creative art history assignments

A Fun New Way to Teach Art History!

Trying to sneak vegetables into my son’s diet is like trying to sneak art history into my visual arts curriculum. Sometimes it’s not as easy as it seems, and he gets bored of the same old vegetable, much like my students get bored when I teach art history the same way. Therefore, I frequently try to find new, unique, and hidden ways to incorporate more art history into my curriculum . The more art history the better.

A couple of years ago, I needed a lesson or activity to use on the last day of the quarter. If you’re like me, you prefer the last day of art class to be as stress and mess free as possible. I wanted the activity to include art history and to be fun for my students.

I browsed the internet and my art supply catalogs for ideas.

After finding an art BINGO game that was out of my budget, it occurred to me, I should make my own BINGO set! So that’s exactly what I did.

First, i created a blank bingo sheet using microsoft excel..

On a separate spreadsheet, I pasted images of famous works of art with the artists names below.

This second spreadsheet served as the bank of images used for the blank BINGO cards. (If you decided to try this, be sure to include extra images so the games last a little longer. I had a bank of 48 different images.)

I created a few examples and then I handed the project over to a couple of my students.

They copied and pasted the images randomly into the blank BINGO spreadsheet and created a classroom set of 30 Art History BINGO cards. Here is one example.

The best part about this project is that now since I have the blank template created, I can create a variety of art themed BINGO games!

If you’d like, you can download a free BINGO template right here !

What are your favorite activities or games to use to teach art history?

What kind of BINGO would you create for your classroom? 

Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.

Cassidy Reinken

Cassidy Reinken, an art educator, is a former AOEU Writer. She enjoys helping students solve problems and reach their potential.

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Art History Can Be Fun!

Ideas from Teachers

Submitted to Getty TeacherArtExchange Middle School and High School - Elementary Art Games Many of these ideas are adaptable for different levels.

Artist's Un-Birthday Party - Submitted by Christa Wise

Christa added in a separate email: Sometimes I do this before visiting an art museum. I choose artists whose work we will be seeing getting everyone a little familiar. When kids split in groups, there are four "experts" on four artists in every group.

Artist's Trading Cards - Submitted by Christa Wise

Before taking an overnight trip to Chicago, I had students choose a topic from my list (of stuff I knew we'd see). Each student had to make four trading cards, like baseball cards, for their topic. We had a standard template they could find on the computer. We printed up all the cards (30 students times four -- 120 cards) and made a set for each of the participants. Then, when parents were present at the at final details meeting before the trip, we had students sit with their roommates (four to a group) and had a Quiz Bowl about the facts on the cards. The winning team were declared kings/queens of the trip, and got to have "first pick" of everything -- where to sit on the bus, bigger candy bars at break, choice of rooms. It was good preparation and gave them a lot of information. We had lots of carry-over, students spieling off information from the cards to impress docents or peers. It got to be a game.

Sample template and box pattern - from Chia's Rubber Stamp Art

See the Art History Timeline high school lesson

Gallery Talk - Submitted by Marcia in Illinois (See also Living Painting)

I use drama with my senior studio class. Each year they create and perform Living Paintings at the Student Art Show opening. (See examples of the integration of art and drama) They act (as the figure in the painting) in tableau in front of their (life-sized) painting while another student "docent" talks to the audience about the artist and the time period. This information has been researched by the "docent" and the art student. We perform this as if it were a "Gallery Talk", moving from painting to painting. My friend, the Drama teacher, has her class help with costuming, props and dialogue. We spend one month on these for 2 hrs. of performance. We haven't ever really linked this to the State Standards in Art or Drama - but I know we should. (Note from Judy - There are many connections to the art curriculum. Marcia is going to try to get images to share the next time she does this)

Acting the Part - Submitted by Marvin Bartel

Many students enjoy acting out something about an artist. Students form small groups. Each group selects an artist from a list of names supplied by the teacher. They research the artist and prepare a short skit. After the skit they hand out review sheet for the class or post a poster for the class to review. The skit can be like a talk show interview or the artist in her studio explaining a painting she did. The group can discuss a large reproduction or a projected image based on a prepared script. The actor playing the artist answers questions about her sources of ideas, composition, difficulties, special interests, her own childhood, her training, and so on.

Living Paintings - Submitted by Renee Berge

Sara Gant did Living Paintings for her Art Night. The student were a huge success. See Living Paintings by Nancy Walkup .

Bi-fold Painting - Artist Research - Submitted by Renee Berge

Another project I really liked for art history research was a bi-fold with a mirror on one side, the students painted a portrait of the artist on one side and it reflected in the mirror. Around the mirror was a 3" border and the students recreated bits and pieces of the artist into a collage painting. For example, one student picked patterns from a variety of Matisse's painting and used them. On the back of the bi-fold was a biography of the artist. ( See example on Renee's Web Page .)

Art History Timeline with Artist Research Paper - Submitted by William Van Horn

Artists Poster - Submitted by Kimberly Hutts

An idea that I think I got from the NAEA Conference is to have them do research "posters" instead of papers. I offered this to my Jr. high students as extra credit last year. They were required to research an artist and type up a short biography as the main part of the poster. They also had to include a small print of a work of art created by that artist, a time-line of important events during the artist's life, a picture of the artist, either an informal critique of the work of art that they included or historical information about that work of art and a list of references on the back of the poster. I graded of accuracy of information, readability, neatness, composition of poster, and inclusion of all required components.

Artist Poster Lesson - Submitted by Dorothy Morris Artist Research Worksheet

Artist Research - Accordion Fold Book - Submitted by Kara LiCausi

E-Reports Web Pages - Submitted by Lazelle Parker (Archive)

Assignment: To create an electronic report about a 19th or 20th century artist.

Each individual "website" has a page of biographical information, a page analyzing an artwork by the featured artist and a page for the bibliography as well as "About the Webmaster." The students used the links provided on the Art History Research Links page to fill out a worksheet . (Archives) For the design of their web pages, they used images from sites found on the Webmaster Info and Links page. (Archive)

Students select an artist of their choice, research, then create a composition of an area of their school "in the style of" the artist of their choice. They write a report to share with the class. Shown: Welcoming Stairway in the style of Chagall.

Modern Movements - Submitted by Dawn Stein

Day 1 - Students visually sorted postcard images of each of 6 time periods. Child Sized masterpieces (below) has good sets of images if you don't already have a collection.

How to Use Child Size Masterpieces Child-Size Masterpieces for Step 5: Learning About Famous Paintings

Slide Jam (BC Periods) - submitted by Dawn Stein

When I introduced the BC art periods, I found that most of them had a pretty good feel for the work (we have an awesome History/Social studies dept apparently!) So, I broke them up into groups, they did some reading and then we had a "slide jam." Students sat in their groups (so they could communicate with each other) and I showed a work of art. If they claimed the art period's slide, they got a point. (I also asked why it belonged or didn't belong) If they missed one that belonged to them, they lost a point. Another group could also get a point for recognizing the period it actually belonged to. They also lost a point (or maybe two) for guessing the wrong one. A student kept a tally of points for me. They seem to like anything that's competitive in 6th grade. They really had fun and wanted to play this one again.

Sentence Puzzle/Scramble - Submitted by Janet

One thing I did once was type up the information about the artist I wanted the kids to know, then cut the paper up into strips and numbered them. As the students entered, I handed each student a strip. The stood in a line, in order and took turns reading the information. I also had a complete handout for them to put in their folders.

Six Traits Workshop Ideas - Submitted by Kimberly Herbert (also for elementary) You take a passage about any subject, format it so each sentence has one line, and cut them apart. The students work in groups to put the passage back in a logical order. Another activity that they showed us that can be adapted for any subject is also fun and incorporates writing. The teacher makes a list of facts, non-facts (false facts), and opinions about a subject. Students work in groups to organize the bits into the proper categories. Then they individually write a paragraph using only the facts.

Scavenger Hunt - Submitted by Michal Austin (also for elementary)

I have my students go on a scavenger hunt - put up several reproductions and a list of things to find. Or, put up one painting and have them see who can come up with the most objects that can be seen in the painting.

