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Learning about empathy, culture, and civic engagement can be amplified by getting students to look at the artworks from the collection online about the American Civil Rights movement

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Viktor Schreckengost (American, 1906-2008) and 1 other

attributed to Mir Musavvir (Iranian, c. 1510-1555) and 1 other

after Albrecht Dürer (German, 1471-1528) and 1 other

Joan Miró (Spanish, 1893-1983)

attributed to Berlin Painter (Greek, Attic, active c. 505-460 BC) and 1 other

Louise Bourgeois (American, 1911-2010)

Title, Date

Artist / Culture

Accession number

Medium

Dimensions

Credit line

Rights

attributed to Mir Musavvir (Iranian, c. 1510-1555) and 1 other

1988.96

Opaque watercolor, ink, gold, and silver on paper

Sheet: 47.5 x 32.2 cm (18 11/16 x 12 11/16 in.); Image: 28.4 x 18.5 cm (11 3/16 x 7 5/16 in.)

Leonard C. Hanna, Jr. Fund

after Albrecht Dürer (German, 1471-1528) and 1 other

1946.217

Watercolor and gouache with touches of gold

Sheet: 29.2 x 16.9 cm (11 1/2 x 6 5/8 in.); Secondary Support: 29.2 x 16.9 cm (11 1/2 x 6 5/8 in.)

Dudley P. Allen Fund

attributed to Berlin Painter (Greek, Attic, active c. 505-460 BC) and 1 other

1978.59

Ceramic

Diameter: 14.1 cm (5 9/16 in.); Diameter of mouth: 8.7 cm (3 7/16 in.); Overall: 38 cm (14 15/16 in.); Diameter of foot: 10 cm (3 15/16 in.)

Purchase from the J. H. Wade Fund

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Viktor Schreckengost (American, 1906-2008) and 1 other attributed to Mir Musavvir (Iranian, c. 1510-1555) and 1 other after Albrecht Dürer (German, 1471-1528) and 1 other Joan Miró (Spanish, 1893-1983) attributed to Berlin Painter (Greek, Attic, active c.

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There are whole genres of art dedicated to portraying emotional experiences, thoughts, interpretation, and other creative ways of looking at art. Share these with students to inspire their creativity.

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Viktor Schreckengost (American, 1906-2008) and 1 other

attributed to Mir Musavvir (Iranian, c. 1510-1555) and 1 other

after Albrecht Dürer (German, 1471-1528) and 1 other

Joan Miró (Spanish, 1893-1983)

attributed to Berlin Painter (Greek, Attic, active c. 505-460 BC) and 1 other

Louise Bourgeois (American, 1911-2010)

Title, Date

Artist / Culture

Accession number

Medium

Dimensions

Credit line

Rights

attributed to Mir Musavvir (Iranian, c. 1510-1555) and 1 other

1988.96

Opaque watercolor, ink, gold, and silver on paper

Sheet: 47.5 x 32.2 cm (18 11/16 x 12 11/16 in.); Image: 28.4 x 18.5 cm (11 3/16 x 7 5/16 in.)

Leonard C. Hanna, Jr. Fund

after Albrecht Dürer (German, 1471-1528) and 1 other

1946.217

Watercolor and gouache with touches of gold

Sheet: 29.2 x 16.9 cm (11 1/2 x 6 5/8 in.); Secondary Support: 29.2 x 16.9 cm (11 1/2 x 6 5/8 in.)

Dudley P. Allen Fund

attributed to Berlin Painter (Greek, Attic, active c. 505-460 BC) and 1 other

1978.59

Ceramic

Diameter: 14.1 cm (5 9/16 in.); Diameter of mouth: 8.7 cm (3 7/16 in.); Overall: 38 cm (14 15/16 in.); Diameter of foot: 10 cm (3 15/16 in.)

Purchase from the J. H. Wade Fund

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Viktor Schreckengost (American, 1906-2008) and 1 other attributed to Mir Musavvir (Iranian, c. 1510-1555) and 1 other after Albrecht Dürer (German, 1471-1528) and 1 other Joan Miró (Spanish, 1893-1983) attributed to Berlin Painter (Greek, Attic, active c.

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There are no rules to creating art, especially art that expresses personal experiences, feelings, and ideas, share this search with  students to get them thinking out of the box.

