Among the Inca – A Ceremonial Feast
Students will learn how the Inca Aryballo (Large Jug) was used during Inca ceremonial feasts, then create a comic strip detailing a conversation that might have taken place among invitees during the celebration.
Students will learn how the Inca Aryballo (Large Jug) was used during Inca ceremonial feasts, then create a comic strip detailing a conversation that might have taken place among invitees during the celebration.
Students will investigate the significance of certain facial features on the Olmec Seated Figure, explore the meaning of alter ego, and create an artistic representation of themselves indicating an animal that might be their alter ego.
After analyzing the significance of the artistic features of the Figure Seated on a Bench, students will design and create a comic strip based around the ideas represented in the figure.
After learning about the life of St. Ferdinand, students will identify popular figures who are worshipped as royalty in today’s society and write an argumentative piece either supporting or denouncing the icon’s popularity. Students will then choose a symbol they think represents their pop icon and make a collage communicating their beliefs.
Students will listen to various sections of Petrarch’s poem “The Triumphs,” sketch images related to the text, and compare their drawings to the images portrayed in The Triumphs paintings. Students will analyze the paintings and critique the artist’s portrayal of the sections of the poem that they listened to. They will then create their own visual piece depicting a poem or song lyrics of their choice.
In this lesson students will research topics related to the Lakota Tipi, migration, and the concepts of home and memories. They will then use empathy and their imaginations to complete writing and visual art activities.
Students will learn about the various artistic materials and techniques used in the Osage Ribbon Appliqué Wearing Blanket and discuss how art and people represent a blend of cultures. Students will create a collage and develop a poem or other piece of creative writing that demonstrates geographical and cultural influence in their lives.
Students will explore the cultural and social role of music as reflected by the Senufo Drum and musical devices they use today. They will then use their imaginations to write a letter justifying the inclusion of an early 21st century musical object in an art museum of the future.
Students will critically examine and discuss the image of the Bird-Headed Deity. They will use information gathered to create a group chart noting symbolic intent found in the object. They will then compare and contrast how contemporary American society and various cultures use art objects for similar functions.
Students will choose an issue, event, or object important to their lives and represent it symbolically with original abstract designs.
Students learn about the idea of a focal point through Waddell’s painting Motherwell’s Angus. They will have a chance to talk about the methods Waddell uses to establish multiple focal points and sketch out how changing these elements would change the overall feel of the painting.
Students will learn about ideas of order, chaos, pattern, and variation in poetry. They will then use Waddell’s Motherwell’s Angus to discuss these ideas. The painting will serve as inspiration for the students as they write both traditional and free form poems.