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 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 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 create a timeline outlining various groups' struggles for equal opportunity and create a 30-second radio or video public service announcement (PSA).

Students will be able to discuss and analyze the subject and compositional elements of a three-dimensional portrait bust; use multiple techniques for creating a portrait bust with their hands and simple tools; experiment with additive techniques in sculpture; create a three-dimensional portrait that communicates the characteristics of a friend, through the position of the head, facial expression, and movement; and articulate in writing the processes undertook to create a portrait bust.

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.

Students will view Gillian Wearing's "Self-Portrait as My Uncle, Bryan Gregory"; learn about her process of documentary portraiture; and debate whether her work is "self-portraiture" or not. Students will also use collage to merge an image of themselves with that of another. Students will also write a character sketch of one of Wearing's photographs and a short biography of the person they have researched.

Students will be able to observe a watercolor that depicts a historical narrative of a landmark in a dramatic setting; practice and use various watercolor techniques; and create a watercolor of a landmark in a dramatic setting.

A video of how to create a simple yet good fall scarf with knitting needles

Students will be able to view and discuss five different artworks (drawings and paintings created in late-1800s France) in terms of what art can tell them about vocations, social conventions, history, style, science, politics, economics, and creativity; create imaginary narratives about how the subjects came to be painted by the artist; create imaginary narratives about what the artists' private lives might have been like in Europe in the 1880s and 1890s by using historical references; learn how to organize information quickly in a visual manner by using various Bubble Maps©; conduct research to make study sketches (examples of text or graphic backgrounds); create an original work of art; and write a short essay in which they address the question: What can art tell us about ourselves?