Introduction to Mini Masters Art Integration Program (copy)

1. After this section you will be able to identify key components of the Mini Masters program and of an arts-integrated lesson. (copy)

Let's review the key points. How is the program organized?

What is the Mini Masters program? 

Read this booklet about the Mini Masters program. Note how the program is organized.

  • Arts-integrated lessons are taught in the classroom before and after each museum visit.
  • Teachers can use the developed lessons from NOMA or write their own arts-integrated lessons.
  • Teachers will conduct arts-integrated lessons in the Spring semester with support from the museum specialist.
  • Teachers are required to attend at least four education-related workshops held at NOMA throughout the school year.
  • Museum educators will model the arts-integrated lessons in the Fall Semester.
Mark all that apply.

Look at the suggested outline of an arts-integrated lesson. Think about what segment is missing.

Watch a video presentation about arts-integrated lessons. 

Pay attention to what makes a lesson truly arts-integrated. 

Note the lesson segments that are critical to achieve lesson objectives.

Please note! 

Lesson Outline.

- Riddle time. Teacher describes an insect without naming it. Students guess.

- Discussion of a poster featuring the work Serpents and Insects by Otto Marseus van Schrieck.

- Building sculptures of insects from various art supplies.

- Viewing the works together. Children telling about their insects. 

Which critical lesson segment is missing?   

Choose the right option and click Submit.

Which lesson objectives refer to arts-integrated lessons?

  • Students learn to identify the characteristics of living things by building insects.
  • Students learn to create collages about animals.
  • Students learn to compare sizes by using paint to make prints with circle stamps of different sizes.
  • Students learn to classify objects by creating collages from various materials.
Mark all that apply.

What kind of information can you find on the teaching poster?

Watch a video presentation on using a teaching poster from the Mini Masters program.

Note what kind of information you may find on the poster and use in your lessons.

  • I can find initial discussion questions.
  • I can find curriculum standards.
  • I can find references for children's literature related to the topics.
  • I can find information about the work of art.
  • I can find arts-integrated lesson plans.
  • I can find learning activities for the centers
Agree or disagree with the statements.

2. After this section you will be able to implement the first lesson in the program. (copy)

After implementing this lesson your students should be able to:



Lesson: What is a museum?


  • Familiarize Pre-K students with the terms: museum, art, collection, photograph, painting, docent.
  • Teach Pre-K students to name the rules of behavior in the museum.


Photo of local Art Museum; Copy of story- Mia Goes to NOMA;  Posters of art in the story--Dogs at the French Market by Paul Pointy, and Portrait of Marie Antoinette, Queen of France, by Elisabeth Louise Vigée Le Brun; Toilet paper rolls (2 per student), string or yarn, decorations, crayons; a hand mirror; the word "museum" printed on a card.eVocabulary: 

Museum, collection, art, photograph, painting, docent

Structure of the Lesson:

  1. Anticipatory Set. Connect to students' previous knowledge and interests. 
  2. Class discussion. Introduce the lesson vocabulary. 
  3. Story time activity. Introduce the museum rules of behavior. 
  4. Hands-on activity: Make Binoculars. Activate the knowledge. 
  5. Close the lesson. Chant.
  • Identify rules of behavior in the museum.
  • Define museum terms with their own words.
  • Identify different types of art.
Mark all that apply.

Which of the following methods is more effective to introduce new terms to children?

Lead-in activity. 

Connect your students to the lesson topic to make learning meaningful for them.

Anticipatory Set (3 minutes):                                                                                                                   

Show a photo of your local art museum. Have the class guess what the building or place is. After a minute or so, tell them it is a museum (leave out the name and type for now).


Introduce the lesson concepts and notions.

Discussion (5 minutes):                                                                                                                   

  • Ask:  Who has been to a museum? Can anyone tell me what a museum is? (Explanation: A museum is a place people go to look and learn about things. It is a building where a collection is kept).
  • Ask:  What is a collection? Does anyone in this class like to collect things? (Explanation: A collection is a group of similar or like things. Different kinds of collections are kept at museums.  The museum in this photograph is an art museum.  People go there to look at and learn about art). 
  • Ask:  What is art?  We make art in our class, don’t we? How? (Explanation: Art is a creation someone makes.  Art can be made in many ways; with paint, or ink, or pencils, or chalk, or clay for example). 

Punctuate the discussion.  Allow for kinesthetic learning.

Movement:  Dramatic Finger Play (3 minutes):                                                                                                          

Say, Let’s make our own museum now with our hands.  Follow along with me.

The Museum

Here’s the Museum roof   (Touch all fingertips together in an upside-down “V”)

Here are the walls (Make a fence w/hands- fingers horizontal; tips touching; palms facing you)

Open the doors        (Swing fingers open like doors)

There’s art down the halls!         (Gesture of surprise)


*Repeat a few times until they can all follow with some accuracy


Watch a video demonstration of this finger play.

