In this lesson each student will create a glyph (symbol or icon) which represents them and read the glyphs of others using a legend to understand the data on the glyphs.
Examination of the cultural and artistic developments of the twentieth century in Europe and the United States, surveying the artwork of Cubism, Fauvism, Futurism, Expressionism, Dadaism, Surrealism, Pop Art, and Op-Art, and Modern and Postmodern architecture.
Lesson PlanDate: 1/16/18 Grade Level: 8Concept: Color Wheel Objectives:Students will demonstrate knowledge of color wheel in pairs by receiving 10/10 points on an assignment at the end of lesson.Introduction: Utilize prior knowledge of primary and secondary colors to incorporate new concepts of complementary colors. Motivational Device- Red dot on white board, introduction to complementary colorsVocabulary: Primary, secondary, complementary, cool and warm colors, and ROY G BIV.Body of Lesson: Ask student’s favorite color to transition into previous knowledge primary and secondary colors. Relate favorite colors or colors around the room to the color wheel and explain primary and secondary color relationships. Use red dot optical illusion to introduce complementary colors (motivational device). Introduce color wheel assignment (worksheet). Accommodations/Modifications: ADHD- Allow student(s) to stand or sit on exercise ball while working. Multiple Intelligence(s) Addressed: Linguistic- Provide alternate activity.Assessment: Color wheel assignment. Materials: Red paper, colored pencils, color wheel example, blank assessment Standards: HSE.MS.8.18- Understand Color Theory
Use the visual art and language arts to creatively tell stories of monstrous proportions
Setup of Adobe Illustrator and page setup including page settings, grid settings, rulers, setting origin points, tools and other items necessary to set up an Illustrator document.
5:14 minutes long.
Investigates conceptual and formal issues in different media or between media such as sculpture, photography, and video. Explores issues of representation, interpretation, and meaning, and how they relate to historical, social and cultural context.
In this unit, students will become familiar with fables and trickster tales from different cultural traditions and will see how stories change when transferred orally between generations and cultures. They will learn how both types of folktales employ various animals in different ways to portray human strengths and weaknesses and to pass down wisdom from one generation to the next. Use the following lessons to introduce students to world folklore and to explore how folktales convey the perspectives of different world cultures.
Akio Matsumoto, half-length portrait, seated at desk, facing front, painting sign. Title transcribed from Ansel Adams' caption on negative sleeve. Gift; Ansel Adams; 1965-1968. Forms part of: Manzanar War Relocation Center photographs.
Akio Matsumoto, half-length portrait, seated at desk, facing front, painting sign. Title transcribed from Ansel Adams' caption on negative sleeve. Gift; Ansel Adams; 1965-1968. Forms part of: Manzanar War Relocation Center photographs.
![Akio Matsumoto, Commercial Artist, [Manzanar] Relocation Center](https://oercommons.s3.amazonaws.com/media/thumbnails/cb/47/cb47031933fdf9bd3c9400dd57edc6ff.png "Akio Matsumoto, Commercial Artist, [Manzanar] Relocation Center")
Akio Matsumoto, half-length portrait, seated at desk, facing front, painting sign. Title transcribed from Ansel Adams' caption on verso of print. Original neg. no.: LC-A35-4-M-40-Ax. Gift; Ansel Adams; 1965-1968. Forms part of: Manzanar War Relocation Center photographs.
In this art history video discussion Beth Harris and Steven Zucker look at Albrecht Durer's "Self-Portrait, 1500." (Alte Pinakothek, Munich).
Viewing mobiles created by sculptor Alexander Calder, students learn about the function and form of levers. They build mobiles, experiment with balancing levers, and equilibrium.
This art history video examines the "Alexander Mosaic" c. 100 B.C.E., tessera mosaic from the House of the Faun, Pompeii. This Roman floor mosaic may be based on a lost Hellenistic painting by Philoxenos of Eretria, The Battle of Issus, c. 315 B.C.E.). Museo Archeologico Nazionale, Naples.
Studied students stupefy! Students learn about alliteration by listening to an alliterative read-aloud and apply the knowledge they gain to the creation of their own poem and illustration.
Students construct a mock baseball field and from there explore the sport of baseball through art, movement, and sound.
Students will observe dance movements depicted in a drawing and a painting. Partners will use simple lines to draw their partner's movements and paint dance costumes on the figures using various brushstrokes. Students will write a persuasive speech to the school superintendent explaining why they believe dance should be a regular part of the curriculum. They will then model dance movements for classmates in teams of four and recite their persuasive speech to the class.
Students will analyze and describe a painting depicting a family. They will discuss similarities and differences between the setting of the painting and where they live. Then students will create a sculpture of their family doing an activity together and also create a diorama of a room in their home.
In this art history video discussion Beth Harris and Steven Zucker examine Albrecht Altdorfer's "The Battle of Issus," 1529, oil on panel. Alte Pinokothek, Munich.
