Discussion Questions and Classroom Activities

Use the following questions to:
 •  have students share their museum observations in classroom discussions
 •  identify research papers, oral reports, and essay topics for students
 •  make connections between the Gerard ter Borch exhibition and what you are studying in the classroom

In the Museum
Note: Have students bring notebooks for writing and sketching. Use pencils, not pens.

Language and culture context
The Dutch language is included in the Germanic family of languages. Write down several Dutch words or names throughout the exhibit. Compile the lists in class. Review the words and their subsequent pronunciation and meanings. Several words commonly used in the English language that have Dutch origin include Santa Claus (Sant Klass), boss (baas), cookie (koekje), and place names such as the Bronx (Broncks) and Brooklyn (Breuckelen). Go to the following web site for more 'borrowed' words: en.wikipedia.org

English language arts: writing and education of the middle class in 17th-century Netherlands
During the 17th-century in the Netherlands, both boys and girls of the prosperous, new middle class were educated to read and write in at least one language. Calligraphy was also important. Ask your students to research daily life in 17th-century Netherlands (using Resources section) and write what could be in the letter in Officer Dictating a Letter While a Trumpeter Waits, Officer Writing a Letter, or Woman Sealing a Letter (Gallery 2). The following web site emphasizes the importance of learning and literacy among the Dutch in the 17th-century: www.johannesvermeer.info

Symbolism and culture: representations of daily life, meanings, values and ideas
Ter Borch uses symbols to show courtship and romantic love in The Suitor's Visit, Gallant Conversation (Paternal Admonition) (Gallery 2), and The Music Party (Gallery 3). Ter Borch used carefully arranged compositions, subtle gestures, and symbols to comment on gender roles, proper and improper behavior, and moral values. After discussion of these paintings, have your students compare current examples of romance and courtship as depicted in advertisements in magazines, or other sources. How do we use symbols, gestures and composition to convey meaning today?

In the Classroom
Geography: Mapping Netherlands, Europe, New Netherlands, and Michigan
During the 17th-century, European trade and exploration caused the move ment of people throughout the world. Use world maps to trace trade routes and the migration of the Dutch from the Netherlands to the New Netherlands in the 17th-century and also to West Michigan in the 19th-century. The following web site contains maps of the New Netherlands in the New World: www.geocities.com

Economics: art and artists in 17th-century Netherlands
During the 17th-century, artisans and craftsmen received a specific type of education called an apprenticeship. Boys started at a very early age (between 8 and 10) and continued until they received a “degree” — “master” in their particular art and/or craft. Artists like Ter Borch and Vermeer both received this type of schooling. Subsequently, they were able to demand high wages for their work — due to their education and unique styles. Ask your students to research apprenticeships of artisans and craftspersons during the 17th-century. The following web sites provide some beginning information about apprentice ships and education: www.essentialvermeer.20m.com & www.johannesvermeer.info

Primary sources: letters and documents in the 17th-century
Throughout her life, Gesina ter Borch compiled three albums of her own work, her family and friends, that included poetry, calligraphy, drawings, and miniature paintings. Though she did some oil paintings on canvas, most of her surviving paintings are water colors which she pasted into her albums like a scrapbook. Such albums, along with needlework, were acceptable artistic endeavors for middle and upper class Dutch women, but Gesina’s work is exceptional. The example here reveals her talents and lively personality, and documents popular visual and literary tastes. Ask your students to bring a scrapbook or album to share with the class. Do their scrapbooks contain any original writing, calligraphy or artwork? Point out that photographs often take the place of drawings in modern albums. How do albums today represent a chosen person and cultural values?


Image Detail: Gesina ter Borch, Self Portrait of Gesina, bust in a cartouche with the Ter Borch arms, 1660, Rijksmuseum. Underneath the portrait a friend wrote a poem praising her virtue, wisdom, beauty and honor. (top)

Gesina ter Borch, Moses on the Beach at Harwich, ca. 1670, Rijksmuseum, Amsterdam. (bottom)


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