Paper on the Arts

 

1

Mona Lisa:  Hazy Transitions  Between Colors

Kerrigan Wesley

Leonardo da Vinci's Mona Lisa is one of the most famous paintings in the world, yet is consumed by mystery. Completed sometime between 1503 and 1506, this painting depicts a woman with a soft smile and arms folded with a faint landscape behind her. Da Vinci used a technique called sfumato, which includes applying many thin, transparent layers of oil paint to create hazy transitions between colors. This technique makes the painting feel very realized, viewers noting that depending on where you stand the expression on her face changes, contributing to it's long-term fame. 

I chose to write about the Mona Lisa because I, too, am fascinated by it. Having visited it myself, I am mesmerized by how a single (strikingly small) painting has captivated the world for hundreds of years. The Mona Lisa captures the mystery of human emotion while maintaining an unassuming presence. Upon first glance, you don't know why this painting is important but it forces you to slow down, look closely, and ask why it's so powerful. This was also one of the first major pieces of art I had seen in real life and it holds a special place in my memory, it was the first time I felt so close to something so much greater than I. 

If I were to use the Mona Lisa to teach a lesson, I would focus on the idea of perception. This painting leaves much interpretation up to the viewer, and their position to the frame. I would urge students to dissect each part of the image, her smile, her arms, the landscape, the way her body is slightly turned and how their perceptions change as they continue to look at it. This lesson emphasizes that there is no right answer in art, only an answer that reflects your personal interpretation. Students would use imagination, emotion, observation skills, focus, and determination to make their own analysis of the painting. 

 

 

 

 

2

 Starry Night: Honest and Emotional

 Vittoria Papa

The artwork I chose is Starry Night by Vincent van Gogh. The painting shows a small, quiet village sitting under a huge swirling sky full of blues, yellows, and curved brushstrokes that look almost like they’re moving. A tall tree stretches up from the ground and seems to connect the ground to the sky. Even though it’s a night scene, the colors feel bright and alive. The sky feels loud and full of motion, while the village below feels still, almost asleep.

I chose this piece because it’s one of the first paintings I ever really connected with. After going to th Van Goh museum in Amsterdam all of his paintings really spoke to me.  It reminds me of moments in life where everything in your head feels messy, but the world around you is steady. I’ve always liked that contrast. This painting sticks with me because it feels honest and emotional without trying too hard. There’s a comfort in it.

If I used this painting to teach a lesson, I would bring it into a middle school art or English class. I’d ask students to look at the painting and describe how it makes them feel and what parts of it create that feeling. Then I’d have them either draw their own version of an “emotional landscape” or write a short paragraph about a time they felt mixed emotions. It would be a good way to show them how art can express feelings in a visual way and how we can learn to read those feelings in others’ work.

 

 

3 

 Victory Boogie Woogie: Still Changing

Maxwell Silver

            Piet Mondrian’s Victory Boogie Woogie shows a lot of color and movement. It’s made up of small squares and rectangles in bright reds, yellows, blues, and whites, all arranged in a lively grid. Unlike Mondrian’s earlier, more orderly works, this one has a playful energy that seems more free of thought and skill. Its diagonal lines and overlapping bits of tape show him experimenting, shifting things around, and chasing a rhythm he hadn’t quite used yet. Even though the painting is unfinished, it feels alive, almost as if it's still changing.

I chose this piece because it shows a side of Mondrian that feels surprisingly warm and spontaneous. Instead of the strict symmetry he’s known for, here he lets the colors and shapes move with a kind of joy, almost like music. It means a lot to me because when I was little I specifically remember studying this artist and we did art like this theme. I created an art piece with abstract lines and color representing freedom and creativity. Using a ruler and a pencil to make sure my lines were straight and creating patterns with filling in the shapes the lines made. That mix of structure and freedom is something I connected with personally.

I would use this painting to teach students that creativity isn’t just about following rules or abandoning them but it’s about finding the balance that works for you. For a middle school art or music class, I might have students create their own “boogie woogie” pieces using colored shapes to show rhythm or emotion. They could listen to jazz or swing music while working and think about how sound can inspire visual patterns. By doing this, students would see that art doesn’t have to be perfect to be meaningful but sometimes the most powerful pieces are the ones where the artist lets themselves experiment and stay open to change.

 

 

 

4

 The Last Supper: An Entire Religion was Born

Alec Fetzer 

          Leonardo Da Vinci’s The Last Supper shows Jesus Christ gathered around the dinner table with his 12 apostles. The mural uses body language to convey the story of Judas’s betrayal. In the artwork you can see the shock on 11 of the Apostles faces, with the last one being Judas, clutching his 30 pieces of silver he received for betraying Jesus. The position of each character is vital in telling the story. Jesus is sat in the middle of his Apostles, six on the left and six on the right. He is calmly looking down, solemn and disappointed in his friend's betrayal. Unlike other artwork during this time, Da Vinci used a mix of tempera and oil on dry walls which gave the mural an incredible amount of detail. Unfortunately, this also made the piece extremely fragile, and individuals are working tirelessly to restore it to its former glory.  

           This piece is significant to me not for its religious context, but for its historical impact. The moment in history that is depicted is one that changed our world forever. An entire religion was born following the events of this supper. It is perhaps the most important piece of artwork we have seen. Da Vinci captured this moment perfectly. He provided subtle cues in the reactions and perspectives of each character and redefined how a mural could be created. It is the first time that we can see human elements within the Apostles and Jesus, and for that reason, it brings the audience closer to it. Feeding on human emotion rather than just brilliant artistry.   

            The only way I could properly communicate this piece of artwork is through history. I would first have my 4th Grade History students raise their hands if they have heard of Jesus Christ and furthermore ask those that raised their hands if they have also learned about Jesus’s 12 Apostles. Then I would show them a quick summary of how Jesus got these Apostles, what they meant to him, and finally the bribe that Judas receives. I would do all of this, before showing them Da Vinci’s The Last Supper. Finally, once they have a relatively complete understanding of the history, I would show them the mural. I would then ask them to write one paragraph of what they think Da Vinci was trying to communicate with the audience, and the ways that he did so. Then they will share their answers with a partner and create a combined analysis with their classmate.  

 

 

 

 

5

 

 Marylin Monroe: What We See on the  Surface

Sophia Lourenco

Andy Warhol’s Marylin Monroe piece is a vibrant, eye-catching, pop art image that was produced in 1967. The image depicts Marylin Monroe’s face in bright, unnatural colors, as her skin is a flat light blue, her hair is a vibrant yellow-green, and her lips are a striking red. Warhol constructed this piece using his screen-printing method, so the edges are slightly rough and the colors don’t always line up perfectly. This ultimately gives this piece, as well as his other artwork, a layer and repeated look. The background is a simple soft pink, which makes the colors on her face stand out even more. The whole piece has a modern, dramatic, and theatrical element to it, that reads almost like an advertisement.

