Investigates fundamental issues in photography, both analog and digital, and the nature of the photographic image as well as nontraditional ways of exploring the photographic vision. Explores relationship of image to language as well as the issues of meaning, interpretation, and their relationship to culture.

Video introduction to simple comics reading, how comics are representational, and the vocabulary of comics. Also includes a brief list of the possible jobs in creating a comic such as writer, artist, penciler, and inker.

Introduces fundamental issues in sculpture such as site, context, process, psychology and aesthetics of the object, and the object's relation to the body. Explores issues of interpretation and audience interaction. Introduces a variety of materials and techniques including wood, plaster, and metal (welding and forging). This class introduces fundamental issues in sculpture such as site, context, process, psychology and aesthetics of the object, and the object's relation to the body. During the semester Introduction to Sculpture will explore issues of interpretation and audience interaction. As a significant component to this class introductions to a variety of materials and techniques both traditional (wood, metal, plaster) as well as non-traditional (fabric, latex, found objects, rubber, etc.) will be emphasized.

Introduction to artistic practice and aesthetic analysis through studio work and lectures. Students communicate ideas and experiences through various media such as sculpture, installation, performance, and video. Projects evolve through stages of conceptual and material development to final presentation. Lectures, visiting artist presentations, field trips, and readings supplement studio practice, providing an index to the historical, cultural, and environmental forces that affect both development of artistic vision and reception of works of art.

Kitchen Art IdeasWith Lessons Inspired by the Teachings ofJean MartinObjectives: The participants will “think outside the box” to:1. Search for materials found in the kitchen than can be used in the art process2. Create art using “unconventional” kitchen equipment, tools and materials Audiences:These activities can be enjoyed by all age groups. All that is required is a little imagination.

This series of lessons will teach all of the key features in Tinkercad, a free, web-based 3D design platform. When you have finished the lessons you will have a comprehensive knowledge of how to design/draw in 3D. After that all you need is practice to improve your skills.

Prompt engineering (PE) is the process of communicating effectively with an AI to achieve desired results. As AI technology continues to rapidly advance, the ability to master prompt engineering has become a particularly valuable skill. Prompt engineering techniques can be applied to a wide variety of tasks, making it a useful tool for anyone seeking to improve their efficiency in both everyday and innovative activities.

This course is tailored to beginners, making it the perfect starting point if you're new to AI and PE. However, even if you're not a beginner, you'll still find valuable insights within this course. This course is the most comprehensive prompt engineering course available, and the content ranges from an introduction to AI to advanced PE techniques.

Students will use the Five Core Concepts and Five Key Questions to analyze and evaluate media messages.  These concepts will serve as the "Big Ideas" or the "Enduring Understanding" that students will need in order to become media literate.   Students will learn the Language of Persuasion used in advertising, specifically techniques that appeal to pathos (emotion), logos (logic), and ethos (credibility/character). They will use these techniques to analyze both print advertisements and television commercials. The lesson will culminate in the analysis of advertisements and the various techniques that they use as well as an evaluation of their effectiveness.This is Part 3 of a 5 Part Unit: Media Manipulation: What Are They Really Saying?

This article identifies online lesson plans that can be used to introduce visualizing, a comprehension skill important to both science and literacy learning. Each of the lessons meets NCTE/IRA English language arts standards. The article appears in the free online magazine Beyond Weather and the Water Cycle, which is structured around the seven essential principles of climate science and literacy.

This is a visual arts performance assessment created by the Michigan Arts Education Assessment and Instruction project (MAEIA).

Communicating an Idea:
Students will create a collage based on a theme of their choice from this list:
o Family
o School
o Hope
o Crisis
o Monsters

Note: Assessment may be adapted for digital collage.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students.

This performance assessment addresses the following standard(s):

Content Standard(s):
ART.VA.I.HS.2 – Intentionally use art materials & tools when applying techniques & skills to communicate ideas.

Performance Standard(s):
P.1 – Students can intentionally select and apply materials and organizational principles to solve specific visual arts problems.

VPAA Guideline(s):
P.1 – Apply the techniques, elements, principles, intellectual methods, concepts, and functions of the visual, performing, or applied arts discipline to communicate ideas, emotions, and experiences; address opportunities to improve daily life; and solve problems with insight, reason, and competence.

NCAS Anchor Standard(s):
VA:Cr2 – Organize and develop artistic ideas and work.

Click view resource to access more information about the item, including the teacher and student booklets and the scoring rubric(s).

This is an arts performance assessment created by the Michigan Arts Education Assessment and Instruction project (MAEIA).

Drawing Your Favorite Weekend Activity: Students will use pencils and crayons to create an illustration of their favorite weekend activity from personal experience. They should fill the majority of the page, using a variety of color and incorporating details of the activity into the drawing.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students.

This performance assessment addresses the following standard(s):
Content Standard(s)
ART.VA.III.EL.5 – Understand how personal experiences can influence the development of artwork.
ART.VA.III.K.5 – Illustrate a personal experience.

Performance Standard
VA.EL.R1 – Students can analyze, describe, and connect how art is made and the purpose it serves across disciplines and life.

NCAS Anchor Standard
VA:Cn10 – Synthesize and relate knowledge and personal experiences to make art.

*Click view resource to access more information about the item, including the teacher and student booklets, the scoring rubric(s), and student exemplars.

