This instructional program prepares students to use artistic and technological foundations to create animated presentations for industry and entertainment. Students will develop basic drawing and design skills, learn the fundamentals and physics movement, the concept of communication to a given audience, and techniques for self-expression through a variety of animated formats. They will explore the careers and requisite skills required by animators in both entertainment and the business world.

Students will examine three works of art to learn about the daily lives of working ballet dancers in Paris in the 19th century.

Students will create and use pinhole cameras to understand how artists use and manipulate light to capture images in photographs. They shoot and develop photographs made with pinhole cameras. They compare and contrast a nineteenth-century image, photographs taken with a pinhole camera, and pictures created with a digital camera or camera phone.

This lesson is part of a sequential unit. Students begin work on a ceramic vessel, which they designed in "Ceramics: A Vessel into History—Lesson 2." They discuss their artistic choices and identify elements derived from historical examples while considering how artists appropriate ideas from earlier artists.

Students will:

* Learn about The Highrise of Homes Project and James Wines (architect) and his design firm SITE (Sculpture in the Environment).
* Work in groups as "city planners" and "architects" to create a proposal for a home construction.
* Research examples of high-rise housing by other architects and compare them to the Highrise of Homes project and high-rise housing where you live.

Students will be able to discuss and analyze the sculpture Sketch for a Fireplace Overmantel by Francesco Antonio Franzoni; consider current styles of home interiors; create studies in 2-D and 3-D for a decorative overmantel for the celebrity patron of their choice; research and read about the life and style of an arts patron and create a design for an overmantel that reflects the patron's life; and articulate in writing the processes they followed to create their overmantels.

Photography, as a nonverbal language, allows students to increase their visual perception and provides a medium for creative expression. The history of photography will be evaluated in the context of historical, social, cultural and artistic developments. Students learn to understand the artistic qualities of the photographic medium while acquiring the techniques for utilizing photography for expressive purposes. Instruction includes studio and field techniques, photojournalism, fashion photography, and commercial, portrait, scientific, nature, wildlife and sports photography. In producing their own works and by studying the photographs of others, students will develop a base for making informed aesthetic judgments. Integrated throughout the course are career preparation standards which include basic academic skills, communication, interpersonal skills, problem solving, workplace safety, and technology and employment literacy.

Students will be introduced to artists who developed new visual forms through experimentation; consider artists' choices of material; introduced to the term "Constructivism."

Students will compare two different designs for theatrical costumes by artists Oskar Schlemmer and Lissitzky; consider how these artists applied their artistic ideals to theater design.

Students will look at Egon Schile's "Self-Portrait: Pulling Down an Eyelid, 1910" noting use of color and decorative elements, clothing, facial and body language and emotion. Students will also consider Schiele's use of line and his contrasting blocks of color. Students will compare his work to that of his mentor, Gustav Klimt. Working in groups, students will construct and act out a dialogue between artist and subject based on a Schiele drawing. Students will engage in two continuous drawing activities; two contour drawing activities; and create a digital self-portrait experimenting with contortion, asymmetry, and/or disproportionate elements.

Students will compare portraits, two of which are self-portraits, focusing on artists' choices, such as medium, or the materials an artist uses to create a work of art, and composition, meaning the arrangement of different elements upon the surface of a painting, drawing, etc. Students will explore the characteristics that these portraits convey about the sitter.

Students will create a timeline outlining various groups' struggles for equal opportunity and create a 30-second radio or video public service announcement (PSA).

Students will be able to discuss and analyze the subject and compositional elements of a three-dimensional portrait bust; use multiple techniques for creating a portrait bust with their hands and simple tools; experiment with additive techniques in sculpture; create a three-dimensional portrait that communicates the characteristics of a friend, through the position of the head, facial expression, and movement; and articulate in writing the processes undertook to create a portrait bust.

Students will embrace and become a person from their researched country. They will create a video production about where they are from in a poem outline to help guide the listeners into understanding the culture of their country. These videos will be presented to the class to see what different cultures are around the world. Students will write down facts they did not know or found interesting about all of the different countries researched in the class. This lesson was developed by Danielle Gaimari as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

Students will watch and discuss an exerpt from Garmendia's "Untitled Orbea" 2007. Students will explore, video, and discuss a relevant object from the school. Students will consider local traditions, events, habits, or an unusual behavior in their community and create an imaginary monument that represents their community. Students will also design furniture playing with the function of the object.

A course in Graphic Arts Technology provides students with an understanding of the processes and systems common to careers in publishing, printing, and other forms of media distribution. Representative topics include graphic design concepts; art and copy preparation; image generation and editing; desktop publishing; on-demand publishing; school yearbook and magazine layout; advertising and promotion; printing technology; binding and finishing; and screen printing.Students will be committed to lifelong learning as they grow individually, participate in groups, think analytically, create artistic products, and contribute to production of a major project. Students will learn illustration design software such as Adobe Illustrator, photo editing software such as Adobe Photoshop, and page layout software such as Adobe InDesign to create projects that will be printed in traditional and digital formats.

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 discuss the style and function of an 18th-century compound microscope and its case and then design their own modern scientific or technological instrument. Students should be able to discuss and analyze the elements and principles of design as seen in the Compound Microscope and Case; discuss and compare the design of the microscope to the design of modern scientific or technological devices; and apply the elements and principles of design to the creation of their own modern scientific or technological device.

