• Jacob Lawrence's Migration Series: Removing the Mask

    Jacob Lawrence (1917–2000)

    In this lesson, students analyze Jacob Lawrence’s The Migration of the Negro Panel no. 57 (1940-41), Helene Johnson’s Harlem Renaissance poem “Sonnet to a Negro in Harlem” (1927), and Paul Laurence Dunbar’s late-nineteenth-century poem “We Wear the Mask” (1896), considering how each work represents the life and changing roles of African Americans from the late nineteenth century to the Harlem Renaissance and The Great Migration.

  • In Old Pompeii

    Vesuvius from Portici, c. 1774–1776. Joseph Wright (British,  1734–1797), oil on canvas, 101 x 127 cm.

    A virtual field trip to the ruins of Pompeii. In this lesson, students learn about everyday life, art and culture in ancient Roman times, then display their knowledge by creating a travelogue to attract visitors to the site. They can also write an account of their field trip modeled on a description of Pompeii written by Mark Twain. 

  • Midnight Ride of Paul Revere: Fact, Fiction, and Artistic License

    The Midnight Ride of Paul Revere, Grant Wood

    This lesson encourages close study of Wood's painting, American Revolution primary sources, and Longfellow's poem to understand the significance of this historical ride in America's struggle for freedom. By reading primary sources, students learn how Paul Revere and his Midnight Ride became an American story of patriotism.

  • The Royal Art of Benin

    Benin Kingdom people, Nigeria, mask

    This lesson plan introduces students to art of the West African kingdom of Benin, which flourished from the 12th or 13th to the end of the 19th centuries in what is now southern Nigeria. Students learn about how the royal power of the king of Benin was communicated through brass plaques and use symbolism to create their own paper plaques.

  • Genre in the Visual Arts: Portraits, Pears, and Perfect Landscapes

    Washington Crossing the  Delaware by Emanuel Leutze.

    Still Life, portrait, and landscape are all categories, or genres, of painting which your students have probably seen examples of on their trips to the museum or when looking through an art book. This lesson plan will help students to understand and differentiate the various genres in the visual arts, particularly in Western painting. Students will learn to identify major genres, and will learn to discriminate between a painting’s subject and its genre.

  • Poems of Tennyson and Noyes: Pictures in Words

    Photograph of Alfred, Lord Tennyson.

    Striking examples of poetic "pictures"-not just vivid images but the entire mental picture conjured up by a poet-are to be found in "The Charge of the Light Brigade," by Alfred, Lord Tennyson, and "The Highwayman," by Alfred Noyes. As they explore the means by which Tennyson and  Noyes create these compelling pictures in words, students will also learn the critical terminology to analyze and describe a variety of poetic techniques and will have an opportunity to create their own pictures in words.

  • Life in the Floating World: Ukiyo-e Prints and the Rise of the Merchant Class in Edo Period Japan

    Portrait of Nakayama, Kabukidô Enkyô

    The Edo Period (1603-1868) in Japan was a time of great change. The merchant class was growing in size, wealth, and power, and artists and craftsmen mobilized to answer the demands and desires of this growing segment of society. Perhaps the most well known art form that gained popularity during this period was the woodblock print, which is often referred to as ukiyo-e prints. In this lesson students will learn about life in Japan during the Edo period through an investigation of ukiyo-e prints.

  • Lesson 4: Line in the Visual Arts

    Line in the Visual Arts

    In this lesson students will learn about one of the most important elements in painting and drawing: line. Students will learn how line is defined in the visual arts, and how to recognize this element in painting.

  • Picture Lincoln

    Anthony Berger of the Brady Studio, President Lincoln and his son Tad,  February 9, 1864.

    In this lesson students will learn about Abraham Lincoln the individual and the President. By examining Alexander Gardner's February 5, 1865 photograph and reading a short biography of Lincoln, students will consider who the man on the other side of the lens was. Students will demonstrate their understanding by writing an "I Am" Poem and creating their own multimedia portrait of Lincoln.

  • Seeing Sense in Photographs & Poems

    Alfred Stieglitz is one of America's most prominent and celebrated photographers

    Through close study of Alfred Stieglitz’ 1907 photograph "The Steerage" and William Carlos William's 1962 poem "Danse Russe," students will explore how poetry can be, in Plutarch’s words, "a speaking picture," and a painting (or in this case a photograph) can be "a silent poetry."