Sparking Imagination
Students will examine the artistic characteristics of the sculpture Spiritual Messenger, learn about the biogeographical journey of the artist, and write a creative short story that incorporates the sculpture.
Students will examine the artistic characteristics of the sculpture Spiritual Messenger, learn about the biogeographical journey of the artist, and write a creative short story that incorporates the sculpture.
Students will use visual critique skills to analyze and discuss the image of the Vase with Palace Scene. They will pay particular attention to the use of Maya cultural symbols and design in the decoration. Students will develop sketches and a plan to create their own cup or mug with designs inspired by the Maya.
Students will use visual critique skills to analyze and discuss the Eleven-Headed Bodhisattva of Compassion. They will then work in groups to create a multi-media assemblage work of art that visually conveys a chosen emotion.
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.
Students will critically examine and discuss the image of the Warrior Figure with Trophy Head. They will then discuss and view how modern leaders and persons of power are depicted and note the similarities and difference of how power is represented across time and 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 critically examine and discuss the image of the Dish with the Eight Buddhist Emblems. They will then fill out a Cornell note-taking template to record symbols and interpretations about time, place, and culture attained from reading signs found on the art object.
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 observe and visually critique the image of the Garden Party on the Terrace of a Country Home. Students will create a group tableau of a modern version of the painting and photographically record the results for possible later use as a mural or screen.
Students will examine and discuss the Stela and note that it is an artifact that tells us a story about a powerful Maya ruler. Students will create a symbolic representation of their own personal story, recording how they wish to be remembered. This design will be carved in bas-relief on a clay slab.
Students will explore the significance of the illustrations on the Maya Vase with Palace Scene, then write a short creative or personal story in which the theme of gift giving plays a prominent role.
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.