From Creative Living: Residential Architecture in MoMA's Collection: The Curved House--Endless House
Project (unbuilt). 1950-60

Students will:

* Learn about The Endless House project and Frederick Kiesler (the architect).
* Compare the Endless House with other homes from this guide and in your neighborhood.
* Build the Endless House
* Research Kiesler's vision for the Endless Theater.

Students will:

* Learn about Farnsworth (the house) and Ludwig Mies van deer Rohe (the architect).
* Conduct research on the Bauhaus movement.
* Write a report about the artists and intellectuals, like Mies van deer Rohe, who sought asylum in other countries to escape censorship and the suppression of individual and political rights under Hitler in the 1930's.

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".

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

House Two: The Red and Blue House--Schroder House, Utrecht, The Netherlands, 1924

Students will:

* Discuss the particulars of the Schroder House.
* Discuss the "Red Blue Chair".
* Learn about the occupants, the Schroders, of the Red and Blue House.
* Analyze and evaluate "home" and "home atmosphere".
* Compare and contrast, through a series of writing exercises, the qualities of Schroder home with their own.
* Learn about the "De Stijl" movement.

Students will explore different artistic techniques for communicating motion; analyze how a work in series can depict narrative and motion.

Students will be introduced to the concept of the manifesto and will investigate its relationship to an artistic movement; explore how art can be used as a response to political and social issues.

Students will examine the ways in which an artwork is innovative or daring for its time; investigate how a new style was furthered by the exchange of ideas between Picasso and Braque; compare and contrast Cubist works depicting the human figure.

Students will consider the ways in which the contemporary world and events affect artists, and how artists respond to and record these effects; investigate how artists use symbols to convey meaning.

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 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.

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 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.

Students will be introduced to artists who developed new visual forms through experimentation; consider artists' choices of material; introduced to the term "Constructivism."

Students will be introduced to the principles of the Bauhaus; consider the elements of chair design; introduced to the printmaking technique of lithography; consider how technological progress affects art and design.

Students will make connections between two design objects intended for different purposes; be introduced to the ways in which artists can affect social and political behavior through design.

Students will compare two different designs for theatrical costumes by artists Oskar Schlemmer and Lissitzky; consider how these artists applied their artistic ideals to theater design.

Students will be introduced to two artists, Kazimir Malevich and Piet Mondrian, who pioneered different systems of abstract painting; consider how the two artists' use of shape, line, composition, and color reflect both similarities and differences in their artistic ideologies.

Students will go through a series of sensory experiments to learn to express subjective sensations. Students will transform the classroom into an installation piece and discuss how they interact and integrate with the altered space. Students will also design and create a living sculpture where they are each a part of the interconnected work.