This document outlines a lesson plan for high school art students where they take on the role of art thieves planning a heist. Students are placed into groups and must select 5 works of art to research, finding information on the artwork's history, current location, and justification for choosing it. They compile this into a presentation folder and present their findings to the class. The teacher provides guidance and ensures proper internet usage throughout the project.
Creating food sculptures for primary art classes. Meet Claes Oldenburg and the Pop Art movement that took over the world. This simple presentation is for young artists to identify the world of sculpting with everyday items, like food.
Creating food sculptures for primary art classes. Meet Claes Oldenburg and the Pop Art movement that took over the world. This simple presentation is for young artists to identify the world of sculpting with everyday items, like food.
1 ART 101 FORM AND IDEA MUSEUM ES.docxmayank272369
1
ART 101:
FORM AND IDEA
MUSEUM ESSAY
All students will be required to visit the Tampa Museum of Art, the St. Petersburg Museum of Fine Arts, the
Dali Museum in St. Petersburg, or the Ringling Museum of Art in Sarasota. Students will write a minimum
1500 word research paper (approx. 5 pages in length) based on one artwork of their choosing from the
museum to investigate in further detail. The completed paper is due at the beginning of class on the assigned
due date (see course syllabus for deadlines).
This assignment will require students to a thoughtful analysis based on accepted research as well as your own
developed point of view. Completed essays will be sustained thesis-driven interpretations of a single artwork
based on scholarly research (three sources minimum are required).
When selecting your artwork, pick the one that appeals to you and that you want to further examine. (Keep in
mind that you may want to select an object that has already had significant scholarly research within art
history.) A brief visual analysis of the selected artwork will ultimately support your thesis and lend credence to
your research. Meaning, your discussion of the artist’s selection and use of the visual elements and principles
of design should connect to your broader knowledge of style and pictorial culture, as we have discussed them
in class lecture. Your analysis should also move from description to interpretation as it relates to your central
argument – i.e., the particular qualities of the medium (ceramic, sculpture, painting, etc.) and how this relates
to the artist’s content or culture; how the visual elements found in the artwork reflect (or were affected by)
important cultural values found in the society in which it was made; how the work confronts the human
condition or experience of its culture; the expressive significance of formal elements, spatial design, or motifs
and their interaction; or how the artist has used visual elements to communicate a particular
message/experience to his/her viewers.
MUSEUM INFORMATION
For more information on the Tampa Museum of Art, its location, hours of operation and collections, please see
its website: http://tampamuseum.org. College student admission (with ID) is FREE, or Pay-as-you-will
admission on Fridays between 4–8 PM.
For more information on the St. Petersburg Museum of Fine Arts, its location, hours of operation and
collections, please see its website: http://www.fine-arts.org. Regular student admission (with ID) is $10, and
$5 after 5:00 PM on Thursdays.
For more information on the Salvador Dali Museum, its location, hours of operation and collections, please
see its website: http://thedali.org. Regular student admission (with ID) is $15 and is $10 after 5:00 PM on
Thursdays. Note: on-site parking at the Dali costs $10, but is within walk-able distance of downtown parking.
For more information on the Ringling Museum of Arts, its l ...
Students, please view the Submit a Clickable Rubric Assignment.docxrafbolet0
Students
, please view the "Submit a Clickable Rubric Assignment" in the Student Center.
Instructors
, training on how to grade is within the Instructor Center.
Assignment 3: Cultural Activity Report
Due Week 10 and worth 100 points
As a way of experiencing the Humanities beyond your classroom, computer, and textbook, you are asked to do a certain type of “cultural activity” that fits well with our course and then report on your experience. Your instructor will require you to propose an activity and get instructor approval before you do it and report on it (students should look for any instructions in that respect). Every effort should be made to ensure that this is a hands-on experience (not a virtual one), that this activity fits the HUM 111 class well, and that the activity is of sufficient quality for this university course. The two (2) key types of activities are a museum visit or a performance.
Note:
This must not be a report on the same activity (and certainly not the same report) as done for another class, like HUM 112. For instance, one might go to the same museum as done for HUM 112, but this HUM 111 report will focus on entirely different works and displays.
Visit a museum or gallery exhibition or attend a theater or musical performance before the end of Week 10. The activity (museum or performance) should have content that fits our course well. Have fun doing this.
Write a two to three (2-3) page report (500-750 words) that describes your experience.
Clearly identify the event location, date attended, the attendees, and your initial reaction upon arriving at the event.
Provide specific information and a description of at least two (2)
pieces
(e.g., art, exhibits, music, etc.).
