In this art history video discussion Beth Harris and Steven Zucker consider the Barberini Faun, c. 220 B.C.E. (Glyptothek, Munich).

Students discuss a 17th-century painting that depicts musicians in the middle of a fight. They will write a one-paragraph description of the painting in the present tense. Students speculate about what happened before and after the scene depicted in the painting, and then use past and future tenses to write narratives based on their speculations. In the narratives, each student will add descriptive idioms about characters in the painting and draw a visual representation of an idiom.

This lesson considers New York City and the cross currents that run between the worlds of music-making and the arts in a broad sense, particularly the visual and literary arts

In this lesson, students will compare and contrast some of the musical and visual elements of Stadium Rock with those of Punk Rock. They will investigate how Punk grew out of the particular musical and social context of Britain in the 1970s. They will then put their knowledge to work in small groups by creating album covers for a fictitious 1970s Punk Rock band.

In this lesson, students explore band logos as examples of graphic design, and consider how logos derive meaning through association with the bands they symbolize. Guided by a handout that introduces Five Principles of Effective Logo Design, students study images of band logos and analyze their effectiveness. Armed with a new sense of what might make logos effective, students then design logos for their own fictitious, or real, bands.

In this lesson, students begin by examining the ways their sense of identity might be affected by social pressures associated with different spaces. By watching clips from RUMBLE, students then discover how musicians Robbie Robertson, Stevie Salas, and Taboo have negotiated their Native identities, and compare these musician's journeys with those of earlier Native Americans.

In this lesson, students explore the principles of synesthesia through drawing to music. By viewing and analyzing artwork based on multi sensory perception, students will become aware of the role of the senses in art, and how sensory stimulation such as listening to music can be used as a tool for inspiration. Guided by a handout outlining the basic elements and principles of art, students will engage in active discussions about how sensory perceptions can be interpreted through color, line, and form. They will then apply these reflections on their own artistic work.

In this lesson, students identify basic shapes and types of lines, and analyze how Pablo Picasso's might use such shapes and lines in Guitar, Sheet Music, and Glass. Drawing upon Guitar, Sheet Music, and Glass as an inspiration, students than cut out and paste shapes to create their own cubist collage of a musical instrument.

The AGO’s collection is searchable on their website, but some exhibits stand out more than others.
One gem on the website right now is The Boxwood Project, which contains countless photos of exquisitely tiny gothic carvings, accompanied by not just one scientific analysis showing how researchers figured out how the beads were made, but numerous essays on the topic.
Another feature is an interactive website compiling around 3,000 photographs taken by Henryk Rozencwaijg-Ross of the Jewish ghetto in a Polish city during the Holocaust. Visitors to the webpage are encouraged to use the “Build My Collection” function to curate their own exhibit out of the photographs and share it with others.

Canadian art is a door to learning about a wide range of subjects.

The Art Canada Institute teacher resource guides presented here offer students the opportunity to study a multitude of subjects—from environmental awareness to activism, social justice to gender studies, politics to computer science (to name a few)—through the art and artists who have defined this country’s visual culture.

Following our provinces’ education curricula, the teacher resource guides provide multidisciplinary learning activities that reveal how Canadian art powerfully reflects our world so we can better understand it.

Activities for K-12!

Students create and use pinhole cameras to understand how artists use and manipulate light to capture images in photographs. They shoot and develop photographs made with pinhole cameras. They compare and contrast a nineteenth-century image, photographs taken with a pinhole camera, and pictures created with a digital camera or camera phone.

In this lesson students evaluate published children's picture storybooks. Students then plan, write, illustrate, and publish their own children's picture books.

This video features a Smarthistory conversation between Dr. Beth Harris and Dr. Steven Zucker in front of the Colossus of Constantine, c. 312-15 (the first Christian Emperor of Rome). Palazzo dei Conservatori, Musei Capitolini, Rome.

This form of painting became popular during the Cultural Revolution in China (1966-1976). Images depicting people's every day lives became a natural focus under the regime of Chairman Mao. Artists in places like Hu County in Shaanxi Province (near Xi'an), where these painting were made, were discovered and became popular. This particular series of Peasant Paintings, by a mature, female artist named Dong, were done in a studio production method.The peasant paintings depict festivals and daily routines: preparing food, doing laundry, traditional parades (lanterns, dragons), animals and fish. Some tell stories with symbolism. This curriculum resource will provide potential lesson topics and areas of discovery and a set of images for teachers of art, Chinese culture & history at elementary, middle and high school levels. The paintings may serve as supplementary visuals for K-8 teachers of science, and geography.

This art history video discussion looks at Thomas Couture's "Romans of the Decadence," 1847, oil on canvas. (Musج©e d‰غھOrsay, Paris).

In this art history video discussion Sal Khan and Steven Zucker consider Salvador Dalج_'s "The Persistence of Memory" 1931, oil on canvas. (The Museum of Modern Art).

Students will engage in visual and written activities that will support their creative process of choreographing a solo dance composition. The lesson includes motifs and the movement components -- body, effort, shape, and space (BESS elements from Laban Movement Analysis).

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Students will examine primary sources in order to draw conclusions about the influence of Greek art and philosophy on the French Revolution. Students will compare the goals of the French Revolution to those of Neoclassical artists. Students will understand how visual language and style reflects underlying values in society by writing an analysis of the narrative in a work of art.