cardboard printing lesson plans

Above student cardboard prints

Title: Cardboard Printing

Goals and Objectives:

• Students will design a simple shape influenced by nature.
• Students will make prints from a shallow, two dimensional surface using a brayer and printer’s ink.

Integration: Art & Science

GLEs:

Strand I: Product/Performance for Other Media

D.1. Select and apply two-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems.

Grade 3 - Demonstrate an additive process (e.g., string, cardboard, glue, found objects)

Strand I: Product/Performance for Subject Matter: Fine Art

A.3. Communicate ideas about subject matter and themes in artworks created for various purposes

Grade 3 – Figure: Create an original artwork of a figure in an action pose, Landscape: Create an original cityscape, Non-Objective: Create an original artwork using line, shape and color

Strand I: Product/Performance for Theme

C.3. Communicate ideas about subject matter and themes in artworks created for various purposes.

Grade 3 - Create an original artwork that communicates ideas about the following themes:

· Community

· Group identity (e.g., family, classroom, groups, scouts, sports teams)

Grade 4 - Create an original artwork that communicates ideas about the following themes:

· Missouri

· The Environment

· Time (e.g., past, present, future)

Strand II: Elements and Principles – Shapes

B. 1. Select and use elements of art for their effect in communicating ideas through artwork.

Grade 3 - Differentiate between shapes and forms

Grade 4 - Identify and use organic (freeform) shapes 

Strand IV: Interdisciplinary Connections That Connect Art and Non-Art Subjects

A.2. Explain the connections between Visual Arts and Communication Arts, Math, Science, or Social Studies.

Insect Life, defense, habitats etc...

Grade: 3^rd and 4^th

Length of Class Period: 55 min.

Frequency of Class Period: once a week

Time Needed: two class periods

Facility & Equipment Requirements:

• One computer lap top
• Room with good lighting
• Large tables, approximately ten, each seating four students
• Two sinks
• Dry erase board
• Drying racks
• Cabinets for storage
• Projector for viewing computer video, CDs and DVDs

Resources Needed:

• Power Point about print making
• “Just Kiddin’ Around” video by the Missouri Department of Conservation (JKA #02 Insects)

Materials Per Student:

• newsprint
• Two 4”x4” cardboard pieces
• ink selections
• brayer
• white glue
• white paper for printing on
• printer's ink
• sheet of glass or acrylic for spreading paint with brayer evenly (old cookie sheets may be used if glass sheets are unavailable.)

Vocabulary/Terminology:

1. print - to take impressions from a type such as: cardboard, stamp, linoleum carving, sand print etc...
2. mirror image - an image of an object, plan, person, etc., as it would appear if viewed in a mirror, with right and left reversed.
3. brayer - a small roller for inking type by hand, usually for making a proof.
4. symmetrical - regular in form or arrangement of corresponding parts that demonstrate balance
5. asymmetrical - an irregular form or arrangement of parts that demonstrate balance

Motivation - Looking and Talking Activity: Large group discussion about “Just Kiddin’ Around” video by the Missouri Department of Conservation (JKA #02 Insects)

Step-by-Step Studio Activity Specifics:

• Students will watch brief video selection from Missouri Department of Conservation about insects.
• Students will discuss the video in a large, classroom discussion
• Students will practice drawing insects on newsprint and then draw a final insect on their cardstock
• Students will cut out their insect or nature design
• Students will then glue their cut designs to the second 4”x4” piece of cardboard
• The teacher will demonstrate for the students how to use a brayer with printer's ink and then print a sample in front of the students
• The teacher will provide for each table printer's ink spread evenly on a sheet of glass
• Students will print from their own sample several color versions of their nature/insect design. Students will need to wait for their cardboard print to dry slightly between printings in order to make two distinct color versions.

Health & Safety Concerns: There are no health and safety concerns for this project.

Special Needs Adaptations:

Modifications for the hard-of-hearing or deaf student:

• Student will be seated closer to instructor so they will be better equipped to hear instructions or read lips
• Student will be provided with written instructions so that they read about the discussions and demonstrations
• The instructor may use a amplification devise provided by the school or student’s parents

Modifications for the student with limited vision or blindness:

• Students will be allowed to observe samples of art projects with their hands and for extended periods of time
• Students will be provided with safe tools and one-on-one guidance during a demonstration of the project
• The project may be slightly adjusted to accommodate the student’s limitations or for safety reasons
• Student will be given ample time to exist classroom before large crowds gather outside of the classroom.

