The Great Gatsby is a story written
by F. Scott Fitzgerald in 1925. This is a story that has stood the test
of time as it is taught in schools around the country. The story
highlights the tragic love of Daisy and Gatsby, showing the dangers of
living in the past. Gatsby spends years trying to regain Daisy’s love,
and yet the illusion of things being exactly as they used to cloud his
visions of reality. It has been adapted into a movie and most recently
into a Broadway musical. The musical brings the story to life in a
completely different way through music, acting, and visuals. The
lighting, costumes, and set design make everything feel very dramatic
and immersive, and the actors do a great job of showing the emotions of
the characters. Seeing Gatsby and Daisy’s story play out live made it
feel more real and intense than just reading the book or watching a
movie.
I chose this piece because I grew up loving both the book
and the movie. I always found the Jazz Age and the glitz and glamor of
The Great Gatsby so interesting. However, underneath all the sparkle of
the rich and luxurious life they live in the story, the underlying
themes of chasing wealth and living in the past show the dangers of
living without acknowledging reality. Getting to see the show on
Broadway over winter break was a really special experience. I went with
my family, which made it even more memorable because we were all able to
enjoy it together. It felt like a new way of experiencing something I
already loved, and it made me appreciate the story even more. Seeing it
live made everything feel more emotional, and I felt more connected to
the characters than I had before.
If I were to use this
musical to teach a lesson, I would have students compare the different
versions of The Great Gatsby, like the book, movie, and musical. I would
have them compare how the themes of living in the past and chasing
wealth are conveyed in each different medium. This would help them see
how the same story can be told in different ways. We could talk about
how music, acting, and staging change the way we understand the
characters and themes. Although the book, movie, and musical all tell
the story in vastly different ways, the overall emotion and themes of
the story are portrayed in each one. I think this would help students
not only understand the story better but also appreciate how creative
and impactful different forms of art can be.
7
VIDEO
Power, Legacy, Ambition, and Vulnerability
Melanie Llanes
8
VIDEO
Visualizing Calculus: Using Sketchnotes to Enhance Mathematical Understanding
Emma Qian
The piece I selected is a set of sketchnotes based on calculus concepts, inspired by Nicole Fonger’s instructional approach presented in her lecture on making algebra and calculus more visually meaningful. The sketchnotes focus on derivative rules, including the product rule, quotient rule, and chain rule, and combine mathematical notation with hand-drawn visuals such as diagrams, arrows, and simple figures to guide understanding. The notes begin with a guiding question about how to approach derivatives when the process is unclear and then organize the solution into structured steps. Visual representations, including graphs and annotated expressions, are used to illustrate abstract mathematical relationships. The overall composition reflects Fonger’s emphasis on clarity, visual reasoning, and the use of sketches to support conceptual understanding rather than relying solely on symbolic procedures.
9
Questions about Social Norms and Consent
Lily Barz
The photograph shows a U.S. Navy sailor in a dark uniform leaning over and kissing a woman dressed in white in the middle of Times Square. The woman’s white dress contrasts sharply with the darker tones around her, making her stand out as the focal point along with the sailor. The background is filled with people walking and celebrating, but they are slightly blurred, which keeps the focus on the main moment. The positioning of their bodies creates a sense of movement, as if the moment happened suddenly. The black-and-white style adds to the historical feeling and highlights the contrast between the light and dark context of this image.
I would use this photograph in a classroom to teach a lesson about historical context and interpretation. I would start by asking students what they think is happening in the image and what emotions they notice. Then, I would explain the significance of V-J Day and why people were celebrating at the time. After that, I would encourage students to think about how the image might be viewed differently today compared to the past. As an activity, students could analyze other historical photos and discuss how meaning can change over time. This would help them understand that art and images are influenced by both their original context and the perspective of the viewer.
10
The Dance Class, Edgar Degas, 1874
A dancer’s lifestyle.
ToLina McKinney
The piece I chose was a painting called The Dance Class by Edgar Degas.This piece stands out to me because I have been a dancer my entire life. Even though I no longer dance with a company, I still experience these rehearsal rooms and the tenacious spirit of the kids I teach. This piece shows the raw, uninhibited environment that dancers use to perfect their craft, and I love the realistic nature Degas decided to portray dancers in. It is a reminder of my life as a dancer and an authentic representation of a dancer’s lifestyle.
11
Cultural identity
and artistic expression
Aphroditi Anagnostopoulos
Art
isn't just paintings and sculptures. It also includes music and dance,
which are ways of expressing culture and heritage. Greek dance is a
great example of this since it uses movement, rhythm, and history to
tell tales and bring people together. It is a big element of Greek
culture, and people still do it at parties and other events all around
the world.
I chose Greek
dance above other types of art because it shows both cultural identity
and artistic expression. I also chose it since I grew up doing Greek
dance, which made it very important to me. I learned not only the steps
and rhythms, but also how to be disciplined, work with others, and love
for my culture through my experience. Greek dance is different from a
painting since you can participate in it and it is generally done in
groups, which makes you feel like you belong. This makes it a
one-of-a-kind and interesting art form to study and learn about.
When
people do Greek dance, they usually do it in lines for circles, holding
hands or connecting arms as they move together. Depending on the type
of dancing, the motions can be leisurely and graceful or quick and
energetic. Traditional music, which is sometimes played on instruments
like the bouzouki, sets the rhythm and goes along with the dancers. The
clothes can also be an important aspect of the show because they show
off regional styles and add to the visual impact.
I
would incorporate Greek dancing in a regular lecture by adding it to a
history lesson. For instance, students could learn about Greek culture
in a history class and then as a project they could do more research on a
specific region and do a basic performance of a traditional dance to
better grasp how important it is. Having something hands on like this
allows students to remember it better, and connect with the lesson.
