Apr 28 / Final Paper on the Arts
A Personal and Pedagogical Look at Taylor Swift’s “peace”
This song means so much to me because of how it carried me through the pandemic and has seen me in almost every season of life since. I remember hearing “peace” for the first time over the summer of 2020. I had just left my sleep away camp where no electronics are permitted.I hadn’t spoken to my family in over a month or read the news/pop culture since June. All of a sudden, I saw that Taylor Swift released a surprise album called Folklore just a few days before.
Being able to teach students about “peace” in an academic setting would bring me so much joy. Because of the depth to Swift’s lyricism and the complexity of the song both in sound and in topic, I would choose to develop a lesson for 11th graders. I think it would be really cathartic for me to introduce this song to students that are the same age I was when I first heard“peace.” The lesson would take place over the course of one class period in an English or creative writing classroom in which we would explore vulnerability and emotional honesty through the analysis of “peace.” The objectives would include analyzing the themes, tone, and literary devices in the song, reflecting on emotional expression in contemporary music, and creating a personal writing piece (poem, short story, or vignette) inspired by the song’s theme.
The 5-minute warm-up would be a quick writing prompt along the lines of “Have you ever felt like you weren't enough for someone, or that your love came with conditions? Describe that feeling, even if you've only seen it in movies or books.” From this introduction to the class theme,I would play “peace” by Taylor Swift once and ask students to just listen without immediately analyzing the song. I would then distribute the printed lyrics to each student and read through them. As a class or in small groups, I’d ask the students to annotate the text for the tone, imagery,metaphors, themes, and word choices that stood out to them.
I hope to one day be able to teach this lesson or something similar that explores emotional intimacy and relationship difficulties with my students. I loved creative writing as a high-school student and remember having activities that involved song analysis and so I’d love to be able to present something related to the topic. When I become a teacher, my students will know “peace” by Taylor Swift and how much it means to me.
Jazz, Dance, and Letting Go
If I were to use La La Land to teach a lesson, it would be revolved around the theme of creative risk-taking and the complexity that comes with decision making while chasing a dream. I would tell students to watch the film, and report back with different audio and visual elements that capture both their success and struggles. I would then bring it all together by asking the students what their dreams and aspirations are and to tell them to consider the sacrifices that might come with it. If a few students were looking for extra credit, I would even encourage them to write or perform short acts from the movie, really trying to capture the lives of Mia and Sebastian, so that they could experience what the two went through. Overall, I believe this movie is a pure masterpiece and greatly enjoy it every time I turn it on. I think that this teaching method would not only deepen their understanding of the film and its beauty, but also encourage personal reflection and creative storytelling.
I chose All Too Well: The Short Film because of its ability to capture complex emotions.The storytelling is both intimate and universal, resonating with anyone who has experienced love, heartbreak, or nostalgia. I personally am going through a painful heartbreak of my own and the short film is extremely relatable. The attention to detail- the symbolic red scarf, the shifting dynamics in body language, the silence between conversations- makes the film feel incredibly real. From the softness of the candlelit dinner to the harsh coldness of the breakup scene enhances, the texture of the film enhances the emotional depth. The film reminds me of how memories shape our identities even if they are painful and traumatic. Memories linger through out one's lifetime and impact people everyday. Its significance lies in how it validates emotions,showing that pain and love coexist in the same place, which makes it a truly immersive experience.
If I were to use All Too Well: The Short Film to teach a lesson, I would focus on the power of visual storytelling in conveying emotion. Students could analyze how lighting shifts from warm to cold to reflect the characters’ changing emotions, how silence can be just as powerful as dialogue, and how cinematography enhances narrative depth. They could explore the symbolism of color- red representing love, passion, and loss- and discuss how music can amplify a story’s emotional impact. One of the most emotionally resonant scenes occurs during the dinner party where the female character is subtly dismissed and talked over. The camera lingers on her expression, capturing her silent discomfort and emotional isolation, even though she is surrounded by other people. This emphasizes how emotional pain often exists beneath the surface and shows how nonverbal cues can be more powerful than spoken words. Additionally,the film serves as a lesson in perspective, showing how two people in a relationship can remember the same events differently. This lesson would encourage students to think critically about how art reflects personal experiences, making it a powerful study of memory, emotion, and reactive storytelling. All Too Well: The Short Film is not just a visual representation of a song; it is a deeply moving exploration of love, loss, and echoes of memory.
