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I. Introduction
II. Objectives
III. Preparing the Students
IV. Presentation
V. Enrichment and Assessment Activities
VI. Additional Resources
VII. Relevant National Learning Standards
VIII. Planning a Videoconference?
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Art is window into history and vision into the future.
Artists throughout history have interpreted historical
moments through prints, painting, drawing, sculpture
and photography. In baseball art, the artist specifically
tells a story of a significant moment in American history
that can be analyzed and interpreted by the viewer.
By examining artwork students will become investigators
of life through the history of baseball. By using knowledge
of history, art and baseball students will discover
clues left by artists to tell the story of baseball
as it relates to American culture
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A. Examine art that reflects images of baseball through
various mediums.
B. Analyze various pieces of art and discover the visual
clues left by the artist that represent the time period
it depicts.
C. Understand the relevance of art, baseball and American
history and their connection to each other.
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A. Background
"Paint the Corners" is a baseball analogy
that represents varying skills, different perspectives
and individual opinions. The phrase refers to the black
line that is painted around home plate. When the pitcher
throws a ball and it crosses the plate over this line,
it is usually called a strike by the umpire because
it is said to be "on the paint" - meaning
that it is just barely in the strike zone. The pitcher
is then said to be "painting the corners."
Similarly, artistic expression and the definition of
art may be different according to personal taste and
culture. Art can be appreciated for its subject matter,
but more importantly it should be evaluated on its unique
merits. Fine art depicting the game of baseball is gaining
increasing respect because it reflects significant milestones
in America's history and is engrained in its culture.
As baseball is deeply American, so too are examples
of artistic expression that show how the sport is entwined
in the fabric and character of our society.
B. Vocabulary
Abstract
Aesthetics
Artifact
Asymmetry
Caricature
Commercial Art
Era
Expression
The Great Depression
Harlem Renaissance
Illustration
Integration
Interpretation
Jazz Age
Medium
Memorabilia
Museum
Perception
Preservation
Retro
Technique
Technology
Three-dimensional
C. Suggested Pre-Program Activities
1) Choosing an era from the table in this lesson, create
a timeline to depict the life and impact of a famous
artist or a series of historical events.
2) Find examples of a medium and experiment with it
in an artistic way to better understand its texture
and application. These might include paint, wood, plaster,
clay, paper, etc.
3) Have students familiarize themselves with well-known
players in baseball history. Each student should be
responsible for studying a different player. When all
students complete their research, have them present
their profiles to assemble a montage of player biographies.
This could also be done with famous artists.
4) Create a museum in the classroom by displaying a
collection of artwork representing different artists
and mediums. Have students develop exhibit text for
each work that describes the artist and style (e.g.
abstract or realistic), the era, medium, size, etc.
Students should review the work and list their opinions.
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If you are participating in a school visit or videoconference
please do not review this section with your students.
It will be taught as part of the presentation.
A. Opening
1) Explain the phrase, "Painting the Corners,"
illustrating its meaning by using a cutout of home plate.
Point out the corners of the plate and demonstrate that
the strike zone corresponds to the width of the plate,
thus a pitch that "paints" or crosses the
corners would be more difficult to hit.
2) Make the connection that a ball or strike is a judgment
call - an opinion of the umpire. Use images (e.g. photos
or video) to discuss current players with whom students
are familiar who have been known to argue an umpire's
call. INSTRUCTOR NOTE: Display a well-known photo of
a manager or a ballplayer disputing an umpire's call.
3) Show that, likewise, interpretations and definitions
of what is, and is not fine art are also sometimes a
judgment call. Show examples of different baseball images
(e.g. cards, posters, sculptures, paintings, photography,
etc.) and ask students if these are works of art by
definition. Discuss perceptions and opinions; compare
and contrast the examples and responses given by students.
There are no right or wrong answers.
B. Lesson
1) Discuss historical events in different eras of American
history. Show photographs or illustrations that depict
a general scene or milestone from each of those time
periods. INSTRUCTOR NOTE: Have the students create a
timeline to complete the activity.
2) Talk about that era and ask students to note key
words that represent a defining characteristic of these
chapters in American history. Help them to visually
make the connection by providing a timeline they can
mark or make notes on during this discussion.
