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ALEX Classroom Resources  
   View Standards     Standard(s): [ELA2015] (5) 24 :
24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.5.3]

a. Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.5.3a]

b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. [W.5.3b]

c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. [W.5.3c]

d. Use concrete words and phrases and sensory details to convey experiences and events precisely. [W.5.3d]

e. Provide a conclusion that follows from the narrated experiences or events. [W.5.3e]

[ARTS] MUS (5) 16 :
16) Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

[ARTS] MUS (5) 19 :
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

Example: Write a detailed review of a live musical performance including specific musical elements.

[ARTS] VISA (5) 12 :
12) Interpret art by analyzing visual qualities and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.

Subject: English Language Arts (5), Arts Education (5)
Title: Writing Road
URL: https://www.clevelandorchestra.com/globalassets/1920/lesson-plan-db/pdfs/5-writingroad.pdf
Description:

Students will analyze the painting "Streets of Mbari."  They will listen to and evaluate the musical elements of The Marketplace at Limoges by Modest Mussorgsky. They will write a narrative based on their impression of both the painting and music.  



   View Standards     Standard(s): [ARTS] MUS (3) 19 :
19) Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.

Example: Write a review of a live musical performance.

[ARTS] MUS (4) 19 :
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

Example: Write a detailed review of a live musical performance.

[ARTS] MUS (5) 19 :
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

Example: Write a detailed review of a live musical performance including specific musical elements.

[ARTS] VISA (3) 5 :
5) Individually or collaboratively construct representations of places that are part of everyday life.

Examples: Create a two-dimensional or three-dimensional model of school, home, bedroom, or neighborhood.

View and discuss Van Gogh's Bedroom.

[ARTS] VISA (4) 2 :
2) Collaboratively design and create artwork that has meaning and purpose.

Examples: Create a logo for a school or activity.

[ARTS] VISA (4) 15 :
15) Through observation, infer information about time, place, and culture in which a work of art was created.

Example: Look at the statue of Vulcan in Birmingham and talk about its relationship to history of the city.

[ARTS] VISA (5) 12 :
12) Interpret art by analyzing visual qualities and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.

Subject: Arts Education (3 - 5)
Title: The Ultimate Desk
URL: http://www.getty.edu/education/teachers/classroom_resources/curricula/arts_lang_arts/a_la_lesson29.html
Description:

Students will analyze Bernard van Risenburgh's Double Desk. They will design and describe their own ultimate desk. They will listen to and analyze Baroque music. Working in groups, students will construct a desk from cardboard and tape.  They will decorate the veneer for their desk. 



   View Standards     Standard(s): [ELA2015] (3) 24 :
24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.3.3]

a. Establish a situation and introduce a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.3.3a]

b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [W.3.3b]

c. Use temporal words and phrases to signal event order. [W.3.3c]

d. Provide a sense of closure. [W.3.3d]

[ELA2015] (4) 24 :
24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.4.3]

a. Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.4.3a]

b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. [W.4.3b]

c. Use a variety of transitional words and phrases to manage the sequence of events. [W.4.3c]

d. Use concrete words and phrases and sensory details to convey experiences and events precisely. [W.4.3d]

e. Provide a conclusion that follows from the narrated experiences or events. [W.4.3e]

[ELA2015] (5) 24 :
24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.5.3]

a. Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.5.3a]

b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. [W.5.3b]

c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. [W.5.3c]

d. Use concrete words and phrases and sensory details to convey experiences and events precisely. [W.5.3d]

e. Provide a conclusion that follows from the narrated experiences or events. [W.5.3e]

[ARTS] VISA (3) 6 :
6) Refine artwork in progress by adding details to enhance emerging meaning.

Example: Decide what details need to be added to make their artwork clearer.

[ARTS] VISA (3) 11 :
11) Discuss the meanings and messages communicated by visual imagery.

[ARTS] VISA (4) 5 :
5) Document, describe, and create real or imagined constructed environments.

Example: Design a futuristic art room, town, or planet.

[ARTS] VISA (4) 11 :
11) Analyze components in visual imagery that convey meanings and messages.

Example: What is the meaning of Edvard Munch's The Scream?

[ARTS] VISA (5) 12 :
12) Interpret art by analyzing visual qualities and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.

Subject: English Language Arts (3 - 5), Arts Education (3 - 5)
Title: Story Books
URL: http://www.getty.edu/education/teachers/classroom_resources/curricula/arts_lang_arts/a_la_lesson13.html
Description:

Students will analyze Sebastiano Ricci's Perseus Confronting Phineus with the Head of Medusa.  They will discuss the story elements found in the painting, such as setting, characters, and actions.  Students will be given a print of a painting and write a narrative based on the characters and setting.  Based on their narrative, students will illustrate what happened before and after the given painting.    



