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Georgia O'Keefe

Lesson Idea: I would ask my students to draw the sky at different times of day. This would be a great parent activity. Sitting in their backyard, on their porch, looking out the window, students would be asked to draw the sky twice: once at day, once at night. This would be done with crayon, as it is a common medium many families might have at home, otherwise I could easily send crayons home with students. Students and parents could have fruitful conversations about the way the sky looks from their home, during the day, and at night.
Key Concepts/Vocabulary addresses: concepts of the sky: sun and moon
Materials Explored: crayons
Cross-curricular connections: Science: learning about the sky: sun and moon

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Still Life with Pascal's "Pensees," 1924

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Still Life with Pascal's "Pensees," 1924

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Heri Matisse
Lesson Idea: I would show my students lots of paintings, drawings and photography of still arrangements. This could be books stacked in our classroom, fruit in the cafeteria, or their desk. Mundane, everyday objects. I would have them use their iPads (this would be for a one-to-one school), and be the artists! Take still pictures of objects that inspire them, use the Brushes app to paint the picture, and similarly use Sketchbook Pro with pencil strokes the picture(a different still with each 'medium'). Afterwards, I would have them journal about the pictures they took/painted/drew. There would be prompts such as: which was your favorite: photography, painting, or drawing with the iPad? Why?
Key Concepts/Vocabulary addresses: difference between paintings, drawings, and photographs.
Materials Explored: iPad
Cross-curricular connections: exploring technology; Writing: free-writing, developing opinions

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Yoshida Toshi

Lesson Idea: Using their iPads, I would ask the students to look up the different kinds of fish we explore as a class (on a safe site), and pick their favorite to paint with tempera paint. We would also use marker after our art pieces have dried, to label the fish parts. It would be awesome if we had an aquarium in our community to go see to expand the unit. If we had class pet fish, this would be better centered around them to expand the place-based learning through our school.
Key Concepts/Vocabulary addresses: fish anatomy, fish from our area
Materials Explored: tempera paint, iPad
Cross-curricular connections: Science: labeling a fish, observation of fish

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Florine Stettheimer

Lesson Idea: Exploration of local flowers in the spring. Students could bring flowers (or their pictures) from their home gardens, or we could explore flowers around our school. The students would pick a flower to draw with oil pastels. Afterwards, they would label the parts of their flower they depicted.
To expand this lesson, we would learn about artists who loved to draw flowers: Claude Monet, Georgia O'Keeffe, or Andy Warhol. After studying the artists and their works of art, I would ask the students to journal about elements of art they see. Then, journal about their own flower art pieces.
Key Concepts/Vocabulary addresses: parts of a flower, elements of art
Materials Explored: oil pastels
Cross-curricular connections: Science: labeling a flower, learning the life cycle of a flower; Writing: self-reflection on their art pieces: what elements of art did they depict?

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Claude Monet

Lesson Idea: Painting our school garden (if we have one). I would take pictures of our school garden (or another garden I had access to), and let the students choose a picture. They would then use watercolors to paint what they see.
Key Concepts/Vocabulary addresses: gardens, France
Materials Explored: watercolors
Cross-curricular connections: Geography; Science: gardens

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Preston Dickinson

Lesson Idea: I intend to teach in the Midwest, and I think winter can make students and teachers feel uninspired. I choose this painting to inspire my classroom to venture outdoors and draw our school building covered in snow. The artist was living with his mother when this was painted, he was motivated by industry and nature from outside his window.
I would take my students, with appropriate clothing, to sit outside of our building and draw with pencil our school covered in snow. We would then venture inside and add color with markers.
Key Concepts/Vocabulary addresses: buildings and nature: how do they go together?
Materials Explored: pencil drawings, markers
Cross-curricular connections: Socio-emotional: identity, where you live; Science: seasons