Here are some ideas for having students create visual representations after exploring a topic:
- Word cloud/tag cloud: Students generate a word cloud using Tagxedo or other online tool to visualize key vocabulary from their exploration.
- Mind map: Students create a mind map by branching out from a central topic or idea to show connections and relationships between concepts.
- Comic strip: Students write a comic strip telling a story or depicting an event related to their topic.
- Infographic: Students design an infographic using graphics and minimal text to summarize important information about their topic.
- Timeline: Students create a timeline showing major events or developments in chronological order.
- Map: Students annotate or illustrate a
This discusses Creative form of writing and how it differs with Academic and Technical forms of writing. It also covers the important literary devices: Imagery and Figures of speech.
The Challenge to Write –Dangerous and Disruptive Words Janice K. Jones
PLACE Seminar: Faculty of Education, University of Cambridge 2014.
This seminar engages with emerging debates around the value and danger of writing as a creative experience, and what forms of writing are valued and supported within 21st century teaching and research. Janice brings together examples of the creative works and reflections written by pre-service teachers as novice authors over a three year period, and reflections on the experience of researchers as writers using qualitative methods in a climate of neo-positivism. She suggests that writing that is audacious, troubling and creative supports powerful thinking and has the power to disrupt our personal and professional habitus as artists, educators, and researchers.
Total 30 points maximum This field trip provides students with .docxturveycharlyn
Total: 30 points maximum
This field trip provides students with a visual experience of art in its present medium, rather than by slides or copies in books, etc. Students completing this field trip will explore the Museum of Contemporary Art in La Jolla and demonstrate the ability to express a critical analysis by addressing the following specific questions and taking personal notes on the exhibition.
Assignment (written paper format in paragraphs) Complete ALL parts in any order.
Part I – The Uses of Photography: Art, Politics and the Reinvention of a Medium (9/24/2016 – 1/2/2017)
The Uses of Photography examines a network of artists who were active in San Diego between the late 1960s and early 1980s and whose experiments with photography opened the medium to a profusion of new strategies and subjects. Working within the framework of conceptual art, these artists introduced urgent social issues and themes of everyday life with photographic works that took on hybrid forms, from books and postcards to video and text-and-image installations. Tracing a crucial history of photo-conceptual practice, The Uses of Photography focuses on an artistic community that formed in and around the University of California San Diego (UCSD), founded in 1960, and its visual arts department, founded in 1967.
1. Select three works of art in different media, such as photographic series, slide projection, video, audio recordings, artist’s books, installation or ephemeral (temporary) from three different artists. Remember to state each artist’s name, title, medium used and date.
2. Describe each selected work of art noticing the strongest visual elements, such as line, value (light & shadow), stopped time or kinetic, color, visual texture, etc. and/or principles of design, such as emphasis, rhythm, balance, unity & variety, scale or proportion. What makes each selected work of art effective?
3. What do you see as the social or political message of each selected work? Did the artist’s message prove to be true as time passed?
4. What symbolism or metaphors did your selected artist use to engage viewers?
Part II – Berkeley Protest Posters (9/24/2016 -1/2/2016)
1. Select two posters which you feel captures the mood of each decade of the 1960s and 1970s. Remember to state the artist’s name,
title, medium used and date.
2. Did you notice a poster which was appropriated? Explain the appropriation (as to the original idea and the new concept).
State the artist’s name, title, medium used and date. Research and state the original artist, title of work, medium and date.
3. Research Malaquias Montoya and his influence on the Berkeley Protest Posters of the 1970s. What did you find as important
contributions of Montoya and the poster movement itself?
Part III - Edwards Sculpture Garden
1. Venture into the outdoor sculpture garden (downstairs, facing the ocean).
2. Select two works of art. Remember to state the artist’s name, title of work, medium used and date, (fo ...
ART 1301, Art Appreciation I 1 Course Learning Outcom.docxaryan532920
ART 1301, Art Appreciation I 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Justify visual arts in relation to history and culture.
1.1 Explain public art’s functions.
1.2 Examine human creativity as an inherent trait that inspires the production of art.
3. Interpret artworks using the elements of design.
3.1 Define art as means of visual expression using different media and forms.
3.2 Contrast the ritual, social, and public functions of art.
3.3 Distinguish form and meaning in visual analysis.
5. Recognize an artwork or artist by style and time period.
5.1 Recall the type of art used in individual works.
Reading Assignment
Chapter 1:
The Nature of Art and Creativity
Chapter 2:
The Purposes and Functions of Art
Click here to access the Unit I Video.
Click here to access the transcript of the Unit I Video.