Provide a summary of the event and describe your overall reaction after attending the event.
Use at least the class text as a reference (additional sources are fine, not necessary unless required by your content). Your report should include connections you make between things observed in your activity and things learned in the course and text.
Note:
Submit your cultural activity choice to the instructor for approval before the end of Week 5 (earlier is even better). Look for guidance from the instructor for how or where to make your proposal. You may also seek advice from your instructor (provide your town/state or zip code) for a good activity in your general area.
Visiting a Museum
It makes sense to approach a museum the way a seasoned traveler approaches visiting a city for the first time. Find out what there is available to see. In the museum, find out what sort of exhibitions are currently housed in the museum and start with the exhibits that interest you.
If there is a travelling exhibition, it’s always a good idea to see it while you have the chance. Then, if you have time, you can look at other things in the museum.
Every effort should be made ahead of time to identify a museum that has items and works one can easily connect to our HUM 111 clas.
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How to get verified on Coinbase Account?_.docxBuy bitget
t's important to note that buying verified Coinbase accounts is not recommended and may violate Coinbase's terms of service. Instead of searching to "buy verified Coinbase accounts," follow the proper steps to verify your own account to ensure compliance and security.
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Turin Startup Ecosystem 2024 - Ricerca sulle Startup e il Sistema dell'Innov...Quotidiano Piemontese
Turin Startup Ecosystem 2024
Una ricerca de il Club degli Investitori, in collaborazione con ToTeM Torino Tech Map e con il supporto della ESCP Business School e di Growth Capital
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Webquest Art Thief
1. Art Thief! Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Designed by Benjamin Worrell [email_address] Based on a template from The WebQuest Page A webQuest for high school
2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You are an art thief ! Many of the works of art in the world today are incredibly expensive, some are even priceless, so it is up to you to take the easy way out and plan a heist to liberate these masterpieces from the tyrannical big business which holds them captive and only allows them to be seen for a reasonable price of admission. But we cannot simply rush in and take what we please, a good art thief knows that a serious amount of time should be spent in planning for such a heist. You must first decide on the specific works of art you wish to liberate, then find their locations, their size and dimensions, their media, and their historical significance. You also will need to find out as much as you can about the museums in which they are being held captive. Information is key! The art thief must be cool, cunning, and possess a sharp wit! Are you up to the challenge?
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5. Evaluation: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Quality of Information Student acquires a low level of pertinent and quality information on selected works of art. Student acquires a moderate level of pertinent and quality information on selected works of art. Student acquires a moderately high level of pertinent and quality information on selected works of art. Student acquires a high level of pertinent and quality information on selected works of art. Number of Artworks Student presents research on less than THREE works of art. Student presents research on THREE works of art. Student presents research on FOUR works of art. Student presents research on FIVE different works of art. Presentation of information Little information (less than 79%) is presented in an organized, easily read, and interesting manner. Some information (79-88%) is presented in an organized, easily read, and interesting manner. Most information (89-99%) is presented in an organized, easily read, and interesting manner. All information is presented in an organized, easily read, and interesting manner. Group work/use of tools Some students in a group are not sharing responsibility and the internet is not used in a mature, responsible manner. Some students in a group contribute slightly more to finished products than others, and the internet is mostly used in a mature, responsible manner. Some students in a group contribute slightly more to finished products than others, and the internet is used in a mature, responsible manner. All students in a group contribute equally to finished product and the internet is used in a mature, responsible manner. Classroom behavior All students in a group are on task and working for very little of the class period. All students in a group are on task and working for some of the class period. All students in a group are on task and working for the majority of the class period. All students in a group are on task and working for the entire class period.
6. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Congratulations! You are now more than prepared for your exciting adventure into the world as an art thief. There is one issue which you may not have been aware of at the very beginning of this information-gathering experience: stealing art is illegal. Yikes! I know! It is a shame, but it looks like the planning stages of this project are about all we can safely complete without fear of incarceration for 10-20 years. This small setback aside, over the course of this fact-finding adventure you have acquired invaluable knowledge related to art history and the various art museums located all over the world. Do not be discouraged, for this knowledge will serve you well in further understanding the artists and works of art which make our world such a rich and wonderful place to live!
7. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Images: jasharawan.com/images/blogimages/thief.jpg www.popartuk.com ipkitten.blogspot.com You may visit The WebQuest Page and The WebQuest Slideshare Group to create your own webquest!
