Read aloud activity for K-3 that ties in with the character trait "Courage." Book discussion for grades 6-8 to embed core values.
Read aloud activity for K-3 that ties in with the character trait "Courage."
Students study the art of renowned Detroit Artist, Tyree Guyton, to understand his vision of helping children to grow artistically.
Students will look at Oldenburg's "Late Submission to the Chicago Tribune Architectural Competition of 1922: Clothespin" and discuss scale, function, and form. Students will consider Oldenburg's reimagining of every day objects into monumental works of art. Students will then create their own "late submissions" for the world's most beautiful office building.
Students will look at Oldenburg's "Mouse Museum, 1977" and discuss the function of museums, the idea of collections, and the meaning of "alter ego". Students will create their own representation of their alter ego. Each student will be provided an object and asked to draw that object and then to draw the object again but transforming it into something else of a vastly different scale. Students will reflect on what they collect and sketch out the design for a museum based on their collection including internal and external views of the buildings.
Students will look at Oldenburg's soft sculpture "Soft Pay-Telephone, 1963" and compare it to a real telephone. Students will consider materials, scale, and shape. Students will also look for and discuss any anthropomorphic characteristics in Oldenburg's work. Students will comment on an Oldenburg quote about art and humor. Finally, students will use Oldenburg quotes as drawing prompts.
Students will make word associations while looking at an American flag. Students will then compare the American Flag with Oldenburg's "The Old Dump Flag, 1960" concentrating on proportions, materials, color, movement, shape, etc. Discussion will proceed to Oldenburg's idea of "grand symbols". Students will then collect recyclable items, flatten them, and sculpt a "grand symbol" of their community by tearing, crumpling, folding and spray painting the work. Students will divide into groups and create a performance piece incorporating all the objects made by group members.
Taking inspiration from the printed fabrics used in the Pratt Family Album Quilt, each student will create their own printing block and five prints. They will then swap prints with other students. After swapping prints, each student will assemble a quilt that is unique and personal.
In this multi-day lesson, students will study the impressionist paintings of Claude Monet, create mixed media "pizzas," will study texture in pizza dough and will end the lesson eating real pizza.
In this set of lessons, students will study artists that use clay and will compare different art works made of clay. Then, students will create their own clay tiles and will demonstrate how to manipulate clay, fire their art and then glaze their art.
Each theme has its own set of learning activities with these sections:
EXPLORE: Starting points for thinking and research
RESPOND: Analysis and interpreting art
CURATE: Communicate ideas through a collection of artworks
CREATE: Express your ideas through artmaking
The learning activities are aimed at middle-years students and above. Teachers are encouraged to select and adapt the learning activities to suit the specific level and learning requirements of their students. Themes include: Melbourne; Landscape and Environment; and Identity.
Students learn about primary and secondary colors and the order they fall in in the rainbow.
This lesson serves as a review for line, shape, color, and pattern for all students. The lesson also reinforces these concepts in english for ESL students. All students participate in speaking, writing and creating activities. Also, students are introduced to the NC Museum of Art through a virtual field trip.
This lesson serves as a review for line, shape, color, and pattern for all students. The lesson also reinforces these concepts in english for ESL students. All students participate in speaking, writing and creating activities. Also, students are introduced to the NC Museum of Art through a virtual field trip.
In this lesson from The New York Times Learning Network, students explore the intersection between popular and high art by recreating comic strips in various artistic styles and then famous works of art as comics. Through this exploration, students will come to conclusions about what art is and the role that comic strips and comic books play in the art world.
This is the article which is part of the lesson Comic Renditions lesson which is part of the New York Times activity.
Students are introduced to the Greco-Roman myth of Dibutades and the creation of the first relief sculpture by critically analyzing Joseph Wright's painting The Corinthian Maid. They then mimic the artistic process presented in this myth by drawing an outline of a classmate to use as the basis for the own relief sculpture in clay. Included in this resource is an art slide show, a short time-lapse video demonstrating low-relief sculpture in clay and the interactive matching game "Ancient Arcade" that tests knowledge of gods and goddesses.
After learning about how a community functions and looking at how our local community works on a day to day basis. Students work together to create an imaginative community including all the elements that make a community run smooth. Students will use Google Draw to learn how to "draw" a house on a chromebook for the mural as well as using Kahoot! to take a survey about the naming the community, what materials to use, and what would students want to include to take the community complete.
Students will consider the work of Keith Haring in the late 1970s and early 1980s as a framework for studying any artist and era. Students research historically and culturally significant events as a potential means to understand artists and their works.
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.