The below link contains an interactive audio that will explain the purpose of art:
Pearson (n.d.). The effects of good government [Audiovisual webpage]. Retrieved from
http://closerlook.pearsoncmg.com/view.php?type=closerlook&id=469
Click here to access the Closer Look video titled “The Effects of Good Government.”
Click here to access the video transcript.
Unit Lesson
Chapter 1: The Nature of Art and Creativity
What is art? Art is all around us. You might have a favorite painting hanging on a wall or even a favorite cup
that you use. The cup may seem like a bit of a stretch, but it is a form of art. It may be mass-produced, but
someone designed that cup. Everyday objects are designed with usability in mind; paintings on the wall are
meant to be visually appealing, and sometimes art is created just to make you think.
UNIT I STUDY GUIDE
What is Art, and How
Does it Function?
https://online.columbiasouthern.edu/CSU_Content/Courses/General_Studies/ART/ART1301/14B/UnitI_Video_CSU.MP4
https://online.columbiasouthern.edu/CSU_Content/Courses/General_Studies/ART/ART1301/14B/UnitI_VideoScript_CSU.pdf
http://closerlook.pearsoncmg.com/view.php?type=closerlook&id=469
https://online.columbiasouthern.edu/CSU_Content/courses/General_Studies/ART/ART1301/14B/UnitI_TheEffectsofGoodGovernmentTranscript.pdf
ART 1301, Art Appreciation I 2
UNIT x STUDY GUIDE
Title
For example, Janet Echelman’s Her Secret Is Patience (page 3 of your course textbook and in the above
image) is a mixed media work of art created from fiber, steel, and light. Commissioned for the city of Phoenix,
Arizona, this public work evokes the color and light of the surrounding desert landscape. Can you imagine the
planning, safety trials, paperwork, and handiwork that went into making this piece? Hearing the public
responses to the work reveals multiple interpretations depending on the viewer’s experience. How do you
view this work?
Individual likes and dislikes of art are similar to preferences and choices in everyday life such as those for
...
This discusses Creative form of writing and how it differs with Academic and Technical forms of writing. It also covers the important literary devices: Imagery and Figures of speech.
The Challenge to Write –Dangerous and Disruptive Words Janice K. Jones
PLACE Seminar: Faculty of Education, University of Cambridge 2014.
This seminar engages with emerging debates around the value and danger of writing as a creative experience, and what forms of writing are valued and supported within 21st century teaching and research. Janice brings together examples of the creative works and reflections written by pre-service teachers as novice authors over a three year period, and reflections on the experience of researchers as writers using qualitative methods in a climate of neo-positivism. She suggests that writing that is audacious, troubling and creative supports powerful thinking and has the power to disrupt our personal and professional habitus as artists, educators, and researchers.
Total 30 points maximum This field trip provides students with .docxturveycharlyn
Total: 30 points maximum
This field trip provides students with a visual experience of art in its present medium, rather than by slides or copies in books, etc. Students completing this field trip will explore the Museum of Contemporary Art in La Jolla and demonstrate the ability to express a critical analysis by addressing the following specific questions and taking personal notes on the exhibition.
Assignment (written paper format in paragraphs) Complete ALL parts in any order.
Part I – The Uses of Photography: Art, Politics and the Reinvention of a Medium (9/24/2016 – 1/2/2017)
The Uses of Photography examines a network of artists who were active in San Diego between the late 1960s and early 1980s and whose experiments with photography opened the medium to a profusion of new strategies and subjects. Working within the framework of conceptual art, these artists introduced urgent social issues and themes of everyday life with photographic works that took on hybrid forms, from books and postcards to video and text-and-image installations. Tracing a crucial history of photo-conceptual practice, The Uses of Photography focuses on an artistic community that formed in and around the University of California San Diego (UCSD), founded in 1960, and its visual arts department, founded in 1967.
1. Select three works of art in different media, such as photographic series, slide projection, video, audio recordings, artist’s books, installation or ephemeral (temporary) from three different artists. Remember to state each artist’s name, title, medium used and date.
2. Describe each selected work of art noticing the strongest visual elements, such as line, value (light & shadow), stopped time or kinetic, color, visual texture, etc. and/or principles of design, such as emphasis, rhythm, balance, unity & variety, scale or proportion. What makes each selected work of art effective?
3. What do you see as the social or political message of each selected work? Did the artist’s message prove to be true as time passed?
4. What symbolism or metaphors did your selected artist use to engage viewers?
Part II – Berkeley Protest Posters (9/24/2016 -1/2/2016)
1. Select two posters which you feel captures the mood of each decade of the 1960s and 1970s. Remember to state the artist’s name,
title, medium used and date.
