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 be able to visually analyze a photographic image; write a headline and a story to accompany an image chosen from a newspaper; and compare what they see in a photojournalistic image to what they read in the story accompanying the image.

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 is the first lesson in a sequential unit. Students consider the ways that sculptors have represented concepts and ideals as symbolic forms in three dimensions. They compare historical examples to those in contemporary culture, and begin sketching designs for their own symbolic sculpture.

This lesson is part of a sequential unit. Students participate in a class critique of the symbolic sculptures they created. They critique the work of their peers by responding to questions about the symbolic content and applying criteria for sculpture developed in Lesson 1.

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.

Celebrate "Women's History Month" through this edition of Text to Text in collaboration with the Makers project (a digital and broadcast initiative from AOL and PBS that showcases stories of groundbreaking women from all walks of life. Students will view video clips, compare texts, answer key questions, and engage a variety of "Going Further" exercises.

The Learning Network provides teaching and learning materials and ideas based on New York Times content. Teachers can use or adapt our lessons across subject areas and levels or contribute their own ideas. Students can respond to our Opinion questions, take our News Quizzes, learn the Word of the Day, try our Test Yourself questions, enter contests, do crosswords, learn about what happened on this day in history, answer 6 Q's About the News, speculate on "What's Going On in This Picture?" or read our Poetry Pairings.

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.

In this activity, students learn about how artists living in the rapidly modernizing world of late 19th-century Europe wished not only to depict modern (for them, contemporary) everyday life, but also to reveal the emotional and psychological effects of living in a world in rapid flux.

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.

When you visit an art museum and enter one of the halls filled with paintings, drawings, photographs and sculptures your eye falls on the image closest to you and you wonder what is that picture about? This lesson plan focuses on helping students to answer that question by investigating the subject of works of art.

Students will analyze the sculpture Head with Horns by Paul Gauguin through objective and subjective writing activities and class discussion.

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.