I picked "Game Called Because of Rain" because, as someone who plays baseball, I really connect with the feelings shown in the artwork. In baseball, there are times when the game is completely at the mercy of things we can't control, like the weather. The players in the painting, anxiously waiting for the umpire to decide if the game will go on or be stopped, remind me of moments when I've found myself in the same boat—nervously anticipating a call that could change the fate of a game or even the whole season. I've experienced rain delays firsthand, looking up at the sky, unsure if we’d get to play or if all our efforts would be washed away. The tension on the players' faces in the painting reflects how I’ve felt during those uncertain times,where the game's future hangs in the balance. It also brings back memories of the bond with myteammates, all of us holding our breath together as we wait for the umpire’s verdict, hoping for achance to finish what we started. Norman Rockwell captures this moment so well, making it resonate with anyone who has played the game. For me, this painting is more than just a scene from a baseball game; it’s a portrayal of the emotional ups and downs that come with being a player, where outside factors like weather can change everything.
This painting can be a versatile tool for teaching key concepts in both the humanities and science. In a social studies or history class, it could kick off a conversation about making decisions in uncertain situations. Just like an umpire, leaders in history have often faced tough choices under pressure, with limited information and potential consequences for many. This artwork can encourage students to think about how historical figures, from politicians to military commanders, navigated difficult decisions without knowing how various factors would unfold. For example, they could explore decision-making during pivotal historical events, such as wars or significant policy shifts. In a science class, the painting can illustrate how scientists make predictions based on incomplete or uncertain information. Similar to how an umpire decides whether to keep the game going without knowing if the rain will let up, scientists often draw conclusions from the best evidence available, even when conditions aren’t perfect. This link can help explain the importance of probability and risk assessment in scientific research. Overall, the painting acts as a visual metaphor for decision-making in uncertain times, highlighting how predictions and choices are made in both personal and scientific realms, with insights on making careful decisions even when the outcomes are unclear.
Yoshitomo Nara’s art has always stood out to me. His style is simple at first, but the feelings behind it are powerful. One of his paintings, “Knife Behind Back,” really stuck with me. It says a lot without using any words.
“Knife Behind Back” is a painting of a little girl. She looks cute and calm, but she’s holding a knife behind her back. Her face doesn’t show much emotion, but there’s something about her eyes that feels serious. The background is plain, which makes you focus on her. The painting is simple, but the message feels deep. It makes you wonder what she’s thinking or feeling and why she’s hiding the knife.
I picked this piece because I relate to it. Sometimes I feel like I have to hide how I really feel—whether I’m upset, frustrated, or even just standing up for myself. The girl in the painting looks sweet, but she also seems like she’s protecting herself. That mix of quiet and strength reminds me of myself and people I know. It shows that just because someone looks small or soft doesn’t mean they aren’t strong inside.
I would use this painting in a middle school art or English class. I’d start by showing the painting and asking students what they think is going on. Then I’d have them write a short story or a journal entry from the girl’s point of view. This would help them think about emotions, body language, and how art can tell a story. We’d also talk about how people sometimes hide how they really feel and how art can help us express that.
Yoshitomo Nara’s “Knife Behind Back” is more than just a painting of a girl. It’s about what we keep inside and how we show (or hide) our emotions. It’s simple, honest, and powerful and that’s why it matters to me.
Nicholas Gioino
The piece of art that I am describing is a musical song. The song is called Easy Lover by Phil Collins. I am not really referring to the song as a whole but particularly the live concert. The live concert was a beautiful blend of all three artists on the track singing and dancing all in sync just as good and impressive as the radio version of the song. They took turns singing their parts then all joined as one to create one of my favorite songs of the present day. Aside from this, the guitarist performed with them and played great. He had one of the best guitar solos of a live concert in my opinion. The song describes a girl who traps guys in with her mesmerizing looks and personality only to leave them heartbroken and sad.