2. Did you notice a poster which was appropriated? Explain the appropriation (as to the original idea and the new concept).
State the artist’s name, title, medium used and date. Research and state the original artist, title of work, medium and date.
3. Research Malaquias Montoya and his influence on the Berkeley Protest Posters of the 1970s. What did you find as important
contributions of Montoya and the poster movement itself?
Part III - Edwards Sculpture Garden
1. Venture into the outdoor sculpture garden (downstairs, facing the ocean).
2. Select two works of art. Remember to state the artist’s name, title of work, medium used and date, (fo ...
ART 1301, Art Appreciation I 1 Course Learning Outcom.docxaryan532920
ART 1301, Art Appreciation I 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Justify visual arts in relation to history and culture.
1.1 Explain public art’s functions.
1.2 Examine human creativity as an inherent trait that inspires the production of art.
3. Interpret artworks using the elements of design.
3.1 Define art as means of visual expression using different media and forms.
3.2 Contrast the ritual, social, and public functions of art.
3.3 Distinguish form and meaning in visual analysis.
5. Recognize an artwork or artist by style and time period.
5.1 Recall the type of art used in individual works.
Reading Assignment
Chapter 1:
The Nature of Art and Creativity
Chapter 2:
The Purposes and Functions of Art
Click here to access the Unit I Video.
Click here to access the transcript of the Unit I Video.
The below link contains an interactive audio that will explain the purpose of art:
Pearson (n.d.). The effects of good government [Audiovisual webpage]. Retrieved from
http://closerlook.pearsoncmg.com/view.php?type=closerlook&id=469
Click here to access the Closer Look video titled “The Effects of Good Government.”
Click here to access the video transcript.
Unit Lesson
Chapter 1: The Nature of Art and Creativity
What is art? Art is all around us. You might have a favorite painting hanging on a wall or even a favorite cup
that you use. The cup may seem like a bit of a stretch, but it is a form of art. It may be mass-produced, but
someone designed that cup. Everyday objects are designed with usability in mind; paintings on the wall are
meant to be visually appealing, and sometimes art is created just to make you think.
UNIT I STUDY GUIDE
What is Art, and How
Does it Function?
https://online.columbiasouthern.edu/CSU_Content/Courses/General_Studies/ART/ART1301/14B/UnitI_Video_CSU.MP4
https://online.columbiasouthern.edu/CSU_Content/Courses/General_Studies/ART/ART1301/14B/UnitI_VideoScript_CSU.pdf
http://closerlook.pearsoncmg.com/view.php?type=closerlook&id=469
https://online.columbiasouthern.edu/CSU_Content/courses/General_Studies/ART/ART1301/14B/UnitI_TheEffectsofGoodGovernmentTranscript.pdf
ART 1301, Art Appreciation I 2
UNIT x STUDY GUIDE
Title
For example, Janet Echelman’s Her Secret Is Patience (page 3 of your course textbook and in the above
image) is a mixed media work of art created from fiber, steel, and light. Commissioned for the city of Phoenix,
Arizona, this public work evokes the color and light of the surrounding desert landscape. Can you imagine the
planning, safety trials, paperwork, and handiwork that went into making this piece? Hearing the public
responses to the work reveals multiple interpretations depending on the viewer’s experience. How do you
view this work?
Individual likes and dislikes of art are similar to preferences and choices in everyday life such as those for
...
I’m supposed to visit a museum and write 4 pages about the art on .docxchristiandean12115
I’m supposed to visit a museum and write 4 pages about the art on it but I didn’t go
And here is the link to the museum so you can have some information:
http://www.mcasd.org/exhibitions/on-view
Name of the museum: Museum of Contemporary Art, San Diego Downtown (NOT La Jolla)
And now read the assignment below \
This field trip provides students with a visual experience of art in its present medium, rather than by slides or copies in books, etc. Students completing this field trip will explore the Museum of Contemporary Art in downtown San Diego and demonstrate the ability to express a critical analysis by addressing the following specific questions and taking personal notes on the exhibitions.
Assignment (written paper format in paragraphs) Complete ALL parts in any order.
Part I – Dimensions of Black: A Collaboration with the San Diego African American Museum of Fine Art (12/16/2016-4/30/2017) 1. Select three works of art in this exhibit which you feel address an experience about race, gender and/or sexuality?
Remember to state the artist’s name, title of work, medium used and date.
2. What message do you think each artist created in your three selected works of art? Do you personally relate to any of these
works of art? Why or why not?
