Jonathan Swift's 1729 pamphlet "A Modest Proposal" is a model for satirizing social problems. In this lesson, students complete multiple readings of Swift's essay: a guided reading with the teacher, a collaborative reading with a peer, and an independent reading. The online Notetaker tool helps students restate key ideas from Swift's essay as they read and elaborate upon these ideas postreading. After independent reading, pairs of students develop a mock television newscast or editorial script, like those found on Saturday Night Live's "Weekend Update," The Daily Show with Jon Stewart, or The Colbert Report, including appropriate visual images in PowerPoint.

In this activity from the Commonwealth Theatre Center in Louisville, Kentucky, students select several emotions and determine what these emotions would look like in a drawing and as a selfie. To understand and express our emotions we need to learn how to properly define them.

We will be studying Macbeth and how the Visual Arts teacher can help enhance a student’s learning experience. The graphic novel form can help students interpret plot, character, and theme through its unique lens. This paper will examine both the purpose and the specifics of having students create their own graphic novel panels using Photoshop and Wacom (electronic drawing) tablets. One area of focus will be inclusion of detail. Deciding what to leave out is just as important as deciding what to leave in. Sometimes the reader’s imagination can conjure up an image that is far more powerful than any image an illustrator can create. Students will also closely consider the importance of visual clues to the reader, asking key questions as they proceed. For example, how will a sense of mood and atmosphere be conveyed? The same scene with different shading and or use of lighting can appear dramatically different. Character expressions are another consideration: How will the scene convey emotions?

Students will complete the unit – Four Scenes from Macbeth – having improved their skills in both literary interpretation and artistic technique.

A drum like this is made from thinned deer hide or rawhide. It is fancy and has lacing which was placed on the drum when wet. This drum has a bird on it that could be a crane with a snake in its mouth. There are two basic colors: sky colors and grass colors. In the accompanying lesson plan (found in the Support Materials) students will understand how everything on this drum seems to talk about life as described by the bird and the florals in front.

LEARNING OBJECTIVES:

Students will identify a variety of traditional uses for plants.
Students will make predictions about plant pigments.
Students will understand the traditional use of plants through viewing the video and will be able to demonstrate how the materials provided by nature and animals allowed the Shoshone to create items used in everyday life.

This collection uses primary sources to explore social realism in American art. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

Make a sun print using photoreactive paper. Colorado Americorp agents in Araphahoe, Denver, Garfield, Larimer, and Weld Counties. Work supported by the Corporation for National and Community Service under Americorps grant number 18AFHCO0010008. Opinions or points of view expressed in this lesson are those of the authors and do not necessarily represent the official position of or a position that is endorsed by the Corporation or the Americorps program. This resource is also available in Spanish in the linked file.

Make a sun painting using sunscreen. Colorado Americorp agents in Araphahoe, Denver, Garfield, Larimer, and Weld Counties. Work supported by the Corporation for National and Community Service under Americorps grant number 18AFHCO0010008. Opinions or points of view expressed in this lesson are those of the authors and do not necessarily represent the official position of or a position that is endorsed by the Corporation or the Americorps program. This resource is also available in Spanish in the linked file.

Create a colorful candy rainbow using the properties of charged of molecules. Lift the letters off a candy shell with water. Colorado Americorp agents in Araphahoe, Denver, Garfield, Larimer, and Weld Counties. Work supported by the Corporation for National and Community Service under Americorps grant number 18AFHCO0010008. Opinions or points of view expressed in this lesson are those of the authors and do not necessarily represent the official position of or a position that is endorsed by the Corporation or the Americorps program. This resource is also available in Spanish in the linked file.

The research project of this Ph.D. in Digital Media has as objective the creation of a tool (object of learning) for pedagogical aid in teaching the production of visual effects in audiovisual productions, more specifically in the interactions between real and virtual images (match moving).

The prototype created during the research has the purpose of assisting teachers and students in the practical exercises of interaction between real and virtual images.

The tool has the ability to assist in data collection at the time of live-action filming, given the large amount and complexity of these data, and its vital need for the reproduction of real conditions in the virtual universe later.

In addition, it has the ability to generate a script (in Maxscript language) for its use in 3DS Max graphics software, automating part of the production process.

It is also part of the research, besides the conception and creation of the tool (learning object), its validation in the pedagogical and design bias (user experience and user interface).

Professional Resource for telling your story with infographics. Basic design elements and resources are linked. Resources include free downloads from Magnolia Consulting, samples created in Venngage, and examples created by ESU #3.

This series of lessons will provide students with an understanding of the Baroque period and help them identify decorative arts and architecture from that period. After studying Baroque paintings, furniture, architecture, and craft guilds, students will create a mixed-media sculpture inspired by Bernard van Risenburgh's Double Desk. Throughout the unit, students will reflect on their experiences in journals.

Introduces the ethical dimension of finding, using, and sharing images in the context of the undergraduate research assignment. Students will understand the ethical aspects of finding, using, and sharing images; will engage with copyright issues and concepts of intellectual property; and will find and analyze specific images as examples.

Students work in small groups to record interviews capturing public attitudes on various types of waste. Students then edit shorter videos into a larger film that incorporates student analysis and synthetic commentary on waste in our society.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Create a colorful mixture of vegetables. Colorado Americorp agents in Araphahoe, Denver, Garfield, Larimer, and Weld Counties. Work supported by the Corporation for National and Community Service under Americorps grant number 18AFHCO0010008. Opinions or points of view expressed in this lesson are those of the authors and do not necessarily represent the official position of or a position that is endorsed by the Corporation or the Americorps program. This resource is also available in Spanish in the linked file.

This collection uses primary sources to explore visual art during the Harlem Renaissance. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

This course is designed to give persons interested in art and design, a foundation in basic principles, knowledge of materials and technical skills.

VISUAL CULTURES OF THE MIDDLE EAST MOVING IMAGES FROM DAGUERREOTYPES TO SMARTPHONES:
This course examines changing technologies of image capture/(re)production/circulation in the Middle East from the turn of the century through today. We examine historical moments through an appreciation of changing technological advancements of visual material. From changing printing practices on postcards, consumer grade cameras, increasing photographs in periodicals, TVs & VHS, leading up to networked technologies and the digital morass in which we now live. Across the course, emergent technological capabilities of visuality become entwined in issues of nationalism, revolt, consumerism, tourism, changing gender roles, and boundaries of sexuality.
The second half of the course focuses on the contemporary landscape of smartphones/internet/apps/digitality and the dizzying array of visual material in which we now drown. From protests to citizen journalists, emergent political movements and social media on smartphones, from Grindr to surveillance, selfies, & sex.
Finally, there is an emphasis for students to develop and integrate visual material in their developing research agendas. We will explore some visual methods across the course and you will learn how to create a digital story paying special attention to not simply using visual material as the "representation" of your argument.

A Statewide Arts Advisory Team developed this Entry Points document to support teaching the arts, whether remotely, using a hybrid model, or fully in-person. This document is organized by arts discipline and is intended to use in communication with students and their families as well as educators.

The K–12 Arts Learning Standards for Dance, Media Arts, Music, Theater, and Visual Arts can be downloaded from the OSPI Learning Standards and Instructional Materials webpage at: https://www.k12.wa.us/student-success/learning-standards-instructional-materials.
Depending on the focus of arts education in a given district or school, one or more of the five Arts Learning Standards documents can be used to guide instruction and help students develop competency in the arts.

This document covers Media Arts, which may include, but is not limited to photography, film, animation, audio/video arts, technology (T.V., radio, and audio projects, social media, and Internet projects), video game design, digital art and design, and visual communications.