Cultural Comparisons
Students will draw upon research, writing, and creative skills to move through various activities inspired by the Iatmul Culture Orator’s Stool.
Students will draw upon research, writing, and creative skills to move through various activities inspired by the Iatmul Culture Orator’s Stool.
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 learn about Marshall’s creative process when painting Better Homes, Better Gardens and discuss how it influences their perception of his work. They will also discuss the thematic content of the artwork and write a creative piece inspired by the painting.
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 learn about the importance of flowers in the Netherlands during the mid-to-late 1600s. They will then explore how Oosterwyck manipulates time in her painting Bouquet of Flowers in a Vase. The lesson will culminate with students writing a poem that reflects these concepts.
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 Childhood Idyll, explain the characteristics of an idyll poem, and create an idyll poem inspired by Childhood Idyll or a familiar place.
Students will critically examine and discuss the Death Cart, then compare and contrast ways various cultures use objects of art in processions, parades, and cultural celebrations. They will work together to create either a Venn diagram or a similarities-and-differences chart to organize what they have learned.
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 read the Greek myth of Deucalion and Pyrrha and analyze its relationship to Castiglione’s painting. After researching other artworks depicting flood stories from around the world, they will write a story of their own using only the visual clues in the artwork.
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 examine the artistic characteristics of Dream of Arcadia, discuss the meaning and significance of conservation with respect to nature, and write a letter to the mayor, city council, or other appropriate leader(s) encouraging conservation of a natural space with which the students are familiar.