Lesson Overview:
This is an interdisciplinary research, literature, and visual arts lesson. Students learn about N.C. Wyeth and illustration, and examine a number of works by the artist. Students read a selected book or story and illustrate one or two scenes from the text using some of the illustration techniques of N.C. Wyeth. Finally, they digitize the image and accompanying text, then publish the work on the computer.
Length of Lesson:
Four 45-minute periods
Notes:
This lesson can be adapted for students in grades 6-8.
Instructional Objectives:
Students will:
- research and study the illustrations of N.C. Wyeth.
- analyze one illustration and discuss it with the class.
- read and illustrate a passage from a story.
- discuss their studio experience of working in a classic illustration method.
Instructional Plan:
All students should read N.C. Wyeth: A Short Biography and look at some of his illustrations, whether in books or on the Internet. (See "Sources.") Discuss the characteristics of Wyeth's work as a class.
Research Section
Have students research N. C. Wyeth's work and look for the characteristics below. Students will discuss and analyze one N.C. Wyeth illustration, covering the following points.
- The illustrations began as large oil paintings with broad brushstrokes, but the finished print illustration may only be 8" x 10". Check the title information in the caption to see the actual size of the work. Why do you think Wyeth chose to work large, then reduce the image?
- Before creating the illustrations, Wyeth would read the story once for understanding, to get a feel for the mood of the story. He would then re-read the story carefully, underlining or highlighting passages that reveal the essence of the story. He would then choose an important scene to illustrate - one that was not described in detail in the text. Look up the story that accompanies the illustration. How does this illustration further enhance the story? Why do you think Wyeth chose a passage from the text that was not overly descriptive?
- Research the time period and/or costumes worn at the time of the story. Examine the illustration to see the accuracy of the costumes. What was used on the character and what was not used? Why do you think some of the details were not included and others were?
- Wyeth believed that the characters should be true to life — not simply striking a pose like a model. Look at the characters in the illustration. How did Wyeth achieve this effect? What is the difference between a "natural look" of a character and a "posed" one?
- In Wyeth's illustrations, the action is generally framed with bulk such as large bodies of characters, buildings or large boulders. What type of "framing" was used in the illustration? How did Wyeth direct your eye to the important part of the scene by shape and color in the painting?
Studio Section
Assign each student a story that is not illustrated. Have student work in the same way Wyeth did, reading and re-reading the work, highlighting relevant passages, and finally choosing a scene to illustrate. Students should also follow Wyeth's method for researching the time period and costumes of the characters.
Have students first complete a sketch on large drawing paper, canvas, or a panel that has been prepared with gesso.
Using acrylic or water-based oil paints, students should paint their illustration, keeping in mind the characteristics of Wyeth's work. When completed, they should either scan the work or, using a digital camera, place the picture in a publishing software frame on the computer.
Have students type in the passage of the story under their image or on the next page so both can be seen on the screen at once. If possible, print out the screen and place the image and text next to the finished large painting.
Allow students time to reflect upon, discuss, and self-assess their studio experience.
Assessment:
Assess students based on the extent to which they successfully completed the following:
- Did the students develop a better understanding of the illustration after reading about the artist and how he worked?
- Did the students discuss the work with the class using the stated questions?
- Did students' work become stronger or weaker when reduced in size?
Lead a class critique of both the larger and smaller works with the students, focusing on composition for dramatic effect.
Extensions:
Students could extend their research to include the study of many illustrations from "The Golden Age of Illustration," such as those by Pyle, Leyendecker, Remington, Gibson, Christy, Flagg, Parish and Rockwell.
Students could compare Wyeth's illustrations with his son Andrew's paintings. Are there similar characteristics to the works? Are there differences? The works of James and Henriette Wyeth could also be included.
Sources:
Print:
- Meyer, Susan. America's Great Illustrators. NY: Abrams, 1978.
- Dell, J.E., ed. Visions of Adventure: N.C. Wyeth and the Brandywine Artists. NY: Watson-Guptill, 2000.
- Duff, J.:An American Vision. Three Generations of Wyeth Art. Brandywine River Museum Exhibition catalogue. Boston: Bulfinch Press, 1987.
- Allen, D and Allen D. N.C. Wyeth, the Collected Painting, Illustrations, and Murals. NY: Bonanza Books, 1972.
Web:
Authors:
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Joyce Payne, Arts Education Consultant
West Barnstable, MA
