They sketch on a small drawing paper to get the composition of activities. They
should be aware of balance, distance, and proportion but not necessarily precise
perspective.* When they are satisfied with their sketch (give a time limit), they
ransfer it to the painting paper lightly with pencil.
They paint the scene, including as many details as their skills and ability levels allow.
Publication and Closure: Students will share their work and tell what inspired it. Hang the work in
a display. The paintings could be accompanied by literary sources the students are reading about
nineteenth-century life in the United States.
Assessment: The scene should contain simultaneous activities around a single house or street. The
students should be able to explain or describe what types of activities he or she included and why.
The students should be able to relate his/her picture to the Roeder or other genre painting to make
comaprisons and contrasts.
Illinois State Board of Education Goals and Standards addressed:
Social Science:
Early Elementary: 18.C.1: Describe how individuals interacted within groups to make
choices regarding food, clothing, and shelter.
Late Elementary: 16.D.2b: Describe ways in which participation in the Westward
Movement affected families and communities.
Middle School:16.D.3b: Describe characteristics of different kinds of families in the
nineteenth century.
Visual Arts:
Early Elementary: 27.B.1: Know how images convey stories about people, places, and
Late Elementary: 27.B.2: Identify and describe how the arts communicate the similarities
and differences among various people, places, and times.
Middle School: 27.B.3: Know and describe how artists and their work shape culture and
increase the understanding of societies, past and present.