I chose this piece because it is one of the most well-known examples of pop art, and it has always stood out to me. Despite its simplicity, it reflects both Marilyn Monroe’s popularity and the way the media can turn people into icons. Warhol was not only painting Marylin, but also commenting on her fame, beauty, and how often society repeats images until they lose meaning. This is an idea I feel is very relevant in today’s society. Additionally, I have always enjoyed how the artwork seems fun and playful at first, but when you think more about Marilyn Monroe and her life story and struggles she faced, the bright colors seem ironic. It ultimately reminds me of the idea that sometimes what we see on the surface, isn’t always the full story, which I feel is one of the most meaningful parts of this piece. 

I would use this artwork to teach a lesson in an art or social studies class. In an art lesson, students could learn about pop art, screen printing, and how artists use color to change the overall feeling of an image. They could even design their own pop art portrait with vibrant and the unexpected use of colors. In a social studies class, I would use Warhol’s piece to discuss celebrity culture, advertising, and how the media can influence images and how we perceive famous individuals. Furthermore, students could analyze how Warhol’s work depicts the contrast between a person’s public image and their true self. Overall, this artwork would be a great way to get kids thinking about both art and the impact of pop culture.

 

 

 

 

6

 Death of the Virgin:  Intense Tenebrism

Lorenzo Marzilli

The artwork I chose is Caravaggio’s Death of the Virgin, a 17th-century Baroque painting created during the Counter-Reformation. The piece depicts the Virgin Mary at the moment of her death, shown with striking naturalism rather than the idealized imagery typical of the period. Caravaggio uses intense tenebrism, directing a dramatic beam of light toward Mary’s pale, lifeless body, which is dressed in a red garment and positioned at the center of the scene. Around her, the apostles and Mary Magdalene are portrayed in various expressions of grief—some covering their faces, others leaning forward in silent sorrow. A heavy red drapery hangs above the figures, casting shadows that heighten the somber atmosphere. The muted palette of reds, greens, and earth tones further reinforces the emotional weight of the moment and guides the viewer’s eye toward the Virgin’s body.

I chose Death of the Virgin because while I studied abroad in Rome during the spring semester, it stood out to me as one of the most powerful examples of Caravaggio’s commitment to realism, even when it challenged social and religious expectations. While many depictions of Mary emphasized purity and spiritual transcendence, Caravaggio painted her as profoundly human—bloated, lifeless, and surrounded by ordinary people coping with loss. This break from idealization is significant to me because it shows how art can challenge tradition, evoke controversy, and still communicate truth with extraordinary emotional depth. Caravaggio’s willingness to portray vulnerability and mortality makes the painting feel more relatable and honest, inviting viewers to see sacred figures not as unattainable icons but as human beings capable of suffering.

I would use this painting to teach a lesson on visual storytelling and emotional expression to either a middle school art class (7th or 8th grade) or a high school humanities class. Students could first analyze the painting’s composition, lighting, and color choices, identifying how Caravaggio uses these elements to guide emotion and meaning in the work. Then, I would lead a discussion about why the piece was rejected and how artists can challenge societal norms through their creations. As a creative activity, students could design their own artwork that reimagines a traditional story or figure using modern realism, encouraging them to think critically about how art reflects cultural values. This approach would not only strengthen students’ observation skills but also deepen their understanding of how art communicates complex ideas beyond those considered the “norm.”

 

 

 

7

 The Starry Night: Gorgeously Chaotic

Lucas Curti

The painting I have chosen is Vincent van Gogh's The Starry Night, dating from 1889.
This work presents a bright moon, a small village at the bottom, and swirls of light and dark blue
in a night sky full of brilliant stars. In the picture, Van Gogh creates a sense of motion, emotion,
and dreamy energy by combining strong blues, yellows, and deep blacks in thick, expressive
strokes.

I chose The Starry Night for the reason that it was one of the first examples of art to
incite within me feelings far above and beyond its aesthetic function. It held my fascination even
as a tiny child, with its swirling sky and concurrent feeling of serenity and turmoil. It reminds me
of life in general, and how gorgeously chaotic it is. I get the sense from this painting that van
Gogh knew about the many silent experiences people have day to day. It reminds me of times in
my life when everything felt overwhelming and still beautiful, like everything was moving fast
but finding comfort in the rhythm of it all. While the picture is full of light, energy, and
innovation, I also identify with the image of van Gogh having created it during a very volatile
time in his life. It's a good example of how creation can take emotion-even struggle-and turn it
into something of value.

If I were to utilize The Starry Night as a teaching tool, I would do so in an English or art
class in an elementary or middle school. Students might first be invited to examine the painting
and describe textures and colors, shapes, and whatever feeling the painting brings. Following
that, I would lead them through a creative activity in which they would paint or draw their own
"night sky" with expressive lines and colors evocative of his technique.

 

 

 8

 Impression, Sunrise: Too “childish” and simple

 Grace Solis

The piece I chose was Impression, Sunrise, a painting created in 1872 by Claude Monet.
The painting represents a sunrise over a harbor that was based off of Le Havre, a harbor located
in France. Monet uses cool, muted tones like blue, grey, and green for the majority of the
painting, and uses a contrasting bright, warm orange color for the sun. He also uses darker blues
and greens to represent the shadows and boats on the water.

I chose this piece because I love all of Monet’s paintings. The reason I chose this one
specifically is because of the historical significance of this painting. When the painting was first
exhibited in 1874, it was met with a lot of criticism. People commented on how the painting
looked more like a sketch rather than a finished piece. The small brush strokes were also seen as
too “childish” and simple. A critic Louis Leroy called the piece an “impression” of a sunrise
rather than a finished painting of one, using the term as an insult. However, this very term was
used to define the Impressionist art movement that arose from Monet’s style of painting.

I would use this piece in a lesson plan to teach about Impressionist paintings. The
students would be introduced to some of the well-known Impressionists, while also learning
about different art supplies such as oil pastels and acrylic paint. The students would be able to
experiment with different colors, details, and shading techniques to create their very own
2 Impressionist art piece.

 

 

 

 

9

Tadáskía’s Exhibition Projects Tadáskía’s

 Maxine Ruggerio

The piece I chose to discuss was part of an exhibition in the Modern Museum of Art
(MOMA) in New York City by Brazilian artist Tadáskía called Projects: Tadáskía. In it she
depicts an enormous drawing of a huge, black, bird-like figure that spans the entire wall, with a
vibrant wingspan and numerous other colorful winged creatures clustered around. At first glance,
you cannot tell where the bird begins and ends, if it is still or in flight, if it is a gathering or a
formed community of creatures. The lines are whimsical yet precise, the colors are bold and
striking with bright reds, yellows and greens, yet peaceful with pale pink, light blue and
lavender.

