Bill Daley
Remembered Place, 1985
Kufic Center, 1981
B's Place, 1985
Thursday, January 28, 2010
Friday, October 16, 2009
Philosophy of Art Education
All children are different and therefore they learn differently, at various paces. It is the duty of the teacher to help all children learn despite their differences. The teacher must not only convey knowledge to their students but also make learning an enjoyable experience. If learning is pleasurable for students, they will continue to learn throughout their lifetime. A teacher also has the responsibility to identify and help remedy any intra or interpersonal problems to help a child progress in a social environment with one’s peers. A teacher must not only teach, but also make themselves available to students as a mentor.
The teacher must motivate their students to think creatively and think outside the box. Art education is about freedom of expression and letting the students feel comfortable with themselves. An art teacher must instill in their students an appreciation for beauty and ingenuity. An art teacher must teach all aspects of art such as: art history, aesthetics, critique and a multi-cultural aspect as well. A good art education is reflected in all other aspects of life and education; therefore, a teacher has a moral responsibility to help shape children into independent, freethinking, well-rounded adults.
Friday, October 9, 2009
Autobiographical Silhouette
This is an image I created for my Autobiographical Silhouette lesson plan. It involves making a collage of things that personify you as a person, excluding pictures of yourself. Then the student is to create a silhouette portrait of themselves and cut the collage into the shape of this silhouette.
Thursday, October 8, 2009
Autobiographical Silhouette Lesson Plan
Teacher: Elizabeth Formoso
Grade Level: 5th
Title: Autobiographical Silhouettes
Brief History: Silhouettes originated in the 18th century when people would have their portrait cut out of black paper. In more modern times, the term has become broader to encompass any picture of a person that is backlight; thus casting a shadow over the entire person. The term silhouette is even used in fashion and fitness to describe the outline of a person’s figure.
Standards:
Pennsylvania Standards:
· 9.1.4.A Know and use the elements and principles of each art form to create works in the arts and humanities
· 9.1.4.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts
· 9.1.4.C Recognize and use fundamental vocabulary within each of the art forms
National Education Technology Standards:
· 1. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
· 3. Students apply digital tools to gather, evaluate and use information.
· 6. Students demonstrate a sound understanding of technology concepts, systems, and operations.
Goal: Students will create an autobiographical silhouette by creating a collage of mementos that personify themselves and then cutting it into a profile silhouette. Students will also learn about other silhouette artists through a short research and writing assignment.
Objectives: Students will:
1. Learn about the history of silhouette art.
2. Be able to utilize abstract thought by creating a self-portrait that is not simply a picture of his/herself.
3. Express themselves emotionally through the use of collage
4. Use basic artistic skills, such as: cutting, gluing, and collage.
5. Utilize their research and technology skills through a written assessment.
Resource Materials/Visual Aids:
· Presentation board with the history and examples of silhouette art (including examples of silhouette art by famous artists)
· Teacher exemplars
· Physical examples of different types of silhouette and collage art
· http://www.deitch.com/artists/selected_works.php?selectedWorksId=35&artistId=18 (Tim Noble and Sue Webster’s art)
· http://www.silhouette-man.com/ (Tim Arnold’s silhouette art)
· http://www.cutarts.com/ (Karl Johnson’s silhouette art)
Supplies/Materials:
· Assortment of collage materials (magazines, postcards, coins, ticket stubs, etc. – no photographs of the students!)
· Glue
· Scissors
· Spotlight for making silhouettes
· Black construction paper
· Pencils
· Non-toxic spray varnish (for finishing silhouettes)
· White chalk (for drawing silhouettes on black construction paper)
Teacher Preparation: Teacher will:
1. Create a presentation board with the history and examples of silhouette art
2. Gather assortment of collage materials for class to use and have them spread out on tables when students arrive
3. Create example of a finished autobiographical silhouette
4. Gather physical examples of silhouette and collage art
5. Distribute glue in individual cups, accompanied with a paintbrush for each student
Introduction: Teacher will ask students if they know what a self-portraits are? Teacher will explain that self-portraits do not have to be a representation of a person’s face but can be more abstract. Teacher will then ask students if they know what a collage is? Teacher will show examples (both physical and on the presentation board) of collages. Teacher will then ask students if they have ever seen or created a silhouette? Teacher will talk a bit about the history of silhouette art and show examples (both physical and on presentation board) of silhouette art. Teacher will then explain that we are combining collage and traditional profile silhouettes to create autobiographical silhouettes. Teacher will then do a demonstration of the correct way to use materials and show a small portion of the process of creating a collage. Teacher will then let students begin the project!
