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Digital Art Teacher Resources
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Use online dictionaries to define vocabulary words and create a visualization of word meanings through digital art. Middle schoolers go online to define assigned vocabulary words. They visualize the meanings of the words in photo software and create a digital art product.
Students are introduced in the Humanities class, as they explore the origins of Totems in Native American folklore. In the computer lab, students read Totem stories and explore the meaning and symbolism behind the myths using various Web sites. Students write their own myth and poems describing how each of them found their own totem anima.
Sixth graders conduct research on the internet to discover the principles of drawing using one and two point perspectives. After examining street scenes by Edward Hopper and postcards of Main Street USA in Disney, they write about and design their own dream streets. An animated drawing of their dream street is published online.
Sixth graders examine the work of artist Saul Steinberg by visiting online galleries of his work and looking at photo reproductions. After viewing and interpreting Steinberg's work, they write and illustrate fantasy stories which are then inserted into a Dreamweaver template of web pages.
Students take notes and sketch during the Internet research. They take notes of the colors found in the cave paintings (black, browns, ochre, sienna). They create an initial full size comprehensive sketch on scrap paper and in their journal, they write what their cave painting represents.
Beginning a persuasive writing unit with your middle schoolers? Approach it through something that persuades us all: advertising! Through studying video and print advertisement, your class will practice Common Core skills for reading informational texts. They will also sharpen their narrative writing prowess as they study and craft emotional charged stories meant to persuade. Includes several handouts that are sure to help any ELA teacher lead up to a more in-depth persuasive writing unit.
What do Columbus, Aeneas, Scarlet O’Hara, and Frederick Douglass have in common? How can a hero in one age be a villain in another? Does heroism depend on the context of time and place? Are there traits that all heroes share? After a consideration of these and other questions, class members create their own heroic character. To bring their hero to life, pupils choose from of menu of presentation options. From guided visualizations to online research, the whole class and small group activities in this richly detailed resource guide young writers through the process of creating their own hero.
Students view themselves and their surroundings from different perspectives and gain insight into how others might see them, and discuss how and why they act differently when around various people. After brainstorming multiple meanings of word "perspective," students list and outline perspectives of themselves, and discuss how their perceptions of someone might change if they could "walk in their shoes." Students then sketch their favorite rooms at home, and create Flash animations.
Young scholars create a claymation video of a simple story. In this digital arts lesson, students plan a simple story, develop a storyboard, create characters and props out of clay, use a web cam to film frame-by-frame animation of their story, and use iMovie software to edit and produce their claymation video.
Students conceive and create works of visual art that demonstrate comprehension of how the communication of their ideas relates to the media, techniques, and processes they use. They initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation.
Students take virtual trip back in time to 1924 when a Dada manifesto sparked the Surrealist movement in Europe and the United States. They explore about the history of Surrealism and visit online galleries of notable artists of the past and present, immersing themselves in the dream-like qualities of Surrealism and discussing its influence on contemporary art, design, and entertainment.
Students participate in a collaboration activity. For this My Hero Project lesson, students discover what a hero is to someone halfway around the world and themselves. Over the 16-week session, circles, made up of between 6-9 classes from around the world, exchange class surveys, welcome packets and ideas about heroism over the Internet and through the mail.