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Theatre/Drama
Dance – B, P, A, E
http://www.kerc-ks.org/Standards_List.aspx?con_id=26&grade_no=E
Standards especially appropriate for this performance: all
| 1 | Identifying and Demonstrating Movement Elements and Skills in Performing Dance |
| 2 | Understanding Choreographic Principles, Processes, and Structures |
| 3 | Understanding Dance as a Way to Create and Communicate Meaning |
| 4 | Applying and Demonstrating Critical and Creative Thinking Skills in Dance |
| 5 | Demonstrating and Understanding Dance in Various Cultures and Historical Periods |
| 6 | Making Connections Between Dance and Other Disciplines |
| 7 | Making Connections Between Dance and Healthful Living |
Literally every aspect of dance is relevant to this performance. The choreographers are especially talented at incorporating virtually every movement, sound, nuance, and other element of dance into their work. Many cultural influences will be incorporated. A wide variety of dancers and choreographers can be studied for similarities, differences, how individual styles fit individual talents and visions, and much more. The role of dance in various cultures, such as maintaining physical and emotional health, can also be considered. Using dance as an interpretation of other artistic expression will be especially appropriate to explore through The Jacob Lawrence Project.
Music
http://www.kerc-ks.org/Standards_List.aspx?con_id=27&grade_no=B
Standards especially appropriate for this performance: all
| 1 | Singing, alone and with others, a varied repertoire of music | |
| 2 | Performing on instruments, alone and with others, a varied repertoire of music | |
| 3 |
|
|
| 4 | Composing and arranging music within specified guidelines | |
| 5 | Reading and notating music | |
| 6 | Listening to, analyzing, and describing music | |
| 7 | Evaluating music and music performed | |
| 8 | Understanding relationships between music, the other arts, and disciplines outside the arts |
|
| 9 | Understanding music in relation to history and culture |
Although the emphasis in The Jacob Lawrence Project is often on dance and visual art, music pulls it all together. There will be unusual vocalizations that blend with the music, as well as a wide variety of music to support the dance works. Although musicians may not be observable at the performance, they will have created the sound tracks with instruments both familiar and unfamiliar. DCDC Artistic Director, Kevin Ward, is a talented composer, choreographer and dancer. Studying his work provides opportunities for exploring several music-related avenues. The way music and dance relate to culture, history, economics, and many other areas can be addressed through this very eclectic performance.
Counseling - Grade 9 - 12
Standards especially appropriate for this performance:
all
| 1 | Personal-Social Domain | |
| 1.1 | The student will develop a positive self-concept. | |
| 1.1.1 | The student will identify personal values. | |
| 1.1.2 | The student will develop personal strengths and recognize limitations. | |
| 1.1.3 | The student will demonstrate an understanding of self-enhancing behaviors. | |
| 1.1.4 | The student will apply the use of positive messages to influence one's feelings and behaviors. | |
| 1.1.5 | The student will learn to use feedback effectively. | |
| 1.1.6 | The student will describe how one's actions impact others. | |
| 1.1.7 | The student will recognize the relationship between self-concept and behavior. |
Standards especially appropriate for this performance: all
| 1 | Personal-Social Domain | |
| 1.2 | The student will be able to make effective decisions. | |
| 1.2.1 | The student will apply the steps of making decisions to real-life situations. | |
| 1.2.2 | The student will generate possible options, including compromises. | |
| 1.2.3 | The student will utilize available resources in making effective decisions. | |
| 1.2.4 | The student will predict and evaluate the possible consequences of choices. | |
| 1.2.5 | The student will evaluate the impact of values, family, and peers on the decision making process. | |
| 1.2.6 | The student will evaluate the effectiveness of decisions and identify ways to improve the process and outcome. |
Standards especially appropriate for this performance: all
| 1 | Personal-Social Domain | |
| 1.4 | The student will be respectful toward others. | |
| 1.4.1 | The student will demonstrate respect for others in a variety of situations. | |
| 1.4.2 | The student will evaluate the importance of respecting others. | |
| 1.4.3 | The student will recognize and support positive qualities in others. | |
| 1.4.4 | The student will demonstrate respect for a variety of individuals. | |
| 1.4.5 | The student will describe the societal implications of respecting others. |
Standards especially appropriate for this performance: 1.5.1, 1.5.2, 1.5.3, 1.5.6, & 1.5.7
| 1 | Personal-Social Domain | |
| 1.5 | The student will develop interpersonal relationship skills. | |