Directions:
1. Think about what qualities define you as a person
2. Collect collage materials that demonstrate these qualities
3. Create a collage on an 8.5x11 inch piece of paper using glue and scissors (makes sure to cover each bit of the paper!)
4. Using a spotlight and dimming the lights, have a classmate draw a profile silhouette on a piece of construction paper, using white chalk
5. Cut out your profile silhouette
6. Placing your silhouette on top of your collage, cut the same silhouette in your collage
7. With the help of the teacher, spray your finished collage with the non-toxic spray varnish
8. Clean up work space and participate in the critique
9. Research a silhouette artist of student’s choice then write a paragraph on what he/she learned
Critique/Evaluation/Assessment: Students will participate in a class critique in which every student is expected to participate. Students will also be evaluated on their artistic process and participation, through the use of a rubric. As a final, written assignment, students will be required to find and research a silhouette artist on the Internet, and write one paragraph about their findings.
Time Budget:
Class One:
25 min – Introduction
20 min – Pick out collage materials and start collage
5 min – Clean-up
Class Two:
10 min – Profile silhouette demonstration
30 min – Work on collage/draw silhouettes
5 min – Clean-Up
Class Three:
25 min – Finish project
5 min – Clean-up
15 min – Class Critique
Vocabulary:
· Silhouette – a likeness cut from dark material and mounted on a light ground or one sketched in outline and solidly colored in
· Collage – an artistic composition made of various materials
Safety Concerns: Teacher will remind students of the proper way to use and carry scissors. Teacher will also warn students that the spotlight gets very hot when used for an extended period of time; therefore students are not to touch the light.
Monday, October 5, 2009
eLecture: Feminism in the Arts
Feminist Art as a Movement
The feminist art movement was an international effort that began in the late 1960’s. Although the movement thrived in the 1970’s, the feminist art movement still survives today. The movement refers to feminist artists who create art that reflects the lives and experiences of women and betters the way in which society receives the female gender. Feminist art explores an important question: what makes women and woman artists different from men and the art they produce? Feminist artists have tried to escape the male-dominated society they feel has been established both throughout the art world and the rest of society.
Judy Chicago
Judy Chicago. has been one of the pioneers of the feminist art movement. Chicago is a trained artist who received both her BA and MA from UCLA, in painting and sculpture. She founded the first feminist art program at California State University, Fresno, in 1970. In Fresno, Chicago and fifteen of her female students helped pave the way for and shape the feminist art movement in its earliest stages. Chicago then went on to found the feminist art program, with Miriam Schapiro, in Los Angeles and in 1972 helped create the installation, WomanHouse – one of the first ever feminist art exhibitions ("Judy chicago," 2009).
The Dinner Party (1974-79). is one of Chicago’s most famous feminist works. It is a permanent installation consisting of a triangular shaped dinner party with thirty-nine place settings, each commemorating an important woman from history. The table is adorned with runners, chalices and plates and encompasses a vulva and butterfly motif. In addition to the thirty-nine woman commemorated on the table, there are an additional 999 names of women engraved into the tile floor ("Judy chicago," 2009).
The Dinner Party; Judy Chicago; 1974-79; Mixed Media:
Ceramic, Porcelain, Tile; Brooklyn Museum
Annie Leibovitz
Annie Leibovitz. originally started her college career as a painter; however, after a summer vacation to Japan, realized her love of photography and quickly changed majors. Leibovitz has quite an impressive career. In 1970, she was given her first assignment for Rolling Stone magazine: shoot John Lennon. In 1972, Leibovitz was named chief photographer of Rolling Stone magazine. While shooting for Rolling Stone, Leibovitz captured some of her most famous images, including a nude John Lennon curled up with a clothed Yoko Ono. The very day Leibovitz captured this image, Lennon was shot outside his apartment in New York City (Somerstein, 2009).
In 1983, Leibovitz began shooting for Vanity Fair magazine. She also shot some very famous people throughout her work with Vanity Fair: a nude and pregnant Demi Moore, Ellen DeGeneres, Mikhail Baryshnikov, and George W. Bush.
Despite all he Leibovitz’s success throughout her career, her greatest contribution to the feminist art movement came in her book, Women (1999). Women is a compilation of images of both famous and unknown women. The book explores issues such as domestic violence, power, and the definition of beauty. Women is best described by Susan Sontag as, “an anthology of destinies and disabilities and new possibilities…” (Sontag, & Leibovitz, 1999).
