<p>Images support learning in primary grade textile lessons.</p>

<p>Images to show when playing third grade Culture Lotto game.</p>

<p>Doorways are the transition point from one place to another.  They can be functional, decorative, symbolic, or a combination of all three.  Work with a partner to view and discuss a selection of doorways.</p> <p></p> <ul><li>What does it look like?</li><li>What is it made of?</li><li>Where do you think it leads?</li><li>How does it impact the viewer or person who might want to enter/exit?</li></ul><p>ART MAKING CHALLENGES: </p> <p></p> <ul><li>Design a doorway or passageway that symbolizes what happens inside.</li><li>Design a doorway or passageway that links a physical place to an imaginary one.</li><li>Design a doorway to represent a transition from one period of your life to another. </li></ul><p></p> <p></p>

<p>Images of children performing tasks that help their family. How are these children helping others? </p><p>What do you do to help out at home? Draw a picture of yourself being a helper.</p>

<p>Everyone enjoys a festival or celebration! Let's look at some. . . </p><ul><li>Observe  images and guess which culture each represents.</li><li>Play "I Spy Juxtaposition." Work with a small group to examine an image and find where the artist has juxtaposed symbols or text with the image to create meaning. </li><li>What might you include in an artwork about a festival or celebration?  Would there be dances, special music, food, clothing, or activities?</li></ul><p>Art making challenge:  Collaborate in a small group to create a design for a booth, stage, or other area for a cultural tradition at a festival. Designs will be combined into a festival mural.</p>

Animals live in habitats; people live in communities. In what ways are they similar or different?

<p>Images support learning in first grade "Dream House for My Family" lesson. For architecture puzzle activity, print selected images and cut them into pieces that focus on parts of the building. Allow table groups to work together to reassemble the house image and name the parts of the house. </p><p>Discuss images of model houses to introduce the lesson challenge: <em>Create a 3-dimensional model of a dream house for your family.</em></p>

<p>Choose several images to compare/contrast in terms of location, season, and/or style. Discuss why artists may choose to depict a particular place.</p><p>Formal analysis for elementary students: identify foreground, middle ground and background; describe how size and placement of objects and use of overlapping contribute to the illusion of depth. </p><p>Formal analysis for secondary students: describe color harmonies; identify focal point; find examples of one-point, two point, and atmospheric perspective. </p>

<p>Did you know that Louise's dad owned a lumber yard? No wonder she enjoyed creating wood assemblages.</p> <p>Look at a selected sculpture with a partner and discuss:</p> <ul><li>What do you see?</li><li>How is it arranged?</li><li>What does it make you think of?</li><li>What kind of meaning or story can you find in the sculpture?</li><li>How did Louise <em>unify</em> her sculptures? (UNITY is when all the parts work together to create a cohesive artwork.)</li></ul><p></p>