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 consider the ways in which the contemporary world and events affect artists, and how artists respond to and record these effects; investigate how artists use symbols to convey meaning.

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 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."

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 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.

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 analyze modern artists' interest in travel; discuss modern artists' radical and unusual use of artistic materials; look at the ways in which modern artists were inspired by unusual artistic sources.

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 learn to broaden their descriptive and analytical vocabulary through comparisons and close analysis of works of art; discuss changes taking place in the modern world and the psychological effects on the artists discussed in this guide.

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 are continuing learning about their country's culture and will continue researching their country's landmarks from the Country Traveling Research Question Handout from the previous lesson. In this lesson, students are going to choose one landmark and create a collage using the collage art making technique. This lesson was developed by Danielle Gaimari as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

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 and discuss works by Garmendia, Zabala, and Salaberria. Students will organize and construct an action sculpture, observing how objects react (how they move, sound, how the physical matter changes) if elements such as sun, water, or wind get involved. Students will use smartphones, cameras, and/or video to copy old photos and video comparing qualities of past and present. Students will also view the series "Unconscious/Conscious" and use photography and video to explore an emblematic building in their city.

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.