Connections: A Resource Guide Designed for Teachers by the

Mobile Museum of Art

Compiled by Mark Davis, Artist in Residence Made possible through funding from the Alabama Council on the Arts

HOW THIS RESOURCE GUIDE WILL WORK FOR YOU Connections brings together works of art from the Mobile Museum of Art’s permanent collection, curriculum standards outlined by the Mobile County Public School System and exciting activity ideas that will reinforce curriculum objectives through meaningful Discipline-based art activities. Discipline-based Art Education (DBAE) encompasses four domains:

1. Art Criticism: responding to and making judgments about the properties and qualities that exist in visual forms.

2. Art History: the acquisition of knowledge about contributions artists and art make to culture and society.

3. Aesthetics: understanding the nature, meaning and value of art. 4. Art Production: making art.

DBAE promotes higher level thinking skills, gross and fine motor skills, problem solving skills, verbal and non-verbal communication skills and global awareness. By teaching art history, criticism, aesthetics and art production, connections are made that broaden life-long thinking and learning skills. Connections contains four sections: •Section 1 Curriculum Standards and Sample Lesson Plans: This section provides general ideas that can be altered and extended for any subject or grade level. •Section 2 Poster Gallery: This section contains examples of how to use visuals from the Mobile Museum of Art and incorporate them into DBAE activities •Section 3 Glossary: This section contains the elements and principles of art as well as definitions of terms relating to art education. •Section 4 Web Connections: Sites that link to additional art lesson plans and activity ideas. Remember that art is everywhere, and art education will help students express themselves in a relaxing and insightful way. Using art in the classroom will inspire students to see beauty in everything around them. It will also help them understand that points of view vary among individuals, and that thinking or feeling different is okay.

The Mobile Museum of Art’s Education Departments may be reached At 251-208-5200 or http://www.mobilemuseumofart.com/.

SECTION 1

CURRICULUM STANDARDS AND SAMPLE LESSON

PLANS

Fir• Identify and divi

whole (halves, th• Identify and desc

environment. • Understand symm• Sort, compare, o• Investigate spatia

Seco• Multiply single d

symbolic represe• Identify geometr

congruent figure• Recognize and d• Use appropriate

understanding of

Thi• Identify a fractio• Identify geometr

reflections). • Identify lines of • Determine perim• Compare areas o• Create geometric• Use technology t

Fou• Demonstrate, com

measurements (i

• Map and chart.

tools. • Identify geometr• Use current tech

Fif

• Demonstrate proconvert from one

• Identify, classify• Define, identify

diameter, circum• Identify lines of

symbols and plan• Create a variety • Use current tech• Map and chart.

MATHEMATICS

ART + MATH = FUN

st grade math objectives: de physical models into equal parts of a irds, etc.). ribe plane and solid figures in the

etry and congruency. rder and explore patterning of objects. l relationships.

INTRODUCTION How do you feel when it is time to learn math? Did you know that artists use math to help them create beautiful and interesting works of art? Have you ever heard of M. C. Escher? Some people knew him as an engineer, but most know him as an artist. He used his knowledge of engineering and mathematics to create works of art that are extremely fascinating. He especially liked using pattern and geometry to make fantastic tessellationimages. What other mathematical elements do artists use? What about line, shape, form and symmetry? How can you ADD up these mathematical elements to EQUAL something beautiful?

ACTIVITY IDEAS • Collage: Use tessellation to create a

patterned collage. • Drawing: Create a continuous line

drawing with glue and a 24” piece of black

• ).

•

mmetry, pattern, angles

• with watercolor paint

and create patterns.

yarn. Painting: Use primary colors to create color equations (e.g. red + blue = purpleSculpture: Create a kaleidoscope withcardboard, aluminum foil, acetate and markers to study syand measurement. Printmaking: Use potato halves to carve stamps. Brush them

nd grade math objectives: igit numbers using physical models and ntations. ic shapes, investigate symmetry and identify s. esign a variety of geometric patterns. current technology to facilitate the mathematical concepts.

rd grade math objectives: nal model that is part of a whole or group. ic transformations (rotations, translations,

symmetry. eter of polygons. n a grid. patterns. o facilitate mathematical learning.

rth grade math objectives: pare, determine and estimate

ncluding metric) using appropriate units and

nology to facilitate mathematical learning. ic transformations.

th grade math objectives:

ficiency in measurement and be able to system to another. , compare, measure and draw angles. and draw parts of a circle (radius, center, ference). symmetry in art, nature, architecture, e geometric figures.

of numeric and geometric patterns. nology to facilitate mathematical learning.

D R A W IN GD r a w i n g i s b a s i c t o a l m o s t e v e r y t y p e o f a r tp r o d u c t i o n a n d c a n b e u s e d t o e n r i c h e v e r y s u b j e c ta r e a . M a t h i s a g r e a t s u b j e c t a r e a t o u s e d r a w i n g t oe n h a n c e a c t i v i t i e s s u c h a s m e a s u r i n g a n d t h e s t u d y o fg e o m e t r i c s h a p e s . T h e f o l l o w i n g l e s s o n f o c u s e s o nl i n e .

