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Grade Level 7

History and Social Studies:

7.8.5 Detail advances made in literature, the arts, science, mathematics, cartography, engineering, and the understanding of human anatomy and astronomy (e.g., by Dante Alighieri, Leonardo da Vinci, Michelangelo di Buonarroti Simoni, Johann Gutenberg, William Shakespeare).

Literature and Language Arts:

Writing Applications:
2.3 Write research reports:
a. Pose relevant and tightly drawn questions about the topic.
b. Convey clear and accurate perspectives on the subject.
c. Include evidence compiled through the formal research process (e.g., use
of a card catalog, Reader's Guide to Periodical Literature, a computer
catalog, magazines, newspapers, dictionaries).
d. Document reference sources by means of footnotes and a bibliography.

Analyzing text
Critical thinking
Cause and effect
Expository critique
Making inference
Visual analysis
Write summary
Note-taking – main idea
Research
September 5, 2006

Introduction
Background for the Teacher
Guiding Questions
Learning Opportunities
Assessment
Guided Discussion Questions
Instructional Plan
Materials Needed
Groupings
Checking for Student Understanding
Guided Practice
Independent Practice
Closure
Extention
English Learners
G.A.T.E. Students

Vocabulary review
Pre/post test (blackline master) | Word
Socratic Seminar
Research Report Rubic
PowerPoint Mission Inn Artifacts |PPT (Large file - Save to hard-drive before opening.)
PowerPoint Slide Reference
Cornell note-taking template

Mission Inn Museum website
MLA Citation Instructions – O.W.L.
Cornell note-taking
Web museum, Paris
Backgrounds of Early Italian Renaissance
The Elizabethean World
Renaissance Literature
“Dawn of a New Age”
Virtual Tou to Renaissance
Medieval Source Book
Out of the Middle Ages
Famous people of the Renaissance
Famous people of the Renaissance
Renaissance Personalities
Famous Renaissance People
Important People from the Renaissance, Reformation, Age of Discovery, Enlightenment
Guide to the Renaissance
Famous Renaissance People
Renaissance
Webquest – A Walk Through the Renaissance
Renaissance People


August 17, 2007
Feedback and Evaluation
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Artists & Artisans Lesson Plan | 6th Grade Level
Download Complete Artists & Artisans Lesson Plan for 6th Grade Level | pdf xx kb
Art and Artisans of the Mission Inn Showcase Artifacts from Around the World

Introduction:

Frank Miller, Founder of the Riverside Mission Inn, was fascinated by the many different cultures in which he came in contact during his world travels, but none more so than the California Mission art and architecture. Influences from the Spanish, immigrating to California, and the Native Indian inhabitants with whom they would eventually come in contact and enlist in building the mission system, can be seen throughout the Mission Inn.

Background for the teacher:

The lure of the Mission Inn is, in large measure, defined by the objects selected by Mission Inn owner Frank Miller, his family, and others to decorate the National Historic Landmark hotel. The objects served as props, and the hotel the setting, for this romantic recreation of the California Mission era. Bells, crosses, religious art, tiles, and other objects found throughout the hotel reflect this period of California’s history, from 1769 to 1823. The Cloister Walk, the Saint Francis, St. Cecilia, and Santa Clara Chapels, the Refectorio, and many other spaces within the hotel were filled with objects from around the world. Other objects were created on-site or commissioned by the Inn’s owner. Miller even employed a curator to manage the purchasing of objects for display and sale (Klotz, 1982). Guests were provided with many opportunities to purchase objects as souvenirs; reminders of their stay at the Mission Inn. Even many of the objects used to furnish the guest rooms were available for purchase.

Within the workshops of the hotel, artists, artisans, and craftsman created sculpture, wrought iron, furniture, pounded metalwork, and other artistic efforts. It was not uncommon for these artisans to duplicate objects Miller acquired from other sources, including furniture pieces inspired by the Arts and Crafts movement: the work of Gustave Stickley, Elbert Hubbard’s Roycrofters, and Charles Limbert (Congdon-Martin, 1998 and Hall, 2000). The Mission Inn collections include beds and desks with the Raincross symbol made by Limbert. Other furniture is marked or branded (burned) with the name “Glenwood” (the original name of the Mission Inn).

Two of the more notable artists associated with the Mission Inn were Archibald A. Barrelle and William A. Sharp. Sharp was a multi-talented artist. He designed stained glass windows and the Mission Inn shield-like escutcheon welcoming guests: ENTRES ES SU CASA, AMIGO (Enter, this is your home, friend). He was a painter and he also created the artwork used for various hotel publications, including menus and postcards. Other talented stained glass artists included William Goodhue from Boston, who designed the three windows in the Cloister Music Room dedicated to Frank Miller’s first wife, Isabella; and Jessie Van Brunt, who designed stained glass windows in the Spanish Art Gallery.

