This art history video discussion examines Gustave Courbet's "The Artist's Studio; A real allegory summing up seven years of my artistic and moral life", oil on canvas, 1854-55 (Musee d'Orsay, Paris).
This art history video discussion looks at Thomas Couture's "Romans of the Decadence," 1847, oil on canvas. (Musج©e d‰غھOrsay, Paris).
De sa naissance à sa mise au rancart, une berceuse participe à toute la vie d’une famille québécoise, se prêtant de bonne grâce à toutes les fantaisies des enfants, fort nombreux! Brisée, réparée, repeinte, à nouveau brisée, elle finit par atterrir sur un banc de neige. Mais la ville a rejoint la campagne, la cerne. On construit un musée d’art moderne. La chaise, récupérée, y devient le siège du gardien. Elle est la vedette des enfants visitant le musée avec leurs parents. Cependant, la nuit venue, dans l’obscurité du musée, les tableaux s’animent au rythme dynamique d’une ronde effrénée et elle revit son passé.
Ce petit film court offre plein de points de culture canadien-français.
This art history video discussion examines Lucus Cranach the Elder's "Adam and Eve", 1526, oil on panel (Courtauld Gallery, London).
We're back! This year Mike Rugnetta is teaching you about theater and drama. Are you in drama club? Want to know about the history of theater? Maybe learn some theater history? Have a lot of fun? This is the series for you! Over the next year, we're going to learn about the history and workings of the dramatic arts, together. It's going to be a great time, very low drama. Except it's all drama. Embrace the paradox, folks.
You can learn pretty much anything with these videos!
Science, History, Language Arts, & Study Skills, Games & More!
For this assignment, students will create and plan an island. They will consider various aspects of their civilization such as mapping, religion, culture, folklore, art, music, dance, agriculture, industry, government, and law and order. This assignment culminates in an oral presentation of the students’ island which should include artifacts, maps, musical compositions etc. This project meets curriculum outcomes in grade 9 Social Studies, ELA and Arts Education.
Students create a class alphabet book or "ABCDarium," a book that uses images of animals or objects to illustrate each letter of the alphabet. The book is in the style of a medieval illuminated manuscript and incorporates both art and writing. Students decorate large uppercase letters of the alphabet and draw an original picture to illustrate each letter.
Outcome: CR3.2 Respond to arts expressions that use the environment (natural, constructed, imagined) as inspiration. Indicator: E. Create an arts expression in response to, or in the same style as, a professional artists and identify connections to the original work. Assessment: For this lesson I used formative assessment. I was able to observe students strategies when completing their art work and assess them based on their knowledge of what they were producing. 1) Can the student identify the different textures within the original artwork. 2) Can the student use this knowledge to recreate these textures within their response to the original. 3) Can the student make comparisons and connections with their own response and the original art work. Based on this formative assessment I was able to supplement for students that were lacking the above criteria. I was able to put them into small groups so they were able to collaborate with each other and follow a direct step by step process to complete the artwork. Within the groups we discussed each step and identified the above criteria together.
I decided that we would collaborate and think creatively in our own classroom. We brainstormed on the SMART board and created KWL charts about each organ: the brain, the heart, and the lungs. From there I decided to use a board game as their assessment. Together again we created a SMART board list of what things needed to be included in a board game. After that I printed off the list and they had to fill it out. Once they had filled out all of the required areas they were allowed to start creating their board games. They used items from both school and home to develop their board games. We have a class set of laptops so they we eager to use those to type out instructions and rules. Once we were all finished our games we set out to play them. The students assessed each other’s games based on a 5 point rubric. They had a blast and learned a lot too!
After a mini unit on pencil sketching, have students sketch a Saskatchewan scene. Be sure students do not include a lot of detail. Next photocopy the picture and use primary colors to paint the picture. Allow the students to use the paints to create secondary colors. Paint the second picture (photocopied) using only these created secondary colors. Display these two art samples and look at and discuss the various Saskatchewan Art created and have a discussion about the colors.
Summary:
-after a mini unit on pencil sketching, have students sketch a Saskatchewan scene. Be sure students do not include a lot of detail.
-photocopy the sketch
-use primary colours to paint the picture
-allow the students to use the paints to create secondary colours
-paint the second picture using only the secondary colours.
-display the two art samples
-look at and discuss various Sk art and talk about colours
Outcomes:
CP6.11 Investigate and use visual art forms, images, and art-making process to express ideas about identity.
CP6.12 Demonstrate increased skills and problem-solving abilities in a variety of visual art media.
CR6.3 Examine arts expressions and artists of various times and places.
Students will observe images of gardens, visualizing and imagining the shapes, colors, textures, sounds, and smells of the plants, flowers, and other objects in a garden. They will also write about and sketch their observations. Students will then design and create a model of their own imagined garden.
Students create and perform melodic contours.
Graphic organizers assist the development of comparative vocabulary and generate discussions of analogy and metaphor in art as students go on a real or virtual tour of an art gallery.
Students choose a novel that is appropriate to their reading level (teacher-approved). They read it in ELA/during DEAR time. I set a date that they needed to be finished reading by so they could estimate where they needed to be at by the end of each week. When they finished reading, they used Bristol board to create a “puzzle” for their novel. Each piece of the puzzle contained a written description of information. On the opposite side, students draw a different cover for their novel that shows an important event or setting. You can upload the picture to a website to create it as an online puzzle for friends to complete! After, I had them cut the actual Bristol board into the 6 puzzle shapes, as you can see in the examples I included on the subsequent pages.
Click "Take the test" in the bottom left corner to get started.
A short and quirky personality style test created by Adobe to showcase varieties of creativity.
The quiz will outline your creative strengths, untapped potential and your ideal way of contributing. For example "The Artist" has the strength of being able to bring ideas and concepts to life; but untapped is fearlessness in expression and this person make a good producer.
Types are the artist, thinker, adventurer, maker, producer, dreamer, innovator, and visionary. Each type includes a goofy animated character that represents the type, there is a description of each type, and who they work best with.
This would be a great addition to a learner profile, or to explore when examining creativity. We can all be creative - just in different ways. This is a great way to illustrate that and spark some rich discussion in your classroom!
Using books by Ezra Jack Keats as inspiration, students explore problems and solutions through read-alouds, discussion, and an interactive bulletin board.
Mini Lesson Ideas on Creativity
This amazing site is full of posts, favourite information, teachings, songs, maps and so much more - all related to preserving and learning the Cree language.