Students will learn that the bronze used to make this sculpture is an alloy of copper and tin with small amounts of antimony, lead, iron, silver, nickel, and cobalt. They use the periodic table to research the chemical formulas of compounds used to make bronze. After learning about oxidation-reduction reactions that occurred in the statue, students speculate about the conservation techniques needed to conserve the bronze sculpture.
Students will study an object from antiquity that was found in the sea off the coast of Italy in order to understand how conservators remove and prevent corrosion on bronze statues.
Students study an ancient bronze statue, analyze its pose, and discover how conservators remove and prevent corrosion.
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 be able to examine a work of art and write a descriptive analysis about it; explore the differences between objective and subjective writing about an art object; consider the context in which a work of art was created, and develop opinions about a work of art; and discuss and reflect upon the process through which their first impressions of a work of art changed, after acquiring contextual knowledge about it.
Students will be able to observe a watercolor that depicts a historical narrative of a landmark in a dramatic setting; practice and use various watercolor techniques; and create a watercolor of a landmark in a dramatic setting.
Students will be able to view and discuss five different artworks (drawings and paintings created in late-1800s France) in terms of what art can tell them about vocations, social conventions, history, style, science, politics, economics, and creativity; create imaginary narratives about how the subjects came to be painted by the artist; create imaginary narratives about what the artists' private lives might have been like in Europe in the 1880s and 1890s by using historical references; learn how to organize information quickly in a visual manner by using various Bubble MapsÂ©; conduct research to make study sketches (examples of text or graphic backgrounds); create an original work of art; and write a short essay in which they address the question: What can art tell us about ourselves?
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 learn new vocabulary and practice using it by looking at and describing various works of art, including paintings, drawings, art objects, and photographs.
Students will practice using vocabulary related to people and leisure. Students will be challenged to infer what leisure activities individuals are doing based on such clues as their pose.
Students will practice using vocabulary related to people and workStudents are challenged to infer what job individuals are doing, based on such clues as their pose.
Students will practice using vocabulary associated with the weather and how people react to the sea.
Students will build vocabulary and enhance language arts skills while learning about still life in a painting. Activities emphasize prepositions of locationâ€”through discussions about objects depicted in the featured work of art.
Students will build vocabulary and enhance language arts skills while learning about decorative arts.
Students will build vocabulary and enhance language arts skills while learning about different media (painting and photography).
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 be able to compare portrayals of individual soldiers to depictions of battle scenes and discuss the impact of each on viewers; analyze rhetorical strategies in two newspaper articles about a current war; write two different newspaper articles about a current war from different viewpoints; and create digitally or manually manipulated photographs.