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:

* Learn about Farnsworth (the house) and Ludwig Mies van deer Rohe (the architect).
* Conduct research on the Bauhaus movement.
* Write a report about the artists and intellectuals, like Mies van deer Rohe, who sought asylum in other countries to escape censorship and the suppression of individual and political rights under Hitler in the 1930's.

From Creative Living: Residential Architecture in MoMA's Collection, A Guide for Educators

House Three: The House on Stilts--Villa Savoye, Poissy-sur-Seine, France, 1929-31

Students will:

* Discuss the particulars of the Villa Savoye.
* Discuss the Le Corbusier's "Chaise Longe" chair.
* Learn about the occupants, the Jeannerets, of the Villa Savoye.
* Analyze and evaluate "home" and "home atmosphere".
* Compare and contrast, through a series of writing exercises, the qualities of Villa Savoye with their own.
* Learn about Le Corbusier's "Five Points of Architecture" and the "International Style".

From Creative Living: Residential Architecture in MoMA's Collection, A Guide for Educators

House Two: The Red and Blue House--Schroder House, Utrecht, The Netherlands, 1924

Students will:

* Discuss the particulars of the Schroder House.
* Discuss the "Red Blue Chair".
* Learn about the occupants, the Schroders, of the Red and Blue House.
* Analyze and evaluate "home" and "home atmosphere".
* Compare and contrast, through a series of writing exercises, the qualities of Schroder home with their own.
* Learn about the "De Stijl" movement.

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.

The Cyrus Cylinder, a proclamation by the Persian king Cyrus the Great, gives rare historical insight into ancient Persian culture. These guides can be used to explore the Cyrus Cylinder and related objects in the Getty Villa's collection to learn about Persian culture and Persian interactions with the Greeks. Each guide contains information for teachers as well activities for students that can be carried out in the classroom. Resources include:

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 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 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.

This curriculum is intended to provide students and teachers with the tools to analyze photography. Each lesson is easily adaptable to enhance learning on any theme, topic, or historical period that is expressed by, or documented in, photographs. The lessons in this curriculum are intended to be used sequentially. Students will learn the basic tools for analyzing images using description, reflection, and formal analysis.

This lesson contains three activities. Each activity uses a different object to explore one method of analysis and emphasize concentrated looking. When using non-photographic images, emphasize that the tools students are learning can be used to analyze any work of art from any time period, including photographs. This activity is an engaging way to help students create rich, descriptive sentences. Learning to write these sentences will be helpful when students create their own artist's statements in later lessons.

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 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.