Mad Lib Leigh!
Students will identify and describe details in William R. Leigh’s painting Greased Lightning, then choose appropriate vocabulary words to write Mad Lib stories about what may (or may not!) be happening in the painting.
Students will identify and describe details in William R. Leigh’s painting Greased Lightning, then choose appropriate vocabulary words to write Mad Lib stories about what may (or may not!) be happening in the painting.
Students will imagine what it might be like to be an art historian or art collector by hypothesizing possible uses of a discovered wooden leg in a descriptive journal entry.
Students will compare and contrast the Long Jakes painting to the whimsical illustration for the poem “Backward Bill” by Shel Silverstein. They will discuss similarities and differences in the main character’s expression, position, and other visual elements and write a rhyming poem for Long Jakes similar to “Backward Bill.”
Working in small groups, students will find as many details as possible in Blumenschein’s Mountain Lake (Eagle Nest) using specific words to guide their investigation. They will then select three of their favorite details and write a poem that incorporates all three items.
Students will draw upon research, writing, and creative skills to move through various activities inspired by the Iatmul Culture Orator’s Stool.
Students will imagine they are visiting the scene presented in Marshall’s painting Better Homes, Better Gardens and write a letter home about their experience. They will then write a second letter, imagining they were visiting on a misty, moonlit night to stretch their imaginations and enhance their writing abilities.
Students will learn about Marshall’s creative process when painting Better Homes, Better Gardens and discuss how it influences their perception of his work. They will also discuss the thematic content of the artwork and write a creative piece inspired by the painting.
Students will imagine they are one of the bugs in Oosterwyck’s painting Bouquet of Flowers in a Vase and write or tell about the adventures they had while the people in the house slept.
Students will learn about the importance of flowers in the Netherlands during the mid-to-late 1600s. They will then explore how Oosterwyck manipulates time in her painting Bouquet of Flowers in a Vase. The lesson will culminate with students writing a poem that reflects these concepts.
Students will examine the artistic characteristics of Childhood Idyll, describe the characteristics of a city and of the countryside, and classify pictures as being from a city/urban area or from a countryside/rural area.
Students will examine the artistic characteristics of Childhood Idyll; create a drawing of children during an ideal day from a student/child perspective and a drawing of children during an ideal day from an adult perspective; and explain how what is ideal can vary between individuals, time periods, and cultures/societies.
Students will examine the artistic characteristics of Childhood Idyll, explain the characteristics of an idyll poem, and create an idyll poem inspired by Childhood Idyll or a familiar place.