I chose this piece because the colors are full of life, movement and happiness, and
because it’s the first time MOMA ever invited an artist to do a full exhibition on the entire first
floor of the museum. Tadáskía’s work celebrates transformation and the power of community,
which is what education is really all about. She says she is inspired by her art, bringing life to a
barren land.

I would incorporate this into a creative writing exercise for my students. I would share a
little bit of Tadáskía’s history and background, then ask the students to look at the painting for a
while, considering what they see, how they feel, what the painting could represent for Tadáskía
or for themselves. I would ask the students to write freely and journal their response to the
artwork.

 

 

10

 “Metropolis”

Anna Sutton

This painting, “Metropolis” by Tullio Crali, is full of energy and movement. It shows a city from high above, almost like you’re flying through the sky. Sharp angles, bright colors, and bold lines make it feel alive, as if the buildings and streets are rushing forward. The mix of motion and color gives off the feeling of excitement and constant change, like the heartbeat of a busy modern city. Every line seems to move, and you can almost hear the noise of cars, people, and life happening all at once.

I chose this piece because it reminds me of how I feel finishing my last semester at the University of Miami. The city feels like a metaphor for my own journey; fast-paced, full of twists and turns, and always moving forward. Crali’s painting isn’t calm or still, but full of energy and anticipation, which feels exactly like this moment in my life. It celebrates growth, motion, and the idea of progress, and that really resonates with me. Just like the city in the painting, I’ve learned to embrace the rush and the unknown, trusting that each sharp turn leads to something new.

If I were teaching this to second graders, I’d use it for a lesson about creativity and perspective. I’d start by showing them the painting and asking what they notice first, maybe the angles, the colors, or the feeling of speed. Then I’d ask how it makes them feel: does it look busy, loud, exciting, or maybe a little dizzy? After that, the class could create their own version of a “city from above,” using shapes, lines, and bright colors to show movement and energy. This activity would help them see that art doesn’t have to look realistic to express how something feels. It would also introduce the idea that perspective can change how we view the world, even our own hometowns, through an artist’s eyes.

 

 

11

 

The Garden of Earthly Delights

 

Josh Boies

Honestly, describing Hieronymus Bosch’s The Garden of Earthly Delights (c. 1490–1510) is like trying to describe a wild, medieval fever dream. It’s a massive three-part painting, what’s known as a triptych, that portrays a unique perspective on humanity. In the left panel, Adam and Eve peacefully relax in a beautiful and plush Garden of Eden with God. Then, you open it up to the middle, which is just pure chaos; thousands of naked people swimming, riding giant animals, and interacting with massive fruits and birds in ways that make absolutely no sense. It’s vibrant, crowded, and totally nuts. The final panel on the right is the grim punchline: a dark, smoking, industrial Hell where the exact same things people enjoyed in the middle such as music, food, sex, are now being used to torture them. It’s a journey from innocence, to utter debauchery, to ultimate punishment, and the intricate connection between each of the three scenes allow the reader to decide which order they interpret them. Additionally, it’s wide range of vibrant colors provides a variety of emotions the audience could feel, depending on which scene you notice. 

I chose this piece because I think it represents a core understanding that many struggle to comes to term with. In the modern day especially, because of external pressures and the rise of materialism, many people feel that they “have to understand life” or they must “have everything figured out” from a young age. However, in my humble opinion, I believe it is the people who understand that life is a mysterious and unpredictable thing that succeed in their lives. This painting, to me, represents the unknown in life. By depicting three scenes, three emotions, three ways of life, even three different examples of character, it’s meant to show that nobody truly knows what they’re doing. I also think it represents this idea that there may not be one standard order in which life goes from love, to anguish, to care-free happiness, etc. By depicting three different scenes, all accompanied by three different emotions, it’s meant to show that if you start in “hell”, there’s nothing saying you won’t one day transition to joy or love, and vice versa. Ultimately, I chose this piece because it serves a reminder that even the smartest people on this Earth cannot predict the way life will go, because it is an eternally mysterious yet fruitful existence.

I would teach this piece to students in middle school or early high school (8th grade) during a Creative Writing class. The visual prompt stands as my main teaching tool for presenting this work to students. I would first explain the background information, including potentially a brief video that teaches them about other artists such as Hieronymus and others from this time period. I would then ask them to write a paragraph about which scene caught their entire first, and the emotions that they felt while perceiving it. I would then divide the class into three sections which will receive the Eden, the Garden or the Hell panels. Students would then need to develop backstories and write dialogue for three random characters who appear in their assigned panel. The "Hell Group" needs to explain why the rabbit tortures the man who carries a note on his body. The exercise helps students learn narrative development, inference, and character motivation through their work with the already captivating painting. Students understand that every unusual element in a story contains a complete narrative universe. It allows for them to look within themselves and engage the emotions that they feel based from which section they analyzed first. It would then help them practice fictional writing skills and the ability to work with their peers develop a creative yet effective story-line.

 

 

 

 12

Wedding at Cana: 

Carlee Ballard

The Wedding at Cana, painted by Paolo Veronese in 1563, is a Renaissance oil painting that hangs directly across from the Mona Lisa in the Louvre in Paris, France. The work shows the scene of Jesus performing the miracle of turning water into wine during a wedding feast. The composition is extremely detailed with over 100 figures, including nobles, musicians, servants, and guests dressed in Venetian attire. The scene is set within grand architectural columns and open sky, giving the event a theatrical atmosphere. Veronese uses many colors, dramatic scale, and detail to create a celebration that feels both sacred and extravagantly human.

I chose this piece because every time I’ve gone to the Louvre, I’m always shocked by how crowds of people rush toward the Mona Lisa with cameras raised yet an enormous, breathtaking masterpiece sits right across from it. While people are packed around the Mona Lisa, I always find myself standing in front of The Wedding at Cana, admiring its size, beauty, and incredible level of detail. It fills an entire wall and feels alive with color and movement. I feel drawn to it every time I enter the museum, and it’s become one of my favorite pieces of artwork. To me, this painting deserves just as much attention, if not more, than the smaller, more photographed work across from it.

If I were to use this artwork to teach a lesson, I would incorporate it into a middle school history unit during the Renaissance. I would use the painting as a visual example of Renaissance style, showing how artists emphasized realism, perspective and classical architecture. Students could analyze elements such as clothing and setting to understand cultural values of the period, such as wealth, celebration, and religious storytelling. By discussing The Wedding at Cana, students would not only learn about the biblical event but also deepen their understanding of Renaissance art as a reflection of society, innovation, and human expression during that era.