I really just enjoy the song as a whole. It's extremely catchy and has a great rhythm and tune. The voices of all the singers are amazing and extremely clear and work in perfect harmony. Aside from this, I am sure almost everybody both men and women have had heart breaks where you get swept in by another person and eventually you end up talking to that person and are left with a feeling of sadness. Phil Collins and the other singers on the track do a great job at making a song with more of a sad meaning, extremely upbeat and high paces.
If I was teaching students to create a lesson I would do so, first off, by playing the song for the group. I would then explain the song to them and elaborate on the meaning of what they are saying depending on their age level. If they are more mature and maybe have been through a form of heartbreak I would explain to them that it will pass and in the end it may be a good thing. If they are younger I will just play the song for them and let them enjoy the rhythm and the beat while enjoying the sounds. I will then ask them how the song makes them feel and what the song makes them feel.
The art piece I’ve chosen to write about is the movie “It’s a Wonderful Life.” This movie directed by Frank Capra came out in 1946, it was originally a black and white film. The film’s message is that everyone’s life has value and touches others in ways they may not see. The story is filmed in a small town called Bedford Falls following the life of George Bailey. George Bailey was a selfless man who gave up a lot of his own dreams to help others. He ran a building and loan business, but faced a big challenge of financial troubles. When he had these challenges he faced depression and the thought of his life being better dead.
I’ve chosen this particular piece of art because I consider myself a deeply empathetic person. I also genuinely enjoy being around people who demonstrate kindness, and I always try to be kind to others. It brings me joy to brighten someone's day, and I notice that my own mood improves when others show me kindness as well. I feel in life sometimes we get so caught up in unimportant things and don’t treat people with kindness. I live by the words “you don’t know what someone is going through.”
With this movie I’ve chosen, I believe it can make a great lesson for any grade level. My objectives for the lesson would be that students understand how important kindness matters. First, I would discuss the movie and specific actions from George Bailey. I would even show some scenes from the movie. The next step to my lesson would be to make the students write down a time when someone either helped them or they helped someone. It can be something so small. I’d ask them to share and discuss. Then I’d discuss how their small act of kindness can make a big impact on the person and even the community. I would talk about how kindness can cause a ripple effect. Another assignment I can have them do is make kindness wings, where each feather represents an act of kindness they’ve done, and we can hang them up. This will give them inspiration and want them to understand their positive effect on the world. It will remind them how important it is to be kind.
I believe everyone should watch this film and they would gain a valuable life lesson: that every life has a purpose. I think it can inspire people to show that they’re important even if they don’t see it, value your relationships, kindness can go a long way, and appreciate your life. Choosing this piece of art would make a great lesson plan that students can live by and overall make the world a better place.
Zachary Stark
The Kiss is a big, square painting by Gustav Klimt, made between 1907 and 1908. It's about 6 feet by 6 feet, covered in oil paint and shiny gold, silver, and platinum that catch the light. You can see the real one in a museum in Vienna, but I've got a copy hanging on my staircase right there as I head upstairs. It shows two people hugging tight, kneeling on a patch of flowers. The guy wears a robe with gold and black blocks, leaning in to kiss the girl's cheek. She is wearing a dress with colorful circles and twisty lines, her head tilted and eyes shut, like she's lost in the moment. An immense golden glow wraps around them, making them look like they're part of the same warm bubble. The way Klimt painted it—with little details like a puzzle and that sparkly gold—makes it feel special, almost magical. Trying to write about it is tough, though. It's so pretty and full of feeling that words don't seem big enough, but I want to get it right because it's more than just a picture.
