Connecting to the Core Curriculum

The Phillips Collection and the University of Maryland have collaborated to offer “Connecting to the Core Curriculum: Building Teacher Capacity for Arts Integration with Prism.K12.” Now in its second year, this course introduced Prince George’s County Public School teachers to the Phillips’s Prism.K12 methodology. Through a set of six strategies and a suite of online resources, Prism.K12 helps teachers develop rigorous arts-integrated lesson ideas for the classroom. Throughout the semester, students gained a working understanding of how to integrate the visual arts into the K-12 core curriculum using Prism.K12 strategies and tools, as well as online resources. Through in-person and online engagement, the blended learning course allowed for an authentic digital experience that expanded participating teachers’ technological skill sets and familiarity with web and social media platforms. The course offered in-depth professional development for the Maryland-based educator community, which is nationally recognized for its commitment to arts integration and innovative programming.

 

Paul Klee, The Way to the Citadel, 1937, Oil on canvas mounted on cardboard, 26 3/8 x 22 3/8 in., The Phillips Collection, Acquired 1940

Paul Klee, The Way to the Citadel, 1937, Oil on canvas mounted on cardboard, 26 3/8 x 22 3/8 in., The Phillips Collection, Acquired 1940

TEACHER: S. Dmitri Lipczenko
SCHOOL: Glenarden Woods Elementary
CLASS: Visual Art, Grade 3
PRISM.K12 STRATEGIES: Compare, Synthesize
ARTWORK INSPIRATION: Paul Klee, The Way to the Citadel and Castle and Sun, and photos of neighborhoods, cities, and architecture in the US and other parts of the world

Through this math-integrated art lesson, students created a cityscape collage by cutting and organizing geometric shapes, and used proportions to create a sense of depth/distance. Students studied two paintings by Paul Klee and COMPARED the shapes the artist used in his compositions. They also studied pictures of actual structures to search for “hidden” shapes. Students employed the elements of art for texture and principles of design for proportion. By combining their concepts and skills, students SYNTHESIZED their own cityscape collage.

Samples of student artwork

Samples of artwork from Mr. Lipczenko’s class created in response to Paul Klee’s artwork

 

William Christenberry, Night Spot, Marion, Alabama, 1972, 1971/reprinted 1991, Dye transfer photograph, 4 7/8 x 3 in., The Phillips Collection, Gift from the Collection of William and Sandra Christenberry, 2000

TEACHER: Sylvester Felder
SCHOOL: Thomas S. Stone Elementary
CLASS: Art, Grades K-5
PRISM.K12 STRATEGIES: Connect, Express, Synthesize
ARTWORK INSPIRATION: William Christenberry’s photographs

The purpose of this arts-integrated project is to demonstrate the connection between the visual artist and the poet. By studying the photographs of William Christenberry, students are able to see the use of text in his images and further interpret the sense of mood and expression of the subject matter he chose. Students SYNTHESIZED their study of text and mood into artist’s books by combining many elements and aspects of the creative process. They EXPRESSED themselves in their photos and poetry, CONNECTED their theme to their drawings, and used a variety of materials to synthesize their books. Poetic styles include free-verse, diamante, found, and haiku.

Samples of artwork from created in response to William Christenberry's artwork

Samples of artwork from Mr. Felder’s class created in response to William Christenberry’s artwork


Come visit the Phillips’s Community Exhibition galleries (Sant Building, Lower Level 2) through April 28 to see more student artwork. This exhibition represents the latest efforts in the Phillips’s long standing dedication to arts integration and showcases arts-integrated projects created by students in the classroom through curricula developed by teachers as they progressed through the course.

Learn more about Prism.K12 at teachers.phillipscollection.org

Part 2: Behind the Scenes with Jacob Lawrence and the Migration Series

Phillips Head Librarian Karen Schneider shares the story behind Jacob Lawrence’s Migration Series. Read part 1 of this blog post.

