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\n\"60's\n\n
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\n60's Pop Art: Multiples of Me\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nStudents discover characteristics of Pop Art through slides and discussion of the 60's era and produce a pop art portrait of themselves using Clarisworks paint program and Hyperstudio.\n
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\n\"Art\n\n
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\nArt and War\n

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\n\nFor Teachers\n\n11th - 12th\n
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\nStudents analyze art and war and the Futurist movement. In this art analysis lesson, students define manifesto and its role with artistic movement. Students explore art as a response to political and social issues through image based...\n
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\n\"Recycling\n\n
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\nRecycling With Art\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents create works of art from recyclable materials. For this visual arts lesson, students investigate works of art created from recyclable materials. Students choose an emotion to convey and then create an art piece from materials...\n
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\n\"The\n\n
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\nThe Art of El Anasui: Creating a Mural with Discarded/Recycled Objects\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents create murals that feature recycled objects. In this West African art lesson, students examine artwork by El Anatsui and his commentary on social issues. Students then create murals in the style of El Anatsui using discarded...\n
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\n\"Sand\n\n
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\nCurated OER\n
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\nSand Art Creation\n

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\n\nFor Teachers\n\n3rd - 4th\n
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\nStudents create a model of a geological land-form. In this art lesson, students will create a model of a land-form using sand.\n
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\n\"An\n\n
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\nAn Approach to Chemistry via the Analysis of Art Objects: The Scientific Method, Laboratory Safety, Light and Color Theory\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents create a painting that clearly exemplifies the use of primary pigments to make secondary pigments. They demonstrate the distinction between value and saturation. They explain the affect of adjacent colors on each other and...\n
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\n\"Visual\n\n
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\nVisual Art - Creating a Clay Pinch Pot\n

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\n\nFor Teachers\n\n6th\n
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\nSixth graders inspect various clay pots. They create their own pots and paint them in the horror vacui design.\n
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\n\"Looking\n\n
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\nCurated OER\n
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\nLooking at French Decorative Arts: Symbols in Marquetry\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nLearners study symbols on a French cabinet. In this architectural design lesson, students examine the symbolism of the door panel on the \"Cabinet on Stand.\" Learners create their own unique design based on a symbol from another country.\n
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\n\"Ellis\n\n
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\nCurated OER\n
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\nEllis Wilson: An Elementary School Art Lesson\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents study the life of Ellis Wilson. They examine the use of simple shapes when drawing human figures. They examine how to incorporate pattern into a background setting.\n
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\n\"Arts\n\n
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\nArts in a Spin Qualities of the Baroque Style\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nStudents examine the qualities of Baroque style by viewing a video about Bach. They listen to music of the era and explore the characteristics of excessive ornamentation, contrast and tension. They complete the included worksheets.\n
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\n\"Art\n\n
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\nArt Lesson: My Symbol\n

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\n\nFor Teachers\n\n4th - 7th\n
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\nStudents explore and brainstorm the concept of symbols in real world applications and create a poem describing themselves. They design and paint a symbol that represents him/herself utilizing the technique of simplification to express...\n
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\n\"Foil\n\n
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\nFoil tooling - Oriental Art\n

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\n\nFor Teachers\n\n6th - 9th\n
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\nLearners view examples of copper tooling. They create a sketch the size of their copper. Students tape the top and bottom of the sketch to their copper and place a stack of newspaper under the copper. They trace all lines of their sketch...\n
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\n\"Art\n\n
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\nArt for All\n

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\n\nFor Teachers\n\n5th - Higher Ed\n
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\nLearners select objects and arrange them on a Plexiglas sheet and go into the darkroom in groups of two or three and create a photogram.\n
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\n\"Greek\n\n
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\nGreek and Roman Art\n

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\n\nFor Teachers\n\n6th\n
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\nSixth graders research ancient Greek pottery online and by watching a video. Then they make a vase design on newsprint and transfer it to cardboard, using crayons and India ink to create a design from their own life.\n
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\n\"The\n\n
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\nThe Arts: Monster Transformation\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents discuss monsters in both film and literature. They examine the characteristics and methods of killing them. Using pastels on black construction paper, they create half-face/half-monster portraits of themselves. The creations...\n
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\n\"The\n\n
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\nThe Cotillion or One Good Bull is Half the Herd, a Black Arts Movement novel by John O. Killens\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents study late twentieth-century African American satirical literature as well as its cultural antecedents. they analyze and discuss, within the contexts of race and gender, the social criticism of the middle classes presented by...\n
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