The focus of this lesson is to provide reading material and strategies for idea development for an analytical essay. The reading will be based on the article “The ‘Pictures Generation” and students will be also asked to select a selfie image of themselves or of another person. The class discussion will foster a community of idea sharing which will translate well as supporting points in response to the writing prompt which will be given to students.
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)
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.
Students will learn about the jazz singer Billie Holiday and the sociohistorical context in which she performed. They will learn how discriminatory statutes (called Jim Crow laws) affected daily life. They will also analyze how movement is created in photographs and the effect of a photographer's point of view on composition. Finally, students will photograph a musician, paying attention to what can be communicated through point of view.
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.
This art history video discussion examines these portraits by August Sander: "Pastry Cook", gelatin silver print, 1928, "Secretary at a Radio Station", Cologne, gelatin silver print, c. 1931, and "Disabled Man", gelatin silver print, 1926.
Advanced-level students will write narratives from the perspective of slaves depicted in rare photographs, and then create a print depicting a moment from the narratives.
Breaking the frame: Ways of Reading Native Photography
My OER showcases the use of Native American photography as a means of enabling students to connect with historical and contemporary Native issues. Using specific in-class exercises as examples I will show how Native photography addresses issues of racial identity, stereotypes, the sexualizing of Native bodies, and Native American history. I will discuss how the writing of the formal analysis of this photography as art also enables students to engage with the art through a reading that elucidates the contemporary lives of Native individuals and communities. The OER will show how interactive exploration of artistic meaning, and the messages therein, in Native photography leads to increased student intellectual awareness and understanding of the indigenous world around them.
Students create and use pinhole cameras to understand how artists use and manipulate light to capture images in photographs. They shoot and develop photographs made with pinhole cameras. They compare and contrast a nineteenth-century image, photographs taken with a pinhole camera, and pictures created with a digital camera or camera phone.
Students create pinhole cameras to understand that light travels in a straight path. They describe the lines and shapes in a nineteenth-century photograph of a building and then use their pinhole cameras to trace the architecture of their school building.
Students create pinhole cameras to learn how artists manipulate light to make photographs. They describe and analyze a nineteenth-century photograph and use their cameras to capture the architecture of their school or other buildings.
This art history video discussion looks at Henri Cartier-Bresson's "Behind the Gare Saint-Lazare", Paris, 1932.
In this lesson, students analyze similarities and differences among depictions of slavery in "The Adventures of Huckleberry Finn", Frederick Douglass' "Narrative", and nineteenth century photographs of slaves. Students formulate their analysis of the role of art and fiction, as they attempt to reliably reflect social ills, in a final essay.
Students interview family members, and then create graphic family timelines based on important and memorable family events.
Students hit the hallways with their favorite pop culture characters in this lesson to photograph the characters in various situations and then write about the pictures in a pattern-book structure.
Students will research how the development of the atomic bomb affected people in World War II, participate in a debate about the bomb's use, and investigate how it has affected people's lives since 1945.
Students examine the roles of mothers and grandmothers by looking at black-and-white photographs of one American family and comparing that family's multi-generational story with their own. Students will make a photo-collage triptych based on the theme of multi-generational families. This lesson connects to SRA's "Open Court Reading" units "Our Country and Its People" and "Sharing Stories."