Learn more on the Phillips’s Jacob Lawrence: The Migration Series website.

Lawrence’s approach to painting was unique. A close look reveals a small hole in each of the four corners of the panels. Lawrence filled the back of a piece of blank paper with pencil marks, and tacked the paper to the four corners of each panel. Through a process akin to using carbon paper, the image was transferred to the surface of each painting by following the outlines of the drawing with a pencil. As Chief Conservator Elizabeth Steele has written, Lawrence’s work was a balance between precision and spontaneity, representation and abstraction. The pencil drawing gave him an overall structure for each work, but he felt free to improvise. Conservation studies of Panel 53 reveal that Lawrence improvised the free flowing design on the women’s dress and feather boa.

Jacob Lawrence, The Migration Series, Panel no. 53

Jacob Lawrence, The Migration Series, Panel no. 53: African American, long-time residents of northern cities met the migrants with aloofness and disdain., 1940-41, Casein tempera on hardboard, 18 x 12 in., The Phillips Collection, Acquired 1942

Instead of the typical approach of completing each panel before moving on to the next, Lawrence applied all areas that were black in panels one through 60. He then returned to the first panel, moving through all 60 panels in a progression from darkest to lightest colors. No preparatory or color drawings exist. It is remarkable that Lawrence could keep the color arrangements so clearly in his mind. Tempera paint dries quickly and is not a forgiving medium, so any mistakes would be immediately apparent. Remarkably, the 60 paneled series does not contain any visible mistakes.

Visitors may be surprised to learn that The Phillips Collection owns only half of the series. When Lawrence exhibited the series at Edith Halpert’s Downtown Gallery, Adele Levy, daughter of Julius Rosenwald and trustee of the Museum of Modern Art in New York, fell in love with Panel 46. She acquired the even numbered panels and gave them to The Museum of Modern Art. The two museums have benefited from the arrangement, as the two parts of the series provide a meaningful narrative, from slavery and indentured servitude in the south to a new life in the north. The entire series has been reunited on several occasions.

Jacob Lawrence, Industries attempted to board their labor in quarters that were oftentimes very unhealthy. Labor camps were numerous., 1940–41, Casein tempera on hardboard, 18 x 12 in. The Museum of Modern Art, New York. Gift of Mrs. David M. Levy

Jacob Lawrence, The Migration Series, Panel 46: Industries attempted to board their labor in quarters that were oftentimes very unhealthy. Labor camps were numerous., 1940–41, Casein tempera on hardboard, 18 x 12 in. The Museum of Modern Art, New York. Gift of Mrs. David M. Levy

I was fortunate to meet Jacob Lawrence and Gwendolyn Knight on the occasion of one of Lawrence’s exhibitions at the Phillips in 1993. Knight, a painter whose work is in The Phillips Collection, had the regal bearing of the dancer that she was. They went to Lowell Elementary School in the Cleveland Park neighborhood of Washington, DC. The students had been asked to create works of art that were inspired by The Migration Series, and several of the students received awards for their work. Lawrence could have easily given a general acknowledgement to all of the students at once. Instead, as a slide of each student’s work was projected on a screen, he bent down to tell each child what he found unique in their work―perhaps the way they used pattern or the way they juxtaposed complementary colors to make their composition sing. Afterward, he addressed all of the students, telling them, “There is no such thing as failure in art.” He offered several possible approaches to a work that the students deemed unsuccessful, including returning to the painting after weeks or months, turning the piece in another direction, or moving on to another painting, inspired by the work of art that seemed to be a failure. As an artist I found Lawrence’s words inspiring and I think that the children did too. I often tell adults this story when giving a spotlight tour on The Migration Series. They appear touched by Lawrence’s message and seem to take it to heart.

Part 1: Behind the Scenes with Jacob Lawrence and the Migration Series

Phillips Head Librarian Karen Schneider shares the story behind Jacob Lawrence’s Migration Series. 