Modifications for students with mild brain injury:

• Students will be provided with duplicate instructions for home and school. Student will not need to remember to carry home materials to review.
• Students will be given ample time to exist classroom with a pre-determined aid or peer before the official end of a class.
• Instructor will provide for parent e-mail communication concerning the progress and needs of their student.
• Student may be given special seat assignment in order to enable his participation in class appropriately. Specific peers may be better equipped to articulate projects visually for this student.

Cleanup Time & Strategy: Students will be instructed to put away art materials neatly in their containers, clean off their tables, and recycle their trash two minutes prior to dismissal. Teachers should rinse off the brayers and glass sheets.

Assessment: Fill out the formal scoring guide developed by the your school district according to age appropriate standards.

copyrighted 2011 Grimm

Need more printing ideas:

• Easy Printmaking With Corrugated Cardboard
• Styrofoam Relief Prints
• Leaf printing tutorial
• Watercolor Prints

family traditions wheel graph lesson plan

 

(Two student projects at mid-point are shown above. This is the circular graph drawn on the first piece of paper. When the upper circular poster board "plate" is added with a brad, the project will be complete. Students may also add silverware, a table cloth and other table items around the graph!)

 

(The completed wheel graph, all images copyrighted by Grimm, 2011)

Title: Family Traditions Wheel Graph
Goals of the Lesson: (goals are long-term aims that you want to accomplish)

1. Students will be able to use storytelling/writing and listening to help created a definition of a community.
2. Students will be able to identify their own community through art activities and classroom discussion.
3. Students will be able  to appreciate positive aspects of their own private and public heritage.

Objectives of the Lesson: (concrete attainments that can be achieved, measurable)

1. Students will write vocabulary describing foods that are best associated with the celebrations of their own individual families.
2. Students will draw the dinnerware and foods that identify their family celebrations.

Depth of Knowledge:

• Recall & Reproduction (DOK 1) - Identify purposes
• Skills & Concepts/Basic Reasoning (DOK 2) - Classify, sort items into meaningful categories
• Strategic Thinking/Complex Reasoning (DOK 3) - Analyze similarities and differences in cultural celebrations
• Extented Thinking/Reasoning (DOK 4) - Make predictions with evidence as support

Show Me (MO) Standards addressed: (appropriate label & description)

• (VA2) FA2 - Artists communicate ideas through artworks by selecting and applying art elements and principles.
• (VA3) FA3 - Viewer's respond aesthetically to artworks based upon their personal experience and cultural values. Viewers analyze, interpret, and evaluate the quality of artwork through art criticism.
• (VA5) FA5 - Visually literate citizens understand the role and functions of art in history and culture. Artists influence and are influenced by the cultures and time periods in which they live.

GLE’s For Visual Art addressed: (appropriate label & description)

• EP.1.B.5 Select and use elements of art for their effect in communicating ideas through artwork. Shapes. Identify and use symbolic shapes.
• AP.1.A.5 Investigate the nature of art and discuss responses to artworks. Aesthetics. Discuss and develop answers to questions about art, such as: Who decides what makes an artwork special, valuable or good?
• HC.1.B.5 Compare and contrast artworks from different historical time periods and/or cultures. Characteristics of Artworks. Compare and contrast two artworks on: Theme, Purpose of art in culture, and Use of materials and technology.

