Students will be able to identify architectural elements in paintings; compare different vantage points in paintings; discuss methods of representing a three-dimensional building in a two-dimensional painting; and write an essay exploring the use of spaces or perspective in a painting.

Students will analyze scenes from the Trojan War that are visually depicted in an ancient object and an 18th-century painting, especially the details depicted in the foreground, middle ground, and background.

Students will examine three works of art to learn about the daily lives of working ballet dancers in Paris in the 19th century.

Students will be able to write a one-paragraph description of a painting based on their own observations; speculate about what happened before and after a scene depicted in a painting; write narratives using past tense and future tense; and write idioms about characters depicted in a painting.

Students will be able to discuss a photograph and write a descriptive narrative using sensory details; identify the events leading up to the Emancipation Proclamation and speculate what life was like for newly freed slaves in 19th-century America; write journal entries from the perspective of a freed slave in the 19th century; and create a print using scratch foam.

Students will create and use pinhole cameras to understand how artists use and manipulate light to capture images in photographs. They shoot and develop photographs made with pinhole cameras. They compare and contrast a nineteenth-century image, photographs taken with a pinhole camera, and pictures created with a digital camera or camera phone.

Students will create pinhole cameras to understand that light travels in a straight path. They describe the lines and shapes in a nineteenth-century photograph of a building and then use their pinhole cameras to trace the architecture of their school building.

Students will create pinhole cameras to learn how artists manipulate light to make photographs. They describe and analyze a nineteenth-century photograph and use their cameras to capture the architecture of their school or other buildings.

This is the first lesson in a sequential unit. Students view ceramic vessels from different time periods and cultures, and discuss their meanings, functions, and original contexts. They develop criteria for value and meaning of these objects, and create a timeline to situate the objects in history.

This lesson is part of a sequential unit. Students are tested on what they learned about the history of ceramic forms in "Ceramics: A Vessel into History—Lesson 1." They start work on a personal clay vessel that has a specific use or meaning in their contemporary culture, which could be discerned through study by future archeologists and art historians.

This lesson is part of a sequential unit. Students begin work on a ceramic vessel, which they designed in "Ceramics: A Vessel into History—Lesson 2." They discuss their artistic choices and identify elements derived from historical examples while considering how artists appropriate ideas from earlier artists.

This lesson is part of a sequential unit. Students hold a critique session to evaluate the work of their peers using the criteria for value and meaning they developed in "Ceramics: A Vessel into History—Lesson 1."

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 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 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.

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 read an artist's statement by Dorothea Lange and write an artist's statement based on their own photographs. Students will examine the relationship between photography and the artist's statement; look closely at their own works of art; and use the methods of description, reflection, and formal analysis to write their own artist's statements.

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 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 be able to examine a work of art and write a descriptive analysis about it; explore the differences between objective and subjective writing about an art object; consider the context in which a work of art was created, and develop opinions about a work of art; and discuss and reflect upon the process through which their first impressions of a work of art changed, after acquiring contextual knowledge about it.

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.

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?

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 learn new vocabulary and practice using it by looking at and describing various works of art, including paintings, drawings, art objects, and photographs.

Students will practice using vocabulary related to people and leisure. Students will be challenged to infer what leisure activities individuals are doing based on such clues as their pose.

Students will practice using vocabulary related to people and workStudents are challenged to infer what job individuals are doing, based on such clues as their pose.

Students will practice using vocabulary associated with a room and objects in the room.

Students will practice using vocabulary associated with the weather and how people react to the sea.

Students will practice using vocabulary associated with the weather and time of day.

Students will build vocabulary and enhance language arts skills while learning about still life in a painting. Activities emphasize prepositions of location—through discussions about objects depicted in the featured work of art.

Students will build vocabulary and enhance language arts skills while learning about decorative arts.

Students will build vocabulary and enhance language arts skills while learning about different media (painting and photography).

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 be able to compare portrayals of individual soldiers to depictions of battle scenes and discuss the impact of each on viewers; analyze rhetorical strategies in two newspaper articles about a current war; write two different newspaper articles about a current war from different viewpoints; and create digitally or manually manipulated photographs.