(see) http://www.nytimes.com/library/photos/leibovitz/bourgeois.html
Louise Borgeoise, Sculptor, New York City
Martina Navratilova, Tennis Player, Dallas, Texas
Barbara Anne Smith, Victim of Domestic Violence, YWCA
Women’s Shelter, Bridgeport, Connecticut
The Guerilla Girls
The Guerilla Girls. is a group of women, brought together in 1985 to combat sexism and racism in the arts. These women wear a guerilla mask in public and have taken the names of famous feminist artists throughout history, such as: Frida Kahlo, Eva Hesse, Paula Modersohn-Becker, Käthe Kollwitz, Gertrude Stein, and Georgia O'Keeffe ("Guerilla girls," 2008). The Guerilla Girls use propagandistic art (posters, postcards, stickers, books, and public apperences) to promote equality in the arts – in particular women’s’ rights.
The Guerilla Girls, 2007
The Guerilla Girls, 2002
Questions for Discussion:
1. How have women’s rights changed since the 1960’s? How do you think feminist art has played a role in these changes? Are these changes positive, negative, or both?
2. If artwork has a political message, should it be labeled as propaganda?
3. Do you think feminist art is only for women? Can men enjoy and create feminist art as well?
4. Do you feel that the Guerilla Girls are creating art? Would you call their work fine art? Why or why not?
Studio Activity:
Students are to research a woman from history whom they admire. Students will then write a one-page paper on why they admire this particular woman. Students will then create a work of art (any available medium is acceptable) portraying the essence of this female.
In Conclusion:
Students will present their paper and their studio piece to the class.
References:
(2008). Guerilla girls. Retrieved from http://www.guerrillagirls.com/
(2009). Judy chicago. Retrieved from http://www.judychicago.com/
Somerstein, R. (2009). Annie leibovitz: life through a lens. Retrieved from http://www.pbs.org/wnet/americanmasters/episodes/annie-leibovitz/introduction/16/#at
Sontag, S., & Leibovitz, A. (1999). Women. New York, NY: Random House.
The feminist art movement was an international effort that began in the late 1960’s. Although the movement thrived in the 1970’s, the feminist art movement still survives today. The movement refers to feminist artists who create art that reflects the lives and experiences of women and betters the way in which society receives the female gender. Feminist art explores an important question: what makes women and woman artists different from men and the art they produce? Feminist artists have tried to escape the male-dominated society they feel has been established both throughout the art world and the rest of society.
Judy Chicago
Judy Chicago. has been one of the pioneers of the feminist art movement. Chicago is a trained artist who received both her BA and MA from UCLA, in painting and sculpture. She founded the first feminist art program at California State University, Fresno, in 1970. In Fresno, Chicago and fifteen of her female students helped pave the way for and shape the feminist art movement in its earliest stages. Chicago then went on to found the feminist art program, with Miriam Schapiro, in Los Angeles and in 1972 helped create the installation, WomanHouse – one of the first ever feminist art exhibitions ("Judy chicago," 2009).
The Dinner Party (1974-79). is one of Chicago’s most famous feminist works. It is a permanent installation consisting of a triangular shaped dinner party with thirty-nine place settings, each commemorating an important woman from history. The table is adorned with runners, chalices and plates and encompasses a vulva and butterfly motif. In addition to the thirty-nine woman commemorated on the table, there are an additional 999 names of women engraved into the tile floor ("Judy chicago," 2009).
The Dinner Party; Judy Chicago; 1974-79; Mixed Media:Ceramic, Porcelain, Tile; Brooklyn Museum
Annie Leibovitz
Annie Leibovitz. originally started her college career as a painter; however, after a summer vacation to Japan, realized her love of photography and quickly changed majors. Leibovitz has quite an impressive career. In 1970, she was given her first assignment for Rolling Stone magazine: shoot John Lennon. In 1972, Leibovitz was named chief photographer of Rolling Stone magazine. While shooting for Rolling Stone, Leibovitz captured some of her most famous images, including a nude John Lennon curled up with a clothed Yoko Ono. The very day Leibovitz captured this image, Lennon was shot outside his apartment in New York City (Somerstein, 2009).
In 1983, Leibovitz began shooting for Vanity Fair magazine. She also shot some very famous people throughout her work with Vanity Fair: a nude and pregnant Demi Moore, Ellen DeGeneres, Mikhail Baryshnikov, and George W. Bush.
