Begin by having students write down their own definition of the concept of freedom. Go around the room and have every student read out their definition, and take down the key concepts on the board.
As a full class, show selected images of sculptures to students and have them write down 10 observations of the art work. Again, go around the room and have each student share one observation. Then repeat the process with a new image. Again, hear an observation from each student.
The selected image of the bust is a rear view. You may opt to share additional angles using the Metropolitan Museum of Art site. However, prior to utilizing additional sculpture images it is recommended you preview them as there is nudity in some of the images. As needed, provide a warning and reminder of expectations to students to ensure appropriate responses.
Note that the Metropolitan Museum of Art has numerous teaching resources to learn about the historical context and artists of both pieces, including related poetry and commentary that could deepen this activity or offer opportunities for learning extensions. Visit the online page for an exhibition on “Fictions of Emancipation: Carpeaux Recast” for resources.
Lead a class discussion using the following questions as prompts:
- What is Carpeaux’s main idea or message? What is Lewis’s main idea or message? Which message resonates with you more and why?
- How are the two sculptures similar? How are they different?
- Which sculpture best aligns with your definition of “freedom”? Explain.
- How does race factor into these artworks? Gender?
- What might be the opportunities of emancipation, as indicated in these artworks? What might be the challenges?
- Both of these explore freedom at the dawn of emancipation in the 1800s. If you were to create a sculpture about freedom today, what might you include and why?