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\n\n16\nItems in Unit\n\n
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\n\"Standing\n\n
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\nLesson Planet Curated\n
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\nStanding Up for Democracy\n

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\n\nFor Students\n\n6th - 12th\n
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\nThe mission of the Standing Up for Democracy unit is to bring about “a more humane, just, and compassionate society rooted in democratic values.” These 16 lessons, built on a foundation of mutual respect, tolerance, and participation,...\n
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\n\"Whose\n\n
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\nCurated OER\n
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\nWhose Afraid of Contemporary Art?\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHave your class create original modern art sculptures. Learners analyze and discuss \"The Profile,\" a sculpture by Martin Puryear. They work in teams to develop a proposal for a large outdoor sculpture in the community. Presentations...\n
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\nLesson: Urs Fischer: Controlling our Logic, Metaphors, and Semantics\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nKids use poetry and contemporary art to start thinking about logic and personal expression. They read Sylvia Plath's poem \"Metaphor,\" and critically examine the art of Urs Fischer. After working though a few logic problems they write...\n
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\n\"Reinventing\n\n
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\nNational Gallery of Canada\n
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\nReinventing the World\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nAfter examining and discussing Guy Ben-Ner's Treehouse Kit, a contemporary art installation with a sculptural and video element, small groups work together to create short silent films. The films should be built around a particular topic...\n
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\nLesson: Younger Than Jesus: Understanding, Looking at, Making Abstract Art\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nBefore the class makes abstract art, they see contemporary examples and analyze them. They look at art made by abstract artists under the age of 33 then use similar techniques to create an interesting collection of their own. The lesson...\n
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\nLesson: Skin Fruit: Ideas of Empathy in Janine Antoni's Work \n

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\n\nFor Teachers\n\n9th - 12th\n
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\nKids get artistic as they explore the impact of art materials, sculpture, and performance. They discuss the work of Janine Antoni and then create a performance piece that reflects social or global issues they feel strongly about. The end...\n
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\nLesson: Mathias Poledna: Crystal Palace\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nFilm analysis takes critical thinking, connections, and context. Upper graders look at the film installation, Crystal Palace in terms of the film makers choices, presentation, and perspective of truth. After an analytical discussion...\n
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\n\"It's\n\n
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\nCurated OER\n
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\nIt's Just Not Art\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents examine multiple styles of artwork that have earned awards.  In this art lesson, students discuss the definition of contemporary art then compare how artwork has changed over the years.\n
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\nLesson: Nikhil Chopra: Performing Memory\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nFilm imitates life; that's what they say. Using performance theory to tie the lesson together, learners attempt to understand memory and daily rituals as seen in art, film, and life. They read two chapters from the book, watch the...\n
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\n\"Mickalene\n\n
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\nBrookly Museum\n
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\nMickalene Thomas: Origin of the Universe\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nModern art is great to experience because it brings contemporary issues into everyday conversation. Upper graders consider the work of Mickalene Thomas, an artist that uses photo collage techniques to capture the beauty of African...\n
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\nLesson: Elizabeth Peyton: Pictures of Rock Stars: The Imagined\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nYouth, fame, and beauty are marks of modern society. Artist Elizabeth Peyton has captured all three in her series of imagined rock star portraits. The class analyzes her use of technique, emotion, and imagination in each of six pieces,...\n
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\nLesson: Paul Chan: Alternumeric Fonts\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLearning to analyze language, symbols, and codes is part of becoming a deep and critical thinker. Young analysts consider their ability to see hidden messages as they analyze the work of Paul Chan. There are two fully developed...\n
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\nLesson Plan: Breaking the Rules\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nBreaking the rules isn't always a bad thing, sometimes it pushes the boundaries of the imagination. Young art enthusiasts examine the Kevin Red Star piece, Knows Her Medicine Crow Indian. They analyze how the artist broke rules...\n
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\n\"So\n\n
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\nDenver Art Museum\n
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\nSo Much to See, So Little Time\n

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\n\nFor Teachers\n\nK - 5th\n
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\nHow do humans and animals impact the environment? What is land division? Youngsters tape off a 12x12 inch square in an outdoor natural space. They sketch everything they see, then compare their drawings as a class. They will then be...\n
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\nLesson: Elizabeth Peyton: The Self in the Other's Image: Portraiture and Identity\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nArt, identity, and an imaginary community, three components that should make for an interesting lesson plan. Critical thinkers explore and evaluate the work of contemporary artist, Elizabeth Peyton. They discuss her use of subject and...\n
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\n\"Modern\n\n
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\nModern and Contemporary Art at the Art Institute\n

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\n\nFor Teachers\n\n1st - 5th\n
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\nStudents view and discuss Modern and Contemporary Art at the Art Institute of Chicago. Students interpret works by Miro, Oldenberg, Cornell and de Vlaminck and discuss how they feel when viewing the pieces.\n
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\nLesson: Urs Fischer: Reviving the Past Art Movements\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nSeven major abstract art movements are analyzed by learners in groups. Each group analyzes various works by determining which work belongs to which movement. They then read Flatland, engage in an art and literary analysis discussion,...\n
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\nLesson: Contemporary Tribal Designs\n

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\n\nFor Teachers\n\nK - 5th\n
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\nThere is a lot to be learned from a horse. Kids analyze a contemporary tribal design found on a large installation piece. Then they create tribal designs of their own that show similarities and difference between cultures and time...\n
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\nLesson: After Nature: Visions and Visionaries\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nBuild visual literacy, discussion, and critical thinking skills with an innovative art instructional activity. Young analysts discuss the use of decalcomania, surrealism, and automatism in various contemporary pieces, discuss constructed...\n
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\nLesson: Elizabeth Peyton: Artist's Community: The Real\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nWhat is real or imagined? The lines of beauty reality, and imagination are blurred in Elizabeth Peyton's portraits of her community. Learners analyze her use of artistic technique in conveying real and imagined communities. They then use...\n
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\nLesson: Elizabeth Peyton: Pictures of Royalty: The Imagined\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nElizabeth Peyton is an artist who creates images of people (often famous) that she doesn't personally know. These images become part of her imagined community. Learners analyze her work, her community of imagined friends, and then create...\n
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\nLesson: Mary Heilmann: To Be Someone\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nKids consider the pure abstraction and minimalism found in Mary Heilmann's work. They analyze several of her pieces through critical discussion and then think about her use of a song title as the title of her exhibit. Learners then use a...\n
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\nLesson: Paul Chan: \"Score for the 7th Light\"\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nMusic, art, and poetry coalesce in a single exhibition, and in a single lesson. Critical thinkers analyze the Fluxus art movement as it's seen in the work of Paul Chan's 7 Lights. They consider the use of poetry and music in his...\n
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\n\"Modern\n\n
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\nModern Messages\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents explore the aims of artists working in various contemporary art movements, then create works in a similar art style to convey\n
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