1. “Maid of the Mist” Culminating art project by: Alyssa Greene

2. Noticing of the work of art. I noticed that the lady was classically dressed. I noticed that the lady was classically dressed. That she holds an urn in her left arm. That she holds an urn in her left arm. That she leans slightly forward. That she leans slightly forward. That there are accents of sea shells and fish around her. That there are accents of sea shells and fish around her. The statue was limited in color. However, the fish added a nice contrast to the otherwise colorless statue. The statue was limited in color. However, the fish added a nice contrast to the otherwise colorless statue.

3. What I saw, heard, smelled, and felt. There were many sounds of cars, people, and children moving about the small town. There were many sounds of cars, people, and children moving about the small town. The statue was placed very nicely in the center of a shady, peaceful park. There were a few people in the park, and the trees and flowers had yet to bloom. The statue was placed very nicely in the center of a shady, peaceful park. There were a few people in the park, and the trees and flowers had yet to bloom. The “Lady in the Park” was not yet filled with water. The “Lady in the Park” was not yet filled with water. I could smell the food from the restaurants nearby, and a faint smell of newly blooming trees. I could smell the food from the restaurants nearby, and a faint smell of newly blooming trees. I felt cold, and a little disappointed that I was unable to see the fountains full beauty without its water. I felt cold, and a little disappointed that I was unable to see the fountains full beauty without its water.

4. Questions about the work of art. What is the symbolism connected between the woman and the added shells and fish? What is the symbolism connected between the woman and the added shells and fish? When will they run the water? When will they run the water? Why is she holding an urn? Why is she holding an urn? Why is she leaning over? Why is she leaning over? Is she pouring something on her feet? Is she pouring something on her feet?

5. Historical context of the work of art Modeled after a headless ancient statue owned by Prussian administrator Wilhelm Von Humboldt. Modeled after a headless ancient statue owned by Prussian administrator Wilhelm Von Humboldt. Located in Gibson Park which was founded on an old grazing area for animals in the early 1800’s by James Gibson. Located in Gibson Park which was founded on an old grazing area for animals in the early 1800’s by James Gibson. The statue arrived in the park in 1889. The statue arrived in the park in 1889. The statue has lost its head, both feet, left arm, and has been shattered into 300 pieces, but she has been faithfully put back together by the North East Township each time. The statue has lost its head, both feet, left arm, and has been shattered into 300 pieces, but she has been faithfully put back together by the North East Township each time. This is one of six made by J.L. Mott Iron Works. This is one of six made by J.L. Mott Iron Works.

6. Cultural And Social Context Of Work Of Art The fountain marks the spot of the First Presbyterian Church of North East, which stood from 1822 until 1861. The fountain marks the spot of the First Presbyterian Church of North East, which stood from 1822 until 1861. Wilhelm Von Humboldt lived from 1767-1835, and was a diplomat, philosopher, educator, liberalist, and known for structuring the Prussian educational system. Wilhelm Von Humboldt lived from 1767-1835, and was a diplomat, philosopher, educator, liberalist, and known for structuring the Prussian educational system. The J. L. Mott Iron Works was established by Jordan L. Mott in New York in the area now called Mott Haven in 1828. The J. L. Mott Iron Works was established by Jordan L. Mott in New York in the area now called Mott Haven in 1828. They used to create “Stoves and ranges, hot-air furnaces, parlor grates and fenders, fire irons, cauldrons and kettles, statuary, candelabra, fountains garden seats, vases, iron pipes or every kind, water tanks, &c" are mentioned in Benson John Losing, History of New York City. They used to create “Stoves and ranges, hot-air furnaces, parlor grates and fenders, fire irons, cauldrons and kettles, statuary, candelabra, fountains garden seats, vases, iron pipes or every kind, water tanks, &c" are mentioned in Benson John Losing, History of New York City.

7. Personal and Curricular Connections Personally my connection to this statue is a great reminder of my religion’s (Prespryterian) journey through America in the earlier years. Personally my connection to this statue is a great reminder of my religion’s (Prespryterian) journey through America in the earlier years. I also bring my children to this park often, and now this experience will have greater meaning in the future. I also bring my children to this park often, and now this experience will have greater meaning in the future. This statue can be tied into a historic research project on other statues and pieces of art within children’s hometowns. This will give them a greater sense of awareness of their own town, as well as, serve as a research/history project. This statue can be tied into a historic research project on other statues and pieces of art within children’s hometowns. This will give them a greater sense of awareness of their own town, as well as, serve as a research/history project.

8. Line of Inquiry

9. Possible Lines of Inquiry

10. Experiential activity ideas The students could be asked to write a story describing the women as they see her. The students could be asked to write a story describing the women as they see her. The students could create models of their own statues. The students could create models of their own statues. The students could research other similar statues. The students could research other similar statues.

11. Mind Map