D i s c i p l i n e B a s e d A r t E d u c a t i o n D o m a i n A r e a s a r e i nb o l d i t a l i c s .

• D i s p la y t h e f o l lo w i n g p o s t e r s f r o m t h e M o b i l e M u s e u m o f A r ta n d d i s c u s s t h e u s e o f l i n e i n t h e a r t w o r k s : In n e r S h r i n e ; V e r a ;S t o r m C lo u d s ; a n d th e A f r i c a n e x a m p le s . S o m e l i n e s a r ei m p l i e d . T h i s i s a l i n e c r e a t e d w h e n t w o c o lo r s m e e t . S o m el i n e s c o n t a i n a s p a c e t o c r e a t e a s h a p e . S o m e l i n e s a r e u s e d t oc r e a t e i m a g e s s u c h a s a s n a k e o r a s m i l e . ( a r t h i s t o r y ,a e s t h e t i c s , a r t c r i t i c i s m )

• D e f i n e c o n t i n u o u s l i n e d r a w i n g t o s tu d e n t s . U s in g a n u n b r o k e nl i n e t o f o r m a n i m a g e c r e a t e s a c o n t in u o u s l i n e d r a w i n g . T h i si m a g e c a n b e a s s i m p le a s a s h a p e o r a s c o m p le x a s a p o r t r a i t .

• H a v e s t u d e n t s m e a s u r e a n d c u t a 3 6 ” p i e c e o f b l a c k y a r n . Y o uc a n a d a p t t h e l e s s o n b y a l t e r i n g th e l e n g t h o r b y u s in g s e v e r a lp i e c e s o f d i f f e r e n t c o lo r e d y a r n s . A l lo w s t u d e n t s t o c r e a t es e v e r a l d i f f e r e n t d r a w i n g s w i th t h e l e n g th o f y a r n b e f o r ec h o o s in g th e i m a g e t h e y w i s h t o c r e a t e . ( a e s t h e t i c s ) U s e g lu e t oa f f i x t h e y a r n t o a s h e e t o f p a p e r . ( a r t p r o d u c t io n )

Inner Shrine (1990) VERA (1986) Antelope Headress (ca.1890) Storm Clouds With Receptors,Don Head Miriam Schapiro Kurumba/Bobo cultures (1993) Roger Brown

LANGUAGE ARTS A PICTURE IS WORTH A THOUSAND WORDS

First grade language arts objectives:

• Recall detailed information about character traits, setting, plot, etc.

• Create mental pictures while reading. • Explore diversity through literature. • Explore point of view. • Interpret charts and graphs. • Explore patterns in sentences, words, stories and

poems. • Interpret non-verbal communication. • Create stories. • Participate in art educational activities.

INTRODUCTION When you read or hear a story how do you use your imagination? Do you try to visualize the setting? Do you imagine the faces of the characters and how they dress? Can you “see” the actions and expressions of the characters as the story unfolds? Authors use descriptive words to give us clues about the way characters and settings look. The descriptive words help our imagination form mental pictures of events, places, things and people in the story.

Recreate the quote below using

only colors and images. Compare your image with others.

“The dark night was filled with

blinding rain and howling wind.”

Like words, works of art tell stories about people, places and ideas. Instead of words, artists use lines, shapes, colors, forms and textures to tell a story.

• • • • •

• •

• • • • • • •

• • • •

Second grade language arts objectives:

Re-tell stories and create stories. Identify with others (e.g. characters in stories). Recall prior experiences. Compare and contrast. Develop inference, classification and problem solving skills. Explore group diversity. Explore diverse materials (newspapers,magazines, dictionaries, books, etc.).

ACTIVITY IDEAS • Collage: Use magazine images to illustrate a

character or setting from a book or story. • Drawing: Let one student call out directions to the

class (e.g. up, down, curving, spiral, etc.) to create a continuous line drawing.

• Painting: Make a list of all of the descriptive

Third and fourth grade language arts objectives:

Explore implied and extended meaning. Develop problem-solving skills. Explore comparison and contrast; cause and effect.Make inferences. Make judgments and evaluate. Develop critical analysis skills. Express awareness of diversity.

words used to describe a character in a story. Paint a portrait using only the author’s words as a guideline about the characters’ appearance.

• Sculpture: Create puppets and perform a scene from a book or play. Make the puppets as detailed as possible.

• Printing: Create a secret code. Use potato halves or linoleum squares to make printing blocks. Print colorful secret messages or poems.

Fifth grade language arts objectives:

Explore historical fiction and science fiction. Study propaganda. Make generalizations. Build further upon third and fourth grade objectives.