Despite all he Leibovitz’s success throughout her career, her greatest contribution to the feminist art movement came in her book, Women (1999). Women is a compilation of images of both famous and unknown women. The book explores issues such as domestic violence, power, and the definition of beauty. Women is best described by Susan Sontag as, “an anthology of destinies and disabilities and new possibilities…” (Sontag, & Leibovitz, 1999).
(see) http://www.nytimes.com/library/photos/leibovitz/bourgeois.html
Louise Borgeoise, Sculptor, New York City
Martina Navratilova, Tennis Player, Dallas, Texas
Barbara Anne Smith, Victim of Domestic Violence, YWCAWomen’s Shelter, Bridgeport, Connecticut
The Guerilla Girls
The Guerilla Girls. is a group of women, brought together in 1985 to combat sexism and racism in the arts. These women wear a guerilla mask in public and have taken the names of famous feminist artists throughout history, such as: Frida Kahlo, Eva Hesse, Paula Modersohn-Becker, Käthe Kollwitz, Gertrude Stein, and Georgia O'Keeffe ("Guerilla girls," 2008). The Guerilla Girls use propagandistic art (posters, postcards, stickers, books, and public apperences) to promote equality in the arts – in particular women’s’ rights.
The Guerilla Girls, 2007
The Guerilla Girls, 2002Questions for Discussion:
1. How have women’s rights changed since the 1960’s? How do you think feminist art has played a role in these changes? Are these changes positive, negative, or both?
2. If artwork has a political message, should it be labeled as propaganda?
3. Do you think feminist art is only for women? Can men enjoy and create feminist art as well?
4. Do you feel that the Guerilla Girls are creating art? Would you call their work fine art? Why or why not?
Studio Activity:
Students are to research a woman from history whom they admire. Students will then write a one-page paper on why they admire this particular woman. Students will then create a work of art (any available medium is acceptable) portraying the essence of this female.
In Conclusion:
Students will present their paper and their studio piece to the class.
References:
(2008). Guerilla girls. Retrieved from http://www.guerrillagirls.com/
(2009). Judy chicago. Retrieved from http://www.judychicago.com/
Somerstein, R. (2009). Annie leibovitz: life through a lens. Retrieved from http://www.pbs.org/wnet/americanmasters/episodes/annie-leibovitz/introduction/16/#at
Sontag, S., & Leibovitz, A. (1999). Women. New York, NY: Random House.
Saturday, October 3, 2009
Museum Scavenger Hunt WebQuest
This is a WebQuest for middle school students.
Musee de Louvre, Paris, France
Introduction
Congratulations! Your entire class has been invited to one of the greatest art museums in the WORLD: the Louvre ! The Louvre is located in Paris, France and houses some of the world’s most famous works of art such as: DaVinci’s, Mona Lisa, Winged Victory, Jacques-Louis David’s, The Oath of the Horati, and Theodore Gericault’s, The Raft of the Medusa . The Louvre is a very accessible art museum, right in the heart of Paris and close to numerous metro stops. Entrance to the museum only costs 9 Euros (about 12 U.S. dollars) and it is open 9am-6pm. However, there is one problem with this museum… it is in FRANCE! Because of this small, unfortunate detail, we will be utilizing the Internet to explore the Louvre’s magnificent collection of work. The Louvre, like many other art museums has its permanent collection available for viewing online. This is a great resource for those of us who do not currently have the resources to travel overseas! In order to get the full experience of the museum website, students will be participating in an online museum scavenger hunt, to locate artwork in the Louvre that fits specified criteria.
Task
The goal of this WebQuest is to have students understand how to navigate the Louvre museum’s website. Students will also understand what a permanent collection is and what it means to have an exhibition. Throughout this scavenger hunt, students will be asked to find artwork that fits certain criteria – some of the criteria will be concrete whereas other may be more abstract and conceptual. Emphasis will be placed on utilizing key art terms and understanding of artwork. Students will work in pairs and must come up with a body of work that they can justify fits the scavenger hunt parameters.
Process
Once students have been divided into pairs, it is time to access the Internet!
First things first, we must travel to the Louvre, by visiting this link:
http://www.louvre.fr/llv/commun/home.jsp?bmLocale=fr_FR
• click on the link at the top-right of the Louvre page that says ‘English’*
Now it is time to EXPLORE!
