Standard Course of Study :: Visual Arts Education

Resources aligned to this objective

Records 1–5 of 5 displayed.

Expressive Papier-Mâché Masks: Students will be creating an original papier-mâché mask that expresses an emotion. In doing this, they will be expanding upon their knowledge of representing the human face while further developing technical skills in papier-mâché sculpture and acrylic painting.; Format: lesson plan (grade 6–8 English Language Arts and Visual Arts Education); By Kerri Fuller.

Facial Studies Through Creation of a Face Jug: Students study the anatomy of a face and use what they have learned about rendering faces and three dimensional objects to create thumbnail sketches of expressive faces on jugs.

They learn to blend values to create the illusion of volume in both facial features and clay jugs. Three dimensional understanding is reinforced by adding expressive facial features to coiled clay jugs. Earth Science is integrated through the study of clay. Social Studies in integrated through the study of face jugs found as far back in history as Pre-Columbian times. Artistic meaning is explored through facial expression and the psychological implications of color.

They look at examples of face jugs. They learn about types of clay. They learn to roll clay coils and create a jug using coil construction. They score, slip and blend facial features to the jug. They choose either underglaze decoration followed by a clear glaze coating or colored glaze decoration applied after bisque firing as a finish.; Format: lesson plan (grade 8–12 Visual Arts Education and Social Studies); By Lori Shepley, Melissa Thibault, and Nelle Hayes.

Seven directions: Making connections between literature and American Indian history: This middle school lesson uses picture books to integrate American Indian culture and belief systems with language and visual arts.; Format: lesson plan (grade 6–8 English Language Arts and Visual Arts Education); By Edie McDowell.

What makes you scream?: Students will study Edvard Munch's painting The Scream. They will then produce their own scream using directional lines as Munch did. Line was used by Munch in a variety of directions—horizontal, vertical and diagonal. This will help the eye travel to the central theme of the composition: the person's fright or what they fear.; Format: lesson plan (grade 8 Visual Arts Education); By Cathy Crumpler.

The many colors of individuals: Students focus on the effects of placing labels on other people. (Learn more); Format: lesson plan (grade 5–8 Visual Arts Education); Provider: The Kennedy Center for the Performing Arts