Students will consider artists' choices related to materials, line, color, and scale; consider artists' motivations for using repeated forms; compare and contrast industrially fabricated works of art with those made by hand.

Students explore the topics of interpretation and intertextuality by investigating and creating texts and works of art inspired by other texts. Essential Question: How does meaning change through interpretation?

In these lessons, students will explore the intersection of math and art in the works of two artists and one architect for whom mathematical concepts (lines, angles, two-dimensional shapes and three-dimensional polyhedra, fractions, ratios, and permutations) and geometric forms were fundamental.

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.

This lesson plan offers the unique opportunity to see behind the scenes of the life of a political illustration artist. Students will learn how to use an illustration to express a political point while exploring many art mediums and self--expression.

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 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.

This lesson will focus on web page planning, basic design, and layout of uploading images to web pages created by the student. Drawing material (colored paper, pencils, glue scissors) will be available for students wishing to create original artwork to upload.

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.

This lesson is part of a sequential unit. Students use criteria developed in class to evaluate which of their own sketches would make the best symbolic sculpture. They choose a final design, techniques and materials, and create sculptures based on their designs.

Students will consider the term conceptual art and the role of math - geometry, fractions, permutations - in producing this art. They will first create a conceptual art piece by following a set of Sol LeWitt's instructions. Then, they will design two conceptual art plans using math concepts - one in two-dimensions, another in three - for a student-partner to follow.

This lesson is part of a sequential unit. Students choose meaningful objects for a still-life arrangement and paint it using watercolors. After reflecting on their choice of objects and composition, students begin to write an artist's statement.

This lesson is part of a sequential unit. Students paint the same still-life arrangement from Lesson 2, but in an opaque medium. They compare similarities and differences of working with the transparent and opaque mediums and refine their artist's statements.

Students worked in small groups to create a stop motion animation video which advertises a local business. Students worked collaboratively with a business owner to create an advertisement which positively represents the business. Completed projects were shown on each business’ website.

This free website provides more than 600 adaptable lesson plans written by teachers in collaboration with the Denver Art Museum for more than 130 objects from the museums world-class art collection. Lesson plans and resources focus on inspiring students to think and problem-solve creatively. Organized in an easy way so that teachers can pick the topic they would like to explore or enhance, then use works of art to teach that subject.

High resolution images are included. Museum visits are not necessary to implement lesson plans. Includes professional and student development tools such as teacher workshops and webinars, virtual classroom courses, career videos, educator blogs and creativity tools. Easy for teachers in language arts, social studies and visual arts to provide a curriculum rooted in the arts while also meeting 21st Century Skills.

The purpose of this course is to provide a project-based visual arts program, which guides students to achieve the standards in the visual arts and career technical training, by providing students with the technical instruction and practical experiences for aspiring video and film makers in the production of film, video, and new media projects for business and entertainment. Students experience both the creative and technical aspects of filmmaking in conjunction with learning about historical and contemporary traditions and conventions.Students are instructed on the three stages of project creation. In pre-production, students learn the basic principles of story development, screenplay writing, storyboarding, scheduling and budget planning. Instruction in the production stage includes basic visual composition, color theory, set up and operation of camera, sound, and lighting equipment. Students learn to use cutting-edge software applications for video and audio post-production. Mastering and delivery methods, in both traditional and new media, are explored.The course also includes the basics of job shadowing, internships, and job placement. The competencies in this course are aligned with the California High School Academic Content Standards and the California Career Technical Education Model Curriculum Standards. Interdisciplinary experiences and arts activities lead to refining a personal aesthetic, and a heightened understanding of career opportunities in art and arts-related fields.

 This project is designed for Visual Art Beginning students but can be used with any course introducing VR as a new medium. In this design process, students will create a painting using Tilt Brush in VR and will discover how the element of shape can evolve into the element of form. They will also experience how traditional painting can be very different from VR painting becoming a sculptural painting process. 

Use your computer skills to learn how to develop your own web page sites. This course is designed to provide the necessary skills and training for an entry level position in the field of Web Design. The class will focus on web page planning, basic design, layout, and construction (effective and ineffective), setup and maintenance of a web site, HTML, DHTML, JavaScript, and various web page and image creation tools.You will learn the basics of web design principles, digital media options, web design language (HTML), Internet uses and processes, design considerations, the impact of target market demographics, deliverables, and multiple software packages. Courses such as this can provide the skills and motivation for you to successfully complete college programs in one of several business areas. The primary purpose of this type of multi-media graphics education is to provide instruction for and about e-commerce and Internet communications through the use of Web Page Design. This is a repeatable course with progressive levels through Novice (this first level), Intermediate, and Advanced levels. You can turn this series of courses into a full Career Pathway as first an introductory, then a Concentration, and finally a Capstone course.

In this activity, students will learn how modern artists reinvented portraiture. By the turn of the 20th century, photographs had become the most accessible and popular mode of portraiture. As though freed from the burden of realism, portrait painters of the time began to explore new ways to represent people, breaking with the literal and representational portrait of the previous era.

In this activity, students learn about how artists living in the rapidly modernizing world of late 19th-century Europe wished not only to depict modern (for them, contemporary) everyday life, but also to reveal the emotional and psychological effects of living in a world in rapid flux.

Students examine the phenomenon of popular culture and the influences that led to the advent of graphic design.

Students discover the ways in which artists, photographers, and architects changed the landscape of modern cities. The emergence of the modern city in the early 1900s was shaped by industry, innovations in transportation (railroads in particular), and mass migrations of people.