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Summary and Objective
The goals of this activity are for students to: 1) discover the differences between, and reasons for use of, silhouettes and formal painted portraits in the early-to-mid-1800's; and 2) learn how to create their own silhouette. Students will understand that historical images of individuals can be used as sources of inquiry for learning about the social and economic circumstances of people's lives.
Teaching Plan
Step 1.
Make sure you read the information that accompanies each image. Click on the links for Nathan Negus and Polly Stebbins: What can you discover about them?
Step 2.
Click on the links to the images of Ephraim Williams and Elihu Hoyt: What can you discover about them? What do they have in common? What is different? Now read Elihu Hoyt's journal: What more have you learned about him?
Step 3.
Now click on Caroline Sheldon: What do you notice?
What are the differences from this compared to the portrait of Polly Stebbins?
What can you surmise from this?
Step 4.
Now click on Deacon Hitchcock: What can you tell about him?
Step 5.
Now go back to Ephaim Williams or Elihu Hoyt. Compare either one to Deacon Hitchcock: Can you tell they are about the same age? Why is Hitchcock in silhouette and Williams or Hoyt in portrait?
Step 6.
What conclusions can you make about the relative cost of portraits vs. silhouettes?
Step 7.
CREATE A SILHOUETTE<BR>
Materials: 12" x 18" sheets of newsprint; 12" x 18" sheets of colored paper; bright light source (such as an overhead projector); masking tape; good scissors.
1. Divide the class into groups of three - one student to pose, one to trace, and one to hold the poser's jaw (the silhouette will be better if a student stands behind the poser and holds his/her jaw).
2. Have the poser sit close to the wall with his/her shoulder touching the wall, about 2' - 3' from the light source. Position the paper so that the person?s entire head and shoulders shows in shadow. Tape the paper to the wall; it?s easier to move the paper than the person.
3. Have the tracer quickly outline the shadow in pencil; drawing the outline carefully. Be sure the tracer includes the poser's shoulders, or the silhouette will look as if the person has been guillotined.
4. Take down the silhouette and switch places.
5. When all members of the group have finished, have each of them first draw the swoopy line connecting his/her shoulders (as in the examples in the digital collection).
6. Then have students cut out their silhouette, trace it onto colored paper with a pencil, and cut out the colored paper silhouette.
Step 8.
Decorate the silhouettes with symbols of the lives of one of the portraits or silhouettes you have seen above.
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