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 different media (painting and photography).

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.

Students will be introduced to the notion of ephemeral and site-specific art and will consider the role of the photo-documentation of these works; explore works that challenge traditional notions of where art should be displayed; be introduced to artists' strategies of institutional critique.

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.

In this lesson, students reflect on the social relevance of right-brain and left-brain thinking. Then, they practice the science skills of observation and drawing using a right-brain dominant approach and reflect on whether and how the different perspective helped them to learn the material.

Students will:
1. Respond to a logical, systematic and verbal drawing prompt.
2. Learn about the differences between brain hemispheres and the current emphasis on the value of creativity and imagination by reading and discussing the article "Let Computers Compute. It’s the Age of the Right Brain."
3. Employ drawing techniques to engage the right hemisphere of the brain and then apply these techniques to a science topic.
4. Compare two self-created drawings and reflect on the experience of approaching the topic from two perspectives, linear/logical and spatial/nonverbal/holistic.

Students will compare and contrast two paintings; understand the term modern as used in an historical and art historical context; become familiar with the terms foreground, middle ground, and background.

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.

This lesson is part of a sequential unit. Students participate in a class critique of the symbolic sculptures they created. They critique the work of their peers by responding to questions about the symbolic content and applying criteria for sculpture developed in Lesson 1.

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.

This lesson is part of a sequential unit. Students display the two still-life paintings that they created in previous lessons, along with their artist's statements. They write a review of a peer's work and discuss all of the paintings in a group critique.

Students will view and discuss Cy Twombly's "Nine Discourses on Commodus", research the Roman Emperor Commodus, investigate Twombly's process and technique, and consider the difference between works in a "series" created as "one in a sequence" rather than "stand alones". Students will also discuss how music may inspire visual arts; make paintings based on phrases of poetry; and debate the artistic value of graffiti.

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.

Students will view and discuss Waking, 1984 by Gilbert and George. Working in pairs, students will gather images from newspapers and magazines depicting youth culture and style. Students will then combine the images collected by the class and create a collage showing how they think youth should be depicted by the media. Alternatively, students could create a digital collage by taking pictures of themselves and their peers. Have students discuss how their image selections reflect or represent their generation.

Students will analyze the sculpture Head with Horns by Paul Gauguin through objective and subjective writing activities and class discussion.

Students will watch and discuss an excerpt from Ono's "Cut Piece" 1964. Students will also record sounds to create audible poems, produce a school-wide sound-sculpture project, and create short videos in response to a series of prompts.

Students will learn about conceptual art, minimalist sculpture, haiku, and readymades through analysis of Yoko Ono's 1966 work "Apple". Students will participate in a number of activities revolving around the theme of "Experiencing the School in a Differnet Way". Activities include writing haiku, producing a collaborative mural project, create a collaborative mixed-media interpretation of one aspect of the school, and conduct a survey of the positive and negative aspects of the school with the goal of promoting positive change.