A lesson for kindergarten. Lines in two and three dimensions. Technology and Visual arts components
Students will be able to discuss the growth of suburban development in the United States after World War II; write a persuasive essay about suburban development in California; and design a plan for a utopian and environmentally-friendly housing development.
Students will learn new vocabulary and practice using it by looking at and describing various works of art, including paintings, drawings, art objects, and photographs.
Students will practice using vocabulary related to people and leisure. Students will be challenged to infer what leisure activities individuals are doing based on such clues as their pose.
Students will practice using vocabulary related to people and workStudents are challenged to infer what job individuals are doing, based on such clues as their pose.
Students will practice using vocabulary associated with a room and objects in the room.
Students will practice using vocabulary associated with the weather and how people react to the sea.
Students will practice using vocabulary associated with the weather and time of day.
Students will build vocabulary and enhance language arts skills while learning about still life in a painting. Activities emphasize prepositions of location—through discussions about objects depicted in the featured work of art.
Students will build vocabulary and enhance language arts skills while learning about decorative arts.
Students will build vocabulary and enhance language arts skills while learning about different media (painting and photography).
In the spring of 1948 Stalin provoked the first serious international crisis of the Cold War by announcing a blockade of West Berlin. This lesson will trace the Berlin blockade and airlift of 1948"“49 and the establishment of NATO.
This article contains exercises for Art students who wish to produce contour line drawings, cross contour drawings, blind drawings and other types of line drawings. It is a teaching aid for high school Art students and includes classroom activities, a free downloadable PDF worksheet and inspirational artist drawings.
When we first picked up a pen or pencil and started making marks on paper, we began with line. Whether self-taught, through trial and error, or guided by others, we learned how line defines form, creates structure, divides a frame, traces contour, creates tonal variation (cross-hatching, for example) and leads the eye from one part of a work to another. Initially a mechanism for getting outlines onto paper – identifying edges – we begin to applaud lines for their own merit: celebrate their presence...whether a quiet flick of charcoal on paper or a streak of graphite.
Students classify art into categories such as landscapes, still lives, and portraits.
The six lessons that compose this guide may be used sequentially or as independent units. An introduction to the key principles of each lesson is followed by a close examination of each work, including formal analysis, historical context, and biographical information about the designer or artist. Discussion questions lead students through formal analysis of the artwork and seek to create connections between information and visual evidence. The activity or project that concludes each lesson encourages students to synthesize what they have learned about each work and carries the lesson into the broader curriculum or relates it to skills students are practicing in the classroom.
Students will be able to compare portrayals of individual soldiers to depictions of battle scenes and discuss the impact of each on viewers; analyze rhetorical strategies in two newspaper articles about a current war; write two different newspaper articles about a current war from different viewpoints; and create digitally or manually manipulated photographs.
Students will view Pistoletto's "Mirror Architecture" and consider why an artist might choose a fractured mirror to create a work of art; how the surroundings and the viewer interact with the sculpture; and how our perceptions of the piece might change in different locations. Students will write a story with the mirror as the central subject. Students will also write a short story which explores the symbolism of mirrors.
Students will explore artists' choices of nontraditional art materials; explore how artists use different materials to engage space and will consider the role of the viewer in that process.
Students will be introduced to artworks that emphasize ideas over visual forms and consider how these works fit into or challenge their definitions of art; explore different methods of using language in art; consider the role of artists in making language-based Conceptual art.
Students will be introduced to performance art and will consider its relationship to more traditional forms of visual art, such as painting and sculpture; consider the different ways in which performance art is documented; explore artists' construction of identities in performance and their adoption of signature materials and props.