"Blind Date" (from NAEA presentation by Diane Asay) - Kimberly Hutts

Naming tables after famous artists (Submitted by a number of teachers)

Name the tables where your students sit after different artists then study those artists over the course of the year. Many teachers change those names each year. Each table would do an independent study of their artist and then present to the class sometime through out the term. Put artist names in a hat to see who goes first - second and so forth. Provide a lot of help for the first group to get the ball rolling. Less help will be needed for the next groups. Maybe even have each group present a brief hands on lesson? Set up learning centers in your classroom for each artist. If possible, provide web page resources. See Woody Duncan's Table Artists pages. Assign one lesson where students develop their OWN project inspired by their table artists. This might be a culminating lesson towards the end of the term.

French Cafe - Submitted by Jeremy Wehlan

My area is drama so that would be my solution and I have an idea for you...

That was a very interesting period (Surrealism was the topic) in art and almost everybody was in Paris at the time. I've been teaching for twenty years so I know that classes are made up of kids with mixed ambitions, some are driven and others coast. If you can get some of your more ambitious students to each pick an artist that was living in Paris at that time, or not, just an artist from the time, who maybe went to Paris. Get them each to pick one artist and to do some basic research on that artist, read a biography or something like that. They all had attitudes about each other, some were friends, others hated each other. Then fake a French cafe set in the classroom and have them do an "improv" as these characters inhabit the cafe. Don't forget the costumes, that is a real selling point. It can be as simple as a scarf, a hat, a cane, etc., but any attempt at costume adds a level of excitement/fun that should not be missed. If the other students get excited by the idea, let them find another artist of the time or even before that time, just an artist with an attitude and let them join in. It could be a once a week thing. Everyone can get into the act as bartenders, waiters, dancing girls, etc. More ideas can be found on Jeremy's Website .

Interview a Famous Artist - from Harold Olejarz

Famous Artist Interview Projects - Students selected and researched a famous artist. One of the students played the artist and another interviewed the artist. See the student videos on Harold's site.

Shoe Box Gallery - Submitted by Kathleen Arola

Lesson plan by Laura Shifflett - Students study an artist via the Internet and collect images. They create a mini gallery of the work. (Archive)

Artist Game - Art History Research - Submitted by Jeannie Sandoval

Jeannie Sandoval sent in this link http://jc-schools.net/tutorials/gameboard.htm You can print off this template - or have students design their own.

I can see this working as a group artist research project. Teachers can pre-select a list of artists for the students to consider. Each groups picks a different artist from the list.

Divide the students into groups of three. Make the game boards with spaces in three different colors. One student will write questions about the life of the artist -- those will be keyed to one color of the board. Another student will write specific questions about the art of the artist - and that will be a different board color. The third group member writes questions about the times of the artist (world events and artist's contemporaries). Maybe have each student come up with ten questions (some may be eliminated by group discussion)

Some questions could even have a bonus! - The students take a trip to the gallery and select a small laminated print to keep featuring a noted work by the artist. Maybe even have a fourth pile of cards that are more challenging questions - student gets to move double spaces if answered correctly.

The group decides on game colors and the design of the three piles of cards. Students read over all the questions written and select the best ones for printing (integrating technology). The group also settles on a token design.

After the project is finished - Groups exchange games for a day to play. Students can easily make copies of the games to take home. The original game is laminated and kept in the art room for other classes to play.

Elementary Ideas

Letter to the Artist - Submitted by Kathleen Arola

This is good for elementary through high school. I think it would be really fun to have kids address envelopes to past or present famous artists (either the same artist for the whole class, after studying that person's work, or different artists for everyone, after individual research, depending upon the grade level). The envelopes could be covered with designs inspired by the artist to whom each one is addressed. If time permitted, letters could be written to the artists (either before or after designing the envelopes) and placed inside them. The letters would have to show an understanding and knowledge of the artist's work by the questions that are asked.

Some could even do his young work as a kid - like be a "pen pal" - Pretend that they are answering the last letter they received - so students would have to figure out what Picasso (or whoever) would have written to him/her first. The artist might have said "I just finished such and such a painting... and give a thorough description... Older students could actually write two letters - one from the artist and one to the artist. You could give guidelines like: Letters must include description of at least one major work. Letters must include date/time period - location - three facts about the artists life. Make similar requirements for what the should should share about them - Maybe include three facts (in a creative way) about their location from the same time period. What was going on in USA (or your country) when Picasso was growing up?

Artist on a Box - from Sandy Jahnle

(In response to the envelope idea) My students used boxes in a similar way this past year -- students did their research on an artist and their product was a six-sided box with a drawn example of the artist's work on one side, a short bio on the second side, and the other four sides were devoted to Description, Analysis, Interpretation, and Judgment of the art. See the following website for more ideas:

http://www.kcsd.k12.pa.us/~projects/critic . This idea is suitable for elementary through high school. (Archive)

Dress up as the Olde Masters - Lesson plan by Valerie Kerwin . See background information on this page .

Putting on an Act (Matisse) - Submitted by MaryAnn Kohl

This is something MaryAnn did for a young artists conference in Ferndale, Washington. She had four different groups of kids, from age K-6. They wanted her to focus on a great master, and do an art project in that style. She chose Matisse, because she has always loved his paper cut-out phase. When the kids entered the room, she was dressed as Matisse, sitting up in bed (his last years were such), cutting paper and talking about "his" art. Then they did some paper cut-outs as a follow up. She also showed them some pictures of Matisse and his work. She found some beautiful quotes from Matisse that were part of her dialog. Like:

Matisse draws blindfolded and says, "I wanted to see if I had the image in my fingers." "My drawing effort (cutting paper) is flowering after 50 years of effort." Matisse draws in the air before drawing on the paper, saying "When my hand makes a strange journey of its own, it is that I had not yet begun to sing."About being bedridden: "I can't get up any more. So I had my bed moved to the largest room in the house, and here I work." He is covered with a yellow blanket with red flowers. Working with large scissors, he cuts away at paper. He tapes charcoal to a fishing pole and draws on the ceiling and wall. He once said, "I feel all the curiosity of a traveler in a foreign land. I go forward totally in my expression of color." About cutting paper, "I am like a medieval sculptor carving into stone." and "With only scissors and paste, I set a dancer free." Having drawn his grandchildren on the ceiling over his bed, "I drew my grand children on the ceiling today., They keep me company." When asked if he would go back to painting. "I have plenty of time for that - I'm only 83!"

Other quotes:

My work is like peering into a mirror that is steamed over. Copying objects is nothing. One must express feelings! My life is an effort that stems from my search for the truth. I want my art to fill rooms with gaiety, a place to make people happy.

Naming tables after famous artists (submitted by a number of teachers)

Name the tables where your students sit after different artists then study those artists over the course of the year. Many teachers change those names each year.

From Linda Woods:

Last year's artists were Van Gogh, Picasso, Kahlo, Botticelli, Degas, and Vermeer.

Suggested "First Day Games" for table artists:

1. Artist "Scavenger Hunt" (Submitted by Michal Austin) - Come up with a list of things they need to find in the paintings/works you have on display. Have them work in teams. The first team to find all gets a reward - like each member will get a small laminated mini print of their table artist (I am giving you permission to make prints from your resources for this purpose) -The prizes could be postcard size - with info about the artist, a self portrait or photo and image info on the back). Now - the problem is - you won't know who will win so have no clue what prints to make up in advance. My answer to this would be to have a page of digital images printed off for each artist and let the kiddies who win pick out the one they want (four on a page for each artist - just four would be enough)... They will order their prize... so maybe have an arty treat too as an immediate reward.

