Use these six student-written poems as mentor texts for teaching ekphrastic poetry

Francisco García Olmedo no pudo contener una sonrisa irónica. No es pare menos. Cuando este experto mundial en ingeniería agrónoma y biotecnología se enfrentó en un debate televisado por internet a propósito de los archifamosos transgénicos, su interlocutor, contrario a la modificación genética de alimentos, soltó, en un momento dado, la palabra de moda: epigenética.

“It’s a bit big on me… don’t you think, General—?”

Let's say you're flipping through a medieval Christian prayer book (as you do), and suddenly you come across a curious illustration amongst the prayers and psalms of something that looks unmistakably like female genitalia. A scolding voice in your head tells you to get your mind out of the gutter. B

(illustrations WITH the word) (the word IS the illustration) Definitions Inside Flaps This project is meant to be a creative REVIEW of the ELEMENTS we have been learning about all year. get stART

Cassandra Calin est une jeune artiste Roumaine de 21 ans, installée à Montréal, au Canada. Son truc ? Dessiner des petites bandes dessinées basées sur...

FRANCIS DANBY BRITON RIVIERE ANTONINO GANDOLFO ARTHUR HUGHES LASLETT JOHN POTT …

Here is the Elementary Art Curriculum Map that all K-4 art teachers in Chelmsford follow. You can click on the picture for an enlarged view National Visual Art Standards BY grade 4 1.1 Use a variety of materials and media, for example, crayons, chalk, paint, clay, various kinds of papers, textiles, and yarns, and understand how to use them to produce different visual effects 1.2 Create artwork in a variety of two-dimensional (2D) and three-dimensional (3D) media, for example: 2D – drawing, painting, collage, printmaking, weaving; 3D – plastic (malleable) materials such as clay and paper, wood, or found objects for assemblage and construction 1.3 Learn and use appropriate vocabulary related to methods, materials, and techniques 1.4 Learn to take care of materials and tools and to use them safely 2.1 For color, explore and experiment with the use of color in dry and wet media Identify primary and secondary colors and gradations of black, white and gray in the environment and artwork Explore how color can convey mood and emotion For example, students mix light and dark values of colors or predict the results of overlapping and blending primary colors. 2.2 For line, explore the use of line in 2D and 3D works Identify a wide variety of types of lines in the environment and in artwork For example, students take a walk around the school and note jagged, straight, curved, thick, and thin lines. 2.3 For texture, explore the use of textures in 2D and 3D works Identify a wide variety of types of textures, for example, smooth, rough, and bumpy, in the environment and in artwork Create representations of textures in drawings, paintings, rubbings, or relief 2.4 For shape and form, explore the use of shapes and forms in 2D and 3D works Identify simple shapes of different sizes, for example, circles, squares, triangles, and forms, for example, spheres, cones, cubes, in the environment and in artwork 2.5 For pattern and symmetry, explore the use of patterns and symmetrical shapes in 2D and 3D works Identify patterns and symmetrical forms and shapes in the environment and artwork. Explain and demonstrate ways in which patterns and symmetrical shapes 3.1 Create 2D and 3D artwork from direct observation For example, students draw a still life of flowers or fruit, action studies of their classmates in sports poses, or sketches of the class pet having a snack or a nap. 3.2 Create 2D and 3D expressive artwork that explores abstraction For example, a student simplifies an image by making decisions about essential colors, lines, or textures. 3.3 Create 2D and 3D artwork from memory or imagination to tell a story or embody an idea or fantasy For example, students draw members of a family from memory; illustrate a character in a folktale or play; build a clay model of an ideal place to play; or make images that convey ideas such as friendship. 4.1 Select a work or works created during the year and discuss them with a parent, classmate, or teacher, explaining how the work was made, and why it was chosen for discussion For example, a first grader chooses a painting and tells how she mixed the colors, and talks about the decisions she made. 4.2 Select works for exhibition and work as a group to create a display 4.3 As a class, develop and use criteria for informal classroom discussions about art 5.1 In the course of making and viewing art, learn ways of discussing it, such as by making a list of all of the images seen in an artwork (visual inventory); and identifying kinds of color, line, texture, shapes, and forms in the work 5.2 Classify artworks into general categories, such as painting, printmaking, collage, sculpture, pottery, textiles, architecture, photography, and film 5.3 Describe similarities and differences in works, and present personal responses to the subject matter, materials, techniques, and use of design elements in artworks 5.4 (Grades 3 and 4) Explain strengths and weaknesses in their own work, and share comments constructively and supportively within the group 6.1 When viewing or listening to examples of visual arts, architecture, music, dance, storytelling, and theatre, ask and answer questions such as, “What is the artist trying to say?” “Who made this, and why?” “How does this work make me feel?” 6.2 Investigate uses and meanings of examples of the arts in children’s daily lives, homes, and communities For example, children learn and teach other children songs in languages other than English; interview parents and community members about dances, songs, images, and stories that are part of their family and cultural heritage. 7.1 Investigate how artists create their work; read about, view films about, or interview artists such as choreographers, dancers, composers, singers, instrumentalists, actors, storytellers, playwrights, illustrators, painters, sculptors, craftspeople, or architects For example, teachers invite an illustrator of children’s books to school to show how she creates her illustrations. 8.1 Identify characteristic features of the performing and visual arts of native populations and immigrant groups to America, such as • styles of North American native cultures of the East Coast, Plains, Southwest, and Northwest; • styles of folk and fine arts of immigrant groups from European, African, Latin American, Asian, and Middle Eastern countries For example, students look at examples of Native American clay containers from the Southwest, and wooden containers from the Northwest and compare the similarities and differences in form and decoration. 8.2 Identify characteristic features of the visual arts of world civilizations such as styles of ancient Egypt and Africa, China, Mesopotamia, Greece, Rome, and the Medieval period in Europe 8.3 Perform or create works inspired by historical or cultural styles 9.1 When using art materials or handling and viewing artifacts or musical instruments, ask and answer questions such as • “What is this made of?” • “How does this instrument produce sound?” • “Would I design this differently?” • “Who first thought of making something like this?” For example, students examine a variety of percussion instruments, experiment with the different sounds they make, and learn about the cultures in which they were made. 10.1 Integrate knowledge of dance, music, theatre, and visual arts and apply the arts to learning other disciplines Examples of this include: • using visual arts skills to illustrate understanding of a story read in English language arts or foreign languages; • memorizing and singing American folk songs to enhance understanding of history and geography; • using short dance sequences to clarify concepts in mathematics.