12
More Than Just a Song: My Connection to “drivers license”
Sophia Radlovic
The piece I chose to write about
is the song “drivers license” by Olivia Rodrigo. I chose this song because it
connects to a really specific time in my life. When I first got my driver’s
license at 17 years old, I would blast this song at full volume while driving.
It was one of the first times I felt truly independent. I could just get in my
car, go wherever the wind takes me, and be alone with my thoughts. I remember
driving at night a lot with this song blasting in my car, and everything felt
more intense than usual. It wasn’t even always about a relationship, it was
more about that feeling of growing up and realizing things aren’t as simple as
they used to be. With everything going on in life like school, social media,
and friends, being alone in the car was one of the only times I could really
think and feel everything without distractions. That is why this song means so
much more to me than just being a “hit” song.
The song is about heartbreak and
growing up, but it’s also about those quiet moments where you’re alone and in
your head. It captures what it feels like when your thoughts start racing and
everything feels more emotional than it should. The music starts off really
soft with just piano, which makes it feel calm and almost empty at first. As
the song goes on, more instruments come in and it builds, which makes it feel
like your emotions are getting stronger and harder to control. Her voice also
becomes more intense throughout the song, which adds to that feeling. The
lyrics are simple but very honest. She expressed feelings of jealousy, sadness,
and being replaced. These are feelings that many people can relate to. Even if
someone hasn’t gone through the exact situation, the emotions feel real enough
for anyone to connect with.
If I were to use this song in a
lesson, I would use it to show how music connects to real experiences and
emotions. I would have students listen to part of the song and think about a moment
in their life that felt similar, like a time they felt independent,
overwhelmed, or just really in their head. Then I would have them write about
that moment and what they were feeling. After that, we could talk about how
certain songs become tied to memories and why music can make moments feel 10
times stronger. I would want it to feel more like a real conversation instead
of just a busy-work assignment. The goal would be to show that music isn’t just
something we listen to for fun, but something that becomes part of our lives
and helps us understand our feelings.
13
Gusty Garden Galaxy:
A Creative Blend of Art, Music, and Design
Joseph Allouche
“Screenshot from Super Mario Galaxy (Gusty Garden Galaxy),
developed and published by Nintendo.”
Link to the Level.
Art can take many different
forms, including paintings, music, and even video games.
Video games are a unique type of
art because they combine visuals, sound, and interaction to
create an experience. One piece
that stands out to me is Gusty Garden Galaxy from Super Mario
Galaxy, because it shows how
multiple elements can come together to create something
memorable and meaningful.
I chose Gusty Garden Galaxy
because it is one of the most visually and emotionally
engaging levels I have
experienced. Out of all the art pieces I could have chosen, this one stood
out to me because it combines
music, movement, and design in a way that feels very immersive.
I also have a personal connection
to it since I remember playing it growing up, and the level
always felt exciting but also
calm at the same time. Compared to other forms of art, this one is
interactive, which makes it more
interesting and memorable.
The level takes place in a
bright, open space filled with floating islands, grass, flowers,
and strong wind currents that
move the player through the environment. The colors are very
vibrant, especially the greens
and blues, which make the setting feel alive and natural. One of the
most noticeable parts is the
music, which builds as the player progresses and adds to the feeling
of adventure. The design of the
level guides the player naturally using wind and movement
instead of instructions. Overall,
the piece creates a strong sense of motion, freedom, and
exploration.
I would use this piece in a
classroom to teach how different elements of art work together
to create an experience. I would
start by showing a short clip of the level and asking students
what they notice about the
visuals and music. Then, I would explain how color, sound, and
movement can influence emotions
and guide a person’s experience. After that, I would have
students design their own
environment or level on paper, thinking about how they would use
color, sound, and layout to
create a certain feeling. This would help them understand that art is
not just something you look at,
but something you can experience and interact with.
Overall, Gusty Garden Galaxy is a
great example of how modern art can go beyond
traditional forms. It shows that
video games can be just as meaningful as paintings or music by
combining multiple elements into
one experience. This piece highlights creativity, design, and
emotion, making it a strong
example of how art can both entertain and teach.
14
Milo
Maniheim and Witney’s Freestyle Dance
Quincy Hytko
Art Piece: https://www.youtube.com/watch?v=a5rD2iahKrk
For my art piece I chose Milo
Maniheim and Witney’s Freestyle Dance to “Aint No
Sunshine” on the show Dancing
With The Stars. I chose this piece because I have been
a long time supporter of the show
and this dance has easily been my favorite dances
ever performed on the show.
Growing up, my grandmother loved to watch this show and
how the dancers could tell such a
story just with their movement and emotions. She
instilled this love into me, and
I too see how hard the dancers are working to perform
such difficult dances in order to
tell a beautiful story. Ultimately, I decided on this piece
because it is a clear indication
of how dance tells stories and can truly brighten up
someone's life, simply by just
watching the performance!
In this piece, Milo Manheim and
Witney Carson perform a simple and emotional
freestyle to “Ain’t No Sunshine”
that feels more like telling a story than trying to impress
the audience. The dance starts
slow, with soft and controlled movements that match the
sad mood and sharp beats of the
song. Milo’s performance feels real and a little held
back, which makes the emotions
come through more clearly. The two also use props
within the dance, umbrellas,
which is tricky in a dance but they nailed it perfectly. Their
connection is really important,
with moments where they move apart and come back
together to show missing someone.
Overall, the dance stands out because it’s more
about feelings than big, flashy
moves that tell such a great story.
A lesson inspired by Milo Manheim
and Witney Carson’s freestyle to “Ain’t No Sunshine”
would focus on using movement to
show emotion and tell a story. Students would start
with a short warm-up where they
practice simple movements like walking, reaching, and
turning while changing their
expressions to match different feelings, especially sadness
or loneliness. Then, after
briefly discussing the emotions in the dance or song, students
would learn a few basic moves
like reaching out, pulling away, and pausing, and use
them to create a short partner
routine about missing someone and reconnecting. They
would perform their dances for
the class and explain the story or emotion behind their
movements. The lesson would end
by emphasizing that dance is not just about big
moves, but about expressing real
feelings in a simple and meaningful way that tells a
real story.