I picked The Kiss because it’s part of my everyday life, right there on my staircase, and it’s changed how I think about love and having someone by my side. Every time I walk up those steps, I see those two holding each other, and it hits me differently depending on the day. When I was younger, I thought love was all noise—yelling, big fights, or huge romantic stuff. But this painting showed me that it can be quiet, too. The way they’re so close and calm reminds me of my partner—maybe it’s just sitting together after a long day, no need to talk, or a quick touch that says everything’s okay. That gold around them? It’s like the little moments that shine, even when life’s messy. Some days, I’m dragging myself upstairs, worn out, and seeing them hugging makes me feel less alone—like love can hold you up. Other days, I’m happy, and it’s like they’re cheering me on. Having it there has made me see a partner as more than just a person—someone who makes life feel warmer and steadier. It’s turned my staircase into something more than steps; it’s a spot that reminds me what matters.
If I were teaching with The Kiss, I'd use it to help students think about what love and connection mean to them, letting them find their own stories. It's not about knowing all the history—sure, it's cool that Austria repurchased it in 1908, but that's not the point. I'd ask simple questions: What do you think the gold means—something fancy or a cozy feeling? Does their hug make you think of someone—a friend, family, or yourself? Seeing it on my way upstairs daily makes it real, not just some old painting. I'd tell folks to write about it—maybe a time someone made them feel safe or what they'd say to those two in the picture. It wouldn't be about perfecting every detail but feeling something. I've struggled writing this, trying to keep it easy but accurate. Teaching would be the same; I'm just helping people see what's already in their hearts. The Kiss is not just a museum piece; it's alive on my wall, showing that love's a big deal in little ways, and talking about it can open doors for anyone.
9
The Song That Brings Me Home
Tyler Brokenshire
Art sticks with us, not just because it’s beautiful or impressive, but because it connects to something personal. For me, that piece is Bohemian Rhapsody by Queen. It’s one of the most unique songs ever made, blending slow piano, dramatic opera, and hard rock all into one unforgettable experience. There’s no chorus and no real structure like most pop songs, and yet it all works perfectly. Freddie Mercury’s voice is powerful and emotional, and the band’s creativity stands out. Every time I hear it, I’m amazed by how many layers the song has. It feels like you’re going on a journey from calm and reflective to wild and energetic, all in just a few minutes.
I picked this song because it’s been part of my life for as long as I can remember. My parents are huge Queen fans, and Bohemian Rhapsody always played in the car or around the house. I didn’t always understand what the lyrics meant, but I loved the way it sounded. As I got older, I started to appreciate the emotion behind the words and the talent it took to create something so original. Over time, the song became more than just music to me. It became a memory, a feeling, and a way to connect to my family. Whenever I hear it now, I think of road trips, family dinners, and moments of just singing along with no care in the world. It’s comforting and it reminds me of home every time.
If I were to turn this song into a lesson, I’d use it with middle schoolers, probably in 7thor 8th grade, in either a music or language arts class. I would start by playing the song and asking students what emotions or stories they hear in it. Then we’d break down the song into its different parts and discuss how the tone and mood change throughout. We’d also look at how the music and lyrics work together to tell a story, even if that story is open to interpretation. After that, I would have them write their own short story or poem that shifts in tone or mood the way the song does. Maybe it starts calmly and gets intense, or starts dramatically and ends peacefully. It would be a fun and creative way to explore expression, storytelling, and how art can reflect different emotions in one piece.
Bohemian Rhapsody isn’t just a classic rock song. It’s something that means a lot to me personally and shows how powerful music can be. It brings people together, sparks creativity, and leaves a lasting impression. For me, it’s more than just a song. It’s a memory, a feeling, and a reminder of the most important people and moments.
10
A Very Powerful and Inspiring Musical
Julia Gomez
Imagine sitting in a lovely theater with cushioned seats of red velvet galore. You look around you and it is a full house. Not one seat is empty. As you wait for the show to begin, you look at what is on the stage. Covering from the top to the bottom is a large-scale map of Oz. Each area is labeled, but it is hard to avoid looking at the center. That is where the Emerald City lies with a large green castle glittering. A green light appears to be shining out of it. This is how you know you are watching one of the greatest musicals of all time: Wicked.