CREATIVE COLLAGESA collage is made by gluing paper or photographs together to create a picture. The works of art below, from the Mobile Museum of Art, are examples of how artists can create different compositions using the collage method. While each piece is an example of collage, they are unique in their own way. What makes each of them different?

ACTIVITY IDEASMATH: Use the collage method to explore area by having students create a mosaic using small squares of different colored paper. Cut the squares into centimeters or fractions of an inch. Let students create an image and then calculate the area of each color.

SCIENCE: Use the collage method to create a study of the parts of a flower, human body, or an insect. Have students cut out the shape of each part and assemble them to create the whole.

SOCIAL STUDIES: Create a collage about a local cultural or historical event you are studying.

LANGUAGE ARTS: Use the collage method to have students design a book cover of something they are reading, or for a story they wrote themselves.

Collage with Birch Bark (1941) Notations (1971) Siah Armajani VERA (1986) Miriam SchapiroGeorge L.K. Morris

First grade social studies objectives: • Work cooperatively. • Discriminate between rural, urban, natural and man-made. Explore land usage and

how it relates to the environment. Describe the impacts of cultural changes on locality over time.

• Earth Day. • Explore work in the community past to present. • Transportation past to present. Describe how locality is connected to the larger

world (i.e. radio, television, space travel, etc.). Describe traditions of various cultures noting similarities and differences. Develop an understanding of cultural diversity.

INTRODUCTION Take a minute to think about the area where you live. Do mountains, sand dunes, bodies of water or forests surround you? What types of animals do you commonly see? How does your local population use the land and local animals? Do they use the land for farming? Do they use the animals for food or to help with work? Artists also use materials from their environment to create works of art. Sometimes artists use the animals that live around them as symbols or even for inspiration. Architects often design homes that make use of local materials. Do you live in a house made out of mud bricks? What about a hut made from limbs and bark?

ties? n activity affect the

nvironment?

• photographs, newspaper clippings or

• .

•

Give examples where artists have used things from their environment. How does the environment shape human activiHow does humae

ACTIVITY IDEAS Collage: Create a montage landscape of your localregion usingmagazines. Drawing: Find an area that is typical of your local environment and draw it as realistically as possiblePainting: Collect small amounts of dirt and clay, berries, nutshells, and plant material. Make a painting using pigments from these local resources by mashing

Second grade social studies objectives: • Create maps and understand legends. Be able to associate map locations with food

production. • Explore the role of government. Develop an awareness of the basic values and

principles of American democracy. Develop a respect for human rights in relation to minorities.

• Understand the world in spatial terms. Explore places and regions. Understand the relationships of society and environment. Explore human systems (family). Explore physical systems (oceans, rivers, etc.).

• Identify workers who supply people’s daily needs and the specialization and division of labor. Develop an understanding of international trade and the impact of technology on occupations related to goods and services.

• Explore family histories. Identify major celebrations of events in U.S. history. Associate historical figures with their impact on society.

Third grade social studies objectives: • Develop an extended knowledge of maps and globes. • Early Native Americans: Describe the natural environment of the time. Describe

the human systems. Explore adaptations to the environment. Compare different groups of Native Americans in relation to food, clothing, shelter, etc.

• Explore the relationships of early settlers and their environment. Describe both Native American and European land use. Demonstrate an understanding of the movement of Europeans and African Americans in America.

• Evaluate how land use affects its inhabitants. Identify patriotic symbols. Assess a situation concerning public safety. Examine changing technologies on the global community (i.e. e-mail, satellite, irrigation, compass, etc.).

• Understand the natural e

• Explore Alainterviews, a

• Explore EurBritish.

• Explore the • Describe 19

reconstructi• Describe 20

the first halfmovement.

• Map and glo• Prehistoric s• European ex• English colo• Gaining ind• Civil War an• Explore reas

socio-culturindustrializa

Fourth grade social studies objectives: the geographic link between Alabama and other U.S. regions. Describe nvironment of Alabama. bama’s earliest inhabitants including archeology studies, personal nd major characteristics of prehistoric Indians. opean exploration and settlement including the Spanish, French, and

conflicts between Europeans and Indians. th century Alabama including slavery’s impact, the civil war and on. th century Alabama including contributions made by Alabamians during of the 20th century, the impact of WWII and the Civil Rights

r, and by adding a small amount of water to

• vernight.

• all llect different leaves and make

botanical prints.

the berries, crushing the shells and plant material in a little watethe dirt. Sculpture: Collect plant material that is long and thin. If the material is hard and dry soak in water oUse the flexible material to weave a basket. Printing: Make rubbings of the textures that arearound you or co

bepn

epdoalti

Fifth grade social studies objectives: e skills in greater detail. ttlements. loration and early settlements. ization 1600’s-1763. endence 1763-1783. Reconstruction. ns for Western expansion (i.e. economic, geographical, political and ). Explore transportation. Explore major changes in America (e. g. on, urbanization, cultural changes, communication and technology).