| 1.5.1 | The student will demonstrate appropriate behaviors based on how one feels. | |
| 1.5.2 | The student will demonstrate good communication skills with others. | |
| 1.5.3 | The student will describe friendships and relationships between same and opposite sexes. | |
| 1.5.4 | The student will identify characteristics of a successful marriage. | |
| 1.5.5 | The student will describe own personal space and recognize the value of privacy. | |
| 1.5.6 | The student will respond effectively to peer pressure. | |
| 1.5.7 | The student will apply effective interpersonal relationship skills. | |
| 1.5.8 | The student will develop and maintain friendships. |
Standards especially appropriate for this performance: all
| 1 | Personal-Social Domain | |
| 1.6 | The student will be responsible to self and others. | |
| 1.6.1 | The student will demonstrate responsibility for one's behavior. | |
| 1.6.2 | The student will demonstrate responsible behavior in a variety of situations. | |
| 1.6.3 | The student will describe the cause and effect of one's actions toward others. | |
| 1.6.4 | The student will demonstrate self-control and self-reliance. | |
| 1.6.5 | The student will demonstrate acceptance of responsibility for one's decisions, actions, and personal growth. | |
| 1.6.6 | The student will demonstrate giving constructive criticism to others. |
When studying Jacob Lawrence, Jeraldyne Blunden, the choreographers and others related to The Jacob Lawrence Project, students can learn about the personal-social domain in relation to such experiences as overcoming obstacles to follow your dream, developing the confidence to express yourself through public performance or using art to expose culture to difficult issues. Decision making, self-respect, responsibility, and relationships are all integral parts of studying these artists and their works, looking at their personal lives and at their professional lives, assessing their impact within their profession, their sub-culture, their country, and the world.
Family and Consumer Science
- Grades 6 - 12
http://www.kerc-ks.org/Standards_List.aspx?con_id=22&grade_no=10
Standards especially appropriate for this performance: 1, 2, 6,
12, 13, 14, & 15
| 1 | Career, Community, and Family Connections Integrate multiple life roles and responsibilities in family, work, and community settings. |
| 2 | Consumer and Family Resources Evaluate management practices related to human, economic, and environmental resources. |
| 6 | Family Evaluate the significance of family and its impact on the well being of individuals and society. |
| 12 | Human Development Analyze factors that impact human growth and development |
| 13 | Interpersonal Relationships Interpersonal Relationships |
| 14 | Nutrition and Wellness Demonstrate nutrition and wellness practices that enhance individual and family well-being. |
| 15 | Parenting Evaluate the impact of parenting roles and responsibilities on strengthening the well being of individuals and families |
The Jacob Lawrence Project provides a valuable opportunity to look at balancing roles within a family, within a company, and within a community. Lawrence, Blunden, and contemporary choreographers of the project have stated family and cultural heritage are among the biggest influences in their work. This speaks to the significance of family to individuals and society. Also, the role these individual artists have had or are having in shaping the society in which they live can be explored. Factors that have nurtured or challenged the growth of these artists and development of their talents are another avenue for study through this performance. In several cases, parents were the ones who first took their child to a place where artistic skills could be supported. Once in an environment where their abilities became apparent, other important relationships developed that changed some of these artists lives in ways they could never have imagined possible.f
Foreign Language - Grades 5 -
8
http://www.kerc-ks.org/Standards_List.aspx?con_id=21&grade_no=05
Standards especially appropriate for this performance: 4 & 5
| 4 | Comparisons The student develops insight into the nature of language and culture. |
| 5 | Communities The student participates in multilingual communities at home and around the world. |
Dance is a language. In fact, there are many languages of dance. Just as speech and writing convey information, so do movement, sound, facial expression, body poses and so many other elements of dance. However, there are also other ways The Jacob Lawrence Project can be used as a springboard for insights into language. All the artists associated with this project came from minority cultural groups within America. Such groups have their own dialects with roots both in English and in foreign languages. Students can also look at the influence of language and cultural differences integral to various minority cultures in the US in individuals born 30, 40, 50 or—in Lawrence’s case—over 80 years ago. How language and cultural differences show up in individual artists’ work can be explored.
