All art is political in the sense that all art takes place in the public arena and engages with an already existing ideology. Chinese artist, Ai Weiwei, offers an important contemporary example. The news that Chinese artist Ai Weiwei has been detained by authorities has prompted significant concern. Ai Weiwei has ben arrested by the Chinese authorities.

ART BRIDGES: Lesson Plans for
Enrichment, Growth and Healing

Art Lesson Plans for a Joan Miro Drawing

Objectives:
• To introduce a famous Italian artist to the students.
• To teach the art element of “Line”
• To teach the art element of “Balance”
• To practice using these elements in creating a work of art

In this lab students will share their interpretations on artwork. They will discuss how they can talk about art and express their opinion with a partner or in a group. Students will answer questions across different time frames (past, present, future).

In this seminar you will be able to discuss Spanish artists using comparison phrases and o-->ue stem changing verbs.  Comparison phrases such as more than, less than, and as much as can be used in conjunction with previously learned adjectives.   In this seminar you will compare and contrast various Spanish-speaking artists and their influence in art.  ACTFL StandardsCommunication: Interpersonal CommunicationCultures: Relating Cultural Products to PerspectivesConnections: Making ConnectionsCommunities: Lifelong LearningLearning TargetI can discuss and make comparisons between different artists from Spanish-speaking countries.Habits of MindThinking flexiblyCritical Thinking SkillComparing

Almost 1400 photographs, primarily studio portraits of people involved in the arts, including musicians; dancers; artists; literati; theatrical, film, and television actors and actresses. Includes black entertainers, particularly those associated with the Harlem Renaissance. Most are individual portraits, but also includes some group portraits. Sitters represented in ten or more photos are: Judith Anderson, Tallulah Bankhead, Anton Dolin, Ram Gopal, Hugh Laing, Alicia Markova, and Ethel Waters. A much smaller portion of the collection is an assortment of American landscapes.

In this class we will examine how the idea of the city has been “translated” by artists, architects, and other diverse disciplines. We will consider how collaborations between artists and architects might provide opportunities for rethinking / redesigning urban spaces. The class will look specifically at planned cities like Brasilia, Las Vegas, Canberra, and Celebration and compare such tabula rasa designs with the redesign of recyclable urban spaces demonstrated in projects such as Ground Zero, Barcelona 2004, and Boston’s Rose Kennedy Greenway. While the course will involve some reading and discussion, coursework will focus largely on the students’ own projects / interventions that should evolve over the course of the semester.  Of the two weekly class meetings, one will be a group discussion or lecture with the whole class and visiting guests, and the other will be an individual meeting between the student and the instructor to discuss his or her work for the class, including the final project.

In this lab students will share their interpretations on artwork. They will discuss how they can talk about art and express their opinion with a partner or in a group. Students will answer questions across different time frames (past, present, future).

The goal of this unit is to introduce students to the basic elements of art (color, line, shape, form, and texture) and to show students how artists use these elements in different ways in their work. In the unit, students will answer questions as they look carefully at paintings and sculpture to identify the elements and analyze how they are used by different artists.

First, students will view a slide with works from German artists.  They are going to describe the art with old and new adjectives.  There is a clue about art in the warm-up word slide, Deutsche Adjektive. (it is written in the colors of the rainbow and then the three primary colors). Then students put these new and old adjectives to use as they digitally search museums in Berlin, hunting for art that depicts certain adjectives.  Finally, in the end students share about other types of German art they enjoy - music, architecture, design, etc.

Accounts of Caravaggio's life are filled with suggestions of murder and intrigue. But does knowing more about this dark artist's experiences help us to interpret his art? Or does understanding his motivations cloud their true meaning? This unit explores the biographical monograph, one of the most common forms of art history writing.

In this lab students will share their interpretations on artwork. They will discuss how they can talk about art and express their opinion with a partner or in a group using various memorized phrases and demonstrative, as well as interrogative pronouns.

Obelisk (formerly Trivium) Art History is a free, online art history textbook designed for discovery. Meet history's greatest artists, browse artwork, and explore the timeline of human creativity. Trivium offers short, conversational essays and artist biographies and encourages exploration by artistic movements, mediums and themes.

This excerpt from a biography explains how Pablo Picassos painting style changed over the twentieth century. It describes his Blue Period, Rose Period, and the period of Cubism.

In this lab students will share their interpretations on artwork. They will discuss how they can talk about art and express their opinion with a partner or in a group. Students will answer questions across different time frames (past, present, future).

In this activity, students will learn how to share their interpretations on artwork from the Spanish-speaking world. They will discuss art and express their opinion with a partner or in a group. Students will answer questions across different time frames (past, present, future).

In this activity, students will learn how to share their interpretations on artwork from the Spanish-speaking world. They will discuss art and express their opinion with a partner or in a group. Students will answer questions across different time frames (past, present, future).

How do we define Public Art? This course focuses on the production of projects for public places. Public Art is a concept that is in constant discussion and revision, as much as the evolution and transformation of public spaces and cities are. Monuments are repositories of memory and historical presences with the expectation of being permanent. Public interventions are created not to impose and be temporary, but as forms intended to activate discourse and discussion. Considering the concept of a museum as a public device and how they are searching for new ways of avoiding generic identities, we will deal with the concept of the personal imaginary museum. It should be considered as a point of departure to propose a personal individual construction based on the concept of defining a personal imaginary museum - concept, program, collection, events, architecture, public diffusion, etc.

This teaching packet discusses artistic movements of the late 20th century, including abstract expressionism, pop art, minimalism, conceptualism, process art, neo-expressionism, and postmodernism, with attention to their critical reception and theoretical bases. The packet considers works by 27 painters and sculptors including Jackson Pollock, Jasper Johns, Mark Rothko, David Smith, Martin Puryear, Anselm Kiefer, Susan Rothenberg, and Roy Lichtenstein (see full list below).

Poster for Federal Art Project weekly presentation of artists on the air at the KUTA radio station, Utah Art Center, 59 S. State St., Salt Lake City, Utah. Date stamped on verso: Aug 19 1940.

Designed to help middle school students begin to answer the important question: "Who Am I?", these lessons use self-portraits from the National Gallery of Art's collection to inspire students to create their own self-portraits, poems, speeches, and letters. Artists studied in these lesson plans include Vincent Van Gogh, Paul Gauguin, Judith Leyster, David Alfaro Siqueiros, and Andy Warhol.