SOCIAL STUDIES

OTHER PEOPLE OTHER PLACES

PA IN T IN GP a in tin g c a n b e a v e ry s im p le w a y to a d d in te re s t tosu b je c t a re a s . T h e fo llo w in g le s so n w ill a l lo ws tu d e n ts to c o lle c t a n d m a k e th e ir o w n p a in ts fro mth e ir im m e d ia te e n v iro n m e n t. N o t o n ly w ill s tu d e n tsin te ra c t o n a p e rso n a l le v e l w ith th e ir su r ro u n d in g s ,b u t th e y a lso c a n e x p lo re th e a r tw o rk a n d a r tp ro c e sse s o f n a tiv e c u ltu re s .

D isc ip lin e B a se d A r t E d u c a tio n D o m a in A re a s a re inb o ld ita lic s .• D is p la y th e A fr ic a n p o s te rs fro m th e M o b ile M u s e u m o f A rt a n d a n y

o th e r e x a m p le s o f n a t iv e a r tw o rk s u c h a s b a s k e ts o r N a tiv e A m e r ic a np o tte ry o r p a in t in g s . D is c u s s th e u s e o f m a te r ia ls a n d th e a r t is t’ s re a s o n sfo r c re a t in g th e a r tw o rk . (a r t h is to r y , a r t c r itic ism , a es th e tic s )

• H a v e s tu d e n ts c o lle c t b e rr ie s , d ir t o r c la y , p la n t m a te r ia l, n u t s h e lls o r a n yn a tu ra l m a te r ia l th a t w ill p ro d u c e a s ta in o r p ig m e n t w h e n a d d e d to as m a ll a m o u n t o f w a te r . S o m e e x p e r im e n ta tio n m a y b e n e c e s s a ry in o rd e rto f in d m a te r ia l th a t w ill p ro d u c e th e b e s t c o lo rs . (a r t p r o d u c tio n )

• C re a te y o u r p a in t b y m a s h in g o r c ru s h in g th e m a te r ia l a n d a d d in g s m a lla m o u n ts o f w a te r u n t il th e c o r re c t c o n s is te n c y is a c h ie v e d . (a r tp r o d u c tio n )

• S k e tc h a v ie w o f y o u r s u rro u n d in g s o r d ra w a n y ty p e o f p ic tu re y o uc h o o s e w ith p e n c il (o r w ith c h a rc o a l m a d e b y b u rn in g v in e s ) . F ill in th ed ra w in g w ith th e p a in t y o u h a v e m a d e . (a r t p r o d u c tio n )

Antelope Headress (ca.1890) Mask (20th Century) Hornbill-Porianong (20th Century) Dance Mask (20th Century)Kurumba/Bobo cultures Eastern Nigeria Senufo culture Cameroon

SCIENCE

EXPERIMENT WITH EXCITEMENT

• Desy

• Co• Ex• Ide• De

(e.• De

INTRODUCTION Have you ever heard of an artist named Leonardo da Vinci? He created masterpieces like the Mona Lisa and The Last Supper. Did you know he was also a scientist? Leonardo da Vinci

• Expgra

• Expandspe

• Deaffe

• Exph

• Un• Ex• Stu

• Exmo

• Stu• De• Co• Ex• Ex• Ev

• Stu• Ex• Un• De

sta• Un

mu

First grade science objectives: scribe the basic components of the solar

stem. mpare and contrast the four seasons. plore the states of matter. ntify sources of energy. scribe prehistoric animals and habitats g. fossils and cave paintings). scribe life cycles.

used science to help him create works

of art that were more realistic aninteresting. He created kites to study the forces of flight and he also studied anatomy, mechanics and botany. Leonardo da Vinci used his artistic creativity and knowledge of science to invent machines that were ahead of his time, like plans for a tank and also a helicopter.

d

Science can be a great place for artistic ideas. Try designing a machine that

Second grade science objectives: lore forces that move objects (wind,

vity, magnets). lore physical characteristics of plants animals and their relationships to cific habitats and environments. scribe natural and human forces that ct the environment.

Third grade science objectives: plore solar system forces (orbits, moon ases, etc.). derstand the functions of telescopes. plore cells. dy food webs.

light.

would somehow make life better. For inspiration, think of something you have studied that was beautiful, inspiring or mysterious!

ACTIVITY IDEAS

• Collage: Create a food chain collage using pictures from magazines.

• Drawing: Make scientific illustrations of a cell, flower, or something you are studying. Label each part.

• Painting: Experiment with a prism and paint a color wheel using the primary colors.

• Sculpture: Make a Chinese kite. Explore the forces of f

• Printing: Collect several different leaves. Use a breyer and ink to create beautiful botanical prints.

Fourth grade science objectives: plore the relationship of the earth and on. dy weather instruments. scribe geographical land forms. mpare simple and compound machines. plore cell functions. amine fossil evidence. aluate different kinds of pollution.