Art museums typically have a permanent collection that belongs to the museum and temporary exhibits that travel throughout various art museums in the world. The Musée du Louvre houses 35,000 works of art drawn from eight departments, displayed in over 60,000 square meters of exhibition space dedicated to the permanent collections. This is a lot of artwork!! There are many different ways you can choose to search for artwork on the Louvre’s website.
• Search artwork by collection
o Roll over the “collection” tab on the top-left of main page and go down to click on
“curatorial departments”
o On the overview page, notice that you can click on any of the eight curatorial
departments on the center-right of the page
• Search artwork by visual theme
o Roll over the “collection” tab on the top-left of the main page and go down to click on
“kaleidoscope”
o Click on any of the 25 visual themes
• Search artwork through the database
o Roll over the “collection” tab on the top-left of the main page and go down to click on
databases
o I would suggest using the “Atlas” database (it is in English and gives you the
opportunity to search all work previously displayed in the museum)
The museum also houses temporary exhibitions. Each season, the Louvre features a series of temporary exhibitions, each the result of the latest expert research. Some of these shows are more suitable for the general public, but in their conception they act as echoes, versions and counterpoints to the museum's collections.
• Search the current, past, and future exhibitions
o Roll over the “exhibitions” tab on the top-left of the main page and go down to click on
current, future, or past exhibitions
Finally, I would recommend trying out one of the many virtual tours you can take on the Louvre website. These virtual tours put you in the room with some of the work that you are studying. In these tours, you have the ability to look and move around as if you were in the museum itself! To take a virtual tour:
• Roll over the museum tab on the top-left of the main page, and go down to click on
“virtual tours”
• There are ten different departments in which tours are offered (located on the top left of
the page)
• Once you choose the department you would like to tour, you are given an opportunity to
also pick a specific room to browse
• Have fun!
With any remaining time, you are free to browse the remainder of the Louvre website. There is a wealth of information regarding the museum’s architecture and its gardens, as well as the history of the Louvre. Enjoy Paris!!
Scavenger Hunt Questions:
1. Find a sculpture that incorporates both portraiture and a narrative.
2. Find a sculpture that represents the qualities of “beauty” and “strength.”
3. Find a painting with a strong use of chiaroscuro.
4. Find an Italian painting created with tempera paint on wood panel.
5. Find a painting that utilizes perspective very well.
6. Find a drawing that has a strong use of shading.
7. Find a sculpture that you feel has a functional use as well as and aesthetic beauty.
8. Find an artwork of any medium that you feel is purely decorative.
9. Find a work of art that you think was used for rememberance: this could mean it was used
at a funeral, or to remember an event, or an important person.
10. Find one work of art that you really love, and tell me why!!
Evaluation
Students are to write down the information for each work of art they locate and save an image of the artwork to their computer desktop. After each scavenger hunt question is completed, the students will print out each image and type up their information for each question. Students will turn the completed work in to the teacher and be graded on accuracy and thoroughness of answers and participation in project – according to a rubric. Students will then present question number ten to the class (which work of art they really love and why.)
Conclusion
With the convenience of the Internet, it is now possible to visit any museum in the world! I hope that you enjoyed our virtual trip to Paris and I hope to see you in the beautiful city soon!
Check out these links to other museum websites and begin exploring art from all around the world!!
http://www.philamuseum.org/
http://www.moma.org/
http://www.museoreinasofia.es/index.html
http://www.nationalgallery.org.uk/
http://www.metmuseum.org/
http://www.museodelprado.es/
http://www.polomuseale.firenze.it/uffizi/
http://www.hermitagemuseum.org/
Musee de Louvre, Paris, France
Introduction
Congratulations! Your entire class has been invited to one of the greatest art museums in the WORLD: the Louvre ! The Louvre is located in Paris, France and houses some of the world’s most famous works of art such as: DaVinci’s, Mona Lisa, Winged Victory, Jacques-Louis David’s, The Oath of the Horati, and Theodore Gericault’s, The Raft of the Medusa . The Louvre is a very accessible art museum, right in the heart of Paris and close to numerous metro stops. Entrance to the museum only costs 9 Euros (about 12 U.S. dollars) and it is open 9am-6pm. However, there is one problem with this museum… it is in FRANCE! Because of this small, unfortunate detail, we will be utilizing the Internet to explore the Louvre’s magnificent collection of work. The Louvre, like many other art museums has its permanent collection available for viewing online. This is a great resource for those of us who do not currently have the resources to travel overseas! In order to get the full experience of the museum website, students will be participating in an online museum scavenger hunt, to locate artwork in the Louvre that fits specified criteria.