Part II – Jennifer Steinkamp: Madame Curie (12/16/2016 – 8/20/2017)
1. An installation is a work of art which occupies an entire room. As a viewer you participate with the work of art in a different way
than viewing a painting on a wall or a sculpture on a pedestal. Describe the feeling you had when you entered this installation.
2. View the piece from a distance and also up close to the wall. Is there a different feeling and visual effect in this viewing process?
3. How does Steinkamp utilize visual elements, such as line, shape, color, time & motion, space and texture and principles of design,
such as scale, rhythm, emphasis, balance, unity & variety?
4. Can you personally connect or relate to Steinkamp’s work of art in its reference to nature?
Part III – Tristano di Robilant (12/16/2016 – 4/30/2017)
1. Find a list on the bench of titles to the works of art and the mediums used to create these pieces.
2. How might the title and/or its medium used aid in an understanding of these amorphous and fluid pieces?
3. Investigate the words in the title to discover a more meaningful understanding of the work of art.
4. Overall, what did you think of di Robilant’s unique style?
- continue -
**Provide a short introduction to your paper.
**In your conclusion, discuss your overall visit to this contemporary art museum. Do you feel these pieces qualify as fine art? How was your reaction to seeing works in person rather than from images seen on a computer screen, in class or in books? Would you recommend these exhibits to others? Why or why not?
.
Photography and Art (graded)1. In the 19th century, the camera w.docxmattjtoni51554
Photography and Art (graded)
1. In the 19th century, the camera was a revolutionary invention. Did the invention of the camera change the arts? Why or why not?
Is there a relationship between movements such as realism and impressionism and the camera?
Imagining a world without modern technology
2. The reason it's good to pay attention to the course objectives is that they tell you what goals for the student are most important to the institutions and teachers that create the class. Therefore, they present obvious clues as to what will be tested, and the priorities by which papers are graded.
This week is a great example. One of the course objectives covered this week is, "given a significant technological advance (such as the printing press or camera), assess the effects of the technical breakthrough on culture and art."
Imagine what people and cultures were like without photography, recorded music, television, film, music videos, or anything electronic whatever. Much of what we take for granted would seem absolutely miraculous to them. Also, the whole nature and use of the human imagination has changed significantly.
You may want to use considerations such as this in responding to this particular discussion question. Or, take it in your own direction.
3. This is probably the kind of thing that only a Humanities teacher would be interested in, but the history of the development of color media for humanity's creative use is really a quite fascinating one - involving charred wood from ancient fires, naturally occurring vs. manufactured pigments, finishing a painting quickly before plaster dries, and even an essential creative use for eggs. And of course, much more.
Technological advances in the arts are not a recent phenomenon. They have been going on since the beginning:
Writing (ancient Mesopotamia and Egypt)
The tuba and the organ (Classical Rome)
The printing press (the 15th Century - one big reason the Protestant Reformation succeeded after several failed starts in previous centuries)
The modern piano (the 18th Century - a big part of the great emotion of Romantic music, like Beethoven)
Electronics (Think for a moment about how your experience of the arts - music especially - is affected by relatively recent advances in electronics)
There could be a whole course in history studying just such things.
4. Realism and Impressionism (graded)
For this week's discussion, choose realism or impressionism as a basis for your posts and discuss how your choice is manifested in any area of the humanities (i.e., painting, sculpture, literature, music, etc.), and give an example from any discipline in the humanities to illustrate how realism or impressionism influenced the work of art. Please be sure to give an analysis of how the work of art was influenced by the movement.
Here we go again. We get to look at more highfalutin academic words: Realism and Impressionism.
B. As I wrote before, though it's OK when you look.
ARTS 1301 Art Appreciation Class North Lake College .docxssusera34210
ARTS 1301
Art Appreciation Class
North Lake College
Museum Critical Review Assignment and Worksheet
CRITICAL THINKING AND SOCIAL RESPONSIBILITY VALUE RUBRIC
I hope you are inspired by your visit. Please remember to not use a flash with your cameras. Ask
before taking a photo, and no CELL PHONE usage during your visits unless you are participating
in the media challenges at the museums (points program). Remember that all art is precious, so
stay 12 inches away from the art, walls and art cases, please. This assignment is designed to
meet both Communication and Social Responsibility Student Learning Objectives.
There are 2 parts to your Museum Critical Review assignment to be completed
after visiting one or more of the following museums*:
Dallas Museum of Art www.dma.org
Kimbell Art Museum www.kimbellart.org
Modern Art Museum of Fort Worth www.themodern.org
Amon Carter Museum of American Art www.cartermuseum.org
*Not all of the museums will have the diversity of time periods that you will need to complete the
assignment. You may have to visit more than one of the listed museums if you choose to go to one of the
more time or region specific museums. Your instructor may choose to allow only a few of these museums
to meet the assignment assessment.
