Students will analyze scenes from the Trojan War that are visually depicted in an ancient object and an 18th-century painting, especially the details depicted in the foreground, middle ground, and background.

Students will be introduced to works of art that address constructions of identity in a consumer society; explore the roles memory plays in the creation and evolution of identity.

Students will analyze the symbols used in geographic maps; consider the impact of cultural, historical, and political contexts on mapping; compare and contrast maps in diverse mediums made by artists from different geographic and cultural backgrounds.

Students will explore the varied meanings of “identity; learn how irony and satire can function in a work of art; discover how maps can be used to chart not only geography but also psycho-logical, emotional, and intellectual states.

Students will learn how artists explore personal, cultural, and national identity through materials, process, and tradition; see how contemporary artists have adapted historic, culturally specific art-making practices to the present day; begin to consider the role of politics and religion in contemporary art.

In this lesson, students will be able to recognize the capacity of art to both reflect and shape community values; identify ways in which attributes such as color, viewpoint, style, and composition convey ideas; and develop interpretations of artwork based on visual evidence and evaluate alternate viewpoints expressed by peers.

This resource aims to: engage teachers and students in acquiring authentic and culturally respectful information; build factual knowledge about art, history, religion, cultural traditions, the role of the artist and the use of materials and techniques; support teachers and students in developing skills in intercultural understanding; and develop Asia literacy, the understanding and valuing of the wealth of artistic and cultural traditions of Asia, and the links we share across countries and cultures.

Students will explore the use of cool colors in Bouguereau's painting 'Childhood Idyll'; experiment with cool, warm, and complementary colors; and create a self-portrait using one of these color schemes. Students will learn the concepts of cool, warm, and complementary colors, core knowledge that will help them with all artistic lessons they may encounter in the future.

Students will study Robert Rauschenberg's "Barge, 1962-63" and consider statements made by critics at the time. Students will also create a timeline of what was happening in the 1960's in the US. Students will identify the various processes used in "Barge". Students will also brainstorm images representative of their own community and create a collage from newspaper, magazine, and other image sources. They will also apply paint to the work. Students will also approach the subject through screenprinting.

This web interactive from the Brooklyn Museum lets students examines the extraordinary artist Jean-Michel Basquiat. He created paintings and drawings filled with imagery that describes his ideas about life and the world around him. This resource allows students to examine his works of art in depth and to learn about the images he used and create their own art online.

Students will be able to write a one-paragraph description of a painting based on their own observations; speculate about what happened before and after a scene depicted in a painting; write narratives using past tense and future tense; and write idioms about characters depicted in a painting.

This lesson uses contour line drawings by using kinetic energy (by moving around on the floor while they trace) and social energy (by interacting with the student they are drawing on the floor).

Students will look at Serra's 'Circuit, 1972' and Brancusi's 'Torso' and compare the two works. Students will consider how sculptors articulate a form in space and how the sculptor draws a volume. They will also consider the phrase 'articulation of process' as expressed in much of Serra's early work. Students will reflect on Serra's verb list and experiment by making three different works from three different materials in response to a verb. Students will also create a more advanced sculpture based on Serra's second verb list incorporating suggested action or movement within the work.

Students will look at Brancusi's 'The Kiss' and compare it to other sculptures they have seen. Students will also comment on some of Brancusi's aphorisms about art and the creative process. Students will create an artwork that responds to the artwork of Brancusi or Serra or Rodin. Students will also explore direct carving after the work of Brancusi.

Students will look at Richard Serra's 'The Consequence of Consequence'. They will then create a mock-up of a space in or near their school and create model sculptures for the space. Students will also write a dialogue between the artists Constantin Brancusi and Richard Serra depicting what the artists might say to each other with the conversation revealing insights into their work.

In this lesson, students will be able to use visual evidence to generate inferences; identify ways artists' choices (i.e., composition, scale, pose and facial expressions, and lighting) convey point of view; and compose a fictional field report from the perspective of a Hessian scout.

Students will be able to discuss a photograph and write a descriptive narrative using sensory details; identify the events leading up to the Emancipation Proclamation and speculate what life was like for newly freed slaves in 19th-century America; write journal entries from the perspective of a freed slave in the 19th century; and create a print using scratch foam.

Students will create and use pinhole cameras to understand how artists use and manipulate light to capture images in photographs. They shoot and develop photographs made with pinhole cameras. They compare and contrast a nineteenth-century image, photographs taken with a pinhole camera, and pictures created with a digital camera or camera phone.

Students will create pinhole cameras to understand that light travels in a straight path. They describe the lines and shapes in a nineteenth-century photograph of a building and then use their pinhole cameras to trace the architecture of their school building.

Students will create pinhole cameras to learn how artists manipulate light to make photographs. They describe and analyze a nineteenth-century photograph and use their cameras to capture the architecture of their school or other buildings.