Students will learn that the bronze used to make this sculpture is an alloy of copper and tin with small amounts of antimony, lead, iron, silver, nickel, and cobalt. They use the periodic table to research the chemical formulas of compounds used to make bronze. After learning about oxidation-reduction reactions that occurred in the statue, students speculate about the conservation techniques needed to conserve the bronze sculpture.

Students will study an object from antiquity that was found in the sea off the coast of Italy in order to understand how conservators remove and prevent corrosion on bronze statues.

Students study an ancient bronze statue, analyze its pose, and discover how conservators remove and prevent corrosion.

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 compare and contrast works of art; learn observational techniques; become familiar with buildings in their community; learn the terms foreground, middle ground, and background, as well as terms for describing objects such as line, color, shape, form, and pattern.

Students will be able to discuss the growth of suburban development in the United States after World War II; write a persuasive essay about suburban development in California; and design a plan for a utopian and environmentally-friendly housing development.

Students will discuss the style and function of an 18th-century compound microscope and its case and then design their own modern scientific or technological instrument. Students should be able to discuss and analyze the elements and principles of design as seen in the Compound Microscope and Case; discuss and compare the design of the microscope to the design of modern scientific or technological devices; and apply the elements and principles of design to the creation of their own modern scientific or technological device.

Students will view Pistoletto's "Mirror Architecture" and consider why an artist might choose a fractured mirror to create a work of art; how the surroundings and the viewer interact with the sculpture; and how our perceptions of the piece might change in different locations. Students will write a story with the mirror as the central subject. Students will also write a short story which explores the symbolism of mirrors.

Students will be introduced to the notion of ephemeral and site-specific art and will consider the role of the photo-documentation of these works; explore works that challenge traditional notions of where art should be displayed; be introduced to artists' strategies of institutional critique.

Students will consider artists' choices related to materials, line, color, and scale; consider artists' motivations for using repeated forms; compare and contrast industrially fabricated works of art with those made by hand.

The five lessons that comprise this guide may be used sequentially or as independent units. An introduction to the key principles of each lesson is followed by a close examination of the works, including historical context and information on the artist. Discussion questions based on the images lead students through formal analysis of the artworks and seek to create connections between information and visual evidence. The activities that conclude each lesson encourage students to synthesize what they have learned about the works, and carry the lessons into the broader curriculum or relate it to skills students are practicing in the classroom.

Access and download over 50,000 images that are a part of the National Gallery of Art's permanent collection.

This resource packet contains images and supplemental readings to be used when teaching with Peter Blume's painting "The Rock." Classroom activities and discussion questions are also provided.

Students will examine architectural structures in paintings and how they are used, also considering the art elements, composition, emphasis, color, and light. Students will be able to examine the use of architectural structures in paintings; consider the use of composition, emphasis, color, and light in paintings; write words, phrases, and a stanza of a poem depicting a painting's mood; draw an interior and write a related stanza of a poem; and draw exterior landmarks and write a related stanza of a poem.

Students will be introduced to two new mediums: industrial design and photography; consider the ways in which art, architecture, and design affect their everyday life; consider the impact that the creation of public monuments has on a city and its citizens.

Students will learn about design issues including sustainability, safety, and use; explore how architects are using green technologies in today's buildings; investigate how the built environment affects the natural environment; investigate how the natural environment affects the built environment.

Students will explore the design process through photographic documentation and architectural plans and elevations; use primary-source documentation to explore the history of a building; compare and contrast works of architecture and industrial design; become familiar with the work of Mies van der Rohe and the International Style movement; learn the terms plan, elevation, cantilever, ornamentation, and scale.

Students will become familiar with the industrial developments of the twentieth century and how they affected architecture and society; explore the development of urban environments; compare and contrast graphics and drawings; create works of art that document their neighborhoods from their own perspectives; learn the terms utopian and conceptual.

Students will explore the inventions and material innovations that made the construction of skyscrapers possible; become familiar with the roles of architects and engineers; make connections between architecture and history; learn the terms ziggurat and cladding.

Students will consider the term conceptual art and the role of math - geometry, fractions, permutations - in producing this art. They will first create a conceptual art piece by following a set of Sol LeWitt's instructions. Then, they will design two conceptual art plans using math concepts - one in two-dimensions, another in three - for a student-partner to follow.