Part 1. CRITICAL REVIEW of Favorite Artwork-- 75 Points
Don’t forget to find a favorite piece anywhere inside or outside of the museum. Collect the
information to complete the critical review later.
``````````````````````````````````````````````````````````
The purpose of this review is to critically interpret and evaluate a work of art. (ACGM guidelines, 2015).
Based on student attendance a museum exhibition in their community
A critical analysis with personal reflection that demonstrates comprehension of event.
The date, place and time of the event will be cited as a source material
A minimum of 300 words, typed double-paced 12 point font
Measured with objective standards of Creative Thinking VALUE rubric
This critical review should be a minimum of 300 words, typed double-spaced 12-point font. The
assignment will be submitted via eCampus as instructed.
1. Description of art object (100 words) up to 30% of points earned for assignment________
Write the name of the art work being discussed, the artist’s name, the date, time, name of museum,
size, description of the piece or composition, and the location. In the description, create a visual image
with words.
2. Analysis of the art object (100 words) up to 40% of points earned for assignment________
Based on the description provided in the introduction, analyze the artist’s intent or message within the
work of art. Provide notated research (inquiry) to further interpret the background of the artist and the
era in which it was created. The innovation and expression of ideas of the artist should be better
http://www.kimbellart.org/
http://www.themodern..
NCSS 2013 Differentiated Instruction: A Gateway to Success with the Common CoreSusan Santoli
Workshop presented at 2013 NCSS conference in St. Louis. Web sites, activities, resources to involve all students in successfully meeting Common Core standards.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A Survey of Techniques for Maximizing LLM Performance.pptx
SSCA Presentation 2013-Visual Arts and Visual Literacy: Gateways to the Common Core
1. Social Studies Council of Alabama
October 14, 2013
Susan Pitts Santoli, Ph.D.
ssantoli@southalabama.edu
PaigeVitulli, Ph.D.
pvitulli@southalabama.edu
University of South Alabama
1
2. Visual literacy is a set of abilities that enables an individual to
effectively find, interpret, evaluate, use, and create images and
visual media. Images and visual media may include
photographs, illustrations, drawings, maps, diagrams,
advertisements, and other visual messages and
representations, both still and moving.Visual literacy skills
equip a learner to understand and analyze the contextual,
cultural, ethical, aesthetic, and technical components involved
in the construction and use of images and visual media. A
visually literate individual is both a critical consumer of visual
media and a competent contributor to a body of shared
knowledge and culture.
~ from the Association of College and Research Libraries (ACRL)
http://acrlvislitstandards.wordpress.com/2010/08/06/working-
definition-of-visual-literacy/
2
3. Seeing and interpreting images is a vital part
of what it means to learn and know…in order
to support teaching multiple literacies,
students must be overtly taught to engage in
and critically reflect.
Crawford, S. Hicks D. and Doherty N., (2009).Worth theWAIT: Engaging
Social Studies students with art in a digital age. Social Education, 73(3),
136-139.
3
4. Studies done by Lynn O’Brien of Specific
Diagnostic Studies – students whose strongest
learning channel is auditory comprise less than
15% of the population. On the other hand,
students who comprise a visual learning style are
about 40% of the population…kinesthetic students
form around 45% of the population.”
Dickinson, D. (2002). Learning through the arts. Seattle,WA: New
Horizons for Learning. Retrieved from Http://www.newhorizons.org
4
5. Key words from standards:
Analyze
Interpret
Assess
Draw evidence
Use technology
Write arguments
Gather relevant
information
Present
Make use of visual media
Integrate
5
9. Elements of Art
Line
Shape & Form
Space
Color
Value
Texture
The ABCs of Art
http://www.awesomeartists.com/ART/
mTableOfContentsTheABCsOfArt.htm
The Artist's Toolkit
http://www.artsconnected.org/toolkit/in
dex.html
9
11. As a group, observe and describe
several different sections of an artwork.
One person identifies a specific
section of the artwork and describes
what he or she sees.
Another person elaborates on the
first person’s observations by adding
more detail about the section. A
third person elaborates further by
adding yet more detail, and a fourth
person adds yet more.
Observers: Only describe what you
see. Hold off giving your ideas about
the art until the last step of the
routine.
http://www.moma.org/explore/multi
media/audios/1/4
11
14. What details are present in the painting?What do
you feel is missing?
What would you like to ask the artist about the
painting?
What social class do the figures represent?What
supports your answer?
