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 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.

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 make word associations while looking at an American flag. Students will then compare the American Flag with Oldenburg's "The Old Dump Flag, 1960" concentrating on proportions, materials, color, movement, shape, etc. Discussion will proceed to Oldenburg's idea of "grand symbols". Students will then collect recyclable items, flatten them, and sculpt a "grand symbol" of their community by tearing, crumpling, folding and spray painting the work. Students will divide into groups and create a performance piece incorporating all the objects made by group members.

Students will consider the work of Keith Haring in the late 1970s and early 1980s as a framework for studying any artist and era. Students research historically and culturally significant events as a potential means to understand artists and their works.

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.

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.