Linda reinforces her Table Artists everyday - From Linda:

Sometimes I tell my kids to do things as they walk to the door... things that have to do with their table artists. For example, one of the posters I have on the wall for Escher is the Waterfall where the river flows uphill on a rooftop. One day I told them to move like a river flowing backwards to the door. one day I told them to turn from day into night as they walked to the door. I told the Renoirs to dance a waltz to the door. On another day I told them to pinch their cheeks till they were really rosy and walk in their most elegant clothes to the door. The Matisses had to form a group organic shape while holding hands as they walked to the door. One day the Matisses had to walk in a pattern to the door. O'Keeffes had to walk like a skeleton to the door, slither like a desert snake to the door, and one day had to hold GIANT flowers as they walked to the door. The Seurats had to pretend to ride on a circus horse to the door, imagine that their feet were paint brushes and paint a dotted line to the door. Audubons have had to quack to the door, fly to the door, and pretend to be taxidermied as they walked to the door. They love that game. (Linda comes up with all of these ideas on the spot - she has shared many more with me).

Artist Activity Cards - Submitted by MaryAnn Kohl

Note from Judy: These would be great for your "Free Time" Art Days. Print out these Art History Activity cards and laminate them. Add to them with some of your own favorite artists. Place cards in your various media centers.

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Art history.

Art history, also called art historiography, historical study of the visual arts, being concerned with identifying, classifying, describing, evaluating, interpreting, and understanding the art products and historic development of the fields of painting, sculpture, architecture, the decorative arts, drawing, printmaking, photography, interior design, etc.

Studying the art of the past teaches us how people have seen themselves and their world, and how they want to show this to others. Art history provides a means by which we can understand our human past and its relationship to our present, because the act of making art is one of humanity's most ubiquitous activities.

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Getting Started with Creative Assignments

Creative teaching and learning can be cultivated in any course context to increase student engagement and motivation, and promote thinking skills that are critical to problem-solving and innovation. This resource features examples of Columbia faculty who teach creatively and have reimagined their course assessments to allow students to demonstrate their learning in creative ways. Drawing on these examples, this resource provides suggestions for creating a classroom environment that supports student engagement in creative activities and assignments.  

On this page:

• The What and Why of Creative Assignments

Examples of Creative Teaching and Learning at Columbia

• How To Get Started

Cite this resource: Columbia Center for Teaching and Learning (2022). Getting Started with Creative Assignments. Columbia University. Retrieved [today’s date] from https://ctl.columbia.edu/resources-and-technology/resources/creative-assignments/

The What and Why of Creative Assignments  

Creative assignments encourage students to think in innovative ways as they demonstrate their learning. Thinking creatively involves combining or synthesizing information or course materials in new ways and is characterized by “a high degree of innovation, divergent thinking, and risk-taking” (AAC&U). It is associated with imagination and originality, and additional characteristics include: being open to new ideas and perspectives, believing alternatives exist, withholding judgment, generating multiple approaches to problems, and trying new ways to generate ideas  (DiYanni, 2015: 41). Creative thinking is considered an important skill alongside critical thinking in tackling contemporary problems. Critical thinking allows students to evaluate the information presented to them while creative thinking is a process that allows students to generate new ideas and innovate.

Creative assignments can be integrated into any course regardless of discipline. Examples include the use of infographic assignments in Nursing (Chicca and Chunta, 2020) and Chemistry (Kothari, Castañeda, and McNeil, 2019); podcasting assignments in Social Work (Hitchcock, Sage & Sage, 2021); digital storytelling assignments in Psychology (Sheafer, 2017) and Sociology (Vaughn and Leon, 2021); and incorporating creative writing in the economics classroom (Davis, 2019) or reflective writing into Calculus assignment ( Gerstle, 2017) just to name a few. In a 2014 study, organic chemistry students who elected to begin their lab reports with a creative narrative were more excited to learn and earned better grades (Henry, Owens, and Tawney, 2015). In a public policy course, students who engaged in additional creative problem-solving exercises that included imaginative scenarios and alternative solution-finding showed greater interest in government reform and attentiveness to civic issues (Wukich and Siciliano, 2014).

The benefits of creative assignments include increased student engagement, motivation, and satisfaction (Snyder et al., 2013: 165); and furthered student learning of course content (Reynolds, Stevens, and West, 2013). These types of assignments promote innovation, academic integrity, student self-awareness/ metacognition (e.g., when students engage in reflection through journal assignments), and can be made authentic as students develop and apply skills to real-world situations.  

When instructors give students open-ended assignments, they provide opportunities for students to think creatively as they work on a deliverable. They “unlock potential” (Ranjan & Gabora and Beghetto in Gregerson et al., 2013) for students to synthesize their knowledge and propose novel solutions. This promotes higher-level thinking as outlined in the revised Bloom’s Taxonomy’s “create” cognitive process category: “putting elements together to form a novel coherent whole or make an original product,” this involves generating ideas, planning, and producing something new. 

The examples that follow highlight creative assignments in the Columbia University classroom. The featured Columbia faculty taught creatively – they tried new strategies, purposefully varied classroom activities and assessment modalities, and encouraged their students to take control of what and how they were learning (James & Brookfield, 2014: 66).

Dr. Cruz changed her course assessment by “moving away from high stakes assessments like a final paper or a final exam, to more open-ended and creative models of assessments.”  Students were given the opportunity to synthesize their course learning, with options on topic and format of how to demonstrate their learning and to do so individually or in groups. They explored topics that were meaningful to them and related to the course material. Dr. Cruz noted that “This emphasis on playfulness and creativity led to fantastic final projects including a graphic novel interpretation, a video essay that applied critical theory to multiple texts, and an interactive virtual museum.” Students “took the opportunity to use their creative skills, or the skills they were interested in exploring because some of them had to develop new skills to produce these projects.” (Dr. Cruz; Dead Ideas in Teaching and Learning , Season 3, Episode 6). Along with their projects, students submitted an artist’s statement, where they had to explain and justify their choices. 

Dr. Cruz noted that grading creative assignments require advanced planning. In her case, she worked closely with her TAs to develop a rubric that was shared with students in advance for full transparency and emphasized the importance of students connecting ideas to analytical arguments discussed in the class. 

Watch Dr. Cruz’s 2021 Symposium presentation. Listen to Dr. Cruz talk about The Power of Blended Classrooms in Season 3, Episode 6 of the Dead Ideas in Teaching and Learning podcast. Get a glimpse into Dr. Cruz’s online classroom and her creative teaching and the design of learning experiences that enhanced critical thinking, creativity, curiosity, and community by viewing her Voices of Hybrid and Online Teaching and Learning submission.

As part of his standard practice, Dr. Yesilevskiy scaffolds assignments – from less complex to more complex – to ensure students integrate the concepts they learn in the class into their projects or new experiments. For example, in Laboratory 1, Dr. Yesilevskiy slowly increases the amount of independence in each experiment over the semester: students are given a full procedure in the first experiment and by course end, students are submitting new experiment proposals to Dr. Yesilevskiy for approval. This is creative thinking in action. Students not only learned how to “replicate existing experiments, but also to formulate and conduct new ones.”

Watch Dr. Yesilevskiy’s 2021 Symposium presentation. 

How Do I Get Started?: Strategies to Support Creative Assignments

The previous section showcases examples of creative assignments in action at Columbia. To help you support such creative assignments in your classroom, this section details three strategies to support creative assignments and creative thinking. Firstly, re-consider the design of your assignments to optimize students’ creative output. Secondly, scaffold creative assignments using low-stakes classroom activities that build creative capacity. Finally, cultivate a classroom environment that supports creative thinking.     

Design Considerations for Creative Assignments 

Thoughtfully designed open-ended assignments and evaluation plans encourage students to demonstrate their learning in authentic ways. When designing creative assignments, consider the following suggestions for structuring and communicating to your students about the assignment. 

Set clear expectations . Students may feel lost in the ambiguity and complexity of an open-ended assignment that requires them to create something new. Communicate the creative outcomes and learning objectives for the assignments (Ranjan & Gabora, 2013), and how students will be expected to draw on their learning in the course. Articulare how much flexibility and choice students have in determining what they work on and how they work on it. Share the criteria or a rubric that will be used to evaluate student deliverables. See the CTL’s resource Incorporating Rubrics Into Your Feedback and Grading Practices . If planning to evaluate creative thinking, consider adapting the American Association of Colleges and Universities’ creative thinking VALUE rubric . 