Explain whether or not you feel this was a formally
composed painting.
Extension: Daumier was in prison several times for
his political and social caricatures. He produced
nearly 4,000 for Parisian journals. Explain the
political events that were occurring in France from
the 1830s through the end of the century that
might have been subjects of Daumier’s political
satire. 14
16. Give an approximate date for the time period you think is
being depicted in this picture. On what details did you base
your decision?
What is the economic status of the family shown in the
picture? On what details did you base your opinion?
What are some things you might smell or hear in this picture?
What mood was the artist trying to convey when he painted
this picture, which was based on his childhood memories?
Extension:
The title of this painting is Christmas Morning Breakfast. What
is occurring here that might have been a tradition in this
family?What are some traditions that you have in your family
that center around holidays? 16
17. Students will provide “many, varied, and unusual” single words to describe
selected or assigned works of art. No repetition of words!
The words may be dictated and recorded by the teacher on Post-it Notes or
written by the students on Post-it Notes.
Students will stick Post-it Notes to the laminated artwork to for all to view,
respond to, and reflect upon.
More than one piece of artwork may be described at a time.
Students may be divided into teams for cooperative work and may compete
for the quantity and/or quality of responses.
Can also use the rapid fire feature of Inspiration.
17
19. Picturing America : Resource
from National Endowment for
the Humanities:
http://picturingamerica.neh.gov/index.php?sec=
home
Selma to Montgomery March
21. Describe what is observed in selected works of art.
Describe subject matter in works of art.
Describe elements of art and principles of design.
Observe, describe and identify features, similarities, and differences in
artwork.
Express feelings generated by a work of art.
Identify and describe the historical period/event being represented in the
artwork.
Compare art associated with various cultures.
Discriminate between actual and dramatic or romanticized portrayals of
persons or events.
Analyze various works of art for clues depicting time periods and places.
Use technology to investigate visual images.
21
22. Give a title to an artwork.Write why you would call it this.
If the artist were in the room, what questions would you ask him/her?
Write a letter to an artist, asking questions about the artwork.
Describe an abstract work of art in writing.
Look at a photograph or painting and write about the “sounds” you
might hear in the background.
Describe how a work of art reflects and differs from real life.
Tell what you think it would be like to live in this painting/drawing.
Write a conversation between characters seen in a work of art (or two
works of art).
Imagine an artist’s show has just opened; Write a press release or
review for a newspaper describing his/her artwork.
22
23. Look at a painting or poster, and then invent a history.Write something about how the
artist was feeling when it was painted, why the curator purchased this painting, or
something about the subject.
Write about three works of art you would purchase if price were no object.This is the
beginning of a personal art collection. Write about the choices.
Collect a variety of reproductions from various historical periods (post cards, art memo
cards, calendar prints, etc…). Students are provided with a random group of
reproductions and assigned a specific historical period. Students trade with one
another to obtain works representative of their assigned period. When the collections
are complete, students arrange works and as the “curators,” and describe the show for
a potential audience.
Groups find several works of art that are based on a myth, historical event, or person,
and then write about the events or people that inspired the works of art.
23
25. Integrating Social Studies and theVisual Arts
Observation vs. Interpretation
Dividing up the artwork
5W’s and an H:
Who,What,When, Where, Why, How
MatchingText and an Image
http://americanart.si.edu/education/pdf/learning_to_look.
pdf
26. First, the name. We owe the name "Photography" to Sir John Herschel , who first
used the term in 1839, the year the photographic process became public. The word is
derived from the Greek words for light and writing.
There are two distinct scientific processes that combine to make photography
possible. It is somewhat surprising that photography was not invented earlier than the
1830s, because these processes had been known for quite some time. It was not until
the two distinct scientific processes had been put together that photography came into
being.
The first of these processes was optical. The Camera Obscura (dark room) had been
in existence for at least four hundred years. There is a drawing, dated 1519, of a
Camera Obscura by Leonardo da Vinci; about this same period its use as an aid to
drawing was being advocated.
The second process was chemical. For hundreds of years before photography was
invented, people had been aware, for example, that some colors are bleached in the
sun, but they had made little distinction between heat, air and light.
26
27. Additional Resources
History of PhotographyTimeline
http://www.photo.net/history/timeline
The American Museum of Photography
http://www.photography-museum.com/
History of Photography and the Camera
http://inventors.about.com/library/inventors/blphotography.htm
History of Photography
http://www.azuswebworks.com/photography/history.html
Photograph Analysis Sheet
http://www.archives.gov/education/lessons/worksheets/photo.html
27
28. 28
Beginning, Middle,
End?
