ART APPRECIATION, 2nd Edition

Lesson 2: What is Art?

In This Lesson

 Articulate the definitions of art;

 Identify and differentiate the various views on art;
 Recognize the values of art; and
 Distinguish the different types of art forms.

René Magritte, The Treachery of Images (1928-1929)

Defining Art

The ancient Greeks claim that art is an imitation of reality. It is imitative or

representational: it copies something in the real world, but in the 19th century, photography
took over that role, and in the 20th century, the notion that art was representation was
overturned by modern art. While art meant skill in its initial stage, conceptual artists raised art as
a technique. So, what's art, then? Does it have to be beautiful? Original? Expressive? Uplifting?

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Intellectual? This is how the question "what is art" was answered by 25 artists, art critics, and
writers.
 “Art is the creative doing or making of things that display beauty, truth, form, or unusual
expression." ― Merriam-Webster Dictionary
 “The arts are not just a nice thing to have or to do if there is free time or if one can
afford it. Rather, paintings and poetry, music and fashion, design and dialogue, they all
define who we are as a people and provide an account of our history for the next
generation.” ― Michelle Obama
 “Art is the elimination of the unnecessary.” ― Pablo Picasso
 “Art is a selective re-creation of reality according to an artist’s metaphysical value
judgments.” ― Ayn Rand
 “Art is the concrete representation of our most subtle feelings.” ― Agnes Martin
 “Art evokes the mystery without which the world would not exist.” ― Rene Magritte
 “Art is a way of recognizing oneself.” ― Louise Bourgeois
 “Art is a discovery and development of elementary principles of nature into beautiful
forms suitable for human use.” ― Frank Lloyd Wright
 “Art is a human activity consisting in this, that one man consciously, by means of certain
external signs, hands on to others feelings he has lived through, and that others are
infected by these feelings and also experience them.” ― Leo Tolstoy
 “Art, in itself, is an attempt to bring order out of chaos.” ― Stephen Sondheim
 “Art is the only way to run away without leaving home.” ― Twyla Tharp
 “Art enables us to find ourselves and lose ourselves at the same time.” ― Thomas
Merton
 “Art is not what you see, but what you make others see.” ― Edgar Degas
 “Art is not in the ... eye of the beholder. It's in the soul of the artist.” ― Seth Godin
 “All art is propaganda. It is universally and inescapably propaganda; sometimes
unconsciously, but often deliberately, propaganda.” ― Upton Sinclair
 “It is through art, and through art only, that we can realize our perfection.” ― Oscar
Wilde
 “...art must carry man's craving for the ideal, must be an expression of his reaching out
towards it; that art must give man hope and faith. And the more hopeless the world in
the artist's version, the more clearly perhaps must we see the ideal that stands in
opposition - otherwise life becomes impossible! Art symbolizes the meaning of our
existence.” ― Andrei Tarkovsky
 “Art begins . . . when someone interprets, when someone sees the world through his
own eyes. Art happens when what is seen becomes mixed with the inside of the person
who is seeing it.” ― Chaim Potok
 “Art helps us identify with one another and expands our notion of we – from the local
to the global.” – Olafur Eliasson
 “Art is science made clear.” ― Jean Cocteau
 “Art wasn’t supposed to look nice; it was supposed to make you feel something.” ―
Rainbow Rowell
 “Art is the proper task of life.” ― Friedrich Nietzsche
 “Art is to console those who are broken by life.” ― Vincent van Gogh
 “If you could say it in words, there would be no reason to paint.” ― Edward Hopper
 “Well, art is art, isn't it? Still, on the other hand, water is water! And east is east and
west is west and if you take cranberries and stew them like applesauce, they taste much
more like prunes than rhubarb does. Now, uh... now you tell me what you know.” ―
Groucho Marx

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Name _______________________________________________________ Score _____________

Subject and Section ____________________________________________ Date _____________

Activity: My Definition of Art

Jan van Eyck, The Arnolfini Portrait (1434)

Directions: There’s no universally accepted definition of art. Anything can be art. So,
what is “art” to you? How do you know if something is an “art”? Fill in the box below and share
your definition of art.

My Definition of Art in One Sentence:

Rubric
3 – Full Accomplishment – The student created their definitions of art in a sentence in a clear
and consistent manner.
2 – Substantial Accomplishment – The student created their definitions of art in a sentence
and did so in a somewhat consistent manner.

