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Sandra DeVarenne Peterson School 4th Grade / Library

Reading Ellison’s Train Station. Sandra DeVarenne Peterson School 4th Grade / Library. Walter Ellison (1899-1977) Train Station , 1935 Oil on cardboard, 20 x 36 cm The Art Institute of Chicago. Important Information about the Painting.

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Sandra DeVarenne Peterson School 4th Grade / Library

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  1. Reading Ellison’s Train Station Sandra DeVarenne Peterson School 4th Grade / Library

  2. Walter Ellison (1899-1977) Train Station, 1935 Oil on cardboard, 20 x 36 cm The Art Institute of Chicago

  3. Important Information about the Painting • The painting depicts a moment during the Great Migration. • The artist divides the composition with tall columns to underscore segregation. • The artist uses figure placement, gesture, color and dress to show point of view.

  4. Key Ideas that Informed • the Lesson • Use of elements of art (line, color and space) to tell a story • Significance of trains and stations to represent movement during the Great Migration • Character traits • The Great Migration as a time of decisions: economic hardship, social exclusion, and legal injustices forced many African Americans to move to the North.

  5. What I wanted students to learn: • How to read a painting • Interpreting point of view of persons in a painting or a passage • Impact of segregation • Causes and effects of the Great Migration

  6. A Few Major Learning Activities: • Students. . . • “Read” the painting Train Station • Interpreted the persons represented in it • Created postcards based on that interpretation • Summarized the impact of segregation • Wrote about the Great Migration

  7. Students learned about the challenges that African Americans faced at that time in the south and the choices and courage of the Great Migration.

  8. “I wanted to play with a little black girl, but mother said black people don’t deserve to play.” --Lauren

  9. “Once I got to Chicago I noticed everything was different.” --Barry

  10. What My Students Learned: • How to read a painting • Artist’s use of line and color to communicate ideas • Effects of racism • The challenges that African Americans faced • Reasons for and impact of the Great Migration

  11. What I Learned:  How teaching history through paintings can bring forth so many questions from the students.  Understanding the sequence of historical events can get confusing to 4th graders.  How I need to plan extra time for the plethora of questions that come out and practice patience. I also realized how I need to add more visuals in order to have the sequence of events remain clear in their minds.  I’m reminded of the excitement and thrill students receive when they feel they have ownership of what they have learned.

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