Time Period Clues Artwork
1839 to 1899 " The game is played simply (illustration)
" The Civil War helped spread the popularity of
baseball (illustration) " After 1890 segregation
existed in baseball " "The Catcher" by
Jonathan Scott Hartley
1900 to 1929 " World War I occurred during this
time (photo) " The Jazz Age and the Harlem Renaissance
" The Negro leagues (photo) " Babe Ruth and
the advent of steel and concrete stadiums (photo) "
"The Mighty Babe" by Robert Thom " "Cool
Papa Bell" by Tom Rodriguez
1930 to 1939 " The Stock Market crash and the Great
Depression " Baseball provided an escape from economic
hardships " Lou Gehrig, Babe Ruth and the advent
of night games (photo) " "Mine Baseball"
by Mervin Jules " "The First Night Game"
by J.M. Mott Smith
1940 to 1959 " World War II: prosperity, new jobs
and women in the factories (Rosie the Riveter illustration)
" The All-American Girls Professional Baseball
League (photo) " The Baby Boom era " Jackie
Robinson integrates the Major Leagues (photo) "
Art during this period was more vibrant, brighter, and
upbeat " "Listening to the World Series"
by Steven Dohanos " "Stan Musial" by
John Falter
1960 to 1979 " Space travel; (photo) " The
Vietnam War " New, larger, more modern baseball
stadiums (photo of the Astrodome) " Mickey Mantle,
Hank Aaron, Willie Mays and Roberto Clemente (photos)
" Art during this period included abstract, and
pop art " "Willie Mays" by William Bennallack-Hart
" "Time Out" by Vincent Civiletti
1980 to Present " The Gulf War (photo) " Brief
return of professional women's baseball " Smaller
retro stadiums with modern amenities (photo) "
Ozzie Smith (photo) " Advances in technology "
"Ozzie Smith and Mike Schmidt" by Dick Perez
" "The Hall of Famer" by LeRoy Neiman
3) Show the three-dimensional depiction of Lou Gehrig's
farewell speech by artist Steve Sax. Discuss with students
to which era they would attribute this artwork. Ask
what clues helped them identify and determine which
time period the piece represents (e.g. uniforms, stadium
style, etc.). IMPORTANT: Explain that some artworks
may represent various eras depending on the subject
matter, the medium and when it was created. Again, there
may not necessarily be a right or wrong answer. INSTRUCTOR
NOTE: Reference the "Seeing Questions" for
this lesson plan at baseballhalloffame.org to help guide
students through an analytical discussion about art.
4) Show the students a series of pictures or baseball
artwork from each of the discussed eras - without disclosing
when the personality, event or moment actually emerged.
Assign a letter to each picture. When the picture is
discussed, ask students to note the corresponding letter
on their timeline to denote the era in which they think
it may have occurred. Again, ask what clues helped them
identify and determine which time period the piece represents.
As the lesson progresses, in addition to the interactive
timeline, consider calling on individual students to
contribute their opinions. When the picture is discussed,
call on specific students to explain the era they believe
the picture represents and why. Doing so would further
encourage student participation and interaction.
C. Conclusion
1) Summarize the discussion by referring back to the
home plate diagram and the five ways to study art: describe
it; relate it; analyze it; interpret it; and evaluate
it.
2) Remind students that art - particularly sports arts
- may be on the margin, either just inside or outside
the traditional definition of fine art.
3) Baseball art is a reflection of American culture
because it captures many moments in the parallel histories
of the game and our nation.
If you are participating in a school visit or videoconference
please do not review this section with your students.
It will be taught as part of the presentation.
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A. Create a museum in the classroom by displaying a
collection of the students' own original sports artwork.
A suggestion might be to re-create a postcard, advertisement,
postage stamp or nostalgic baseball card representing
a player from an earlier era. Have students research
and develop exhibit text for each work that describes
their style (e.g. abstract or realistic), the era represented,
medium, size, etc. Students should review each others'
work and list their constructive opinions. Invite other
classes to tour the museum.
B. Have students participate in a teacher-designed Web
quest to find answers to research questions about sports
art.
C. Develop a creative plan for a new baseball team in
your community. Include artistic renderings of team
colors, a logo, mascot, uniform ensembles and marketing
materials.
D. Write a short essay, haiku or poem about a specific
piece of sports artwork. Refer to the work's importance,
expression and/or representation of a particular moment
or milestone in history.
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A. Literature
National Baseball Hall of Fame and Museum. Baseball
as America. National Geographic Books, 2002.
Ruscoe, Michael. Baseball: A Treasury of Art and Literature.
Hugh Lauter Levin Associates, Inc., 1993.
Smithsonian Institution. Diamonds are Forever. Chronicle
Books, 1987.
Thorn, John. Treasures of the Baseball Hall of Fame.
Villard, 1998.
Warren, Elizabeth V. The Perfect Game: America Looks
at Baseball. Harry N. Abrams, Inc., 2003.
B. Web Links
http://www.kn.pacbell.com/wired/art2/
Eyes on Art: A "Learning to Look" Curriculum
baseballhalloffame.org
Official site of the National Baseball Hall of Fame
and Museum
nrm.org
Official site of the Norman Rockwell Museum at Stockbridge
nlbm.com
Official site of the Negro Leagues Baseball Museum
guggenheim.org
Official site of the Guggenheim Museum
curtispublishing.com/gallery/categories/baseball.htm
Curtis Publishing Company: Reproductions of Saturday
Evening Post covers
getty.edu/artsednet
The Getty's Art Education Web Site
http://www.dickperez.com/psg_main.asp
Perez Steele Galleries
http://www.artofthegame.com
Internet Sports Art Gallery
http://www.rodriguesstudio.com/artwork/baseball/
Baseball Artwork by Tom Rodrigues
C. Multimedia Gallery
Photograph of the AAGPBL
Photograph Jackie
Robinson
Photograph of the
Astrodome
Photograph of Mickey
Mantle
Photograph of Hank Aaron
Photograph of Willie Mays
Photograph of Roberto
Clemente
Photograph of Retro stadium
Photograph of Ozzie
Smith
Art images:
"The Three Umpires" by Norman Rockwell
"The Catcher"
by Jonathan Scott Hartley
"The Mighty
Babe" by Robert Thom
"Cool Papa Bell"
by Tom Rodrigues
"The
First Night Game" by J.M. Mott Smith
"Listening to the World Series" by Steven
Dohanos
"Stan Musial" by John Falter
"Willie Mays" by Michael Bennallack-Hart
"Time Out"
by Vincent Civiletti
"Ozzie Smith and Mike Schmidt" by Dick Perez
"The Hall of Famer" by LeRoy Neiman
D. Videoconference Resources
1) Painting the Corners diagram of homeplate listing
art study criteria
2) Blank timeline page with space for notes
3) Printed versions of selected artwork from the Hall
of Fame's Web site at baseballhalloffame.org
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A. History
1) Describe how regional artists and writers portrayed
American life.