Learn more on the Phillips’s Jacob Lawrence: The Migration Series website.

Jacob Lawrence’s Migration Series, which chronicles the migration of African Americans from the rural south to the industrial north between the two world wars and beyond, is a unique masterpiece of storytelling. Lawrence was born in 1917 in Atlantic City on his parents’ way north from South Carolina and Virginia. When Lawrence was a boy, his mother could not afford to keep him, and he lived in a series of foster homes until she sent for him to join her in Harlem when he was 13. The Harlem Renaissance was in full swing, with artists, musicians, and writers all contributing their creative vitality. As a teenager, through the luck of a free after school art program, Lawrence discovered a powerful means of expression. He studied with Charles Alston, one of the few African Americans at that time with a master’s degree.

Sassetta (Stefano di Giovanni) (Italian, Siena or Cortona ca. 1400–1450 Siena), 1433–35, Tempera and gold on wood, 8 1/2 x 11 3/4 in., Maitland F. Griggs Collection, Bequest of Maitland F. Griggs, 1943, The Metropolitan Museum of Art,

Sassetta (Stefano di Giovanni) (ca. 1400–1450), The Journey of the Magi, 1433–35, Tempera and gold on wood, 8 1/2 x 11 3/4 in., The Metropolitan Museum of Art, Maitland F. Griggs Collection, Bequest of Maitland F. Griggs, 1943

As a teenager, Lawrence walked the 50 blocks from his apartment in Harlem to the Metropolitan Museum of Art. Although Lawrence, as an African American, was permitted in the museum, he was closely watched by museum security staff, contributing to an uncomfortable atmosphere. Young Lawrence gravitated toward works from the Renaissance, including The Journey of the Magi, a painting by 15th-century Italian artist Sassetta that shows a procession of figures walking down a steep slope, with the Star of Bethlehem hovering before them and a V shaped line of birds flying above. Decades later, when the artist was in his 60s, he joined New York Times arts reporter Michael Kimmelman for a visit to the Met. Lawrence immediately made a beeline for the same work, where he noted the painting’s power and deceptive simplicity. He said, “I can’t think of a better term to describe the effect than magic.” As Kimmelman observed, Lawrence noted its geometry, simplicity, vivid colors, and the way it tells its story directly, qualities that described his own art. He used aspects of Sassetta’s composition in Panel 3 of The Migration Series which depicts African Americans on their journey North, carrying sacks and suitcases, with a V shape line of birds dotting the sky, just as in Sassetta’s panel. When their visit was over, Lawrence turned to a guard to ask directions. The guard recognized Lawrence: “I just want to tell you how important your work is, and how much it’s meant to me.” The artist smiled warmly, shook the guard’s hand, and left the museum.

Lawrence could not afford expensive art supplies, so he used tempera paints that could be purchased for a dime. He deliberately limited his palette, which he thought created a more powerful composition, stripped to its bare essentials. When he was a young man, he created series of works comprising 20 or 30 panels each on such heroes of African American history as Harriett Tubman and Frederick Douglass. Lawrence decided to paint a series about the Great Migration and received a grant of $1,000 from the Rosenwald Foundation which enabled him to work in a studio with neither heat nor running water for a year. The studio’s size was such that he was able to work on all 60 panels at once. Ever the teacher, Lawrence included his wish to exhibit The Migration Series in schools as part of the grant application.

Lawrence had never been to the South and he was hungry for information on what it was like to live there. He spent more than a year doing research in the Schomburg Center for Research in Black Culture at the New York Public Library in Harlem. This is the only art work that I know of that had its beginnings in a library. Lawrence pored over books, periodicals, photographs, and first person accounts about the Great Migration. His friend and fellow artist Gwendolyn Knight, whom he later married, helped Lawrence write the captions for each panel before Lawrence started to paint. The captions consist of one or two sentences that crystallize the meaning of each panel.

Stay tuned for part two of this blog post.