~If this artwork is
the beginning of a story,
what might happen
next?
~If it this artwork is
the middle of a story,
what might have
happened before?
What might be about to
happen?
~If this artwork is
the end of a story, what
might the story be?
~Use your imagination
http://usaeyesonireland.blogspot.ie/2012/10/the-meeting-on-turret-
stairs.html
http://usaeyesonireland.blogspot.com/2012/10/we-finally-viewed-
original.html
31. This project is an opportunity for you to express your creativity while researching some
aspect of the culture, politics or economy of World War and Its Aftermath. It covers
the years 1914-1929. You may make some references to the war, but do not
make that the primary focus of your book. Instead focus on the home front and
the period of the 1920s. We viewed a primary document titled, ABCs for Baby
Patriots, a story book for British children that glorified the British Empire. Your
assignment is to produce a similar ABC book focusing on this era. Have fun
with this. Let your imagination run wild!
Specifics:
Your book may be a hard copy or in digital format
You must select an aspect of European life or a particular country as a focus
for the book
You must have one page per letter of the alphabet.
There must be at least one visual on the page for each letter.
Your book must have a cover with the title and your name as author.
Your book must be attractive and free of spelling and grammar errors.
Additional points may be earned for rhyming, original art work, special
effects, or especially creative additions to be the basis book format.
Your book is due to theT drive if digital, or in hard copy, at the beginning of
class onThursday, April 1, 2010. 31
33. Use 10 x 2 process
Look at image quietly for 30 seconds
List 10 words or phrases that come to mind
Repeat
Headlines for any work of art or visual image
If you were to write a headline that captures the
most important aspect that should be remembered,
what would the headline be?
33
34. 34
"The Old Grass Road, Kinsale" 1925 Oil, 18 x 24 ins
Geography and Art
from Project Zero
35. 35
Looking Down Yosemite Valley, California - Albert Bierstadt
Geography and Art
from Project Zero
37. 37
Geography and Art
from Project Zero
What landforms can you
identify?
What would it be like to
walk through this picture?
What would you see and
hear?
What would the weather be
like in this picture?
39. Find an image from each of the panels and
write what you see.
Discuss as a class or in student groups.
Tell students that the painting imaginatively
depicts a real event and ask if they know what
it may be. If they say “Black Death,” ask them
some things they know or believe they know
about the plague.
After studying the Black Death, use the
painting again and ask students how the
painting relates to what they’ve learned
and what questions they still have about the
Black Death or the painting.
39
42. Symbols Introduction
Summer Cartoon
Cartoon Analysis Worksheets can guide student
analysis
National Archives and Records Administration
http://www.archives.gov/education/lessons/worksheets/ca
rtoon_analysis_worksheet.pdf
Editorial CartoonAnalysis
http://politicalcartoonanalysis.wikispaces.com/Analysis+To
ol
42
43. It’s No Laughing Matter (LOC)
http://www.loc.gov/teachers/classroommaterials
/presentationsandactivities/activities/political-
cartoon/
Interpreting Political Cartoons in a History Class
http://teachinghistory.org/teaching-
materials/teaching-guides/21733
Zoom In Inquiry
http://www.youtube.com/watch?v=BDjzeS6jZqY
44. The Political Dr. Seuss
http://tfaoi.com/aa/1aa/1aa291.htm
Harper’sWeekly http://www.harpweek.com
45. American Political History Online
http://tigger.uic.edu/~rjensen/pol-gl.htm
British Cartoon Archive
http://www.cartoons.ac.uk/
Daryl Cagle’s Professional Cartoonists Index
http://cagle.com
47. 47
Students are in pairs or threes
Each group receives a primary source which is numbered
Each group answers these basic questions regarding the source:
• What are you viewing?
• What message does it contain about western expansion in the
1800s?
At end of 4-5 minutes, each group passes its primary source to
another group, receives another source and answers the same
questions for the new source
52. 52
John McCarthy, photographer. John Bakken Sod House, Milton, ND, c
1895. NDSU Institute for Regional Studies. Reproduction Number
120mm-0144 copy neg. 2029.061
53. 53
After all items are viewed, students are asked to complete the following
questions:
Did you find any conflicting messages?
Why do you think these occurred?
If you were summarizing, in one sentence, what westward expansion
was like, what would you say?
Extend assignment by having students read the Homestead Act,
examine homestead applications, design their own ad encouraging or
discouraging settlers from moving west.
55. Tagxedo
http://www.tagxedo.com/
Tagxedo turns words -- famous speeches, news articles, slogans and even themes, -- into a visually
stunning word cloud, words individually sized appropriately to highlight the frequencies of occurrence
within the body of text.
