ALEX Classroom Resources

   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 (3) 11 :

11) Discuss the meanings and messages communicated by visual imagery.

[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 (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 "Step Inside" the main character of a piece of artwork.  They will identify the mood of the character by observing facial expression, body language, actions, and interactions. Students will complete a worksheet that is included in the lesson.  They will compare their interpretations with their classmates.  

   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.

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) 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) 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 (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 describe a piece of artwork.  The teacher will divide the artwork into sections.  The students will identify what they see in each section.  Classmates will elaborate on the details presented.  Once the entire piece has been described, the class will interpret what they see.  

   View Standards     Standard(s): [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 identify the difference between "observation" and "interpretation." They will analyze a piece of artwork and make observations and interpretations. Students will individually analyze a different piece of artwork and share it with the class. 

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

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

[ARTS] VISA (5) 10 :

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

Students will view three small groups of still-life objects.  They will draw at least two objects and use warm colors to create dominance for one object.  Students will compare their art with classmates' art.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.