15
“Landslide” by The Chicks
Kate Lentine
I chose the song
“Landslide” by The Chicks because it feels really personal to me in a way no
other song does. I grew up listening to it with my mom, so every time I hear
it, it brings me back to those moments. I also feel like it connects a lot to
where I am in life right now as a senior graduating college. There is so much
change and so many unknowns, and the song really captures that feeling. This
song feels emotional to me, and reflects both my past and present, which is why
I would choose it over any other piece.
The song itself is
really calm and uses soft guitar and vocals, which makes the lyrics stand out.
It was originally written by Stevie Nicks, and the version by The Chicks keeps
that same emotional feeling. The lyrics talk about life changing, getting
older, and not always knowing what is coming next. It uses imagery like
mountains and landslides to represent challenges and big life moments. The tone
is reflective and emotional, but also comforting. It makes the listener realize
that it is okay to not have everything figured out, which is something I relate
to a lot right now.
If I were teaching a
class, I would use this song to make a lesson feel more relatable and less
boring. For example, in an English class, I would have students listen to the
song and talk about the themes, then connect it to something they have
experienced or something that we are reading in class. I think using a song to
help analyze meaning would keep students stay engaged because it is something
that they can actually feel and listen to. It could also be used as a writing
prompt where students reflect on their own “landslide” moments in life.
Overall, it makes the lesson feel more real and easier to connect to.
16
La Sagrada Familia
Makayla Egert
I chose La Sagrada Familia because of
its unique architecture that blends with art and religion. This is somewhere I
visited with my family years ago, and I found it super beautiful and
interesting to see all the different sculptures, stained glass windows, and
stories being told throughout the design. Recently, I had the chance to go back
to Barcelona and visit it again with my friends who are abroad, and this time I
was still just amazed by how the colors shine through the window, and the
sculptures are able to tell the stories. Between my two different visits, I was
able to see how much construction they have completed and added on, which was
very cool to see the progress. Not only does this unique structure amaze me,
but it also holds memories with both my family and friends.
La Sagrada Familia is a basilica, an
important Roman Catholic church recognized for its importance in history,
religion, and architecture, designed by Antoni Gaudí. On the outside of the
building, there are tall spirals that stretch upwards, and the facades are covered
in many different sculptures that help to tell religious stories. On the
inside, the columns resemble trees branching out toward the ceiling to create a
forest-like environment. The stained-glass windows fill the space with colors
that shift depending on the time of day and where the sun hits the glass. The
combination of all of these elements, the height, light, texture, and
symbolism, helps to make the space feel spiritual.
I would use La Sagrada Familia to
teach a regular lesson by connecting to different subjects such as math, art,
and history. In math, students could look at the different shapes and patterns
used throughout the design of this building on the inside and outside, or they
could look at the symmetry and proportions used in the design by measuring or
estimating and then compare the heights of the towers. Students could also be
taught about 3D shapes by identifying them throughout the design. In art, the
students could learn about Antoni Gaudí and how he used nature as an
inspiration for parts of the building, such as the tree like columns. Students
could also experiment with light and create their own stained-glass designs.
Another art activity could be for students to create their own building
designs, focusing on texture and details throughout their design. In a history
class, students could learn about when and why La Sagrada Familia was built,
and they could study Antoni Gaudí and how his ideas differed from traditional
architecture and designs. Another activity in history could be focusing on how
technology and other events have influenced the style and pace of the new
construction of the structure today.
17
Art Piece - ghostin by Ariana Grande
Amanda Vasquez
I chose the song ghostin by Ariana Grande because it feels more real and emotional than most music. This song stands out to me because of how deeply it connects to human feelings. The lyrics are simple, but they hit hard, and almost anyone who listens can immediately feel something, whether it’s sadness, guilt, or empathy. It’s the kind of song that doesn’t just sound good, but actually makes you think and feel at the same time. That’s why I picked it over any other piece of art.
In the song, Ariana is singing about a very painful situation, and you can hear that emotion in her voice. It’s known that this was one of the hardest songs for her to write, which explains why it’s so heartfelt and why there isn’t even a second verse. The production is soft and almost dreamlike, which makes the lyrics stand out even more. Her vocals are controlled but emotional, and they make you feel like you’re hearing something very personal. The way she sings makes the listener feel like they’re experiencing those emotions with her, not just listening to a song.
If I were to use this song to teach a lesson, I would use it to help people understand emotions and empathy. For example, in a class, this song could be used to start a discussion about how people deal with grief, relationships, and complicated feelings. It could also connect to lessons about mental health or even writing, showing how powerful simple but honest words can be. By analyzing the lyrics, students could learn how art reflects real-life experiences and how music can be a way for people to express things they can’t always say directly.
18
"Where'd All the Time Go?"
George Kavadias
https://www.youtube.com/watch?v=bmZQpbNK7t4
Music has a unique ability to capture fleeting moments,
turning feelings into melodies we
can hold onto. For a senior at the University of Miami, the
song "Where'd All the Time Go?" by
Dr. Dog serves as a perfect example of the bittersweet
transition into post-grad life and feelings
of intense nostalgia for younger years.
This song stands out because its Indie, swirling production
mimics the disorienting
feeling of time slipping away during one’s final semester.
While other art might celebrate
endings, this track specifically taps into the "mourning"
phase of nostalgia that many seniors feel
as they near graduation. The song features a driving,
rhythmic pulse that feels like a ticking
clock, layered with melancholic vocals and guitar riffs. A
key lyric that hits home is, "She went
to sleep in the garden / And she woke up on the sea,"
which perfectly describes the sudden shift
from the comfort of campus life to the vast unknown of the
future. Plainly, the title of the song
also signifies the realization of the passing of a chapter
ahead of you.
