Grade Level: 5–8
Students will be introduced to farming in an arid climate through art-based inquiry of Miró’s The Farm. Learning that his family had to implement two water collection devices, students will collect and investigate the amount of rainfall in their region to design a sketch proposal for how to best collect rainwater for their local farms.
The Farm, 1921–1922
oil on canvas, 123.8 x 141.3 x 3.3 cm (48 3/4 x 55 5/8 x 1 5/16 in.)
National Gallery of Art, Gift of Mary Hemingway
|1-B||Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas.|
|2-B||Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas.|
|2-C||Students select and use the qualities of structures and functions of art to improve communication of their ideas.|
|3-A||Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks.|
||Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art.|
|6-B||Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts.|
Before showing your students The Farm, ask: Who has been to a farm, or what do you think a farm looks like? Then: Is the painting similar to or different from how you thought a farm would look? In what ways?
When Joan Miró was seventeen, he first visited his parents’ new summerhouse, near the Mediterranean Sea. It was a farm in Montroig, a village about sixty miles from Barcelona, Spain. His love of the countryside in Montroig led to his lifelong custom of spending his summers there.
The clay-colored, parched, and rocky-looking soil, the dryness of the vegetation on the barn, and the yellow haze that seems to rise on the horizon indicate the region’s hot and arid climate. Water was clearly at a premium. Without the benefits of a public water supply, the farm used both a cistern—seen between the barns—to collect precious rainwater for washing and watering—and a well, located behind the cistern, to supply drinking water. Miró said of The Farm:
The painting was absolutely realistic. Everything that’s in the painting was actually there. I didn’t invent anything. I only eliminated the fencing on the front of the chicken coop because it kept you from seeing the animals.
Miró says that the painting is a realistic depiction. However, it seems to fluctuate between a realistic recording of the scene and more dreamlike imagery. The landscape, for instance, pulsates with hot, clear sunshine, but the blazing light casts no shadows. In the midday sky, the sun is represented by a disk that, oddly, is silvery gray—the color of the moon. A cart totters on a single wheel. Moreover, we know the barn at Montroig was well kept, not crumbling, as it seems to be here.
Miró’s family had to implement two water collection devices—cistern and well—because they live in an arid climate that receives little rainwater. Students will investigate the amount of rainfall their area receives and create a sketch proposal for how to best collect rainwater for their local farms:
Incorporating class observations, students will revise their design to better communicate their intentions. Then, they will write a proposal to their town or city councilmember in support of their design for local farmers. They should include reasons why such a device is important and why they designed it the way they did with their data collection as key evidence.
Find local weather at the Weather Channel
Use the “Weather History Tool” on the Old Farmer’s Almanac for weather trends in your region
Borrow the teaching packet Art&
Pair clothing with regional climates in a matching game from The National Institute of Environmental Health Sciences
Access activities, curriculum resources, and information that relate art, science, and the environment from the Environmental Protection Agency
View satellite images of environmental change and descriptions of issues affecting particular locations from the United States Geologic Survey site
Browse hundreds of science and geography lesson plans for fifth and sixth graders through the National Geographic's website