Webquest: The Art Files of Mrs - Mountain Telephone
Webquest: The Art Files of Mrs. Basil E. Frankweiler
Teacher Resource Page
Kentucky Core Content
Related Kentucky Core Content in Webquest
Arts and Humanities
AH-M-4.2.31 Describe and compare the characteristics and purposes of works of art representing various cultures, historical periods, artists, and/or styles. (Academic Expectations: 1.13, 2.23, 2.24, 2.25, 2.26)
AH-M-4.2.32 Purposes of Art - ritual, (celebration, commemoration), imitate nature (reflect the world), expressive (personal expression), narrative (make a point)
AH-M-4.2.34 Periods - Renaissance, 19th Century (Impressionism, Realism, Naturalism)
41 Create art for specific purposes using the elements of art and principles of design to communicate ideas. [PE] (Academic Expectations: 1.13, 2.22)
Reading
RD-M-4.0.11 Locate and apply information for a specific purpose (e.g., following directions, completing a task).
RD-M-2.0.14 Summarize information from a passage.
RD-M-2.0.11 Use text features (e.g., lists, charts, graphs, tables of contents, indexes, glossaries, captions, diagrams, headings) to understand a passage.
Writing
|WR-M-1.4 |
|Transactive Writing |
|Transactive writing is informative/ persuasive writing that presents ideas and information for authentic audiences to accomplish |
|realistic purposes like those students will encounter in their lives. In transactive writing, students will write in a variety of|
|forms such as the following: |
|letters |proposals |
|speeches |brochures |
|editorials |other kinds of practical/workplace writing |
|articles in magazines, | |
|academic journals, | |
|newspapers | |
|Characteristics of transactive writing may include |
|text and language features of the selected form |
|information to engage/orient the reader to clarify and justify purposes |
|ideas which communicate the specific purpose for the intended audience |
|explanation and support to help the reader understand the author’s purpose |
|well-organized idea development and support (e.g., facts, examples, reasons, comparisons, anecdotes, descriptive detail, charts, |
|diagrams, photos/pictures) to accomplish a specific purpose |
|effective conclusions |
National Standards
Related National Standards in Webquest
Fine Arts
NA-VA.5-8.4 UNDERSTANDING THE VISUAL ARTS IN RELATION TO HISTORY AND CULTURES
Achievement Standard:
• Students know and compare the characteristics of artworks in various eras and cultures
• Students describe and place a variety of art objects in historical and cultural contexts
NA-VA.5-8.5 REFLECTING UPON AND ASSESSING THE CHARACTERISTICS AND MERITS OF THEIR WORK AND THE WORK OF OTHERS
Achievement Standard:
• Students compare multiple purposes for creating works of art
• Students analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry
NA-VA.5-8.6 MAKING CONNECTIONS BETWEEN VISUAL ARTS AND OTHER DISCIPLINES
Achievement Standard:
• Students compare the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context
Language Arts
NL-ENG.K-12.1 READING FOR PERSPECTIVE
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
NL-ENG.K-12.4 COMMUNICATION SKILLS
Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
NL-ENG.K-12.8 DEVELOPING RESEARCH SKILLS
Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
Technology
NT.K-12.5 TECHNOLOGY RESEARCH TOOLS
Students use technology to locate, evaluate, and collect information from a variety of sources.
NT.K-12.3 TECHNOLOGY PRODUCTIVITY TOOLS
Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
Bibliography
Sources Utilized in Webquest
Books
Konigsburg, E. (1967). From the mixed-up files of Mrs. Basil E. Frankweiler. Atheneum.
Having run away to the Metropolitan Museum of Art with her younger brother, 12 year old Claudia tries to find a special place in the world by solving a mystery involving a mysterious statue with connections to Michelangelo.
Loumaye, J. (1994). Van Gogh: The touch of yellow. Langhorne, PA: Chelsea House.
One of a series of artists’ biographies called Art for Children. The young characters in the book investigate the possibility that a family heirloom is a Van Gogh and through their pursuit, reveal the artist’s life and work. Photographs and handwritten postcards appeal to and guide the reader.
Richardson, J. (1993). Inside the Museum. New York: The Metropolitan Museum of Art, Harry N. Abrams, Inc.
This book introduces a sample of the Metropolitan’s treasures. It also takes readers behind the scenes to find out how an art museum works. Text is interspersed with captioned photographs and activity boxes.
Stanley, D. (1996). Leonardo da Vinci. New York: William Morrow and Company, Morrow Junior Books.
Award winning author-artist tells the life of Leonardo da Vinci in a storytelling voice. Numerous colorful illustrations and reproduced artwork enhance the text. Pronunciation guide and references included.
Stanley, D. (2000). Michelangelo. New York: Harper Collins.
Biography of the sculptor and painter. Rich illustrations and photographs, a map, and references enhance the information told in story form.
Websites
BBC- Explore Leonardo’s Studio . (n.d.). Retrieved July 5, 2004, from British Broadcast Corporation, Science and Nature Web site:
Click on objects in Leonardo’s workshop to learn about their use and significance to da Vinci. Clicking on the paints tells how to make paints just like the ones used in the Renaissance.
Boddy-Evans, M. (n.d.). Painting. In Painting project: In tribute to Van Gogh. Retrieved July 5, 2004, from Web site:
Project idea to help students think about how to use the work of Vincent Van Gogh as inspiration for their own original artwork.
Bonner, N. (2001, December 14). Michelangelo Buonarroti. Retrieved July 5, 2004, from
Attractive website with detailed information about Michelangelo’s life divided into his early, middle, and later years. Some of the more interesting aspects of this site are: The Q&A’s in the side margins, quotes from Michelangelo himself (especially the poem about painting the chapel ceiling) and the many links to pictures of his works are the best parts of this site. The music in the background can be annoying, but can be muted from your computer’s menu. This might cause trouble for students who use text reading software for accessibility.
