ALEX Resources

   View Standards     Standard(s): [SS2010] GHS (3) 3 :

3 ) Describe ways the environment is affected by humans in Alabama and the world. (Alabama)

Examples: crop rotation, oil spills, landfills, clearing of forests, replacement of cleared lands, restocking of fish in waterways

•  Using vocabulary associated with human influence on the environment, including irrigation, aeration, urbanization, reforestation, erosion, and migration

[SS2010] GHS (3) 11 :

11 ) Interpret various primary sources for reconstructing the past, including documents, letters, diaries, maps, and photographs.

•  Comparing maps of the past to maps of the present

[SS2010] ALA (4) 2 :

2 ) Relate reasons for European exploration and settlement in Alabama to the impact of European explorers on trade, health, and land expansion in Alabama.

•  Locating on maps European settlements in early Alabama, including Fort Condé, Fort Toulouse, and Fort Mims

•  Tracing on maps and globes, the routes of early explorers of the New World, including Juan Ponce de León, Hernando de Soto, and Vasco Núñez de Balboa

•  Explaining reasons for conflicts between Europeans and American Indians in Alabama from 1519 to 1840, including differing beliefs regarding land ownership, religion, and culture

[SS2010] USS5 (5) 1 :

1 ) Locate on a map physical features that impacted the exploration and settlement of the Americas, including ocean currents, prevailing winds, large forests, major rivers, and significant mountain ranges.

•  Locating on a map states and capitals east of the Mississippi River

•  Identifying natural harbors in North America

Examples: Mobile, Boston, New York, New Orleans, Savannah (Alabama)

[SS2010] USS5 (5) 2 :

2 ) Identify causes and effects of early migration and settlement of North America.

[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.

[ARTS] VISA (3) 2 :

2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.

[ARTS] VISA (3) 4 :

4) Demonstrate an understanding of the safe and proficient use of materials, tools, equipment, and studio space.

[ARTS] VISA (3) 10 :

10) Speculate about processes and purposes an artist used to create a work of art.

Example: Observe and compare similar themes in artwork from historical and contemporary eras.

[ARTS] VISA (3) 14 :

14) Create works of art based on observations of surroundings.

[ARTS] VISA (4) 4 :

4) When making works of art, utilize and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.

[ARTS] VISA (4) 5 :

5) Document, describe, and create real or imagined constructed environments.

Example: Design a futuristic art room, town, or planet.

[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) 2 :

2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

[ARTS] VISA (5) 4 :

4) Demonstrate proper care and use of materials, tools, and equipment while creating art.

[ARTS] VISA (5) 10 :

10) Compare one's interpretation of a work of art with the interpretation of others.

[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.

Students will read a description of the pine barrens by Basil Hall and analyze the text by using the 3-2-1 strategy. Students will discuss the life and work of Basil Hall, including his travels and journaling in North America. They will observe how a camera lucida functions and debate whether using a camera lucida is "cheating" in art. Next, students will venture outside to create a sketch of their environment while appropriately utilizing materials. They will compare and contrast their products to the sketches of Basil Hall and critique each other's work. 

This lesson was created in partnership with the Alabama Department of Archives and History.

   View Standards     Standard(s): [SS2010] USS5 (5) 3 :

3 ) Distinguish differences among major American Indian cultures in North America according to geographic region, natural resources, community organization, economy, and belief systems.

•  Locating on a map American Indian nations according to geographic region

[ARTS] VISA (5) 2 :

2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

[ARTS] VISA (5) 1 :

1) Combine ideas to develop an innovative approach to creating art.

Students will each research a different aspect of a specific tribe of Native Americans and combine their ideas to create a work of art/design. 

Students will work in groups to brainstorm, research, and plan a mural to represent the culture of a specific tribe of Native Americans.  

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

   View Standards     Standard(s): [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.

[ARTS] VISA (4) 1 :

1) Individually brainstorm multiple approaches to an art problem.

Examples: Create lists, sketches, or thumbnail-sketches.

[ARTS] VISA (5) 2 :

2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

Students will analyze images from Joris Hoefnagel's Mira calligraphiae monumenta.  They will illustrate a figurative saying featuring an animal, such as a simile, metaphor, hyperbole, or personification. They will write the saying in ornate font and draw the animals using pens, colored pencils, or markers.   

   View Standards     Standard(s): [ARTS] VISA (3) 3 :

3) Describe and use steps of the art-making process while creating works of art/design.

[ARTS] VISA (4) 3 :

3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

[ARTS] VISA (5) 2 :

2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

Students will analyze a small corner of a painting, focusing on color, line, shape, mood, and imagery.  They will each be given a small portion of the larger painting.  They will sketch their portion after analyzing it.  Finally, students will put their sketches together like a puzzle to form the entire painting.  

   View Standards     Standard(s): [ARTS] VISA (4) 3 :

3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

[ARTS] VISA (4) 10 :

10) Compare responses to a work of art before and after working in similar media.

Example: Gyotaku Japanese fish printing and printing with a rubber stamp.

