Building on the strategies learned in the lesson 1, students will examine works of art in a museum setting.

Students will read an artist's statement by Dorothea Lange and write an artist's statement based on their own photographs.

This is the first lesson in a sequential unit. Students make connections between their own feelings about caring for something and similar feelings that are expressed in works of art

This lesson is part of a sequential unit. Students study works of art that depict two people who care for each other and study how the artists use line, color, shape, and space to convey the sense of a caring relationship. Students then use these principles to create their own drawings of two caring people

This lesson is part of a sequential unit. Students look at works of art that convey the idea of working together and think about how artists use space -- foreground, middle ground, and background -- to communicate this concept. In groups they use their knowledge of space to create a three-dimensional tableau that communicates the concept of working together

This lesson is part of a sequential unit. In this lesson we celebrate by creating a hat that expresses the ideas of caring relationships and working together that were explored in this unit.

Students will examine photographs from newspapers and write a headline and story to accompany one.

Students will learn about medieval manuscripts and artistic representations of fantastical creatures. They will create their own fantastical creature using complementary colors and write a paragraph describing it.

Students study an ancient bronze statue, analyze its pose, and discover how conservators remove and prevent corrosion. They learn that the bronze used to make this sculpture is an alloy of copper and tin with small amounts of antimony, lead, iron, silver, nickel, and cobalt. They use the periodic table to research the chemical formulas of compounds used to make bronze. After learning about oxidation-reduction reactions that occurred in the statue, students speculate about the conservation techniques needed to conserve the bronze sculpture.

Students study an object from antiquity that was found in the sea off the coast of Italy in order to understand how conservators remove and prevent corrosion on bronze statues. They derive meaning from analyzing the pose of the statue. Based on what they observe in the sculpture and what they read about the statue, students speculate about how the sculpture was lost at sea.

Students study an ancient bronze statue, analyze its pose, and discover how conservators remove and prevent corrosion. They learn that the bronze used to make this sculpture is an alloy of copper and tin with small amounts of other elements. They use the periodic table to research the chemical formulas of compounds used to make bronze. Students compare conservation techniques in two ancient bronze objects.

Students participate in a "thirty-second look," followed by a class discussion about Jan Brueghel's painting "The Entry of the Animals into Noah's Ark". Students then use description words and complete sentences to write about their favorite animal in the painting; draw the animal using line, color, and shape; and present their work to the class.

Students will analyze the 20th-century sculpture "Gandydancer's Dream" by Mark di Suvero. They will then use flat shapes and wire to create their own sculpture, which incorporates balance, rhythm, and movement.

Students will create a timeline outlining various groups' struggles for equal opportunity and create a 30-second radio or video public service announcement (PSA).

Students will analyze shapes and patterns in a photograph, hear stories about people who were forced to move to internment camps because of their ethnicity, and create drawings that tell a story about a young girl's life in an internment camp.

Students will read primary source documents about the U.S. internment of Japanese Americans following the bombing of Pearl Harbor and will examine various versions of a photograph by Dorothea Lange and explore how cropping can evoke different effects.

Students will view artwork in manuscripts pages depicting insects, animals, plants, flowers, and ornate writing, such as those found in the "Mira calligraphiae monumenta" in the Getty Museum. They will create a work of art that illustrates a figurative saying with a drawing of flora and/or fauna, and text written in ornate script.

This is a one-hour guided drawing lesson in which students will gain knowledge about composition and line. Students will build a personal drawing vocabulary by experimenting with various tools to create their own unique lines and marks using traditional art media. Students will create two original drawings in a one-hour "en plein air", or outdoor, session.

Students will examine the bust, "Portrait of Nadine Dumas", and create a portrait bust of a friend to give to the friend as a gift. Students will then discuss the modeling techniques used to communicate likeness and expression in a three-dimensional bust portrait.

Students will study the composition of landscape paintings, emphasizing space, depth, and the concepts of foreground, middle ground, and background. Students then create their own landscapes using principles of landscape composition.