 

 

 13

 

The Creation of Adam 

Gianna Diorio

The Creation of Adam is one of the most iconic frescoes painted by Michelangelo on the ceiling of the Sistine Chapel in Vatican City. While completed around 1523, the masterpiece depicts the biblical story from the Book of Genesis in the Bible where God gives life to the first man, Adam, on the sixth day. The central captivation of this piece is the nearly almost touching hands of God and Adam, which symbolizes the creation of life and the divine connection between man and Creator. God is portrayed as being surrounded by angels within a swirling cloak, reaching out energetically, while Adam reclines on the ground, looking relaxed but still yearning toward God. Michelangelo’s use of anatomy, balance, and movement makes the painting both spiritually powerful and artistically revolutionary, blending divine meaning with human emotion.

I chose The Creation of Adam because it represents both artistic brilliance and deep spiritual symbolism. The image of the two hands almost touching has always fascinated me because it’s such a simple gesture, yet it conveys the entire idea of life, creation, and connection. This painting is significant to me because it reminds me of how art can transcend time, language, and religion to express something deeply emotional and philosophical. It also shows how beauty and meaning can emerge from dedication and vision. Michelangelo spent years painting the Sistine Chapel ceiling while lying on scaffolding, demonstrating both his devotion and his genius. Every time I see it, I am reminded of how creativity and faith can bridge the gap between humans and the divine.

I would use The Creation of Adam to teach a lesson on symbolism and human anatomy in a high school art or history class. Students would first analyze how Michelangelo used body language, proportion, and gestures to communicate spiritual ideas. Then, they could create their own modern interpretations of “creation”, whether it represents the birth of an idea, friendship, or innovation by using drawing or mixed media. This lesson would encourage students to see art as more than decoration; to think about how art can tell powerful stories without words and how classical works still inspire modern creativity and connection today. They remain timeless and applicable on various platforms.

 

 

 

 

 

 

14

 

Starry Night: a cross-curricular lesson

Anna Markov

Vincent van Gogh’s Starry Night (1889) is an oil painting that depicts a small village resting beneath a swirling, dreamlike night sky. The sky dominates the canvas with spirals of deep blues, bright whites, and glowing yellow stars that seem to vibrate with movement. A towering cypress tree rises from the foreground, its dark, flame-like form contrasting with the illuminated heavens above. The rolling hills and clustered houses of the village are painted with calm, muted tones, creating a sense of quiet stability beneath the kinetic, almost cosmic energy of the sky. The bold, expressive brushstrokes give the painting a textured and emotional quality, capturing not just a landscape but a mood—something both turbulent and peaceful at the same time.

I chose Starry Night because it is one of the first artworks that ever made me feel something beyond simple admiration for technique. When I saw it for the first time, even in a textbook, it felt alive—as if the sky reached out from the page. I’ve always been drawn to moments where calm and chaos exist together, and this painting captures that duality perfectly. It reminds me that beauty can come from turbulence, and that emotion, even when messy, has value. Unlike many other artworks that feel static, Starry Night feels like it’s constantly shifting, almost breathing, which makes it meaningful to me on a personal level. It stands out from other pieces because it balances wonder and melancholy, reflecting the way people often feel inside even when the world seems still.

I would use Starry Night to teach a cross-curricular lesson combining English Language Arts and Social-Emotional Learning for a middle-school classroom. The painting would serve as a visual prompt for a creative writing activity in which students describe the scene using sensory language and emotional imagery, practicing descriptive writing skills. Afterward, I would discuss van Gogh’s life and how his mental health influenced his art, allowing students to reflect on how emotions can be expressed through creative mediums. This could lead to a broader lesson about recognizing feelings, understanding artistic expression, and building emotional vocabulary. The artwork becomes not only an object of study but a tool for helping students explore both language and their own emotional experiences.

 

 

 

 

15

 The Persistence of Memory: A half-formed dream

Olly Ansin 

Salvador Dalí’s The Persistence of Memory is a surrealist oil painting that shows a quiet, almost empty coastal setting interrupted by clocks that appear to melt and droop over the objects beneath them. The most striking clock is slumped over a bare tree branch, hanging like softened wax. Others spill over a solid block and what looks like a sleeping, stretched-out face resting on the ground. The cliffs in the background resemble the coast of Catalonia, painted realistically, which makes the melting clocks feel even stranger in comparison. The overall color scheme is subtle and sandy, and the painting has a glassy-smooth, detailed finish that makes everything feel intentional, even if impossible. There’s barely any visible brushwork, which adds to the eerie stillness — like the whole scene is holding its breath, suspended in some kind of half-formed dream.

I picked The Persistence of Memory because it genuinely shifted something in me the first time I saw it. It didn’t pull me in because it was conventionally “beautiful” — it hooked me because it wasn’t. The warped clocks hit me with this sudden realization that time doesn’t always feel neat, or straight, or predictable, especially when memory gets involved. Some moments stretch out forever in your head, others feel fuzzy at the edges, and some collapse under their own emotional weight. The silence of the painting stuck with me too — it’s weird without trying too hard, thoughtful without spelling itself out. There’s a reason it became iconic. It doesn’t just look surreal, it feels surreal in a way that makes total sense once you sit with it. That balance between emotional truth and visual absurdity is what made it land for me in a way most paintings just didn’t.

If I were teaching a cross-curricular lesson, this would be my anchor piece for a class bringing together English Language Arts and the inner-workings of the mind. I’d have students write about something slippery and abstract — like time, remembering, emotional pressure, nostalgia — using metaphor and descriptive language instead of stating everything literally. After that, we’d move into how surrealism was built around the idea that our internal world rarely looks organized from the outside, even when it feels completely real to us. Dalí leaned into dreams, the subconscious, the stuff we don’t always say out loud, but still carry around. That makes this painting the perfect jumping-off point to help students put words to experiences that don’t always fit into straightforward sentences. It’s not just art history — it’s proof that expression, weird or subtle or emotional, is how humans make sense of what they feel.

 

 

 

 

 

 16

 

 Irises in Monet’s Garden

 

 Charlotte Ottaway

This piece by Claude Monet captures various different colors, making it a very vibrant
and aesthetically pleasing piece to look at. The colors come together in a symphonic way and
they all compliment each other. The different colors and textures of the trees, flowers, and even
the house in the background give the piece dimension and allow it to come together perfectly.
Additionally, the way the sunlight was painted differently on each part of the lavender bed makes
the piece look very realistic, almost as if the sun is actually shining down on the middle section
of the flowers.

As I was looking through different pieces to write about, this one caught my eye for
many reasons. The very first thing I noticed was the name, as “Iris” is one of my favorite names.
In addition, I knew I wanted a piece with a lot of color. Growing up, I’ve always had colorful
paintings in my room and around the house because my mom has always believed that a “pop of
color” is necessary in a house full of grays, whites, beiges, etc. Even during the long Ohio
winters when it would be freezing cold and dark for months at a time, I always had bright,
colorful reminders of summer to look at in the house every day. When freshman year of college
was around the corner and my mom and I started shopping for my dorm, I made sure to pick out
three matching paintings for my wall with pinks, yellows, and other vibrant colors. Throughout
the year whenever I would get homesick, stressed, or overwhelmed, I had bright paintings to
look at each day and I could be reminded of home.

