Students explore how an artist emphasized the narrative in a work of art that depicts a single moment from the story. They then write a newspaper article, using visual clues in the painting to imagine how the narrative depicted may have unfolded.

Students will become familiar with the black-figure painting style of ancient Greece and its influence on Neoclassical artists during the 18th century, as seen in drawing, painting and silhouettes, or shadow portraits. They will create an original work of art using the silhouette technique.

Students will examine primary sources in order to draw conclusions about the influence of Greek art and philosophy on the French Revolution. Students will compare the goals of the French Revolution to those of Neoclassical artists. Students will understand how visual language and style reflects underlying values in society by writing an analysis of the narrative in a work of art.

Making and Being offers a framework for teaching art that emphasizes contemplation, collaboration, and political economy. Authors Susan Jahoda and Caroline Woolard, two visual arts educators and members of the collective BFAMFAPhD*, share ideas and teaching strategies that they have adapted to spaces of learning which range widely, from self-organized workshops for professional artists to Foundations BFA and MFA thesis classes. This hands-on guide includes activities, worksheets, and assignments and is a critical resource for artists and art educators today. Making and Being is a book, a series of videos, a deck of cards, and an interactive website with freely downloadable content (click on links below to download worksheets, activities, and chapters as PDFs and editable Google Docs).

This resource was created by Katie Steffen, in collaboration with Lynn Bowder, as part of ESU2's Mastering the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education and experiential learning.

Students will study the pastel drawing "Waiting" by Edgar Degas and discuss the story Degas may be telling through the body language and clothing of the people in the work of art. They will then create a pastel drawing depicting a time when they had to wait for something and compose a brief narrative based on this memory.

Students will compare and contrast artworks depicting different viewpoints about war and will write captions that describe works of art in different media. They will also manipulate the image depicted in a photograph of a war in recent history.

This resource was created by Janice Nicholes, in collaboration with Lynn Bowder, as part of ESU2's Mastering the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education and experiential learning.

This resource was created by   , in collaboration with Lynn Bowder, as part of ESU2's Mastering the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education and experiential learning.

This is a very well-produced website with material on a wide range of art-related topics. There are essays on specific artists and on more quirky topics like pop star clothing. The images on individual art historical movements are interactive, click and more information appears. There are embedded videos on certain topics. It is a relatively comprehensive and entertaining website, although the topics have to be searched for - it is not chronologically laid out as a text.

This resource was created by Denise Stevenson, in collaboration with Lynn Bowder, as part of ESU2's Mastering the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education and experiential learning.

Using a "Thirty-Second Look" activity, students will look closely at and describe the painting A Centennial of Independence. The students will read their ideas and note line, shape, and other details. Then students will create a favorite outdoor memory inspired by the painting, using crayons and the elements of art to guide their work. They will also make connections to the theme of "teamwork."

Students create a work of art and write a story about "Man with a Hoe Five Years Later." Students also photograph their hands with a tool and write about what wonderful tools hands are.

This resource was created by MIchelle Barcelona, in collaboration with Lynn Bowder, as part of ESU2's Mastering the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education and experiential learning.

The following are a variety of activities you can do with your class to help them enjoy physical activity.

This document provides a template for students to design and execute a three phase project as an alternative to a default 3 phase project. Its original usage was in art, design, and game classes that devided a class quarter into 4 projects, each taking roughly two to three weeks and broken into three default phases (preproduction, revisions, and final.)  Students should start by creating a copy of the example three phase project template and replacing sections with their own project-specific content. This framework pursued educational concepts such as choice-based arts education, teaching for artistic behavior, project-based learning, differentiated instruction and constructivism as natural complements to the process of open pedagogy and non-disposable assignments. 

This resource was created by Shannon Dmosk, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

This resource was created by Danielle Grove, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

This resource was created by Rita Gomez, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

This resource was created by Sarah Birks, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.