In this lesson, students discuss at least one part of George Washington's life and explain why the event was important in his life. Then students will create a pictorial representation of one aspect of Washington's life using one of the following media: mural, collage, picture book, or quilt.
Students will examine architectural structures in paintings and how they are used, also considering the art elements, composition, emphasis, color, and light. Students will be able to examine the use of architectural structures in paintings; consider the use of composition, emphasis, color, and light in paintings; write words, phrases, and a stanza of a poem depicting a painting's mood; draw an interior and write a related stanza of a poem; and draw exterior landmarks and write a related stanza of a poem.
Students will be introduced to one new medium and one new technique: bronze sculpture and lithography; consider the ways in which popular culture is recorded or disseminated in society; consider the ways in which art and popular culture may be integrated in advertising.
Students will be introduced to some of the conventions of portraiture such as costume, gesture, expression, pose, and background; consider how the above elements can communicate information about a person; consider how symbols can be used in a portrait to add meaning.
Students will compare propagandistic strategies in artworks to modern-day examples of persuasive techniques and create a propaganda poster for a current political leader.
Students will construct their own "pieces of the pie" using concepts of primary, secondary and intermediate color.
Students understand that cultural differences may be expressed in a variety of ways.
Students learn to use art tools and material safely.
Students will be able to talk about the original contexts of works of art; explain what the Grand Tour was; and give reasons why people have looked to the art and literature of ancient Greece and Rome for centuries as a source of inspiration.
Students will be able to use English–language vocabulary to describe what they see in a work of art; create a collage that communicates their experience of the urban environment; and write about their collage, articulating what they were trying to express through visual images using English–language vocabulary.
In this activity, students will select one person listed from the American Revolutionary War Era whom they will research then create a visual of the person and present knowledge gained about the historical figure to the class.
Students will be introduced to two new mediums: industrial design and photography; consider the ways in which art, architecture, and design affect their everyday life; consider the impact that the creation of public monuments has on a city and its citizens.
The goal of this guide is to introduce students to the design and construction of sky-scrapers and to demonstrate to teachers the variety of ways in which architecture can be used in the classroom. The guide's purpose is not just to explicate works of art, but also to demonstrate how images and historical information can be integrated into different subject areas as well as project-based learning in the classroom. Lessons are accompanied by writing, research, and hands-on, art-based activities that encourage students to make connections between the works discussed and their environment.
Students will learn about design issues including sustainability, safety, and use; explore how architects are using green technologies in today's buildings; investigate how the built environment affects the natural environment; investigate how the natural environment affects the built environment.
Students will explore the design process through photographic documentation and architectural plans and elevations; use primary-source documentation to explore the history of a building; compare and contrast works of architecture and industrial design; become familiar with the work of Mies van der Rohe and the International Style movement; learn the terms plan, elevation, cantilever, ornamentation, and scale.
Students will become familiar with the industrial developments of the twentieth century and how they affected architecture and society; explore the development of urban environments; compare and contrast graphics and drawings; create works of art that document their neighborhoods from their own perspectives; learn the terms utopian and conceptual.
Students will explore the inventions and material innovations that made the construction of skyscrapers possible; become familiar with the roles of architects and engineers; make connections between architecture and history; learn the terms ziggurat and cladding.
Students evaluate their work while in progress and at completion.
Students will be able to visually analyze a photographic image; write a headline and a story to accompany an image chosen from a newspaper; and compare what they see in a photojournalistic image to what they read in the story accompanying the image.
Students will be able to describe and analyze techniques artists use to communicate persuasive messages through two-dimensional and three-dimensional images; understand key themes and artistic styles of the Counter-Reformation period in 17th-century Europe; and create a sculpture that conveys a message conceived by a patron.