Activity Works

Paint with the great masters!

Please select an episode:

Come on! Let's explore the art museum!

carlos hero

Congratulations!

Art Museum

Completed!

carlos hero
fun facts fun facts
Ouch! Who threw that?
Ouch! Who threw that?

There is a small damaged patch next to Mona Lisa's eye due to a man throwing a rock at the painting in 1956.

Mono Lisa
Mono Lisa

The woman in The Mona Lisa has no eyebrows. The painting is in a bulletproof case, in a climate controlled room. It cost 7 million dollars to build.

Just horsing around
Just horsing around

Some paintbrush bristles are made
out of horse hair!

lesson plan lesson plan

Overview

Cultural Art

A trip to the art museum to learn about famous artists and their paintings can be a great workout! Start off by climbing 20 steps and pushing open the double doors to enter the museum.

Lesson

Famous artists, paintings and styles of art.

National Standards Addressed:

#5 Visual Arts

Reflecting upon and assessing the characteristics and merits of their work and the work of others.

Goals

Performance

Students will simulate painting different types of visual art.

Cognitive

Students will learn about famous artists and some of their works.

Affective

Students will reflect upon the work of famous artist and choose their favorite(s).

Pre-Teach Vocabulary

  • Ambidextrous – A person who is able to write with his/her left and right hand.
  • Impressionism – A type of painting that has big dabs of color.
  • Expressionism – A painting filled with emotion.
  • Pointillism – A painting made of tiny little dots of color.

Activate Prior Knowledge

Begin by discussing the vocabulary words. Next, write the two lists on a board, side-by-side:

Assess and Think Critically

Ask the class to recall any body parts that were not discussed during the previewing portion of the lesson. Ask students to list ways to keep the body healthy. [Exercise and eating healthy.] Provide students with the definitions of carbohydrates and proteins. Discuss the importance of eating these foods to maintain a healthy body.

Column A: Column B:
Monet Pointillism
Van Gogh Expressionism
O’Keefe “Light Iris”
Seurat Impressionism
Leonardo DaVinci Painter, Inventor, and ambidextrous

Select five students and assign them to a word from Column A. After they listen and move to the video, instruct the students to draw a line to the corresponding word in Column B.

Assess and Think Critically

Discuss the matches made by the students. Does everyone in class agree with the answers? Ask students to share the art style(s) that they liked the best and why.

Overview

Physical Education

A trip to the art museum to learn about famous artists and their paintings can be a great workout! Start off by climbing 20 steps and pushing open the double doors to enter the museum.

Lesson

Perceived Exertion

National Standard(s) Addressed:

#4 Physical Fitness:

Achieves and maintains a health-enhancing level of physical fitness.

Goals

Performance

Students will perform exercises/ activities that vary in intensity.

Cognitive

Students will monitor physiological changes in the body as exercise/ activity intensity changes.

Affective

Students will feel the difference between levels of exercise/activity intensity.

Pre-Teach Vocabulary

  • Intensity – How hard or challenging an exercise or activity is.
  • Perspiration – Sweating. Giving off moisture through the pores of the skin.
  • Heart rate – The number of times your heart must beat to supply blood to all parts of the body.

Activate Prior Knowledge

Tell students that during their visit to the art museum, they will be engaging in many different exercises. Ask students to show 1, 2 or 3 fingers after each exercise/activity based on how they feel.

One finger: Very little change in perspiration, breathing and heart rate

Two fingers: Moderate increase in perspiration, breathing and heart rate

Three fingers: Significant increase in perspiration, breathing and heart rate

Assess and Think Critically

Ask students to think about the part of the lesson when their heart rate, breathing and perspiration was greatest.

Ask why?

Ask students to think about the part of the lesson when their heart rate, breathing and perspiration was slowest.

Ask why?