Fifth grade science objectives: dy erosion. plore cloud formations. derstand symbols on a weather map. monstrate how forms of matter changetes. derstand the functions of the skeletal, scular and nervous systems.

P R IN T IN GP r in t in g is a w o n d e r f u l ly v a r ie d a r t p r o c e s s . Y o u c a nm a k e p r in ts b y c u t t in g a n d s h a p in g p o ta to e s o rs p o n g e s , o r b y a p p ly in g in k o n to o b je c ts l ik e y o u rf in g e r s . P r in t in g i s a g r e a t w a y to p r o d u c e o r ig in a la r tw o r k a n d c a n b e u s e d to m a k e a n y s u b je c t a r e ae x c i t in g . T h e fo l lo w in g le s s o n w i l l m a k e b o ta n ym u c h m o r e fu n !

D is c ip l in e B a s e d A r t E d u c a t io n D o m a in A r e a s a r e inb o ld i ta l ic s

• D is p la y th e fo llo w in g p o s te r s f ro m th e M o b i le M u s e u m o f A r ta n d d i sc u s s th e ty p e s o f p la n t s a n d w h y o n ly c e r ta in p la n ts c a nliv e in c e r ta in p la c e s : F la m in g o F a b le ; C o lle c t in g K n o w le d g e ;S u n ri s e In T h e W h i te M o u n ta in s ; H e a d in g H o m e . (a r t h i s to r y )

• C o lle c t e x a m p le s o f s e v e ra l t y p e s o f le a v e s f r o m y o u r a re a .• C h o o s e in k c o lo r s th a t w i ll e i th e r r e f le c t f a l l fo lia g e o r l e t

s tu d e n ts p ic k c o lo r s b a s e d o n p e r s o n a l ta s te . (a e s th e tic s )• U s e a b re y e r to c o a t e a c h le a f w i th in k . P re s s th e le a f o n to a

s h e e t o f p a p e r . G e n t ly r e m o v e th e le a f to r e v e a l a p r in t .E x p e r im e n t w i th b o th s id e s o f th e le a f fo r b e s t r e s u lt s . (a r tp r o d u c t io n , a r t c r i t ic i sm )

• L a b e l a n d d is p la y p r in t s o f th e b o ta n ic a l s p e c im e n s f ro m y o u ra re a .

Flamingo Fable (1980) Collecting Knowledge Sunrise In The White Mountains (ca.1868) Heading Home (1936)Jennine Hough (1995) Tommy White Frederick Edwin Church Anne Goldwaite

VISUAL ARTS

EXPRESS YOURSELF First grade art objectives:

• Notice differences in styles (e.g. abstract/realistic). • Differentiate art forms (drawing, painting, sculpture, etc.). • Discover and experience a variety of media (clay, paint,

etc.). • Recognize lines, shapes, textures, colors and forms in

nature. • Describe balance and repetition.

INTRODUCTION When you hear the word ART what pops up in your head? Do images or words pop into your imagination? Do you think of Mathematics, Science, Reading, Writing, and Social Studies? Using elements from all of these subjects help artists create meaningful works of art. How do artists use math? How can social studies influence an artist? What science principles do artists use? All subjects are connected in one way or another. Using art to reinforce these connections makes the learning process fun and exciting!

ACTIVITY IDEAS • Science: Create a model of

something you are studying in science or biology (e.g. the solar system, parts of a flower, an animal, etc.).

• Math: Create a mosaic. Explore geometric pattern and area.

• Social Studies: Create a diorama. Show the daily activities of a culture.

• Language Arts: Use posters from the Mobile Museum of Art to inspire storytelling.

Second grade art objectives:

• Observe that art reflects and records history. • Express feelings generated by a work of art. • Observe effects of varying conditions on objects (light,

position, motion, size, etc.). • Explore the use of non-verbal communication (symbols and

signs).

Third grade art objectives:

• Describe subject matter (still life, landscape, portrait, etc.). • Recognize individual art works and artists. • Produce art that communicates personal emotions (love,

anger, joy, etc.). • Identify specific media in a work of art (clay, oil paint,

charcoal, etc.). • Describe subject matter, elements and principles of art. • Become more aware of art in everyday life. • Produce two-dimensional and three-dimensional works of

art.

Fourth grade art objectives:

• Identify symbols and common themes used by specific cultures.

• Explore previous objectives in greater depth.

Fifth grade art objectives:

• Develop critical analysis skills relating to works of art. • Explore previous objectives in greater depth.

SECTION 2

POSTER GALLERY

SUPER SYMBOLISMArtists all over the world sometimes use stylized animal and human imagery in their artwork to express ideas, traits, or characteristics specific to their culture. The artworks below, from the Mobile Museum of Art, are all from the continent of Africa. Each was created to be used in a special ceremony or event. Look closely at each to find examples of how the artist used simplified geometric shapes and forms in the stylized animals and faces. Pay attention to the materials used to create each piece. What do you think the animals and faces symbolize?