If I were teaching a lesson about this piece to younger students, I would make sure to
teach them the importance of imperfection. When looking at this painting, some of the details
look like blobs and random patches of color, but that is what makes the piece look so realistic. If
everything was painted perfectly within the lines, the piece would have no dimension or
uniqueness. I would tell them that it isn’t always about doing everything a certain way and that
no matter how long or how short it takes them to get down a certain path, all that matters is that
they get there.

 

 

 

 

 

 

 17

 

 The Great Wave off Kanagawa 

 

Dylan Eisner

This artwork by Katsushika Hokusai (1831), looks like a massive wave that is taking up almost the entire canvas. Several small boats/buildings are being swallowed up by the wave and even a mountain is dwarfed by the size of the wave. The colors are mainly deep blues with some white for the foam on the water, and some gray, yellow, and brown for the buildings. The wave overall looks powerful and
encapsulating. It creates a lot of tension as the viewer wonders what is being destroyed beneath
its power.

The piece itself is famous and recognized throughout Japan as a great example of woodblock
printing. I think the reason it is important in the context of a classroom is that there is not much
going on in the image other than the massive wave; this leaves it to the audience to infer and
use their imagination to fill in what is happening beneath and around the view that is shown on
the canvas. Another reason is to show the important and sometimes cruel relationship between
humans and nature.

I would teach this to 6th graders (and teach it to them in their English class) because in my 6th
grade science class we learned about natural disasters and I think that analyzing this image and
writing about it would make a great parallel. I would make the students write short descriptive
paragraphs imagining what it would be like to see the wave in person, from the point of view of
the artist. I would lastly ask them to research tsunami like events and write a second paragraph
about a different time in history when something like this has happened.

 

 

 

 

 

 

18

 

 The Starry Night: beauty and turbulence

 

 Isabel Zozaya

The Starry Night (1889) by Vincent van Gogh depicts a small village under a swirling,
dreamlike night sky filled with radiant stars and a glowing crescent moon. Painted from memory
during his stay at the Saint-Rémy-de-Provence asylum, the work is defined by thick, expressive
brushstrokes and deep blues accented with yellows and whites. The cypress tree in the
foreground reaches upward, connecting the quiet town to the restless heavens above. Every
stroke seems alive, creating motion and emotion all at once. The painting captures both the
beauty and turbulence of the night, balancing peace and chaos in a single scene.

Personally, I have never been the biggest advocate for artwork, specifically paintings.
However, this piece has always stood out to me. I chose The Starry Night because I see that it
represents hope through struggle. Knowing that Van Gogh painted it while battling mental illness
makes the piece deeply human and inspiring. The swirling sky feels like a visual expression of
emotion, restless yet full of light. Unlike many other artworks, this painting reminds me that
creativity can exist even in darkness and that expression can be a path to healing. Its timeless
colors and movement draw me in every time, making me feel calm, reflective, and connected to
something larger than myself.

I would use The Starry Night to teach a lesson to third-grade students about how art can
express feelings and energy. I would allow them to express what colors they think expresses
happiness, such as yellow, and vice versa for gloomy colors. After showing the painting and discussing its mood, students could create their own “night sky” artwork using swirling lines and
bold colors to show an emotion of joy, excitement, sadness, or peace. This activity would
connect art with emotional literacy, helping students understand that visual art is not just about
what we see, but what we feel. It is a simple, hands-on way to blend art with self-expression and
empathy.

 

 

 

19

 

 Mona Lisa: a lifetime experience

 

Colleen Murtagh

The piece I chose is Leonardo da Vinci’s Mona Lisa,  (believed to have been created in 1503), one of the most recognizable and talked-about paintings in the world. It is a portrait of a woman with a calm and mysterious smile, sitting in front of a soft landscape filled with winding paths and hazy mountains. The shading and blending techniques give her face a realistic, almost glowing look, and people always
comment on how her eyes seem to follow you no matter where you stand. Even though the painting is smaller than most people expect, it has a huge presence. The entire room is always packed with people trying to get a look at it, yet the painting itself feels quiet and steady, which is part of what makes it so fascinating to see in person.

I chose the Mona Lisa because I had the chance to see it during my study abroad semester in Barcelona. A group of us went to Paris for a weekend, and visiting the Louvre felt like something you simply have to do while you are there. When I finally stood in front of the painting, it felt completely surreal. I grew up seeing it everywhere in school, online, in movies, and even in jokes. Seeing the real version made me appreciate how iconic it truly is. It felt strange and exciting to look at something that millions of people around the world instantly recognize. It also made me realize how powerful art can be and how it connects people from different countries and generations. The moment stayed with me because it felt like a once in a lifetime experience that tied my travel memories together with something I had always learnedabout but never imagined seeing up close.

If I used the Mona Lisa to teach a lesson, I would bring it into a middle school or high school classroom and use it to build observation skills and spark discussion. I would start by having students look at the painting closely and write down everything they notice about her expression, the background, the lighting, and the overall mood. After that, I would ask them why they think this painting became so famous and what makes something iconic. This could lead into conversations about art history, storytelling through visual details, the idea of mystery in art, and how different people interpret the same image in their own way. It would also give students a chance to think about how art ties into culture and personal experience, just like how seeing it in person made me appreciate it in a way that a picture in a textbook never could.

 

 

 

20

 

 Love: a playful yet powerful composition

 

Lilly Kraus

The art piece I chose is the iconic LOVE sculpture by Robert Indiana, located in LOVE
Park in Philadelphia. The sculpture features the bold, blocky letters “L-O-V-E,” with the “O”
tilted to the side, creating a playful yet powerful composition. Made of aluminum and painted in
striking red with blue and green accents, it stands tall in the center of the plaza and has become
one of the most recognizable symbols of the city. Tourists, locals, and even newlyweds gather
around it daily, turning the artwork into a living, interactive part of Philadelphia. The piece
blends pop art style with simple typography, yet it carries an emotional presence that
immediately draws people in.

I chose this piece because Philadelphia is where I’m from, and the LOVE sculpture has
always served as a reminder of home. Growing up in the area, it was one of the first pieces of
public art I remember seeing, and it represents the warm, close-knit feeling I associate with the
city. Out of all possible artworks, none feel as personal or nostalgic as this one. To me, the
sculpture is more than a tourist attraction—it's a symbol of community, pride, and connection.
Whenever I see photos of it, I’m reminded of family, childhood memories, and the distinct
energy of Philadelphia that shaped who I am. That personal connection makes it a meaningful
choice for this assignment.

