Uncovering a Mystery: Making a Hypothesis
Students will imagine what it might be like to be an art historian or art collector by hypothesizing possible uses of a discovered wooden leg in a descriptive journal entry.
Students will imagine what it might be like to be an art historian or art collector by hypothesizing possible uses of a discovered wooden leg in a descriptive journal entry.
Students will compare and contrast the Long Jakes painting to the whimsical illustration for the poem “Backward Bill” by Shel Silverstein. They will discuss similarities and differences in the main character’s expression, position, and other visual elements and write a rhyming poem for Long Jakes similar to “Backward Bill.”
Working in small groups, students will find as many details as possible in Blumenschein’s Mountain Lake (Eagle Nest) using specific words to guide their investigation. They will then select three of their favorite details and write a poem that incorporates all three items.
Students will imagine they are visiting the scene presented in Marshall’s painting Better Homes, Better Gardens and write a letter home about their experience. They will then write a second letter, imagining they were visiting on a misty, moonlit night to stretch their imaginations and enhance their writing abilities.
Students will imagine they are one of the bugs in Oosterwyck’s painting Bouquet of Flowers in a Vase and write or tell about the adventures they had while the people in the house slept.
Students will examine the artistic characteristics of Childhood Idyll; create a drawing of children during an ideal day from a student/child perspective and a drawing of children during an ideal day from an adult perspective; and explain how what is ideal can vary between individuals, time periods, and cultures/societies.
Students will examine the artistic characteristics of Deucalion and Pyrrha, compare and contrast a variety of flood stories from around the world, and write a composite story using similar elements of flood stories from around the world as a class.
Students will examine the artistic characteristics of Dream of Arcadia, discuss the meaning and significance of conservation with respect to nature, and create a public service message poster encouraging conservation of a natural space with which the students are familiar.
Students will explore the use of cool colors in Bouguereau’s painting Childhood Idyll; experiment with cool, warm, and complementary colors; and create a self-portrait using one of these color schemes.
In this lesson students will become familiar with several Egyptian symbols and compare them to symbols in contemporary culture. Students will then design symbols that represent something important in their lives and create a clay or stone tile tablet communicating that information.
After reading the Greek myth of Deucalion and Pyrrha, students will analyze Castiglione’s painting and select one of their favorite stories to tell through art.
Students will use their imaginations to shrink themselves small enough to fit into Philip Guston’s painting Blue Water. Once inside the painting, they will explore the water and shapes and use their five senses to write or tell descriptive stories about their experience in the painting.