When discussing his artwork in the video provided in this lesson, El Anatsui talks about transformation and fluidity, and how they replicate life. Students will examine Rain Has No Father?, paying special attention to the folds and malleability of the artwork. The class will use Anatsui's quote, "Human relations are not fixed…they change from time to time; they are dynamic," to spark discussion and inspire personal writing topics.
Students will critically examine and discuss the image of St. Ferdinand, King of Spain and use what they learn to demonstrate an understanding of the concept of cause and effect. Students will work collaboratively to create a cause-and-effect chart relating to both the artistic style of the object and the historical significance of the subject represented.
Students will examine the artistic characteristics of the Olmec Seated Figure, learn about significant cultural beliefs in the Olmec civilization, and write a descriptive essay or creative short story featuring an alter ego.
In this lesson, students will find examples of stories and symbols that represent unity, harmony, or peace on the Senufo Drum. They will then compare the West African symbols to symbols from their own culture.
Students will examine the artistic characteristics of Trade Canoe for Don Quixote and describe large-scale and smaller-scale issues that are of concern to them. Then they will create a short essay or brochure describing an issue that concerns them along with solutions for improving the situation.
Students will trace the biogeographical journey of the artist who created the sculpture Spiritual Messenger and examine how people and their work reflect the cultural experiences they have had. The students will share personal examples of activities and possessions that reflect a blending of different cultures, and then create an illustration with accompanying caption that shows an example of cultural fusion in their own lives.
Students will examine the artistic characteristics of the Maya Vase with Palace Scene, locate Guatemala on a map of the world, and identify defining features of the country. Then they will reflect on the kinds of gifts that were considered valuable during different time periods and civilizations, and create a timeline demonstrating how the idea of what is considered a valuable gift has changed over time.
Students will examine the artistic characteristics of the Warrior Figure, locate Costa Rica on a world map, and identify defining features of the country. Then they will compare and contrast the Warrior Figure and the civilization/culture in which it was made with another art object from the Creativity Resource website and its associated civilization/culture.
Children will have time to construct their own “buildings.” They will then look at an ancient structure, followed by the Frederic C. Hamilton Building and the North Building, and talk about the different shapes, styles, and materials used for construction over the course of history. A comparison to the buildings they’ve fashioned, followed by a chance to build their own “forts,” winds up the lesson.
Students will learn about the Association Quicksilver and Skull and Roses posters and the artists’ inspiration for their designs. Then they will look at the different shapes of the letters and words in the two posters, exploring what the words mean and how visual shapes influence those meanings.
Students will examine the artistic characteristics of Autumn Poplars; create a drawing or painting featuring a view from one of the windows in their classroom, school, or home; and then make inferences about the geography, climate, and human activities of their environment and community by comparing artworks.