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\nLesson Plan: Before and After a Moment in Time\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nThink about a moment, frozen in time. Now take a critical look at the painting, Better, Homes, Better Gardens. This painting works to provide learners the opportunity to analyze art, critique artist's choices, and write a story inspired...\n
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\n\"Landscape\n\n
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\nLandscape Confection: Pre-visit Activity\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nUpper graders explore the concepts of landscape art, man, nature and their inter-relationship. This is a critical thinking and analysis activity intended to prepare the class for an up coming trip to a local art museum. They analyze,...\n
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\n\"Grand\n\n
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\nGrand Canyon Suite \n

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\n\nFor Teachers\n\n5th - 7th\n
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\nTake a trip to the Grand Canyon! Lesson one explores how Ferde Grofe painted a musical landscape of America when he wrote the Grand Canyon Suite. Learners then examine art that shows the Grand Canyon in lesson two. Finally, lesson three...\n
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Unit Plan
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\n\"Stagecraft\n\n
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\nOrange Public Schools\n
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\nStagecraft\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nThe house lights dim, the curtain parts, lights slowly come up, revealing the stage. Before the actors appear, before a word is spoken, the audience is drawn in by the lighting, by the colors, by lines of the set, by the props, and...\n
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\nLesson: Looking Closer: The Artwork of Wangechi Mutu\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nSocial issues of gender and media stereotypes, begins with a multi-sensory experience. Learners view the painting Backlash Blues and make critical comments based on what they see. They then read the Langston Hughes poem and listen to the...\n
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\n\"Paul\n\n
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\nPaul Gauguin Art: Opposite Colour Masterpieces\n

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\n\nFor Teachers\n\n3rd - 6th\n
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\nStudents discover new art techniques by examining the work of Paul Gauguin and his use of opposite colors.  In this art analysis lesson, students investigate the different perspectives and colors used in classic post impressionist...\n
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\n\"The\n\n
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\nThe Amazing Maud Lewis\n

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\n\nFor Teachers\n\n2nd - 7th\n
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\nLearners investigate cultural art from Canada by reading about Maud Lewis.  In this Canadian history lesson, students identify the work of Lewis by visiting her magazine website.  Learners identify other heroes in Nova Scotia...\n
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\n\"A\n\n
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\nA Bug's Life\n

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\n\nFor Teachers\n\n2nd - 8th\n
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\nLook at life from a bug's perspective, and create a wonderful image based on what you think it sees. Learners use the crayon resist painting technique to draw and paint and picture of a bug's world from its point of view. Tip: This would...\n
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\n\"Lao\n\n
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\nLao Design: Lotus Flower Constructions\n

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\n\nFor Teachers\n\nK - 4th\n
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\nStudents create lotus flowers in 3-D designs applying Lao art techniques. Following a teacher demonstration, they assemble their own lotus flower candleholders and the teacher arranges a group flotation in a body of water. Students...\n
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Activity
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\n\"Wild\n\n
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\nMrs. Picasso's Art Room\n
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\nWild Wild West- Cactus Collage\n

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\n\nFor Teachers\n\n2nd - 6th\n
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\nOh my, the desert never looked so good! Here is a great art project that spans three days and several different art techniques. The class will create beautiful backgrounds and striking cacti, which the'll put together to make a wild west...\n
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\n\"Under\n\n
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\nUnder the Sea\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nTropical fish are a great subject for any art project, they are colorful, interesting, and can go along with under water themed stories read in class, learner written narratives, or Marine Biology units. This set of instructions will...\n
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\n\"Teach\n\n
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\nAcademy of American Poets\n
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\nTeach This Poem: \"A Place in the Country\" by Toi Derricotte\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nBuild young scholars' confidence in analyzing art and poetry with a lesson that first asks pupils to list details they notice in Edouard Vuillard's painting \"Garden at Vaucresson\" and then to describe how the painting makes them feel....\n
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\n\"Tansai\n\n
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\nTansai Sumi Painting\n

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\nFirst graders study Japanese art and apply the technique of Tansai Sumi (lightly colored) to create individual works of art. Painting, design, lines, and drawing techniques are covered in this 1st grade lesson.\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\"Revolutions\n\n
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\nRevolutions in Painting\n

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\n\nFor Teachers\n\n11th - Higher Ed\n
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\nStudents analyze Abstract Expressionist artists and their art. In this art analysis lesson, students view the works by Jackson Pollock and Helen Frankenthaler and analyze the pieces. Students complete image based discussion and four...\n
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\n\"Atmospheric\n\n
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\nSan Diego Museum of Art\n
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\nAtmospheric Perspective Watercolor Painting\n

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\n\nFor Teachers\n\n6th - 10th\n
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\nHow do artists create the illusion of depth and distance on a flat surface? Young landscape painters explore techniques like color saturation and detail placement that create atmospheric perspective.\n
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\n\"Lesson:\n\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: Impressions\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHere, Autumn Poplars is the painting upper graders will analyze. They look at techniques, time period, and the use of impressionism to convey a natural theme. They go outside to make observations of nature and use what they see to write...\n
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\n\"Paint\n\n
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\nPaint a Wet-Into-Wet Watercolor\n

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\n\nFor Teachers\n\nPre-K - 5th\n
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\nStudents demonstrate the technique of painting wet-into-wet. In this painting lesson plan, students create colors to paint with by mixing two or more colors together. Students use water color to create various images.\n
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\n\"Abstract\n\n
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\nAbstract Painting - Inspired By Textiles\n

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\n\nFor Teachers\n\n6th\n
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\nSixth graders compare and contrast various forms of artistic expression. They create an abstract painting.\n
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\n\"Diego\n\n
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\nJoslyn Art Museum\n
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\nDiego Rivera: Masterworks from the Museo de Arte del Estado de Veracruz\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nBeing inspired by the art of Diego Rivera, young artists use fresco techniques to create art as a group. They research Rivera's life and art, then get into small groups to use wet plaster and acrylics to experience fresco painting....\n
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\n\"Rhythm\n\n
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\nRhythm and Art: Painting\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents make connections between music and visual art. In this integrated arts lesson, students design paintings that challenge them to examine the relationship between art elements and principles.\n
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\n\"Writing\n\n
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\nWriting Through Art\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nExamine the works of visual and performing artists with upper graders. Using the works, they identify the comparisons among the techniques used. They will also review the six traits of effective writing and keep a writing journal...\n
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\n\"End\n\n
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\nEngageNY\n
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\nEnd of Unit Assessment: Text-Dependent Questions and Draft Editorial: The Mary River Project on Baffin Island\n

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\n\nFor Teachers\n\n5th\n\nStandards\n
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\nScholars complete an assessment, read an informational article, and answer text-based questions. Also, pupils use the Painted Essay technique to write a draft editorial about a topic they studied throughout the unit, the Mary River Mine...\n
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