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Viktor Schreckengost (American, 1906-2008) and 1 other

attributed to Mir Musavvir (Iranian, c. 1510-1555) and 1 other

after Albrecht Dürer (German, 1471-1528) and 1 other

Joan Miró (Spanish, 1893-1983)

attributed to Berlin Painter (Greek, Attic, active c. 505-460 BC) and 1 other

Louise Bourgeois (American, 1911-2010)

Title, Date

Artist / Culture

Accession number

Medium

Dimensions

Credit line

Rights

attributed to Mir Musavvir (Iranian, c. 1510-1555) and 1 other

1988.96

Opaque watercolor, ink, gold, and silver on paper

Sheet: 47.5 x 32.2 cm (18 11/16 x 12 11/16 in.); Image: 28.4 x 18.5 cm (11 3/16 x 7 5/16 in.)

Leonard C. Hanna, Jr. Fund

after Albrecht Dürer (German, 1471-1528) and 1 other

1946.217

Watercolor and gouache with touches of gold

Sheet: 29.2 x 16.9 cm (11 1/2 x 6 5/8 in.); Secondary Support: 29.2 x 16.9 cm (11 1/2 x 6 5/8 in.)

Dudley P. Allen Fund

attributed to Berlin Painter (Greek, Attic, active c. 505-460 BC) and 1 other

1978.59

Ceramic

Diameter: 14.1 cm (5 9/16 in.); Diameter of mouth: 8.7 cm (3 7/16 in.); Overall: 38 cm (14 15/16 in.); Diameter of foot: 10 cm (3 15/16 in.)

Purchase from the J. H. Wade Fund

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Viktor Schreckengost (American, 1906-2008) and 1 other attributed to Mir Musavvir (Iranian, c. 1510-1555) and 1 other after Albrecht Dürer (German, 1471-1528) and 1 other Joan Miró (Spanish, 1893-1983) attributed to Berlin Painter (Greek, Attic, active c.

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You Are A Lion | Taeeun Yoo | Story Time & Yoga for Kids

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Learn more about the SEL Gallery Exploration and Virtual Learning topics.

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Welcome to virtual learning with the Cleveland Museum of Art! This packet is intended to help you prepare for your 30-, 45-, or 60-minute session, Social-Emotional Learning (SEL) through Art.

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Discover how art can support social emotional learning and how CMA educators are incorporating SEL in our Pre-K-12 programs.

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By Hajnal Eppley, Gallery Teaching Director If there ever was a time to focus on social-emotional wellness, it's 2020. In this year's uncertainty and change, children and grown-ups traverse a wide range of emotions each day.

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Distracting oneself from everyday stresses can improve mental wellness. Explore ways to get lost in an artwork and your imagination.

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Every so often we need a break from our busy lives to relax. While a vacation is a great solution, there are simple diversions that can give your eyes a rest from staring at screens and blue light sources, and instead use our imagination.

Temporarily escaping or distracting ourselves from reality has been a remedy throughout history, but it became a trend during the Great Depression (1929-1933) as a way to deal with the hardships of life. Magazines, radio programs, and movies, were all aimed at helping people mentally escape from the mass poverty and economic downturn by focusing on comedic and lighthearted topics or plotlines.

We all deserve to treat ourselves to moments of relaxation. What better way to do that than by escaping into art. Here are a handful of favorites from interns and staff at the CMA.
Oh, the humanity in these Egyptian portraits.

Funerary Portrait of a Man, c. 138-192. Egypt, Roman Empire, Antonine, early 2nd century AD. Encaustic on linen; 24.8 x 19 cm. The Cleveland Museum of Art, John L. Severance Fund, 1971.135 (left).Funerary Portrait of a Woman,c. 138-192. Egypt, Roman Empire, Antonine. Encaustic on linen; 26 x 19 cm. The Cleveland Museum of Art, John L. Severance Fundm, 1971.136 (center). Funerary Portrait of a Young Girl, c. AD 25-37. Egypt, Roman Empire, late Tiberian. Encaustic on wood; 39.4 x 17.4 cm. The Cleveland Museum of Art, John L. Severance Fund, 1971.137

I could get lost in the Egyptian gallery for hours, but the pieces that always make me stop and stare are the Fayum mummy portraits. Egyptian art is noted for being formal and idealistic, but these portraits are filled with depth, complexity, and humanity. Interestingly, they were painted during the subject's life and then cut down and bound into the deceased's mummy after death. In this way, the spirit of each person is also connected to the portraits, infusing them with a sense of life that traditional stone reliefs often lack. It is especially transfixing to think about what the subjects of these portraits were like in everyday life, particularly in comparison to the grand pharaohs and priests shown in the rest of the gallery.