Task
The goal of this WebQuest is to have students understand how to navigate the Louvre museum’s website. Students will also understand what a permanent collection is and what it means to have an exhibition. Throughout this scavenger hunt, students will be asked to find artwork that fits certain criteria – some of the criteria will be concrete whereas other may be more abstract and conceptual. Emphasis will be placed on utilizing key art terms and understanding of artwork. Students will work in pairs and must come up with a body of work that they can justify fits the scavenger hunt parameters.
Process
Once students have been divided into pairs, it is time to access the Internet!
First things first, we must travel to the Louvre, by visiting this link:
http://www.louvre.fr/llv/commun/home.jsp?bmLocale=fr_FR
• click on the link at the top-right of the Louvre page that says ‘English’*
Now it is time to EXPLORE!
Art museums typically have a permanent collection that belongs to the museum and temporary exhibits that travel throughout various art museums in the world. The Musée du Louvre houses 35,000 works of art drawn from eight departments, displayed in over 60,000 square meters of exhibition space dedicated to the permanent collections. This is a lot of artwork!! There are many different ways you can choose to search for artwork on the Louvre’s website.
• Search artwork by collection
o Roll over the “collection” tab on the top-left of main page and go down to click on
“curatorial departments”
o On the overview page, notice that you can click on any of the eight curatorial
departments on the center-right of the page
• Search artwork by visual theme
o Roll over the “collection” tab on the top-left of the main page and go down to click on
“kaleidoscope”
o Click on any of the 25 visual themes
• Search artwork through the database
o Roll over the “collection” tab on the top-left of the main page and go down to click on
databases
o I would suggest using the “Atlas” database (it is in English and gives you the
opportunity to search all work previously displayed in the museum)
The museum also houses temporary exhibitions. Each season, the Louvre features a series of temporary exhibitions, each the result of the latest expert research. Some of these shows are more suitable for the general public, but in their conception they act as echoes, versions and counterpoints to the museum's collections.
• Search the current, past, and future exhibitions
o Roll over the “exhibitions” tab on the top-left of the main page and go down to click on
current, future, or past exhibitions
Finally, I would recommend trying out one of the many virtual tours you can take on the Louvre website. These virtual tours put you in the room with some of the work that you are studying. In these tours, you have the ability to look and move around as if you were in the museum itself! To take a virtual tour:
• Roll over the museum tab on the top-left of the main page, and go down to click on
“virtual tours”
• There are ten different departments in which tours are offered (located on the top left of
the page)
• Once you choose the department you would like to tour, you are given an opportunity to
also pick a specific room to browse
• Have fun!
With any remaining time, you are free to browse the remainder of the Louvre website. There is a wealth of information regarding the museum’s architecture and its gardens, as well as the history of the Louvre. Enjoy Paris!!
Scavenger Hunt Questions:
1. Find a sculpture that incorporates both portraiture and a narrative.
2. Find a sculpture that represents the qualities of “beauty” and “strength.”
3. Find a painting with a strong use of chiaroscuro.
4. Find an Italian painting created with tempera paint on wood panel.
5. Find a painting that utilizes perspective very well.
6. Find a drawing that has a strong use of shading.
7. Find a sculpture that you feel has a functional use as well as and aesthetic beauty.
8. Find an artwork of any medium that you feel is purely decorative.
9. Find a work of art that you think was used for rememberance: this could mean it was used
at a funeral, or to remember an event, or an important person.
10. Find one work of art that you really love, and tell me why!!
Evaluation
Students are to write down the information for each work of art they locate and save an image of the artwork to their computer desktop. After each scavenger hunt question is completed, the students will print out each image and type up their information for each question. Students will turn the completed work in to the teacher and be graded on accuracy and thoroughness of answers and participation in project – according to a rubric. Students will then present question number ten to the class (which work of art they really love and why.)
Conclusion
With the convenience of the Internet, it is now possible to visit any museum in the world! I hope that you enjoyed our virtual trip to Paris and I hope to see you in the beautiful city soon!
Check out these links to other museum websites and begin exploring art from all around the world!!
http://www.philamuseum.org/
http://www.moma.org/
http://www.museoreinasofia.es/index.html
http://www.nationalgallery.org.uk/
http://www.metmuseum.org/
http://www.museodelprado.es/
http://www.polomuseale.firenze.it/uffizi/
http://www.hermitagemuseum.org/
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