In a lesson, this song could be used to teach the concept of
"Temporality" or how humans
perceive the passage of time. Students could analyze the
lyrics to discuss how nostalgia often
reshapes our memories, making the past feel like a dream we
just woke up from. Also it connects
to the simple saying: Time really does fly by when you're
having fun. This is extremely evident
for someone at the end of their college career, looking back
on positive experiences.
As the final notes of the song fade, it leaves the listener
sitting with the weight of their
experiences. For a college senior, it is a reminder that
while the years went by quickly, the
emotional impact of those years remains permanent.
19
Rimsky-Korsakov’s Scheherazade
Tommy Chapski
20
Guernica:
Art as a Witness to History
Carson Mastin
Guernica is
a large-scale oil painting created by the Spanish artist Pablo Picasso in 1937.
Measuring approximately eleven feet tall and nearly twenty-six feet wide, the
monumental work was painted in response to the Nazi German bombing of the
Basque town of Guernica, Spain, during the Spanish Civil War. Commissioned for
the Spanish Pavilion at the 1937 Paris International Exposition, the painting
depicts the aftermath of the attack with raw, unflinching power. Rendered
entirely in shades of black, white, and grey, Guernica employs Picasso’s
signature Cubist style to fragment and distort its subjects — a screaming woman
clutching a dead child, a wounded horse, a bull, dismembered bodies, and a
single electric light bulb casting a harsh glare over the chaos below. There is
no color, no glory, and no heroism in the scene; only suffering. The absence of
color itself feels deliberate, stripping war of any romanticism and presenting
it as something cold, brutal, and absolute. Guernica has since become one of
the most recognized anti-war statements in the history of Western art, residing
permanently in the Museo Reina Sofía in Madrid, Spain.
I first
encountered Guernica at a young age, and the experience has stayed with me ever
since. At the time, I did not yet understand everything the painting depicted,
but I felt its weight immediately — the distorted figures, the open mouths
frozen in screams, and the overwhelming darkness of the composition
communicated something urgent and tragic even before I could fully articulate
what I was seeing. When I learned the history behind it — that it was created
in direct response to real people killed in a real attack on a real town — the
painting took on an entirely new dimension for me. It was no longer just an
image; it was a document of human suffering and a protest against violence.
What makes Guernica so significant to me personally is the realization that art
can carry historical truth in a way that textbooks sometimes cannot. Picasso
did not illustrate the bombing with photographs or statistics. He translated
grief, fear, and outrage into form and line, and the result is something that
reaches across decades and speaks directly to the viewer’s emotions. That
experience — of being genuinely moved and changed by a painting — is a large
part of why the intersection of art and education matters so deeply to me.
For my TAL
324 final project, I am teaching a lesson on the Order of Operations (PEMDAS)
to middle school students. While Guernica may not connect directly to
mathematics, it offers a powerful model for how I approach teaching: the idea
that a single, carefully chosen artifact can open a doorway to deeper
understanding. In a future cross-curricular or humanities lesson at the middle
school level, I would use Guernica as the centerpiece of a unit on how artists
respond to historical events. I would begin by displaying the painting and
asking students to spend several minutes observing it silently before sharing
what they notice, what they feel, and what questions arise. This strategy —
looking closely before explaining — mirrors the “think first” approach I use in
my PEMDAS lesson, where students attempt a problem before the rules are
formally introduced. After the initial observation, I would provide historical
context about the Spanish Civil War and the bombing of Guernica, then guide
students to connect those facts back to the visual choices Picasso made: Why no
color? What does the fractured style communicate that a realistic painting
could not? Finally, students would create their own artistic response to a
current event or historical injustice, choosing a visual style that reflects
how the event makes them feel. Middle school students are at an age where they
are beginning to form their own understanding of the world and their place in
it. Guernica gives them both permission and a model for using creative
expression to process and communicate that understanding.
21
Van Gogh
Bella Gerstein
Art has the ability to convey
complex emotions and perspectives in ways that language often cannot.
One piece that clearly demonstrates this is The Starry Night by Vincent
van Gogh. I selected this work over others because of how effectively
it communicates emotion without relying on realism. Many traditional
paintings focus on accuracy and detail, but this piece feels more
interpretive and personal. The movement in the sky and the strong
contrast between light and dark create an immediate emotional response.
Knowing that Van Gogh created this painting during a difficult period in
his life adds even more meaning, showing how art can serve as an outlet
for emotion and making it more impactful than works that focus only on
technical skill.
Completed in 1889, the painting portrays a quiet
village beneath a dramatic night sky. The stars and moon appear bright
and almost glowing, surrounded by swirling patterns that create a sense
of motion. In contrast, the village below is calm and still, which adds
balance to the composition. A tall cypress tree stands in the
foreground, drawing the viewer’s attention upward and connecting the
ground to the sky. Van Gogh uses thick brushstrokes and bold colors,
especially deep blues and bright yellows, to create a dreamlike
atmosphere. Rather than aiming for realism, the painting emphasizes
emotion and imagination, allowing viewers to interpret it in their own
way.
In an educational setting, I would use this artwork in a 3rd
grade classroom to support both creativity and language development. I
would begin by asking students to describe what they see and how the
painting makes them feel, encouraging observation and discussion. Then, I
would guide them in creating their own artwork based on an emotion and
have them write a short descriptive paragraph about it. This activity
would help build writing skills while also encouraging self expression
and creativity. Using The Starry Night in this way would show
students that art is not just about accuracy, but about communicating
ideas and emotions in a meaningful way.