Cross-Curricular Connections:
    Standards: (appropriate label & description)

1. ST - CA 4, 1.8, 2.1 and FR - II 6d, III 4c, IV 3f, 5-8
2. ST - CA 5,6 1.5 and FR - I 2h, IV 1d, K-4
3. ST - CA 2,3 1.1, 1.4 and FR - I 2a, d, III 1d, K-4
4. ST - CA 5 1.5 1.7, 2.7 and FR - I 6h, II 5 f & I, III 1j, 3a, K-4

    GLE’s For Communication Arts: (appropriate label & description)

1. Writing. 3.A.5 Write effectively in various forms and types of writing. Narrative and Descriptive Writing. Write personal narrative text that chronicles a sequence of events and/or focuses on the development of a single event.
2. Listening and Speaking. 1.A.4 Listening and Speaking. Develop and apply effective listening skills and strategies. Listening Behavior. Demonstrate listening behaviors (e.g., prepares to listen, listens without interruptions, and maintains eye contact.
3. Information Literacy. 1.A.4 Develop and apply effective research process skills to gather, analyze and evaluate information. Research Plan. Formulate and research keywords and questions to establish a focus and purpose for inquiry.
4. Information Literacy. 2.A.4 Develop and apply effective skills and strategies to analyze and evaluate oral and visual media. Media Messages. Identify and explain intended messages conveyed through oral and visual media.

Time Needed: 45 - 55 minutes
Facility & Equipment Requirements: I taught the following project inside of a regular classroom. Students needed their own small, personal space to complete the project. I needed to show students a slide show on a computer. Samples of the project done by both professionals and students were also brought for students to view. 
Resources: (books, reproductions, etc. -- non-consumables)

1. powerpoint for food discussion

2. Extra large sample demo for the classroom! This poster sized chart has transparent layers that help young students conceptualize the instructions visually.
Materials: (size, type, & quantity per each student)

• one white 8 1/2 x 11 sheet of typing paper
• pencils and felt tip markers
• one paper (cardstock) disk, this has been precut
• one small brad
• ruler
• erasor

Vocabulary:

1. Community - A social group of any size whose members live in a specific place and share a government, have a common culture and also share in a historic heritage.
2. Tradition - An inherited pattern of thought or action that is actively repeated within a family or larger community.
3. Economics - The production, distribution, and consumption of goods and services. 
4. Celebration - A joyful occasion commemorating a special event.

Health & Safety Concerns: There are no health and safety concerns for this lesson because the students are using supplies that they normally keep stored in their desk. Pencils, pens, crayons, scissors and white glue all come with ingredient labels that describe these supplies as "safe." Our students are also older so we believe that most of them have been taught not to throw or abuse these supplies. We do, however, watch them carefully to insure they are not using their art materials in a dangerous way.

Step-by-step activity:

1. The teacher will review what the students discussed from last lesson.
2. The teacher will review vocabulary words with the class.
3. The teacher will show students a power point on food.
4. The teacher will ask questions about food.
5. The teacher will have students guess what type of food that is and who eats that type of food while showing the power point.
6. The teacher will share and explain the procedure for the studio assignment while showing a enlarged sample of the art assignment
7. The teacher will have students draw food places on a graph
8. The teacher will handout white paper for their food project.
9. The teacher will remind the class to put their names on the back of their paper.
10. The teacher will go around the classroom while the students are working on project to sure students on the right track.
11. The teacher will continue to ask questions about the project to make sure the students understand.
12. The teacher will give the remainder of the class period, minus two minutes, to work on the project.
13. Clean up time, the teacher will explain the clean up procedure.

Closure: Our closure for this lesson is the last step from the outline above. Our closure will be the review of fashion and foods that define our communities.

1. Does your family celebrate particular traditions with food?
2. How does food identify the places we are from?
3. How does food identify our communities?
4. What types of fashion did we talk about last week?
5. How does food define our community?

Cleanup Time & Strategy:

1. Teacher will collect all students work and put on a shelve in the classroom.
2. Teacher will have all put materials in proper boxes.

Assessment: Through observation and class discussion at the beginning and end of each class period the teacher determines whether or not students comprehend the assignments. The teacher looks and listens to see if all students respond with affirmative expressions/language and completed assignments.

all articles and lesson plans are copyrighted 2011 by Grimm

a family tree lesson plan

 (all images copyrighted by Grimm, 2011)

Title of Lesson: A Family Tree

Topic: family records
Goals of the Lesson:

1. Students will be able to use story telling/writing and listening to help created a definition of a community.
2. Students will be able to identify their own community through art activities and classroom discussion.
3. Students will be able to appreciate positive aspects of their own private and public heritage.

