This is an easy interactive resource that allows students to choose between 2 scenes, and then choose sound effects to accompany the short movie. With several options to choose from for each small clip, this proves a great lesson on how different sounds can change the meaning of a scene.
Students will generate descriptive language of several animals (with special focus on verbs), culminating in the writing of a poem about the animal of their choice. Use Saint-Saens' Carnival of the Animals as a stimulus prompt.
In this lesson plan, students will learn about the 12 animals of the Chinese zodiac. In the introductory first lesson, they will see how animals are often used as symbols. In the second lesson, they will hear one of several versions of how the 12 animals were chosen. They will then focus upon a few of the animals in the story and see how they can be used as symbols of certain human characteristics. In the third lesson, they will be introduced to the other animals of the zodiac, and they will be given a chart on which they will assign traits to each animal. Then they will consult a number of websites to find the traits traditionally associated with the animals, which they will add to their list. Then, they will come up with a number of ways to compare and contrast the animals in the list. In the third lesson, they will focus upon the animal associated with the year of their birth, learning about its traits and discussing whether or not these apply to themselves and their peers. Finally, each student will make an acrostic, combining the letters of his or her first name with adjectives that relate to his or her zodiac sign.
The purpose of this project is two-fold: first, to encourage students to make the reading of poetry a creative act; and, second, to help students appreciate particular literary devices in their functions as semaphores or interpretive signals. Those devices that are about the imagery of a poem (metaphor, simile, personification, description) can be thought of as magnifying glasses: we see most clearly that upon which the poet focuses our gaze. Similarly, those poetic devices that are about the sound of the poem (alliteration, consonance, enjambment, onomatopoeia, and repetition) can be thought of as volume buttons or amplifiers: we hear most clearly what the poet makes us listen to most attentively.
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.
This lesson plan highlights two approaches to teaching students about bullying through drama. In this lesson, drama serves as a means to highlight and explore bullying issues, giving pupils the opportunity to try out anti-bullying strategies for themselves.
Students are introduced to the Greek myth of Apollo and Daphne by critically analyzing the painting Apollo Pursuing Daphne by Tiepolo. They then design a coat of arms with symbols that best represent their personality and interests. As a class, students play a guessing game to figure out who created each design based on these symbols. Included in this resource is the interactive matching game "Ancient Arcade" that tests knowledge of gods and goddesses.
Students will learn about Italian artist Giuseppe Arcimboldo, his mannerist style, and his four paintings named after the four seasons. Students will learn about the food groups and the four seasons. Students will learn about Italian composer Antonio Vivaldi and his compositions named after the four seasons.
In this lesson plan, students will use pantomime, research skills, and information sharing to perform as someone or something from a country around the world. The teacher "travels" from country to country guessing who/what each student represents. The plan includes a time-travel variation as well.
Students will explore different pieces of artwork to determine the artist's perspective, tone and/or mood, and draw several inferences. Students will also explore altered images of the original artwork to explore changes of tone, mood, and perspective.
Students will examine three images that represent different ways that artists, in the years between World War I and World War II, responded to the social and political turmoil around them; discuss these images in terms of subject matter, composition, style, and representation.
Students will consider the concept of identity in relation to their own experience; consider and discuss portraiture; discuss the costume, pose, gesture, expression, and mood in these portraits, and the artist's stylistic choices; consider how artists represent individual and collective identity in portraits; consider artistic choices in relation to historical context.
Students will discuss the ways paintings and prints created during the interwar years reflect changes to the landscape; visually analyze landscape images, using such terms as background, fore-ground, middle ground, medium, and composition; consider the different ways artists responded to the changing landscape.
Students will examine a poster and two paintings and consider how the artists who created these objects reflected upon movement through subject matter, form, and technique; consider the varying experiences of viewing a triptych, a painting cycle, and a design object; discuss multi-panel artworks in terms of narrative.
Whether specialising in Painting, Graphic Design, Photography, textiles or Sculpture, most high school Art students begin by selecting a topic for their Coursework or Examination project. One of the most crucial decisions an IGCSE, GCSE or A Level Art student has to make is what subject or theme they will spend the year exploring. It is a decision that many find difficult, whether due to a lack of inspiration, an inability to discern between two or more possible ideas or a general misunderstanding about the type of topic that is appropriate. This resource contains a step-by-step guide that students can use to brainstorm, evaluate and select (in conjunction with advice from their teacher) an outstanding topic for their high school Art project.
Students will analyze scenes from the Trojan War that are visually depicted in an ancient object and an 18th-century painting, especially the details depicted in the foreground, middle ground, and background.
Students will examine three works of art to learn about the daily lives of working ballet dancers in Paris in the 19th century.
This fantastic case study breaks down articulation markings and types for brass instruments, and how they should be played according to some of the best brass players in the modern age. Very valuable information for advancing brass students.
Artistic Elements chapter from Lumen's Art History textbook.
Students will be introduced to works of art that address constructions of identity in a consumer society; explore the roles memory plays in the creation and evolution of identity.