If I were teaching a class, I would use the LOVE sculpture as a lesson about both art and
community. For younger students, such as elementary school, I could design a lesson about how
art can communicate emotions using simple shapes and colors. Students could create their own
word-based sculptures or drawings representing values important to them, such as “Hope,”
“Peace,” or “Joy.” For older grades, I could use it to teach a cross-curricular lesson on public art
and civic identity, discussing how cities use art to represent shared values. In either case, the
LOVE sculpture becomes a tool for helping students understand that art is not just something in
museums it’s something that shapes and reflects the places we come from.
 

 

 

 

 

21

 

 The Last Supper: a dramatic scene that feels alive

 

Sam Henry

 

The Last Supper, painted by Leonardo da Vinci between 1495–1498, is a large fresco style mural depicting the biblical moment when Jesus announces that one of his disciples will betray him. The composition shows Christ at the center of a long table, with the twelve disciples reacting in a wave of emotion—shock, confusion, denial, and disbelief. Da Vinci uses perspective lines that converge behind Christ’s head, drawing the viewer’s eye directly to him. The muted color palette, realistic expressions, and careful arrangement of figures create a dramatic scene that feels alive and full of tension.

 

I chose The Last Supper because it is one of the most recognizable and powerful artworks in history, yet its emotional depth is often overlooked. Beyond its religious importance, the piece is significant for how it captures human expression, storytelling, and composition. Da Vinci was not just painting a moment—he was capturing a psychological reaction, almost like a freeze-frame of shock spreading across the table. I chose this piece because it demonstrates how art can communicate narrative, emotion, and symbolism all at once. It also represents a turning point in art history, where perspective and realism were pushed to new heights.

 

I would use The Last Supper to teach students about storytelling through visual art. For example, in a middle school language arts or social studies class, students could analyze each disciple’s expression and body language to infer what they might be thinking or feeling at this moment. This encourages critical thinking, emotional awareness, and interpretation skills. In an art class, the piece could introduce concepts like perspective, symmetry, and composition by having students identify the vanishing point or recreate their own “table scene” using similar techniques. Overall, this artwork helps students understand how visual details communicate meaning and how artists use structure and emotion to tell a story.

 

 

 

 

 

22

 

 Starry Night: imagination, depth, and resilience

Paige Wiesman  

 

The artwork I chose is Vincent van Gogh’s Starry Night (1889), a post-impressionist oil painting that depicts a swirling night sky over the quiet village of Saint-Rémy. The piece is instantly recognizable for its bold, fluid brushstrokes and vivid blues, accented by glowing yellows that illuminate the moon and stars. The composition feels alive; the sky seems to move in spirals of energy while the cypress tree in the foreground reaches upward like a dark flame. Although the village is painted with calmer, more controlled strokes, it still carries Van Gogh’s signature texture and emotion. The contrast between the peaceful town and the chaotic sky creates a dreamlike scene that feels both calming and overwhelming at the same time.

I chose Starry Night because it has always been the first painting that made me actually feel something rather than just observe it. Even when I first saw it in a textbook as a kid, I remember being struck by how emotional a painting could be—how color and movement alone could communicate inner turmoil or hope. The piece is significant to me because it represents creativity born from struggle; Van Gogh painted it during one of the hardest periods of his life, yet it radiates imagination, depth, and resilience. Every time I look at it, I’m reminded of how art can express what words can’t, and how beauty can emerge even in moments of instability. It inspires me to see challenges not as endings, but as opportunities for expression and growth.

If I were to use this piece to teach a lesson, I would incorporate it into a middle-school English or art class focused on emotional expression and descriptive writing. I would first show students the painting and ask them to brainstorm adjectives and sensory details that come to mind. Then, I’d guide them in writing a short creative paragraph from the perspective of someone standing under that swirling sky—helping them practice imagery, tone, and mood. This activity would not only introduce them to an iconic artwork but also teach them how visual art can inspire stronger, more vivid writing. Through this lesson, students would learn to connect emotions with creativity and understand how different forms of art communicate meaning.

 

 

 

 

 23

 

 Mona Lisa: timeless pursuit of human expression

Jackson Hunter

The Mona Lisa, painted by Leonardo da Vinci between 1503 and 1506, is perhaps the most recognized artwork in the world. The oil painting, measuring roughly 30 by 21 inches, portrays a woman seated against a hazy landscape, her hands gently folded and her mysterious smile captivating viewers for over five centuries. Leonardo’s mastery of sfumato—a technique that blends tones seamlessly—creates lifelike softness in her face and the illusion of depth in the background. The subtle play of light and shadow, combined with her direct gaze, gives the impression that she is alive and aware of the viewer. Housed in the Louvre Museum in Paris, The Mona Lisa continues to attract millions who are drawn to its quiet elegance and enduring mystery.

I chose The Mona Lisa because it represents more than a famous portrait; it symbolizes the timeless pursuit of human expression. Unlike other artworks that rely on grandeur or vivid color, this piece communicates power through subtlety. The ambiguity of her smile invites endless interpretation—serenity, irony, or even sadness—and that emotional complexity fascinates me. I admire Leonardo’s balance of scientific precision and emotional depth, showing that art and intellect can coexist harmoniously. To me, The Mona Lisa stands as a reminder that beauty doesn’t need to shout; it can whisper and still command the world’s attention.

If I were to use The Mona Lisa in a lesson, I would introduce it to a middle school art or humanities class to explore observation, emotion, and interpretation. Students would first study the portrait’s visual details—its color, composition, and technique—and then discuss how Leonardo uses subtlety to evoke feeling. The lesson could expand into writing or social studies by asking students to imagine The Mona Lisa’s story or explore the cultural impact of the Renaissance. Through this, students would learn that art is not just about what we see, but how we think and feel about what we see—a valuable skill for creativity and critical thinking in any subject.

 

 

 

 

 

 24

 

 A Sunday Afternoon on the Island of La Grande Jatte

Kyle Hendricks

A Sunday Afternoon on the Island of La Grande Jatte (1884–1886) by Georges Seurat is
a landmark work of Post Impressionism that uses the innovative technique of “pointillism”
which is tiny dots of pure color carefully placed to form a larger, harmonious image. The
painting depicts Parisians leisurely gathered on the banks of the Seine River, frozen in a calm,
sunlit afternoon. Although the scene appears peaceful, Seurat’s precise technique and geometric
arrangement gives the work a structured, dreamlike quality. Every figure is intentionally
positioned, creating a composition that balances light, shadow, and form. The painting captures
not just a moment in time but the evolving relationship between modern life, nature, and artistic
experimentation.