   View Standards     Standard(s): [ARTS] VISA (5) 2 :
2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

[ARTS] VISA (5) 12 :
12) Interpret art by analyzing visual qualities and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.

Subject: Arts Education (5)
Title: Crosshatching for Value
URL: http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/Fifth-Grade-Lesson-7.pdf
Description:

Students will create a four-value scale to practice crosshatching.  They will observe the difference in effect of light on two objects.  They will draw a circle or sphere and use crosshatching to show effect of light.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.   



   View Standards     Standard(s): [ARTS] VISA (5) 12 :
12) Interpret art by analyzing visual qualities and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.

Subject: Arts Education (5)
Title: Responding to Art: Art Criticism
URL: http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/Fifth-Grade-Lesson-10.pdf
Description:

Students will practice art criticism by describing, analyzing, and interpreting artwork.  The description will include colors, textures, shapes, and lines.  The analysis describes the artist's choices.  The interpretation includes the student's interpretation and support of their ideas and feelings.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.   



   View Standards     Standard(s): [ARTS] VISA (3) 1 :
1) Elaborate on an individual or prompted imaginative idea.

Examples: Create an imaginative mask showing his/her personality.
Look at masks from different cultures such as Chinese, African and Native American.

[ARTS] VISA (3) 12 :
12) Interpret art by analyzing use of media to create subject matter, visual qualities, and mood/feeling.

Example: Discuss the differences between Meret Oppenheim's Object and an everyday cup.

[ARTS] VISA (4) 12 :
12) Interpret art by referring to contextual information and analyzing relevant subject matter, visual qualities, and use of media.

Example: Emanuel Leutze's Washington Crossing the Delaware River in 1776 and its relevance to the Revolutionary War.

[ARTS] VISA (4) 15 :
15) Through observation, infer information about time, place, and culture in which a work of art was created.

Example: Look at the statue of Vulcan in Birmingham and talk about its relationship to history of the city.

[ARTS] VISA (5) 2 :
2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

[ARTS] VISA (5) 12 :
12) Interpret art by analyzing visual qualities and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.

Subject: Arts Education (3 - 5)
Title: A Look at Judith Leyster
URL: https://www.nga.gov/education/teachers/lessons-activities/self-portraits/leyster.html
Description:

Students will analyze a self-portrait by Judith Leyster. They will write an "I Am" poem and create a monogram to sign their art.  



   View Standards     Standard(s): [ARTS] VISA (5) 2 :
2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

[ARTS] VISA (5) 10 :
10) Compare one's interpretation of a work of art with the interpretation of others.

[ARTS] VISA (5) 12 :
12) Interpret art by analyzing visual qualities and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.

Subject: Arts Education (5)
Title: Pandora's Box
URL: https://www.nga.gov/education/teachers/lessons-activities/origin-myths/pandora.html
Description:

Students will analyze Odilon Redon's Pandora.  They will create a box using two- and three-dimensional symbols to illustrate an emotion. Students will compare and contrast classmates' boxes.  



   View Standards     Standard(s): [ARTS] VISA (3) 12 :
12) Interpret art by analyzing use of media to create subject matter, visual qualities, and mood/feeling.

Example: Discuss the differences between Meret Oppenheim's Object and an everyday cup.

[ARTS] VISA (4) 13 :
13) Apply one criterion from elements or principles of design to evaluate more than one work of art/design.

Example: Discuss how students' outcomes are different even though they used the same criteria.

[ARTS] VISA (5) 12 :
12) Interpret art by analyzing visual qualities and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.

Subject: Arts Education (3 - 5)
Title: Artful Thinking: Color, Shape, Line, Creative Comparisons
URL: https://philamuseum.org/doc_downloads/education/lessonPlans/Artful_Thinking_%20Color_Shape_Line_and_Creative_Comparisons.pdf
Description:

Students will analyze a piece of artwork and identify the colors, shapes, lines, and mood.  They will complete a Creative Comparisons Worksheet (included in the lesson).  



   View Standards     Standard(s): [ARTS] VISA (3) 11 :
11) Discuss the meanings and messages communicated by visual imagery.

[ARTS] VISA (4) 11 :
11) Analyze components in visual imagery that convey meanings and messages.

Example: What is the meaning of Edvard Munch's The Scream?

