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 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 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.

This resource aims to: engage teachers and students in acquiring authentic and culturally respectful information; build factual knowledge about art, history, religion, cultural traditions, the role of the artist and the use of materials and techniques; support teachers and students in developing skills in intercultural understanding; and develop Asia literacy, the understanding and valuing of the wealth of artistic and cultural traditions of Asia, and the links we share across countries and cultures.

This is the first lesson in a sequential unit. Students view ceramic vessels from different time periods and cultures, and discuss their meanings, functions, and original contexts. They develop criteria for value and meaning of these objects, and create a timeline to situate the objects in history.

Students will look at Oldenburg's "Late Submission to the Chicago Tribune Architectural Competition of 1922: Clothespin" and discuss scale, function, and form. Students will consider Oldenburg's reimagining of every day objects into monumental works of art. Students will then create their own "late submissions" for the world's most beautiful office building.

Students will:

* Learn about The Highrise of Homes Project and James Wines (architect) and his design firm SITE (Sculpture in the Environment).
* Work in groups as "city planners" and "architects" to create a proposal for a home construction.
* Research examples of high-rise housing by other architects and compare them to the Highrise of Homes project and high-rise housing where you live.

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.

Have students brainstorm a list of adjectives to describe places. As a group, look at Schiele's Old Houses in Krumau and then, working with a partner, to match words from the list with Schiele's scene. Have students reflect on process--how they know when an artwork is finished. Ask students about the use of anthropomorphic elements in Schiele's work and their own. Have students consider the terms looking and seeing and how the two differ. Students will produce an anthropomorphic landscape from their surroundings and write down similes and metaphors comparing parts of the landscape to the human form. Students will also work together to produce a series of images inspired by each other. Students will also work with the definition of "artists".

Students will learn to broaden their descriptive and analytical vocabulary through comparisons and close analysis of works of art; discuss changes taking place in the modern world and the psychological effects on the artists discussed in this guide.

Students will learn that the bronze used to make this sculpture is an alloy of copper and tin with small amounts of antimony, lead, iron, silver, nickel, and cobalt. They use the periodic table to research the chemical formulas of compounds used to make bronze. After learning about oxidation-reduction reactions that occurred in the statue, students speculate about the conservation techniques needed to conserve the bronze sculpture.

Students will study an object from antiquity that was found in the sea off the coast of Italy in order to understand how conservators remove and prevent corrosion on bronze statues.

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 discuss the growth of suburban development in the United States after World War II; write a persuasive essay about suburban development in California; and design a plan for a utopian and environmentally-friendly housing development.

Students will become familiar with the term "landscape" and will revisit the terms "foreground," "middle ground," and "background." Students will consider how an artist's painting technique impacts a viewer's interpretation of a painting.

Students will be introduced to the notion of ephemeral and site-specific art and will consider the role of the photo-documentation of these works; explore works that challenge traditional notions of where art should be displayed; be introduced to artists' strategies of institutional critique.

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.