Objectives of the Lesson:

1. Students will demonstrate fundamental practice of recording family members by graphing a simple family tree.
2. Students will relate verbally with a partner and also in large group discussion, family memories that describe events and traditions unique to their own experiences.

Depth of Knowledge:

• Recall & Reproduction (DOK 1) - Identify purposes
• Skills & Concepts/Basic Reasoning (DOK 2) - Classify, sort items into meaningful categories
• Strategic Thinking/Complex Reasoning (DOK 3) - Make connections across time and place to explain a concept or big idea
• Extended Thinking/Reasoning (DOK 4) - Apply and adapt information to real-world situations.

Show Me Standards: (appropriate label & description)

• (VA2) FA2 - Artists communicate ideas through artworks by selecting and applying art elements and principles.
• (VA3) FA3 - Viewer's respond aesthetically to artworks based upon their personal experience and cultural values. Viewers analyze, interpret, and evaluate the quality of artwork through art criticism.
• (VA5) FA5 - Visually literate citizens understand the role and functions of art in history and culture. Artists influence and are influenced by the cultures and time periods in which they live.

GLE’s addressed in lesson: (appropriate label & description)

• EP.1.B.5 Select and use elements of art for their effect in communicating ideas through artwork. Shapes. Identify and use symbolic shapes.
• AP.1.A.5 Investigate the nature of art and discuss responses to artworks. Aesthetics. Discuss and develop answers to questions about art, such as: Who decides what makes an artwork special, valuable or good?
• HC.1.B.5 Compare and contrast artworks from different historical time periods and/or cultures. Characteristics of Artworks. Compare and contrast two artworks on: Theme, Purpose of art in culture, and Use of materials and technology.

Cross-curricular connections:
     Standards: (appropriate label & description)

1. ST - CA 4, 1.8, 2.1 and FR - II 6d, III 4c, IV 3f, 5-8
2. ST - CA 5,6 1.5 and FR - I 2h, IV 1d, K-4
3. ST - CA 2,3 1.1, 1.4 and FR - I 2a, d, III 1d, K-4
4. ST - CA 5 1.5 1.7, 2.7 and FR - I 6h, II 5 f & I, III 1j, 3a, K-4

GLE’s For Communication Arts: (appropriate label & description)

1. Writing. 3.A.5 Write effectively in various forms and types of writing. Narrative and Descriptive Writing. Write personal narrative text that chronicles a sequence of events and/or focuses on the development of a single event.
2. Listening and Speaking. 1.A.4 Listening and Speaking. Develop and apply effective listening skills and strategies. Listening Behavior. Demonstrate listening behaviors (e.g., prepares to listen, listens without interruptions, maintains eye contact.
3. Information Literacy. 1.A.4 Develop and apply effective research process skills to gather, analyze and evaluate information. Research Plan. Formulate and research keywords and questions to establish a focus and purpose for inquiry.
4. Information Literacy. 2.A.4 Develop and apply effective skills and strategies to analyze and evaluate oral and visual media. Media Messages. Identify and explain intended messages conveyed through oral and visual media.

Time Needed: 45 minutes - 55 minutes
Facility & Equipment Requirements: I taught the following project inside of a regular classroom. Students needed their own small, personal space to complete the project. I needed to show students a slide show on a computer. Samples of the project done by both professionals and students were also brought for students to view.

Resources: (books, reproductions, etc. -- non-consumables)

    1.What does a family tree look like? powerpoint

    2.Extra large sample demo for the classroom! This poster-sized chart has transparent layers that help   young students conceptualize the instructions visually.

    3.Printed samples of frakturs, I had ten of these covered in plastic

    4.Costabel. The Pennsylvania Dutch, Craftsmen and Farmers. New York: Atheneum, 1986.

Materials: (per student)

1. One paper package containing a nice variety of papers and we've included some unusual sticky backed sheets of plastic as well. This will add interest and texture to the student's projects.
2. scissors
3. glue stick
4. pencil or pen to fill out the names of family members

Vocabulary:

1. Community - A social group of any size whose members live in a specific place and share a government, have common culture and also share in a historic heritage.
2. Storytelling - To convey events through words, images and sounds.
3. Genealogy - A successive generation of blood kinship.
4. Inheritance - Any attribute, idea, or possession passed from a family member or community member to another member of their family or community.
5. Frakture - A decorative letter form from a 16th century typeface, often used by early German immigrants to craft family documents.