Health - Grades K - 4, 9 - 12
http://www.kerc-ks.org/Standards_List.aspx?con_id=17&grade_no=12
Standards especially appropriate for this performance: all
| 1 | Health Promotion and disease Prevention Health Promotion and disease Prevention- Students will comprehend concepts related to health promotion and disease prevention as related to: (a) community health; (b) environmental health, (c) mental and emotional health, (d) nutrition, (e) prevention and control of disease, (f) consumer health, (g) family life and sexuality, (h) injury prevention and safety, (i) personal health, (j) substance use, misuse, abuse and addiction. |
| 2 | Health Information, Products and Information Students demonstrate the ability to access valid health information and health promoting products and services. |
| 3 | Self Management Students demonstrate the ability to practice health-enhancing behaviors and reduce health risks. |
| 4 | Influence of Cultural, Media, and Technology Students analyze the influence of culture, media, technology, and other factors on health. |
| 5 | Interpersonal Communications Students demonstrate the ability to use interpersonal communication skills to enhance health. |
| 6 | Goal Setting and Decision-making Skills Students demonstrate the ability to use goal setting and decision-making skills to enhance health. |
| 7 | Advocating for Health Students demonstrate the ability to advocate for personal, family, and community health. |
The life stories of artists associated with The Jacob Lawrence Project, including most noticeably Lawrence himself, demonstrate the impact of culture, media and artistic expression on health. The cultural milieu in which many of these artists grew up was a significant part of the impetus to express their thoughts and feelings about deep social issues, or at least pervasive social experience, through their work. This performance is a great vehicle for teaching the value of personal expression through the arts. It is a transformative tool for individuals needing to grow beyond the limits of cultural boundaries and for minority groups needing to expose the larger culture to deeply wounding, dividing, subjugating or otherwise detrimental attitudes and actions that are difficult to broach in other ways. Expressing these intensely emotional aspects of life in non-threatening yet powerfully influential ways the arts provide is key to personal and cultural health and well being.
History and Government, Economics and Geography - Grades K - 8, 11
- 12
http://www.kerc-ks.org/Standards_List.aspx?con_id=3&grade_no=12
Standards especially appropriate for this performance: all
| 1 | Civics-Government The student uses a working knowledge and understanding of governmental systems of the United States and other nations with an emphasis on the U.S. Constitution, the necessity for the rule of law, the civic values of the American republican government, and the rights, privileges, and responsibilities to become active participants in the democratic process. |
| 2 | Economics The student uses a working knowledge and understanding of major economic concepts, issues, and systems of the United States and other nations; and applies decision making skills as a consumer, producer, saver, investor, and citizen in an interdependent world. |
| 3 | Geography The student uses a working knowledge and understanding of the spatial organization of Ea th?s surface and relationships among people, places, and physical and human environments in order to explain the interactions that occur in our interconnected world. |
| 4 | Kansas History Standard The student demonstrates a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills. |
| 5 | U.S. History Standard The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills. |
| 6 | World History The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills. |
Whether the vehicle is the Great Migration, the WPA/FAP, the Harlem Renaissance, the plight of blacks throughout American history, or something else related to the content of this performance, The Jacob Lawrence Project is rich with avenues for studying history, government, economics and geography. The roots of the music, dance, and other expressive arts can be traced back hundreds or even thousands of years to cultures in countries on the opposite side of the planet. The complex social struggles, suppressions, and rebellions explored in this wide-ranging project are universal and can be compared to similar ones throughout history and around the world.
