Lesson Plan Detailing Point of View
GRADES
This lesson plan is intended for upper-elementary and middle school students, but it can be easily adapted for
both younger and older students.
SUBJECT AREAS
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Language arts
Social studies
Visual arts
OVERVIEW
This lesson connects visual art with descriptive writing. Students will look at and discuss artworks by Frederic
Remington and Charles Russell, two great American western artists. Remington’s and Russell’s artworks will
be used to facilitate discussion, writing, and art-making activities. Students will use their senses to describe,
compare, and contrast visual details in an artwork; see details from different perspectives and points of view;
and write a narrative based on observations from the artworks.
OBJECTIVES
Students will
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use their senses to describe and identify details in artworks by Frederic Remington and Charles Russell;
understand that there are multiple perspectives and points of view depicted in works of art;
write a narrative based on close observations of artworks.
MATERIALS
Materials needed are
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reproductions of Frederic Remington’s (http://www.cartermuseum.org/works-ofart/artist/Frederic+S.+Remington+(1861-1909)) and Charles Russell’s
(http://www.cartermuseum.org/works-of-art/artist/Charles+M.+Russell+(1864-1926)) watercolors;
a large writing surface, such as a chalkboard, whiteboard, or chart paper;
paper and a pencil or pen for each student;
various art supplies, such as drawing paper, markers, crayons, and/or paint.
INTRODUCTION
Frederic Remington and Charles M. Russell were two great American artists who recorded their observations of
the American West in the late nineteenth and early twentieth centuries. The details in their artworks not only tell
a story, but also enable viewers to understand the point of view or perspective of the characters pictured.
This lesson plan was created by the Education Department of the Amon Carter Museum, Fort Worth, Texas, and was made possible
by the Jane and John Justin Foundation.
RELATED VOCABULARY
details: the small elements that make up a work of art
narrative: literary or visual representation of an event or story
point of view: the perspective from which something is evaluated or considered
ACTIVITIES
Looking at Details
1.
2.
3.
4.
5.
Select one of Frederic Remington’s or Charles Russell’s works of art to discuss. Display the work so
that all students are able to see it. Before you give any information about the work to your students, have
them spend a few minutes looking at it. Ask: What do you see? What does this work make you wonder
about?
Ask students to find as many details as possible in the work. Create a list of their responses, which may
include, but is not limited to, people, objects, animals, and art elements such as colors and shapes.
Have students imagine that they can enter the artwork and become one of those details. On one side of a
sheet of paper have them list their answers to the following questions: As that detail, what do you
experience with your senses—what do you hear, touch, smell, taste, and see?
Next have students choose another detail from the list. On the other side of their paper have them list the
answers to the above questions from the perspective of the second detail.
Students should then write a paragraph comparing and contrasting the two details by describing how the
perspectives of each detail are similar and different.
Writing Activity
1.
Using a different Remington or Russell work, again have the students list the details they find. Have
each student select the two details that they like best and write a paragraph about the work of art from
the perspective of each detail. (Each student should have two descriptive paragraphs written from two
different perspectives in the artwork.) You may wish to use the following paragraph as an example.
I am one of the back legs of the bucking bronco. Around me is a sea of tall, dry grass that is no longer
green but the color of straw. Behind me I see three cowboys with horses that have been broken and
tamed. My hoof and the hooves around me make the sound of moving air as they push up off of the crisp
grass. I hear the voice of the cowboy as he yells at my horse, who responds with snorts and grunts. My
focus is on the smell of grass and sweat. I feel so tired, but I try to jump upward as hard as I can. This
man will not ride me like the men on those other horses. I want to be wild.
2.
Have students evaluate their writing by considering which detail has the most interesting viewpoint.
Why? How do the different points of view compare? Which descriptive words and phrases have they
included that enable the reader to “see” the image? What more could they add?
This lesson plan was created by the Education Department of the Amon Carter Museum, Fort Worth, Texas, and was made possible
by the Jane and John Justin Foundation.
Art Activity
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2.
Have students choose the most interesting detail that they wrote about and create an original artwork
from that detail’s perspective. Their artworks should show what that detail “sees.”
Display the completed artworks. Copy each student’s descriptive paragraph that corresponds to their
artwork, removing their names. Give one paragraph to each student. Ask the students to place the
written paragraph underneath the image that they think best corresponds to the description.
TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) OBJECTIVES
4.15E
4.20C
4.23C
5.15E
5.20C
5.23C
6.15E
6.19C
6.22C
7.15E
7.19C
7.22C
8.15E
8.19C
8.22C
4.22D
4.22E
4.23C
5.22A
5.22B
5.25D
6.18A
6.18C
6.21D
7.21D
7.21E
7.22D
8.27A
Language Arts
exhibit an identifiable voice in personal narratives and in stories
evaluate how well his/her own writing achieves its purposes
use media to compare ideas and points of view
exhibit an identifiable voice in personal narratives and in stories
evaluate how well his/her own writing achieves its purposes
use media to compare ideas and points of view
select and use voice and style appropriate to audience and purpose
evaluate how well his/her own writing achieves its purposes
use media to compare ideas and points of view
select and use voice and style appropriate to audience and purpose
evaluate how well his/her own writing achieves its purposes
use media to compare ideas and points of view
select and use voice and style appropriate to audience and purpose
evaluate how well his/her own writing achieves its purposes
use media to compare ideas and points of view
Social Studies
identify different points of view about an issue or topic
identify the elements of frame of reference that influenced the participants in an
event
express ideas orally based on research and experiences
identify significant examples of art, music, and literature from various periods in U.S. history
explain how examples of art, music, and literature reflect the times during which they were created
identify different points of view about an issue or topic
explain the relationships that exist between societies and their architecture, art,
music, and literature
describe ways in which societal issues influence creative expressions
identify different points of view about an issue or topic
identify points of view from the historical context surrounding an event and the
frame of reference that influenced the participants
support a point of view on a social studies issue or event
create written, oral, and visual presentations of social studies information
describe developments in art, music, literature, drama, and other cultural activities
in the history of the United States
This lesson plan was created by the Education Department of the Amon Carter Museum, Fort Worth, Texas, and was made possible
by the Jane and John Justin Foundation.
8.30D identify points of view from the historical context surrounding an event and the
frame of reference which influenced the participants
8.30E support a point of view on a social studies issue or event
4.2B
4.3A
4.4B
5.2C
5.3B
5.4B
6.1A
6.2C
6.4A
7.1A
7.2C
7.4A
8.1A
8.2C
8.4A
Visual Arts
design original artworks
identify simple main ideas expressed in art
interpret ideas and moods in original artworks, portfolios, and exhibitions by peers and others
create original artworks and explore photographic imagery, using a variety of art materials and media
appropriately
compare cultural themes honoring history and traditions in American and other artworks
analyze original artworks, portfolios, and exhibitions by peers and others to form conclusions about
properties
illustrate themes from direct observation, personal experience, and traditional events
demonstrate technical skills effectively, using a variety of art media and materials
to produce designs, drawings, paintings, prints, sculptures, ceramics, fiberart, photographic imagery, and
electronic media-generated art
conduct in-progress analyses and critiques of personal artworks
illustrate ideas from direct observation, personal experience, and school and community events
produce drawings, paintings, prints, sculptures, ceramics, fiberart, photographic
imagery, and electronic media-generated art, using a variety of art materials and tools in traditional and
experimental ways
analyze and compare relationships, such as function and meaning, in personal artworks
illustrate ideas from direct observation, imagination, and personal experience and from experiences at
school and community events
select appropriate art materials and tools to interpret subjects or themes when producing drawings,
paintings, prints, sculptures, ceramics, fiberart, photography/film making, and electronic mediagenerated art, traditionally and experimentally
analyze with the teacher or peers personal artworks in progress, using critical attributes, and participate
in individual and group critiques
NATIONAL STANDARDS
Language Arts
ENG.K–12.4 Communication skills: Students adjust their use of spoken, written, and visual language (e.g.,
conventions, style, vocabulary) to communicate effectively with a variety of audiences and for
different purposes.
ENG.K–12.5 Communication strategies: Students employ a wide range of strategies as they write and use
different writing process elements appropriately to communicate with different audiences for a
variety of purposes.
ENG.K–12.6 Applying knowledge: Students apply knowledge of language structure, language conventions
(e.g., spelling and punctuation), media techniques, figurative language, and genre to create,
critique, and discuss print and nonprint texts.
This lesson plan was created by the Education Department of the Amon Carter Museum, Fort Worth, Texas, and was made possible
by the Jane and John Justin Foundation.
U.S. History
USH.K–4.3 The history of the United States: Democratic principles and values and the people from many
cultures who contributed to its cultural, economic, and political heritage: Understands the
folklore and other cultural contributions from various regions of the United States and how they
helped to form a national heritage.
USH.5–12.4 Era 4: Expansion and reform (1801–1861): Understands the sources and character of cultural,
religious, and social reform movements in the antebellum period.
VA.K–4.1
VA.K–4.2
VA.K–4.5
VA.5–8.1
VA.5–8.2
VA.5–8.5
Visual Arts
Understanding and applying media, techniques, and processes: Students use different media,
techniques, and processes to communicate ideas, experiences, and stories.
Using knowledge of structures and functions: Students use visual structures and functions of art
to communicate ideas.
Reflecting upon and assessing the characteristics and merits of their work and the work of others:
Students understand there are different responses to specific artworks.
Understanding and applying media, techniques, and processes: Students select media,
techniques, and processes; analyze what makes them effective or not effective in communicating
ideas; and reflect upon the effectiveness of their choices.
Using knowledge of structures and functions: Students select and use the qualities of structures
and functions of art to improve communication of their ideas.
Reflecting upon and assessing the characteristics and merits of their work and the work of others:
Students describe and compare a variety of individual responses to their own artworks and to
artworks from various eras and cultures.
This lesson plan was created by the Education Department of the Amon Carter Museum, Fort Worth, Texas, and was made possible
by the Jane and John Justin Foundation.