Students will observe the painting "The Abduction of Europa" by Rembrandt Harmensz. Van Rijn. They will then form groups to create a "tableau vivant" (living picture) inspired by Rembrandt's "The Abduction of Europa." Students will choose a character in the painting and create a scenario about what they think happened and what the character said before and after the scene. Each group will then collaborate and perform their tableau vivant for the class.

Students will examine primary sources in order to draw conclusions about the influence of Greek art and philosophy on the French Revolution. Students will compare the goals of the French Revolution to those of Neoclassical artists. Students will understand how visual language and style reflects underlying values in society by writing an analysis of the narrative in a work of art.

Students will analyze a 20th century photograph of a Los Angeles landscape, utilizing the principles of design and discussing the message of the work. They will also consider the history of Los Angeles within the broader context of population expansion in U.S. history and write a research paper about the environmental impacts of overpopulation.

Students analyze Dorothea Lange's photographs and identify key themes in her work. They then create a thematic exhibition pairing Lange's work with work by artists who explore the same themes in other media.

Students will learn the basic tools for analyzing images using description, reflection, and formal analysis.

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 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 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.

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