8. ART THIEF! [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 12th Grade Art Designed by Benjamin Worrell [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion
9. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson originated as an idea for a means of getting art students to consider the entire history of a specific work of art in a fun and innovative manner. I want students to be able to talk about a work of art by taking into consideration not just the media or artist but also the historical significance of the work. I feel art students should be able to discuss a work of art’s journey throughout time all the way to the present, its patronage, auction cost, etc. The students must be able to answer the question: What is so special about this work of art? In this lesson, students will be required to assume the role of an “art thief.” They will be asked to select five works of art from a teacher-generated list to research. Because an art thief would only desire the most precious and interesting works of art for his own private collection, students will be required to research the when, where, why, and how of each specific work of art. In the end, they will need to justify their decision to “steal” that particular work of art over all others based upon historical facts found online. Additionally, students will need to provide information on where and how the work has been displayed in the past as well as its current location. In essence, the students will become experts on five works of art and will be able to present that information in an organized fashion. Evaluation Teacher Script Conclusion
10. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is designed for 11 th and 12 th grade art students. The lesson will anchor the art history portion of an upper level general arts course. The lesson will rely heavily on research and critical thinking skills of students, as well as allow students to become familiar with several works of art on a more intimate level than usual. Students will need to possess basic computer literacy as this assignment will rely heavily on internet usage and word processing. Students should also be required to take a basic internet safety course as they will be using a search engine to locate their specific works of art. Because this assignment is designed for older high school students, proper use of the internet can be regulated fairly easily by the teacher. Evaluation Teacher Script Conclusion
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13. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Because all research and production will take place on a computer, the only real resources the teacher will need to provide for students will be a computer with internet access for each group of students. If computers are few, then it would be appropriate to place students into larger groups. One teacher will be more than enough to facilitate this project and to enure that the internet is being used in a mature, responsible manner. The teacher will need to research specific websites for his or her own artwork list for this assignment, but for the example listed under process the following websites may be used: - http://www.louvre.fr/llv/commun/home.jsp?bmLocale=en - http://www.nationalgallery.org.uk/about/contact.htm - http://www.guggenheim.org/ The teacher may or may not choose to make this website list available at the beginning of the assignment depending on the level of research he or she wants the students to achieve. Evaluation Teacher Script Conclusion
14. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Quality of Information Student acquires a low level of pertinent and quality information on selected works of art. Student acquires a moderate level of pertinent and quality information on selected works of art. Student acquires a moderately high level of pertinent and quality information on selected works of art. Student acquires a high level of pertinent and quality information on selected works of art. Number of Artworks Student presents research on less than THREE works of art. Student presents research on THREE works of art. Student presents research on FOUR works of art. Student presents research on FIVE different works of art. Presentation of information Little information (less than 79%) is presented in an organized, easily read, and interesting manner. Some information (79-88%) is presented in an organized, easily read, and interesting manner. Most information (89-99%) is presented in an organized, easily read, and interesting manner. All information is presented in an organized, easily read, and interesting manner. Group work/use of tools Some students in a group are not sharing responsibility and the internet is not used in a mature, responsible manner. Some students in a group contribute slightly more to finished products than others, and the internet is mostly used in a mature, responsible manner. Some students in a group contribute slightly more to finished products than others, and the internet is used in a mature, responsible manner. All students in a group contribute equally to finished product and the internet is used in a mature, responsible manner. Classroom behavior All students in a group are on task and working for very little of the class period. All students in a group are on task and working for some of the class period. All students in a group are on task and working for the majority of the class period. All students in a group are on task and working for the entire class period.
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16. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This assignment should have provided a fun and inventive means for students to study art history and gain new perspectives on several famous works of art. The assignment is great for a single class period or an extended period of time, and the teacher is not required to possess any specific skills other than basic internet usage. Students should be able to become involved in the process due to the interesting subject matter, but the concept of tracking a specific work of art from inception to modern day is a highly worthwhile artistic enterprise and will benefit every student who does it. Some teacher may want to slightly alter the concept of this particular assignment should he or she fear parental retribution because of the “stealing.” However, if the teacher approaches the concept in a humorous and tongue-in-cheek manner, this should not be much of a problem. I hope your students enjoy the process and that they have gained a deeper understanding of the study of art history. Evaluation Teacher Script Conclusion
17. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Images: www.bitsonline.net/.../picasso_blue_guitar.jpg http://avline.abacusline.co.uk/pictures/jpeg/pics/mona.jpg http://www.ibiblio.org/wm/paint/auth/munch/munch.scream.jpg Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials. Evaluation Teacher Script Conclusion