By Grade

Pairs of students will learn about a female artist, write a 500 to 750 word essay from a list of specified questions, find a representative work by the artist and if possible, a photograph of the artist. Students will also learn how to research the artist. Students will finally participate in creating a timeline of all the female artists, researched by the class. Each pair of students will introduce their artist to the class in a five-minute report.

Use the SOAP method to analyze visual primary sources of the Progressive Era to explain how/why cities changed during the 1890s to the early 1900s and to understand the reform movements that were a direct effect of growing cities.

Students will understand how widespread the Catholic Church was during the fifteenth century, its role as a primary educational institution and its relatively universal use of aesthetics to promote its teachings.

Analyze how the Counter Reformation revitalized the Catholic Church and the forces that fostered the movement.

Students will learn how to use Chinese painting to teach about the history, social structure and artistic traditions of China.

Small groups of students will look closely and explore two 19th century portraits, painted only 12 years apart.  They will then compare and contrast the two portraits. The small groups will define criteria that they believe create a good portrait. They will then use these criteria to select the better of the two 19th century portraits and create a persuasive paragraph / presentation in support of their conclusions.

Students will learn how artists communicate through portraiture, about the literary term, allegory, and then they will write a poem applying these communication strategies. They will also learn about facial proportions.

Students use artwork to make observations about shapes, colors, patterns, the main subject, and setting, and observe patterns in their own environment.

Students will gain an awareness of the diversity of the student population to foster sensitivity in the student population, and our community. Allow student to tell you what they know, what they see and how people of different races, religions, cultures, are really the same, and want the same things for their children, and families.

Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change.

Students will analyze the visual art principles and refine their use of expository writing.

Artists can show strong feelings in their art by the way they use colors and exaggerate and distort shapes. Students will discuss how Hartley’s life experiences, and the world around him, influenced his art process, to further understand “expressive” art.