Structure the project to sustain engagement and promote integrity. Consider how the project might be broken into smaller assignments that build upon each other and culminate in a synthesis project. The example presented above from Dr. Yesilevskiy’s teaching highlights how he scaffolded lab complexity, progressing from structured to student-driven. See the section below “Activities to Prepare Students for Creative Assignments” for sample activities to scaffold this work. 

Create opportunities for ongoing feedback . Provide feedback at all phases of the assignment from idea inception through milestones to completion. Leverage office hours for individual or group conversations and feedback on project proposals, progress, and issues. See the CTL’s resource on Feedback for Learning . Consider creating opportunities for structured peer review for students to give each other feedback on their work. Students benefit from learning about their peers’ projects, and seeing different perspectives and approaches to accomplishing the open-ended assignment. See the CTL’s resource Peer Review: Intentional Design for Any Course Context . 

Share resources to support students in their work. Ensure all students have access to the resources they will need to be successful on the assigned project. Connect students with campus resources that can help them accomplish the project’s objectives. For instance, if students are working on a research project – connect them to the Library instruction modules “ From Books to Bytes: Navigating the Research Ecosystem ,” encourage them to schedule a consultation with a specialist for research support through Columbia Libraries , or seek out writing support. If students will need equipment to complete their project, remind them of campus resources such as makerspaces (e.g., The Makerspace @ Columbia in Room 254 Engineering Terrace/Mudd; Design Center at Barnard College); borrowing equipment (e.g., Instructional Media and Technology Services (IMATS) at Barnard; Gabe M. Wiener Music & Arts Library ). 

Ask students to submit a self-reflection with their project. Encourage students to reflect on their process and the decisions they made in order to complete the project. Provide guiding questions that have students reflect on their learning, make meaning, and engage their metacognitive thinking skills (see the CTL’s resource of Metacognition ). Students can be asked to apply the rubric to their work or to submit a creative statement along with their work that describes their intent and ownership of the project.

Collect feedback from students and iterate. Invite students to give feedback on the assigned creative project, as well as the classroom environment and creative activities used. Tell students how you will use their suggestions to make improvements to activities and assignments, and make adjustments to the classroom environment. See the CTL’s resource on Early and Mid-Semester Student Feedback . 

Low-Stakes Activities to Prepare Students for Creative Assignments

The activities described below are meant to be scaffolded opportunities leading to a larger creative project. They are low-stakes, non-graded activities that make time in the classroom for students to think, brainstorm, and create (Desrochers and Zell, 2012) and prepare them to do the creative thinking needed to complete course assignments. The activities can be adapted for any course context, with or without the use of technology, and can be done individually or collaboratively (see the CTL’s resource on Collaborative Learning to explore digital tools that are available for group work). 

Brainstorming 

Brainstorming is a process that students can engage in to generate as many ideas as possible related to a topic of study or an assignment topic (Sweet et al., 2013: 87). As they engage in this messy and jugement-free work, students explore a range of possibilities. Brainstorming reveals students’ prior knowledge (Ambrose et al., 2010: 29). Brainstorm activities are useful early on to help create a classroom culture rooted in creativity while also serving as a potential icebreaker activity that helps instructors learn more about what prior knowledge and experiences students are bringing to the course or unit of study. This activity can be done individually or in groups, and in class or asynchronously. Components may include:

• Prompt students to list off (individually or collaboratively) their ideas on a whiteboard, free write in a Google Doc or some other digital space. 
• Provide formative feedback to assist students to further develop their ideas.
• Invite students to reflect on the brainstorm process, look over their ideas and determine which idea to explore further.

Mind mapping

A mind map, also known as a cognitive or concept map, allows students to visually display their thinking and knowledge organization, through lines connecting concepts, arrows showing relationships, and other visual cues (Sweet et al., 2013: 89; Ambrose et al. 2010: 63). This challenges students to synthesize and be creative as they display words, ideas, tasks or principles (Barkley, 2010: 219-225). A mind mapping activity can be done individually or in groups, and in class or asynchronously. This activity can be an extension of a brainstorming session, whereby students take an idea from their brainstormed list and further develop it. 

Components of a mind mapping activity may include:

• Prompt students to create a map of their thinking on a topic, concept, or question. This can be done on paper, on a whiteboard, or with digital mind mapping or whiteboard tools such as Google Drawing.
• Provide formative feedback on the mind maps.
• Invite students to reflect on their mind map, and determine where to go next.

Digital storytelling

Digital storytelling involves integrating multimedia (images, text, video, audio, etc.) and narrative to produce immersive stories that connect with course content. Student-produced stories can promote engagement and learning in a way that is both personal and universal (McLellan, 2007). Digital storytelling contributes to learning through student voice and creativity in constructing meaning (Rossiter and Garcia, 2010). 

Tools such as the CTL-developed Mediathread as well as EdDiscussion support collaborative annotation of media objects. These annotations can be used in writing and discussions, which can involve creating a story. For freeform formats, digital whiteboards allow students to drop in different text and media and make connections between these elements. Such storytelling can be done collaboratively or simply shared during class. Finally, EdBlogs can be used for a blog format, or Google Slides if a presentation format is better suited for the learning objective.

Asking questions to explore new possibilities

Tap into student imagination, stimulate curiosity, and create memorable learning experiences by asking students to pose “What if?” “why” and “how” questions – how might things be done differently; what will a situation look like if it is viewed from a new perspective?; or what could a new approach to solving a problem look like? (James & Brookfield, 2014: 163). Powerful questions are open-ended ones where the answer is not immediately apparent; such questions encourage students to think about a topic in new ways, and they promote learning as students work to answer them (James & Brookfield, 2014: 163). Setting aside time for students to ask lots of questions in the classroom and bringing in questions posed on CourseWorks Discussions or EdDiscussion sends the message to students that their questions matter and play a role in learning. 

Cultivate Creative Thinking in the Classroom Environment

Create a classroom environment that encourages experimentation and thinking from new and diverse perspectives. This type of environment encourages students to share their ideas without inhibition and personalize the meaning-making process. “Creative environments facilitate intentional acts of divergent (idea generation, collaboration, and design thinking) and convergent (analysis of ideas, products, and content created) thinking processes.” (Sweet et al., 2013: 20)

Encourage risk-taking and learning from mistakes . Taking risks in the classroom can be anxiety inducing so students will benefit from reassurance that their creativity and all ideas are welcome. When students bring up unexpected ideas, rather than redirecting or dismissing, seize it as an opportunity for a conversation in which students can share, challenge, and affirm ideas (Beghetto, 2013). Let students know that they can make mistakes, “think outside of the box” without penalty (Desrochers and Zell, 2012), and embrace failure seeing it as a learning opportunity.

Model creative thinking . Model curiosity and how to ask powerful questions, and encourage students to be curious about everything (Synder et al., 2013, DiYanni, 2015). Give students a glimpse into your own creative thinking process – how you would approach an open-ended question, problem, or assignment? Turn your own mistakes into teachable moments. By modeling creative thinking, you are giving students permission to engage in this type of thinking.

Build a community that supports the creative classroom environment. Have students get to know and interact with each other so that they become comfortable asking questions and taking risks in front of and with their peers. See the CTL’s resource on Community Building in the Classroom . This is especially important if you are planning to have students collaborate on creative activities and assignments and/or engage in peer review of each other’s work. 

Plan for play. Play is integral to learning (Cavanagh, 2021; Eyler, 2018; Tatter, 2019). Play cultivates a low stress, high trust, inclusive environment, as students build relationships with each. This allows students to feel more comfortable in the classroom and motivates them to tackle more difficult content (Forbes, 2021). Set aside time for play (Ranjan & Gabora, 2013; Sinfield, Burns, & Abegglen, 2018). Design for play with purpose grounded in learning goals. Create a structured play session during which students experiment with a new topic, idea, or tool and connect it to curricular content or their learning experience. Play can be facilitated through educational games such as puzzles, video games, trivia competitions, scavenger hunts or role-playing activities in which students actively apply knowledge and skills as they act out their role (Eyler, 2018; Barkley, 2010). For an example of role-playing games explore Reacting to the Past , an active learning pedagogy of role-playing games developed by Mark Carnes at Barnard College. 