[ARTS] VISA (5) 10 :
10) Compare one's interpretation of a work of art with the interpretation of others.

[ARTS] VISA (5) 12 :
12) Interpret art by analyzing visual qualities and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.

Subject: Arts Education (3 - 5)
Title: Artful Thinking: Step Inside
URL: https://philamuseum.org/doc_downloads/education/lessonPlans/13382_EDU_Lesson-plan_JAN-2020_012420.pdf
Description:

Students will "Step Inside" the main character of a piece of artwork.  They will identify the mood of the character by observing facial expression, body language, actions, and interactions. Students will complete a worksheet that is included in the lesson.  They will compare their interpretations with their classmates.  



   View Standards     Standard(s): [ARTS] VISA (4) 12 :
12) Interpret art by referring to contextual information and analyzing relevant subject matter, visual qualities, and use of media.

Example: Emanuel Leutze's Washington Crossing the Delaware River in 1776 and its relevance to the Revolutionary War.

[ARTS] VISA (4) 13 :
13) Apply one criterion from elements or principles of design to evaluate more than one work of art/design.

Example: Discuss how students' outcomes are different even though they used the same criteria.

[ARTS] VISA (5) 10 :
10) Compare one's interpretation of a work of art with the interpretation of others.

[ARTS] VISA (5) 12 :
12) Interpret art by analyzing visual qualities and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.

Subject: Arts Education (4 - 5)
Title: Artful Thinking: Ten Times Two
URL: https://philamuseum.org/doc_downloads/education/lessonPlans/13136_EDU_Lesson-plan_OCT-2019_Ten-Times-Two_093019.pdf
Description:

Students will analyze a piece of artwork using the ten times two method.  They will compile a list of ten items they notice.  The class will discuss the lists.  Then, the students will create another list of ten items they notice about the artwork. In pairs, the students will analyze the similarities and differences between the two lists. 



   View Standards     Standard(s): [ARTS] VISA (4) 11 :
11) Analyze components in visual imagery that convey meanings and messages.

Example: What is the meaning of Edvard Munch's The Scream?

[ARTS] VISA (4) 12 :
12) Interpret art by referring to contextual information and analyzing relevant subject matter, visual qualities, and use of media.

Example: Emanuel Leutze's Washington Crossing the Delaware River in 1776 and its relevance to the Revolutionary War.

[ARTS] VISA (5) 10 :
10) Compare one's interpretation of a work of art with the interpretation of others.

[ARTS] VISA (5) 12 :
12) Interpret art by analyzing visual qualities and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.

Subject: Arts Education (4 - 5)
Title: Artful Thinking: Elaboration Game
URL: https://philamuseum.org/doc_downloads/education/lessonPlans/13207_EDU_Lesson-plan_NOV-2019_102819.pdf
Description:

Students will describe a piece of artwork.  The teacher will divide the artwork into sections.  The students will identify what they see in each section.  Classmates will elaborate on the details presented.  Once the entire piece has been described, the class will interpret what they see.  



   View Standards     Standard(s): [ARTS] VISA (4) 11 :
11) Analyze components in visual imagery that convey meanings and messages.

Example: What is the meaning of Edvard Munch's The Scream?

[ARTS] VISA (4) 12 :
12) Interpret art by referring to contextual information and analyzing relevant subject matter, visual qualities, and use of media.

Example: Emanuel Leutze's Washington Crossing the Delaware River in 1776 and its relevance to the Revolutionary War.

[ARTS] VISA (5) 11 :
11) Identify and analyze cultural associations suggested by visual imagery.

Example: The Terra Cotta Army and its relationship to Chinese culture.

[ARTS] VISA (5) 12 :
12) Interpret art by analyzing visual qualities and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.

Subject: Arts Education (4 - 5)
Title: Artful Thinking: What Makes You Say That?
URL: https://philamuseum.org/doc_downloads/education/lessonPlans/What%20Makes%20You%20Say%20That.pdf
Description:

Students will analyze Tar Beach 2 by Faith Ringgold. The teacher will ask "What makes you say that?" to encourage deeper observations and evidence to support those observations. Students will divide into groups and continue the analysis. Groups will share observations with the class. 



   View Standards     Standard(s): [ARTS] VISA (0) 12 :
12) Interpret art by identifying subject matter and describing relevant details.

Example: Answer questions such as, "What do you see?" or "How does this art make you feel?"

[ARTS] VISA (1) 10 :
10) Select and describe works of art that illustrate daily life experiences.

[ARTS] VISA (1) 11 :
11) Compare and/or contrast similar images, subjects, or themes.

