Students will discuss two examples of nontraditional artistsâ€™ work and consider how the technique and resulting image reflects the artistâ€™s time.
Students will interpret Allisonâ€™s Smithâ€™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 â€œfight forâ€ in todayâ€™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 Condoâ€™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 dÃ©rive/drifting through a neighborhood walk. Students will apply both their knowledge and experience of dÃ©rive/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.