Title: Alabama's Pine Barren
Students will read a description of the pine barrens by Basil Hall and analyze the text by using the 3-2-1 strategy. Students will discuss the life and work of Basil Hall, including his travels and journaling in North America. They will observe how a camera lucida functions and debate whether using a camera lucida is "cheating" in art. Next, students will venture outside to create a sketch of their environment while appropriately utilizing materials. They will compare and contrast their products to the sketches of Basil Hall and critique each other's work.
This lesson was created in partnership with the Alabama Department of Archives and History.
Standard(s): [SS2010] USS5 (5) 2: Identify causes and effects of early migration and settlement of North America.
Title: Angles in the Mix
In this lesson, students will observe art paintings for angles - straight, right, obtuse, and acute. Using digital cameras, students will find "art" in their environment, which displays those same types of angles. They will use their photos to create a Photo Story describing the angles in their environmental art and share it with the class. Lastly, students will choose one of their photos to paint and label the angles found in their art.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
Standard(s): [MA2015] (4) 27: Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. [4-G2]
Title: Congruent and Similar Figures
This lesson provides a variety of hands-on activities for the students to understand the difference between congruent and similar figures. Students will use geoboards, pattern blocks, and the Internet to explore the difference. The activities can be used to reach all learning types.
Standard(s): [MA2015] (3) 24: Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. [3-G1]
Title: Roman Arches
Students will watch a slideshow presentation on Roman arches with followup discussions and activities focusing on the arch as it is used in architecture and art images. They will then create a collograph using an arch.
Standard(s): [AED] VA (4) 5: Describe functions of art within the total environment, including functional sculptures, urban improvement, and transportation.
Title: Ambiguous Pictures/Abstract Art
In this lesson students learn how perspective can change the meaning of art. The students will use a digital camera to take extreme close-ups of objects, thus causing the pictures to become resemble abstract art. This project incorporates art, writing and technology.
Standard(s): [TC2] (3-5) 12: Create a product using digital tools.
Title: Critiquing Art
Students will begin to understand that being an critiquing art is not about what one likes or dislikes, but rather if the art makes sense or makes a statement. Students will learn how to use the vocabulary of the Elements and Principles of Design when discussing art.
Standard(s): [TC2] (3-5) 2: Use various technology applications, including word processing and multimedia software.
Title: Back in Time: Hieroglyphics in Ancient Egypt
There are over 500 ancient Egyptian hieroglyphics. Students will use the Internet to translate their names into hieroglyphs. They will use the translation to design a clay cartouche.
Standard(s): [AED] VA (6-8) 5: Define the appropriate technical terminology in creating a work of art.
Title: The "T" in Art is for Thinking
This lesson provides fourth through eighth grade gifted and talented students with a research-based project, and can also be used with art and language arts students from sixth through ninth grade. Students will design and create a slideshow presentation as a vehicle for analyzing a painting. Using the art criticism process, students will describe and analyze the art elements and principles of design and provide an interpretation of a painting of their choice. Biographical information about the artist and contextual knowledge concerning the art period/movement and the associated historical times may be included.
Standard(s): [AED] VA (6-8) 4: Discuss strengths and weaknesses of a personal portfolio or other work of art.