Students explore the topics of interpretation and intertextuality by investigating and creating texts and works of art inspired by other texts. Essential Question: How does meaning change through interpretation?

Students will consider the challenges of representing identity visually; consider text and elements of popular culture in an image; continue to consider the role of drawing as a political medium.

Students will consider gesture in drawings; consider alternative materials and processes artists can use to create drawings; consider the role of chance in the creation of drawings.

In this lesson, students reflect on the social relevance of right-brain and left-brain thinking. Then, they practice the science skills of observation and drawing using a right-brain dominant approach and reflect on whether and how the different perspective helped them to learn the material.

Students will:
1. Respond to a logical, systematic and verbal drawing prompt.
2. Learn about the differences between brain hemispheres and the current emphasis on the value of creativity and imagination by reading and discussing the article "Let Computers Compute. It’s the Age of the Right Brain."
3. Employ drawing techniques to engage the right hemisphere of the brain and then apply these techniques to a science topic.
4. Compare two self-created drawings and reflect on the experience of approaching the topic from two perspectives, linear/logical and spatial/nonverbal/holistic.

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 one new medium and one new technique: bronze sculpture and lithography; consider the ways in which popular culture is recorded or disseminated in society; consider the ways in which art and popular culture may be integrated in advertising.

Students will be introduced to some of the conventions of portraiture such as costume, gesture, expression, pose, and background; consider how the above elements can communicate information about a person; consider how symbols can be used in a portrait to add meaning.

Students will compare propagandistic strategies in artworks to modern-day examples of persuasive techniques and create a propaganda poster for a current political leader.

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 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.

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.

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.