Established in 1979, we are the only artist-founded museum in Los Angeles. We are dedicated to collecting and exhibiting contemporary art.

初期フランドルの画家、ヒエロニムス・ボスの代表作「快楽の園」 三連祭壇画は三面鏡のような構造になっており、 その中央パネルには複雑で寓意...

Create a sub plan so that you are good to go in the event of needing a substitute teacher as an art teacher or music teacher can make your life easier. There are many tips on putting together a sub plan and here are a few to get your started.

Leonor Fini by André Ostier, 1949 Bohemian "It Girl" of Paris, master of surrealist disguise and generally a badass female libertine, Leonor Fini was one of the most photographed people of the 20th century. And yet barely anyone I ask knows her name, even here in Paris, where she once ruled the b

The Olmec flourished during Mesoamerica’s formative period, dating roughly from as early as 1500 BC to about 400 BC. Pre-Olmec cultures had flourished in the area since about 2500 BC, but by 1600–1500 BC, Early Olmec culture had emerged, centered on the San Lorenzo Tenochtitlán site near the coast in southeast Veracruz. The rise of...

Go on, Enjoy, Request are o-pennn! I do every Yaoi ships!!! and some Yuri... Good read! And the pictures belong to their rightful owner with means, Not MEEEEEE!!!! Don't like don't read. If your not into some ships or just some sexual images in general this is not a place for you! If you don't like don't report, just get the f out boi! No hateful comment allow.

Art about motherhood has been devalued just about as long as the work of raising children has. But starting in the 20th century, we can find many examples of artworks that use the images or materials of motherhood to great effect.

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Curricular Charts

beams them with my artstyle and headcanons

Basically, I will post pictures and comics about Klance (aka my favorite shipping in the series) from Netflix Voltron. I do not own Voltron, its characters and the pictures, as they belong to their owners. I hope you will enjoy it!❤️❤️❤️

Karoline Hjorth and Riitta Ikonen take amazing photos showing elderly people trussed up in pieces of nature, from seaweed to rhubarb.

cur·ric·u·lum (k-rky-lm) Origin: L, lit., a running course, race, career latin; currere, to run a fixed series of studies required, as in a college, for graduation, qualification in a major field of study, etc. I love questions. Well, some questions, the ones that cut to the chase. Certain questions are fun, like, "Does God have favorite colors?" He does use blue and green alot. Some questions are tricky. How about these: Where is the line that separates contentment and apathy? When does confidence become arrogance? What is the value of a teardrop, or a timely word? And then, there are questions that chafe our minds, leaving blisters on our pride. These are the questions that speak to underlying issues. These are the questions we pose to ourselves. A few weeks ago a parent said to me, "I don't even know what you do." What I do? I was offended. For nearly two years her child has been a student in my art classes. Then I asked myself, "What did she mean by that?" My mind traveled all over the board, from the Slough of Despond to the Valley of Humiliation (to borrow from John Bunyan). I searched the ancient records (my lesson plans), checking them against State and National Standards (which they met or exceeded). Finally, a classic movie line came to me- "What we've got here is failure to communicate" (voted #11 in American Film Institutes' 100 Movie Quotes Poll- click here to see the entire list), from Cool Hand Luke. Daily, I am inundated with the thought process of the teenage mind so I understand a few things about it (2 of my 5 children still remain in this category). Here is one thing I know- as a general rule, teenagers don't communicate well with their parents, especially when it comes to school-related matters. And, in their defense, after spending all day doing schoolwork they don't want to give a recap in the evening. As a result, many parents have no idea what occurs in their child's classrooms, unless something exciting or challenging happens, and that is why the comment from the parent went deep. My job, as a teacher, is to communicate. I am called to meet students where they are and lead them further. I must be persistent and consistent. This includes ongoing conversation with parents. So, I must say, "Thank you!" to the parent who reminded me that my job doesn't end when the bell rings. I have been asked, on occasion, "How did my child get a 'C' in Art?" Here is the answer- 1. Occasionally pays attention 2. Completes every other assignment (odd or even, the student's choice) 3. Finishes assignments as quickly, and poorly, as possible 4. Files a formal request for mediocrity (see below) Formal Request For Mediocrity On a more serious note, here is the rubric I developed for Westminster Academy, Memphis, TN-