Students will understand and analyze the work of Werner Herzog and discuss the concept of utopia and dystopia.

Students will discuss two examples of nontraditional artists’ work and consider how the technique and resulting image reflects the artist’s time.

Students will interpret Allison’s Smith’s Proclamation and discover how it connects to The Declaration of Independence. Students will create their own proclamations and demonstrate their ideas of what they would want to “fight for” in today’s society.

Students will learn about the history of the avant-garde movement of the Situationist International and discuss the role of artists in communities.

Students will explore the importance of a location and examine how architecture and landscape alter our movements.

Students will explore the importance of a location and examine how architecture and landscape alter our movement

Students will discuss and interpret the style and inspiration of Neo-Classical art, examine the works of Jacques-Louis David and identify the major historical influences on hisart. Students will be able to compare and contrast the work of Jacques-Louis David and Kehinde Wiley.

Students will examine two portraits by George Condo in detail, comparing them with the work of Condo’s artistic predecessors.

Students will learn about the history of the avant-garde movement of the Situationist International and their theory of psychogeography. Students will experience the practice of dérive/drifting through a neighborhood walk. Students will apply both their knowledge and experience of dérive/drifting by mapping their observations and interactions with the people, places, and the social dynamic around them.

Students will translate their knowledge into a new context in order to create a storyboard based on one important event of a revolution. Students will compose a historical narrative from a particular perspective of someone living during that particular revolution.