In this art history video discussion Dr. Beth Harris and Dr. Steven Zucker consider Ambrogio Lorenzetti's series of frescos "Allegory of Good Government", "Effects of Good Government in the City and the Country", and "Allegory and Effects of Bad Government in the City and the Country" Siena c. 1337-40. Sala della Pace (Hall of Peace) also known as the Sala dei Nove (the Hall of the Nine), Palazzo Pubblico, Siena.
Interviews with speakers of German-American and American English dialects from across the United States, complemented by rare recordings of ethnic music from the Mills Music Library, as well as a number of maps, short interpretive essays, and visual images. English translations and notes on aspects of linguistic and historical interest accompany the excerpted recordings.
This site presents an essay, timeline, video clips, and interviews examining this photographer, artist, and art impresario. Stieglitz was a powerful force in the arts of the early 20th century and an important interpreter of emerging modern culture. This web site is a companion to first full-length film biography of the photographer, Alfred Stieglitz: The Eloquent Eye.
Students learn about American artist Charles Burchfield. Students capture information and sketches in a journal, then use these ideas to create an original watercolor.
Throughout this lesson, students will examine works of art and learn tools to analyze and discuss photography.
Students apply the analytical skills that they use when reading literature to an exploration of the underlying meaning and symbolism in Hieronymous BoschŐs early Renaissance painting "Death and the Miser".
In this lesson Students individually consider a visual text and draw conclusions based on what they see. They write about their conclusions and explain the evidence used to make that determination. Students will be able to analyze a visual text. Students will be able to develop and support a claim about the visual text based on evidence found in the text.
Pre-readers are introduced to animal habitats through story, song, and dramatic play using children's books
***LOGIN REQUIRED*** 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.
Interview with Annie Moore, conducted by Sarah C. Reynolds.
This lesson uses a poster decrying the disruptive influence of railroads on local culture to launch a discussion on local differences and their effect on American politics. Explanatory text, materials for teachers, and links to further resources accompany the documents. This lesson correlates to the National History Standards and the National Standards for Civics and Social Sciences. It also has cross-curricular connections with history, government, and art.
This semester students are asked to transform the Hereshoff Museum in Bristol, Rhode Island, through processes of erasure and addition. Hereshoff Manufacturing was recognized as one of the premier builders of America's Cup racing boats between 1890's and 1930's. The studio however, is about more then the program. It is about land, water, and wind and the search for expressing materially and tectonically the relationships between these principle conditions. That is, where the land is primarily about stasis (docking, anchoring and referencing our locus), water's fluidity holds the latent promise of movement and freedom. Movement is activated by wind, allowing for negotiating the relationship between water and land.
This course is particularly focused on helping you develop visual literacy skills, but all the college courses you take are to some degree about information literacy. Visual literacy is really just a specialized type of information literacy. The skills you acquire in this course will help you become an effective researcher in other fields, as well.
This course is an exploration of visual art forms and their cultural connections for the student with little experience in the visual arts. It includes a brief study of art history and in depth studies of the elements, media, and methods used in creative processes and thought. Upon successful completion of this course, students will be able to: interpret examples of visual art using a five-step critical process that includes description, analysis, context, meaning, and judgment; identify and describe the elements and principles of art; use analytical skills to connect formal attributes of art with their meaning and expression; explain the role and effect of the visual arts in societies, history, and other world cultures; articulate the political, social, cultural, and aesthetic themes and issues that artists examine in their work; identify the processes and materials involved in art and architectural production; utilize information to locate, evaluate, and communicate information about visual art in its various forms. Note that this course is an alternative to the Saylor FoundationĺÎĺ_ĺĚĺ_s ARTH101A and has been developed through a partnership with the Washington State Board for Community and Technical Colleges; the Saylor Foundation has modified some WSBCTC materials. This free course may be completed online at any time. (Art History 101B)
Students will look at a variety of artworks and explain what tool or medium was used to create them.
SPARK follows photographers from the Sixth Street Photography Workshop as they take pictures of their lives and ideas in some of San Francisco's most depressed neighborhoods. This Educator Guide is about the history of photography.
A wiki solely focused on the history of art. Learn about famous artists, art movements, and renowned art institutions.
Research information on artists' lives and works and prepare works of art based on their understanding of the artists, their time and place in history, and their works.
This interactive activity, adapted from material provided by the ECHO partners, presents nine art objects and shows how they can reveal different types of stories.
Watch this short video and try to identify the location of the sculptures. Then see how art and these sculptures relate to the science of mathematics.
In this lesson arts activities express relationships to family and community.
Students will learn about axial movements and locomotor movements by discussing dancers depicted in a drawing and photograph. They will then practice combining axial and locomotor movements. They will describe how artists depict a dancer's motion in drawing and photography. They will also analyze how an artist creates movement and emphasis through contrast, composition, and leading lines, and then experiment with photography to capture motion in dance.