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1 – Little Accomplishment – The student had difficulty creating their definitions of art in a
sentence consistently.
0 – No Accomplishment – The student made no attempt to do the activity.

Name _______________________________________________________ Score _____________

Subject and Section ____________________________________________ Date _____________

Activity: Art Theme Chart

Directions: The theme is the message or the meaning the author is making about a
subject or a topic. Choose three quotes of artists or critics about art found in this lesson and then
write your chosen comments in the comment box of the chart. In the theme box, write down the
ideas or meanings that the comments suggest to you. Be prepared to explain your ideas to the
class.

Comment Theme

Rubric
3 – Full Accomplishment – The student explained the themes of the art comments in a clear
and consistent manner.
2 – Substantial Accomplishment – The student explained the themes of the art comments and
did so in a somewhat consistent manner.
1 – Little Accomplishment – The student had difficulty explaining the themes of the art
comments consistently.

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0 – No Accomplishment – The student made no attempt to do the activity.

Name _______________________________________________________ Score _____________

Subject and Section ____________________________________________ Date _____________

Activity: Aesthetic Appreciation Video Evaluation Chart

Directions: Watch the video “Aesthetic Appreciation” from Crash Course Philosophy
hosted by Hank Green during your free time. Use this link https://www.youtube.com/watch?
time_continue=448&v=NZ5duzln2wI&feature=emb_title and then, read the instructions below
carefully and answer the following questions cogently.

I. Reaction (Check the blank below)

____Very Favorable
____ Favorable
____Unfavorable
____Uncertain

II. Your response to the video in six words:

______________________________________________________________________________

III. In just six words, explain the purpose/theme/aim of the video as you see it.

______________________________________________________________________________

IV. Make a summary of the video in ten words.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

V. In ten words, what are the values you learned from this video?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Rubric
3 – Full Accomplishment – The students wrote their reflection about the video in a clear and
consistent manner.
2 – Substantial Accomplishment – The students wrote their reflection about the video and did
so in a somewhat consistent manner.
1 – Little Accomplishment – The students had difficulty writing their reflection about the video
consistently.
0 – No Accomplishment – The students made no attempt to do the activity.

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Lesson 9: The Elements of Art and its Organization

In This Lesson

 Define and translate elements of art in an artwork;

 Identify the elements of art and its organization in an artwork; and
 Determine dominant elements used in hybrid or modified art expressions.

Wassily Kandinsky, Color Study: Squares with Concentrated Rings (1913)

Elements of Art

The elements of art are the components or the building blocks used to make a piece of
art. Students who can identify these elements and assess their role in composing a work of art
will understand better the choices made by an artist. They will be prepared to tackle whether and
why the artwork is good. Here are some essential art elements that artists working in different
media used: distance, space, color, perspective, line, form, shape, and texture.
Element of Art Definition
Line It is identified by a point that moves in space. A line can be three-
dimensional, descriptive, implied, or abstract. A line may be used in

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several different ways in an artwork. It can be used to indicate a range of

emotions, shape, pattern, form, structure, depth, distance, rhythm,
movement, and an array of emotions.
Shape A flat, enclosed area of an artwork created by shapes, textures, colors, or
surfaces enclosed by other elements such as triangles, circles, and
squares.
Form It can refer to a composition or object within a three-dimensional
composition, includes height, width, and depth (like a cube, sphere,
pyramid, or cylinder).
Value The lightness or darkness of colors. White is the lightest color; black is the
darkest. The color, halfway between those extremes, is called gray.
Space An art element that defines positive and negative areas or a sense of
depth attained in an artwork.
Color An art element consists of three properties: hue, value, and intensity. Hue
is the name of a color, value is the lightness and darkness of a color, while
intensity is the quality of brightness and purity.
Color is the visual element that affects our emotions the most. We use
color to construct an artwork's mood or atmosphere.
Texture The surface quality of an artwork - the ruggedness or smoothness of the
material it is made from. We perceive texture in two ways: optically
(through sight) and physically (through touch).

Organization in Art

Organization in an artwork refers to its order, arrangement or plan. It refers to the

arrangement, combination, and configuration of the components to form a whole.

Any organization in the arts has to address these two questions: (1) Does it make sense?
and (2) is it interesting?

The arrangement of parts, the overall design, or the plan of work must make sense.
Whatever the size or the medium, it should have an orderly arrangement of parts that reflects a
plan. A plan is the "skeleton" of the work. The form is essential because it holds the work
together, but it is not yet interesting as such.

