Say It with Flowers
Students will examine the artistic characteristics of Three Young Girls; explain the meaning and significance of the flowers in the painting and other well-known flowers.
Students will examine the artistic characteristics of Three Young Girls; explain the meaning and significance of the flowers in the painting and other well-known flowers.
Students will examine the visual tools used in the painting Road to Santa Fe and how those tools help the painter tell a particular story. They will then use the painting to explore storytelling and use brainstorming strategies to enrich the content and voice of stories they will write. Multiple drafts and peer-editing will help teach students how working and reworking a piece, much like painters do when planning a painting, will strengthen their finished product.
Students will examine the artistic characteristics of The Radcliffe Family, explore how artwork can lead to accurate, inaccurate, or incomplete historical conclusions, and explain why it is important for historians to obtain multiple perspectives and sources of information before drawing any conclusions.
Students will examine the artistic characteristics of The Water Lily Pond, envision what it would be like to be at the pond using all of their senses, and write a short story or descriptive piece inspired by The Water Lily Pond which incorporates expressive words and phrases.
Students will examine the artistic characteristics of The Water Lily Pond; explain how the natural resources that appear in the painting, particularly the vegetation, correspond with the climate of France; and design and create a collage of a garden including different vegetation that corresponds with the climate of their local geographical area.
Students will examine the artistic characteristics of Waterloo Bridge, explain the significance of bridges and how they have been used across time and cultures, and explore how bridges could be built to enhance their school through an “engineer walk” discussion, drawing, and writing.
Students will examine Bierstadt’s painting Wind River Country and talk about how the painting makes them feel and why. They will also learn a little bit about the historical context of the painting and use it as the setting for an adventure for which they will write a travel journal.
Students will look at and discuss Coen’s painting Yellow Rain Jacket and write stories from the perspective of either the horse or the champion rider, exploring how the same details can be communicated differently.
In this lesson, students will explore the symbols, patterns, and colors that are important to the Osage people. Students will compose a written reflection on the messages that their clothing communicates about them, just as the Ribbon Appliqué Wearing Blanket communicated messages about the person who wore it.
In this lesson, students will explore the symbols, patterns, and colors that are important to the Osage people. Students will create a t-shirt design that expresses information about their own culture and personality, and reflect upon messages communicated by their clothing design.
Students will use the Tlingit House Partition with Shakes Family Crest to guide their learning about the Tlingit people’s views on animals and their relationship to humans. Students will then explore their own views on animals, as well as those of their culture, and compare them to those of the Tlingit people. Students will research an animal to learn more about its habitat, means of survival, and status (e.g. endangered or not).
Students will discover how materials can be reused to create new works of art, and describe how Spiritual Messenger exhibits both realistic and expressive characteristics. Students will write a poem describing the human-like characteristics of found objects.