Wicked is a musical that acts as a parallel universe prequel to the well known story of the Wizard of Oz. It gives a possible backstory to why the Wicked Witch of the West is perceived as evil and how certain characters from the Wizard of Oz, like the Tin Man and Scarecrow came to be. Act One begins following the ending of the Wizard of Oz, with the Wicked Witch of the West’s death being celebrated by the Munchkins and Glinda the Good Witch joins the celebration. After someone exposes that Glinda knew the Witch, we begin to see what happened years before the plot of the Wizard of Oz. To summarize, Glinda and Elphaba (the Wicked Witch of the West) ended up being roommates in wizarding school. At first they hated each other, but they eventually became friends. It becomes exposed how animals used to rule Oz, but now the humans are caging them saying that they are “beasts” due to the propaganda that the Wizard of Oz is saying. Elphaba cannot stand with the cruelty that the animals are facing so the principle of the school makes her seem like Elphaba is the villain, leading her to be known as the Wicked Witch of the West. Act Two happens around the same time as the plot of the Wizard of Oz. It is revealed in the end that Elphaba fakes the death we see in the Wizard of Oz and has a happily ever after with her lover.
This piece is quite special to anyone who loves theater because of its themes, representation, and music. Wicked discusses themes of racial discrimination, politics, animal abuse, female friendships, good v. evil and more. Moreover, it has disability representation by having a character, Elphaba’s sister Nessarose, who is in a wheelchair. The music in this musical is quite special. The compositions and lyrics by Stephen Schwartz make you feel exactly what the characters are feeling. For example in the song “Defying Gravity”, which happens in the climax when Elphaba decides to stand her ground and not work for the Wizard of Oz to abuse the animals with magic, you slowly feel the buildup of Elphaba gaining her power and confidence. It is always the song that has everyone crying and rooting for Elphaba. This moment truly establishes Elphaba as a strong and independent female character. This musical is very enlightening on how corrupt regimes will paint certain people as the “villain” when they stand todo the right thing. When I saw this musical for the first time I was blown away by its themes,
commentary, and characters. All of those elements and more lead to this musical being very powerful and inspiring.
Given Wicked’s excellent story telling, I would use this musical for an English Literature class for high schoolers. There are a lot of literary devices in the script, from symbolism to foreshadowing. Reading and watching the musical would be a good way for students to learn about these elements. Moreover, with the musical having such important themes regarding politics and good versus evil, I would have students do their research on other literary works that have similar topics or plots. This can educate students on more works of literature and help them identify elements of corruption, racism, feminism, etc., making them more well-rounded individuals.
In conclusion, musicals and plays can be incredible tools in classrooms to learn about society, literature, and storytelling and Wicked is one of the best for this. The fact that the plot still stands to this day over 20 years after its premiere proves how timeless, relevant, and important it is to share this story with new generations. As a teacher, I would make sure to do so and have Wicked be incorporated in the classroom not just for artistic classes.
11
Gianluca Mejia
For my art piece, I decided to write about a movie/musical that I believe really tugs on the heart’s strings. The Greatest Showman, starring Hugh Jackman, brings all the best elements a story could have and combines it with some amazing songs, societal themes, and stunts. Everytime I watch this movie I get very emotional because of how real the story feels. I also enjoy that it is a family friendly film, and reaches any kind of audience from children to adults. The performances given by Zendaya, Zach Efron, Hugh Jackman, and everyone else in the cast creates a film that leaves you thinking about it after.
I believe that this piece is like no other for several reasons. As mentioned, the performances given in every scene, whether a choreographed song or emotional moment, all stand out to the viewer. It takes place in the gilded age, around the late 1800s and beginning of the 20th century.A poor boy who falls in love with a rich girl vows to spend the rest of his life with her, and his dreams come true when he is old enough to propose. The father obviously objects, but money does not compare to the love the two characters have for each other and the family they build. After getting laid off from his job, P.T. Barnum (Hugh Jackman), creates a circus for “freaks”. This is where the societal implications for the time come in. People who were a different race than white, or had birth defects and deformities, were outsiders to society. Rather than seeing them this way, he saw them for their gifts and talents, which he wanted to share with the world. Although there is a lot of controversy with the public, the show eventually becomes a hit and he becomes very successful.