Artist Archibald Barrelle collaborated with several people, including Sharp, Thyrsis Field, W. R. Elfers, and Albert Stahler. The St. Francis bronze and iron doors between the Lobby and California Room are an excellent example of the collaboration between Field, Stahler, W. R. Elfers, and Barrelle. Each door contains 13 panels, with each panel depicting an episode in the life of St. Francis. Barrelle served as an “artist in residence,” teaching art classes sponsored by Frank Miller, with the students enjoying a type of artist/apprentice relationships.

Miller successfully acquired objects from a variety of sources and areas of the world. The Panama Pacific International Exposition (World’s Fair) held in San Francisco in 1915 was an important source (Klotz, 1982). The two bronze Spanish Cannon at the hotel’s entrance, a carved relief depicting the world religions by sculptor Alexander Sterling Calder, and the Pontifical Court (life-like wax, paper, and wood figures of Pope Pius X and his court) were acquired sometime after the close of the fair (Klotz, 1982).

Miller purchased many paintings. Examples include the William Keith painting titled California Alps, the paintings of the California Missions by Henry Chapman Ford, Mexican and Spanish Colonial Art, and works by Russian artists N. Kosscheloff and Vasilli Vereshchaginthe (Klotz, 1982). Artists J.E. McBurney and Kansas artist George Melville Stone were commissioned by Miller to create several paintings with a California Mission or discovery theme (Hutchings, 1951). Their art was displayed with the Henry Chapman Ford paintings in the basement of the Cloister Walk, which served as another art gallery for Frank Miller.

The names of Sharp, Keith, Goodhue, Stone, and Van Brunt are well-documented, despite the lack of records within the Mission Inn collections. Other artists remain unknown, including those who created the Mexican Colonial paintings. In some cultures, it was not common to sign a work of art. Despite the anonymity of many of the paintings within the Mission Inn collections, they are an essential part of the artistic flavor of the site.

An important aspect of the hotel’s history is the association with Sherman Indian School (formally known as Sherman Institute). The school was moved from Perris, California (southeast of Riverside) to Riverside in 1903. Students from the school worked at the hotel in several capacities, including Housekeeping and crafted furniture. The American Indian basket collection is a reminder of this important connection to Sherman and the Native American cultures.

Another artistic style is in great evidence in various sections of the hotel, far different than the image of red tiled roofs, adobe bricks, and the religious art of the many Catholic Saints. Gongs and bells, lacquered furniture, Buddha’s, and pottery of Japan, China, and other parts of the Pacific Rim countries are prominently featured throughout the hotel. Frank Miller embraced these cultures with the same enthusiasm he held for the California missions.

_____________
Selected Bibliography

Bowman, Leslie Greene. (1990). American Arts & Crafts Virtue in Design. Boston: Bulfinch Press/Little, Brown and Company.

Congdon-Martin, Douglas. (1998). Arts & Crafts: the California Home. Atgeln, PA: Schiffer Publishing Ltd.

Gale, Zona. (1938). Frank Miller of Mission Inn. NewYork: D. Appleton-Century Company.

Hall, Joan H. (2000.). Through the Doors of the Mission Inn Volume II. Riverside, CA: Highgrove Press.

Hodgen, Maurice. (2004). More Than Decoration Asian Objects at the Mission Inn. Riverside, CA: Ashburton Publishing.

Hutchings, DeWitt. (Ed.). (1951). Handbook of the Mission Inn Riverside California. Riverside, CA: Mission Inn.

Klotz, Esther. (1982). The Mission Inn: Its History and Artifacts. Riverside, CA: Rubidoux Printing.

Lech, Steven and Kim Jarrell Johnson. (2006). Riverside's Mission Inn. Mount Pleasant, SC: Arcadia Publishing.

Moore, Barbara. (Ed.). (1998). Historic Mission Inn.  Riverside:  Friends of the Mission Inn.

Neuerburg, Norman. (Ed.). (1989). An Artist Records The California Missions. San Francisco: The Book Club of California.

Winter, Robert. (Ed.). (1997). Toward a Simpler Way of Life The Arts & Crafts Architects of California. Berkeley: University of California Press.

Pacific Asia Museum
http://www.pacificasiamuseum.org

Los Angeles County Museum of Art (includes Japanese Pavilion)
http://www.lacma.org

Guiding Questions:

  1. What can art tell us about a people or culture?
  2. Is art an important aspect of a culture or is it more of a luxury? Explain.
  3. In what ways are we exposed to art in our everyday lives?
  4. What influences from other cultures do we see in our everyday lives?