Library Media - Grades 1 - 12
http://www.kerc-ks.org/Standards_List.aspx?con_id=15&grade_no=09
Standards especially appropriate for this performance: all
| 1 | Information Literacy The student who is information literate accesses information efficienlatwy an effectively |
| 2 | Information Literacy The student who is information literate evaluates information critically and competenlatwy |
| 3 | Information Literacy The student who is information literate uses information accurately and creatively |
| 4 | Independent Learning The student who is an independent learner is information literate and pursues information related to personal interests |
| 5 | Independent Learning The student who is an independent learner is information literate and can understand other creative expressions of information |
| 6 | Independent Learning The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation |
| 7 | Social Responsibility The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society |
| 8 | Social Responsibility The student who contributes positively to the learning community and to society is information literature and practices ethical behavior in regard to information and information technology |
| 9 | Social Responsibility The student who contributes positively to the learning community and to society is information literate and participates effectively in-groups to pursue and generate information |
The Jacob Lawrence Project can be used as a springboard for students to explore topics including the causes and impacts of relevant historical events, such as the Great Migration; learn how to find and assess information, such as the lives of African Americans and other minorities in the past 100 years, especially in the arts; and assess the impact of various artists or art forms on changes in American culture. A multitude of questions from areas either touched on or intensely examined by this project could lead students to explore their own areas of investigation. What’s the relationship between level of education and success as a performance, visual or other type of artist? What percentage of popular artists of any kind today is African American? How about 20 years, 50 years, or 100 years ago? Seeking answers to seldom-asked questions, evaluating sources for validity, determining appropriate conclusions to draw, and much more is possible in preparation for the DCDC production.
Mathematics - Grades 7 - 12
(Note: these standards become increasingly complex within each sub-skill
area during
progressio rom 7th to 12th grades. The sub-skills shown are specific to
grades 9 ? 12.
Developmentally appropriate versions of these standards for grades 7 and
8 are available
at this website.)
http://www.kerc-ks.org/Benchmark_ind_list.aspx?stan_con_grade_id=13602&con_id=2&grade_no=07&s
tan_id=3598
Standards especially appropriate for this performance: all
| 4 | The student uses concepts and procedures of data analysis in a variety of situations. | ||
| 4.2 | The student collects, organizes, displays, explains, and interprets numerical (rational numbers) and non-numerical data sets in a variety of situations with a special emphasis on measures of central tendency. | ||
| 4.2.A1 | Uses data analysis (mean, median, mode, range, quartile, interquartile range) in real-world problems with rational number data sets to compare and contrast two sets of data, to make accurate inferences and predictions, to analyze decisions, and to develop convincing arguments from these data displays (2.4.A1i) ($): | ||
| 4.2.A1A | frequency tables and line plots; | ||
| 4.2.A1B | bar, line, and circle graphs; | ||
| 4.2.A1C | Venn diagrams or other pictorial displays; | ||
| 4.2.A1D | charts and tables; | ||
| 4.2.A1E | stem-and-leaf plots (single and double); | ||
| 4.2.A1F | scatter plots; | ||
| 4.2.A1G | box-and-whiskers plots; | ||
| 4.2.A1H | histograms; | ||
| 4.2.A2 | determines and describes appropriate data collection techniques (observations, surveys, or interviews) and sampling techniques (random sampling, samples of convenience, biased sampling, census of total population, or purposeful sampling) in a given situation. |
Analyzing The Jacob Lawrence Project through the lens of mathematics reveals an unusual opportunity to look at specific skills, movements, and other variables within four choreographer’s works. There are ample options for comparing and contrasting through visual representations—graphs, charts, tables, Venn diagrams, etc.—the similarities and differences in these very innovative choreographer’s works. Timelines of historical events treated in Lawrence’s work would be helpful for understanding his art’s cultural significance. Choreography could be seen as 3-D geometry in motion and used to study many geometric concepts. Anything involving music has a direct relationship to math that allows aspects of either one to be studied through the vehicle of the other.
Please note: The Teacher Resources section accompanying the Standards section
lists numerous websites for exploring the relationship between math and
music.
