Component 2: Historical Context and Visual Culture
Students will examine a timeline of zoo development and study early depictions of animal captivity, including Jacques-Laurent Agasse’s exotic animal portraits and Sir Edwin Henry Landseer’s Portrait of Mr. Van Amburgh, As He Appeared with His Animals at the London Theatres (c. 1846). Landseer’s painting will be used as a focal point for visual analysis, offering students a way to interrogate the ethics of animal performance, captivity, and spectacle in nineteenth century Europe. Through symbolic elements—such as the discarded laurel crown and emotionally expressive animals—students will unpack how Landseer critiques the moral collapse behind human dominion over animals. A guided discussion and written reflection will prompt students to consider: Why did society once accept this treatment of animals? What does the artist intend to reveal? And how can art serve as social commentary?
This lesson centers around a nineteenth century painting by Sir Edwin Landseer titled Portrait of Mr. Van Amburgh, As He Appeared with His Animals at the London Theatres. The artwork serves as a compelling entry point for students to explore the ethics of animal captivity and performance. Landseer’s piece critiques the way animals were historically exploited for human entertainment—removed from their natural habitats, forced to perform unnatural acts, and displayed in menageries and traveling shows. Through symbolic details like a blood-red newspaper headline reading “Positively His Last Appearance on This Stage,” a reference to The Taming of the Shrew, a discarded bouquet, a laurel crown, and the emotionally charged expressions of the animals themselves, Landseer presents a narrative of collapse—both of power and of morality.
In the classroom, students will begin by closely observing the painting, participating in a guided visual analysis and class discussion to unpack its symbols, composition, and historical context. They will learn about the real-life figure of Mr. Van Amburgh and the popularity of animal shows in nineteenth century Europe. Students will be encouraged to draw connections between the artwork and broader ethical questions: Why did society accept this treatment of animals? When did concern for animal welfare emerge? What is the artist trying to communicate? They will reflect in writing and respond to prompts that challenge them to examine how art can be used as a tool for critique and social commentary.
This lesson aligns with multiple Illinois Arts Learning Standards, particularly in the Visual Arts strand. It meets VA:Re7.1.8 by guiding students to analyze how visual elements and principles of design contribute to meaning in an artwork. It also fulfills VA:Re8.1.8, as students interpret artworks and connect them to societal, cultural, and historical contexts. Through class discussion and written reflection, students engage in VA:Re9.1.8, evaluating how an artist's choices impact the viewer's interpretation. Furthermore, when students create their own artworks or responses—such as designing a symbolic animal drawing or diorama inspired by their reflections—they address VA:Cr2.1.8, applying relevant criteria to develop artistic work with purpose and intention. Overall, the lesson supports critical thinking, creative expression, and cultural literacy—core goals of the Illinois Arts Learning Standards.
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