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 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 image of the Eleven-Headed Bodhisattva of Compassion. They will then discuss and view examples of mind maps. In small groups students will create an original mind map to organize their thoughts and ideas around the concept of compassion.
Students will examine and analyze the image of the Garden Party on the Terrace of a Country Home and discuss its usefulness as an historical document. Students will identify representations of fashion and fun of the time and create a group Then-and-Now chart to investigate the similarities and differences with modern society.
Students will learn how a public building reflects the ideas of the architect and compare this to how the public perceives the building. Students will look at the Frederic C. Hamilton Building, read about the architect Daniel Libeskind, and interview people about their perceptions of the Frederic C. Hamilton Building to better understand the similarities and differences in the architect’s and the public’s points of view.
Students will critically examine and discuss the image of the Large Jug and determine its function and uses as well as identify decorative details found. Students will use imagination to visualize they are at a celebratory function where this object was used. This will become a prompt to write a descriptive narrative of their invented experience.
After viewing images and reading information about the Hayagriva Sand Mandala, students will brainstorm what their personal goals are, as well as obstacles that might challenge the attainment of those goals. Students will design ways to represent those goals and challenges symbolically, creating a permanent work of art on paper.
Students will examine and discuss the Stela, then compare and contrast ways historical legacy is recorded. Students will read clues from the Stela, then create a bumper sticker recording something about themselves.
Students will look at decorations and details of a late 19th century cabinet and imagine the life and times of the family who owned it by researching events during this time period. Students will write imaginary letters to a family member based on historical information they research from this time period.
Students will critically examine and discuss the image of St. Ferdinand, King of Spain, then analyze and interpret it as a historical source for information as well as an important and impressive work of art. Students will consider how the artist and the patron who commissioned its creation influenced this sculpture, and generate a list of questions about the artwork.
Students will observe the Black Raku Tea Bowl for characteristics of wabi sabi, an aesthetic ideal of beauty. Students will then create a haiku poem about a simple, yet elegant item.
Students will critically examine and discuss the Vase with Palace Scene and use clues they find about the object, as well as researched information, to create web maps that show their findings. Student will gain an appreciation for the importance of chocolate in Maya society.