Students will make word associations while looking at an American flag. Students will then compare the American Flag with Oldenburg's "The Old Dump Flag, 1960" concentrating on proportions, materials, color, movement, shape, etc. Discussion will proceed to Oldenburg's idea of "grand symbols". Students will then collect recyclable items, flatten them, and sculpt a "grand symbol" of their community by tearing, crumpling, folding and spray painting the work. Students will divide into groups and create a performance piece incorporating all the objects made by group members.

Students will:

* Learn about The Highrise of Homes Project and James Wines (architect) and his design firm SITE (Sculpture in the Environment).
* Work in groups as "city planners" and "architects" to create a proposal for a home construction.
* Research examples of high-rise housing by other architects and compare them to the Highrise of Homes project and high-rise housing where you live.

From Creative Living: Residential Architecture in MoMA's Collection: The Curved House--Endless House
Project (unbuilt). 1950-60

Students will:

* Learn about The Endless House project and Frederick Kiesler (the architect).
* Compare the Endless House with other homes from this guide and in your neighborhood.
* Build the Endless House
* Research Kiesler's vision for the Endless Theater.

Students will explore different artistic techniques for communicating motion; analyze how a work in series can depict narrative and motion.

Students will examine the ways in which an artwork is innovative or daring for its time; investigate how a new style was furthered by the exchange of ideas between Picasso and Braque; compare and contrast Cubist works depicting the human figure.

Students will become familiar with the terms landscape, iconography, abstract, and will revisit the terms foreground, middle ground, and background; explore how the artist's perception impacts the way he or she interprets and represents a subject.

Students will be introduced to some of the conventions of portraiture; consider how symbols can be used in a portrait to add meaning; be introduced to the technique of photomontage.

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.

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 paint a landscape where the body and nature are interconnected. Students will experiment with weight, gravity, tension and balance. Students will also watch a Neto video on Intimacy.