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Artists to consider (some of these artists are known for their paintings of other subjects, such as Native Americans or cowboys, but they do have landscapes in their body of work):
John James Audubon; Thomas Cole; Frederic Church; George Catlin; Alfred Jacob Miller; Seth Eastman; Fitz Hugh Lane; Albert Bierstadt; Thomas Moran; Winslow Homer; George Inness; Thomas Hill; John Twachtman; Childe Hassam; Sidney Laurence; Robert Scott Duncanson; Frederic Remington; Charles M. Russell; Carl Rungius; Thomas Hart Benton; Georgia O'Keeffe; John Marin; Andrew Wyeth. (There are many others who could be included. Use local resources such as libraries or museums to add artists from your region.)
Each group should study the artist's biography and works of art. Each group should choose one of the artist's landscape paintings. Help each group obtain a copy of it by downloading, photocopying from a publication, or in another method such as purchasing from a reproduction source (if appropriate in your educational situation). Each group should plan to exhibit the work of art and prepare a "gallery talk" about the artist and the work of art.
Among the questions they should research:
1. Where was the artist born and where did he/she live?
2. As a youth, did the artist show an aptitude for art and how was that demonstrated?
3. Where did the artist study art (example, in Europe, with another artist, in a special school)? What kind of lessons did he/she learn? What types of art inspired the artist?
4. How did the artist become interested in landscape painting?
5. What sites did the artist paint? Did the artist paint any landscapes that can be associated with a national park?
6. What is the style of the artist? For example, do the paintings seem realistic in a traditional way or are they abstract? Does the artist paint with distinct lines or with broad patterns or strokes? How does the artist use color: are the paintings dark, bright, subdued, pale, harsh? How does the artist portray light in the painting? Where is the primary focal point (the primary area of interest) in the painting?
7. What were the artist's ideas about art and about the landscape? What did he/she say that helps you understand their ideas? What did other people of the time say about the artist's works?
Concerning the work of art:
1. What is the title (or name) of the painting? What site does it depict?
2. When did the artist paint it? What experiences did he have in making it?
3. What is the style of the painting (see above, no. 6)?
4. How does the painting make you feel?
5. What do you think the artist is expressing in the painting?
When the research has been completed, each group should prepare a presentation on their work of art. They should cover major points from the questions, discussing both the biography of the artist and the specific work of art. By using the questions, the groups can prepare an analysis of the painting. Encourage the groups to involve all members in the presentation. Students could plan to divide the report in parts with each having a section, or create a conversation between the members. Another form of presentation could be for one member to act the role of the artist (or another authority on the artist) and for the other members to ask questions.
On the day of the presentations, assemble the groups with their reproductions and arrange an exhibition in classroom or other space. Choose a method for arranging the works of art. For example, the works could be arranged in chronological order, beginning with the earliest. Or, the arrangement could be by geographical location, with sections for the East, the South, the Midwest, the Far West or other regions you have identified. Present the method and discuss with the groups how their works should go, then have the students place them. Allow time for the entire class to walk around and view the exhibition, then have the groups present the reports as a "gallery talk" that refers to the painting.
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