Andrea Mulder-Slater (creator of www.KinderArt.com ) designed this lesson to be
used with children ages 5 and older. However, this lesson can be easily adapted to
work with individuals of all ages as a way of identifying and expressing emotions.
Participants will gain an understanding of how much of a role emotion plays in
art-making as they create paintings based on feelings.

This course is an exploration of visual art forms and their cultural connections for the student with little experience in the visual arts. It includes a brief study of art history and in depth studies of the elements, media, and methods used in creative processes and thought. Upon successful completion of this course, students will be able to: interpret examples of visual art using a five-step critical process that includes description, analysis, context, meaning, and judgment; identify and describe the elements and principles of art; use analytical skills to connect formal attributes of art with their meaning and expression; explain the role and effect of the visual arts in societies, history, and other world cultures; articulate the political, social, cultural, and aesthetic themes and issues that artists examine in their work; identify the processes and materials involved in art and architectural production; utilize information to locate, evaluate, and communicate information about visual art in its various forms. Note that this course is an alternative to the Saylor FoundationĺÎĺ_ĺĚĺ_s ARTH101A and has been developed through a partnership with the Washington State Board for Community and Technical Colleges; the Saylor Foundation has modified some WSBCTC materials. This free course may be completed online at any time. (Art History 101B)

This article discusses how to use murals as an interdisciplinary, cooperative activity to blend science, art, and math concepts.

This art history video discussion examines Pieter Bruegel the Elder's "The Tower of Babel," 1563, oil on panel, 114 x 155 cm (Kunsthistorisches Museum, Vienna).

This lesson engages students with an environmental issue and allows them to use their artistic skills to create an artwork about caring for the oceans.

Step 1 - Inquire: Students read Somebody Swallowed Stanley and discuss the colors and emotions in the book.

Step 2 - Investigate: Students practice art techniques.

Step 3 - Inspire: Students create artworks about oceans and display them around their school or local community for others to view.

How do artists create a story that provides a message or provokes emotions in that single frame? This lesson will help students analyze ways in which the composition of a painting contributes to telling the story or conveying the message through the placement of objects and images within the painting.

Charles Bargue Drawing Course introductionThe Charles Bargue Drawing Course was a highly influential guide to art instruction in the 19th century, which has recently returned to prominence in the Realist painting movement. This module introduces students to the fundamental drawing skills covered in the Charles Bargue Drawing Course, and leads them through the process of completing a Bargue plate copy. 

SYNOPSIS: In this lesson, students learn watercolour techniques, identify their target audience and create a rubric, and complete their artwork.

SCIENTIST NOTES: This lesson connects arts with science, and it is ideal to communicate environmental change. Students learn basic watercolor techniques and apply the technique to create an artwork that would make an impact in their community. The procedures and tools used in the lesson are suitable for achieving the lesson outcomes. The lesson has passed our science review process and is recommended for use.

POSITIVES:
-Students explore and utilize visual art techniques to evoke emotions and encourage change.
-Students identify a target audience and develop a rubric to evaluate the effectiveness of their project.

ADDITIONAL PREREQUISITES:
-This is lesson 6 of 6 in our 3rd-5th grade Art for the Earth unit.
-Watercolour paints, water, and paper are necessary for this lesson. Thick watercolour paper will allow for more control of the paint but is not necessary.
-Make sure to provide enough time for setup and cleanup.
-If students are completing reflections and rubrics, the Student Reflection & Rubrics Document must be printed beforehand or shared digitally with the students.
-The Inspire section is listed as 30 minutes long. The final parts of this project may take much longer, depending on what you intend to do with your students. Additional time will probably be needed for displaying artwork, completing reflections, completing rubrics, and distributing and collecting rubrics from the target audience.

DIFFERENTIATION:
-Displaying options, target audience, and evaluation methods can vary depending on time, resources, student ability, grade level, and school environment.
-Ideas for target audiences: another class or grade level, the general school community, families, or an outside community that the class decides could benefit from this education.
-Ideas for displaying options: in a classroom space, hallway, or common room space; in a digital exhibition; at a school event (e.g., art show, classwork presentation evening, parents' night, etc.)

Linda Black Elk is passionate about plants. Linda Black Elk is an ethnobotanist and professor of ethnobotany and science education at Sitting Bull College in Fort Yates, North Dakota and recently she traveled to the Cansayapi Oyate (the Lower Sioux Indian Community) to share her knowledge of medicinal plants with students there.

Two lesson plans for grades 9-12 are included as gallery assets and in the Support Materials.

Facilitating a Group Discussion: A Brief Survey and Comparative Analysis of Native American Perceptions in Art, Then and Now

This OER takes a comparative analysis of Native American perceptions in Art and integrates this into an Art Appreciation survey course discussion. The context with which the content fits is "Themes of Art." This dialogue begins with the students' base knowledge of the subject, proceeded by observations of the works of contemporary, female Native American Artist, Wendy Red Star and the paintings of non-native, male artists from the 1800s (i.e. Alfred Jacob Miller, Charles Wimar, George Catlin, Frederic Remington, and Charles M. Russell). The primary pedagogical approaches will be engaging students in dialogue and allowing for a broader visual vocabulary through the study of historical works of art. Large groups will break into more detail specific, smaller groups. The crux of the exercise is to facilitate an appreciation of these works, through socio-political means (outsiders looking in) and the perspective of self-reflection, that of the insider's view.

In this lesson students will learn terms that describe music, they will move to music, and express themselves with paint while listening to music.

The formation of images by plane and spherical mirrors will be studied by examining paintings done by several masters which include images formed in mirrors.

In this lesson, the students will read a primary source document from Documenting the American South and examine a painting by Jacob Lawrence to illustrate the conditions of the underground railroad before the US Civil War. The students will create a painting and a narrative related to the underground railroad.

This collection uses primary sources to explore the Hudson River School. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

In this lesson, students analyze Jacob Lawrence'sThe Migration of the Negro Panel no. 57(1940-41), Helene Johnson's Harlem Renaissance poem"Sonnet to a Negro in Harlem"(1927), and Paul Laurence Dunbar's late-nineteenth-century poem"We Wear the Mask"(1896), considering how each work represents the life and changing roles of African Americans from the late nineteenth century to the Harlem Renaissance and The Great Migration.

This collection uses primary sources to explore Japanese American internment during World War II. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

Learn about the work of artist Roberto Juarez. Inspired by his memories of childhood, Juarez combines collage, painting, and printmaking to make large-scale artworks. In the related activity, students will work with these techniques to create their own mixed media piece. The video and discussion will take one class session. The art activity will take 3 or more class sessions.

More About This Resource
For more studio tours and other arts content from WMHT, visit AHA! A House for Arts. AHA! A House for Arts features the stories of artists, makers, and creative institutions right here in our backyard and across the country. A celebration of all things creative, AHA! features everything from the traditional to the innovative.

Students discover why Leonardo is considered the ultimate Renaissance man. They will learn about his famous notebooks, focusing upon his machines of motion, then zooming in on the flying machines.

Light painting is a creative activity that involves creating striking images and illusions using a camera, a light source, and a little practice. Light paintings may be literal representations or impressionistic, color-filled images. When the camera shutter is open (and the room is dark) the film or digital sensor acts like a blank canvas onto which learners "paint" with a flashlight.

This is a textbook meant for use within The Living Arts (FINE 101) -- Chapters include introductions to Painting, Sculpture, Architecture, Theatre, Music, and Dance.

Course Description: An interdisciplinary survey of human creative efforts as they relate to each other. The visual and performing arts are compared with similarities stressed.