This course asks students to consider the ways in which social theorists, institutional reformers, and political revolutionaries in the 17th through 19th centuries seized upon insights developed in the natural sciences and mathematics to change themselves and the society in which they lived. Students study trials, art, literature and music to understand developments in Europe and its colonies in these two centuries. Covers works by Newton, Locke, Voltaire, Rousseau, Marx, and Darwin.
Students apply the analytical skills that they use when reading literature to an exploration of the underlying meaning and symbolism in Hieronymous BoschŐs early Renaissance painting "Death and the Miser".
This class investigates the theory, method, and form of collage. It studies not only the historical precedents for collage and their physical attributes, but the psychology and process that plays a part in the making of them. The class was broken into three parts, changing scales and methods each time, to introduce and study the rigor by which decisions were made in relation to the collage. The class was less about the making of art than the study of the processes by which art is made.
Art resource and website links are provided within this resource. The document was submitted for sharing by art educator, Mickey Santy.
In this remixed lesson plan from “Art Show with the Masters” by Daniella Garran and Lisa Brizendine, students will research information on American Indian artists' lives and works. They will prepare works of art based on their understanding of the artists, their time and place in history (if applicable), and their works. Students then create an art show for to feature their artists and the artists' paintings/sculptures/artwork. Students, pretending to be artists, are interviewed on video alongside their artwork. This video will be shown as part of the exhibition.
Artists are often particularly keen observers and precise recorders of the physical conditions of the natural world. As a result, paintings can be good resources for learning about ecology. Teachers can use this lesson to examine with students the interrelationship of geography, natural resources, and climate and their effects on daily life. It also addresses the roles students can take in caring for the environment. Students will look at paintings that represent cool temperate, warm temperate, and tropical climates.
In this lesson students will: Identify natural resources found in particular geographic areas; Discuss ways in which climate, natural resources, and geography affect daily life; Apply critical-thinking skills to consider the various choices artists have made in their representations of the natural world; Make personal connections to the theme by discussing ways they can be environmental stewards; Identify natural resources found in particular geographic areas; Discuss ways in which climate, natural resources, and geography affect daily life; Apply critical-thinking skills to consider the various choices artists have made in their representations of the natural world; Make personal connections to the theme by discussing ways they can be environmental stewards.
This course serves as an introduction to the major artistic and architectural traditions of Ancient Egypt and the Ancient Near East. This course will explore how artifacts and monuments can be used to study the history and culture of the ancient world. It is divided into two units that chronologically focus on the art, architecture, and archaeology of each region. The first unit examines Ancient Egyptian tombs, monuments, and art from the Early Dynastic (c. 3100-2650 BCE) through the Roman (30 BCE- 4thcentury CE) periods. The second unit focuses on Ancient Near Eastern artistic and architectural traditions from the late Neolithic (c. 9500-4500 BCE) through the conquest of the Achaemenid Persian Empire (550-330 BCE) by Alexander the Great. Upon successful completion of this course, the student will be able to: Identify major ancient Egyptian and Near Eastern architectural sites, monuments, and works of art; Identify the general characteristics of ancient Egyptian and Near Eastern art and recognize the names and characteristics of the major art historical time periods of each region; Describe how art and architecture can be used to understand the politics, history, and culture of Ancient Egypt and the Near East; Explain ancient Egyptian and Near Eastern cosmology, conceptions of the afterlife, and kingship, as well as their relationship to architectural sites, monuments, and works of art. (Art History 201)
In this course, the student will study the art of Classical Antiquity. The different units of the course reflect the main chronological stages in art development in Ancient Greece and Rome, from the coming together of the Greek city-state and the emergence of ĺÎĺĺĺŤgeometric art (around 900 B.C.) to the fourth century A.D. shift that took place within Roman culture and art due to the growing influence of Christianity. Upon successful completion of this course, the student will be able to: Explain why ancient Greek and Roman art can be studied together as ĺÎĺĺĺŤthe art of Classical Antiquity; Trace the timeline of major events in Ancient Greece and Rome; Link important developments in the history of Ancient Greece and Rome to specific geographical contexts; Explain how important historical developments and social-historical contexts had an impact on artĺÎĺĺÎĺs evolution in Ancient Greece and Rome; Identify the important stylistic and technical developments of Ancient Greek and Roman art; Discuss important artworks, presenting relevant information on each workĺÎĺĺÎĺs historical context and constitution; Discuss important artists in terms of the style of their work. (Art History 202)
The visual narratives and abstractions of this preeminent African American artist explore the places where he lived and worked: the rural South, Pittsburgh, Harlem, and the Caribbean. Bearden's central themesŃreligion, jazz and blues, history, literature, and the realities of black lifeŃendured throughout his remarkable career in watercolors, oils, and especially collages and photomontages from the 1940s through the 1980s.