ACTIVITY IDEASMATH: Using geometric shapes or forms, create a mask of yourself or an animal using paper or papier-mache’. Make the mask symmetrical.

SCIENCE: You have discovered a new species of animal or insect. Make an illustration of it and create a scientific name that is symbolic of its characteristics.

SOCIAL STUDIES: Discuss the native cultures of a region and create a diorama, make a totem pole, make a rainstick, make a petriglyph, or create a huge sand painting outside.

LANGUAGE ARTS: Create a symbolic visual language (e.g. hieroglyphics).

Antelope Headdress (ca.1890)Kurumba/Bobo cultures

Hornbill-Porianong(20th century) Senufo culture

Masquerader Costume (ca.1920) Mask (20th century) Dance Mask (20th century)Nigeria, Yoruba culture Eastern Nigeria Cameroon

CREATIVE COLLAGESA collage is made by gluing paper or photographs together to create a picture. The works of art below, from the Mobile Museum of Art, are examples of how artists can create different compositions using the collage method. While each piece is an example of collage, they are unique in their own way. What makes each of them different?

ACTIVITY IDEASMATH: Use the collage method to explore area by having students create a mosaic using small squares of different colored paper. Cut the squares into centimeters or fractions of an inch. Let students create an image and then calculate the area of each color.

SCIENCE: Use the collage method to create a study of the parts of a flower, human body, or an insect. Have students cut out the shape of each part and assemble them to create the whole.

SOCIAL STUDIES: Create a collage about a local cultural or historical event you are studying.

LANGUAGE ARTS: Use the collage method to have students design a book cover of something they are reading, or for a story they wrote themselves.

Collage with Birch Bark (1941) Notations (1971) Siah Armajani VERA (1986) Miriam SchapiroGeorge L.K. Morris

AMAZING ANIMALSImages and figures of animals have been created by artists since pre-historic times. Lascaux, a cave in France, has animal figures on the walls that were created thousands of years ago. Other caves, like Altamira in Spain and the Fumane Cave in Verona Italy, have animal imagery that some scientists believe is over 30,000 years old. The works of art below, from the Mobile Museum of Art, feature a horse. Two of the works are sculptures, and one is a painting. The horse on the left is cast in bronze. The horse on the right, sculpted out of clay, is ceramic. Horses have been symbols of power, strength, courage, and wealth. What do the horses below symbolize? What animals are important where you live? What do they do or provide that makes them important?

ACTIVITY IDEAS

MATH: Use the posters below to explore the meaning and formulas for horsepower. Create an animal mask out of colored paper using geometric shapes and symmetry.

SCIENCE: Use the examples below to explore the history of horse breeding. Draw models of different breeds and compare/contrast the differences and similarities.

SOCIAL STUDIES: Explore the roles horses and other animals have had on cultures throughout the world. Discuss the cultural impact animals have made throughout time.

LANGUAGE ARTS: Explore the symbolism of horses in literature and art. Use the posters below to inspire a short story about each horse and what its daily activities and personality would be like.

Tartar Warrior Checking His Horse (ca. 1830) Heading Home (1936) Anne Goldwaite Stallion (619-906 A.D.) Chinese, T’ang DynastyAntione-Louis Barye

ON THE HORIZON

Sunrise In The White Mountains (ca.1868) Storm Clouds At Dusk With Receptors(1993) Roger Brown

Yard Engine 603 (1935) Ernest FieneFrederick Edwin Church

A landscape is a picture representing a scene of land or sea whose chief subject is the general aspect of nature. Landscapes can be created with paint, pencil, or the collage method. The landscapes above and below, from the Mobile Museum of Art, represent both actual and fantasy views of nature. Separate each landscape into realistic and fantasy categories. Discuss the results as a classroom activity.

ACTIVITY IDEASMATH: Create a landscape using geometric shapes or one that shows symmetry.

SCIENCE: Create a landscape that shows the plants and animals of a particular habitat.

SOCIAL STUDIES: Create a landscape that shows how the people in a certain region interact with their environment.

LANGUAGE ARTS: Make up a story about a fantastic imaginary place. Create a landscape that shows all of the unusual features and colors.

Flamingo Fable (1980) Jennine Hough Heading Home (1936) Anne Goldwaite Collecting Knowledge (1995) Tommy White

STILL LIFE STORIESA still life is a representation of inanimate objects, such as flowers or fruit. The paintings at the bottom of the page, from the Mobile Museum of Art, are examples of this genre. A still life can be created using a variety of media. You can create a still life story using pencil, charcoal, paint, photography, or the collage method. Objects in a still life composition are chosen and arranged not only to look interesting, but also to tell a story. See if you can create a story about the still life paintings below.

ACTIVITY IDEASMATH: Create a still life using a variety of geometric forms. Arrange forms to create an interesting composition. Draw the outline of each form to create its shape. Using paint, pencil, or different colored pieces of paper, fill in the shape with different values to create the illusion of a three-dimensional form. Choose colors to express a mood.