Wordle:
http://www.wordle.net/
Word Clouds for Kids
http://www.abcya.com/word_clouds.htm
ABCya! word clouds for kids! A word cloud is graphical representation of words allowing for creativity,
expression and imagination beyond that of lists or graphic organizers. This application was designed
specifically for primary grade children. The navigation and controls are simple and easy to learn. Saving
and printing a word cloud is only one click away!
Neoformix
http://www.neoformix.com/index.html
Discovering and illustrating patterns in data
55
59. The Official Blog ofTagxedo - 101Ways to Use
Tagxedo
http://blog.tagxedo.com/101-ways-to-use-tagxedo-
completed
TheWhiteboard Blog
Word Cloud Makers forTeachers
http://www.whiteboardblog.co.uk/2011/09/8-word-
cloud-makers-for-teachers/
59
60. 60
Student Created Newspapers:
Civil War Newspaper Lesson Plan
http://www.civilwar.org/education/teachers/lesson-plans/civil-war-
newspaper-lesson-plan/creating-a-civil-war.html
Lesson Plan for a French Revolution Newspaper
http://curriculalessons.suite101.com/article.cfm/lesson-plan-for-a-french-
revolution-newspaper
Colonial Newspaper http://www.pghs.org/library/colonial_newspaper.htm
65. Masks
http://ignca.nic.in/mask.htm
Another Face: Masks around theWorld
http://gallery.sjsu.edu/masks/menu.html
Mexican Masks
http://www.mexicanmasks.us/
The Art of the African Mask
http://cti.itc.virginia.edu/~bcr/African_Mask.html
MasksTheme Page
http://www.cln.org/themes/masks.html
Mask Examples at ArtTalk
http://arttalk.wetpaint.com/page/Mask-Making
65
66. ”It is unclear exactly when humans first starting using masks,
but there is evidence of them even in prehistoric cave art.
There are numerous styles of masks around the world, and
they are used for a variety of purposes. Most began with a
religious, ritualistic, and/or social purpose. Some masks are
considered to be alive and possess great power, whereas
others may mark a rite of passage, such as that from childhood
to adulthood. Some funerary masks are used to help the spirit
find the correct body, and others are meant to keep the spirit
from possessing the body. In contemporary western society,
masks are commonly used in role playing for theatrical or
holiday festivities. The purposes of masks are numerous, but
the human need for them is perhaps universal.”
From:University of Missouri-Columbia Museum of Anthropology
66
67. 67
Visual Arts, Social Studies, and
LanguageArts Integration
PaigeVitulli, Ph.D.
pvitulli@southalabama.edu
69. Art at the HeART of
Social StudiesWIKI
http://artandsocialstudi
es.wetpaint.com/
Vitulli & Santoli:
Eyes on Ireland
http://usaeyesonirelan
d.blogspot.com/
69
73. National Archives and Records
Administration
http://archives.gov/education
Library of Congress
http://www.loc.gov/teachers/
Smithsonian
http://www.smithsonianeducation.or
g/educators/index.html
73
80. More Image Resources
Google Image: http://images.google.com/
Images, Clip Art, Pictures, Image Search, News
Photo Galleries:
www.libraryspot.com/images.htm
Life Magazine: http://www.life.com/
Online Image Resources:
http://copyright.columbia.edu/copyright/special-
topics/art-and-other-images/online-image-
resources/
25,000 Images of Art that you can re-use for free:
http://www.freetech4teachers.com/2013/06/25000-
images-of-art-that-you-can-re-use.html
80
82. Vitulli, P., Santoli, S. P., Fresne, J. (2013). Arts in Education: Professional development
integrating the arts and collaborating with schools and community. International Journal
of Pedagogies and Learning, 8(1), 45-52.
Santoli, S. P.,Vitulli, P. (2013). Picture this:The integration of social studies and visual
arts. InT. Lintner (Ed.), Integrative strategies for the k-12 social studies classroom.
Charlotte, NC: Information Age Publishing. www.infoagepub.com/products/Integrative-
Strategies-for-the-K-12-Social-Studies-Classroom
Vitulli, P., Santoli, S. P. (2013).Visual arts and social studies: Powerful partners in
promoting critical thinking skills. Social Studies Research and Practice, 8(1), 18 pages.
www.socstrpr.org
Santoli, S. P.,Vitulli, P. (2012). Examining the 1963 March on Washington for Jobs and
Freedom through primary sources. Black History Bulletin/Association for the Study of
African American Life and History, 75(2), 7-15. www.asalh.org/bhb.html
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