This story taught me several different lessons. It taught me to believe in even when the world is
against me or my purpose. It also showed me that everyone is special in their own way, whether they see it or not. Even if they don't see it, maybe someone out there in the world will, and they will bring out the best of them. Lastly, it taught me the importance of family, and how everyone deserves to be loved no matter who they are or what they look like. There are so many more themes that could be looked into about this movie as well such as social status. If I were to teach this in a class, I would pick a more mature audience than children, so middle school ages students. I would center the lesson around history, because it can be tied to societal factors from the Gilded Age and compare it to how the world is today. I would include themes of inclusion, and compare the time periods. After learning the lesson, their assessment could be answering a series of questions throughout the movie relating to the lesson, and picking out the moments when they see the different implications of our society today and society during the Gilded age.
I thoroughly enjoy everything about this movie, and I believe that it can impact several people who are more ignorant to society today and discriminate against people with disabilities, different races, and more. I hope to see the show make it to Broadway one day and share the story on stage again.
12
The Power of Connection: Gustav Klimt’s The Kiss
Harrison Zas
Art has the power to evoke emotion, provoke thought, and connect us to something greater than ourselves. One piece that continues to inspire me is The Kiss by Gustav Klimt, painted in 1907–1908 during his “Golden Phase.” This iconic oil-on-canvas masterpiece features a couple locked in an intimate embrace, wrapped in elaborate golden robes that shimmer with Byzantine and Art Nouveau influences. The figures are set against a flat gold background, creating a sense of timelessness and spiritual transcendence. With the woman’s eyes gently closed and the man bending to kiss her cheek, the image radiates passion, and the sacredness of love.
This piece holds special meaning to me because I had the privilege of seeing it in person while I was studying abroad in Prague and visiting Vienna for the weekend. Standing in front of it at the Belvedere Museum, I was struck by its presence and emotional impact. There’s something incredibly moving about the way the figures seem to dissolve into one another, their individual identities blurred by the golden patterns surrounding them. It reminds me of the way love can be a sanctuary from the world. The use of gold evokes both wealth and warmth, but it’s the quiet, peaceful connection between the figures that leaves the strongest impression. In a world that often feels chaotic, The Kiss offers a visual expression of harmony and trust that deeply resonates with me.
If I were to incorporate The Kiss into a K-12 lesson, I would use it in a middle school Language Arts classroom during a unit on symbolism and metaphor. After observing the painting, students would be asked to describe what they see and how the elements of the painting (color, shapes, position of the figures) convey abstract ideas like love, unity, or vulnerability. Then, students could write their own poems or short stories inspired by the artwork, using symbolic language to express emotions or relationships. This activity would not only enhance visual literacy but also encourage creative thinking and emotional expression through writing. In conclusion, Gustav Klimt’s The Kiss is more than a beautiful painting; it’s a powerful exploration of human connection. Its symbolism and emotional depth make it a timeless piece, rich with opportunities for reflection and learning. By bringing it into the classroom, students can experience the transformative power of art and discover new ways to express their own inner worlds.
13
The Power Behind the Wave
Ava Shah
There have been very few works of art that have captivated me like The Great Wave off Kanagawa by Japanese artist Katsushika Hokusai did. This painting was made. on woodblock in the early 1830s, showing a massive, almost menacing wave towering above three boats lost in the ocean. In the background, the infamous Mount Fuji remains stagnant and steady despite the chaos. The wave is painted with dramatic, curling lines that almost look like claws, creating a sense of tension between man and nature. Even though the painting is over a century old, the piece still feels modern with its bold composition and contrast between nature’s power and human vulnerability.
I chose The Great Wave because, to me, it represents the overwhelming forces we sometimes face in life and the calm we strive to find within it. The wave can be seen as a symbol of anxiety, challenges, or unexpected obstacles. The boats below are small but resilient, much like how we all try to stay steady when things get difficult. I remember first seeing this piece in a high school art class and being drawn not just to its beauty, but to the emotion it stirred. It made me feel seen in a way I didn’t expect—a reminder that chaos is temporary, and calm can always be found, even in the distance.