Physical Education - Grade 8
http://www.kercks.org/Benchmark_ind_list.aspx?stan_con_grade_id=14268&con_id=28
&
grade_no=12&stan_id=4151
Standards especially appropriate for this performance: 6.1.2 & 6.1.4
| 6.1.2 | The student appreciates the creative aspects of skilled performance in others and self. |
| 6.1.4 | The student analyzes selected physical experiences for social, emotional, and health benefits. |
All of these areas are easily explored in preparation for a performance involving one of the most physically demanding and emotionally satisfying of all human activities—dance. Professional dancers may choose their profession out of a passion for dance; however, to stay in the profession, they must develop tremendous physical, mental and emotional capabilities. To balance this, dancers have to be realistic about their physical limits and choreographers need sensitivity to the requirements their vision places on dancers. All in all, dance offers an excellent way to teach students about the value of movement to all areas of health—social, emotional, mental, and physical.
Reading and Writing - Grades 9-12
(Note: these standards become increasingly complex within each sub-skill
area during
progression from 7th to 12th grades. The sub-skills shown are specific
to grades 9 - 12.
Developmentally appropriate versions of these standards for grades 7 and
8 are available
at this website.)
http://www.kerc-ks.org/Standards_List.aspx?con_id=9&grade_no=HS
Standards especially appropriate for this performance: 2 & 4
| 2 | Literature The student responds to a variety of text. |
| 4 | Research The student applies reading and writing skills to demonstrate learning. |
Jacob Lawrence was a writer, as well as artist and teacher. In addition, much has been written about Lawrence, Blunden, Byrd, Harris, Ward, Wilson, DCDC and others related to The Jacob Lawrence Project. Their work has many links to history, geography, socio-political events and other aspects of life of value to read and understand. Writing in response to these areas and issues gives students broad opportunities and applications for building skills in reading and writing.
Science - Grades 7 - 12
http://www.kerc-ks.org/Standards_List.aspx?con_id=1&grade_no=07
Standards especially appropriate for this performance: 3 & 6
| 3 | LIFE SCIENCE As a result of activities in grades 5-8, all students will apply process skills to explore and understand structure and function in living systems, reproduction and heredity, regulation and behavior, populations and ecosystems, and diversity and adaptations of organisms. |
| 6 | SCIENCE IN PERSONAL AND ENVIRONMENTAL PERSPECTIVES As a result of activities in grades 5-8, all students will apply process skills to explore and develop an understanding of issues of personal health, population, resources and environment, and natural hazards. |
This multi-faceted performance has many options related to studying physical science, technological advances, and personal and environmental issues. Dance lends itself to the study of motion and forces or the transfer of energy. Issues such as personal health can be studied in relation to dancers or to the treatment of African Americans in American history. Preparation for this DCDC performance could easily involve analysis of ways the Great Migration affected resource use and the environment. What impact has technology such as television and other visual media had on changing culture? By dispersing visual information—including art, but also video clips showing social unrest or documentaries investigating issues such as stereotyping—quickly to all socio-economic classes, has the speed of change in highly technological societies changed over time or in relation to less technologically advanced societies? How has the cell phone affected social change? Is collaboration among various types of artists easier or generally more frequent due to new technologies? What aspects of this performance rely on highly sophisticated technologies?
There are many areas for further inquiry. How are cultures that put a high priority on science different from those that do not? How has the focus on scientific inquiry affected American culture? What scientific discoveries, inventions, research findings, etc. have had the greatest impact on American culture? What new types of technology could be incorporated into performance art?
Theatre/Drama - B, P, A, E
http://www.kerc-ks.org/Standards_List.aspx?con_id=24&grade_no=E
Standards especially appropriate for this performance: 5 & 6
| 5 | Dramatic Content and
Theatrical Forms Evaluating and Reflecting on the Characteristics and Merits of Dramatic Content and Theatrical Forms in their Work and that of Others |
| 6 | Integrating Theatre Integrating Theatre with Other Arts, Disciplines, and the Community |
Choreography and theater have a great deal in common. The Jacob Lawrence Project involves communication with the audience though movement, sound, facial expression, costumes, lighting, and other factors also integral to theatrical performances. The similarities and differences in these areas of performance would develop students’ understanding of both dance and theater. Virtually all of the artists in this performance have had to overcome significant social pressure due to discrimination, stereotyping, and other social or cultural tensions. These elements show up in the choreographers’ works. How are these variables communicated through dance choreography compared to operatic or other dramatic performances? Both dancing and acting are usually choreographed or planned in terms of storyline, mood, movements or actions, etc. What could students learn from comparing a choreographer’s plan for a dance with a playwright’s script for a play?
