Dear Educator: Thank you for supporting your students visit to the exhibition The William S. Paley Collection: A Taste for Modernism, on view at the de Young Museum. This exhibition presents a selection of works donated to the New York Museum of Modern Art by William S. Paley (1901 1990), a significant collector of nineteenth- and twentieth-century art. Showcasing Paley s diverse taste and passion for modernist paintings, sculptures, and drawings, the exhibition is rich in the works of Paul Cézanne, Paul Gauguin, Pablo Picasso, and Henri Matisse, and also includes pieces by Edgar Degas, Henri de Toulouse-Lautrec, Pierre Bonnard, Georges Rouault, and André Derain. The resources assembled here will provide you and your students with tools for viewing the works in the exhibition. They are organized around three themes: People and Places (grades K 3), Making Choices: Artists and Collectors (grades 4 8), and Modernism and the Figure (grades 9 12). They include Words to Know, Images and Questions for Viewing, Pre-visit Activities, Exhibition Layout, and Exhibition Press Release. While written to support the visual and language arts standards for the intended grade levels, these materials may need additional adjustments to meet the needs of your classroom. Materials prepared by: Holly Turney, FAMSF Teaching Artist Anneliese Salgado, FAMSF Education Assistant Jan Mishel, FAMSF Docent
Themes (Aligned with California State Standards) People and Places (grades K-3) Introduce students to modernism and ideas of exploration and experimentation in art. An image discussion will expose our youngest viewers to the variety of artistic styles that modern artists employed to represent people in their environments; students will be asked to use their observation skills to identify basic elements of art, and to incorporate those elements into original self-portraits. Making Choices: Artists and Collectors (grades 4 8) Consider William S. Paley s role as a significant art collector and focus on the importance of choice in both art making and collecting. Students will practice visual analysis and use their observations to compose persuasive letters as collectors offering a selection of their artworks to a museum. Modernism and the Figure (grades 9 12) With origins in the late nineteenth century, modernism is characterized by experimentation and exploration of new ideas, materials, and functions for art. Four images focusing on the figure, a common subject for many modern artists, are provided to represent the variety of styles that coexisted within the movement. Each student will select one image and prepare a press release to excite the public about its historical and visual significance. Words to Know: Modernism Figure Portrait Materials Collection Experimentation Composition Line quality Elements of art Principles of design
Images and Questions for Viewing: These four images support each of the three educational themes described above and may serve as anchors for your museum visit. The accompanying questions for students in the indicated grade levels can serve as models for promoting open-ended investigations of the artworks. 1. Paul Gauguin, Washerwomen, 1888 Describe this place. What do you see going on here? (K 3) What do you see happening in this painting? What might have happened right before this moment, and what might happen right after? Why do you think the artist chose to capture this scene at this moment? (4 8) How does the color and composition help us understand the lives of these figures? (9 12) 2. Edgar Degas, Two Dancers, 1905 What are these people doing, and where might they be going? (K 3) How many different types of lines can you find in the drawing? What do you notice about how the lines are used? (4 8) How does Degas s choice of materials and use of line quality express the character of these figures? (9 12) 3. Pablo Picasso, Boy Leading a Horse, 1905 1906 What might this boy be thinking? How do you think he feels? What do you see that makes you say that? (K 3) Notice the artist s use of color and choice of setting. How does he use them to convey an idea or mood? (4 8) What is the mood of this painting? Provide three pieces of visual evidence to support your claim. (9 12) 4. Henri Matisse, Seated Woman with a Vase of Amaryllis, 1941 Describe the colors, lines, and patterns you see. Where do you think this person might be? (K 3) Modern artists experimented with new techniques that shocked viewers. Does anything about this painting surprise you? (4 8) Can you find examples of the artist s experimentation with the principles of design? Consider balance, pattern, proportion, and emphasis. (9 12)
Pre-visit Activity People and Places (grades K 3) Part One Art Elements After talking with your classmates about Matisse s Seated Woman with a Vase of Amaryllis, see if you can find the art elements listed below in the painting. Art Elements: Look closely. In his painting Matisse wanted to include: Line Shape Color Pattern Texture See if you can find them! Henri Matisse, Seated Woman with a Vase of Amaryllis, 1941. Once you ve found them, draw some examples below: Line Shape Pattern
Part Two Self Portrait Draw a picture of yourself. Use art elements: line, shape, and pattern. Write a description of your drawing.
Pre-visit Activity Making Choices: Artists and Collectors (grades 4 8) In this exercise, you will use the four image posters provided in this resource guide. William S. Paley was a significant collector of modern art. He made choices about which pieces of art to collect, which to hang in his home, and, later, which to donate to museums. Imagine you are an art collector. Choose three pieces from your collection of four to donate to a museum. Use the template below to write a persuasive proposal describing why each work is important both individually and as part of a group, and why they would be valuable additions to the museum. Be sure to use visual evidence (color, composition, subject matter, and material) in your description to support your decision. Date Art Museum 123 Main Street San Francisco, CA 94118 To whom It May Concern: I am writing to offer three pieces of art to your museum from my personal collection. The three pieces are,, and. They work together not only as strong examples of modern art, but also for the reasons outlined below. The fist work of art is... This work is significant because... The second work of art is... It is an important work because... The final work of art is... This work is remarkable because... I believe that these three modernist works of art will enhance your museum s collection as a trio because... I hope you will agree that these three artworks belong together, and at your museum. I would be happy to answer any of your questions about the works. Thank you. Sincerely, Your Signature Here Your Printed Name Here Your Address Here
Pre-visit Activity Modernism and the Figure (grades 9 12) Part One Press Release In this exercise, you will use the four image posters provided in this resource guide. Modern artists worked in ways that were new and shocking. Their technique, experimentation, and fresh way of looking at the world generated excitement among their peers, and continue to interest viewers today. Museums use press releases to announce the arrival of new exhibitions as well as individual works of art. Refer to the press release for this exhibition for an example. Choose one of the images provided in this resource and write a press release that includes The history of the artist, A brief definition of the modernist art movement, A detailed description of the image, A description of William S. Paley s role as an art collector, and Any highlights that would draw an audience to view this work of art. Use research to collect the information that you need.
Part Two Figure Drawing Figure drawing is the practice of studying and drawing the human form. Modern artists focusing on the human figure were less concerned with accurate representation than with technical skills and artistic expression. Practice your own expressive drawing skills with contour drawing, the practice of drawing without lifting your pencil from the page. Use the hand that is not holding the pencil as your subject, and pose it in an expressive gesture. Think about the emotion you want the position of your hand to express, and consider including an object in your grip. After your drawing is complete, reflect on whether or not that emotion is conveyed and what line qualities were used to execute it. Share your drawing with classmates the following day.