[ARTS] VISA (5) 2 :

2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

Students will study and analyze the works of Tom Rollins.  They will be given a page from a discarded book, read the page, and write a one sentence summary.  They will create a found word poem, trace around the words, draw a picture to enhance the poem, and color in the drawing.  They will mount the page and draw a border around it.  Finally, they will compare their work to Tom Rollins' pieces.  

   View Standards     Standard(s): [ARTS] VISA (5) 2 :

2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

[ELA2021] (5) 34 :

34. Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences.

Students will review haiku poetry and compose a haiku poem. They will demonstrate four watercolor techniques--wet on wet, alcohol, salt, and plastic wrap. They will choose which technique to use for their scroll. They will write their haiku on the completed scroll.  

   View Standards     Standard(s): [ARTS] VISA (2) 3 :

3) Extend skills by individually following sequential steps to create works of art on subjects that are real or imaginary.

Example: Use the book A House for Hermit Crab by Eric Carle.
Create a real or imagined home.

[ARTS] VISA (3) 3 :

3) Describe and use steps of the art-making process while creating works of art/design.

[ARTS] VISA (4) 3 :

3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

[ARTS] VISA (5) 2 :

2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

Students will write their name using large stick letters. They will fill in negative space with lines, patterns, or color.  

   View Standards     Standard(s): [ARTS] VISA (3) 2 :

2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.

[ARTS] VISA (4) 3 :

3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

[ARTS] VISA (5) 2 :

2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

[ARTS] VISA (5) 6 :

6) Create artist statements using art vocabulary.

Students will explore and identify collages. They will use magazine pages, cards, etc to create their own collage. Using art vocabulary, they will write an "artist statement."

   View Standards     Standard(s): [ARTS] VISA (0) 1 :

1) Engage in self-directed exploration and imaginative play with art materials.

a. Use motor skills to create two-dimensional art.

Examples: Finger painting, watercolors, paper collage, and rubbings.

b. Use motor skills to create three-dimensional art.

Examples: Rolling, folding, cutting, molding, pinching and pulling clay.

[ARTS] VISA (1) 2 :

2) Explore and experiment with a range of art materials.

a. Create two-dimensional art.

Examples: Family portrait or gadget printing.

b. Create three-dimensional art.

Examples: Pinch pots or found-object sculptures.

[ARTS] VISA (2) 2 :

2) Explore personal interests and curiosities with a range of art materials.

a. Create two-dimensional art.

Examples: Paper-weaving, drawing, and resist painting.

Use book about weaving, The Goat in the Rug by Charles L. Blood & Martin Link.

b. Create three-dimensional art.

Examples: Clay animals and pipe cleaner sculptures.

Use a book about clay, When Clay Sings by Byrd Baylor.

[ARTS] VISA (3) 2 :

2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.

[ARTS] VISA (4) 3 :

3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

[ARTS] VISA (5) 2 :

2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

The article includes seven activities to practice mixing colors - glazing lines, transparent shape diagrams, color bias color wheels, washable markers drips, watercolor pencil layering, monochromatic layers, and color mixing chart.

   View Standards     Standard(s): [ARTS] VISA (3) 2 :

2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.

[ARTS] VISA (4) 3 :

3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

[ARTS] VISA (5) 2 :

2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

[ELA2021] (3) 33 :

33. Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure.

[ELA2021] (4) 35 :

35. Write personal or fictional narratives using a logical plot, transitional words and phrases, sensory details, and dialogue, and providing a sense of closure.

[ELA2021] (5) 34 :

34. Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences.

Students will analyze a still-life photograph.  They will gather objects with a variety of shapes and textures to produce a still-life piece. They will arrange the objects for balance and experiment with light sources.  They will sketch their design and then photograph the items.  They will compose a descriptive poem about their still-life photograph.  

   View Standards     Standard(s): [ARTS] VISA (5) 2 :

2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

[ARTS] VISA (5) 3 :

3) Communicate personal ideas, images, and themes through artistic choices of media, technique, and subject matter.

Students will observe art landscapes and the use of scale to represent distance.  They will use oil pastels to create a landscape with repeated objects of different sizes to show distance.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.     

   View Standards     Standard(s): [ARTS] VISA (5) 1 :

1) Combine ideas to develop an innovative approach to creating art.

[ARTS] VISA (5) 2 :

2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

Students will identify and draw foreground, middle ground, and background with varying textures.  They will use water-soluble pencils to create atmospheric effects.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.  

   View Standards     Standard(s): [ARTS] VISA (5) 2 :

2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

[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.

Students will create a four-value scale to practice crosshatching.  They will observe the difference in effect of light on two objects.  They will draw a circle or sphere and use crosshatching to show effect of light.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.   

   View Standards     Standard(s): [ARTS] VISA (5) 2 :

2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

[ARTS] VISA (5) 3 :

3) Communicate personal ideas, images, and themes through artistic choices of media, technique, and subject matter.

Students will draw a human form using a head to body ratio of 7:1.  They will use found materials to create a three-dimensional replication of the drawing.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.     

