Students use narrative art vocabulary to speculate about the story in a visual image. In a group, students use narrative art vocabulary to create a story with an ending. They view images imbedded in this lesson plan.

Students engage in a lesson which honors the Latino community as part of Thirteen/WNET's annual celebration of Hispanic Heritage Month. They utilize worksheets and access websites imbedded in this plan which guide their learning.

Students view various landscape paintings, then choose one of the landscapes they have seen that represents a place they would like to go on vacation. They simulate being on a vacation at their chosen location and write postcards to...

Students analyze the difference between artistic and documentary photography. They discuss why photographers made certain photographers.

Students explore and discuss the objects commonly found in still-life paintings. They identify the objects pictured in still lifes indicating which objects are natural and which are man-made.

A brief passage about International Dance Day, April 29, is accompanied by an array of language activities based in sound ELD practice: cloze exercise, phrase matching, word jumble, multiple choice, sequencing, interview, group...

Students explore and discuss the process of taking a photograph.

Students examine the connection between a person's home and his or her personality. They practice new vocabulary.

Students identify and discuss the basic shapes used in artistic still-life compositions.

Students make connections between their personal experiences and portraits. define a portrait and identify different kinds of portraits in artworks and their own lives. They look closely at a portrait using visual analysis to describe...

Students view landscape paintings. They recall a landscape that has meaning to them and describe it to the class. They complete a worksheet.

Students write a formal letter to an artist using art vocabulary they have reviewed in class. They commission a portrait from the artist. They share their letters with the class.

Students think about a dramatic moment in their lives and imagine how to translate it into a work of art. They write their own personal experience as a story. They describe a visual image of their personal experience and/or story.

Pupils read a visual image very much like they would read words in a story. They write about portraits using new portrait vocabulary. They, in groups, use their written analysis to hypothesize about the story of the sitters in the portrait.