in France. In order to learn to read and write, young Paul went to school until he was 14 years old, then became an apprentice to his father. Five years later, the elder Paul Revere died, and within two years after that, Paul took over the shop and practice. His younger brother Thomas became apprentice to Paul, who became the breadwinner of the family. Paul Revere learned to work in several metals -- silver, brass, pewter, as well as copper plates for printing. His shop turned out brass bells that were cast the way some sculpture is, the famous silver Liberty Bowl with its beautifully engraved message, and teapots such as the one Copley painted in Revere's portrait.
Next ask the students to look carefully at the portrait and tell you something about the element of texture in Copley's painting. Ask: What textures do you see in the painting? (leather pillow for working on the silver, metal, muslin fabric, leather vest, wooden table or workbench, silky hair and soft, glowing skin) Ask: What did Copley do to make all the wonderful folds of the shirt stand out? (painted the shadows where the light didn't fall)
What about reflections? Where do you see reflections in the portrait? (on the tabletop and in the teapot, where you see rectangles of light reflected and also some of the subject's fingers reflected)
What about the element of color in this portrait? Why do you think the painter chose such a dark color for the background? (The white shirt stands out brilliantly against it, as does Paul Revere's face with the rosy cheek.)
Finally, have them brainstorm with you about their impressions of Paul Revere from the poem they read by Henry Wadsworth Longfellow. You might start the discussion by saying: Now that we've heard some information about Paul Revere's life, do you think the hero of Longfellow's poem sounds like the same man or a different one? When they have had a chance to express their ideas, say: I want you to think about the poem and then think about the discussion we've had about this portrait of Paul Revere that John Singleton Copley painted. Write a paragraph about Paul Revere that starts with the sentence:
I like the portrait that Copley painted of Paul Revere because
I like the picture of Paul Revere that Longfellow described in his poem because
Fourth Grade - Visual Arts - Lesson 4 - Portraits
(some ideas and questions adapted from BMA Teacher Packet on Portraits)
Choose a well known person.
Explore biographical details about the person.
Create a portrait of the person.
Color reproduction of Copley's Portrait of Paul Revere from Lesson 3
Reproductions of portraits in books, see Suggested Books below
Magazines containing photographs of well known Americans
Pieces of 9 x 12" newsprint for each student
Tempera paints and brushes, crayons, and/or markers
Beckett, Sister Wendy. The Story of Painting. London & New York: Dorling Kindersley in association with the National Gallery of Art, Washington, D.C., 1994.
Examples of portraits throughout.
Clarkin, Maura A. National Gallery of Art Activity Book. New York: Harry N. Abrams in association with the National Gallery of Art, Washington, D.C.
Many examples of portraits from different periods included here.
Encyclopedia, if you have one in the classroom
Rice, Melanie & Chris. I Like Painting. New York: Warwick Press, 1989.
Combines examples of children's work with that of famous painters in various categories. Sections on Portraits, Family Portraits, and Painting People are particularly useful for this lesson.
Show the students the reproduction of the Copley Portrait of Paul Revere. Brainstorm with the children, taking this as an opportunity to review the elements of art as Copley used them in this portrait. Texture and color are especially important in this particular portrait. Remind the students of the way that Copley has given us biographical information in his portrait by including the tools of a metalworker in the painting.
Show the students any portraits you may have in books or magazines and discuss the role of clothing in painting a portrait. If you have some Fren