Artists & Artworks: "Artist's names are unknown. "Fractur, (fraktur, in German) a decorated calligraphy, is named for a sixteenth century German typeface copied from an even more ancient style of penmanship. The word "fractur" comes from a Latin word meaning fragment or break. The most skilled fractur artists was often the schoolmaster. He would put together a book of his work for his students to use as an example to copy from. Sometimes, a piece of his work would be given to a student as an award for good work or behavior. Fractur was mainly used to decorate important documents, such as birth and marriage certificates and other family records. Fractur artists would travel from house to house and create these documents for the families to display." The Pennsylvania Dutch Craftsmen and Farmers, by Eva Deutsch Costabel.
Health & Safety Concerns: There are no health and safety concerns for this lesson because the students are using supplies that they normally keep stored in their desk. Pencils, pens, crayons, scissors and white glue all come with ingredient labels that describe these supplies as "safe." Our students are also older so we believe that most of them have been taught not to throw or abuse these supplies. We do however, watch them carefully to insure they are not using their art materials in a dangerous way.
Step-by-step activity:

• The teacher will read aloud two pages describing historic family documents from the book, "The Pennsylvania Dutch, Craftsmen and Farmers."
• Then he/she will discuss with the entire class "how" each student will write a brief story about their own family.
• The teacher will then ask a few students to relate a family story to the class and remind those who are speaking to be brief. A limit of three or four stories will be listened to if each description lasts for a couple of minutes.
• The teacher will share the above four vocabulary words with the class and discuss their meanings.
• Then the instructor will pass out a sheet of blank paper to each pupil and describe with the aid of a pre-drawn family tree diagram (on poster board), how each student should draw their own diagrams on the blank sheet of paper. The teacher will also discuss at this time with the students that their own diagrams do not need to be exactly like the sample diagram. Students may be living with a foster parent, a grandparent or perhaps have two parents that are of the same gender. The teacher should be prepared to handle graciously the responses from students concerning the differences in their family unit.
• The teacher will share with the class a sample of a historical family document and then proceed to show a slide show. This slide show lasts approximately one minute. It utilizes power point software but it is shown as a slide show. If the slide show can not be shown, my partner and I will have multiple samples of family tree documents to show. We will explain to the class that each students’ family tree may look very different from our examples but will always include a graph of those the students live with inside of a family unit.
• The teacher will give each student a paper packet that contains all the art papers needed to complete a simple family tree project. Students will also be asked to retrieve their own supplies such as: scissors, pens, glue and pencils from their desks’. The students my cut out, and draw, or even tear a collage with the supplies to decorate their document.
• Students will then proceed to draw a fancier page illustrating their family tree document and looking to their recently completed diagram for the information they will include.
• The teacher will continue to ask questions about the project to ensure students understand the directions. There will be approximately 15 minutes to complete the project for the day.
• Students will be told that they may work longer on their projects if they need to the following week.
• Clean up time, the teacher will explain the clean-up procedure.
• After the clean-up procedure is done the teacher will review what the students had done for the day and explain again what community is. The teacher will then explain what the students will be doing next class, if time permits.

Closure: Teacher will ask three questions about, what is a family?

1. What's a family?
2. What makes a family?
3. Does everyone have family history?

Cleanup Time & Strategy:

1. Teacher will collect all students’ work and put on a shelf in the classroom.
2. Teacher will have all put materials in proper boxes.

Assessment: Through observation and class discussion at the beginning and end of each class period the teacher determines whether or not students comprehend the assignments. The teacher looks and listens to see if all students respond with affirmative expressions/language and completed assignments.

all articles and lesson plans are copyrighted 2011 by Grimm

Bloodborne pathogens in the classroom . . .