I chose A Sunday Afternoon on the Island of La Grande Jatte because it represents
patience, innovation, and the idea that small actions can create something extraordinary similar
to the lessons of teaching we covered in class this year. Instead of broad, energetic brushstrokes,
Seurat spent years layering thousands of tiny dots to build a vibrant and unified image. This
reminds me of very important life lessons such as progress often comes from consistency and
careful effort, even when it feels slow. The painting also resonates with me because its calm
setting contrasts with the complex technique behind it which serves as a reminder that beauty can
be built from discipline, focus, and a willingness to see the world differently. It inspires me to
appreciate the details in life and to understand that creativity can come from both precision and
imagination.

I would use A Sunday Afternoon on the Island of La Grande Jatte in a middle school or
high school art class level to teach students about color theory, pointillism, and the evolution of
modern art. Students could explore how Seurat used colors that worked well together and tiny
dots to make the scene appear bright and lively when viewed from a distance. The lesson could
also connect to themes of observation and mindfulness, how taking time to look closely can
change what we see. As an activity to do, students could create their own small pointillist
drawings, experimenting with how color and spacing affect the overall mood of an artwork.
Through this piece, they would learn not only about technique but also about how art can
combine science, patience, and vision to create something timeless.

 

  

25

 

 Starry Night: Emotional Landscapes

 

Frankie Ottimo

The artwork I chose is Starry Night (1889) by Vincent van Gogh, one of the most recognizable paintings in Western art. The piece depicts a swirling night sky filled with exaggerated stars and a glowing moon above a quiet village. Van Gogh uses thick, expressive brushstrokes and bold contrasts of deep blues, bright yellows, and soft whites to create movement and emotion in the sky. The dark silhouette of a cypress tree stretches upward in the foreground, connecting the earth to the sky, while the gently lit houses below provide a sense of calm and stillness. The composition feels both dreamlike and intense, as if the sky is alive with energy.

I chose this piece because Starry Night has always been a painting that feels both comforting and powerful. Unlike other artworks that might focus on realism or technical detail, this piece stands out for its emotion and imagination. The swirling patterns make the painting feel alive, almost like it reflects the thoughts or feelings inside someone’s mind. It’s significant to me because it reminds me that beauty can come from chaos and that even difficult emotions can create something meaningful. Whenever I see it, I feel a sense of wonder and calm, and it reminds me to appreciate creativity in all forms.

If I were to use this artwork in a lesson, I would incorporate it into an elementary or middle school art class focused on self-expression and emotion in art. I would have students first observe the painting and describe how the colors and brushstrokes make them feel. Then, I would introduce the idea that artists can express emotions visually without using words. Students would create their own “emotional landscapes,” using colors and line movements inspired by Starry Night to represent a feeling of their choice. This lesson would help students understand visual storytelling, develop creativity, and learn how art can communicate emotions in a powerful, nonverbal way.

 

 

 

26

 

 A Cool Night on Bourbon Street: stillness and movement

Isabella Cukrow 

Elaine Cummins’ A Cool Night on Bourbon Street is an eccentric painting that captures the vibrant energy of New Orleans at night. This piece shows a city street glowing after the rain which is shown by colorful reflections of street lamps and neon sign lights. Elaine uses thick brushstrokes with a bold palette of bright oranges, yellows, blues, and purple that move across the wet pavement. This piece represents the quiet after a busy night on Bourbon street which leads the viewer's eye down the empty street. This evokes a sense of stillness and movement at the same time. There is a feeling of rhythm and music that leaves a sound of jazz lingering in the air, people partying, and community.

I decided to choose this piece because it instantly caught my attention with the emotions and colors of the piece. I always find myself being more drawn to art that feels alive, and A Cool Night on Bourbon Street captures that feeling perfectly. In this piece the subject of the piece is the city since there are no people in the scene. Regardless of this the art still radiates a positive and welcoming energy. This piece reminds me of nights spent in a lively place where the atmosphere feels full of possibilities and excitement. I really like how Cummins uses both impressionistic color and realism to create a piece that feels dreamlike and real at the same time. Living in Miami I feel like I can relate to this piece with my own experiences of seeing the streets all light up after a night out. It truly inspired me to try and find beauty in simple places and moments.

If I were to use this piece it would be to teach painting to a middle school art class where they learn about mood and color theory. First thing the students would do is analyze Cummins piece and how she used contrasting cool and warm tones to create feeling and movement. Second they would take what they learned and try to paint or draw their own city scenes at night and pick colors based on the emotion they want to reflect in their piece. This would allow them to think of a time where they felt mystery, excitement, calm, or even joy. Overall, this lesson would encourage students to think deeper about how artists portray a story and can capture the environment around them without people or words and using only texture, color and light.

 

 

 

 

27

Jackie II: the tragedy and femininity

 

Emily Mand

Jackie II by Andy Warhol depicts a pivotal period in American history following the assassination of President John F. Kennedy on November 22, 1963. Pop artist Andy Warhol’s painting of First Lady Jackie Kennedy Onassis in the face of grief, wearing a pink Chanel suit on the fateful day of her husband’s assassination, remains a powerful symbol of bravery and resilience. Warhol illustrates the First Lady’s transformation from a composed public figure to a distraught widow through the use of repetition and contrast. The painting, created from press photos, illustrates how the public’s memory of the tragedy was shaped by the media’s repeated display of Jackie’s photograph. In addition to reflecting the media’s constant coverage, Warhol’s use of repetition criticizes how it desensitizes viewers to trauma and grief, a problem that is prevalent in today’s news cycle and social media. His work demonstrates how the media can turn personal suffering into a public spectacle. This pink and black painting, one of many in Warhol’s series of paintings about Jackie, emphasizes the tragedy and femininity that coexisted for Jackie in the years after this terrible day. 

Jackie II appealed to me because it combines history, art, and media cruelty in a way that seems incredibly current. This painting serves as a reminder of how easily someone’s normal emotional reactions and news, television, and social media exposure can become numbing. Through the lens of Warhol’s pop art, Jackie Kennedy’s strength serves as a timeless symbol of grace and tenacity. This work strikes a chord with me because it combines individual less with group grieving, showing how the media can both bring people together and overwhelm society during chaotic times. 

This painting illustrates the connection between media, public perception, and emotion, so I would use it to teach art history in high school or in a media studies course. Students could examine how Warhol’s obsession with this tragedy and his use of repetition mirror the twenty-four-hour news cycle, and then they could discuss how it’s similar to how tragedies are covered in the media today. In order to examine how images influence our collective memory and empathy for each other, this lesson might compare historical and modern events, such as 9/11 or different wars. With this approach, students would be able to critically examine how the media affects their own lives on an ethical and emotional level, as well as what we can do to help improve it. 