The CTL is here to help!

CTL consultants are happy to support instructors as they design activities and assignments that promote creative thinking. Email [email protected] to schedule a consultation.

Ambrose et al. (2010). How Learning Works: 7 Research-Based Principles for Smart Teaching. Jossey-Bass.

Barkley, E. F., Major, C. H., and Cross, K. P. (2014). Collaborative Learning Techniques: A Handbook for College Faculty . 

Barkley, E. F. (2010) Student Engagement Techniques: A Handbook for College Faculty.

Beghetto, R. (2013). Expect the Unexpected: Teaching for Creativity in the Micromoments. In M.B. Gregerson, H.T. Snyder, and J.C. Kaufman (Eds.). Teaching Creatively and Teaching Creativity . Springer. 

Cavanagh, S. R. (2021). How to Play in the College Classroom in a Pandemic, and Why You Should . The Chronicle of Higher Education. February 9, 2021.

Chicca, J. and Chunta, K, (2020). Engaging Students with Visual Stories: Using Infographics in Nursing Education . Teaching and Learning in Nursing. 15(1), 32-36.

Davis, M. E. (2019). Poetry and economics: Creativity, engagement and learning in the economics classroom. International Review of Economics Education. Volume 30. 

Desrochers, C. G. and Zell, D. (2012). Gave projects, tests, or assignments that required original or creative thinking! POD-IDEA Center Notes on Instruction. 

DiYanni, R. (2015). Critical and creative thinking : A brief guide for teachers . John Wiley & Sons, Incorporated. 

Eyler, J. R. (2018). How Humans Learn. The Science and Stories Behind Effective College Teaching. West Virginia University Press. 

Forbes, L. K. (2021). The Process of Play in Learning in Higher Education: A Phenomenological Study. Journal of Teaching and Learning. Vol. 15, No. 1, pp. 57-73. 

Gerstle, K. (2017). Incorporating Meaningful Reflection into Calculus Assignments. PRIMUS. Problems, Resources, and Issues in Mathematics Undergraduate Studies. 29(1), 71-81.

Gregerson, M. B., Snyder, H. T., and Kaufman, J. C. (2013). Teaching Creatively and Teaching Creativity . Springer. 

Henry, M., Owens, E. A., and Tawney, J. G. (2015). Creative Report Writing in Undergraduate Organic Chemistry Laboratory Inspires Non Majors. Journal of Chemical Education , 92, 90-95.

Hitchcock, L. I., Sage, T., Lynch, M. and Sage, M. (2021). Podcasting as a Pedagogical Tool for Experiential Learning in Social Work Education. Journal of Teaching in Social Work . 41(2). 172-191.

James, A., & Brookfield, S. D. (2014). Engaging imagination : Helping students become creative and reflective thinkers . John Wiley & Sons, Incorporated.

Jackson, N. (2008). Tackling the Wicked Problem of Creativity in Higher Education.

Jackson, N. (2006). Creativity in higher education. SCEPTrE Scholarly Paper , 3 , 1-25.

Kleiman, P. (2008). Towards transformation: conceptions of creativity in higher education.

Kothari, D., Hall, A. O., Castañeda, C. A., and McNeil, A. J. (2019). Connecting Organic Chemistry Concepts with Real-World Context by Creating Infographics. Journal of Chemistry Education. 96(11), 2524-2527. 

McLellan, H. (2007). Digital Storytelling in Higher Education. Journal of Computing in Higher Education. 19, 65-79. 

Ranjan, A., & Gabora, L. (2013). Creative Ideas for Actualizing Student Potential. In M.B. Gregerson, H.T. Snyder, and J.C. Kaufman (Eds.). Teaching Creatively and Teaching Creativity . Springer. 

Rossiter, M. and Garcia, P. A. (2010). Digital Storytelling: A New Player on the Narrative Field. New Directions for Adult and Continuing Education. No. 126, Summer 2010. 

Sheafer, V. (2017). Using digital storytelling to teach psychology: A preliminary investigation. Psychology Learning & Teaching. 16(1), 133-143. 

Sinfield, S., Burns, B., & Abegglen, S. (2018). Exploration: Becoming Playful – The Power of a Ludic Module. In A. James and C. Nerantzi (Eds.). The Power of Play in Higher Education . Palgrave Macmillan.

Reynolds, C., Stevens, D. D., and West, E. (2013). “I’m in a Professional School! Why Are You Making Me Do This?” A Cross-Disciplinary Study of the Use of Creative Classroom Projects on Student Learning. College Teaching. 61: 51-59.

Sweet, C., Carpenter, R., Blythe, H., and Apostel, S. (2013). Teaching Applied Creative Thinking: A New Pedagogy  for the 21st Century. Stillwater, OK: New Forums Press Inc. 

Tatter, G. (2019). Playing to Learn: How a pedagogy of play can enliven the classroom, for students of all ages . Harvard Graduate School of Education. 

Vaughn, M. P. and Leon, D. (2021). The Personal Is Political Art: Using Digital Storytelling to Teaching Sociology of Sexualities. Teaching Sociology. 49(3), 245-255. 

Wukich, C. and Siciliano, M. D. (2014). Problem Solving and Creativity in Public Policy Courses: Promoting Interest and Civic Engagement. Journal of Political Science Education . 10, 352-368.

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Learning Outcomes: Art History Program

Students majoring in Art History are expected to fully engage with the wide-ranging opportunities its curriculum presents for learning and research. Students who complete a B.A. in Art History should have acquired the knowledge and skills listed below. The many students who take Art History courses for General Education credit or as a designated minor benefit from them as well. 

1. Visual analysis and visual literacy

The teaching of visual analysis and the fostering of visual literacy are the hallmarks of study in Art History. All levels of the undergraduate Art History curriculum instill an appreciation of the uniqueness of visual evidence and cultivate the particular skill of using visual evidence to understand human activity of the recent and distant past. Each component of the curriculum instills the principle that the “meaning” of a work of art depends as much on the point of view of the viewer as the intentions of artist or patron. Students in the lower-division courses come to understand the special importance of visual images; works of art offer information not necessarily communicated by other types of historical evidence.  Visual literacy learned through the study of Art History is a tool whose usefulness extends well beyond the boundaries of one academic discipline. Indeed, it counts as a fundamental life skill in the twenty-first century.

2. Written and oral communication skills

Undergraduate instruction in Art History at UC Davis also focuses on verbal communication skills at every level of the curriculum. By obliging students to draw on two kinds of perception, visual and verbal, Art History imparts a type of training that is distinct from one in which visual and verbal analysis is taught separately.

In all lower-division courses, the oral communication of discussion sections is a key component. Oral communication is likewise emphasized in each proseminar (required of all majors), which are built around extended class discussion and student oral presentations.

Training in written communication follows a path of increasing length and complexity of written argument as students progress through the curriculum. In the lower-division courses, students answer essay questions on their exams. The upper-division courses offer the opportunity to examine in detail a particular historical period and a particular medium (e.g. “The Islamic Book,” “Impressionism and Post-Impressionism,” “Photography in History,” “Twentieth-Century Architecture”). In this context of more thorough study of a single area of Art History, exams continue to be based around essay questions, and students also produce analytical and research papers (10 pages in length). In the proseminar, students write lengthier papers reflecting original research.

3. Understanding of the diversity and integration of geographical and historical culture

It is a distinct objective of the undergraduate Art History curriculum to develop a broad understanding of the interactions among individuals and society, across cultures and time periods. Art history majors develop this understanding in depth through upper-division study in at least four different geographical areas and historical periods. However, each lower-division course also offers a similar understanding, for each transcends geographical boundaries over an extensive period of time.

The lower-division courses are the gateway to more thorough study of art history.  They also serve as cultural general-education courses for students from other disciplines. In considering the development of art over a broad geographical and temporal range (e.g. “Ancient Mediterranean Art,” “Arts of Asia,” “Baroque to Modern Art”), the lower-division courses show how art reflects the cultural  values of the societies from which they arose.