      A bloodborne pathogen is a infectious, disease-causing microorganism that may be transferred through body fluids such as: blood, urine, saliva, semen, vaginal fluids, or sweat. Art teachers and their students can contract a variety of diseases from bloodborne pathogens in the classroom because of the everyday use of sharp instruments like x-acto knifes, needles, and razor blades. Much of the public has been educated about infectious disease because of those agencies that progressively inform young people about the AIDS epidemic. But there are many other types of diseases that are frequently spread through contact with the blood of another that students and faculty know far less about, diseases like Hepatitis B for example. Hepatitis B is an irritation and swelling of the liver due to infection caused by the hepatitis B virus or HBV.  Some people are unable to get rid of this deadly virus once they have come in contact with it. If you are a person who suffers from chronic hepatitis B, this condition eventually leads to the permanent damage of the liver.   Students and faculty who also work in biology labs and woodshops can potentially be exposed to contaminated surfaces because of sharp equipment in their environments as well as art educators. I’ve listed below important information necessary for the well-informed teacher concerning bloodborne pathogens in particular.

What would a teacher or student need for a medical evaluation if he or she is exposed to an infected person’s blood or saliva? The following educational resources are available to the public in order to educate people about infectious diseases and infected materials

• The CDC National AIDS Hotline in English is 1-800-342-AIDS, the Spanish Hotline is 1-800-344-7432
• The National AIDS Clearing House is 1-800-458-5231
• The American Red Cross is 202-434-4074

School personal should provide training to all persons working on their staff about the following resources:

• Resources about bloodborne pathogens and how these are spread in the workplace.
• An exposure control plan should be posted on a frequently read bulletin board or online where all teachers and staff members will be able to read it at any time.
• Labels, signs and or articles to alert teachers and students of the dangers involved in the transmission of infectious disease because of exposure to blood should be made available in every art classroom.

What should a teacher do if he believes himself to be in danger of infected blood?

• Document the incident in question.
• Identify and test the person whose blood is suspect of bloodborne pathogens if at all possible. You will need their consent to do this.
• Get counseling
• Report and evaluate any reported illness following the incident.

How can students and teachers avoid bloodborne pathogens?

• Do not share needles during sewing activities
• Do not share razor blades or x-acto knifes during art class.
• Don’t eat or drinks in areas where infectious materials may make contact with your food items.
• Do not touch, a broken needle, recap contaminated needles, razor blades, or sharp equipment such as palette knives without wearing gloves.
• Don’t clean up broken glass with bare hands. Always use a broom and dustpan to sweep up this kind of mess.
• Don’t handle the wounds of students without gloves.
• Do not drink from containers or eat left over food-stuff that another person may have drank from or eaten on with a open wound on their mouth.
• Clean up mess that may be mixed with blood using proper gloves and antibacterial cleaners. If you do not have these materials at hand wait for a janitor to clean up the waste with the proper equipment.
• Make sure that blood spills are cleaned up promptly.
• Flush exposed mouth, nose or eyes quickly and thoroughly with water.
• Cover open cuts immediately with clean bandages.
• Wash exposed skin immediately with soap and water if you touch blood.
• Minimize splashing the infected materials or the blood itself on others and on additional surfaces.
• Decontaminate surfaces quickly and thoroughly with anti-bacterial cleaning agents.

timeline of chinese dynasties for art history teachers

Question: Do you have a timeline of Chinese Dynasties for Art History Teachers? 
Answer: List Included Below
 
Neolithic Period: c. 7000-1600 BC

• Yanshao Culture: 5000-2000 BC

Longshan Culture: 2500-1500 BC

夏 Hsia (Xia): 2205-1766 BC

商 Shang Dynasty: c. 1600-1027 BC

Zhou (Chou): 1122-770 BC

• 西周 Western Zhou: 1027-771 BC
• 東周 / 东周 Eastern Zhou: 770-256 BC
• 春秋 Spring and Autumn Period: 770-475 BC
• 戰國 / 战国 Warring States Period: 475-221 BC

秦 Qin (Ch'in): 221-207 BC

Han Dynasty:

• 西漢 / 西汉 Western Han: 207 BC-9 AD
•  新 Xin: 9-25 AD
• 東漢 / 东汉 Eastern Han: 25-220 AD

Six Dynasties Period: 220-580 AD

三國 / 三国 Three Kingdoms Period: 220-265 AD

Tsin (Jin): 265-420 AD

• 西晉 / 西晋 Western Jin: 265-316 AD
•  東晉 / 东晋 Eastern Jin: 317-420 AD

南北朝 AD
Northern Dynasty: AD

• Northern Wei: 386-534 AD
• Eastern Wei: 534-550 AD
• Western Wei: 535-556 AD
• Nothern Qui: 550-557 AD
• Northern Zhou: 557-581 AD

