This article contains a collection of beautiful sketchbook pages to help students studying a range of high school Art qualifications, including GCSE, A Level and IB Visual Art. The collection includes sketchbooks completed by students as well as artist sketchbooks. Pages have been selected to demonstrate different sketchbook presentation techniques as well as to indicate the variety of layout styles possible. Descriptions underneath each image provide tips and guidance, outlining the successful aspects of each page.
North Carolina Aligned Visual Arts
Students will study various Native American tribes through a variety of activities, from a Power Point led discussion, to a study of Native American art. The lesson culminates with students putting on a Native American Art Show about the 8 recognized tribes.
There are 20 links on this page to A+ art lessons. Each lesson is integrated with social studies, language arts, math or science. This page provides thorough powerpoints with the lesson, appropriate questions and background information on each artist/time period.
The artist depicts contemporary versions of Abraham and Isaac in an allegory for the May 4, 1970, tragedy at Kent State University. A poignant visualization of humankind's struggle between ideology and paternal love, it mirrors the conflict that led to the death of four students at the hands of the Ohio National Guard. Though Abraham looks poised to strike his son, the artist emphasized that Genesis 22 ends without tragedy, as Isaac is spared.
Students will consider the choices artists make when creating works of art that include people. They will consider style, medium, background, color, technique, and composition; compare images of women as represented by different artists; learn about where artists get their sources and inspiration.
In this lesson, students observe and discuss realistic and abstract portraits, and compare and contrast the differences. Students will then create a whimsical, abstract self-portrait in the style of Cubist artist, Pablo Picasso.
Students will consider the ways that artists respond to political and social events and ideas; think about sources of inspiration; learn about symbols and think about what they represent.
Students will consider the choices artists make with regard to painting, focusing on color, shape, composition, proportion, balance, style, and scale; learn how to discuss and compare nonrepresentational works of art; think about their relationship as a viewer to works of art and will consider how an abstract work can evoke a sense of atmosphere or place.
Students will consider the choices artists make with regard to painting. They will focus on line, material, scale, and the artistic process; learn how to discuss, compare, and think critically about nonrepresentational, or abstract, paintings; think about the use of line in painting.
Students will consider how and why artists use everyday objects as subject matter; consider the choices artists make when creating works of art, exploring subject matter and sources of inspiration, medium, and style; make connections between consumer culture and art; learn about the technique of screen-printing.
In this lesson from The New York Times Learning Network, students explore some of the ways in which artistic expression has been used to promote awareness of AIDS, focusing specifically on the "SILENCE=DEATH" poster of the late 1980s. They then create their own designs to promote awareness of a social, political, or economic issue of importance to their age group and community.
This article is a supplement to the primary lesson from the New York Times lessons.
Students will discuss two examples of nontraditional artistsâ€™ work and consider how the technique and resulting image reflects the artistâ€™s time.
Students will interpret Allisonâ€™s Smithâ€™s Proclamation and discover how it connects to The Declaration of Independence. Students will create their own proclamations and demonstrate their ideas of what they would want to â€œfight forâ€ in todayâ€™s society.
Recreations of historical rooms offer a glimpse into the lives of five American families. This "5 Facts" resource shows an image of each room, a map of its U.S. location and more. Students will learn about these societies by examining period rooms. Related activities and lesson suggestions included.
Students learn about American artist Charles Burchfield. Students capture information and sketches in a journal, then use these ideas to create an original watercolor.
In this lesson, students will select one piece of Islamic art from the Metropolitan Museum of Art website and complete an art analysis worksheet. Students will be able to recognize characteristics of Islamic art, compare them to non-Islamic art, and explain why Islamic art often looks different from non-Islamic art.
- Arts Education
- Material Type:
- Lesson Plan
- PIER - Programs in International Educational Resources
- Date Added:
Students will be able to identify architectural elements in paintings; compare different vantage points in paintings; discuss methods of representing a three-dimensional building in a two-dimensional painting; and write an essay exploring the use of spaces or perspective in a painting.
Students will learn about ancient art and civilizations including ancient Rome, Greece, China, Egypt, other various regions of Africa, Native North America, Polynesia, and Native Central/South America. In groups, the students will research one of the cultures, create a google presentation, and then present their culture to the class. During the research and presentation process, students will be working on Chromebooks in the classroom. One major resource that the students will use is Khan Academy. Students will also apply their knowledge of ancient art to create a clay project inspired by a civilization of their choice.
Students are introduced to the life and art of Andy Warhol as a way of considering photography as a self-portrait medium. After viewing and discussing other artists' photographic self-portraits, students create their own digitally manipulated photographic self-portrait and then write a poem to describe the point of view taken in their digital work of art. Through links included in the resource, students view more of Andy Warhol's self-portraits at The Warhol museum, take a photo with a virtual camera and experiment with editing tools in NGAkids Photo Op, and listen to the brief podcast â€œIn the Darkroom: Photographic Processes before the Digital Age.
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.
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.
Architectural and Structural Engineering provides learning opportunities for students interested in preparing for careers in such areas as architecture, industrial design, and civil engineering.
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 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.
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.
Students will analyze the symbols used in geographic maps; consider the impact of cultural, historical, and political contexts on mapping; compare and contrast maps in diverse mediums made by artists from different geographic and cultural backgrounds.
Students will explore the varied meanings of â€œidentity; learn how irony and satire can function in a work of art; discover how maps can be used to chart not only geography but also psycho-logical, emotional, and intellectual states.
Students will learn how artists explore personal, cultural, and national identity through materials, process, and tradition; see how contemporary artists have adapted historic, culturally specific art-making practices to the present day; begin to consider the role of politics and religion in contemporary art.