Students learn about the art, music, and literature of the early to mid-1800s, including the Hudson River School and John James Audubon. Then, they study a Hudson River School artist in more detail, selecting a favorite painting and explaining how it reflects the romantic ideals of the time.
Students read an introduction to romanticism in early to mid-1800s American culture and examine Thomas Cole’s painting View on the Catskill, Early Autumn. They respond to a word cloud prompt by sharing words or short phrases that describe their reactions to the painting.
Teacher MovesReview the lesson objectives, then discuss student word cloud responses, highlighting ideas such as unspoiled nature, dramatic landscapes, and romantic or spiritual qualities. Introduce Thomas Cole as a key artist they will study in this experience.
Students read about how 1800s American artists expressed romanticism and nationalism through landscape painting while viewing Thomas Cole’s The Oxbow and Albert Bierstadt’s Among the Sierra Nevada, California. They read The Hudson River School and Hudson River School Artists to learn how Cole and other painters celebrated the American landscape, then post to a collaborative wall identifying features of Bierstadt’s painting that reflect romantic style. Next, they read about John James Audubon and use the video and article How Audubon’s Birds of American Changed Natural History and John James Audubon to understand his work and ideas, then answer two multiple-choice questions about what made his paintings unique and why his ideas matter today.
Teacher MovesGuide students through observations of the Hudson River School paintings, prompting them to connect visual details to romantic ideals. After students post on the wall, discuss their responses, emphasizing how the paintings portray a realistic yet idealized, resource-rich American landscape. Clarify key points about Audubon’s artistic methods and environmental concerns as students respond to the questions.
Students read about how romanticism also shaped the music and literature of the early to mid-1800s, then use Popular Songs of the Day to explore how music expressed emotion, independence, and romantic ideals. They post to a wall explaining how this period’s music and literature differed from earlier works. Next, they read about Washington Irving, Walt Whitman, and early copyright issues, then read Mark Twain & Copyright and respond on a collaborative wall about how copyright laws affected writers in the early 1800s.
Teacher MovesHighlight exemplary student explanations about shifts in music and literature, noting the move from political writing to more personal, entertaining works. Facilitate discussion connecting historical copyright struggles to modern challenges in protecting digital music and books, and how these issues impact artists’ ability to earn a living.
Students explore the Hudson River School Art Trail to select one Hudson River School artist. They examine several works by that artist and the natural settings that inspired them, then upload an image of a favorite painting, labeling it with the title and artist. Finally, they post to a wall explaining why they chose this piece and how it reflects the ideals of the Hudson River School.
Teacher MovesUse student-selected artworks and explanations to prompt discussion about recurring Hudson River School themes such as dramatic light, vast wilderness, and national pride. Encourage students to connect specific visual details in their chosen paintings to the romantic and nationalistic ideals discussed earlier in the lesson.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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