Southern Dynasty

• Song: 420-479 AD
• Qi: 479-502 AD
• Liang:502-557 AD
• Chen: 557-589 AD

隋 Sui Dynasty: 589-618 AD

唐 Tang (T'ang) Dynasty: 618-906 AD

五代十國 / 五代十国 Five Dynasties and Ten Kingdoms: 906-960 AD

• Later Liang: 907-923 AD
• Later Tang: 923-936 AD
• Later Jin: 936-947 AD
• Later Han: 947-950 AD
• Later Zhou: 951-960 AD

遼 / 辽 Liao Dynasty: 916-1125 AD

Sung (Song): 960-1280 AD

• 北宋 Northern Sung: 960-1127 AD
• 南宋 Southern Sung: 1127-1279 AD

金 Jin Dynasty: 1115-1234 AD

元 Yuan (Mongol) Dynasty: 1271-1368 AD

明 Ming Dynasty: 1368-1644 AD

• Hungwu: 1368-1398 AD
• Jianwen: 1398-1402 AD
• Yongle: 1403-1424 AD
• Hongxi: 1425 AD
• Xuande: 1426-1435 AD
• Zhengtong: 1436-1449 AD
• Jingtai: 1450-1456 AD
• Tianshun: 1457-1464 AD
• Chenghua: 1465-1487 AD
• Hongzhi: 1488-1505 AD
• Zhengde: 1506-1521 AD
• Jiajing: 1522-1566 AD
• Longqing: 1567-1572 AD
• Wanli: 1572-1620 AD
• Tiachang: 1620 AD
• Tianqi: 1620-1627 AD
• Chongzhen: 1628-1644 AD

清 Qing (Ch'ing)-(Manchu) Dynasty: 1644-1911 AD

• Shunzhi: 1644-1661 AD
• Kangxi: 1662-1722 AD
• Yongzheng: 1723-1735 AD
• Qianlong: 1735-1795 AD
• Jiaqing: 1796-1820 AD
• Daoguang: 1821-1850 AD
• Xianfeng: 1851-1861 AD
• Tongzhi: 1862-1874 AD
• Guangxu: 1875-1908 AD
• Xuantong: 1908-1911 AD

Republic of China: 1912-1949 AD

People's Republic of China: 1949-present times

Article Links to Chinese Art History: "A feast for the eyes" * Chinese Jade * Chinese Literature * Exploring Ancient World Cultures * Introduction to Asian Art * Treasures from a Lost Civilization * The Legacy of Chinggis Khan * 

Resource on Chinese Art: asianart.com * Asian Historical Architecture * Arts of China Consortium * art history resources on the web: Chinese Art * China Art * China the Beautiful * A Country Study: China * China Knowledge * Chinese Brush Painting * Chinese Dynasty Guide * The Culture Pavilion of R.O.C. * Guide to Chinese Ceramics * Himalayan Art Resource * Topics in Pre-Modern Chinese History * Splendors of Imperial China * Monuments of China * The Secret World of the Forbidden City * The Huntington Archive * Chinese Art Galleries * Modern Chinese Visual Art * Asia for Educators * The Palace Museum * Freer and Sackler Galleries * Chinese Art Museums * The China Experience * China World Heritage Site * UNESCO World Heritage Centre * 

Chinese Art Museum Collections: Art Institute of Chicago * Asia Society Museum of New York * Asian Art Museum of San Francisco * Berkeley Art Museum * Boston Museum of Fine Arts * British Museum * Cleveland Museum of Art * Detroit Institute of Arts * Freer and Sackler Galleries * Kimbell Art Museum * Kyoto National Museum * Los Angeles County Museum of Art * Metropolitan Museum of Art * Minneapolis Institute of Arts * Mus�e Guimet * Museums in China * National Palace Museum, Taipei * The Nelson-Atkins Museum of Art * Palace Museum, Beijing * St. Louis Art Museum * Shanghai Museum * Tokyo National Museum