SCIENCE: Gather objects that relate to a science topic you are studying. Arrange them and create a still life using one of the methods mentioned in the math activity idea above.

SOCIAL STUDIES: Use an arrangement of objects that tell a story about your family.

LANGUAGE ARTS: Create a still life using objects that are descriptive of a character from a story you are reading.

Dolls Hanging On A Coat Rack On Wall (1980) Roses (1910) Pierre Auguste Renoir Southwestern Still Life (1936) Paul SampleLamar Baker

HOME SWEET HOME

Staff Meeting, II (1994) Dale Kennington The Recital (1939) Louise Lyons Heustis Sunrise In The White Mountains (ca.1868)Frederick Edwin Church

There are many differences between urban and rural environments. The pictures above and below, from the Mobile Museum of Art, represent examples of both. How can you tell which are urban and which are rural?

ACTIVITY IDEAS

MATH: Choose shapes that correlate to urban and rural environments. An urban environment will have more geometric shapes and a rural environment will have more organic shapes. Create a collage based on urban or rural shapes.

SCIENCE: Use the posters to list the differences between natural and man-made features in urban and rural environments. Sort and categorize the list. Discuss the impacts of man-made features on nature.

SOCIAL STUDIES: Use the posters to discuss how environment affects your daily activities. Create a photo-journal or landscape of your surroundings.

LANGUAGE ARTS: Create a story based upon one of the posters. Use descriptive words to express the setting.

Storm Clouds At Dusk With Receptors(1993) Roger BrownHeading Home (1936) Anne Goldwaite Yard Engine 603 (1935) Ernest Fiene

PORTRAIT POSSIBILITIES

A portrait is a work of art that is about a particular person. A self-portrait is a work of art created by an artist about him/herself. The portraits from the Mobile Museum of Art, at the top and bottom of the page, are all very different from one another. Do you see any that look unusual? Portraits are not only about a person’s appearance, but are also about the way a person feels, acts, or even looks on the inside! Create a story about each portrait. Describe the way the sitter, the subject of the portrait, feels, acts, and looks.

Artists can create portraits using a variety of mediums and techniques. You can create a portrait using paint (painting), paper (collage), ink or pencil (drawing), clay (sculpture), or by using printmaking techniques.

ACTIVITY IDEASMATH: Use only geometric shapes and create a self-portrait. Pay attention to the proportion of each shape and choose colors that express emotion.

SCIENCE: Create a self-portrait that is about a unique scientific quality. Use fingerprints to create a pointillism self-portrait.

SOCIAL STUDIES: Paint or draw a portrait of someone that is important to you or your community.

LANGUAGE ARTS: Create a portrait of a character in a novel or story you are reading. Find all of the descriptive words the author uses about the character. Use these words to create a portrait of that character.

Boy Boy Pinguino (1998)Alette Simmons-Jimenez

Boy Aged Seven (1964)Lowell Nesbitt

Portrait Of A Lady(ca. 1840) Unknown Artist

Inner Shrine (1990)Don Head

Portrait Of A Young Boy VERA (1986) Dreamers, Mother And Child The Recital (1939)(ca. 1850) Unknown Artist Miriam Schapiro (1932) Louise Lyons Heustis Louise Lyons Heustis

SECTION 3

GLOSSARY

ELEMENTS OF ART Form is three-dimensional and encloses volume. Cubes, spheres, and cylinders are examples. Line refers to the continuous mark made on some surface by a moving point. It may be two-dimensional, like a pencil mark on paper or it may be three-dimensional, like wire or it may be implied, like the edge of a shape or form. Often it is an outline, contour or silhouette. Shape is an enclosed space defined by other elements of art. Shapes are mostly two-dimensional objects. Color has three properties:

1) Hue; the name of a color, like red, yellow, blue, etc. 2) Intensity; the purity and strength of a color, or the

brightness or dullness of a color. 3) Value; the lightness or darkness of a color.

Texture refers to the surface quality or “feel” of an object, such as smoothness or roughness. Texture can be actual or implied. Space refers to the distance or area between, around, above or within things. Value describes the lightness or darkness of a color and is considered to be its own element because it is needed to express volume.

PRINCIPLES OF ART Emphasis refers to points of interest that pull the viewer’s eye to important parts of the body of work. Balance creates a sense of stability in the body of work. Balance is achieved by repeating the same shapes, which creates a feeling of equal weight. Three types of balance are radial, formal and informal. Harmony is achieved in a body of work by using similar elements throughout the work. Harmony gives an uncomplicated look to your work. Variety refers to the differences in the work and can be achieved by using different shapes, textures, colors and values. Movement adds excitement to work by showing action and directing the viewer’s eye throughout the picture plane. Rhythm is a type of movement in drawing and painting. It is achieved by the repetition of shapes and colors or lights and darks. Proportion or scale refers to the relationships of the size of the objects in a body of work. Proportion helps with the illusion of perspective in two-dimensional work; e.g. small size relates too far distance. Unity is achieved when all the parts equal a whole.

