Mad Lib Leigh!
Students will identify and describe details in William R. Leigh’s painting Greased Lightning, then choose appropriate vocabulary words to write Mad Lib stories about what may (or may not!) be happening in the painting.
Students will identify and describe details in William R. Leigh’s painting Greased Lightning, then choose appropriate vocabulary words to write Mad Lib stories about what may (or may not!) be happening in the painting.
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, describe the characteristics of a city and of the countryside, and classify pictures as being from a city/urban area or from a countryside/rural area.
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.
In this lesson children will play with fans, make fans, and have fun imagining they are wasps with fans, all inspired by the Grip Enhancers (Menuki) with Wasps and Fans. They will use their powers of observation, artistic skills, and imaginations in varied ways throughout the lesson.
Students will look closely at Cole’s painting Dream of Arcadia and talk about what they see. They will then use their imaginations to play a game of Hide-and-Seek in the painting.