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 (4)

ALEX Learning Activities  
   View Standards     Standard(s): [ARTS] VISA (4) 11 :
11) Analyze components in visual imagery that convey meanings and messages.

Example: What is the meaning of Edvard Munch's The Scream?

[ARTS] VISA (4) 13 :
13) Apply one criterion from elements or principles of design to evaluate more than one work of art/design.

Example: Discuss how students' outcomes are different even though they used the same criteria.

[ELA2021] (4) 20 :
20. Use details and examples from a text to indicate what the text explicitly states.

a. Interpret facts from an informational article, using details and examples from the text to explain the interpretation.

b. List the main questions answered by an informational article.

c. Categorize statements in an article or other informational text as fact or opinion and give reasons for each choice.

d. Explain the differences between primary and secondary sources, giving examples from texts.
Subject: Arts Education (4), English Language Arts (4)
Title: Portraying Emotional Messages Through Visual Art
Description:

Students will read an article on Edvard Munch’s painting The Scream.The class will discuss the message Edvard Munch was trying to convey. The students will then be given an emotion to portray in a painting or sketch. The class will discuss which emotion each work of art conveys.

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) 12 :
12) Interpret art by analyzing use of media to create subject matter, visual qualities, and mood/feeling.

Example: Discuss the differences between Meret Oppenheim's Object and an everyday cup.

[ARTS] VISA (4) 13 :
13) Apply one criterion from elements or principles of design to evaluate more than one work of art/design.

Example: Discuss how students' outcomes are different even though they used the same criteria.

[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 (3 - 5)
Title: Artful Thinking: Color, Shape, Line, Creative Comparisons
URL: https://philamuseum.org/doc_downloads/education/lessonPlans/Artful_Thinking_%20Color_Shape_Line_and_Creative_Comparisons.pdf
Description:

Students will analyze a piece of artwork and identify the colors, shapes, lines, and mood.  They will complete a Creative Comparisons Worksheet (included in the lesson).  


   View Standards     Standard(s): [ARTS] VISA (4) 12 :
12) Interpret art by referring to contextual information and analyzing relevant subject matter, visual qualities, and use of media.

Example: Emanuel Leutze's Washington Crossing the Delaware River in 1776 and its relevance to the Revolutionary War.

[ARTS] VISA (4) 13 :
13) Apply one criterion from elements or principles of design to evaluate more than one work of art/design.

Example: Discuss how students' outcomes are different even though they used the same criteria.

[ARTS] VISA (5) 10 :
10) Compare one's interpretation of a work of art with the interpretation of others.

[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 (4 - 5)
Title: Artful Thinking: Ten Times Two
URL: https://philamuseum.org/doc_downloads/education/lessonPlans/13136_EDU_Lesson-plan_OCT-2019_Ten-Times-Two_093019.pdf
Description:

Students will analyze a piece of artwork using the ten times two method.  They will compile a list of ten items they notice.  The class will discuss the lists.  Then, the students will create another list of ten items they notice about the artwork. In pairs, the students will analyze the similarities and differences between the two lists. 


   View Standards     Standard(s): [ARTS] VISA (4) 13 :
13) Apply one criterion from elements or principles of design to evaluate more than one work of art/design.

Example: Discuss how students' outcomes are different even though they used the same criteria.

[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 (4 - 5)
Title: Line, Color, Space, Light, and Shape: What Do They Do? What Do They Evoke?
URL: https://philamuseum.org/doc_downloads/education/lessonPlans/Digging-Deep%20Elements%20of%20Art.pdf
Description:

Students will analyze a piece of artwork.  They will identify the elements of art - line, color, shape, light, and space. 


   View Standards     Standard(s): [ARTS] VISA (4) 12 :
12) Interpret art by referring to contextual information and analyzing relevant subject matter, visual qualities, and use of media.

Example: Emanuel Leutze's Washington Crossing the Delaware River in 1776 and its relevance to the Revolutionary War.

[ARTS] VISA (4) 13 :
13) Apply one criterion from elements or principles of design to evaluate more than one work of art/design.

Example: Discuss how students' outcomes are different even though they used the same criteria.

[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.

[ARTS] VISA (5) 13 :
13) Recognize differences in criteria used to evaluate works of art depending on styles, genres, and media as well as historical and cultural contexts.

Subject: Arts Education (4 - 5)
Title: Picturing America Lesson: The Artist's Vision: Abstraction and the American West
URL: https://philamuseum.org/doc_downloads/education/lessonPlans/Picturing%20America%20Lesson%209%20-%20OKeeffe.pdf
Description:

Students will analyze two pieces of abstract artwork. They will identify the elements of art. They will make line sketches of each piece. 


ALEX Classroom Resources: 4

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