The Significance of Tiny Details
Students will learn about the history of the painting Three Young Girls. They will then examine the tiny details that make the painting special, from the intricate lace pattern to the tiny petals of each flower.
Students will learn about the history of the painting Three Young Girls. They will then examine the tiny details that make the painting special, from the intricate lace pattern to the tiny petals of each flower.
Mimicking Monet’s love of gardening, students will create paintings and transform their classroom into a garden gallery, using The Water Lily Pond for inspiration.
Students will explore how William Merritt Chase repeated lines and textures throughout his fish painting. They will make a Japanese-style gyotaku fish print, then choose a line to repeat by adding an object to their print with oil pastels.
In this lesson, students explore what is beautiful with the intention of expanding their definitions of the word through the Japanese concept of wabi. A careful examination of the Natsume, Sun and Moon Thin Tea Caddy and the Ceramic Tea Caddy for Thick Tea will guide the discussion.
The Eleven-Headed Bodhisattva was created by a group of artisan-specialists, rather than one individual carver. In this lesson students will work as a class, each drawing one specific body part, to create a representation of their teacher.
Students will examine Jeffrey Gibson’s parfleche (pronounced “par-flesh”)-inspired artwork Freedom, and explore how it might express his identity. Students will learn about the art concepts of geometric shape, color, and scale by creating their own artwork using materials of their choice to express something about their own identity.
Students will work collaboratively to research and respond to the use of symbols in the Eyedazzler Blanket/Rug and what those symbols can tell us about the history of the people and the artist who created it.
Students will use an animal of their choosing and imagine that animal moving around and through Hubert Candelario‘s Jar. They will write about (or share orally) the animal’s experiences and use their ideas to design a “jar with holes,” which they will build for their animal.
Students will examine and discuss the Altar Screen, then collaboratively create a timeline or note on an existing timeline the important historical and political events of northern New Mexico and southern Colorado around the time this screen would have been created and displayed. Students will investigate the significance of cultural works of art relative to the events of the time.
Students will learn about the Assyrian Bird-Headed Deity stone relief and the palace from which it comes. They will then work in groups to examine how the stone relief shows us that over the course of human history, some things change and others remain the same.
Students will observe the image of the Death Cart, paying particular attention to the artist’s use of exaggerated features. Students will take cues from the artist and write a persuasive letter using exaggeration or hyperbole to make a point.
Students will critically examine and discuss the Eleven-Headed Bodhisattva of Compassion and determine ways compassion can be demonstrated and symbolized. They will then work collaboratively using parts of speech to write a diamante poem describing what they see in the art object, learn about its history, know from experience, and have learned about compassion.