Grades:	Upper elementary (3–5)
Subjects: 		Visual Arts, Language Arts
Time Required: 	Five class periods 
Author:	Ethel Tracey (Art Resource Teacher), Bobbie Vasquez, Helen Gonzales, Christina Torres, and Julie Sylber (Teachers)
92nd Street School, Los Angeles Unified School District

Lesson Overview
Students explore the concept of work, and work typically assigned to women, through artwork depicting laundresses. 

Learning Objectives	
Students should be able to:
- discuss the value of work typically assigned to women.
- compare and contrast different visual representations of the same subject.
- discuss the artist’s role in the human activity, social issues, and conditions of their day.
 
Featured Getty Artwork
The Laundress by Jean-Baptiste Greuze 
On the Web: http://www.getty.edu/art/collections/objects/o843.html
	
Materials
- Tape recorder 
- In addition to the Getty Museum’s Laundress, other images of women doing laundry and ironing should be used for comparison. Artists who have explored the subject include Honoré Daumier, Robert Henri, Edgar Degas, Jacob Lawrence, and John Outterbridge. Find these images on the Internet by searching for these artist’s names, or by searching on “laundress” and “art.”
- (optional) A book about Greuze’s laundress is available at the Getty online bookstore. Jean-Baptiste Greuze: The Laundress. (http://www.getty.edu/bookstore/titles/greuze.html)

Steps
1.	Have students view Greuze’s painting The Laundress and discuss. Ask: What do you see? What is going on in this image? What makes you say this? Where does this image take place? How do you know? What does the title tell you about the image? What colors, lines, and shapes do you see? How is movement created?
2.   Have students read excerpts about Greuze and the artwork. (http://www.getty.edu/art/collections/bio/a587-1.html)
3.   As students discuss the image, write a list of vocabulary terms describing the painting on the chalkboard.
4.	Discuss what the artist might have wanted to communicate with the painting. Ask: What did he want people to understand? What can you learn about the process of doing laundry in the 17th- century from this picture? What textures does the artist use to create interest in the image? How is the laundress dressed? What emotion does the image make you feel? What colors, lines, and shapes help to give that emotion? How is movement created? 
5.   Next, look at laundresses depicted at different periods in history by other artists, such as Honoré Daumier, Edgar Degas, Jacob Lawrence, and John Outterbridge. Use a Venn diagram to chart how these are similar to and different from the Greuze painting. 
6.   Have students make a timeline for the artworks they have studied. 
7.	Discuss the different representations of the same subject over history. Ask: Why have different artists represented the subject of the laundress over time? How do more recent works on the subject differ from earlier versions? What do the more recent versions tell us about how the nature of the work has changed or remained the same? Why is tending to laundry typically work that women do? What is the nature of this work?
8.   Have students prepare to meet and interview a community member who works as a laundress. First brainstorm about what they want to learn from their subject and then draft questions to ask during the interview. 
9.	Invite a community member who is or has worked as a laundress into the classroom. Use a tape recorder to record the interview.
10. Have students write an essay about what they learned from the person they interviewed, and compare that person’s experience to the way laundry is done at their home. 

Standards Addressed

Common Core Standards for English Language Arts

Grades 3–5

SPEAKING AND LISTENING
3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
4.3 Identify the reasons and evidence a speaker or media source provides to support particular points.
4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 and 3 for specific expectations.)
5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
5.3 Summarize the points a speaker or media source makes and explain how each claim is supported by reasons and evidence, and identify and analyze any logical fallacies.

Language Arts Standards for California Public Schools

Grade 5
Writing 
1.0	Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.  
2.3	Write research reports about important ideas, issues, or events by using the following guidelines:
a. 	Frame questions that direct the investigations.
b. 	Establish a controlling idea or topic.
c. 	Develop the topic with simple facts, details, examples and explanations.
Listening and Speaking
1.1	Ask questions that seek information not already discussed.
1.2 	Interpret a speaker’s verbal and nonverbal messages, purpose, and perspectives.
1.3 	Make inferences and draw conclusions based on an oral report.

Visual Arts Standards for California Public Schools

Grade 5
Artistic Perception
1.0 	Students perceive and respond to works of art, objects in nature, events, and the environment. They use the vocabulary of the visual arts to express their observations.

What I Learned
“By interviewing a woman from the community who worked as a laundress for several decades, students learned about the very difficult and time consuming process of laundering clothing 60 years ago in the rural South. 
The process of interviewing the laundress helped students think more about domestic work depicted in various artworks they studied. They get better at conducting interviews and their questions become more sophisticated the more they do it.” 
—Ethel Tracy