22
Nighthawks
by Edward Hopper
Cole Donnelly
Edward
Hopper’s Nighthawks , painted in 1942, is one of the most iconic works of
American realism. The oil painting depicts a late-night scene at a downtown
diner, viewed through a large curved glass window from the outside looking in.
Inside the diner, four figures are visible: a bartender in white leaning over
the counter, a couple sitting side by side, and a lone man with his back to the
viewer. The color palette is dominated by cool greens, deep shadows, and the
warm yellow glow of the diner’s interior lights, which contrast sharply with
the dark, empty street outside. There are no visible doors on the diner, which
gives the scene an almost trapped or isolated feeling. The surrounding
storefronts are closed and dark, and the sidewalk is completely empty,
emphasizing the silence and stillness of the city at night. Hopper’s use of
sharp lines and minimal detail in the figures keeps the focus on mood rather
than narrative, making the viewer feel like a quiet observer passing by on a
lonely night.
I chose Nighthawks
because it captures a feeling I think most people can relate to but rarely know
how to express: the strange loneliness of being surrounded by a city full of
people yet still feeling completely alone. The first time I saw this painting
in an art history class, I was struck by how quiet it felt even though it shows
a public space. The people in the diner are physically close to each other, but
none of them seem truly connected. The couple sits together, yet their body
language suggests they are each lost in their own thoughts. The man sitting
alone could be anyone—a student up late, someone who just got off a night
shift, or someone with nowhere else to go. Hopper painted this piece shortly
after the attack on Pearl Harbor, and knowing that context adds another layer
of meaning. There is an unspoken tension in the scene, a sense of uncertainty
about what comes next. That combination of beauty and unease is what draws me
back to this painting again and again. It reminds me that art does not always
have to tell a happy story to be powerful; sometimes the most meaningful pieces
are the ones that sit with discomfort and invite the viewer to reflect.
If I were
teaching a third-grade class, I would use Nighthawks as a starting point
for a lesson on storytelling and observation. I would project the painting on
the board and begin with a simple prompt: “What do you see?” This would
encourage students to practice close observation skills by identifying the
people, the setting, and the colors before jumping to conclusions. After
students share their observations, I would shift to interpretation by asking,
“How do you think the people in this painting are feeling? What makes you think
that?” This kind of question helps young learners develop the ability to
support their ideas with visual evidence, which is a foundational skill for
reading comprehension and critical thinking. As a follow-up activity, I would
have each student choose one of the figures in the painting and write a short
paragraph from that person’s perspective, imagining who they are, why they are
at the diner so late, and what they might be thinking. This exercise ties
visual literacy to creative writing while also encouraging empathy, as students
have to step into someone else’s shoes. By using a single piece of art as the
anchor for the lesson, students would practice observation, interpretation, and
narrative writing all in one engaging activity.
23
Kendrick never sugarcoats
anything
Art
has this ability to stop time and make you feel something you didn't
even know you were holding onto. For me, nothing does that better than
good kid, m.A.A.d city by Kendrick Lamar. I chose this album
specifically because it doesn't really function like an album, it's more
like a short film. It has a beginning, middle, and end, and every song
builds off the last one. Most music makes you feel something, but this
one gives you an entire world.
It drops you into Compton,
California and makes you live inside the experience of growing up
somewhere that feels like it's working against you. What makes it
different is that it doesn't just talk about struggle. it shows it,
through the production, the narration, the way Kendrick never sugarcoats
anything. He's not telling you about his life from a distance. He's in
it.
The album follows a teenage Kendrick navigating peer pressure,
family, faith, and the streets he grew up on. The production shifts
constantly. Some tracks feel slow and hazy, like a long afternoon with
nowhere to be, and others feel frantic and urgent, like being somewhere
you shouldn't be. "Swimming Pools" uses alcohol as a metaphor for all
the things that pull young people away from who they're trying to
become. What makes it feel so real is that Kendrick never positions
himself as someone who figured it all out. He's still in the middle of
it which honestly makes it hit harder.
I'd use this album in a
classroom(of older students)to teach narrative perspective and empathy.
Students could listen to specific songs and break down how Kendrick
being both the narrator and the main character shapes the way we
understand his choices. I'd also have them write a short reflection
connecting a theme from the album, like peer pressure or identity, to
something in their own life. It builds critical thinking and writing
skills, but more than that it shows students that art rooted in real
experience can create genuine understanding even across completely
different backgrounds. It's proof that expressing ourselves and tellng
our stories, in whatever form it takes, is one of the most powerful
tools we have.
24
Starry Night by Vincent van Gogh
Aidan Zabriskie
Vincent van Gogh’s
Starry Night, painted in 1889, is one of the most recognizable works of Post-Impressionism.
The oil painting shows a swirling night sky over a quiet village, dominated by
luminous stars and a bright crescent moon. Thick, expressive brushstrokes
create spirals and waves of blue, indigo, and turquoise, while contrasting yellows
and whites form the glowing celestial bodies. In the foreground, a dark cypress
tree rises like a flame, connecting earth and sky. The village below is
rendered with simpler, calmer strokes—rows of rooftops, a church steeple—giving
a grounded counterpoint to the turbulent heavens. The strong motion in the sky and
the bold use of color make the painting feel alive, as if the atmosphere itself
is moving and breathing.
I chose Starry
Night because it captures a blend of wonder and restlessness that many people recognize
but might not always name: the feeling of being small beneath something vast
and beautiful that is also intense and overwhelming. The first time I saw this
painting reproduced in a book, I was struck by how energetic and emotional the
night sky looked—far from the static, distant stars I’d learned about in
science class. The cypress tree’s dark, jagged silhouette and the sky’s
luminous spirals suggest passion and tension alongside awe. Van Gogh painted
this piece while staying at an asylum in Saint-Rémy-de-Provence, and knowing he
struggled with mental health at the time adds poignancy: the painting seems to
hold both turbulence and consolation.
