Students learn more about shoes of the past and shoes of the future by learning about Chinese foot binding and Nike shoe designer Tinker Hatfield before working collaboratively with a partner or group to create a shoe of the future that has a greater purpose using manila paper, scissors, and tape. Students will view and discuss Nike ads from Japan and Kenya before designing their own advertisement to "sell" their new design to the class. This lesson was developed by Laura Mitchell as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

Students will learn about Nelson Mandela and Apartheid and imagine what it would be like to walk in the shoes of Nelson Mandela. Students will then research a global leader who has gone through adversity and made a positive difference in the world. They will honor the person through researching and creating a clay shoe sculpture using three or more symbols in their sculpture to tell the story of the person and include a quote that speaks to them personally. Students will create a video or presentation to explain their sculpture and tell about their individual. Students will print a code for their sculpture that links to their video. The sculptures will be displayed with the code for the school and community as they are invited to the Art Walk of Shoes. This lesson was developed by Laura Mitchell as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

Students will explore and describe the houses of Baie Saint-Paul, and other buildings (from photographs) using words for shapes and colors, identify the shapes of a gable roof in the painting and photographs, create a drawing of a house with a gable roof and finally, look for architectural elements in their own community.

Students will watch and discuss an exerpt from Garmendia's "Untitled Orbea" 2007. Students will explore, video, and discuss a relevant object from the school. Students will consider local traditions, events, habits, or an unusual behavior in their community and create an imaginary monument that represents their community. Students will also design furniture playing with the function of the object.

Students will view and discuss works by Garmendia, Zabala, and Salaberria. Students will organize and construct an action sculpture, observing how objects react (how they move, sound, how the physical matter changes) if elements such as sun, water, or wind get involved. Students will use smartphones, cameras, and/or video to copy old photos and video comparing qualities of past and present. Students will also view the series "Unconscious/Conscious" and use photography and video to explore an emblematic building in their city.

Still Life, portrait, and landscape are all categories, or genres, of painting which your students have probably seen examples of on their trips to the museum or when looking through an art book. But how much do they know about the genre of genre painting? What genre is Emanuel Gottlieb Leutze?s image of George Washington Crossing the Delaware from the collection of the Metropolitan Museum of Art? This lesson plan will help students to understand and differentiate the various genres in the visual arts, particularly in Western painting. Students will learn to identify major genres, and will learn to discriminate between a painting?s subject and its genre.

Students identify polygons and angles in Tony Smith's sculpture Moondog. Then they create a sculpture with polyhedra nets, calculate the cost of covering the sculpture in gold, and write an exhibit label for their finished sculpture. Lastly, they will research the origin of words related to geometry. Downloadable worksheets for matching geometry root words and to thoroughly plan their sculpture are included, as well as links to an interactive tools and sites to further expand learning objectives.

Students will find pictures made by seven photographers whose work is in the permanent collection of the Minneapolis Institute of Arts. Lean about great photographs and the approaches these photographers used to make them.

Students will view Gillian Wearing's "Self-Portrait as My Uncle, Bryan Gregory"; learn about her process of documentary portraiture; and debate whether her work is "self-portraiture" or not. Students will also use collage to merge an image of themselves with that of another. Students will also write a character sketch of one of Wearing's photographs and a short biography of the person they have researched.

Resources for this lesson are rather open ended. The two major sources students will benefit from for research will be books as well as internet access.

A course in Graphic Arts Technology provides students with an understanding of the processes and systems common to careers in publishing, printing, and other forms of media distribution. Representative topics include graphic design concepts; art and copy preparation; image generation and editing; desktop publishing; on-demand publishing; school yearbook and magazine layout; advertising and promotion; printing technology; binding and finishing; and screen printing.Students will be committed to lifelong learning as they grow individually, participate in groups, think analytically, create artistic products, and contribute to production of a major project. Students will learn illustration design software such as Adobe Illustrator, photo editing software such as Adobe Photoshop, and page layout software such as Adobe InDesign to create projects that will be printed in traditional and digital formats.

Many high school Graphic Design students are unsure what to include within their sketchbook or how to present their assignments in an innovative and appealing way. This article provides examples of artist and student sketchbooks to motivate and inspire those who study qualifications such as IGCSE / GCSE Art and Design, A Level Graphics and NCEA Level 3 Design (Scholarship). It is written for those who are working in areas such as illustration, publication design (pamphlets, brochures, websites, magazine and book design, CD / DVD covers), corporate identity, advertising and marketing (logo and branding, promotional merchandise, posters, internet and television advertising), packaging design and/or symbol design.

This resource from the Brooklyn Museum of Art teaches students about the work of El Anatsui’s and his first solo exhibition in a New York museum that features more than thirty works made of metal or wood found objects. After learning about Anatusui, his work and his process, students make a communal class artwork in his style.

Students will draw greeting cards for Mother's Day or Father's Day using line and repetitive patterns. This lesson plan focuses on the step-by-step building process for creating a balanced composition. This lesson plan was inspired by Nadia RUSS' art and NeoPopRealism drawing. Students will learn new terms, “NeoPopRealism" and "meditative ink pen pattern drawings" and compare it to Realism and other style approaches.

Sstudents learn the history of the Iowa tribe. Each student then selects a different tribe and completes research on the impact of the Trail of Tears on this tribe. Using Catlin's portrait of White Cloud as their inspiration, they create a self-portrait including symbols and emblems that represent who they are and what they care about.

In this lesson, students learn create a piece of artwork inspired by a North Carolina athlete.

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 put on their 'detective hats' and use magnifying glasses to find evidence that supports attributing the paintings in the Molleno Altar Screen to one artist and one piece. They will work in small groups and present a case to share with the entire class. They will also explore what would need to be different for them to prove that the pieces do not belong together.

Students will be able to: describe what an altar screen is; state that Molleno painted the scenes for this particular altar screen; develop and support a theory or hypothesis using details and logic; and share what they think and have learned with other students and the teacher.