Discussion Continued (5 minutes):                                                                                                

  • Ask:  Who can tell me what a painting is? (Explanation: A painting is a work of art made using paint).
  • Ask:  What is the difference between a photograph and a painting? (Explanation: A painting is made using paint and a photograph is made using a camera. It is nice to look at a photograph of a painting, but it is not the same as looking at the real thing. At the museum you get to see the real thing! You can see every brushstroke in a painting when you look at it in the museum).

Quick activity: Say,  Let’s all pretend to paint a painting! Pantomime brush strokes in the air. Ask a few children to share what images they are painting).

  • Ask students to define the meaning of the word first.
  • Tell the meaning of the word.

What would be a more effective strategy to teach the rule to preschoolers?

Story time. Introduce the rules of behavior in the museum. (10 minutes)

Read the Story: Mia Goes to NOMA (5 minutes)                                                           

The story can be shared in a digital or paper format.

  1. You can show the digital version of story on the Smart Board and read it from the board. Use the arrows on the top right corner of each page to go forward or backward. 
  2. You can use the paper version of the story and read it from the printouts.

Digital story Mia Goes to NOMA. 

PDF version of the story Mia Goes to NOMA. 

Discussion after reading the story

  • Ask:  Who would like to go to the museum like Mia and her friends did?

Take reactions- accept those that are less favorable too.  Say something like, “It’s always fun to go to new places and try new things.”

Explain to students that we will be taking a field trip to the museum soon. Then we will get to see some of the works of art in person.

  • Ask:  Who remembers what Mia told her friends about going to the museum? (No touching, speak quietly, walk, listen to the docent)Point out to the children that when we go to the museum the rules will be the same for us too. One way to remember to use our eyes and not our fingers is to say to each other “It’s a time-out for touching!”

Make the “time” signal with your hands- One hand on top of the other to form a T, as used in sports.  Have the children do it too, and repeat: “It’s a time-out for touching!"  

Mirror activity (10 minutes):

  • Ask:  Do you know why we cannot touch the artwork at the museum? (Take answers).
  • Say, Let me show you why.  (Take out hand mirror.) Do you see how shiny this mirror is?  It’s really clean!  I am going to pass it around for everyone to see, and I want everyone to touch the mirror with your fingers.  (Pass the mirror around so that everyone gets to touch it, then hold it up for them to see).
  • Ask:  Now how does the mirror look?  What happened?  (Take some responses). 
  • Explain that our fingers have oil in them and it made the mirror dirty.  That is why we cannot touch the artwork at the museum.  The dirt and oils on our hands ruin the art.  Many people come to see the art.  Can you imagine what it would look like if everyone who came there touched things?  (Take some more responses). 
  • Have an activity that illustrates why the rule exists
  • Tell students that they will need to behave like adults

How is this lesson art integrated?

Introduce Art Activity (3 minutes):                                                                                             

Explain to students that they are going to make something that they can bring to the museum to help you remember to use your eyes to explore instead of your fingers.  Say, We are going to make binoculars!

  • Ask:  Why do people use binoculars? What kinds of things do they look for?

Show them the sample. Introduce the materials that will be used.

Here is the link to the digital version of the Binoculars job aid.

Here is the link to download the PDF version of Binoculars job aid.

Closing (5 minutes):                                                                                                                   

  • Before we go on to the next activity, let’s do the Museum cheer together!

(Display the word MUSEUM on a card, and say the letters as you point to each one.  Have the students say them with you.  Chant the letters as charted below until all have joined in.  Start patting a steady beat with both hands on your lap.  Once everyone is following, start the chant with the patting:

            Museum Cheer   

          “M- U- S” /   “E-U-M” /    

           “MU” / “SE” / “UM” /

            *End with a hooray!


  • The art making activity reinforces the lesson objectives.
  • There is a hands-on activity.

Extra Resources

Lesson Extension Ideas

  • Use one of the art prints such as Dogs at the French Market, or Portrait of Marie Antoinette, Queen of France to have a short discussion. 
Possible questions could be:

What do you see in this picture?

Where do you think this is? 

When do you think this was made? 

After the students share their ideas you could tell them two or three facts about the painting.  For example, Dogs in the French Market depicts New Orleans about 100 years ago.

  • Set up an art museum in your classroom.  Designate display areas for the children’s art on the walls, shelves, etc by covering them with special paper.  Make detailed labels with the information about each piece. Assign students to be the docents and give tours of the display.  (This activity may be even more interesting to the children after they have visited the museum in person).  




Katie Meets the Impressionists by James Mayhew

Museum ABC  by the Metropolitan Museum of Art 

Museum Shapes  by the Metropolitan Museum of Art 

Babar’s Museum of Art  by Laurent De Brunhoff

Museum Trip by Barbara Lehman

Meet Me at the Art Museum

by David Goldin

Inside the Museum: A Children's Guide to the Metropolitan Museum of Art by Joy Richardson

Babar’s Museum of Art Magnetic Characters Activity Kit (Mudpuppy)

Contains: 30 magnets, 4 scenes

Download the lesson plan for the First Lesson here. 