If I were to use The Great Wave in a K–12 classroom, I would design a cross-curricular lesson that combines art and science. Students would first learn about Hokusai and traditional Japanese printmaking techniques, then analyze how the piece shows movement and emotion through visual elements. In science class, the same students could study ocean waves, tsunamis, and natural disasters, comparing the painting’s dramatic interpretation with real-world data. This would help them explore the intersection of creativity and observation, learning how artists and scientists both use visuals to communicate powerful ideas. Through this lesson, students could see how one piece of art can open the door to emotional understanding, cultural history, and scientific discovery.
The Dome of the Rock in Jerusalem is arguably one of the greatest pieces of Islamic architecture in history. While this shrine is very unique, some of its architectural and decorative aspects are heavily influenced by Byzantine Christian tradition. Completed in 691–692 CE under the Umayyad Caliph Abd al-Malik, this masterpiece of early Islamic art and architecture is set on an octagonal base and crowned with a striking golden dome; blending Byzantine architectural elements with Islamic aesthetic principles. The interior features intricate mosaics of vegetal patterns, geometric designs, and Arabic calligraphy—crafted from glass and gold tesserae—while avoiding human or animal figures in accordance with Islamic tradition. At its center lies the sacred Foundation Stone, revered in both Islamic and Jewish faiths. As a religious and political symbol, the Dome of the Rock stands as a powerful testament to the spiritual significance of Jerusalem and the artistic achievements of the Islamic Golden Age.
I chose this art piece because it causes me to think back to the time period, imagine how the design of the art was influenced by the time period. For example, the symmetrical central-plan, four entrances (or "arms of equal length"), and the way in which the arches were formed right above the drum of the dome. After studying this piece of architecture, I believe that the golden, wooden dome was a new aesthetic for two reasons. The first reason is that the Romans used concrete as a way to create their domes, and I'm sure many others followed that way of construction, however, the Dome is made out of wood, which continues to show the advancement of building techniques, etc. The second reason that demonstrates a new aesthetic is the gold painted on the outside of the dome. I say this because, looking back at earlier architecture, the outsides of the temples, etc. are usually monotone; with the gold on the outside of the shrine, it draws more attention to its importance, etc.
A lesson based on the Dome of the Rock can be a powerful interdisciplinary experience for K–12 students, connecting art, history, religion, and cultural understanding. For younger students, such as those in elementary school, the lesson can focus on visual exploration—introducing the concept of domes and sacred buildings, showing images of the Dome of the Rock, and allowing students to create their own “peace domes” using colors, patterns, and symbols that represent values important to them. In middle school, the lesson can expand to include a historical and architectural focus, discussing the religious significance of the site and comparing it to other places of worship. Students can explore the Dome's use of symmetry, geometric patterns, and calligraphy, and respond to prompts like, “What would your own sacred space look like?” At the high school level, the lesson can include deeper analysis of the cultural, political, and artistic context of the 7th century, with students examining the Dome as a symbol of Islamic identity and empire. Through discussion, critique, and creative projects, they can explore how art reflects belief systems and societal values. Cross-curricular links to geography, math, and language arts can enrich the experience—mapping pilgrimage sites,studying tessellation and geometry, or writing reflections on sacred spaces. Assessment can be based on participation, a creative design project, and written reflections, making the Dome of the Rock a versatile and meaningful centerpiece for education.
I picked the art piece, “Baseball in November, 2009” by Charles Cushing. The art piece is a delicate history for baseball. It shows Citizens Bank Park in Philadelphia, Pennsylvania during the 2009 World Series versus the Yankees. It illustrates the pride of the Philly faithful. Baseball is the most beautiful sport and it shows in situations like this. The Phillies were playing the Yankees in Game 5 of the World Series. Down 3-1 in the series, the Phillies needed a win or else their season would be over and the Yankees would have won the world series in Philadelphia. Cliff Lee threw the game of his life and the Phillies ended up squeezing out the win to send it back to New York for games six and seven. The painting is beautiful with beautiful colors,scenery, and hidden imagery such as all of the Phillies starting pitchers for that World Series run has their jersey depicted by a fan in the crowd. The packed out stadium helps give the audience of the painting a sense of being there. Imagining how loud the stadium was and how isolating itfelt for the Yankees to hear those deafening roars as things went against them.
