Students will consider gesture in drawings; consider alternative materials and processes artists can use to create drawings; consider the role of chance in the creation of drawings.

Students will compare and contrast two paintings; understand the term modern as used in an historical and art historical context; become familiar with the terms foreground, middle ground, and background.

Students will examine architectural structures in paintings and how they are used, also considering the art elements, composition, emphasis, color, and light. Students will be able to examine the use of architectural structures in paintings; consider the use of composition, emphasis, color, and light in paintings; write words, phrases, and a stanza of a poem depicting a painting's mood; draw an interior and write a related stanza of a poem; and draw exterior landmarks and write a related stanza of a poem.

This lesson plan offers the unique opportunity to see behind the scenes of the life of a political illustration artist. Students will learn how to use an illustration to express a political point while exploring many art mediums and self--expression.

Students will be introduced to one new medium and one new technique: bronze sculpture and lithography; consider the ways in which popular culture is recorded or disseminated in society; consider the ways in which art and popular culture may be integrated in advertising.

Students will be introduced to some of the conventions of portraiture such as costume, gesture, expression, pose, and background; consider how the above elements can communicate information about a person; consider how symbols can be used in a portrait to add meaning.

Students will compare propagandistic strategies in artworks to modern-day examples of persuasive techniques and create a propaganda poster for a current political leader.

Students will be able to talk about the original contexts of works of art; explain what the Grand Tour was; and give reasons why people have looked to the art and literature of ancient Greece and Rome for centuries as a source of inspiration.

Students will be able to use English–language vocabulary to describe what they see in a work of art; create a collage that communicates their experience of the urban environment; and write about their collage, articulating what they were trying to express through visual images using English–language vocabulary.

Students will be introduced to two new mediums: industrial design and photography; consider the ways in which art, architecture, and design affect their everyday life; consider the impact that the creation of public monuments has on a city and its citizens.

Students will learn about design issues including sustainability, safety, and use; explore how architects are using green technologies in today's buildings; investigate how the built environment affects the natural environment; investigate how the natural environment affects the built environment.

Students will explore the design process through photographic documentation and architectural plans and elevations; use primary-source documentation to explore the history of a building; compare and contrast works of architecture and industrial design; become familiar with the work of Mies van der Rohe and the International Style movement; learn the terms plan, elevation, cantilever, ornamentation, and scale.

Students will become familiar with the industrial developments of the twentieth century and how they affected architecture and society; explore the development of urban environments; compare and contrast graphics and drawings; create works of art that document their neighborhoods from their own perspectives; learn the terms utopian and conceptual.

Students will explore the inventions and material innovations that made the construction of skyscrapers possible; become familiar with the roles of architects and engineers; make connections between architecture and history; learn the terms ziggurat and cladding.

Students will be able to visually analyze a photographic image; write a headline and a story to accompany an image chosen from a newspaper; and compare what they see in a photojournalistic image to what they read in the story accompanying the image.

Students will be able to describe and analyze techniques artists use to communicate persuasive messages through two-dimensional and three-dimensional images; understand key themes and artistic styles of the Counter-Reformation period in 17th-century Europe; and create a sculpture that conveys a message conceived by a patron.

This is the first lesson in a sequential unit. Students consider the ways that sculptors have represented concepts and ideals as symbolic forms in three dimensions. They compare historical examples to those in contemporary culture, and begin sketching designs for their own symbolic sculpture.

This lesson is part of a sequential unit. Students participate in a class critique of the symbolic sculptures they created. They critique the work of their peers by responding to questions about the symbolic content and applying criteria for sculpture developed in Lesson 1.

This is the first lesson in a sequential unit. Students look at and discuss still-life paintings and develop a definition for the genre. They then further their understanding of this type of painting and practice watercolor techniques by painting their own still lifes from direct observation. Art production focuses on the tools used to create the illusion of three-dimensional space and convey texture in watercolors.

This lesson is part of a sequential unit. Students paint the same still-life arrangement from Lesson 2, but in an opaque medium. They compare similarities and differences of working with the transparent and opaque mediums and refine their artist's statements.