The artist decides what the artwork's center of interest will be and accordingly
composes the elements. The viewer's eye then appears to linger over these points of interest.
The components are organized into a harmonious whole that works together to produce the
desired message, commonly referred to as organic unity.

There are various approaches to creating a sense of unity within an artwork, or "organic
unity," depending on the artist's objectives. For example, if the work elements are arranged in a
balanced compositional manner, a work of art is said to be esthetically pleasing to the eye. There
are artists like the Spanish surrealist painter Salvador Dalí, whose sole aim is to disturb the

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conventional composition and force the viewer to reconsider balance and design elements within
artworks.

In the visual arts, an organization is governed by different art design principles that
guide the artist in making the art more beautiful and interesting to the observer. An artist can
give the viewer a fresh, varied, and fulfilling experience through the combination of lines, colors,
and forms.

Name _______________________________________________________ Score _____________

Subject and Section ____________________________________________ Date _____________

Activity: The Seven Elements of Art Video Evaluation Chart

Directions: Watch the videos about the elements of art during your free time. Use these
following links below and then read the instructions carefully and answer the following questions
cogently.

https://www.youtube.com/watch?v=BDePyEFT1gQ&list=PLiOil1qP-
cMURN_8baOr3QWfySmIjqKIj
https://www.youtube.com/watch?v=bJzGkZwkHt4&list=PLiOil1qP-
cMURN_8baOr3QWfySmIjqKIj&index=2
https://www.youtube.com/watch?v=9DIPs3T2dQk&list=PLiOil1qP-
cMURN_8baOr3QWfySmIjqKIj&index=3
https://www.youtube.com/watch?v=YoOb3JSDAUo&list=PLiOil1qP-
cMURN_8baOr3QWfySmIjqKIj&index=4
https://www.youtube.com/watch?v=AAwYHNo31ZQ&list=PLiOil1qP-
cMURN_8baOr3QWfySmIjqKIj&index=5
https://www.youtube.com/watch?v=wWW_UbrkBEw&list=PLiOil1qP-
cMURN_8baOr3QWfySmIjqKIj&index=6
https://www.youtube.com/watch?v=U11B_0FCn6o&list=PLiOil1qP-
cMURN_8baOr3QWfySmIjqKIj&index=7

I. Reaction (Check the blank below)

____Very Favorable
____ Favorable
____Unfavorable
____Uncertain

II. Your response to the videos in six words:

_______________________________________________________________________________

III. In just six words, explain the purpose/theme/aim of the videos as you see it.
_______________________________________________________________________________

IV. Make a summary of the videos in ten words.

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 ART APPRECIATION, 2nd Edition

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

V. In ten words, what are the values you learned from these videos?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Name _______________________________________________________ Score _____________

Subject and Section ____________________________________________ Date _____________

Quiz: The Elements of Art

Directions: Match column A with the correct answer on column B, write only the letter
of answer on the blank provided before each number.

COLUMN A COLUMN B
A. A color created by mixing two primary colors
____ 1. Color B. A light phenomenon (such as red, brown, pink, or gray) or
visual perception makes it possible to distinguish objects
____ 2. Color Wheel
otherwise identical
____ 3. Contour C. A two-dimensional area confined by actual line or implied line
D. A conceptual illustrative organization of color hues in a circle
____ 4. Foreground
E. An outline, especially of a curving or irregular figure
____ 5. Form F. It cannot be mixed from other colors, and they are the source
____ 6. Free form shapes of all other colors
G. They are irregular or uneven shapes and are more often found
____ 7. Geometric shapes in nature
____ 8. Line H. It refers to the area within, around, above, or below an object
or objects
____ 9. Middle ground I. It refers to the surface quality in a work of art
____ 10. Primary color J. It is the relative lightness or darkness of a color
K. The area in a painting or photograph that is between the
____ 11. Secondary color foreground and the background
____ 12. Shape L. The part of a view that is closest to the viewer, like in a
photograph or painting
____ 13. Space M. The path of a dot, point, etc., across space always has a length
____ 14. Texture greater than thickness
N. The shape, visual appearance, or configuration of an object
____ 15. Value O. They are very regular or precise shapes and are more often
found in human-made things

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 ART APPRECIATION, 2nd Edition

Name _______________________________________________________ Score _____________

Subject and Section ____________________________________________ Date _____________

Activity: Create a Non-Objective Design

Image: Dream Draw Create: Non-objective Art

Non-objective art is abstract or non-representational art. It does not depict actual

objects, people, or other natural subjects. In this activity, you will create a non-objective design
using all the elements of art.

