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 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 be able to describe and analyze techniques artists use to communicate persuasive messages through two-dimensional and three-dimensional images; understand key themes and artistic styles of the Counter-Reformation period in 17th-century Europe; and create a sculpture that conveys a message conceived by a patron.

This lesson is part of a sequential unit. Students use criteria developed in class to evaluate which of their own sketches would make the best symbolic sculpture. They choose a final design, techniques and materials, and create sculptures based on their designs.

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.

Students will examine sixteen paintings by George Baselitz. Students will describe the works and discuss details, the reasoning and meaning behind painting upside down, techniques and methods required to work in this manner, and the process behind the series. Students will also analyze the titles and subtitles Baselitz used and the meaning or implications associated with each. Students will compose a dialogue between two characters in the paintings and will experiment with painting with hands and feet in the style of Baselitz.

Students will view and discuss Cy Twombly's "Nine Discourses on Commodus", research the Roman Emperor Commodus, investigate Twombly's process and technique, and consider the difference between works in a "series" created as "one in a sequence" rather than "stand alones". Students will also discuss how music may inspire visual arts; make paintings based on phrases of poetry; and debate the artistic value of graffiti.

This free website provides more than 600 adaptable lesson plans written by teachers in collaboration with the Denver Art Museum for more than 130 objects from the museums world-class art collection. Lesson plans and resources focus on inspiring students to think and problem-solve creatively. Organized in an easy way so that teachers can pick the topic they would like to explore or enhance, then use works of art to teach that subject.

High resolution images are included. Museum visits are not necessary to implement lesson plans. Includes professional and student development tools such as teacher workshops and webinars, virtual classroom courses, career videos, educator blogs and creativity tools. Easy for teachers in language arts, social studies and visual arts to provide a curriculum rooted in the arts while also meeting 21st Century Skills.

Students will view and discuss Waking, 1984 by Gilbert and George. Working in pairs, students will gather images from newspapers and magazines depicting youth culture and style. Students will then combine the images collected by the class and create a collage showing how they think youth should be depicted by the media. Alternatively, students could create a digital collage by taking pictures of themselves and their peers. Have students discuss how their image selections reflect or represent their generation.

In this activity, students will learn how modern artists reinvented portraiture. By the turn of the 20th century, photographs had become the most accessible and popular mode of portraiture. As though freed from the burden of realism, portrait painters of the time began to explore new ways to represent people, breaking with the literal and representational portrait of the previous era.

Students discover the ways in which artists, photographers, and architects changed the landscape of modern cities. The emergence of the modern city in the early 1900s was shaped by industry, innovations in transportation (railroads in particular), and mass migrations of people.

Students will be able to research the history of individual labor unions and interview representatives about benefits and challenges; document in a photographer's journal the process of preparing for and participating in a photography assignment; formally analyze artworks in preparation for a photography assignment; and create an original photograph of a worker that uses leading lines to create emphasis.

Students will watch and discuss an excerpt from Ono's "Cut Piece" 1964. Students will also record sounds to create audible poems, produce a school-wide sound-sculpture project, and create short videos in response to a series of prompts.

Students will learn about conceptual art, minimalist sculpture, haiku, and readymades through analysis of Yoko Ono's 1966 work "Apple". Students will participate in a number of activities revolving around the theme of "Experiencing the School in a Differnet Way". Activities include writing haiku, producing a collaborative mural project, create a collaborative mixed-media interpretation of one aspect of the school, and conduct a survey of the positive and negative aspects of the school with the goal of promoting positive change.

In this lesson, students learn about Irving Penn’s “The Small Trades” collection. They then scan The New York Times (or other newspapers) for photographs of people at work, clip these images for more in-depth examination, and take their own photographs of people on the job in their community for a class exhibit.

Students will:
1. Examine portraits from Irving Penn’s “The Small Trades” collection.
2. Learn about a famous collection of photographed portraits by reading and discussing the article “Blue-Collar Elegance: Getty Acquires Penn Series.”
3. Analyze images of people on the job clipped from copies of The New York Times (or other newspaper).
4. Take photographs of people in jobs that are either unique or typical to their local community.