Teachers Resources
Miscellaneous
http://newdeal.feri.org/index.htm
Great teaching resources for many aspects of Roosevelt’s New Deal
http://www.iht.com/articles/2005/12/13/features/dance.php
Article on history of black dance in the US
DCDC
http://www.dcdc.org/dcdc_dayton.html
DCDC site
http://www.findarticles.com/p/articles/mi_m1083/is_1_75/ai_69066659
DCDC current directors
http://www.findarticles.com/p/articles/mi_m1083/is_1_75/ai_68618187
In depth background on DCDC.
http://www.findarticles.com/p/articles/mi_m1083/is_2_74/ai_59270756
Obituary for Jeraldyne Blunden.
Donald Byrd
http://www.ew.com/ew/article/0,,295382,00.html
Article giving background of Donald Byrd’s spectacular The Harlem Nutcracker
http://www.oread.ku.edu/Oread97/OreadSept12/page7/byrd.html
1997 Donald Byrd performance at the Lied Center entitled The Beast
Rennie Harris & hip hop
(Most likely choreographer already known by and of interest to students.)
http://www.findarticles.com/p/articles/mi_m1083/is_8_73/ai_55292598
Article on Rennie Harris and PureMovement
http://www.citypaper.net/articles/2007/01/18/reflections-on-puremovement
Interview of Rennie Harris
http://www.worldwidedanceuk.com/content.asp?CategoryID=1243
UK review of collaborative piece Harris created
http://www.findarticles.com/p/articles/mi_m1083/is_9_74/ai_65324960
Review of Rennie Harris’s Rome and Jewels
http://www.exploredance.com/rachellevin61803.php
Review of Rennie Harris’s Facing Mekka
http://reconstruction.eserver.org/PReviews/revFacingMekka.htm
A different perspective on Facing Mekka
http://www.findarticles.com/p/articles/mi_m1083/is_9_77/ai_108114341
One more perspective on Facing Mekka
http://www.hiphop-directory.com/
Extensive hip hop resources and links
http://www.sfhiphopdancefest.com/
Site for San Francisco Hiphop Dance Fest with good video clip of various hip hop moves
http://www.rockhall.com/exhibitions/past.asp?id=496
This excellent Rock and Roll Hall of Fame website has lesson plans related to hip hop.
www.psc.cornell.edu/gssop/courses/Exploring_Culture_Hip-Hop/2005/Exploring_Culture_Hip-Hop.doc
Series of lessons for exploring hip hop
http://www.mrwiggles.biz/hip_hop_history.htm
Interesting chart of influences on hip hop
http://www.b-boys.com/classic/hiphoptimeline.html
Another timeline with good start on piecing together hip hop history
http://www.worldwidedanceuk.com/content.asp?CategoryID=968
Links to hip hop resources all over the planet can be found here.
http://www.msu.edu/~okumurak/japan/history.html
Article on hip hop in Japan
http://www.worldwidedanceuk.com/content.asp?CategoryID=1472
World Wide Dance UK (United Kingdom) site has it’s own version of hip hop’s development
http://web.simmons.edu/~morrow/hiphopbib.html
Very short history plus extensive bibliography of books and other resources related to hip hop.