Materials Needed: Pencil and ruler, ½ illustration board, colored markers, colored pencils,
crayons, oil pastel

Method
1. Create a design that fills the sheet of drawing paper using one continuous pencil line. Let
your pencil drift off the paper edge and return. Try to create a pattern that has big as well as
small shapes.
2. Divide your ½ illustration board into eight equal rectangles using the ruler. Number the
eight (8) boxed spaces in pencil lightly. You can order the numbers whichever you like.
3. Color the shapes in Area 1 using primary crayon hues.
4. Color in the shapes in Area 2 using light and dark values of colored pencils.
5. Color in the shapes in Area 3 using bright and dull intensities of oil pastel.

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6. Go over the lines in Area 4 using the pencil. Make some of the lines straight and others
curved or jagged. Try making some of the lines thick to give a darker result.
7. Create four different textures in Area 5 using a pencil, crayons, oil pastel, colored pencils,
or markers.
8. Draw outlines around shapes in Area 6 using colored markers. Fill in some of the shapes
with colored markers. Leave the other shapes white.
9. Use a pencil to add a new shape that overlaps the existing shapes in Area 7 to show space.
Add to this sense of space using colored pencils to color this shape in a bright line — color
other shapes in dim shades.
10. Shade the shapes in Area 8 little by little using the oil pastel. Try to make these shapes
look like rounded, 3D forms.
11. Display your design. Ask your classmates if they can identify the different art elements
found in each area.
12. Snap a picture of your abstract art using your smartphone and then share your work with
the class.

Rubric
3 – Full Accomplishment – The students created their non-objective art with the different art
elements in it in a clear and consistent manner.
2 – Substantial Accomplishment – The students created their non-objective art with the
different art elements in it and did so in a somewhat consistent manner.
1 – Little Accomplishment – The students had difficulty created their non-objective art with
the different art elements in it consistently.
0 – No Accomplishment – The students made no attempt to do the activity.

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 ART APPRECIATION, 2nd Edition

Lesson 10: The Principles of Design

In This Lesson

 Define and translate principles of design in an artwork;

 Identify the principles of design; and
 Determine dominant principles of design used in hybrid or modified art expressions.

Image: Kid Courses

Principles of Design

The design is the overall organizational structure of the formal elements of the work of
art. The principles of art design are rules or guides that help one combine these elements to
achieve organic unity and beauty. These principles include rhythm, emphasis, unity, harmony,
balance, proportion, movement, pattern, and contrast.
Principle of Design Description
Rhythm A design principle that indicates movement, created by careful

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placement of repeated elements in a work of art to cause a visual

tempo or beat.
Balance A way to combine elements to give a sense of balance or stability to
an artwork. Major types are asymmetrical and symmetrical.
Emphasis A way to combine elements to accentuate discrepancies or contrast
between those elements.
Proportion A design principle refers to the relationship of certain elements with
the whole and with each other.
Gradation A way to combine elements using a series of gradual changes in
those elements (e.g., big forms to small forms, dark hue to light
hue, etc.)
Unity It applies to how various aspects of an artwork or art design interact
to create a sense of wholeness. It is possible to accomplish this by
proximity, simplicity, continuity, and repetition.
Harmony Combining different yet connected pieces in such a way that their
similarities are used to add unity to a painting, drawing, or other
works of art
Variety A design principle which deals with diversity or contrast. It is
achieved in a work of art by using various shapes, sizes, and/or
colors.
Movement A design principle is used to create the appearance of action and
direct the viewer’s eye throughout the artwork.

Wassily Kandinsky, Composition VII (1913)

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Name _______________________________________________________ Score _____________

Subject and Section ____________________________________________ Date _____________

Activity: The Principles of Design Video Evaluation Chart

Directions: Watch the following video about the principles of design during your free
time. Use this link https://www.henhudschools.org/Page/7346 and then, read the instructions
below carefully and answer the following questions cogently.