4. Applications of critical and creative thinking

Art History encourages the application of critical and creative thinking to the sorts of practical and creative problems encountered in citizenship and the workplace. Students are therefore encouraged to apply their art-historical skills to concrete uses through upper-division internships (AHI 192) for which they receive course credit. Proseminars offer in-depth study of open-ended art-historical issues (e.g. “Body Theory in Late Medieval and Early Modern Italian Art,”  “Chinese Art History: Seventeenth-Century Values Exhibited,” “American Art and Professional Identity, 1860-1910”) which students approach through collaborative learning. Students come to understand why research and analysis lead inevitably to further questions. The Honors Program offers senior majors an opportunity to engage in an extended research project of their own devising, underscoring the creativity offered by scholarly research. Though a student’s GPA limits participation in the honors program, the experience of supervised, independent research is available through Special Study (AHI 199). Students with particularly interesting research are encouraged to submit their findings to the Undergraduate Research Conference. Research skills workshops are conducted by the staff of the Visual Resources Facility.

MEASUREMENT OF OUTCOMES

The syllabus of every undergraduate Art History course explains the learning outcomes it expects to deliver, as does each course’s website. Posted descriptions of the Art History major also explain the broader skills that study in the discipline instills.

Measurement of the curriculum’s efficacy is part of the program’s regular review process, through grading and course evaluations and an alumni poll. All faculty teaching is peer-reviewed through classroom visits and inspection of written materials as part of the personnel assessment process.  The faculty administrator (formerly Director; currently Vice Chair) assesses any teaching by visiting lecturers, but such courses are not a regular part of the curriculum.

Measurement of learning through individual activities (AHI 199 projects, senior honors theses) is quantified through enrollment figures and the evaluation of faculty supervisors. Records are kept of participation in informal activities (for instance the Undergraduate Research & Creative Activities Conference).  Majors’ learning of communication skills at various levels is inherent to the design of the major, as is majors’ exposure to geographical and historical diversity. Students are required to study across the geographical and historical range offered by the program (Western and non-Western art; ancient, early modern and modern art) through their distribution of upper-division courses. Their satisfactory completion of lower-division courses, upper-division courses and proseminars meanwhile tracks their development of written and oral communication skills.

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Assignments & Rubrics

Written Assignments

The  Museum Response Paper  template can be used as an assignment once or twice during the semester as a way to a) have your students undertake a concise written exercise that b) asks them to look closely at one object (or two if you’d like them to compare and contrast) and c) also asks them to engage with the museum or gallery space to make them aware of the cultural context in which they encounter objects in institutions. This template can be “set up” in class using the museum visit videos  and Museum Observation Prompts  handout.

This Formal Analysis Assignment provides some great ideas on how to guide students through formal analysis reminding them that the exercise is about looking and analysis and not research and analysis. Students are reluctant to trust their own eyes and their own opinions. For formal analysis papers they often automatically go to an outside source in order to further bolster the assertions they make in their papers. Kimberly Overdevest at the Grand Rapids Community College in Grand Rapids, Michigan has had great success with these prompts.

To research or not to research? Asking your students to undertake a research paper as part of the art history survey can be a tricky beast as the range of student experience with elements such as library research and bibliographic citations can be large and crippling. For most mixed-ability or required-credit survey classes, focusing on short papers with limited research allows you and the students to focus on finessing writing skills first. Always consider reaching out to the Writing Center on your campus – a staff member can usually make an in-class visit to tell your students about the range of services on offer which should include workshops and one-to-one appointments.

Presentations  – either singly or in groups – can be a good way to have your students think about a class theme from a new angle. See the handout “ How to give a great oral presentation ,” which also contains a sample grading rubric so students understand instructor expectations as they prepare.

Writing Guides and Exercises

The “ How To Write A Thesis ” template is a useful handout for a class exercise post-museum visit , once students have picked their object and can think about what a thesis is and how to construct their own. As part of this in-class exercise, it might be useful to look at examples of previous students’ thesis statements on the Writing Examples PPT   which includes anonymous examples of past museum response paper excerpts so students understand what a thesis statement, formal analysis paragraph, museum environment analysis, and concluding paragraph might look like (you can, of course, point out the merits and/or pitfalls of each example per your own teaching preferences).

Paper Style Guide  handouts

Grading Rubrics

The Grading Rubric  handouts can be given out in class and/or uploaded to your Bboard, and retooled to fit your objectives for the written assignment.

Grading student papers can be done the old fashioned way (your students hand you a paper copy) or through anti-plagiarism software such as SafeAssign (part of the Blackboard suite) or Turnitin.com (your school may have a license – find out who the Turnitin campus coordinator is for more details). There are ethical considerations to using anti-plagiarism software.

Formal Analysis Rubric Grid

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Inside: A collection of printable art worksheets, PowerPoints, and lesson plans to use in art class. (Most of them are FREE!)

Art class should be about more than just making art! Art lessons should introduce students to a variety of works of art and allow them to explore the process, the history, and their own personal connections to the artworks they encounter.

Keeping a class full of students engaged while looking at art takes practice, confidence, inventive activities , and a variety of approaches. But most of us weren’t taught how to talk about art with kids . That’s why I’ve gathered some of my best printable art worksheets and downloads in one place! Most of these art lesson plans can be used for any grade level and there’s enough variety to keep elementary, middle, and high school students interested and intrigued.

Free Printable Art Worksheets

My favorite go-to art lessons come from the Art Appreciation Worksheet Bundle .

It’s as easy as 1, 2, 3! 1. Pick an artwork 2. Print one of the Art Appreciation Worksheets 3. Watch with joy as your students connect with and interpret art

The bundle includes 25 printable art worksheets, but everyone who signs up for Your Weekly Art Break , my email newsletter full of art inspiration, gets six FREE art appreciation worksheets . Fill out the form below to receive your free art worksheets and weekly art inspiration.

Free Worksheets!

Art Appreciation Worksheets

In this free bundle of art worksheets, you receive six ready-to-use art worksheets with looking activities designed to work with almost any work of art.

Below, you’ll find a collection of the Art Class Curator posts that include art printables and downloads. These brains-on art activities will jump-start students’ critical thinking skills and breath new life into their  art projects . All of these art lesson plans are all free unless otherwise marked. Most are printable PDFs, but the ones containing PowerPoints are marked.

Free Elements and Principles Printable Pack

This pack of printables was designed to work in a variety of ways in your classroom when teaching the elements and principles of art. You can print and hang in your classroom as posters/anchor charts or you can cut each element and principle of art in its own individual card to use as a lesson manipulative. Click here to download the Elements and Principles Printable Pack.

Free Resource!

Elements & Principles Printable Pack

The Elements & Principles of Art are the foundation of every artwork, but teaching them can be a bore. Wake your students up and engage them with full color artworks, easy to understand definitions, and thought-provoking higher level thinking questions. This versatile resource can be hung in the classroom or used as an art manipulative.

Art Appreciation Printables

• Free Art Appreciation Printable Worksheet Bundle
• Art Appreciation Worksheet Bundle 25-Pack  
• I am… Dorothea Lange: Exploring Empathy
• Character Analysis Art Activity: Twitter Perspectives
• Haikus about Art
• I See, I Think, I Wonder
• “I Feel” Word Wheel: Learning Emotional Literacy in Art Education

Art Appreciation Activities & Art Appreciation Lessons

• Art Description and Drawing Activity
• Virtual Art Museum Field Trip
• Complete the Picture: An Easy Art Appreciation Game for Kids
• Interpreting the Power of the Kongo Nkisi N’Kondi

Artworks Printables

Artworks Worksheets & Artworks Activities

• Art, Horror, and The Sublime: Symbolism in Pablo Picasso’s Guernica
• Kollwitz & Cassatt: Two Views of Motherhood in Art
• Rosa Rolanda Jigsaw Art Learning Activity

Artworks Lessons

• Elements of Art Examples & Definitions
• Principles of Design Examples & Definitions
• Frida Kahlo’s The Two Fridas  Art Discussion Lesson
• Art Analysis Activity for John Gast’s American Progress
• Art Around the World in 30 Days – China
• Masterpiece Monday: Manifest Destiny Art

Art Criticism Printables

Art criticism worksheets.

