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 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 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.

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".

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

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.

Students will be able to discuss and analyze the sculpture Sketch for a Fireplace Overmantel by Francesco Antonio Franzoni; consider current styles of home interiors; create studies in 2-D and 3-D for a decorative overmantel for the celebrity patron of their choice; research and read about the life and style of an arts patron and create a design for an overmantel that reflects the patron's life; and articulate in writing the processes they followed to create their overmantels.

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 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 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 view and discuss works by Garmendia, Zabala, and Salaberria. Students will organize and construct an action sculpture, observing how objects react (how they move, sound, how the physical matter changes) if elements such as sun, water, or wind get involved. Students will use smartphones, cameras, and/or video to copy old photos and video comparing qualities of past and present. Students will also view the series "Unconscious/Conscious" and use photography and video to explore an emblematic building in their city.