What might be the benefits of using bronze to create a sculpture?

What process might an artist follow in creating a bronze sculpture?

What strategies might an artist use to convey a narrative?

How do artists express emotion in works of art?

Why is collaboration beneficial? When is it a hinderance?

What are the roles of animals in American life? How have those roles changed over time?

What is happening in this sculpture? What do you notice about these horses? How would you describe them?

The title of Huntington’s bronze sculpture is The Team. How do we know that these horses are a team besides the title?

Think of the times and places you have seen horses before, what activities were they doing? What kinds of jobs or roles do horses have? Are there any other jobs that horses used to have, but are not as common today? Look closely at this team of horses, what might be their goal? Why did Huntington leave out the person driving the team?

Is this team working well together or are they struggling? What do you see that makes you think that? Look closely at the details of the horses' faces, legs, and hooves. (Since there is no additional context, students can be encouraged to imagine the myriad of possibilities. Make note of the appearance of struggle and strain if students do not mention this detail.)

What is your definition of a team? What is the purpose of a team? When were you part of a team? How was that experience?

These horses would have been working in an urban setting. What advances in technology have led to a decline in the use of horses in urban environments? How have animal rights organizations sought to alter the use of animals in American society?

What message do you believe we can take away from Huntington’s sculpture? Are we meant to admire the strength of the horses or sympathize with their plight?

Are there other animals that are important to our daily lives that we tend not to depict or notice?

Grades Pre-K–3

Ask students to recall times they have seen horses before. What activities or jobs were those horses doing? Using colored pencils, have students draw or trace a horse in action. Invite students to be creative in selecting the activity (recreation or work), setting, and perhaps even a partner (animal or human) for their horse.

Grades 4–8

Ask students to think of a time they worked as part of a team. As a brainstorming activity, students may create a T-Chart with one column listing the benefits of being on that team and the other column listing challenges the team faced. Students will then write a brief essay addressing the following questions. What was the problem or project you were working on? What made your team successful or helpful to you as an individual? What were the obstacles your team faced? How successful was your team overall?

Grades 6–12

Students will identify an animal that has played an important role in American life. Students will research how that animal has been used and how its role has evolved over time. As an extension, students may create an illustration to draw attention to this animal and its contribution or plight.