That mixture of
beauty and turmoil is what keeps me returning to Starry Night; it’s a reminder that
things can be both painful and profoundly beautiful at the same time. If I were
teaching a third-grade class, I would use Starry Night to encourage
observation, interpretation, and creative expression. I would start by projecting
the painting and asking, “What do you notice?” to get students naming colors,
shapes, and objects—stars, moon, tree, houses, swirls. After collecting
observations, I would prompt interpretation with questions like, “How do you
think the sky is feeling? How do the brushstrokes and colors help you decide?” This
helps students support their ideas with visual evidence. For a hands-on
follow-up, I would have students create their own “night sky” paintings using
thick brushstrokes or finger-painting to mimic van Gogh’s swirling technique,
then write a short sentence or two from the perspective of an element in their
picture (a star, a tree, or a house). To connect art to science and well-being,
we could briefly discuss what real stars look like versus van Gogh’s expressive
stars, and end with a mindful minute where students look up at the real sky and
notice how it makes them feel. This lesson combines visual literacy, creative
writing, art technique, and empathy-building in one accessible activity.
25
The Great Wave off Kanagawa by
Katsushika Hokusai
Art shows feelings and ideas in many different ways. One piece that really highlights this is The Great Wave off Kanagawa by
Katsushika Hokusai. This artwork resonated with me because I have
always been connected to the ocean and surfing, and this piece captures
both the beauty and danger of it. Out of all the artworks I could have
chosen, this one stood out to me because of the raw power and emotion.
It shows how nature can be both amazing and overwhelming at the same
time. I was really drawn to this piece because of the simplicity that
still conveys so much.
This artwork was created in the early 1800s
and shows a powerful wave forming and about to crash. The wave takes up
the majority of the image and shows sharp curves and the power of the
ocean. There are boats in the image, but they appear small and
insignificant in comparison to the waves and their size. The color
choice of mostly blue and white makes the piece feel cold and strong.
The movement of the image makes it seem like it is actually moving.
In
an educational setting, I would use this piece to show how art can
convey strength and emotion even with something simple. I would ask the
students what stands out to them in the image and what they feel when
they look at it. Then I would go into detail about the parts of the
image and what creates this feeling. For the activity, I would have the
students create their own drawing of a powerful moment in nature, like a
storm or big wave, and focus on showing emotion through their art. This
would help students understand that art is not just what you see, but
also what you feel.
26
Bollywood fusion dance team
Supuli Salgado
Art piece:
https://youtu.be/w61m1suONyA?si=Zo6-H5wJyGXlf0Qp
For my art piece I
chose the Coraline movie dance piece that me and my teammates performed for our
competition. The reason I chose this piece because of how much work and
dedication went into this piece of artwork not just by me collectively from
everyone. Ujhoom is a Bollywood fusion dance team, it is made up of south Asian,
Bollywood, jazz, bhangra, contemporary, hip hop, and semi classical pieces. All
these different pieces make up a 8 minute dance. This dance piece brings
together both south Asian culture and American culture together. The dance starts
out with an intro video of the movie and throughout the dance each piece will
be saying the story in chronological order of Coraline. There are also main
characters in this dance piece normal mom/evil mom, normal dad/evil dad,
coraline, and ghost child. Overall I chose this piece to tell you more about
the creativity, hard work of this art piece and how it is perfect/an engaging
lesson to teach about art in the classroom.
Inspired by
Coraline, our dance brings to life a world that is both magical and unsettling,
exploring themes of curiosity, temptation, and the contrast between reality and
illusion. Through movement, we portray Coraline’s journey as she is drawn into
a seemingly perfect alternate world that slowly reveals a darker truth. The
piece begins with a grounded contemporary segment, using fluid and emotive
movement to express Coraline’s move to a new place and her feelings of
loneliness and isolation. The energy then shifts into South Asian and Bollywood
styles, where traditional movement evolves into high-energy storytelling,
representing her discovery of the portal and entry into another dimension. The
choreography transitions into Jazz, capturing the excitement and happiness she
feels in this new world where everything seems perfect. This quickly
intensifies into a powerful Hip Hop section, revealing the darker reality of the
“Other Parents” and their sinister desire to trap her. A second contemporary segment
follows, offering a moment of emotional depth and contrast. Through lyrical
movement, it portrays the ghost children warning Coraline about the danger she
is in The momentum builds into a vibrant Bhangra section, symbolizing
Coraline’s strength as she fights back and escapes the other world. The
performance concludes with a Semi Classical piece, blending grace and control
to celebrate her return to reality and her newfound appreciation for her real parents.
Through a fusion of styles and storytelling, this piece captures the tension between
wonder and danger, taking the audience on a journey that is both captivating
and haunting.
If I were to teach
this dance, I would focus on how movement can be used to express emotion and
tell a story through different dance styles. The goal of the lesson would be
for students to understand how choreography can communicate character development
and emotional change without using words, similar to the storytelling in our
Coraline inspired piece. I would begin the lesson by showing short clips from
the performance to introduce how different styles represent different parts of
Coraline’s journey. Students would then discuss how movement, energy, and facial
expressions help communicate emotion and story. Next, students would be
assigned an emotion or moment from the storyline such as loneliness, curiosity,
happiness, fear, or escape and asked to create a short movement phrase that
represents it using body language, dynamics, and facial expression. After
practicing individually, students would work in small groups to combine their
phrases into a short sequence that shows an emotional journey, similar to how
our dance transitions through Contemporary, Bollywood fusion, Jazz, Hip Hop,
Bhangra, and Semi Classical styles. This lesson would help students understand
that dance is a form of storytelling, where movement can represent character,
emotion, and transformation. It reinforces that choreography is not just steps,
but a way to communicate meaning and connect with an audience and show off your
creativity.
