A Plate Full of Symbols
After spending time exploring the historical context and meaning of the Buddhist symbols on the Dish, students will choose symbols they want to include on a plate as a gift for a powerful person today.
After spending time exploring the historical context and meaning of the Buddhist symbols on the Dish, students will choose symbols they want to include on a plate as a gift for a powerful person today.
Students will take turns using language, physical gestures, and minor props to depict a person they have chosen from Garry Winogrand’s Los Angeles. The class will guess who is being depicted and then create a story about what happens next.
Children will first compare their everyday drinking containers to containers they use on special occasions. They will then learn about the importance of the tea ceremony in Japan and the special containers used for these ceremonies.
Students will learn about The Things I Have to Do to Maintain Myself and what the kosha (the character featured in the sculpture is a kosha) is wearing and why. They will then tour a place they are familiar with, such as their school, and locate where they are on a map of the building. While on the tour they will notice how individuals perform different activities in different places and are sometimes required to wear specific clothing to do their work.
Students will examine Roxanne Swentzell’s The Things I Have to Do to Maintain Myself and create a story about the piece.
Students will have fun acting out a scene in which they are sneaking a cookie from a cookie jar, and then use this experience to write a story inspired by Georgia O’Keeffe’s painting Cow Licking.
Students will closely examine an image of Georgia O’Keeffe’s Petunia and Glass Bottle. They will then use words to capture what they see. The teacher will use those words to write a poem about the painting.
Students will closely examine the colors in Georgia O’Keeffe’s Petunia and Glass Bottle. They will then explore color by adding different amounts of white and black paint to a base color to create different hues of that color.
After imagining themselves in the meadow in Pissarro’s Autumn Poplars, children will call up words the setting evokes. Using these words, the teacher will help the children write a poem that captures their thoughts, feelings, and sensory imaginings.
The children will use their imaginations to pretend they are the swirling mist and fog in Monet’s painting Waterloo Bridge. They will also learn about key details in the painting to help them deepen and expand their imaginative connection to the piece.
Students will use a close reading technique to discover, interpret, and retell the story represented in a work of art.
Children will explore the sights, sounds, smells, and feel of grass and draw on this information to more carefully examine American Grasslands. They will have fun using their imaginations and previous experiences to think about what types of animals live in the different grasses painted.