Did you know that some languages have no word for art? The English language does and the narrator of this short video discusses the aesthetic dimension of religious art as it "visually communicates meaning beyond language." 

Ever think about combining the art forms of painting and embroidery? Then this art lesson is right up your alley! Given a piece of white cloth, young artists first create a grayscale painting and then highlight certain...

The attitudes of European settlers toward the American wilderness, as reflected in art and literature, is the focus of this resource packet designed for teachers. Included in the unit overview you will find lists or paintings and...

Examine American Indian art and culture by observing contemporary art and creating original pieces. Class members discuss artwork included in the plan and use these images to help inspire their own work, which should represent...

Middle schoolers are encourage to try their hand at traditional Oceania tapa art by crafting their own cloth using brown paper bags. Included in the resource is background information about the cultures of Oceania and their art. 

What are the musical elements that characterize a school's fight song or its alma mater? Class members listen to examples of fight songs and alma maters from various schools, play a listening game, and then create a list of the...

What is the most favorite color in the world? The series of lessons all about color and the color wheel, asks kids to research color, create an eye-spy activity, watch videos, and examine the color choices made by artists in their...

Media texts convey both overt and implied messages. As part of their study of media, class members analyze the language, form, techniques, and aesthetics in a variety of media texts.

The set for a play combines design elements (style, line, shape, mass, measure, position, color, and texture) and principles of composition (unity, harmony, contrast, variation, balance, proportion, and emphasis) to create a particular...

"Neuroscientists consider Cajal as important to their discipline as Einstein is to physics." The first of four lessons has scholars view Santiago Ramon y Cajal's drawings of neurons. They reflect and respond to the art through writing...

Show your school spirit! Class members use instruments or sing along and employ what they have learned in the two previous lessons to perform their school's songs.

What features mark a building as belonging to a particular culture, time, and place? Class members investigate the architectural movements represented in structures built in Forsyth County, North Carolina from 1880-1980 by examining...

"Ode to la Tortilla" and "Ode to Joy"? Sure! Use Gary Soto's poem to introduce learners to the ode format. After examining the descriptive words Soto uses, class members study a poster of Ludwig van Beethoven, suggest words that describe...

The second lesson in a series of fourteen, this plan takes the short story basics a step further. Learners complete a quiz about the story from the previous day, discuss the text, learn about Anton Chekhov, and work in groups to begin...

Dim the lights, take a deep breath, and press play to explore the emotions and memories that music elicits. Class members begin using relaxation techniques designed to create a positive listening experience. As music plays, learners...