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 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 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.
Students will observe and visually critique the image of Garden Party on the Terrace of a Country Home, paying particular attention to the artist’s use of expressive features of art and design. Students will show evidence of their learning by creating their own crowd scene, showing depth of space and emotion.
Students will describe the artistic characteristics of the Four-faced Hamat’sa Mask, explain the meaning of initiation ceremonies and coming-of-age celebrations, and work in small groups to create a poster that describes and explains the significance of particular coming-of-age celebrations.
Students will work with a partner in a fun activity that helps them see the importance of finding precise words to describe the Frederic C. Hamilton Building. They will then learn how research can expand their understanding of the Frederic C. Hamilton Building beyond what they examined and learned about it from visual images alone.
Students will examine the artistic characteristics of the Inca Large Jug. Then they will use their imaginations to write a creative short story or personal essay describing what kind of vessel they might be and why.
Students will examine the artistic characteristics of the Inca Large Jug, describe the kind of ceremonial, festive occasion in which the jug may have been used, and compare and contrast large celebrations in the ancient Inca Empire with those in modern-day American cultures.
Students will learn about key elements in a journalistic article or newscast. They will then write articles or produce a newscast about the Maya Stela.
Students will participate in activities that help them understand how historians take different pieces of a puzzle and put them together to learn about the past.