Casa Buonarroti: Drawings of Michelangelo. (n.d.). Retrieved July 5, 2004, from
This site within the Casa Buonarroti Museum website contains photographs of drawings by Michelangelo and information about what happened to a lot of his drawings - many were burned by him while others were bought by his family after his death. This would give students a nice concrete picture of what real drawings by Michelangelo look like as well as the value of Mrs. Basil’s gift to Claudia.
Experience Impressionism. (n.d.). Impressionism. Retrieved July 5, 2004, from
Students can take a virtual tour through 19th century France to learn about the significance of the Impressionist movement and how it paved the way for Post-Impressionist painters like Van Gogh.
FAQ’s for kids: Mixed up files. (2000-2004). Retrieved July 5, 2004, from Metropolitan museum of art Web site:
This site within the Metropolitan’s website addresses questions visitors frequently ask about the connections between E.L. Konigsburg’s book and the museum.
Inside art: An art history game. (n.d.). Retrieved July 5, 2004, from Educational Web Adventures Web site:
Oh no! You are trapped inside a painting done by Van Gogh. In order to get out you must master information about the painter, his style, and his artworks. High quality graphics and interactivity make this site fun.
Kammerer, S. (n.d.). Louvre Museum Official Website: Press Office . Retrieved July 5, 2004, from
This page within the Louvre Museum site tells the story of the mysterious “Manhattan Cupid” discovered in the French Embassy by an American art professor in 1996. Many people believe the art professor is correct in her analysis of the sculpture and identification of it as a lost work by Michelangelo.
Kren, E., & Marx, D. (n.d.). Angel with Candlestick by Michelangelo Buonarroti. Retrieved July 5, 2004, from Web Gallery of Art Web site:
Picture and description of a sculpture of an angel by Michelangelo. Students can compare the real angel sculpture with that described in the book to see if they are the same.
Leonardo Da Vinci: Scientist, Inventor, Artist. (n.d.). Retrieved July 5, 2004, from Museum of Science, Boston Web site:
At this site, there are many options for students to explore to learn more about da Vinci as an artist, inventor, and Renaissance man. Interactive maps and multimedia (especially within the “Exploring Leonardo” portion of the site) make the content engaging for students.
Microsoft® encarta® online encyclopedia 2004. (2004). Microsoft Corporation. Retrieved July 5, 2004, from
Online encyclopedia with study aids such as dictionary, atlas, and homework help. Articles used in this webquest include those on Michelangelo, Leonardo da Vinci, and Vincent Van Gogh. The multimedia associated with articles make this free resource especially appealing and useful.
Play ArtEdventures. (1998-2004). Leonardo’s workshop: An online adventure with Carmine Chameleon. Retrieved July 5, 2004, from Art Education and ArtEdventures of Sanford and A Lifetime of Color Web site:
In this interactive game with rich graphics and internal links, students travel back in time to Leonardo’s workshop to help correct the changes a time machine thief made to Leonardo’s workshop. In the process they learn about the media, techniques, and subjects that Leonardo used during the Renaissance.
Renaissance connection. (n.d.). Retrieved July 5, 2004, from The Allentown Art Museum Web site:
Interactive Site which can be viewed either in Flash multimedia format or in html. Humorous graphics and sounds help students relate to the time period. The most fun aspect is role playing a patron of the arts to learn more about the art of the period. There is also a timeline, lesson plans, and interactive information on artist life and innovations of the period.
Teach Art. (n.d.). City streets in one point perspective. Retrieved July 5, 2004, from Art education and artedventures from Sanford Web site:
Lesson plan and student page teaching technique of one-point perspective. Idea for student project outlined on the student page.
Use of One Point Perspective by da Vinci. (n.d.). Retrieved July 5, 2004, from Roanoke College Web site:
Webpage contains a picture of daVinci’s “Last Supper” next to a diagram of how one-point perspective was used by the artist.
Van Gogh museum: English. (n.d.). Retrieved July 5, 2004, from
Information about Van Gogh including pictures of him and his family, his works, and a downloadable three-dimensional tour of the Van Gogh Museum itself are available at this site.
Webquest Design Elements
Barry’s clipart server. (2004). Retrieved July 5, 2004, from
All cartoon graphics for this webquest (excluding animations) came from this site. Site is searchable by keyword and catalogued by subject.
Barton, B. J. (2004). - Graphic organizers. Retrieved July 5, 2004, from
Huge selection and variety of graphic organizers in both word and pdf format. This is a teacher created site and she has other downloadable features that would especially interest science teachers and students.
Computers and technology: Office stuff. (2000-2004). Animation library - Thousands of free animations (card file). Retrieved July 5, 2004, from
As described in the website title there are thousands of free animated graphics available here. This site is easily searched and graphics can easily be obtained without the hassles of many of the other graphics sites on the internet.
Dodge, B. (1998, February 28). The webquest page at San Diego University: Webquest training materials. Retrieved July 5, 2004, from San Diego State University, Educational Technology Department Web site:
This website contains a wealth of materials to assist in webquest development. As a beginning webquest developer, I found the following resources particularly valuable: Webquest Development Templates, Webquest Building Blocks – takes you step by step through the process, Process Checklists and Guides, and Fine Points – small touches that make a webquest look more professional.
Research/Reports: Graphic Organizers. (n.d.). ABC teach printable worksheet: Triple Venn diagram. Retrieved July 5, 2004, from abcteach Web site:
Printable 3 circle Venn diagram. There are other free worksheets and graphic organizers available at the abcteach site.
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