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\n\"Haring\n\n
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\nHaring Inspired Drawing and Sculpture\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents research art by identifying the work of Keith Haring. In this sculpting instructional activity, students utilize the web to examine sculptures and drawings in the style of Keith Haring. Students utilize sculpting wire, foil,...\n
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\n\"Rollie-Pollie\n\n
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\nRollie-Pollie - - Ceramic Art\n

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\n\nFor Teachers\n\nK - 3rd\n
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\nStudents are introduced to a variety of sculpting techniques: rolling, pinching and scoring. They practice utilizing additive and subtractive processes in making simple sculptural forms to depict bugs. Each student also interprets...\n
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\n\"Clay\n\n
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\nCurated OER\n
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\nClay Exploration\n

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\n\nFor Teachers\n\nK - 5th\n
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\nStudents create clay sculptures. In this sculpting lesson, students work in various stations to familiarize themselves with clay and use tools to make their own art piece.\n
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\n\"Sculpted,\n\n
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\nSculpted, Painted Balsa-Foam African Masks\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nStudents create an African mask. In this African art lesson, students use Balsa-Foam and acrylic paints to construct an African mask. Students carve out the facial features and seal it with a coat of Gesso.\n
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\n\"Sculpting\n\n
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\nSculpting a Message: From the Counter-Reformation to the Present Day\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents discuss persuasive messages in art. In this art history lesson, students research 17th- century European sculptures to find the messages given. They create their own sculptures and write press releases to explain their art. \n
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\n\"A\n\n
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\nA Sculpted Fiesta Feast\n

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\n\nFor Teachers\n\n5th\n
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\nFifth graders study the Mexican History.  In this World History lesson, 5th graders create a traditional Mexican feast using sculpting clay and paint. \n
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\n\"Clay\n\n
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\nClay Sculpture: Relationships\n

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\n\nFor Teachers\n\n3rd - 4th\n
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\nYoung scholars explore art history by conducting an in-class activity. In this sculpting lesson, students examine previously created art sculptures in a textbook. Young scholars utilize clay, sculpting tools and grey paper to create...\n
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\n\"Plates\n\n
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\nPlates Everybody Can Make\n

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\n\nFor Teachers\n\n5th - 11th\n
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\nStudents create hand-built plates. In this sculpting lesson, students use textured slab molds and plate drape molds to create a plate. Students use texture tools and paint to design their plate.\n
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\n\"Barns\n\n
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\nBarns and Silos\n

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\n\nFor Teachers\n\n5th - 6th\n
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\nYoung scholars build a barn or silo out of clay. In this sculpting lesson, students plan and design a barn or silo and follow step-by-step directions in order to create their finished product out of clay.\n
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\n\"What\n\n
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\nWhat Is Clay?\n

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\n\nFor Teachers\n\nPre-K - 12th\n
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\nThis resource could come in handy the next time you feel like teaching about clay. Basic sculpting techniques, vocabulary, and history of clay are outlined in this informative resource. Use prior to teaching an art project involving...\n
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\n\"Old\n\n
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\nOld Fisherman\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nSculpting is a lot of fun and it stimulates multiple senses at once. Learners observe and then create a fisherman (or any person) out of paper clay. They mold and sculpt their clay until they have shaped a person. They then paint and...\n
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\n\""Zebra"\n\n
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\n\"Zebra\" by Chaim Potok\n

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\n\nFor Teachers\n\n6th - 10th\n
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\nCombine art and literature to teach greater themes and symbolic meaning. Using the plan outlined in this resource, expose your class to the story \"Zebra\" by Chaim Potok, conduct discussions about social issues and nicknames, and ask...\n
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\n\"Camel\n\n
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\nCamel Container: Ceramics\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nPlay with clay while building finger dexterity and important sculpting techniques. Learners make camel containers while they practice throwing and molding clay. Fun camel facts make this an interdisciplinary art lesson.\n
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\n\"Cartouche\n\n
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\nCartouche Codes\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents explore ancient Egyptian hieroglyphics and cartouches. Then they develop their own written code to represent their names. Students also sculpt and use their code to create their own cartouche. Finally, they research the symbols...\n
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\n\"Castle\n\n
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\nCastle in the Countryside\n

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\n\nFor Teachers\n\n4th - 12th\n
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\nYoung scholars research the architecture and agricultural products of European countries during the Middle Ages. Then they research the climates that are best for growing grapes or other crops. Students also sculpt a replica of a castle...\n
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\n\"Magnificent\n\n
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\nMagnificent Merlion Of Singapore\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents engage in a instructional activity that is based upon the Merlion from Singapore. They conduct research using a variety of resources about the country and artwork of Singapore. They find images and sculpt copies of Merlion or...\n
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\n\"Moves\n\n
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\nMoves Count\n

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\n\nFor Teachers\n\n1st - 6th\n
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\nAfter brainstorming all the board games they enjoy playing, learners design an original board game with a theme to utilize their math and art skills. They sculpt playing pieces and write clear directions and rules for their original...\n
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\n\"The\n\n
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\nThe Dragon of Brog: Stereotyping and Discrimination Social Justice Lesson Plan\n

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\n\nFor Teachers\n\nK - 2nd\n
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\nStereotyping and discrimination are explored in this social justice lesson plan.  Students listen to the book Dragon of Brog, in which mythical characters experience discrimination. Then, they sculpt a magical character out of...\n
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\n\"The\n\n
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\nConcordia University Chicago\n
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\nThe Pietá by Michelangelo Buonarroti\n

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\n\nFor Teachers\n\n7th\n
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\nWhy is arts education so important? It builds critical thinking, analysis and creative problem-solving skills. Learners review the life of Michelangelo Buonarroti, and then analyze his piece, The Pieta. After that, they'll sculpt a human...\n
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\n\"Fish\n\n
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\nCalifornia Academy of Science\n
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\nFish Forms\n

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\n\nFor Teachers\n\nPre-K - 2nd\n\nStandards\n
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\nI've said it before, and I'll say it again, you can add art to any instructional activity! While little learners are discovering why fish have specific body parts such as, scales, fins, and gills, they start making three-dimensional fish...\n
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\n\"Artful\n\n
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\nNational Gallery of Canada\n
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\nArtful Emotions\n

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\n\nFor Teachers\n\nK - 3rd\n
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\nBlue is sad, and red is angry, but why is that? Young artists explore the expression of emotions through art by observing and creating artwork. Starting with a questioning session about images of art, this plan moves into a sculpture...\n
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\n\"The\n\n
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\nNational Gallery of Canada\n
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\nThe Ideal Trophy\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nInvite your pupils to represent a club, team or other group with a trophy of their own creation. Learners examine the Taylor Cup by Laurent Amiot and then prepare trophy designs. When the sketches are complete, pupils sculpt...\n
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\n\"Reading\n\n
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\nNational Gallery of Canada\n
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\nReading Sculptures\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nConsider the elements and principles of design closely while examining works of art. Learners select an image from the provided pieces to write about in relation to the elements and principles of design. They then sketch and sculpt their...\n
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\n\"Identifying\n\n
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\nPolar Trec\n
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\nIdentifying Sea Ice\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nSea ice contains 17 sub-types based on age and various characteristics. Scholars observe ice floating in a simulated ocean and record their observations. Then, they view photographs of different types of sea ice and learn to...\n
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