Examples: Compare Leonardo DaVinci's Mona Lisa with Johannes Vermeer's The Girl with the Pearl Earring.

[ARTS] VISA (2) 15 :
15) Compare and contrast cultural uses of artwork from different times and places.

Example: Australian Aboriginal dot paintings and Plains Indians pictographs.

[ARTS] VISA (3) 15 :
15) Recognize that responses to art change depending on knowledge of the time and place in which it was made and on life experiences.

[ARTS] VISA (4) 15 :
15) Through observation, infer information about time, place, and culture in which a work of art was created.

Example: Look at the statue of Vulcan in Birmingham and talk about its relationship to history of the city.

[ARTS] VISA (5) 12 :
12) Interpret art by analyzing visual qualities and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.

Subject: Arts Education (K - 5)
Title: Comparing Past and Present
URL: https://philamuseum.org/doc_downloads/education/lessonPlans/11704_EDU_Lesson-Plan_MAY-2018_050118.pdf
Description:

Students will compare and contrast pieces of artwork that depict life in the past with modern-day objects. They can work as a class or in small groups. 



   View Standards     Standard(s): [ARTS] VISA (4) 13 :
13) Apply one criterion from elements or principles of design to evaluate more than one work of art/design.

Example: Discuss how students' outcomes are different even though they used the same criteria.

[ARTS] VISA (5) 12 :
12) Interpret art by analyzing visual qualities and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.

Subject: Arts Education (4 - 5)
Title: Line, Color, Space, Light, and Shape: What Do They Do? What Do They Evoke?
URL: https://philamuseum.org/doc_downloads/education/lessonPlans/Digging-Deep%20Elements%20of%20Art.pdf
Description:

Students will analyze a piece of artwork.  They will identify the elements of art - line, color, shape, light, and space. 



   View Standards     Standard(s): [ARTS] VISA (5) 10 :
10) Compare one's interpretation of a work of art with the interpretation of others.

[ARTS] VISA (5) 12 :
12) Interpret art by analyzing visual qualities and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.

Subject: Arts Education (5)
Title: Observation/Interpretation
URL: https://philamuseum.org/doc_downloads/education/lessonPlans/11577_EDU_Lesson-Plan_APRIL-2018_032618.pdf
Description:

Students will identify the difference between "observation" and "interpretation." They will analyze a piece of artwork and make observations and interpretations. Students will individually analyze a different piece of artwork and share it with the class. 



   View Standards     Standard(s): [ARTS] VISA (5) 12 :
12) Interpret art by analyzing visual qualities and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.

Subject: Arts Education (5)
Title: Picturing America Lesson: For the Birds
URL: https://philamuseum.org/doc_downloads/education/lessonPlans/Picturing%20America%20Lesson%203%20-%20Audubon.pdf
Description:

Students will compare and contrast two paintings of birds. They will describe the lines they see in each painting.  



   View Standards     Standard(s): [ARTS] VISA (4) 12 :
12) Interpret art by referring to contextual information and analyzing relevant subject matter, visual qualities, and use of media.

Example: Emanuel Leutze's Washington Crossing the Delaware River in 1776 and its relevance to the Revolutionary War.

[ARTS] VISA (4) 13 :
13) Apply one criterion from elements or principles of design to evaluate more than one work of art/design.

Example: Discuss how students' outcomes are different even though they used the same criteria.

[ARTS] VISA (5) 12 :
12) Interpret art by analyzing visual qualities and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.

[ARTS] VISA (5) 13 :
13) Recognize differences in criteria used to evaluate works of art depending on styles, genres, and media as well as historical and cultural contexts.

Subject: Arts Education (4 - 5)
Title: Picturing America Lesson: The Artist's Vision: Abstraction and the American West
URL: https://philamuseum.org/doc_downloads/education/lessonPlans/Picturing%20America%20Lesson%209%20-%20OKeeffe.pdf
Description:

Students will analyze two pieces of abstract artwork. They will identify the elements of art. They will make line sketches of each piece. 



   View Standards     Standard(s): [ARTS] VISA (5) 2 :
2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

[ARTS] VISA (5) 12 :
12) Interpret art by analyzing visual qualities and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.

Subject: Arts Education (5)
Title: Converging Lines
URL: http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/Fifth-Grade-Lesson-1.pdf
Description:

Students will identify descriptive language in literature to draw a setting.  They will draw a landscape with a horizon, vanishing point, and converging guidelines. They will use colored pencils to add color, texture, and surface.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF. 



ALEX Classroom Resources: 18
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