I picked this art piece because as someone who plays baseball this is a situation I have dreamed about being a part of since I was five years old playing tee ball. This is important to me also because every baseball fan that is not a Yankees fan hates the yankees. This is similar for every sport because every fan hates the team that wins and the Yankees just so happen to win the most out of any other MLB team. The Phillies were coming off of a World Series win the year before and were looking to stop the best team in baseball from winning their 27th World Series.As a baseball player, I like to imagine myself in situations like that and how I would handle it. The amounts of stress that the Phillies went through going into that game are immaculate. The one thing that a team never wants to do is lose the world series in front of their home crowd as that is something that can obviously end your season but carry over into the next season and hold the team down. I remember sitting in front of my TV at four years old watching this world series and making fun of my mom, who is a Yankees fan. This game is a very clear memory for me and one of my first memories of watching baseball. I am a left handed pitcher and so is Cliff Lee. Watching Cliff throw one of the best games of his career in the biggest game of his career was something that showed me that I too could be in his situation if I worked as hard as I can. A little bit of hope and dedication can take someone a long way and that is something that my four year old self would be very proud of if he was able to see me now. Cliff battled through adversity and still dominated which is a trait that I still have as I am playing baseball now.
This art piece could be a pivotal moment in any K-5th physical education segment. Not only should playing baseball be a point in all elementary school physical education classes. But learning about the history of baseball as it is America’s Pastime. This World Series should be shown to the children in a documentary aspect. It will show them how perseverance and dedication can carry them through anything they face in life. There will be tough choices and challenges in life that will be unfamiliar to us, but will you make the right decision to continue fighting through pain and adversity to win or will you fold and allow yourself to lose. Winning is everything in life, no matter if it is through a sport or working a job. Teaching young children the importance of having a strong winning mindset will help them realize who they want to be as a person. Being a winner and hard worker is something that is established as a kid and goes on for the rest of your life, learning how to do that later in life puts you at a disadvantage against your competition. This painting reflects an entire year of hard work, 162+ games surrounded by physical and mental toughness. The beauty of the painting allows for artistic children to envision the true beauty of America’s Pastime, Baseball.
Serena Tate
Art can be a powerful way to express emotions and tell stories that many people can relate to. One piece of art that stands out to me is the song "Nights Like This" by The Kid LAROI. This song captures the feeling of heartbreak and loneliness in a way that feels honest and raw, which is why it left such a strong impression on me.
"Nights Like This" is a slow, emotional song with soft beats and heartfelt vocals. In the song, The Kid LAROI talks about missing someone and feeling alone during late nights. The lyrics are filled with pain and regret, and the mood of the song is quiet and reflective. His voice sounds tired and emotional, which adds to the sadness of the message. The simple beat and soft melody make the listener focus on the words and the feelings behind them.
This song has special meaning to me because it helped me feel understood during times when I was going through emotional struggles. Sometimes, it’s hard to explain how you feel, but this song seemed to say exactly what I was thinking. It reminded me that it’s okay to feel hurt or miss people, and that others go through the same thing. It became a comfort for me during tough times, and I still listen to it when I need to sort through my emotions.
If I were to use "Nights Like This" in a high school English class, I would create a lesson on emotional expression through music. Students could analyze the lyrics, find examples of tone and mood, and talk about how the song makes them feel. Then, they could write their own short poems or song lyrics based on an emotion they’ve experienced. This would help students connect literature to their real lives while also practicing creative writing and emotional reflection.
Overall, "Nights Like This" is more than just a song—it’s a piece of emotional storytelling that many people can relate to. It shows how music can be both personal and powerful, and it would be a great tool to help students express themselves and understand others on a deeper level.
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