We are making "All About Me Posters" using Adobe Spark
- Visual Art
- Material Type:
- Cindy Helquist
- Date Added:
We are making "All About Me Posters" using Adobe Spark
This lesson is an art integration lesson based on the following standards: Standard 3.2.5Engage in argument from evidence that in a particular habitat (system) some organisms can survive well, some survive less well, and some cannot survive at all. Emphasize that organisms and habitats form systems in which the parts depend upon each other. Examples of evidence could include needs and characteristics of the organisms and habitats involved such as cacti growing in dry, sandy soil but not surviving in wet, saturated soil. (LS4.C) Standard 3.V.CR.1:Elaborate on an imaginative idea and apply knowledge of available resources, tools, and technologies to investigate personal ideas through the art-making process.
This course is particularly focused on helping you develop visual literacy skills, but all the college courses you take are to some degree about information literacy. Visual literacy is really just a specialized type of information literacy. The skills you acquire in this course will help you become an effective researcher in other fields, as well.
A 2-hour webinar describing the resources available from the Utah Museum of Fine Arts for your in-person or online classroom.
This is a fun activity to do to make prints using the leaves you can find in the area around you.
This lesson teaches the first steps to creating a movie. The students will be creating a storyboard and writing a script. This lesson is for 3rd or 4th graders. Citation for thumbnail image: Public Domain Dedication from openclipart.com
C-Forum, December 2020
Getting Started with Adobe Character Animator with Dave Werner, Adobe Sr. Experience DesignMeeting
Getting started with Adobe Fresco with Kyle Webster, Adobe Sr. Design Evangelist on Vimeo
This is a lesson plan created by Diane Timothy to teach students how to create a collage of different shapes and colors for a second-grade elementary class. This is done digitally on the Pages app. on an iPad. This lesson allows students to learn the app as a class and then get into small groups and work and collaborate together. Eventually students will make a collage with 6 different shapes and colors.Teachers can learn how to use the app in section 2 of this lesson plan.Come join the fun!
This game gives design students an opportunity to interact with a color wheel and uses the vocabulary words hue, saturation, complementary, analogous, triadic, and tetradic.
In these lessons students will explore the paintings of Horace Pippin and Wayne Thiebaud and the mobiles of Alexander Calder to discover and practice math and visual art concepts. Background and biographical information about the work of art and artist, guided looking with class discussion, and activities with worksheets using mathematical formulas and studio art provide the framework for each lesson.
According to Goshute tradition, Coyote tales should only be told during the winter time. Please use this lesson and story in the winter months. This lesson utilizes the Confederated Tribes of the Goshute (CTGR) tale, “Coyote and Frog Race” to decode common words with suffixes. The students will also be introduced to why eagle feathers are significant in Native cultures and its similarity to present day ways of honoring those who accomplish great things. Students will also participate in cooperative activities to build teamwork in the classroom.Native peoples tell stories about Coyote and other animals to their children. Based on Coyote’s mistakes, the elders teach children about proper behavior and positive attitudes. The lessons taught help children to avoid making the same mistakes as Coyote and suffering the consequences in their own lives.
Join Ririe Woodbury Dance Company and the Utah Museum of Fine Arts as we dance, doodle, and discover the dynamic world of contemporary art and dance! Creative Leaps guides K-6 students on a diverse journey to react and respond to amazing works of performing and visual art. Through an exploration of storytelling, elements, and the similarities and differences between art forms, students will be empowered to creatively and actively express their own ideas and feelings about the world around them and learn that sources of inspiration can be found everywhere.
This resource link will direct you to the form to access the video. Once you complete the form, you will have access to the full video.
• Explore the basic elements of expression that contemporary visual and performing art are built on
• Discover similarities and differences of contemporary dance and visual art
• Learn that contemporary art is a way to actively express and respond to ideas, feelings, and topics that are present in our world today and represents diverse voices and backgrounds
• Be creative and use art to express themselves through various activities
• Understand that artists find inspiration through many different forms (for example - other works of art, human body and movement, the place or the environment the artist is in, or what is going on in the world)
• Observe and learn about contemporary artists as well as many forms of contemporary art in our own community and other communities (dance, sculpture, stop-motion film, painting, mural, representative work, and abstract work)
Lesson that allows students to creativity curate their own art show and present in a digital format
This lesson plan is a cumulative activity for SEED 4.1.1Construct an explanation from evidence that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.Students create and write about a unique creature with a focus on structures leading to its survival. Cover Image: Personal photo taken by lesson plan creator
This book was written by two artist educators who teach digital art and design studio foundation classes. While teaching classes that take place in software laboratories, we noticed that many of our students expected to learn to use software, but gave little consideration to aesthetics or art and design history. A typical first day question is, "Are we going to learn Photoshop in this class?" This book is a mash-up of the Bauhaus Basic Course and open source software such as Inkscape, Gimp, Firefox, and Processing. We have taken some of the visual principles and exercises from the Bauhaus Basic Course and adapted them into exercises for these applications.
In this lesson, students will be asked to read a grade level appropriate story and make a digital storyboard that includes the basic elements of the story. These elements are: characters, setting, beginning, middle and end. They will illustrate the key elements of the story and use Apple Keynote to create and present a digital slideshow retelling of the story.
Problem solving is often guided by disciplinary frames of reference, which can restrict our ability to see other possibilities. This exercise uses object-based learning to underscore the idea that there is more than one way of analyzing and knowing the world, and that through multiple ways of knowing, we develop more complex understandings and new solutions. Through the process of critique, an essential part of visual-arts pedagogy, students practice analyzing and reflecting both individually and in groups.
This is an interactive image that links to videos from YouTube and other websites that explain and show examples of each Element of Art. Students will use this as an exploring tool to build their understanding on each element. This will build a stronger foundation to help them evaluate and refine artwork.
Strand: RESPOND (L1.V.R.)
Students will understand, evaluate, and articulate how works of art convey meaning for the observer, as well as the creator (Standards L1.V.R.1–4).
Analyze how one’s understanding of the world is affected by experiencing visual imagery.
Interpret an artwork or collection of works, supported by relevant and sufficient evidence found in the work and it various contexts.
This is a lesson introducing students to storyboards and beginning to think about how to create a story to film in a future lesson. Students will work backward to write a storyboard for a short film, will brainstorm and outline their story they want to share, and will then flesh it out as a storyboard and will think about the shot the want, the audio they want to add and they will revise their lessons based on feedbakc from teachers and peers.