Aesthetics Teacher Resources

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Part of understanding art is understanding why artists choose to make what they do. Learners work through a three-part series of slides to better understand the concept of aesthetics and aesthetic choice. Slides include examples, definitions, images, and real-life situations in which aesthetic choice is employed. Tip: Have the class compose a written response to three different works of art. 
Students identify and interpret the function, usefulness or utitlity, form, beauty or aesthetics, and meaning, context or story, of objects and how they learn new skills and make things that they learn traditionally, by observation and imitation, in everyday life from people around them. They also identify who indigenous teachers are and how they affect them.
Even young children watch sports and like team logos and products. It's never too early to think critically about what's onscreen. This exercise develops awareness that media communicate values (i.e. who participates in sports and who doesn't; violence is newsworthy), and how aesthetic appeal can influence beliefs. Start with a graph of children's favorite sports, and connect their experience to media images of athletics and competition. Consider adding video clips.
Students examine the art of marquetry. In this Renaissance art activity, students view the marquetry on the "Renaissance Revival/Aesthetic Cabinet." Students then create a piece of art, demonstrating marquetry skills. Students place triangular pieces of paper next to each other to design a picture.
Students become immersed in analyzing the influences on and development of an artistic paradigm; they also move into, through and beyond the literary piece.
Young scholars describe how graffiti is a part of everyday culture. They develop basic vocabulary terms for thinking and writing about graffiti and make and justify judgments about aesthetics qualities in graffiti art. They compare and contrast specific works of Basquiat in graffiti, and how graffiti played a major role in his art style.
Young scholars investigate the history of cabinetry and furniture, specifically the Renaissance period.  In this art history lesson, students investigate photographs of the Renaissance Revival/Aesthetic Cabinet, and examine the small characteristics and details.  Young scholars create their own miniature door panel from poster board, popsicle sticks, and markers.
High schoolers discuss aesthetics using an existing and student-created program music. They describe music, propose meanings in music and defend their points of view.They also describe and defend music and visual arts representations of subject matter not related to the arts.
Tenth graders examine the role that aesthetics play in the publication of books. In groups, they apply the concept of physical affectation on each reader's experience to literature. They also compare and contrast the varied types of information one page can communicate to the reader.
Students examine aesthetic concepts and reflect on them in their journals. They construct individual taste collages from an assortment of two and three-dimensionakl objects.
Using popsicle sticks and glue, groups must work together to design and build a bridge that can support weight and is aesthetically pleasing. The lesson begins by learners reading about different features of bridge architecture, followed by design and building of the bridge, and finally, each learner answers reflection questions.
Students discover how Shaker values and ideology shaped their way of life, and how the artifacts they produced continue to influence our ideals of beauty. Students apply the Shaker designs to their own inventions.
Combine the study of poetry and non-fiction texts with this complete and ready-to-use six-week unit. After reading numerous poems from local writers and compiling a personal anthology, high schoolers find and read a memoir or biography of a chosen poet. As a culminating activity, they each present their poet's life and works as they attempt to answer the guiding question, “How can a poet’s life affect her or his art?”
Secondary artists create a metal box made from copper tooling foil and solid oil paint sticks (Shiva Paintstiks). The exacting design develops organizational principles and the painted finish allows for individual expression of aesthetics. Template for the box is included, along with a detailed list of materials needed. 
Students read information about Orientalism, the artists who painted in that style, and study examples of the art. In this art style lesson, students read about the periods of Orientalism and the artists who created with the style. Students study example versions of the art and/or visit a museum with examples.
Students explore ways in which artistic expression has been used to promote awareness of AIDS. They create their own designs to promote awareness of a social, political, or economic issue of importance to their age group and community.
Pupils research and analyze different seating devices. Once research is completed, information is compiled into a research paper including examples, images, and descriptions of seating devices. Students use research to sketch and create a seating device.
students research varied aspects of car design, and create a new design for the exterior body of a car. Students conduct Internet research, respond to writing prompts, and analyze, evaluate and synthesize information from multiple sources. They participate in class discussion, create a design for a car exterior, evaluate group work and create a presentation.
Students identify the social climate that created the terms Degenerative Art and Fascist Aesthetic. They also identify how and why certain artists' artwork fell into these categories. Students recognize and discuss the Expressionist styles and techniques of Kokoschka and his contemporaries. Finally, students create a self-portrait based on both Kokoschka's artistic and aesthetic goals and the stylistic techniques.
Students examine aesthetic movement known as modernism, discover why organizers chose modernism as World Fair's design pattern, interpret photographs of modernist fair buildings and identify artifacts that reflect modernist ideas, and explain how fair's design was similar to global Art Moderne movement of the time. Students then explore impact of modernism on history of design.

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