2) Investigate new forms of popular culture and leisure
activities at different levels of American society.
3) Analyze how working conditions changed and how the
workers responded to new industrial conditions.
4) Explain how principles of scientific management and
technological innovations, including assembly lines,
rapid transit, household appliances and radio, continued
to transform production, work and daily life.
5) Analyze how radio, movies, newspapers and popular
magazines created mass culture.
6) Examine the contributions of artists and writers
of the Harlem Renaissance and assess their popularity.
7) Assess how increased leisure time promoted the growth
of professional sports, amusement parks and national
parks.
8) Analyze the impact of the Great Depression on the
American family and on ethnic and racial minorities.
9) Explain the cultural life of the Depression years
in art, literature and music and evaluate the government's
role in promoting artistic expression.
10) Explain how the United States mobilized its economic
and military resources during World War II.
11) Explore how World War II fostered cultural exchange
and interaction while promoting nationalism and American
identity.
12) Analyze the effects of World War II on gender roles
and the American family.
13) Analyze the effects of the GI Bill on American society.
14) Explain the reasons for the "return to domesticity"
and how it affected family life and women's careers.
15) Explore the influence of popular culture and analyze
the role of the mass media in homogenizing American
culture.
16) Explain the origins of the postwar civil rights
movement and the role of the NAACP in the legal assault
on segregation.
17) Analyze how social change and renewed ethnic diversity
has affected artistic expression and popular culture.
18) Explain the influence of media on contemporary American
culture.
19) Explain the reasons for the increased popularity
of professional sports and examine the influence of
spectator sports on popular culture.
B. Fine and Visual Arts
1) 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.
2) Students intentionally take advantage of the qualities
and characteristics of art media, techniques and processes
to enhance communication of their experiences and ideas.
3) Students generalize about the effects of visual structures
and functions and reflect upon these effects in their
own work.
4) Students employ organizational structures and analyze
what makes them effective or not effective in the communication
of ideas.
5) Students select and use the qualities of structures
and functions of art to improve communication of their
ideas.
6) Students use subjects, themes, and symbols that demonstrate
knowledge of contexts, values and aesthetics that communicate
intended meaning in artworks.
7) Students know and compare the characteristics of
artworks in various eras and cultures.
8) Students describe and place a variety of art objects
in historical and cultural contexts.
9) Students analyze, describe, and demonstrate how factors
of time and place (such as climate, resources, ideas
and technology) influence visual characteristics that
give meaning and value to a work of art.
10) Students compare multiple purposes for creating
works of art.
11) Students analyze contemporary and historic meanings
in specific artworks through cultural and aesthetic
inquiry.
12) Students describe and compare a variety of individual
responses to their own artworks and to artworks from
various eras and cultures.
13) Students compare the characteristics of works in
two or more art forms that share similar subject matter,
historical periods, or cultural context.
14) Students describe ways in which the principles and
subject matter of other disciplines taught in the school
are interrelated with the visual arts.
15) Students compare in two or more arts how the characteristic
materials of each art (that is, sound in music, visual
stimuli in visual arts, movement in dance, human interrelationships
in theatre) can be used to transform similar events,
scenes, emotions or ideas into works of art.
C. Language Arts
1) Students read a wide range of print and non-print
texts to build an understanding of texts, of themselves
and of the cultures of the United States and the world;
to acquire new information; to respond to the needs
and demands of society and the workplace; and for personal
fulfillment. Among these texts are fiction and nonfiction,
classic and contemporary works.
2) 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.
3) 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.
4) 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 non-print texts.
5) Students conduct research on issues and interests
by generating ideas and questions, and by posing problems.
They gather, evaluate and synthesize data from a variety
of sources (e.g., print and non-print texts, artifacts,
people) to communicate their discoveries in ways that
suit their purpose and audience.
6) Students use a variety of technological and information
resources (e.g., libraries, databases, computer networks,
video) to gather and synthesize information and to create
and communicate knowledge.
7) Students develop an understanding of and respect
for diversity in language use, patterns and dialects
across cultures, ethnic groups, geographic regions and
social roles.
A. Videoconference
Checklist (PDF)
B. Timeline
(PDF)
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Fine
Arts: 