I. Reaction (Check the blank below)

____Very Favorable
____ Favorable
____Unfavorable
____Uncertain

II. Your response to the video in six words:

_______________________________________________________________________________

III. In just six words, explain the purpose/theme/aim of the video as you see it.
_______________________________________________________________________________

IV. Make a summary of the video in ten words.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

V. In ten words, what are the values you learned from this video?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Rubric
3 – Full Accomplishment – The student wrote their reflection about the video about art in a
clear and consistent manner.
2 – Substantial Accomplishment – The student wrote their reflection about the video about
art and did so in a somewhat consistent manner.

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 ART APPRECIATION, 2nd Edition

1 – Little Accomplishment – The student had difficulty writing their reflection about the video
about art consistently.
0 – No Accomplishment – The student made no attempt to do the activity.

Name _______________________________________________________ Score _____________

Subject and Section ____________________________________________ Date _____________

Activity: Name Art

In this art lesson, you will create artwork based on your name. You will do this through a
design made up of your name or nickname's letters wherein all art principles will be used in your
design.

Image: Art with Mrs. Sorrells

Materials Needed: Sheets of scratch paper, pencil, ruler, eraser, ¼ illustration board, oil pastel

Method
1. Practice producing block letters in various sizes and types on scrap paper. Concentrate
only on the letters of your name or nickname. Create a pattern with the letters on a 1⁄4
illustration board, working gently in pencil. Arrange some of the letters to overlap, and some
go off-page of the 1⁄4 illustration board. Fill out the full 1⁄4 illustration board.
2. Divide your ¼ illustration board into eight (8) equal parts using the ruler. Number the eight
(8) boxed areas lightly in pencil in any order you like.
3. Draw in or erase lines to rearrange the shapes in Area 1 using the pencil and eraser so
they have formal balance. Fill in some of the shapes with a pencil.
4. Color the shapes in Area 2 using a variety of hues of oil pastel.
5. Color the shapes in Area 3. Repeat one of these colors over and over to add harmony

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using no more than three colors.

6. Find the most interesting shape in Area 4. Color this area to emphasize this shape using
the brightest hue. Color the other shapes with dull hues.
7. Rearrange the shapes in Area 5 to create rhythm using a pencil and eraser. Use oil pastel
to color the shapes.
8. Color the shapes in Area 6 using oil pastel. Increase the proportion of one of the colors
you use. Try to emphasize that color.
9. Rearrange the shapes in Area 7 using the pencil and eraser to create a sense of movement
in any direction. Use oil pastel to color the shapes. Pick colors that will add to the feeling of
movement.
10. Rearrange similar shapes in Area 8 to create a pattern. Pick one color of oil pastel to
color the shapes in Area 8. Color the nearest or identical shapes heavily. Color the other
shapes lightly to lighten the value of the hue. In this way, the shapes will appear to create
rhythm.
11. Display your design and identify the different principles of art found in each area.
12. Snap a picture of your abstract art using your smartphone and then share your artwork
with the class.

Rubric
3 – Full Accomplishment – The students created their name art showing the different
principles of design in a clear and consistent manner.
2 – Substantial Accomplishment – The students created their name art showing the different
principles of design and did so in a somewhat consistent manner.
1 – Little Accomplishment – The students had difficulty creating their name art showing the
different principles of design consistently.
0 – No Accomplishment – The students made no attempt to do the activity.

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Lesson 17: Fusion in the Arts: Classical Music and Film

In This Lesson

 Discuss the connection between music and film;

 Identify the theme in each segment of the film; and
 Evaluate the film as art.

Music and Film

The role of music in films is a vast field. Music is an important part of the filmmaker's
toolkit. It may perform several important tasks or roles that lead to the development of the film's
plot. It helps set the tone, enhance the atmosphere, amplify emotions, and change the film's
perceptions. By paying more attention to melody, harmony, form, rhythm, instrumentation, and
composition, we can link the emotional capacity of music more closely to the expressive and
emotional quality of the film content. A slight variation can dramatically improve the audience's
interaction with a film in how a piece of music is used.

So, what are the similarities between music and film? Take a few minutes to write down
all the connections you can to brainstorm between these two terms. Use the spaces provided
below to compare music and film.

Music Film

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 ART APPRECIATION, 2nd Edition

Now let’s apply the intricate relationship between music and film in Walt Disney's
animated film, Fantasia 2000.

Fantasia 2000

Fantasia 2000 is the 38th animated film by Walt Disney Feature Animation, produced by
Roy E. Disney and Donald W. Ernst. It has animated scenes based on classical music, just like its
predecessor, Fantasia. Every segment in this Don Hahn's live-action scenes was presented by
celebrities including Steve Martin, Yitzhak Perlman, Quincy Jones, Bette Midler, James Earl Jones,
Penn & Teller, and Angela Lansbury.

