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CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

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CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus. Part One Old Ideals, New Technologies. Winslow Homer, “War for the Union—Bayonet Charge,” Harper’s Weekly , July 12, 1862 Discussion Questions How likely was it that Homer witnessed such a battle? - PowerPoint PPT Presentation

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Page 1: CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

CIVIL WAR ART

A live, online teacher professional development workshop

Image Syllabus

Page 2: CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

Part One

Old Ideals, New Technologies

Page 3: CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

Winslow Homer, “War for the Union—Bayonet Charge,”Harper’s Weekly, July 12, 1862

Discussion Questions

How likely was it that Homer witnessed such a battle?

How did he design the scene to bolster home front morale?

How did his image reflect old tactics and old ideals of battle?

Page 4: CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

Winslow Homer, “War for the Union—Bayonet Charge,”Harper’s Weekly, July 12, 1862

Page 5: CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

Winslow Homer, Defiance: Inviting a Shot Before Petersburg

Oil on panel, 1864

Discussion Questions

How does this portrayal of battle differ from that in Homer’s “Bayonet Charge”?

How is the battlefield and Homer’s image of it organized around the new technology of long-range weaponry?

Page 6: CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

Winslow Homer, Defiance: Inviting a Shot before PetersburgOil on panel, 1864

Page 7: CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

Winslow Homer, “A Sharp-shooter on Picket Duty”Harper’s Weekly, November 15, 1862

Discussion Question

How does this image make sense of long-distance sharpshooting, a practice Homer would later call “as near as murder as anything I ever could think of in connection with the army”?

Page 8: CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

Winslow Homer, “A Sharp-shooter on Picket DutyHarper’s Weekly, November 15, 1862

Page 9: CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

John Rogers, SharpshootersPlaster, 1862

Discussion Questions

Is Rogers’ plaster group a celebration or a critique of the sharpshooter’s craft?

Given that he made it for display in middle-class homes, was it wise for him to undertake this subject?

Page 10: CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

John Rogers, Sharpshooters, (front) plaster, 1862

Page 11: CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

John Rogers, Sharpshooters, (back) plaster,1862

Page 12: CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

Part Two

Battlefield Photography:“Bodies in Our Dooryards”

Page 13: CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

Alexander GardnerView in the Field, on the west side of Hagerstown road,

after the Battle of AntietamSeptember, 1862

Discussion Questions

The Antietam photographs were the first images of corpses taken in the immediate aftermath of battle.

Why were these photographs so shocking?

How did they upset the conventions of heroic death and proper care for he dead?

Page 14: CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

Alexander Gardner, View in the Field, on the west side of Hagerstown road, after the Battle of Antietam, September, 1862

Page 15: CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

Alexander GardnerA Contrast: Federal buried, Confederate unburied, where they fell, on Battlefield of Antietam

September, 1862.

Discussion Question

Why is this contrast significant?

Page 16: CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

Alexander Gardner, A Contrast: Federal buried, Confederate unburied, where they fell, on Battlefield of

Antietam, September, 1862

Page 17: CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

James F. GibsonHome of a Rebel Sharpshooter

July 1863

Discussion Questions

The photographer moved the body and arranged the props before taking the photo. Why?

What does this tell us about “documentary” photography?

Page 18: CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

James F. Gibson, Home of a Rebel Sharpshooter, July 1863

Page 19: CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

John ReekieA Burial Party, Cold Springs Harbor, Virginia

April, 1865

Discussion Questions

Who is being buried?

Who is doing the burying?

What are the ironies of this image?

Page 20: CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

John Reekie, A Burial Party, Cold Springs Harbor, VirginiaApril, 1865

Page 21: CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

Part Three

Liberation: Slaves, Contraband, and Freedman

Page 22: CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

John Rogers

Camp Life, or Making Friends with the Cook1862

Discussion Questions

How are the two men joined in this narrative?

How are they separated from one another?

Is this comic, or serious, or both?

Page 23: CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

John RogersCamp Life, or Making Friends with the Cook1862

Page 24: CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

John Quinicy Adams WardThe Freedman

1863

Discussion Questions

How does Ward’s protagonist differ from Rogers’ protagonist in Camp Life?

How doesit feel to take the pose of the Freedman?

What future prospects does his situation suggest?

Page 25: CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

John Quinicy Adams WardThe Freedman Bronze, 1863

Page 26: CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

“A Typical Negro,” Harper’s Weekly, July 4, 1863

Discussion Questions

How is the before and after contrast constructed, and what is it supposed to tell us?

Why is the scarred back so prominent?

How does it serve as an icon of the Union cause?

Page 27: CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

GORDON AS HE ENTERED OUR LINES. GORDON UNDER

MEDICAL INSPECTION.

GORDON IN HIS UNIFORM AS A U. S. SOLDIER.

“A Typical Negro,” Harper’s Weekly, July 4, 1863

Page 28: CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

Winslow HomerNear Andersonville (At the Cabin Door)

Oil on canvas, 1865-66

Discussion Questions

How does Homer construct the image to call into question the issues of loyalty and citizenship?

Who are the rightful inhabitants, and who are the occupiers?

Who belongs and who does not?

How does Homer make the point of view problematic?

Page 29: CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

Winslow HomerNear Andersonville (At the Cabin Door), 1865-66Oil on canvas

Page 30: CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

Part Four

Aftermath

Page 31: CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

Winslow HomerPrisoners from the Front

Oil on canvas1866

Discussion Questions

How does this painting stereotype the two sides in the War?

How does this connect, or not, with the liberation narrative of Part Three?

Page 32: CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

Winslow Homer, Prisoners from the Front, oil on canvas, 1866

Page 33: CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

Thomas Nast“Patience on a Monument

Harper’s Weekly, October 10, 1868

Discussion Questions

How and why does Nast parody a typical public monument?

What does this image say about the white South’s perversion of civic values?

Page 34: CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

Thomas Nast,“Patience on a Monument,”Harper’s Weekly,October 10, 1868

Page 35: CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

Thomas Ball,Freedmen’s Memorial to Abraham Lincoln,

1876

Discussion Questions

Compare this real monument with Thomas Nast’s imaginary one.

What is the slave figure doing, and why?

Ultimately, how is Ball’s monument more fictional than Nast’s?

Page 36: CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

Thomas Ball,Freedmen’s Memorial toAbraham Lincoln,1876

Page 37: CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

Elizabeth KeckleyLiberty Quilt

1860s

Discussion Question

How does this quilt function as an alternative memorial to the War?

Page 38: CIVIL WAR ART A live, online teacher professional development workshop Image Syllabus

Elizabeth Keckley, Liberty Quilt, 1860sFor close-up, visit http://dept.kent.edu/museum/collection/keckley.htm