- Cameron Findlay, Collections Management Summer 2021 Intern
Who says the artwork you get lost in should only be one-dimensional? We could get lost in all the curves of this object.
Lily of the Valley Comb, c. 1900. René Lalique (French, 1860-1945). Horn, enamel, and gold; overall: 15.4 x 9.4 x 3 cm. The Cleveland Museum of Art, Gift of Mrs. A. Dean Perry, 1981.49

Delicate sprays of lily of the valley drape across this comb by French designer René Lalique. When I look at decorative arts in the museum's collection, I am instantly transported. I like to imagine what type of person would have worn this comb. Where were they going? Was it a special occasion? How would it feel to hold this opulent accessory, made of horn, enamel, and gold, or to wear it in my own hair?

Jeptha Homer Wade II, a founder of the Cleveland Museum of Art, purchased this comb, probably for his wife, Ellen Garretson Wade. The Wades were enthusiastic collectors of gems and jewelry and bought the comb from Lalique's shop after admiring his work at the Exposition Universelle in Paris in 1900.

- Stephanie Foster, Lead Interpretive Planner
Meditate on the depth and blue-green hues of this color etching and aquatint.
Pond Edge II, 1998. Michael Mazur (American, 1935-2009). Color etching and aquatint; sheet: 80.2 x 102 cm. The Cleveland Museum of Art, Gift of the Print Club of Cleveland, 1999.41

There is nothing like diving into a body of water in the heat of summertime. The glimmering aquamarine water of Michael Mazur's Pond Edge II appears refreshing and inviting. When my mind searches for solace, I envision myself floating in an aquatic microcosm in the same way the dark turquoise lily pads do in this piece. The whimsical illusions of light and undefined depth create a space that I could spend hours contemplating, trying to memorize each line and shape but always finding something new and fascinating to ponder. To me, the orange, violet, brown, and rosy gray splotches floating alongside the greenery resemble blossoms, some with roots that curl beneath the surface tying them to the rest of the botanical grove. The water is limited only by the margins of the paper, causing me to wonder what lies beyond the pond's edge.

- Audrey Chan, Warshawsky Fellow in Interpretation
Let your mind sweep over the placid scenery and brush strokes in this Chinese hanging scroll.
Fishermen-Hermits in Stream and Mountain, 1300s. Zhao Yong (Chinese, c. 1289-c. 1362). Hanging scroll; ink and color on silk; 229 x 59.3 cm. The Cleveland Museum of Art, Bequest of Mrs. A. Dean Perry, 1997.93

Like many people, the pandemic still drives much of my daily life. While I'm not quite comfortable traveling and being in crowded spaces, I spend countless hours dreaming of the perfect vacation. My ideal get away is one where I can escape the excitement of the city and the demands that come with motherhood and my career, which is why I love this hanging scroll depicting two fishermen in a stream. In this season of my life, I find the sense of peace and tranquility here extremely enticing. The calmness of the river and the serenity of the mountains are also appealing to me. When I look at this image, I can almost hear the gentle flow of the water and the sounds of birds chirping in the background.

- Rachel Arzuaga, Interpretive Planner
Become lost in the details and narrate a story of your creation.
Hunting near Hartenfels Castle, 1540. Lucas Cranach (German, 1472-1553). Oil, originally on wood, transferred to Masonite; 133 x 185.5 x 7.3 cm. The Cleveland Museum of Art, John L. Severance Fund, 1958.425

Lucas Cranach's Hunting near Hartenfels Castle is a majestic oil painting that transports me to the scene of a mid-sixteenth century hunt. What originally appears to be a tranquil and peaceful outdoor scene is quickly realized to be one of despair and horror. While the sport serves as an escape from daily life for the armed participants, it is a horror for those being hunted. Throughout the work, I notice various forest animals scattered across the canvas, both fleeing and in pursuit of those attempting to bring them harm. Possibly the most compelling part of this work is in the upper left corner where a bear can be seen grasping a hound underneath its arm, while using its other paw to swat at armed pursuers. Cranach displays the hunters and the hunted - those escaping to peace and those escaping from conflict.

