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Keywords: performance

Historical Items

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Item 104174

Philharmonic Club performance cast, Millinocket, 1927

Contributed by: Maine Historical Society Date: 1927 Location: Millinocket Media: Photographic print

Item 104212

Madame Ernestine Schumann-Heink performance flyer, Portland, ca. 1928

Contributed by: Maine Historical Society Date: circa 1928 Location: Portland Media: Ink on paper

  view a full transcription

Item 13492

Performance poster, Fryeburg, 1940

Contributed by: Fryeburg Historical Society Date: 1940-07-16 Location: Fryeburg Media: Ink on paper

Exhibits

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Exhibit

Le Théâtre

Lewiston, Maine's second largest city, was long looked upon by many as a mill town with grimy smoke stacks, crowded tenements, low-paying jobs, sleazy clubs and little by way of refinement, except for Bates College. Yet, a noted Québec historian, Robert Rumilly, described it as "the French Athens of New England."

Exhibit

Dressing Up, Standing Out, Fitting In

Adorning oneself to look one's "best" has varied over time, gender, economic class, and by event. Adornments suggest one's sense of identity and one's intent to stand out or fit in.

Exhibit

A Parade, an Airplane and Two Weddings

Two couples, a parade from downtown Caribou to the airfield, and two airplane flights were the scene in 1930 when the couples each took off in a single-engine plane to tie the knot high over Aroostook County.

Site Pages

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Site Page

Mount Desert Island: Shaped by Nature - Early Performance

Early Performance The Indian Village, Bar Harbor, ca. 1909Item Contributed byJesup Memorial Library Frank “Big Thunder” Loring, ca.

Site Page

Mount Desert Island: Shaped by Nature - Early Performing Arts Bar Harbor

… The interior for a program with various pieces performed by American soprano Emma Eames, and baritone singer Emelio de Gogorza.

Site Page

Mount Desert Island: Shaped by Nature - Early Performing Arts Bar Harbor

Early Performing Arts Bar Harbor Group of Players in Costume, 1919 Item 81405 infoNortheast Harbor Library A group of performers in costume…

My Maine Stories

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Story

Blessing of the Creatures MAINEUSA
by Marty Pottenger

Passamaquoddy "Blessing of the Creatures'' honors the creatures of Maine.

Story

Tapestry, Seine Twine and Burlesque
by Barbara Burns

My work as a tapestry artist and dancer in Maine.

Story

Florence Ahlquist Link's WWII service in the WAVES
by Earlene Ahlquist Chadbourne

Florence Ahlquist, age 20, was trained to repair the new aeronautical cameras by the US Navy in WWII

Lesson Plans

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Lesson Plan

Bicentennial Lesson Plan

Maine Monochromatic Oceanscape

Grade Level: 6-8 Content Area: Visual & Performing Arts
This lesson plan will give students an overview of the creatures that live in the Gulf of Maine, real and imagined. Students will be able to describe the creatures they learn about, first learning simple art skills, and then combining these simple skills to make an Oceanscape picture that is complex.

Lesson Plan

Longfellow Studies: The American Wilderness? How 19th Century American Artists Viewed the Separation Of Civilization and Nature

Grade Level: 9-12 Content Area: Social Studies, Visual & Performing Arts
When European settlers began coming to the wilderness of North America, they did not have a vision that included changing their lifestyle. The plan was to set up self-contained communities where their version of European life could be lived. In the introduction to The Crucible, Arthur Miller even goes as far as saying that the Puritans believed the American forest to be the last stronghold of Satan on this Earth. When Roger Chillingworth shows up in The Scarlet Letter's second chapter, he is welcomed away from life with "the heathen folk" and into "a land where iniquity is searched out, and punished in the sight of rulers and people." In fact, as history's proven, they believed that the continent could be changed to accommodate their interests. Whether their plans were enacted in the name of God, the King, or commerce and economics, the changes always included – and still do to this day - the taming of the geographic, human, and animal environments that were here beforehand. It seems that this has always been an issue that polarizes people. Some believe that the landscape should be left intact as much as possible while others believe that the world will inevitably move on in the name of progress for the benefit of mankind. In F. Scott Fitzgerald's The Great Gatsby – a book which many feel is one of the best portrayals of our American reality - the narrator, Nick Carraway, looks upon this progress with cynicism when he ends his narrative by pondering the transformation of "the fresh green breast of a new world" that the initial settlers found on the shores of the continent into a modern society that unsettlingly reminds him of something out of a "night scene by El Greco." Philosophically, the notions of progress, civilization, and scientific advancement are not only entirely subjective, but also rest upon the belief that things are not acceptable as they are. Europeans came here hoping for a better life, and it doesn't seem like we've stopped looking. Again, to quote Fitzgerald, it's the elusive green light and the "orgiastic future" that we've always hoped to find. Our problem has always been our stoic belief system. We cannot seem to find peace in the world either as we've found it or as someone else may have envisioned it. As an example, in Miller's The Crucible, his Judge Danforth says that: "You're either for this court or against this court." He will not allow for alternative perspectives. George W. Bush, in 2002, said that: "You're either for us or against us. There is no middle ground in the war on terror." The frontier -- be it a wilderness of physical, religious, or political nature -- has always frightened Americans. As it's portrayed in the following bits of literature and artwork, the frontier is a doomed place waiting for white, cultured, Europeans to "fix" it. Anything outside of their society is not just different, but unacceptable. The lesson plan included will introduce a few examples of 19th century portrayal of the American forest as a wilderness that people feel needs to be hesitantly looked upon. Fortunately, though, the forest seems to turn no one away. Nature likes all of its creatures, whether or not the favor is returned. While I am not providing actual activities and daily plans, the following information can serve as a rather detailed explanation of things which can combine in any fashion you'd like as a group of lessons.

Lesson Plan

Longfellow Studies: Celebrity's Picture - Using Henry Wadsworth Longfellow's Portraits to Observe Historic Changes

Grade Level: 3-5, 6-8, 9-12 Content Area: Social Studies, Visual & Performing Arts
"In the four quarters of the globe, who reads an American book?" Englishman Sydney Smith's 1820 sneer irked Americans, especially writers such as Irving, Cooper, Hawthorne, and Maine's John Neal, until Henry Wadsworth Longfellow's resounding popularity successfully rebuffed the question. The Bowdoin educated Portland native became the America's first superstar poet, paradoxically loved especially in Britain, even memorialized at Westminster Abbey. He achieved international celebrity with about forty books or translations to his credit between 1830 and 1884, and, like superstars today, his public craved pictures of him. His publishers consequently commissioned Longfellow's portrait more often than his family, and he sat for dozens of original paintings, drawings, and photos during his lifetime, as well as sculptures. Engravers and lithographers printed replicas of the originals as book frontispiece, as illustrations for magazine or newspaper articles, and as post cards or "cabinet" cards handed out to admirers, often autographed. After the poet's death, illustrators continued commercial production of his image for new editions of his writings and coloring books or games such as "Authors," and sculptors commemorated him with busts in Longfellow Schools or full-length figures in town squares. On the simple basis of quantity, the number of reproductions of the Maine native's image arguably marks him as the country's best-known nineteenth century writer. TEACHERS can use this presentation to discuss these themes in art, history, English, or humanities classes, or to lead into the following LESSON PLANS. The plans aim for any 9-12 high school studio art class, but they can also be used in any humanities course, such as literature or history. They can be adapted readily for grades 3-8 as well by modifying instructional language, evaluation rubrics, and targeted Maine Learning Results and by selecting materials for appropriate age level.