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.

Students will be able to identify architectural elements in paintings; compare different vantage points in paintings; discuss methods of representing a three-dimensional building in a two-dimensional painting; and write an essay exploring the use of spaces or perspective in a painting.

Students will examine three images that represent different ways that artists, in the years between World War I and World War II, responded to the social and political turmoil around them; discuss these images in terms of subject matter, composition, style, and representation.

Students will discuss the ways paintings and prints created during the interwar years reflect changes to the landscape; visually analyze landscape images, using such terms as background, fore-ground, middle ground, medium, and composition; consider the different ways artists responded to the changing landscape.

Students will examine a poster and two paintings and consider how the artists who created these objects reflected upon movement through subject matter, form, and technique; consider the varying experiences of viewing a triptych, a painting cycle, and a design object; discuss multi-panel artworks in terms of narrative.

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 analyze scenes from the Trojan War that are visually depicted in an ancient object and an 18th-century painting, especially the details depicted in the foreground, middle ground, and background.

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 introduced to works of art that address constructions of identity in a consumer society; explore the roles memory plays in the creation and evolution of identity.

Students will analyze the symbols used in geographic maps; consider the impact of cultural, historical, and political contexts on mapping; compare and contrast maps in diverse mediums made by artists from different geographic and cultural backgrounds.

Students will explore the varied meanings of “identity; learn how irony and satire can function in a work of art; discover how maps can be used to chart not only geography but also psycho-logical, emotional, and intellectual states.

Students will learn how artists explore personal, cultural, and national identity through materials, process, and tradition; see how contemporary artists have adapted historic, culturally specific art-making practices to the present day; begin to consider the role of politics and religion in contemporary art.

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 look at Serra's 'Circuit, 1972' and Brancusi's 'Torso' and compare the two works. Students will consider how sculptors articulate a form in space and how the sculptor draws a volume. They will also consider the phrase 'articulation of process' as expressed in much of Serra's early work. Students will reflect on Serra's verb list and experiment by making three different works from three different materials in response to a verb. Students will also create a more advanced sculpture based on Serra's second verb list incorporating suggested action or movement within the work.

Students will look at Brancusi's 'The Kiss' and compare it to other sculptures they have seen. Students will also comment on some of Brancusi's aphorisms about art and the creative process. Students will create an artwork that responds to the artwork of Brancusi or Serra or Rodin. Students will also explore direct carving after the work of Brancusi.

Students will look at Richard Serra's 'The Consequence of Consequence'. They will then create a mock-up of a space in or near their school and create model sculptures for the space. Students will also write a dialogue between the artists Constantin Brancusi and Richard Serra depicting what the artists might say to each other with the conversation revealing insights into their work.