Students will consider the choices artists make when creating works of art that include people. They will consider style, medium, background, color, technique, and composition; compare images of women as represented by different artists; learn about where artists get their sources and inspiration.

Students will consider the ways that artists respond to political and social events and ideas; think about sources of inspiration; learn about symbols and think about what they represent.

Students will consider the choices artists make with regard to painting, focusing on color, shape, composition, proportion, balance, style, and scale; learn how to discuss and compare nonrepresentational works of art; think about their relationship as a viewer to works of art and will consider how an abstract work can evoke a sense of atmosphere or place.

Students will consider the choices artists make with regard to painting. They will focus on line, material, scale, and the artistic process; learn how to discuss, compare, and think critically about nonrepresentational, or abstract, paintings; think about the use of line in painting.

Students will consider how and why artists use everyday objects as subject matter; consider the choices artists make when creating works of art, exploring subject matter and sources of inspiration, medium, and style; make connections between consumer culture and art; learn about the technique of screen-printing.

Whether specialising in Painting, Graphic Design, Photography, textiles or Sculpture, most high school Art students begin by selecting a topic for their Coursework or Examination project. One of the most crucial decisions an IGCSE, GCSE or A Level Art student has to make is what subject or theme they will spend the year exploring. It is a decision that many find difficult, whether due to a lack of inspiration, an inability to discern between two or more possible ideas or a general misunderstanding about the type of topic that is appropriate. This resource contains a step-by-step guide that students can use to brainstorm, evaluate and select (in conjunction with advice from their teacher) an outstanding topic for their high school Art project.

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 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 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."

From Creative Living: Residential Architecture in MoMA's Collection, A Guide for Educators

House Three: The House on Stilts--Villa Savoye, Poissy-sur-Seine, France, 1929-31

Students will:

* Discuss the particulars of the Villa Savoye.
* Discuss the Le Corbusier's "Chaise Longe" chair.
* Learn about the occupants, the Jeannerets, of the Villa Savoye.
* Analyze and evaluate "home" and "home atmosphere".
* Compare and contrast, through a series of writing exercises, the qualities of Villa Savoye with their own.
* Learn about Le Corbusier's "Five Points of Architecture" and the "International Style".

Students will be introduced to some of the conventions of portraiture; consider how symbols can be used in a portrait to add meaning; be introduced to the technique of photomontage.

Students will be introduced to the strategy of collage; be introduced to the concept of chance and how it has played a role in the production of visual art; explore how artists incorporated materials from everyday life into their works of art, including images from the mass media.

Photography, as a nonverbal language, allows students to increase their visual perception and provides a medium for creative expression. The history of photography will be evaluated in the context of historical, social, cultural and artistic developments. Students learn to understand the artistic qualities of the photographic medium while acquiring the techniques for utilizing photography for expressive purposes. Instruction includes studio and field techniques, photojournalism, fashion photography, and commercial, portrait, scientific, nature, wildlife and sports photography. In producing their own works and by studying the photographs of others, students will develop a base for making informed aesthetic judgments. Integrated throughout the course are career preparation standards which include basic academic skills, communication, interpersonal skills, problem solving, workplace safety, and technology and employment literacy.

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