This program surveys two centuries of art and culture in the city now known as Tokyo. Ceramics, screens, textiles, prints, paintings, and armor are among the materials discussed.
" This course will study the question of Global Architecture from the point of view of producing a set of lectures on that subject. The course will be run in the form of a writing seminar, except that students will be asked to prepare for the final class an hour-long lecture for an undergraduate survey course. During the semester, students will study the debates about where to locate "the global" and do some comparative analysis of various textbooks. The topic of the final lecture will be worked on during the semester. For that lecture, students will be asked to identify the themes of the survey course, and hand in the bibliography and reading list for their lecture."
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.
This course is designed in the tightly controlled space between (national) security and (civil) liberty, student projects, guest presentations, readings and workshop discussions will attempt to develop positive answers to these questions. More specifically, the course will focus on the psychological, economical and political conditions of those who are marginalized and therefore deprived of parrhesia today: the silent victims and witnesses of any kind of social and cultural exclusions. "Parrhesia" was an Athenian right to frank and open speaking, the right that, like the First Amendment, demands a "fearless speaker" who must challenge political powers with criticism and unsolicited advice. Can designer and artist respond today to such a democratic call and demand? Is it possible to do so despite the (increasing) restrictions imposed on our liberties today? Can the designer or public artist operate as a proactive "parrhesiatic" agent and contribute to the protection, development and dissemination of "fearless speaking" in Public Space.
In this <1 hr course, you will learn how to use the Siftr mobile tool to create new "fieldwork" activity for your class. Fieldwork activities involve learners observing and documenting their world. Fieldwork activities include citizen science, citizen journalism, citizen ethnography and span both the physical and social sciences.
- Agriculture, Food and Natural Resources
- Business and Information Technology
- Health Science
- Environmental Literacy and Sustainability
- Art and Design
- Art History
- Performing and Visual Arts
- Environmental Science
- Social Studies
- Sociology and Anthropology
- World Cultures
- Material Type:
- Reference Material
- Teaching/Learning Strategy
- Field Day Lab
- Jim Mathews
- Date Added:
Students will be introduced to Chinese Circus Arts and San Francisco’s Circus Center. They will learn about the origins of Chinese acrobatics and circus arts, and be inspired to study China’s history, and explore how circuses differ across cultures. Students will engage in group oral discussion, hands-on individual and group projects, as well as critical reflection on personal expressions.
Students will learn the batik process using dyes from the plants they have collected. They will learn where Batik originated and the cultural ways of the Javanese people.
Students will present what they have learned about their plants, prayer, the Menominee language, and the traditional uses of plants by the Menominee people.
The "National Archives Experience: Digital Vaults" is a site that features digital items (mostly created or associated with the federal government) from the National Archives' extensive collection relating to United States history. The site provides interactive exercises and a tool to create posters, as well as slideshows with audio, captions, and multiple images.
Intended for middle, high school, and early college classes, this learning resource takes a multifaceted look at 19th-century painting in France, as well as at the culture that produced and is reflected by that art. Organized by region, it provides a quick glance at the setting, history, and cultural life of Paris, the ële-de-France, the mountain areas of Franche-Comt and Auvergne, Normandy, Brittany, and Provence as well as in-depth examinations of more than 50 works of art. The packetŐs classroom guide includes activities that bring the music, literature, politics, cuisine, and artistic strategies of 19th-century France to life. Recommended for social studies, history, French language, and art curricula.