Students will be introduced to the strategy of collage; be introduced to the concept of chance and how it has played a role in the production of visual art; explore how artists incorporated materials from everyday life into their works of art, including images from the mass media.

Students will analyze how a portrait reflects the events and trends of its time and then create a portrait of a public female figure today. Students will be able to research the effects of European expansionism and colonialism on different groups of people during the Age of Exploration; discuss the notion of "exoticism" as it relates to a 19th-century painting, the burgeoning of stereotypes, and modern-day stereotyping in the media; and create a portrait of a female public figure from a different culture.

Students will be able to discuss and analyze the sculpture Sketch for a Fireplace Overmantel by Francesco Antonio Franzoni; consider current styles of home interiors; create studies in 2-D and 3-D for a decorative overmantel for the celebrity patron of their choice; research and read about the life and style of an arts patron and create a design for an overmantel that reflects the patron's life; and articulate in writing the processes they followed to create their overmantels.

Photography, as a nonverbal language, allows students to increase their visual perception and provides a medium for creative expression. The history of photography will be evaluated in the context of historical, social, cultural and artistic developments. Students learn to understand the artistic qualities of the photographic medium while acquiring the techniques for utilizing photography for expressive purposes. Instruction includes studio and field techniques, photojournalism, fashion photography, and commercial, portrait, scientific, nature, wildlife and sports photography. In producing their own works and by studying the photographs of others, students will develop a base for making informed aesthetic judgments. Integrated throughout the course are career preparation standards which include basic academic skills, communication, interpersonal skills, problem solving, workplace safety, and technology and employment literacy.

Students will be able to discuss depictions of the civil rights movement; analyze the effectiveness of juxtaposing image and text; create an image that addresses a social, economic, or political problem in their community; and write accompanying text to an image that addresses a social, economic, or political problem in their community.

Students will be able to respond in written and/or visual form to photographic stimuli; create a movement theme (phrase) based on elements perceived in a photograph; and choreograph a solo composition based on chosen photographic stimulus.

Students will be introduced to artists who developed new visual forms through experimentation; consider artists' choices of material; introduced to the term "Constructivism."

Students will be introduced to the principles of the Bauhaus; consider the elements of chair design; introduced to the printmaking technique of lithography; consider how technological progress affects art and design.

Students will make connections between two design objects intended for different purposes; be introduced to the ways in which artists can affect social and political behavior through design.

Students will compare two different designs for theatrical costumes by artists Oskar Schlemmer and Lissitzky; consider how these artists applied their artistic ideals to theater design.

Students will be introduced to two artists, Kazimir Malevich and Piet Mondrian, who pioneered different systems of abstract painting; consider how the two artists' use of shape, line, composition, and color reflect both similarities and differences in their artistic ideologies.

Have students brainstorm a list of adjectives to describe places. As a group, look at Schiele's Old Houses in Krumau and then, working with a partner, to match words from the list with Schiele's scene. Have students reflect on process--how they know when an artwork is finished. Ask students about the use of anthropomorphic elements in Schiele's work and their own. Have students consider the terms looking and seeing and how the two differ. Students will produce an anthropomorphic landscape from their surroundings and write down similes and metaphors comparing parts of the landscape to the human form. Students will also work together to produce a series of images inspired by each other. Students will also work with the definition of "artists".

Students will look at Egon Schiele's "Seated Couple, 1915" and compare the two figures. Students will discuss how art can express feelings symbolically. Students will then consider Gustav Klimt's "The Kiss, 1908" and compare the two works noting proportions, perspective, color, decorative elements and the relationship between the figures and the environment. After a class discussion on allegory, students will create their own allegorical drawing. Students will then write a poem based on one of the works. Also, working in pairs, students will sketch each other twice making use of perspective to portray different aspects of the subject.

Students will look at Egon Schile's "Self-Portrait: Pulling Down an Eyelid, 1910" noting use of color and decorative elements, clothing, facial and body language and emotion. Students will also consider Schiele's use of line and his contrasting blocks of color. Students will compare his work to that of his mentor, Gustav Klimt. Working in groups, students will construct and act out a dialogue between artist and subject based on a Schiele drawing. Students will engage in two continuous drawing activities; two contour drawing activities; and create a digital self-portrait experimenting with contortion, asymmetry, and/or disproportionate elements.

Students will go through a series of sensory experiments to learn to express subjective sensations. Students will transform the classroom into an installation piece and discuss how they interact and integrate with the altered space. Students will also design and create a living sculpture where they are each a part of the interconnected work.

Students will view Neto's "Coconut Water" 2008. Students will also conduct fieldwork collecting data around the school and in their own neighborhoods, document their fieldwork through video, photographs, or drawings, and share findings through a roundtable discussion. Students will also select a typical local product and write a manifesto as to its importance. Also, students will create a mural in the style of Neto's installations.

Students will read an artist's statement by Dorothea Lange and write an artist's statement based on their own photographs. Students will examine the relationship between photography and the artist's statement; look closely at their own works of art; and use the methods of description, reflection, and formal analysis to write their own artist's statements.

Students will compare portraits, two of which are self-portraits, focusing on artists' choices, such as medium, or the materials an artist uses to create a work of art, and composition, meaning the arrangement of different elements upon the surface of a painting, drawing, etc. Students will explore the characteristics that these portraits convey about the sitter.

Students will study "Flamingo Capsule", a painting by James Rosenquist drawing on the Apollo 1 training disaster. Students will try to connect the painting to the event by deconstructing the painting. Students will consider Rosenquist's composition and discuss the level of success the artist reached in portraying two opposite concepts within a single work. Students will research newspaper accounts of the Apollo 1 tragedy and create their own work responding to the event. Students will also experiment with scaling-up, the technique Rosenquist used to produce very large works.

Students will watch and discuss an exerpt from Garmendia's "Untitled Orbea" 2007. Students will explore, video, and discuss a relevant object from the school. Students will consider local traditions, events, habits, or an unusual behavior in their community and create an imaginary monument that represents their community. Students will also design furniture playing with the function of the object.