Here's a list of the classical music featured in this animated film:

I. Deems Taylor's introduction from Fantasia.

II. Symphony No. 5 (first movement) by Ludwig van Beethoven.
III. Pines of Rome by Ottorino Respighi.
IV. Rhapsody in Blue by George Gershwin.
V. Piano Concerto No. 2, Allegro, Opus 102 by Dmitri Shostakovich. B
VI. The Carnival of the Animals (Le Carnival des Animaux), Finale by Camille Saint-
Saëns.
VII. The Sorcerer's Apprentice by Paul Dukas.
VIII. Pomp and Circumstance – Marches 1, 2, 3 and 4 by Edward Elgar.
IX. Firebird Suite—1919 Version by Igor Stravinsky.

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Image: FANTASIA 2000 Original Movie Poster (1999)

Name _______________________________________________________ Score _____________

Subject and Section ____________________________________________ Date _____________

Activity: FANTASIA 2000 Themes

Directions: The theme is the message or the meaning or the main idea the author is
making about a subject or a topic. Write down the ideas or meanings that each section of
Fantasia 2000 suggests to you in exactly (ten) 10 words per segment. Be prepared to explain your
ideas to the class.

FANTASIA 2000 Segment Theme

Symphony No. 5

Pines of Rome

Rhapsody in Blue

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 ART APPRECIATION, 2nd Edition

Piano Concerto No. 2 / The

Steadfast Tin Soldier

The Carnival of the Animals

The Sorcerer’s Apprentice

Pomp and Circumstance

Marches 1, 2, 3 and 4

Firebird Suite

Rubric
3 – Full Accomplishment – The students explained the themes of each segment in a clear and
consistent manner.
2 – Substantial Accomplishment – The students explained the themes of each segment and
do so in a somewhat consistent manner.
1 – Little Accomplishment – The students had difficulty explaining the themes of each
segment consistently.
0 – No Accomplishment – The students made no attempt to do the activity.

Name _______________________________________________________ Score _____________

Subject and Section ____________________________________________ Date _____________

Quiz: Fantasia 2000

Directions: Read each question carefully and then CIRCLE THE ANSWER that best fits the
question.

1. Who is the conductor of the Chicago 6. In this film, which composer wrote
Symphony Orchestra? Symphony No. 5?
a. Leonard Bernstein a. Beethoven
b. Richard Strauss b. Bach
c. James Last c. Mozart
d. James Levine d. Haydn
2. Which composer is NOT represented in the 7. What toy does the flamingo play in The
film? Carnival of the Animals?
a. Respighi a. Magic 8 Ball
b. Tchaikovsky b. Tamagochi

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 ART APPRECIATION, 2nd Edition

c. Dukas c. Barbie
d. Shostakovich d. Yo-Yo
3. Shostakovich's Piano Concerto No. 2 was 8. What animal is in Pines of Rome?
the musical setting for “The Steadfast Tin a. goldfish
Soldier”, written by what famous storyteller? b. dolphin
a. Hans Christian Andersen c. whale
b. Aesop d. piranha
c. Jakob and Wilhelm Grimm 9. Which Disney character appears in The
d. Charles Perrault Sorcerer's Apprentice?
4. Sir Edward Elgar's Pomp And Circumstance, a. Goofy
most noted for being played at graduation b. Minnie Mouse
ceremonies, was used by the Disney artists c. Mickey Mouse
(as well as Donald and Daisy Duck) in what d. Donald Duck
scenario? 10. Fantasia 2000's finale, Stravinsky's The
a. Yo-yos and flamingos Firebird Suite depicted the life, death and
b. Early Earth history rebirth of a forest in the personification of a
c. Greek mythology wood spirit. What prompted the arrival of the
d. Noah's Ark Firebird?
5. Gershwin's Rhapsody in Blue doubled as a a. Volcanic eruption
tribute to what artist? b. Warfare
a. Al Hirshfeld c. Earthquake
b. Jack Davis d. Lightning
c. George Booth
d. Sergio Aragones

Name _______________________________________________________ Score _____________

Subject and Section ____________________________________________ Date _____________

Activity: Coloring Art

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The Sorcerer tells Mickey Mouse to go back to work

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