Students will be introduced to artworks that emphasize ideas over visual forms and consider how these works fit into or challenge their definitions of art; explore different methods of using language in art; consider the role of artists in making language-based Conceptual art.

Students will be introduced to performance art and will consider its relationship to more traditional forms of visual art, such as painting and sculpture; consider the different ways in which performance art is documented; explore artists' construction of identities in performance and their adoption of signature materials and props.

Students will be introduced to the notion of ephemeral and site-specific art and will consider the role of the photo-documentation of these works; explore works that challenge traditional notions of where art should be displayed; be introduced to artists' strategies of institutional critique.

Students will consider artists' choices related to materials, line, color, and scale; consider artists' motivations for using repeated forms; compare and contrast industrially fabricated works of art with those made by hand.

The four lessons that compose this guide may be used sequentially or as independent units. An introduction to the key principles of each lesson is followed by a close examination of the works, including historical context and information on the artists. Discussion questions based on the images lead students through analysis of the visual elements of artworks and seek to create connections between information and visual evidence. The activities that conclude each lesson encourage students to synthesize what they have learned about the works and carry the lessons into the broader curriculum or relate it to skills they are practicing in the classroom.

The five lessons that comprise this guide may be used sequentially or as independent units. An introduction to the key principles of each lesson is followed by a close examination of the works, including historical context and information on the artist. Discussion questions based on the images lead students through formal analysis of the artworks and seek to create connections between information and visual evidence. The activities that conclude each lesson encourage students to synthesize what they have learned about the works, and carry the lessons into the broader curriculum or relate it to skills students are practicing in the classroom.

The five lessons that compose this guide may be used sequentially or as independent units. An introduction to the key principles of each lesson is followed by a close examination of the works, including historical context and information on the artists. Discussion questions based on the images lead students through analysis of the visual elements of artworks and seek to create connections between information and visual evidence. The activities that conclude each lesson encourage students to synthesize what they have learned about the works and carry the lessons into the broader curriculum or relate it to skills they are practicing in the classroom.

The four lessons that compose this guide may be used sequentially or as independent units. The lessons include an introduction to key principles followed by a close examination of each artwork, including its historical context and information on the artist. Discussion questions based on the image lead your students through formal analysis of the artwork and seek to create connections between information and visual evidence. The activities that conclude each lesson encourage your students to synthesize what they have learned about the works and connect the lesson to the broader curriculum or relate it to skills they are practicing in the classroom.

Students will consider the challenges of representing identity visually; consider text and elements of popular culture in an image; continue to consider the role of drawing as a political medium.

Students will consider portraiture as a means of political expression; discuss the elements of a portrait that contribute to its meaning, such as expression, pose, costume, and background; consider the effectiveness of drawing as a form of political expression.

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.

The goal of this guide is to introduce students to the design and construction of sky-scrapers and to demonstrate to teachers the variety of ways in which architecture can be used in the classroom. The guide's purpose is not just to explicate works of art, but also to demonstrate how images and historical information can be integrated into different subject areas as well as project-based learning in the classroom. Lessons are accompanied by writing, research, and hands-on, art-based activities that encourage students to make connections between the works discussed and their environment.

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.