Learning Opportunities: What do you expect your students to do by the end of this lesson? (Objective):

As a component during instruction onthe geographic, political, economic, religious, and social structures of the early civilizations of China, students will be able to:

  • Cite the significance of the trans-Eurasian “silk road” in the period of the Han Dynasty and Roman Empire and their locations
  • Write narratives

Establish and develop a plot and setting and present a point of view that is appropriate to the stories. Include sensory details and concrete language to develop plot and character . Use a range of narrative devices (e.g., dialogue, suspense)

Assessment: What evidence will let you know that each and every student has achieved this objective?

Guided Discussion Questions:   What review, refocus, or leading will occur that will ensure that students are focused on the learning? (Anticipatory Set):

To introduce the topic of the influence of art on exploring the culture and daily lives of a people:

  1. How is art related to the study of history?
  2. What can we learn by looking at the art of a particular culture?
  3. Does every culture have art?
  4. Must art have a purpose behind its creation?
  5. How is art communication?

(Display the following on LCD projector from website or PowerPoint Link – PowerPoint may also be copied to transparency for use on overhead projector if there is no LCD) Explain that Frank Miller, local entrepreneur, designed and furnished the Mission Inn to reflect the Spanish architecture of the California Missions and subsequently furnished and adorned his Mission Inn with artifacts from various cultures he admired. Tell students that today they will have the opportunity to view the architecture and ambiance of those diverse cultures reflected in a local landmark, the Mission Inn. (At each link during your Mission tour, online written narrative is available to describe the artifacts. http://www.missioninnmuseum.com/collect_artisans/artisans_main.htm

Instructional Plan: How will the lesson be structured? What strategies will be used? (Instructional Input):

  • Teacher peruses the above Introduction and Background Information.
  • See sidebar for additional information from California State Framework.
  • Teacher familiarizes self with information from website, which describes each artifact.
  • Whole class direct instruction during initial questioning – tapping into prior knowledge.
  • Whole class direct instruction for viewing artifacts from website or PowerPoint – contextual clues.
  • Collaborative discussion and research on travels along the Silk Road
  • Analysis of research materials and history text to determine main idea.

 

Materials needed to teach this lesson:

  • Art and Artisans website viewed on classroom LCD projector or printout PowerPoint and use on overhead or students may view from home or on classroom computer in small groups
  • Computer access for Internet research resources
  • Access to student history text, books, encyclopedias, videos on Silk Road
  • Map of Silk Road for student access (in sidebar resource list)
  • Sidebar research sites on Silk Road
  • Narrative writing prompt

 

Groupings that will be used in this lesson:

  • Whole class for checking for prior knowledge, guided questions, viewing artifacts, introducing prompt.
  • Small groups for discussion during guided questioning.
  • Independent reading, note taking, and research.
  • Independently write notes and summary.
  • Pairs to peer edit and share notes and post card final product.

 

Checking for student understanding:

Opportunities for students to practice the skill/concept: (Guided Practice):

After viewing the PowerPoint artifact tour, hold discussion with the students on evidence of Asian influence in Mission Inn décor.

Teacher will review Cornell style note-taking – example and explanation on website cited on lesson sidebar.

Students will work in pairs to research the Silk Road: goods exchanged, methods of travel, routes taken, languages spoken, foods available, life on the “Road.” Students may use text, library books, resources noted on lesson sidebar, and/or other resources available.

Opportunities for students to practice the skill/concept independently: (Independent Practice):

Teacher will next distribute journal/stationary templates, or students may choose to use or make their own. Students will follow writing prompt with instructions to create an imaginary journal narrative in which the student writes a page minimum journal entry as if the student were returning from a trip along the Silk Road and bringing back an artifact to add to the Mission Inn collection.

Opportunities for students to reflect, summarize, clarify, or explain learning: (Closure):

  • Students will share findings in oral presentation.

Extensions:

  • Visit to the Mission Inn in Riverside.
  • Research local artists. Create brochure/handout sharing information.
  • After researching the Silk Road, create brochure/handout sharing information.
  • Visit China Town (Los Angeles, San Francisco)
  • Write to Chinese Embassy asking for further information.

English Learners:

Beginning: Read research article on the Silk Road and write out three facts learned.

Intermediate: After reading article on the Silk Road, write summary of what learned and create drawing that demonstrates at least one fact learned.

Advanced: While research on Silk Road, write a journal narrative in which student imagines returning from Silk Road journey – as instructed on writing prompt.

G.A.T.E. Students:

Socratic Seminar:

What questions were unanswered after your studies? How will you find out the answers?

What is life like at the present time for Chinese?

Compare and contrast life in China (urban and rural) with life in the United States today.

 
 
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