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Special Exhibition Learning Tools

 Watch Me Move Curriculum Links for Middle School

Watch Me Move Curriculum Links for High School

 With Watch Me Move, the Detroit Institute of Arts brings to metro Detroit the most extensive animation show ever mounted, featuring both iconic moments and lesser-known masterpieces from the last 150 years. Students will have the opportunity to see a wide array of animation techniques in more than 100 animated film segments from across generations and cultures. The exhibition includes animation’s great inventors, innovators, artists, and studios.
With a visit to this exhibition and the guidance of their teachers, students will have the opportunity to
Discover the interdisciplinary relationships between scientific, mathematic, and artistic skills used in the creation of animation.
Explore the history of animation and the resulting technological innovations that the medium contributes to society and culture.
Compare and contrast the variety of concepts and ideas presented by many artists working in the same medium and understand the role of artistic choices in the creation of artwork.
Analyze image as text in order to integrate animation as an alternate form of expression into English Language Arts curriculum.
With a self-guided visit, teachers can use Watch Me Move to address the Common Core State Standards and the Michigan Department of Education Grade Level Content Expectations for Grades six through 12. 
Free transportation is available for school groups visiting from Macomb, Oakland, and Wayne counties. For special exhibition information, please contact our Group Reservations Department by calling (313) 833-1292.
This exhibition has been organized by Barbican Centre, London.  The Barbican Centre is provided by the City of London Corporation as part of its contribution to the cultural life in London and the nation.
In Detroit, generous support has been provided by the GM Foundation and Honigman.  Additional support has been provided by Quicken Loans & Rock Ventures, LLC.
Exhibition curriculum provided by Lear Corporation.
 Please note there are three areas of the exhibition that contain adult content, which are clearly marked for mature audiences only. 
Middle School
Common Core State Standards for English Language Arts
CCSS.ELA-Literacy.RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
CCSS.ELA-Literacy.SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
CCSS.ELA-Literacy.SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
Michigan Grade Level Content Expectations for Social Studies
6 – H1.2.1 Explain how historians use a variety of sources to explore the past (e.g., artifacts, primary and secondary sources including narratives, technology, historical maps, visual/mathematical quantitative data, radiocarbon dating, DNA analysis).
6 – H1.4.1 Describe and use cultural institutions to study an era and a region (political, economic, religion/belief, science/technology, written language, education, family).
6 – G4.2.1 List and describe the advantages and disadvantages of different technologies used to move people, products, and ideas throughout the world.
Michigan Grade Level Content Expectations for Science
S.IP.06–07.11 Generate scientific questions based on observations, investigations, and research.
S.RS.06–07.18 Describe what science and technology can and cannot reasonably contribute to society.
S.RS.06–07.19 Describe how science and technology have advanced because of the contributions of many people throughout history and across cultures.
Michigan Grade Level Content Expectations for Arts Education
ART.VA.III.6.3 Develop the ability to describe how the artist’s choice of materials, techniques, media technology, and processes influence the viewer.
ART.VA.III.6.4 Develop critical thinking strategies, observing, comparing, and contrasting artworks.
ART.VA.IV.7.2 Articulate an understanding of the historical, social, and cultural contexts of artwork with an emerging level of aesthetic sophistication.
ART.VA.V.7.2 Recognize and describe the skills used in visual arts careers at an emerging level.
ART.VA.IV.8.1 Recognize, describe and analyze, and evaluate how art contributes to and reflects all societies and cultures.
ART.VA.V.8.5 Effectively analyze and describe ways in which the principles and subject matter of other disciplines taught in school are interrelated with the visual arts.
High School
Common Core State Standards for English Language Arts
CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
CCSS.ELA-Literacy.RL.11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
CCSS.ELA-Literacy.SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
Michigan Grade Level Content Expectations for Social Studies
World History and Geography
6.1.1 Global Revolutions – Analyze the causes and global consequences of major political and industrial revolutions focusing on changes in relative political and military power, economic production, and commerce.
6.1.3 Increasing Global Interconnections - Describe increasing global interconnections between societies, through the emergence and spread of ideas, innovations, and commodities.
3.5.1 Explain how political parties, interest groups, the media, and individuals can influence and determine the public agenda.
3.5.7 Explain the role of television, radio, the press, and the internet in political communication.
4.2.2 Analyze the impact of American political, economic, technological, and cultural developments on other parts of the world (e.g., immigration policies, economic, military and humanitarian aid, computer technology research, popular fashion, and film).
Michigan Grade Level Content Expectations for Science
B1.2j Apply science principles or scientific data to anticipate effects of technological design decisions.
P1.2E Evaluate the future career and occupational prospects of science fields.
P1.2k Analyze how science and society interact from a historical, political, economic, or social perspective.
Michigan Grade Level Content Expectations for Arts Education
ART.VA.III.HS.5 Recognize and understand the relationships between personal experiences and the development of artwork.
ART.VA.IV.HS.1 Observe and describe artwork with respect to history and culture.
ART.VA.IV.HS.2 Describe the functions and explore the meaning of specific art objects within varied cultures, times, and places.
ART.VA.V.HS.2 Explore and understand the variety of art and design careers.
ART.VA.V.HS.3 Explore and understand the application of the creative process throughout career pathways.
ART.VA.V.HS.5 Recognize the role of art across the academic curriculum.
ART.VA.V.HS.7 Analyze the impact of visual culture on society.


 The DIA’s Division of Learning & Interpretation facilitates experiences that inspire all visitors to notice more, wonder, reflect, and express/share ideas. This learner-centered environment aligns with the Common Core State Standards, which are designed to help students build strong content knowledge, value evidence, and understand other perspectives and culture.