3. Contacts and references (copy)


If you have any questions, comments, or suggestions regarding this e-learning module or the Mini Masters program, please contact Chantell Nabonne, Gallery Learning Specialist, at the New Orleans Museum of Art.


Telephone: 504-658-4162

Lists of works and references

Watch this slideshow presentation to see the entire collection of works of art featured in Mini Masters posters.


Content contributors: 

Bell, Holly

Kennan, Tracy

Nabonne, Chantell

Sutton, Jennifer


Instructional Designer:

Isupova, Natalia

Online resources:

Armstrong, A., & Bargo, B. (2011, August, 11). How to look at art: The elements of art. Part 1. Retrieved June 15, 2015, from 


Alokhin, Roman

Hill, Sabree

Works of art:

America, 2013, Will Ryman (American, born 1969), mixed media, gift of Sydney and Walda Besthoff, 2013.8

Battle Royale, 2011, Alexis Rockman (American, born 1962), oil on wood, 96 x 216 inches in 3 panels, museum purchase, the Diana Helis Henry Art Fund, the Helis Foundation, 2012.67

Bowl, no date, Hopi Peoples (Arizona), terracotta with polychrome, the Robert P. Gordy Collection, 88.63

Dogs at the French Market, 1889, Paul Poincy (American, 1833-1909), oil on canvas, museum purchase, 25.0

Fish Heaped on the Beach, 1658, Willem Ormea (Dutch, 1611-1665) and Adam Willaerts (Dutch, 1577-1664), oil on canvas, gift of Bert Piso, 71.38

Forenoon, 1847, Asher B. Durand (American, 1796-1886), oil on canvas, gift of Fine Arts Cub of New Orleans, 16.4

Forever, 2011-2015, Odili Donald Odita (Nigerian, b. 1966), mural, museum purchase, Robert P. Gordy fund, 2011.4

In the Garden, Giverny, c. 1900-1905, Frederick Frieseke (American 1874-1939), oil on canvas, succession of Jane D. Culver and museum purchase with funds from the Deaccessioned Art Fund, James F. Brace Fund & the George S. Frierson, Jr. Fund, 2008.1

Inka Dinka Dew, 1991, John Chamberlain (American, 1927-2011), painted and chromium plated steel, gift of Sydney and Walda Besthoff, 2008.46

King’s Tunic, Late 19th – Early 20th centuries, Yoruba People, Kingdom of Owo, Nigeria, cloth, glass beads, Robert P. Gordy and Carrie Heidrich Funds, 91.29

Louisiana Indians Walking Along the Bayou, 1847, Alfred Boisseau (French, 1823-1903), oil on canvas, gift of William E. Groves, 56.34

On a Sailboat (Sur un bateau à voiles), 1916, Albert Gleizes (French, 1881-1953), oil and sand on cardboard, gift of Mr. and Mrs. George L. Lindemann, 2007.22

Portrait of a Young Girl, 1935, Joan Miró (Spanish, 1893-1983), oil with sand on cardboard, bequest of Victor K. Kiam, 77.294

Portrait of Marie Antoinette, Queen of France, c. 1788, Elizabeth Louise Vigée Le Brun (French, 1955-1842), oil on canvas, museum purchase, Women’s Volunteer Committee and Carrie Heiderich Fund, 85.90

Radar Astronomy, 1952-1956, Joseph Cornell (American, 1903-1972), mixed media, the Murial Bultman Francis Collection, 86.174

Restrained, 1999, Deborah Butterfield (American, born 1949), bronze, gift of Sydney and Walda Bestoff, 2000.202

Seed Jar (Olla), c. 1100 - 1300, Anasazi Peoples (New Mexico), earthenware with pigments, museum purchase, Friends of Ethnographic Art Fund, 94.147

Serpents and Insects, 1647, Otto Marseus van Schrieck (Dutch 1613-1678), oil on canvas, gift of John J. Cunningham, 56.30

Sketch for “Several Circles”, c. 1926, Wassily Kandinsky (Russian, 1866- 1944), oil on canvas, gift of Mrs. Edgar B. Stern, 64.31

Snow at Giverny, 1893, Claude Monet (French, 1840 – 1926), oil on canvas, from the Mrs. Frederick M. Stafford Collection. Reproduced with permission, 1977.9

Spider, 1996, Louise Bourgeois (American, born in France, 1911-2010), bronze, gift of Sydney and Walda Bestoff, 1998.112

Storage Vessel, c. 1850, Hopi Peoples (Arizona), terracotta with polychrome, gift of Mercedes Whitecloud to the Tom and Mercedes Whitecloud Collection of Native American Art, 2004.304.6

The Ice Hole, Maine, 1908. Marsden Hartley (American, 1877-1943), oil on canvas, Ella West Freeman Foundation Matching Fund, 73.2

Unique Forms of Continuity in Space, 1913 (cast 1970), Umberto Boccioni (Italian, 1882-1916), polished bronze, ed. 5/8, gift of Sydney and Walda Besthoff, 2008.134