   View Standards     Standard(s): [ARTS] VISA (5) 2 :

2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

[ARTS] VISA (5) 4 :

4) Demonstrate proper care and use of materials, tools, and equipment while creating art.

Students will use shapes, letters, and/or numbers to create a design.  They will transfer the design to a styrofoam block to use a printing plate.  They will ink the plate and print multiple times to create a single composition.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.   

   View Standards     Standard(s): [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.

[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) 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) 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) 2 :

2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

[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.

Students will analyze a self-portrait by Judith Leyster. They will write an "I Am" poem and create a monogram to sign their art.  

   View Standards     Standard(s): [ARTS] VISA (5) 2 :

2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

[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.

Students will analyze Odilon Redon's Pandora.  They will create a box using two- and three-dimensional symbols to illustrate an emotion. Students will compare and contrast classmates' boxes.  

   View Standards     Standard(s): [ARTS] VISA (5) 1 :

1) Combine ideas to develop an innovative approach to creating art.

[ARTS] VISA (5) 2 :

2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

Students will collaborate to compile a list of adjectives describing a hero/heroine. After analyzing Brook Watson's crest, they will design a coat of arms using personal symbols.

   View Standards     Standard(s): [ARTS] VISA (5) 2 :

2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

[ARTS] VISA (5) 5 :

5) Identify, describe, and visually document places and/or objects of personal significance.

Students will analyze the painting, The Hobby Horse, by Robert Peckham. They will draw a portrait of themselves with a favorite toy. 

   View Standards     Standard(s): [ARTS] VISA (4) 1 :

1) Individually brainstorm multiple approaches to an art problem.

Examples: Create lists, sketches, or thumbnail-sketches.

[ARTS] VISA (5) 2 :

2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

Students will analyze the Terracotta figurine of a camel carrying transport amphorae.  They will build a clay sculpture of an animal and present it to the class. 

   View Standards     Standard(s): [ARTS] VISA (4) 1 :

1) Individually brainstorm multiple approaches to an art problem.

Examples: Create lists, sketches, or thumbnail-sketches.

[ARTS] VISA (5) 2 :

2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

Students will analyze the "Armor of George Clifford, Third Earl of Cumberland."  They will compare and contrast the suit of armor to animal "armor."  They will sketch a variety of animals with "armor" and how they use it for protection. 

   View Standards     Standard(s): [ARTS] VISA (4) 2 :

2) Collaboratively design and create artwork that has meaning and purpose.

Examples: Create a logo for a school or activity.

[ARTS] VISA (4) 3 :

3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

[ARTS] VISA (5) 2 :

2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

[ARTS] VISA (5) 3 :

3) Communicate personal ideas, images, and themes through artistic choices of media, technique, and subject matter.

Students will compare and contrast guls from Arabatchi and Salor tribes.  They will create a quartered medallion for a group they belong to - family, sport, club.  Once complete, students will analyze the medallions and form groups based on similarities. 

   View Standards     Standard(s): [ARTS] VISA (5) 1 :

1) Combine ideas to develop an innovative approach to creating art.

[ARTS] VISA (5) 2 :

2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

Students will review attributes of colors. They will explore different pigments and create two different color wheels. Students will paint self-portraits based on selfies taken in class.  

   View Standards     Standard(s): [ARTS] VISA (3) 3 :

3) Describe and use steps of the art-making process while creating works of art/design.

[ARTS] VISA (4) 14 :

14) Create works of art that reflect community and/or cultural traditions.

Examples: Create a quilt in the style of the Gee's Bend Quilters.

[ARTS] VISA (5) 2 :

2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

Students will use polygons to build a patchwork quilt.  They will display their quilt for the class.  The unit includes four lessons to complete the quilt.   

   View Standards     Standard(s): [ARTS] VISA (5) 2 :

2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

[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.

Students will identify descriptive language in literature to draw a setting.  They will draw a landscape with a horizon, vanishing point, and converging guidelines. They will use colored pencils to add color, texture, and surface.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF. 

   View Standards     Standard(s): [ARTS] VISA (5) 2 :

2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

[ARTS] VISA (5) 3 :

3) Communicate personal ideas, images, and themes through artistic choices of media, technique, and subject matter.

Students will sketch geometric, organic, and abstract shapes.  They will choose a medium to create a visual mystery.  They may choose to paint, collage, or draw.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.  

   View Standards     Standard(s): [ARTS] VISA (5) 2 :

2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

[ARTS] VISA (5) 3 :

3) Communicate personal ideas, images, and themes through artistic choices of media, technique, and subject matter.

[ELA2021] (5) 34 :

34. Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences.

Students will use metaphors and similes to express emotions.  They will use watercolors to paint lines and colors to express a chosen emotion.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.   

   View Standards     Standard(s): [ARTS] VISA (5) 2 :

2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

Students will examine Vincent van Gogh's self-portraits and letters to better understand the artist’s life story and personality. Then, they will paint two Van Gogh-style self-portraits to show two parts of their own personality and write a letter describing the one that reveals their “true character” best.