Mardi Gras MasksA Lesson Developed and Submitted by Cathy Harrington and Marilyn StadlerObjectives: 1. Introduce the art of mask making to the participants.2. Review the art concepts of formal and informal balance and shape.3. Celebrate Mardi Gras by creating masks using imagination and the materials provided.Audiences:Could be suitable for all ages to enjoy.

In this course students create digital visual images and analyze designs from historical and theoretical perspectives with an emphasis on art and design, examining visual experience in broad terms, and from the perspectives of both creators and viewers. The course addresses key topics such as: image making as a cognitive and perceptual practice, the production of visual significance and meaning, and the role of technology in creating and understanding digitally produced images. Students will be given design problems growing out of their reading and present solutions using technologies such as the Adobe Creative Suite and/or similar applications.

Mona Lisa Fact or FictionA Copyrighted Activity Re-Posted with Permission from Cheryl Trowbridgewww.teachkidsart.netObjectives:The participants will be introduced to interesting facts surrounding the painting of the Mona LisaAudiences: This lesson is perfect for anyone, regardless of age, who is interested in learning more about art and history. Use Cheryl’s wonderful plan with your group and consider using her format to explore other art, traditions, cultures, artists and subjects. We are all enriched when we are life-long learners.

Name TanglesA Copyrighted Activity Re-Posted with Permission from Cheryl Trowbridgewww.teachkidsart.netZentangle® is an art form developed by Maria Thomas and Rick Roberts. Zentangle®, per their website, www.zentangle.com, is “an easy to learn method for creating beautiful images from repetitive patterns. Zentangles® are miniature pieces of unplanned, abstract, black and white art created through structured patterns. Creating a Zentangle® is known as tangling and a tangle is a single pattern. Visit Pinterest to see how to create a wide variety of patterns or consider purchasing one of several books available on the subject: Pattern Play: A Zentangle® Creativity Boost by Cris Letourneau, Zen Doodle: Tons of Tangles by Tonia Jenny, Drawing: Drawing Art for Beginners: Doodle Patterns and Shapes by Meredith Graham, Design Originals, Joy of Zentangle® by Marie Browning, and The Art of Zentangle®: 50 Inspiring Ideas for the Meditative Artist by Bremner, Brunell, and Raile. Objectives:The participants will:1. Learn about the “doodling with purpose” art form known as Zentangle®2. Incorporate the art elements of line, pattern, color and positive and negative space in creating artAudiences:This activity is suitable for any age. Zentangles® are an enjoyable and relaxation tool for everyone.

The "National Archives Experience: Digital Vaults" is a site that features digital items (mostly created or associated with the federal government) from the National Archives' extensive collection relating to United States history. The site provides interactive exercises and a tool to create posters, as well as slideshows with audio, captions, and multiple images.

SPARK visits with contemporary quilt artist Anna Von Mertens, who shows how she makes her work from first concepts to the last stitch. This Educator Guide traces the history of quilting from the early 18th century through the present day, including group quilts, slave quilts, and contemporary quilts.

Negative Space Tree Drawing A Copyrighted Activity Re-Posted with Permission from Cheryl Trowbridg ewww.teachkidsart.net
Objectives:The participants will:
1.Use the art elements of line, color and negative and positive space to create art
2.Use nature as the inspiration for their art Audience: Cheryl works with children and they were the focus for her in creating this lesson but this activity could be used with all ages. This is a perfect project for winter or early spring before trees have budded and leafed out.

Do art and math have anything in common? How do artists and architects use math to create their works? In these lessons, students will explore the intersection of math and art in the works of two artists and one architect for whom mathematical concepts (lines, angles, two-dimensional shapes and three-dimensional polyhedra, fractions, ratios, and permutations) and geometric forms were fundamental.

Art ClubBy: Elizabeth Griggs - University of Nebraska-Lincoln Copyright 2018 by Elizabeth Griggs under Creative Commons Non-commercial License. Individuals and organizations may copy, reproduce, distribute, and perform this work and alter or remix this work for non-commercial purposes onlyNEBRASKA HONORS PROGRAM CLC EXPANDED LEARNING OPPORTUNITY CLUBS INFORMATION SHEET:Name of Club: Art Club Age/Grade Level: K-5 Number of Attendees: (ideal number) 10 Goal of the Club: (learning objectives/outcomes) The goal of this art club is to introduce students to various painting techniques. Resources: (Information for club provided by) Information for my club was obtained from my previous experience at an art studio. Content Areas: (check all that apply) ☒ Arts (Visual, Music, Theater & Performance) ☐ Literacy ☐ STEM (Science, Technology, Engineering & Math) ☐ Social Studies ☐ Wellness (Physical Education, Health, Nutrition & Character Education) Outputs or final products: (Does the club have a final product/project to showcase to community?) The final products included many paintings, including a grass landscape, watercolor paintings, an abstract piece and a Halloween inspired piece created by the attendees. Introducing your Club/Activities: This club is designed for those students who enjoy being creative and learning various painting techniques. General Directions: Have fun and allow students to use their creativity to paint works of art. Be flexible as students will put their own spin on the planned projects. Tips/Tricks: Students enjoyed having free time to paint whatever they wanted. It is most successful when few instructions were given, and students got to decide what to add to the paintings. It is recommended that the club is carried out by two or more leaders.