• SPARK: 5 Art Criticism Steps for Inspired Art Connections and Conversations
• Art History Student Study Guide Worksheets

Art Criticism Activities

• 82 Questions to Ask About Art
• Photograph Analysis Learning Activities

Art Criticism Lessons

• 4 Steps of Art Criticism Lesson
• What is Art? – Aesthetics Lesson Bundle
• Classical Sculpture Analysis Lesson  
• Decoding Style: How to Teach Students to Read an Artwork  

Puzzles About Art Printables

Teaching students about  art and aesthetics  is a great way to make them think about art in a new way. Aesthetics puzzles ignite exciting, meaningful classroom art discussions  and flex students’ philosophical and critical thinking skills.

• Puzzles About Art: The Chimpanzee Painter
• Puzzles About Art: Call it Driftwood

More Art Printables

You can find more art lesson plans in the Art Class Curator store and on Teachers Pay Teachers . Sign up for  Your Weekly Art Break   to get six free art art worksheets and weekly art inspiration delivered to your inbox!

Get Art Inspiration To Your Inbox!

*free bundle of art appreciation worksheets*.

Fun History Project Ideas & Hands-On Activities

• Posted by by Maddie
• October 27, 2020

History lessons can be dry and boring if you rely completely on a dry and boring textbook. But there is a better way!

It’s so easy to make history come alive with the right books and resources. One of the best ways to make your history lessons fun and interesting is with well-planned hands-on history projects.

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No matter the time period you’re studying, there are some activity ideas you can easily include. Hands-on history projects are a wonderful way to make history lessons come alive for your kids. Now, you don’t need to do a hands-on project every day – but a few well-planned projects can make all the difference.

Hands-on history activities and projects can: 

• Give you a better understanding of the time and culture.
• Can help you see historical context and how events and people are related.
• Engage kids in their learning.

It’s so easy to become passive learners – read this, fill out that worksheet… blah… blah… blah… However, when we find ways to engage our kids in their learning, it makes such a difference. You can do this will read aloud, interesting assignments, and of course, hands-on projects and activities.

Engaging the minds (and hands) of our kids makes all the difference in their educational experience. Now that you’re convinced to add some hands-on fun to your homeschool day, how should you do it?

Don’t fill your days with meaningless activities. One well-planned and executed activity each week will go much further than a day filled with boring and mindless activities. Best of all, you don’t need a pile of activity books or resources. With just a handful of ideas that can be applied to any time period or culture will be just as useful.

I’ve put together my favourite ways in which we create hands-on learning experiences for History lessons, but as always I’d love to know yours too – so, if there’s one I’ve missed be sure to leave me a comment.

Learn About The Artists Of The Time

When you’re immersing yourself in the culture or time period, take a look at the art from that era or geographical area. Artists, their lives and artwork give us a glimpse of life during that time – how the people dressed and what was important to them.

• Create art using the same mediums as artists from that time period
• Use artwork as inspiration for your own creations
• Read biographies about the artist

Create A Lap Book

Lapbooks and notebooks are a great way to create a capsule of all the things your kids are learning.

They can create little mini-books and interactive booklets filled with details about the time period, the people, the culture… really, anything that interests them. They are a great choice for research assignments.

Kids can research a specific topic and include the information they find in their lap book or notebook. Best of all, a completed notebook or lap book becomes a great addition to your year-end portfolio – displaying everything your kids have studied and learned that year.

Immerse Yourself In The Time Period & Culture

Well-thought-out activities can really immerse you and your kids in the culture and time period of a certain people.

Confession: I know so much about ancient Egyptian history ( believe me, I knocked it out of the park watching a recent episode of Jeopardy and knew the answer to every question for that category! ).

Why did that happen? Because of how we’ve immersed ourselves in our lessons during that subject – researching maps, making our own fruity mummy, reciting a list of important pharaohs, reading the myths and stories of the people.

No matter the time period or country you’re studying you can apply this in a few different ways:

• Researching and creating costumes
• Making a meal using recipes from that country
• Reading the myths or legends of the country

Play A Game

I love to include games whenever I can – they are such a great learning resource – and who wouldn’t rather play a game than fill out a worksheet?

It can get expensive buying games for every time period you study. Instead, you can opt to find online games or purchase downloadable plans for games that you put together yourself (the bonus being it’s a great craft too!)

Tip: we love to listen to audiobooks while we color, cut out, and assemble our game boards.

Some of my favourite history games available include;

• BBC Interactive Games
• KS3 History Games
• Homeschool Giveaways
• Education.com
• Wonderfilled Days

Of course, this is just the beginning, a quick Google will help you find hidden gems specifically related to the person or time period your studying. For example, we did some work on Rosa Parks recently and simply googled ‘Rosa Parks Games’ you can add on a specific age or grade if you’re looking for something specific.

We had thousands of results and the top ten were more than sufficient to keep us going for a couple of weeks! I also found a whole host of new websites to bookmark and use as resources for the future which was a huge bonus.

Create A Map

Understanding how one country fits into the geography of an area brings a whole new level of understanding about that place. Taking time to study that country – its hills, borders, mountains, and other details – can help you see their culture and life in a new way.

You can look at historical atlases or maps. Alternatively, if you’re looking to incorporate crafts then download and print, then color in or even draw your own map of the area.

Consider taking it to the next level and making it even more hands-on by incorporating salt-dough, cookie dough or play dough. We recently covered the Olympics and how they are incorporated into our history both as a nation and worldwide, to make the learning experience more hands-on we followed this incredible salt dough DIY to make some super fun Olympic medals.

Build A 3D Model

Does the country or historical era you’re currently studying have any interesting buildings or inventions? These could be perfect 3D construction models. Either from pre-made kits available online or as a craft.

For example, the 1930s was the decade in which the Empire State Building was built in New York City. The 102-story Art Deco skyscraper is a fantastic demonstration of the architecture in the 1930s and leads onto a discussion surrounding building materials and skyscrapers / high rise building structures.

This free printable allows you to print off a model of the Empire State Building which can be made into a 3D model. Alternatively, consider using construction blocks such as Lego or Duplo .

Create A Timeline

A history timeline is a wonderful project that every middle school child should create. Seeing how historical events and people fit together gives them a better understanding of historical context and how all those events and people are interrelated.

You can create one large timeline for the whole period you are studying or, if that feels a bit overwhelming, smaller topic-based timelines can be just as useful.

Consider displaying this timeline in your homeschooling room, in a bedroom or storing it safely so you can get it out and reference/add to it as your knowledge of historical events improves. These free history timelines are perfect for getting you started .

You can look to take this to the next level with a family tree or family timeline too. This is a great way to discuss important dates such as the years grandparents were born and what special events happened during that year. Get the children to interview the member of the family about what life was like back then – they could even write a report on what life was like which leads us nicely onto our final history project idea.

Do Some Creative Writing

For those kids who love journaling and creative writing, history is a great place to let their creativity run wild. They can journal as if they lived during that time period, ‘interview’ a famous figure of the time, or create their own writing assignment ideas.

This is a great way for children to also improve on their spelling, grammar, research and more…

For a more long-term creative writing project, consider a newspaper. Publish a report once a week as you move through the years week by week. With 52 weeks in a year, you could cover 52 years and of course, this doesn’t have to start when newspapers started. Instead, you could report as though you’re living in Aztec times if you wanted.

Alternatively, you could adapt the reports depending on the time of year. For example, New Year’s eve in the 1930s, Halloween in the 1970s or Christmas in the 1870s.

If your kids are fond of being in front of the camera, consider getting them to record the report on a video camera instead of writing it down. They could even dress the part too.