Jacob Lawrence
http://en.wikipedia.org/wiki/Jacob_Lawrence
Bio of Lawrence
http://www.gale.com/free_resources/bhm/bio/lawrence_j.htm
Extensive bio on Lawrence
http://en.wikipedia.org/wiki/Gwendolyn_Knight
Gwendolyn Knight– sculptor – Lawrence’s wife
http://www.pbs.org/wnet/aaworld/arts/lawrence.html
African American World site with video’s of NPR & PBS tributes & documentaries
http://www.pbs.org/newshour/bb/remember/jan-june00/lawrence_6-13.html
Article with interview excerpts by CHARLAYNE HUNTER-GAULT
http://wwar.com/masters/l/lawrence-jacob.html
Extensive links to Lawrence’s individual works
http://www.tfaoi.com/aa/1aa/1aa182.htm
Notes on several Lawrence’s paintings or series
http://www.columbia.edu/itc/history/odonnell/w1010/edit/migration/migration.html
Site with series The Great Migration on slides.
http://www.allentownartmuseum.org/gallery/exhibits/freedom.html
Background related to The Legend of John Brown portfolio at Allentown Art Museum
http://www.museum.cornell.edu/HFJ/handbook/hb195.html
Info on Hillside Hospital Series based on his stay at the psychiatric hospital in 1949-50.
http://www.uscg.mil/hq/g-cp/history/FAQS/Jacob_Lawrence.html
Site dedicated to Lawrence’s time in the Coast Guard
http://www.octobergallery.com/artists/lawrence.htm
Background on a few limited editions of Lawrence’s work
http://www.moma.org/collection/browse_results.php?criteria=O%3AAD%3AE%3A3418&page_number=1&template_id=6&sort_order=1
Museum of Modern Art info on its pieces of Lawrence’s work
http://www.washington.edu/uwpress/search/books/WHEJAC.html
Info related to Lawrence and new book of his works, Jacob Lawrence: American Painter
http://www.washington.edu/uwpress/search/books/NESCOM.html
Synopsis of new 2-volume set The Complete Jacob Lawrence
Over the Line: The Art and Life of Jacob Lawrence AND Jacob Lawrence: Paintings, Drawings, and Murals (1935-1999)
http://www.allposters.com/-st/Jacob-Lawrence-Posters_c2141_s25997_.htm
http://www.art.com/asp/display_artist-asp/_/crid--52/Jacob_Lawrence.htm
Pictures of 17 posters of Lawrence’s work can be viewed and ordered at these sites
http://topics.nytimes.com/top/reference/timestopics/people/l/jacob_lawrence/index.html
The New York Times archives of articles re Jacob Lawrence and his work
http://www.answers.com/topic/jacob-lawrence
Compilation of Internet resources
http://www.cs.washington.edu/building/art/JacobLawrence/
University of Washington art center commentary and brief list of resources
http://www.nypl.org/research/sc/sc.html
Schomburg Center for Research in Black Culture, New York Public Library
http://www.inmotionaame.org/home.cfm
Schomburg special project on the Great Migration
http://www.iniva.org/harlem/jacbl.html
Rhapsodies in Black - Institute of International Visual Arts and Hayward Gallery
http://www.metmuseum.org/toah/hd/most/hd_most.htm
The Timeline of Art History article Modern Storytellers
http://www.aaa.si.edu/collections/findingaids/index.cfm/fuseaction/Collections.ViewCollection/CollectionID/9121/SIRISBibNumber/211315
This site explains how to access the Jacob Lawrence and Gwendolyn Knight Lawrence papers in the Smithonian Archives
Special Teaching Resources
http://www.yale.edu/ynhti/curriculum/units/1993/4/93.04.08.x.html
Site with extensive information directed toward teachers for use with classes.
http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Interdisciplinary/INT0009.html
Lesson plan for upper elementary grades easily adapted to secondary classes
http://www.lalc.k12.ca.us/artsonline/getty/jacob/Lawrence%20text.pdf
Lessons related to Jacob Lawrence and Langston Huges
http://www.urbanedpartnership.org/artsonline/getty/jacob/art.html
Lesson comparing works by Lawrence, Camilo Jose Vergara, and Roy DeCarava in collaboration with Langston Hughes
http://librarymedia.org/visual/titles/lawrence.htm
Video Jacob Lawrence: An Intimate Portrait available here
http://www.landsvideo.com/educ_pdf/J_Lawrence.PDF
Study guide for using video Jacob Lawrence: The Glory of Expression (15 minute for upper elementary to adult)