Homes: Past, Present, and Future
After studying the history of the Lakota community and aspects of living in a tipi, students will compare the Lakota Tipi to other types of homes in the present and formulate ideas for homes in the future.
After studying the history of the Lakota community and aspects of living in a tipi, students will compare the Lakota Tipi to other types of homes in the present and formulate ideas for homes in the future.
Students will examine the artistic characteristics of Trade Canoe for Don Quixote and describe large-scale and smaller-scale issues that are of concern to them. Then they will create a short essay or brochure describing an issue that concerns them along with solutions for improving the situation.
Students will trace the biogeographical journey of the artist who created the sculpture Spiritual Messenger and examine how people and their work reflect the cultural experiences they have had. The students will share personal examples of activities and possessions that reflect a blending of different cultures, and then create an illustration with accompanying caption that shows an example of cultural fusion in their own lives.
Students will examine the artistic characteristics of the Maya Vase with Palace Scene, locate Guatemala on a map of the world, and identify defining features of the country. Then they will reflect on the kinds of gifts that were considered valuable during different time periods and civilizations, and create a timeline demonstrating how the idea of what is considered a valuable gift has changed over time.
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.
Students will examine the artistic characteristics of the sculpture Spiritual Messenger, learn about the biogeographical journey of the artist, and write a creative short story that incorporates the sculpture.
Students will use visual critique skills to analyze and discuss the image of the Vase with Palace Scene. They will pay particular attention to the use of Maya cultural symbols and design in the decoration. Students will develop sketches and a plan to create their own cup or mug with designs inspired by the Maya.
Students will use visual critique skills to analyze and discuss the Eleven-Headed Bodhisattva of Compassion. They will then work in groups to create a multi-media assemblage work of art that visually conveys a chosen emotion.
Students will examine the artistic characteristics of the Warrior Figure, locate Costa Rica on a world map, and identify defining features of the country. Then they will compare and contrast the Warrior Figure and the civilization/culture in which it was made with another art object from the Creativity Resource website and its associated civilization/culture.
Students will critically examine and discuss the image of the Warrior Figure with Trophy Head. They will then discuss and view how modern leaders and persons of power are depicted and note the similarities and difference of how power is represented across time and culture.
Children will have time to construct their own “buildings.” They will then look at an ancient structure, followed by the Frederic C. Hamilton Building and the North Building, and talk about the different shapes, styles, and materials used for construction over the course of history. A comparison to the buildings they’ve fashioned, followed by a chance to build their own “forts,” winds up the lesson.
Students will critically examine and discuss the image of the Dish with the Eight Buddhist Emblems. They will then fill out a Cornell note-taking template to record symbols and interpretations about time, place, and culture attained from reading signs found on the art object.