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Timberdoodle Homeschool Review

Leonardo da Vinci Art Projects For School Kids

Everything you wrote here is so inspiring! From my experience I know that using games is way more fun than flashcards or worksheets! And, as a bonus, most games require at least the skills of strategy and/or speed, too. Each parent should carefully watch their child and adjust the number of tasks to their abilities. It is better to do less practice than force your child to solve tasks which they no longer want to do and which can. We want our children to develop through play. Chess is the perfect example for this matter. Don’t try to play entire game from the very begining of your chess adventure. Use diagrams like those – net-bossorg/chess-puzzles-for-kids-by-maksim-aksanov. Perfect diagrams for the perfect start 🙂

Thank you for making this.

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In the world of art history assignments, where the study of famous artworks and artists unfolds, students often find themselves embarking on a captivating journey of exploration and analysis. However, the intricacies of analyzing renowned masterpieces can sometimes pose challenges along the way. Fortunately, in today’s digital age, there are online homework writing services like Academized that provide professional homework help to students seeking guidance and assistance. With homework help at Academized , students can navigate the world of art history assignments with confidence, knowing that expert support is just a click away.

When it comes to art history assignments, the act of analyzing famous artworks and artists holds tremendous significance. It opens doors to understanding the nuances of artistic techniques, the evolution of styles, and the historical contexts that shape artistic expression. Through thorough examination and interpretation, students gain a deeper appreciation for the intricacies of brushstrokes, composition, and color choices, allowing them to truly grasp the artist’s creative process. By engaging in this process, students not only expand their knowledge of art but also cultivate their critical thinking skills and develop a keen eye for detail.

In this article, we will embark on a journey to explore the key aspects of art history assignments, emphasizing the importance of analyzing famous artworks and artists. We will delve into understanding artistic techniques and styles, contextualizing artworks within their historical and cultural settings, and honing critical analysis and communication skills. Together, with the support of homework help at Academized, we will unravel the mysteries of art history assignments and embrace the joy of exploring the vast world of artistic wonders. So, let’s embark on this enriching adventure, where art and academia converge, and uncover the magic of analyzing famous artworks and artists in the realm of homework assignments.

Table of Contents

Understanding Artistic Techniques And Styles

Analyzing famous artworks becomes a gateway to unraveling the captivating world of artistic techniques and styles. By delving into renowned masterpieces, students gain invaluable insights into the diverse range of artistic tools and methods employed by artists throughout history. These assignments not only offer a glimpse into the fascinating evolution of artistic expression but also provide a platform for students to develop a discerning eye for the intricacies of composition, color, brushwork, and other elements.

Art history assignments serve as an opportunity for students to immerse themselves in the rich tapestry of artistic techniques. Through careful analysis and observation, students begin to decipher the masterful strokes of a brush, the deliberate choices of color palettes, and the harmonious arrangement of visual elements. By studying various artistic techniques and styles, students enhance their ability to appreciate and interpret artworks beyond their surface aesthetics. The exploration of different artistic styles, such as Impressionism, Cubism, or Renaissance, opens a window into different periods of art history, allowing students to trace the evolution of artistic movements and understand their cultural and historical contexts. As students embark on this artistic journey, they begin to uncover the stories and influences behind each brushstroke, nurturing a profound appreciation for the beauty and complexity captured within the pages of history books .

Understanding artistic techniques and styles not only fosters a deeper connection with art but also equips students with valuable skills that extend beyond the realm of art history. Developing a discerning eye for composition, color, and brushwork enhances visual literacy and cultivates an appreciation for aesthetics in various forms of art and design. Furthermore, the ability to critically analyze and interpret artistic techniques empowers students to articulate their observations and insights effectively, laying the foundation for strong communication skills. Through art history assignments, students embark on a transformative journey of self-discovery, sharpening their artistic acumen, and broadening their understanding and appreciation of the rich tapestry of art history.

Contextualizing Artworks And Artists

When it comes to art history assignments, delving into the historical, social, and cultural contexts surrounding famous artworks and artists adds an extra layer of richness to the learning experience. Researching the context in which an artwork was created allows students to unearth the motivations, influences, and societal impact that shaped the artist’s creative vision. By understanding the broader historical backdrop, students gain a deeper appreciation for the artistic choices made, unraveling the hidden narratives and symbolism embedded within each stroke of the brush.

Art history assignments serve as a gateway to explore the multifaceted aspects of an artist’s life and the world in which they lived. By diving into the historical and cultural milieu, students gain insights into the political, social, and intellectual currents that influenced artists and their creations. The exploration of an artist’s biography, the examination of contemporary events, and the study of cultural movements all contribute to a holistic understanding of their work. This contextual analysis not only illuminates the artist’s intentions but also sheds light on the societal and cultural forces that shaped the art of the time. By unraveling these intricate connections, students develop a more nuanced interpretation and critique of artworks, viewing them as more than mere aesthetic objects, but as reflections of the human experience.

Contextual analysis in art history assignments fosters a deeper understanding of art’s significance within its historical and cultural framework. By examining the social, political, and cultural forces that shaped the creation of an artwork, students gain a more comprehensive understanding of its meaning and impact. It allows them to draw connections between art and the broader human experience, recognizing the ways in which art serves as a mirror of society and a catalyst for change. Through the exploration of contextual aspects, students develop critical thinking skills, honing their ability to discern and interpret the complexities embedded within artworks. By contextualizing artworks and artists, students embark on a journey of discovery that unearths the stories, influences, and legacies behind the masterpieces that have shaped the course of art history.

Developing Critical Analysis And Communication Skills

Art history assignments play a pivotal role in nurturing critical analysis skills that extend far beyond the canvas. When students engage in the in-depth examination of famous artworks and artists, they embark on a journey of discovery that sharpens their ability to scrutinize details, uncover hidden meanings, and make insightful connections. By carefully analyzing visual elements, historical context, and artistic techniques, students cultivate a keen eye for detail and a discerning mind that can navigate the complexities of art. These assignments challenge students to think critically, encouraging them to question and explore the nuances embedded within each brushstroke, color choice, and composition. As they grapple with interpreting the intentions and symbolism behind the masterpieces, they hone their analytical prowess, equipping themselves with a valuable skillset applicable in various facets of life.

Art history assignments not only encourage critical analysis but also foster the art of effective communication. As students delve into the world of famous artworks and artists, they encounter a myriad of emotions, ideas, and revelations that demand expression. Articulating their observations and interpretations coherently and persuasively becomes an integral part of the learning process. Whether through written essays, class discussions, or presentations, students learn to communicate their thoughts with clarity and confidence. This ability to express their insights fosters self-assurance, making them adept at sharing their perspectives with others, be it in academic settings, professional environments, or everyday conversations.

Furthermore, art history assignments serve as a catalyst for the development of research, critical thinking, and writing abilities. To truly understand and contextualize famous artworks and artists, students must dive into a world of research, exploring historical archives, academic papers, and expert opinions. This process nurtures their research skills, teaching them to locate and assess credible sources. Moreover, the need to critically evaluate various perspectives and interpretations strengthens their critical thinking abilities. As students embark on their research journey, they learn the art of constructing coherent and compelling arguments, which translates into improved writing abilities. Whether they are crafting an analytical essay or conveying their thoughts in a persuasive manner, the writing skills honed in art history assignments prove invaluable throughout their academic and professional journeys. As students immerse themselves in the world of art through these assignments, they emerge with a sharpened analytical mind, enhanced communication skills, and the confidence to tackle any intellectual challenge that comes their way.

Art history assignments serve as a gateway to unlocking the treasures of the artistic world, allowing students to delve into the depths of famous artworks and artists. Throughout this article, we have explored the significance of these assignments, highlighting their role in understanding artistic techniques, contextualizing artworks, and developing critical analysis and communication skills.

By analyzing famous artworks, students gain insights into the diverse range of artistic techniques and styles, nurturing their discerning eye for composition, color, brushwork, and other elements. They develop a profound appreciation for the intricacies captured within each stroke, broadening their understanding of the artistic process. Additionally, by contextualizing artworks and artists within their historical, social, and cultural settings, students unravel the motivations, influences, and impact of artists, allowing for a deeper understanding of their creations. This contextual analysis enhances the interpretation and critique of artworks, fostering a holistic understanding of art’s significance within its historical and cultural framework.

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