 

 

 

28

 

American Nights: my childhood and growing up

Cami Beaulieu

The song “American Nights” by Zach Bryan is part of his album The Great American
Bar Scene, which was released on July 4th, 2024. The song paints a vivid picture of small-town
summer late nights, filled with porch lights, laughter, music, and memories that last forever.
Through his storytelling, Zach Bryan captures the feeling of freedom, friendship, and nostalgia
that comes with warm summer evenings. His lyrics bring simple moments to life, like sitting on
the porch and listening to a baseball game or driving with friends to the beach. It is about the
quiet and small parts of everyday life that mean the most.

This song means a lot to me because it reminds me of my own memories growing up
with my friends and family. I love how it describes a normal casual summer night, the kind of
night that doesn’t seem special until you look back and realize how meaningful it really was. I
enjoy how Zach Bryan finds beauty in everyday life, showing little details like hanging out by
the water or sitting under the stars can bring people together. It is describing something so simple
but so nostalgic at the same time. Summer is also my favorite time of the year while I enjoy
hanging out with my family and friends at the Jersey Shore and I love thinking about small
moments throughout the course of my summers. The song makes me think about my childhood
and growing up and how the small memories are sometimes the things you remember the most
and mean the most. The song is also a very upbeat and cheerful song, encouraging me to smile
and sing along every time I hear it.

If I were to teach a class about this song, I would teach a 5th grade class. I would use it as
a way to help students reflect on their own memories and learn how music can tell stories. We
would start by listening to the song together and talking about what images or feelings it brings
to mind, maybe the beach, friends, or family traditions. Then, I would give each student a piece
of paper and some art supplies, and ask them to write about one of their favorite summer
memories. It could be something simple or something eventful. After writing, they could draw a
picture that represents their memory and once everyone finishes the students could share their
stories in small groups and then with the whole class if they feel comfortable. This activity
would help students connect emotions to storytelling, practice writing creativity, and see how
music can inspire art and reflection. The key takeaway would be that the simplest moments can
turn into the most meaningful memories.

 

 

29

 The Two Friends: the importance of human connection

 Audrey Kovacs 

Henri Toulouse-Lautrec’s 1894 painting “The Two Friends” captures two female friends sharing a moment of each other's company and companionship. Toulouse-Lautrec portrays an intimate moment between the two women sitting closely together on a bed. The artist uses paint with shades of yellow, blue, brown, and white. The painting conveys a sense of comfort and trust between the two women. The two women emphasize the importance of human connection. Research has shown that humans need relationships to fully experience happiness and well-being. The art piece demonstrates the deeper emotions that a female friendship can hold. Overall, “The Two Friends” portrays the depth of human emotion through the ideas of friendship and compassion. 

I chose this piece because it represents the importance and value of friendship. Toulouse-Lautrec’s painting shows a genuine moment of female connection. I observed a few other art pieces surrounding the idea of female friendship, and this one stood out the most to me because of the most emotion it held. Toulouse-Lautrec’s vision to capture the emotion with color, light, and expression is what makes this piece so empowering and memorable to me. The painting is significant to me because I am very relationship-oriented, and if I were teaching a lesson to a class, I would want them to understand the importance of relationships and how they can shape how people act in life. “The Two Friends” reminded me how meaningful simple moments of female connection can be. The painting reminded me of my friendships, and that is why it was so significant to me. 

I would use this art piece to teach the importance of friendship. I would ask students to observe the emotions they feel towards the painting. Relationships are a huge part of being happy in life and learning new things. This art piece emphasizes communication through emotion and observes the value of a true and deep conversation in friendship. Henri Toulouse-Lautrec’s art piece is a valuable lesson to anyone to show the deeper meaning behind friendship. The lesson surrounding this work of art would help students understand that art is much deeper than it is perceived; it is about expressing feelings and telling human relationships.

 

 

 

 

30

David:  A Renaissance masterpiece 

Olivia Vanesko

Michelangelo’s David is a Renaissance masterpiece carved from a single block of marble

between 1501 and 1504. Standing over 17 feet tall, the statue depicts the biblical hero David at

the moment before his battle with Goliath. Michelangelo captures both physical perfection and

intense psychological focus, emphasizing David’s poised strength and human vulnerability. The

figure’s detailed anatomy, lifelike expression, and confident stance exemplify the ideals of

Renaissance art, celebrating beauty, intellect, and human potential.

 

 

I chose David because it represents the height of human creativity and the power of

artistic expression. Unlike many sculptures that simply display strength or victory,

Michelangelo’s David embodies the quiet courage that comes before action. It reminds me that

true greatness often lies in preparation, confidence, and faith in one’s abilities. This piece

resonates with me personally because it shows that even something as cold and rigid as marble

can be transformed into a living image of determination and grace through skill and vision.

 

 

I would use David to teach a lesson in high school art history or humanities class about

the values of the Renaissance (humanism, beauty, and intellect). Students could analyze how

Michelangelo used anatomy and proportion to express both physical and moral strength. The

lesson could also connect to broader themes, such as the relationship between art and society or

the idea of facing challenges with courage. By studying David, students would not only learn

about art techniques but also explore how creativity reflects the human spirit across time.

 

31

 

Diarra Danville

The scream’ is in the genre of modern art that is an example of expressionism. This painting was created by the artist Edward Munch. Moreover, the best way to describe this peace is the utilization of dark and a sight mixture of warm toned colors and the main idea is to evoke distortion and subjective emotion. the style of this piece is expressionism which was Munch’s personal choice of art when designing his pieces. key characteristics that are used in The Scream is symbolic images, oddly landscapes and figures. The main theme is anxiety, melancholy/existential dread and realism 

Secondly, my reason behind choosing this piece is because I remember before college one of my art classes I believe in maybe middle school my teacher displayed numerous art pieces for the class and had the students participate in calling out what each piece meant to us, why did we interpret that way and why do we think the artist used certain colors, settings an landscapes for their piece. Moreover, that class I previously took truly was a brain teaser for me and it made me fathom why artists that are no longer here utilize certain shapes and figures in their work, I found it incredibly fascinating considering that art and more particularly expressionism is subjective yet empathetic, because it becomes a brain teaser in trying to understand the artist’s feelings and what are they trying to elude to their audience. This is significant to me because as someone who isn’t good at painting, drawing or any type of kinesthetic work pertaining to the arts; I do appreciate the beauty behind it and that specific lesson plan from middle school fostered my curiosity and impressiveness in expressionism art. Lastly, to me expressionism art is synonymous to the idiomatic expressionism “ a picture holds a thousand words” 

To conclude, if I were to teach a lesson I would do it for a gym/ health class that is solely for high school students. In modern times and especially in previous generations mental health is often overlooked and not taken into consideration. Hence why expressionism and surrealism is one of my favorite genres in art because in my opinion I think artists for example Munch used pieces like ‘The scream’ to express themselves in the best way possible, considering resources and support systems may be scarce. But I would use expressionism periodically in my class as a mental check-in for students and to ensure that they feel seen and important/