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 Hurley |
|
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.