27
Cliff Walk at Pourville 1882 by Claude Monet
Madison Althoff
For this final
essay, I decided to choose this art work by Claude Monet titled Cliff Walk at
Pourville 1882. I chose this art work because while scrolling through various artwork
this one really spoke to me. My favorite place is the beach, which is very cliché
but it truly is when I am at my happiest. When I see this picture I see myself
at the beach, listening to the waves crash and the seagulls squawking in the
distance. This picture just reminds me of relaxation and how I feel when I go
to the beach. The water colors are very beautiful to me as well as the
different variations of colors and brush strokes used in the grass of this
painting. I love looking out into the sky at the beach and seeing the reflection
of the sun in the water and this painting reminded me exactly of that feeling which
is why I chose it.
In this painting, I
would describe it as seeing a high cliff side that is covered in very beautiful
grass that contains different colors and maybe various flowers. There are two
women standing with umbrellas blocking the sun’s rays while they glare in the distance
observing the water and taking in the mesmerizing scenic view. The water is filled
with waves as well as little boats showing that other people are enjoying the
water that day just like the two women are on the cliff. The sky is filled with
fluffy clouds. I feel like the two women in the piece where they are just
observing nature and how beautiful it is. They are taking in the sight and
enjoying every minute of it, which is something I personally love to do.
I would use this art piece to teach a lesson by
showing my students that this painting fully encaptures my idea of a perfect
day and a painting that makes me feel genuinely happy. I would use this as an
example and tell my students to find an art work that speaks to them and
explain why their painting or work of art reminds them of a perfect day to get
to know them and have them present in front of the class so the class and I can
fully get to know each other to create a welcoming environment. I would then also
have them try to recreate their favorite piece by adding a spin on it to make
it even more unique to them. I think this would be a great exercise for
students to do, to give them room and space to be creative in their own way.
28
" Speech to the Young" Gwendolyn Brook
Gwendolyn Brooks’s poem Speech to
the Young stands as a brief yet powerful meditation on resilience,
growth, and the urgency of living fully in the present. Though concise,
it carries a depth that speaks directly to those navigating hardship,
making it an especially meaningful piece to explore in both personal and
educational spaces.
The poem opens with a call
to address “the down-keepers” and others who embody negativity or
limitation, immediately setting a tone of confrontation and awakening.
Brooks uses inventive, almost rhythmic language like “sun-slappers” and
“harmony-hushers” to personify forces that suppress joy and growth. The
central line, “it cannot always be night,” serves as a turning point,
offering hope grounded in inevitability rather than mere optimism. The
closing lines shift the focus from triumph to endurance, urging readers
not to live for victories alone but to find meaning in the ongoing
journey. The structure is simple, yet the imagery and phrasing give it a
lyrical and almost sermon-like quality.
In a classroom, this
poem could be used to teach both literary analysis and life skills
simultaneously. Students could examine Brooks’ use of figurative
language and tone while also reflecting on the poem’s message about
resilience and presence. For example, a lesson could involve students
identifying the “down-keepers” in their own lives, whether internal
doubts or external pressures, and then writing their own short poems or
reflections in response. This would not only build their analytical
skills but also encourage emotional awareness and expression. In a
broader sense, the poem could anchor discussions about perseverance and
transformation, helping students understand that growth often happens in
the “along,” not just at the finish line, but in the daily decisions
they make as they rebuild their lives. Speech to the Young is more than a
poem. It is a reminder that life is not defined by singular moments of
success or failure, but by the continuous act of living. Through its
vivid language and grounded hope, Brooks offers a message that is both
timeless and urgently relevant, making it a powerful tool for both
personal reflection and meaningful teaching, especially in spaces where
transformation and second chances matter most.
speech-to-the-young-speech-to-the-progress-towar.jpg (105.666 KB)
29
Hadestown
Zachary Cooper- de Quesada
I chose to write
about the Broadway musical Hadestown, created by Anaïs Mitchell. It’s a
retelling of the Greek myth of Orpheus and Eurydice, but in a way that feels
really modern and emotional. The song Wait for Me stands out as one of the most
powerful moments in the show. It happens when Orpheus decides to go in to the
underworld to try to bring Eurydice back, even though he knows how risky and
uncertain that journey is. The song starts off slow and then builds into something
really intense, both musically and visually, especially with the staging and
the lights representing the path through the underworld. It captures themes like
love, hope, sacrifice, and taking a risk for something that really matters. Even
if someone doesn’t fully know the story, the emotion in the song alone makes it
really impactful.
I chose “Wait for
Me” because it’s one of those songs that genuinely gives me chills every time I hear it. There’s
something about the idea of choosing to keep going, even when you’re not sure how things will
turn out, that really resonates with me right now. As I’m getting ready to graduate
and move into grad school and a completely new chapter, there’s a lot of
uncertainty, and I feel like I relate to that moment of just deciding to move
forward anyway. Orpheus isn’t guaranteed anything, but he still goes, and that
mindset is something I’ve been thinking about a lot. The song also reminds me
how powerful belief can be, not just in other people, but in yourself and your
purpose. It feels very real and human, which is why it sticks with me so much. I
would use “Wait for Me” in a high school classroom, probably around 10th or
11th grade, to teach students about theme and emotional storytelling through
music.
I would start by having students listen to the song
and reflect on how it makes them feel before even analyzing the lyrics. Then,
we would break down the lyrics together and identify themes like perseverance,
love, and risk-taking. To make it more interactive, I would include a tableau
activity where students create frozen scenes that represent different parts of
the song or the emotions within it. This connects to what we’ve done in class
and helps students engage with the story in a more hands-on way. I would also
include a short reflection where students connect the idea of taking a risk or
holding onto hope to their own lives. This kind of lesson not only builds analytical
skills, but also helps students see themselves in the material, which makes it more
meaningful.
