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.

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 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 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 create and use pinhole cameras to understand how artists use and manipulate light to capture images in photographs. They shoot and develop photographs made with pinhole cameras. They compare and contrast a nineteenth-century image, photographs taken with a pinhole camera, and pictures created with a digital camera or camera phone.

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 look at Oldenburg's "Mouse Museum, 1977" and discuss the function of museums, the idea of collections, and the meaning of "alter ego". Students will create their own representation of their alter ego. Each student will be provided an object and asked to draw that object and then to draw the object again but transforming it into something else of a vastly different scale. Students will reflect on what they collect and sketch out the design for a museum based on their collection including internal and external views of the buildings.

Students will look at Oldenburg's soft sculpture "Soft Pay-Telephone, 1963" and compare it to a real telephone. Students will consider materials, scale, and shape. Students will also look for and discuss any anthropomorphic characteristics in Oldenburg's work. Students will comment on an Oldenburg quote about art and humor. Finally, students will use Oldenburg quotes as drawing prompts.

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.

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.