This lesson introduces students to Oscar Wilde's public persona by studying the articles and images used to advertise his American tour in 1882. Students analyze the ways that these texts both promote and discredit Wilde. Students then conduct research followed by the production of a podcast which compares various images of Wilde.

This article discusses how to use murals as an interdisciplinary, cooperative activity to blend science, art, and math concepts.

This article lists seven art techniques and four poetry types that can be used to depict and describe the aurora.

These porcelains from the collections of the Freer Gallery are part of a 1,500-year-old tradition of making porcelains in Jingdezhen, China. Porcelain production during the Kangxi period (1662–1722) expanded China’s export trade with Europe, sparked the Chinamania craze in the nineteenth century, and bolstered the East-West exchange that endures to this day.

The Smithsonian 3D Program is a small group of technologists working within the Smithsonian Institution's Digitization Program Office. We focus on developing solutions to further the Smithsonian's mission of “the increase and diffusion of knowledge” through the use of three-dimensional scanning technology, analysis tools, and our distribution platform.

This work is already transforming core functions of our museums. Researchers in the field can now come back not only with specimens, but also 3D data documenting entire sites. Curators and educators are using 3D data as the basis for telling stories and sending students on quests of discovery. Conservators are using 3D data to track the condition of a collection item over time using 3D deviation analysis tools, showing exactly what changes have occurred to an object.

In this lesson, students will consider the many kinds of communities that exist, and reflect on their own special ties to a community they are a part of. After watching the video for "Sunday Candy," and hearing the poetry of Chicago-based Kevin Coval, students will hold their own poetry slam featuring poems about community.

Watch this online video modeling an outdoor activity for your students. Building an elf or fairy house is becoming a popularly recommended “nature play” activity, especially for young children. Research shows unstructured time in nature increases cognitive, creative, psychical, and emotional development in children. It also increases children’s connection to nature and their likelihood of holding conservation values as an adult.

Students study the art of renowned Detroit Artist, Tyree Guyton, to understand his vision of helping children to grow artistically.

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.

This article describes how to use art projects to help students learn science concepts and how this integration helps students with language-based learning disabilities.

In this unit, students will produce two major pieces of work.  The first piece is an argument essay that grapples with one of the core questions of the unit: who are we, and who have we become because of the ways we connect? Students will read, annotate, and discuss several texts together as they consider the issues surrounding this question, and they will also research and annotate independently as they search for more evidence and perspectives to help deepen their ideas.  They will also create a museum exhibit as part of a team.  The exhibit project will help students identify what's worth preserving about their unique place in history.

PROJECT UNITS

This project unit continues to meet the English Language Arts standards as it also utilizes the learning principles established by the Partnership for 21st Century Skills. It is designed to support deep content knowledge and perseverance through long-term project planning and implementation. In addition, it will help students to recognize, develop, and apply the planning, teamwork, communication, and presentation skills they will use while presenting a final product to their class and/or the greater community. This real-world project-based activity will give students an opportunity to apply the skills they have been learning all year and will guide them to develop the motivation, knowledge, and skills they need in order to be college and career ready.

ACCOMPLISHMENTS

Students write an argument paper where they develop a claim about current culture as it has been influenced by digital connectivity.
Students participate in a group project to create a museum exhibit that captures a unique place, time, and relationship to technology. Students acknowledge the differing perspectives of each group member and use those perspectives to synthesize one cohesive visual argument together.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

What does it mean to be digitally connected?
What are the implications of living in a world where everyone is digitally connected?
How does the availability of instant connectivity shape our relationships?
What does our Internet use reveal about people's needs as humans?

BENCHMARK ASSESSMENT: Cold Read

During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.

The 12th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 12th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Language study is embedded in every 12th grade unit as students use annotation to closely review aspects of each text. Teacher resources provide additional materials to support each unit.

This project unit—a multimedia self-portrait published in digital form—is the capstone of your students' high school careers. It is a chance for them to pause and reflect on where they've been, where they're going, and who they are as a person. Students will reflect on what they want others to know about them: what they want their message to be and what types of media they might use to convey that message. Students will have the opportunity to express themselves in many different formats—through writing, of course, but also through other media of their choosing. Students will be able to convey your message through visual art, photography, a graphic novel, audio, poetry, or video—practically any type of media they want!

ACCOMPLISHMENTS

Students will complete a multimedia self-portrait, capturing important aspects of the essence of themselves.
Students will contribute one chapter from their multimedia self-portrait to a class anthology.
Students will present one chapter from their multimedia self-portrait to the class.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

How is late adolescence a moment of internal and external change?
What are the most important qualities of your character—past, present, and future?
How can you portray these key aspects of yourself using multimedia?

BENCHMARK ASSESSMENT: Cold Read

During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.

Why is adolescence a moment of change? How do teenagers experience change in themselves and their surroundings? Students will explore viewing change through five lenses: community, persons, body, events, and choices. Then they’ll look at website-creation or portfolio platforms they can use to publish their projects.

Students will engage in learning activities of 'Creating and Making' and 'Exploring and Responding'. The 'Creating and Making' activities include: plein-air drawing; creating a tour itinerary; digital landscape; sights and sounds journal; and making a film. 'Exploring and Respondin' exercises include: art and science; painting pictures with words; imagining a new land; building on the landscape tradition; perspective; compare and contrast; the legacy of von Guerard; and appropriating von Guerard.

In this lesson, students explore how photography can illuminate aspects of their identity, including cultural backgrounds, family histories, engagement in societal groups, personal privilege, and the points of intersectionality between those. To start this exploration, your students will consider the idea of self-portraiture and the depth of information (or misinformation) that photography can express, by analyzing others’ self-portraits. Following a discussion of the factors that shape background and identity, students then begin to consider their own identities. Students create their own digital self-portraits pulling from ideas around personal background and identity to take the popular digital photography format to another level. In the final reflection, students connect their own identities to the idea of the self, and to the self-portrait, as they begin to consider the changes they would like to see in their world.

This lesson is designed to guide students through the process of learning about the Harlem Renaissance and specific artists who contributed to this period of American history. Students are further guided to share their findings by collaborating and producing a Renaissance Fair.

Try your hand at a Japanese school children’s traditional pastime molding earth and water to form a basic mud ball (dorodango). Continue the process by polis...

The resource features a 24-page guide with questions, learning activities, quotations and commentaries to support and model students' responses. An audio guide offers insightful commentary on works in the exhibition and an image bank presents Brack's key works together with contextual and comparative images. Students can also take part in an interactive analysis of Brack's famous painting.

This 6-E lesson introduces the use of nonfiction materials from the library with a maker component. Students willuse critical thinking skills,examine nonfiction materials,draw diagrams,make models,ask questions of others,and explain their work.