life—bushes are in their last days, ship is wrecked/beached symbolizing death and destruction • Contrast of dark and light in the artwork • Brace’s Cove was a very dangerous place with treacherous rocks off a point (Shows it as a peaceful, calm place)
What I Wanted Students to Learn: • Artists and writers use a variety of techniques to create mood • The mood of a visual or literary presentation affects how we receive its underlying message • The subject of a painting can be symbolic • Symbols can convey content, messages, and mood
A Few Major Learning Activities: • Interpret and analyze the painting Brace’s Rock, Brace’s Cove, 1864 • Write a 5 line poem using this painting as inspiration • Read about the artist, the painting, and the historical context of the painting • Identify the mood of the painting using formal analysis to support one’s answer • Using the same 5 line poem format, write a new poem that conveys a contextual understanding of the poem • Create an illustration the captures and communicates the mood of the painting
Group Categorizing Activity Students read through facts and categorized them as information About the artist, artwork, and historical context
What My Students Learned: • Our interpretations of an image are initially based on our own experiences • Our interpretations are not always what the artist intended • Art communicates a message • Appreciation of American art • To be more observant
What I Learned: • Our interpretations of an image are initially based on our own experiences • Our interpretations are not always what the artist intended • Appropriate information to use when doing a formal analysis (or close read) of a painting • Strategies for facilitating a close read of a painting • The importance of incorporating art across the curriculum