VOCABULARY Aesthetics: understanding the nature, meaning and value of art. Art Criticism: responding to and making judgments about the properties and qualities that exist in visual forms. Art History: the study of artists and the contributions art has made to culture and society. Art Production: making art. Collage: a picture made by sticking together pieces of paper, photographs (montage), or other two dimensional objects. Color Wheel: an arrangement of colors showing their relationships. (Click on ‘Color Wheel’ on the home page for a classroom image). Complimentary Colors: colors that are opposites on the color wheel. (Click on ‘Color Wheel’ on the home for a classroom image). Composition: an arrangement of objects, elements or forms according to principles of art. Diorama: a scenic representation in which sculpted figures and lifelike details are displayed, usually in miniature, so as to blend in with a realistically painted background.

Discipline-Based Art Education (DBAE): an approach to teaching the Visual Arts. (Also see Aesthetics, Art Criticism, Art History, and Art Production). Drawing: creating an object or form chiefly by means of lines. Genre: category of artistic composition characterized by a particular style, form or content. Illustration: a picture or diagram that helps make something clear or attractive. Landscape: a representation, actual or fantasy, of land or sea whose chief subject is the general aspect of nature. Media: material, such as paint, clay, paper, etc., used in the creation of art. Mosaic: surface decoration made by inlaying small pieces of variously colored materials to form pictures or patterns. Painting: creating an object or form chiefly by using liquid colors. Pattern: a design based on the repetition of elements in a work of art. Pigment: a powdered substance that is mixed with liquid and is used to impart color to coating materials, such as paint and ink. Pointillism: applying small strokes or dots of color to a surface so that from a distance they blend together to create an image. Portrait: a representation of a person's face, appearance and/or character. Primary Colors: the colors red, yellow and blue.

Printing: representing an object or form using a template that is marked and coated with ink and pressed onto paper resulting in a transfer of the image. Prism: a transparent body that is bounded in part by two nonparallel plane faces and is used to refract or disperse a beam of light. Sculpture: representing a form in the round or in relief by modeling clay, chiseling stone or casting in metal. Secondary Colors: the colors orange, green and purple created by combining two primary colors. Sitter: an artist's model. Still Life: a representation of inanimate objects, such as flowers or fruit, in a painting, drawing or photograph. Stylized: represented or designed according to a style or stylistic pattern rather than according to nature or tradition. Symmetry: correspondence in size, shape and relative position of parts on opposite sides of a dividing line or median plane or about a center or axis. Tessellation: a mosaic covering an infinite geometric plane without gaps or overlapping by congruent plane figures of one type or a few types. Texture Rubbing: an image created by placing paper on top of a textured surface and rubbing with a flat crayon or charcoal.

SECTION 4

WEB CONNECTIONS

For art lessons on the Mobile County Public School System website visit…

www.mcpss.com/oldshell/osrartsinfusion/index.html To view lesson plans covering the Language Arts for grades K-12 visit…

www.col-ed.org/cur/lang.html#lang1 To explore lesson plans and curriculum ideas for grades K-12 created by the J. Paul Getty Trust visit…

www.getty.edu/artsednet/resources/index.html To view lesson plans that cover all subject areas for grades K-12 visit…

www.lessonplanspage.com/Art.htm For fantastic art lessons for ages 4-6 that are easily adapted to meet the interest of older students visit…

http://kinderart.com/across1 This site demonstrates how to explore Geometry through art.

http://mathforum.org/~sarah/shapiro/shapiro.introduction.html To view art lessons for grades K-12 visit…

http://homepage.mac.com/krohrer/iad/lessons/elem/elementarylessons.html For Discipline-Based Art Education (DBAE) lesson plans for grades K-12 visit…

www.geocities.com/Athens/8020/arted.html#lessons For art educations sources and cross-curricular connections for grades K-12 visit…

www.azarted.org/pages/artedlinks.htm

This site will allow you to view works created by M.C Escher, and will also offer biographical information.

http://www.nga.gov/cgi-bin/psearch?Request=A&Person=201590 This site will take you on a virtual tour of Lascaux Cave while providing background information on Paleolithic Art.

http://www.culture.fr/culture/arcnat/lascaux/en/ For information about and images of Native American Basketry visit…

http://www.kstrom.net/isk/art/basket/baskmenu.html This site provides links to many Native American sites and art resources.

http://dizzy.library.arizona.edu/library/teams/fah/subpathpages/art/ah/na.html This site provides a wonderful interactive Art History timeline including lesson plans and background information for all grades.

http://www.sanford-artedventures.com/study/timeline.html For a list of National Curriculum Standards for all grades and subjects visit…

http://www.enc.org/professional/standards/ This site explores the world of Leonardo Di Vinci and includes classroom activites.

http://www.mos.org/sln/Leonardo/LeoHomePage.html