- Daniel Noel, Program Coordinator, Collection & Exhibition Programs

Now it's your turn. Which artwork from the CMA collection lets you escape? Journey through the galleries or go to the CMA's Collection Online and peruse at your leisure. Once you come back to reality, share your story in the comments!

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Every so often we need a break from our busy lives to relax. While a vacation is a great solution, there are simple diversions that can give your eyes a rest from staring at screens and blue light sources, and instead use our imagination.

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Try pairing a bumblebee breath with a CMA artwork! Add to your Seesaw classroom or use as inspiration.

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Let's try bumblebee breathing! This might help calm your mind and body when you need it. 1) Imagine you are a bumblebee! Look at the picture and pick which flower you would choose to land on. 2) Stare at your flower and take a big, deep breath.

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Explore activities and close looking strategies that help children think about their emotions.

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Feelings

FEELINGS are the emotions we experience every day, like HAPPINESS, SADNESS, ANGER, or even EXCITEMENT or SURPRISE. How are you feeling today?

These masks are from different cultures all over the world. They are used in various ways: as a part of ceremonial dances, as funerary masks meant to honor loved ones who have passed away, or even as a pendant around someone's neck, giving the wearer a new identity, maybe as an ancestor or a god.

Notice how the faces of each mask show different expressions. What feelings do you think each mask is trying to show? Which mask would you choose to wear today, based on how you're feeling?

How Many Faces and Feelings Can You Create?

Grab a piece of paper and draw as many circles and ovals as you can fit on the page. They can be all different sizes or all the same; it's up to you. Challenge yourself to fill each shape with a different face that represents a feeling.

Have everyone in your family create their own feelings page. After everyone is finished, trade papers with a family member. Pick one face that expresses how you are feeling right now. Take turns going through the faces on the page, acting out each of the expressions your partner has drawn. See if your family members can guess which feeling you're acting out!

Take a picture of your faces and share your feelings using #CMAatHome.

Extra Challenge

Create a collaborative playlist and have a virtual dance party of feelings with your friends or family! First, make a list of everyone's favorite songs. Try to pick songs that express a variety of feelings. Find a sad song, an excited song, a bored song. The possibilities are endless! Then come up with your own dance or movement to show that feeling. What does a sad dance look like? What does an excited or bored movement look like? Take turns with your friends using your favorite means of digital communication or dance it out with your family!

Need some inspiration? Take a look at these sculptures in the CMA's collection. How do you think they are feeling? What song do you think they might be listening to? If they could move, what do you think they would look like? Can you find other examples of feelings in the CMA's Collection Online?

Photograph your drawings and share your pictures and feelings using #CMAatHome.

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FEELINGS are the emotions we experience every day, like HAPPINESS, SADNESS, ANGER, or even EXCITEMENT or SURPRISE. How are you feeling today? These masks are from different cultures all over the world.

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Explore artworks that help young children learn about their emotions. Add to your Seesaw classroom or use as inspiration.

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Let's explore our feelings! 1) Look at the pictures of people. How do you think each person feels? 2) See if you can make your face look like theirs. :photo: Take a picture of yourself! 4) Which picture matches how you feel today? Share using your :mic:

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Try pairing the 54321 Grounding strategy with a CMA artwork. Add this to your Seesaw classroom or use as inspiration.

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This activity might help you when you are feeling anxious or overwhelmed. 1) Take a moment to look at the picture and imagine you are there. 2) Take a deep breath. Name 5 things you see. 4 things you might feel. 3 things you might hear. 2 things you might smell.

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With young students, try a modified version of the 54321 Grounding technique. Add this to your Seesaw classroom or use as inspiration.

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1) Take a deep breath and imagine you are sitting at the table in the picture. 2) What is one thing you see? What is one thing you might feel? What is one thing you might hear? What is one thing you might smell? And what is what thing you might taste?

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View Flipgrid prompts on CMA's Content Partner page, and sign up for a free Flipgrid account to access individual topics. SEL-focused topics include: 5,4,3,2,1 Grounding through Art, SEL: Preparing for Life's Challenges, Meditation Moment, and Personal Space.

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Cleveland Museum of Art: Flipgrid Discovery Partner

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Check out Cleveland Museum of Art Topic templates and use them in your classroom.