30
The Persistence of
Memory by Salvador Dalí
Alec Rodz
The Persistence of
Memory is an oil on canvas painting created by Salvador Dalí in 1931, currently
on display at the Museum of Modern Art in New York City. The painting shows a
flat, open landscape with a rocky coastline in the background and a wide, empty
surface in the foreground. Draped across various objects are several soft,
drooping watches that appear to be melting, while one closed watch is crawling
with ants. The muted palette of warm browns and cool blues gives the scene a
quiet, almost lifeless quality. Dalí was a central figure in the Surrealist
movement, and this piece captures Surrealism’s goal of blending dream-like
imagery with realistic detail to create something that feels both familiar and
deeply unsettling.
I chose this
painting because it has always stuck with me in a way that is hard to explain. What
draws me to it is how Dalí takes something as concrete as time and makes it
feel soft and unreliable. That idea resonates with me personally because it reflects
how time can feel in real life, sometimes slow and heavy, and other times like
it has slipped away completely. The painting also matters to me because Dalí
never gave one definitive meaning for it, and that openness is part of what
makes it so powerful. It invites people to bring their own experiences to it,
which I find genuinely valuable in any piece of art.
This painting would
work well as a teaching tool in a tenth grade classroom. I would start by
projecting the image and asking students to write down what they see and what
they think it means, separating observation from interpretation. After sharing
responses, I would introduce Surrealism and give some background on Dalí,
including his interest in Freudian ideas about dreams. Students would then
write a short personal essay about a time when their own sense of time felt
distorted. Using a painting like this makes the lesson feel more like a
conversation than a lecture and gives students a concrete entry point into
abstract thinking
31
Toy Story and the
Solar System Toy Story
Zak Rosenblatt
Toy Story and the
Solar System Toy Story, released by Pixar in 1995, is an animated film that
follows a group of toys who come to life when their owner is not around. The
story centers on Woody, a classic cowboy doll, and Buzz Light year, a space
ranger action figure who genuinely believes he is on a real intergalactic
mission. Buzz is dressed in a white and purple spacesuit, and speaks with
authority about planets, galaxies, and light years. Buzz carries himself as though
the fate of the universe depends on him. The film uses color, movement, and
humor to bring these characters to life, but underneath the entertainment is
references to space exploration and the solar system.
It is a movie that
presents big ideas about the universe in a way that feels exciting. While this
course often focuses on visual artwork, I chose to reflect on a film because movies
were the art form that shaped me most growing up. Toy Story matters to me
because it was one of the first times I remember feeling genuinely curious
about space as a kid. Watching Buzz talk about star command and distant
galaxies made outer space feel real and worth exploring, even if I did not
fully understand what any of it meant yet. That kind of curiosity is hard to
find especially in today's world. The fact that a movie about toys managed to
spark so much curiosity says something about how powerful the right story can
be.
The film does not teach the solar system directly, but it creates a sense
of wonder that makes you want to know more. For me, that is exactly what good
art does. It opens a door.To use Toy Story
in a third grade solar system lesson, I would start by showing a short clip Buzz talking
about space and ask students to share what they noticed. From there, students would create a
planet passport, a small booklet where they draw and label each of the eight planets and write
one fun fact about each one. This gives students a hands-on way to learn the planets while
keeping the excitement of the movie alive. By connecting a film they already
love to real science,
the content becomes easier to remember and students stay engaged throughout the lesson.
32
"The Ten"
by Virgil Abloh
For my final essay I chose "The Ten"
by Virgil Abloh, which was a 2017 collaboration between his fashion
brand Off-White and the famous and iconic Nike. I chose this piece
because I have been into fashion and reselling for a long time and this
collaboration was always my idea of perfect art in the fashion world. I
buy and sell on sites like Grailed and eBay, and Virgil is honestly one
of the main reasons I started caring about clothes and sneakers because
of his major culture impact. Growing up I always thought art was just
paintings in a museum, but Virgil kind of changed that for me. He showed
that a sneaker could be a piece of art too. I think what stood out to
me the most is that he took ten of the most famous Nike shoes ever made
and completely flipped how people looked at them. As someone studying
marketing who wants to build brands one day, his work feels like a
blueprint for how art and marketing can be the same thing when you do it
the right way.
"The Ten" is a collection where Virgil took ten of
Nike's most popular shoes and basically took them apart and put his
spin on each. Some of the shoes included are the Air Jordan 1, the Air
Force 1, the Air Max 90, the Air Presto, and the Converse Chuck Taylor.
Instead of making a totally new shoe, he kept the original silhouettes
but added details that showed his personality and touch on the art. Each
one has exposed foam, hand stitched parts, a little orange zip tie on
the laces, and the word "AIR" written in quotation marks on the side
that really emphasize his techniques. The quotation marks ended up
becoming one of his signatures and you can see them all over his other
work too. He also released a book with the collection that explained his
thought process, which hiughlighted his iconic process with teh brand
as they collab and discussed ideas. The whole thing kind of looks like a
behind the scenes version of shoes everyone already knows.
If I
were to use "The Ten" to teach a lesson, I would use it to talk about
branding and how the value of something comes from the story behind it,
not just the product itself. I think this lesson would work best for
high school or college students in a marketing or design class. I would
start by showing the class a regular Air Force 1 next to the Off-White
Air Force 1 and ask them why one resells for under a hundred dollars and
the other goes for over a thousand. After that I would explain how
Virgil used small details, like the zip tie and the quotation marks, to
make the shoe feel like it was part of a bigger cultural moment. To end
the class I would have students pick a basic everyday item, like a water
bottle or a backpack, and redesign it the same way Virgil redesigned
the shoes. They would also have to write a short paragraph about what
story their design is telling and who they made it for. I think the main
thing I would want them to take away is that good branding is not about
making something brand new, it is about making people see something
they already know in a new way.
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