ALEX Resources

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Learning Activities (1) Building blocks of a lesson plan that include before, during, and after strategies to actively engage students in learning a concept or skill. Classroom Resources (2)

ALEX Learning Activities  
   View Standards     Standard(s): [ARTS] VISA (3) 15 :
15) Recognize that responses to art change depending on knowledge of the time and place in which it was made and on life experiences.

[ELA2021] (3) 22 :
22. Describe literary elements within a story, including setting, plot, characters, and themes.

a. Describe in detail the characters' behavior, emotions, and traits and explain how their actions influence events in the story.

b. Explain how the characters' actions and dialogue contribute to the meaning of the story.

c. Identify the central message, theme, or moral in a story, including myths, fables, and folktales, and explain the meaning conveyed in the passage.

d. Compare and contrast the themes, settings, and plots from two texts.
[ARTS] VISA (3) 1 :
1) Elaborate on an individual or prompted imaginative idea.

Examples: Create an imaginative mask showing his/her personality.
Look at masks from different cultures such as Chinese, African and Native American.

Subject: Arts Education (3), English Language Arts (3)
Title: Henri Rousseau Jungle Art
Description:

Students will read Michelle Markel's picture book, The Fantastic Jungles of Henri Rousseau. Students will discuss the main character of the book, Henri Rousseau. Students will discuss how people's reactions to his artwork have changed over time. Students will create an individual imagined jungle word list to be used as a prompt for a jungle drawing. They will elaborate on their individual imagined jungle word list by creating a jungle drawing that contains a subject and background.

This activity was created as a result of the Arts COS Resource Development Summit.



ALEX Learning Activities: 1

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ALEX Classroom Resources  
   View Standards     Standard(s): [ARTS] VISA (3) 15 :
15) Recognize that responses to art change depending on knowledge of the time and place in which it was made and on life experiences.

[ARTS] VISA (4) 15 :
15) Through observation, infer information about time, place, and culture in which a work of art was created.

Example: Look at the statue of Vulcan in Birmingham and talk about its relationship to history of the city.

[ARTS] VISA (5) 15 :
15) Identify how works of art/design are used to inform or change beliefs, values, or behaviors of an individual or society.

Examples: Discuss how political cartoons can influence a person's view.

Subject: Arts Education (3 - 5)
Title: Fantastical Beasts
URL: http://www.getty.edu/education/teachers/classroom_resources/curricula/arts_lang_arts/a_la_lesson35.html
Description:

Students will compare life in the Middle Ages to present day.  They will analyze illuminated manuscripts and bestiaries.  They will identify complementary colors on a color wheel.  They will sketch an imagined fantastical beast.  They will use colored pencils and pastels to illustrate their beasts. 


   View Standards     Standard(s): [ARTS] VISA (0) 12 :
12) Interpret art by identifying subject matter and describing relevant details.

Example: Answer questions such as, "What do you see?" or "How does this art make you feel?"

[ARTS] VISA (1) 10 :
10) Select and describe works of art that illustrate daily life experiences.

[ARTS] VISA (1) 11 :
11) Compare and/or contrast similar images, subjects, or themes.

Examples: Compare Leonardo DaVinci's Mona Lisa with Johannes Vermeer's The Girl with the Pearl Earring.

[ARTS] VISA (2) 15 :
15) Compare and contrast cultural uses of artwork from different times and places.

Example: Australian Aboriginal dot paintings and Plains Indians pictographs.

[ARTS] VISA (3) 15 :
15) Recognize that responses to art change depending on knowledge of the time and place in which it was made and on life experiences.

[ARTS] VISA (4) 15 :
15) Through observation, infer information about time, place, and culture in which a work of art was created.

Example: Look at the statue of Vulcan in Birmingham and talk about its relationship to history of the city.

[ARTS] VISA (5) 12 :
12) Interpret art by analyzing visual qualities and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.

Subject: Arts Education (K - 5)
Title: Comparing Past and Present
URL: https://philamuseum.org/doc_downloads/education/lessonPlans/11704_EDU_Lesson-Plan_MAY-2018_050118.pdf
Description:

Students will compare and contrast pieces of artwork that depict life in the past with modern-day objects. They can work as a class or in small groups. 


ALEX Classroom Resources: 2

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