The essential questions for this unit are:
1.    How has the purpose and creation of art evolved in different cultures and time periods? (Theory)
2.    Taking into consideration the array of styles and techniques demonstrated during the 20th century, how can I make a visual statement about a significant social or cultural issue? (Creation)
3.    Why are there such dramatic differences in the styles and techniques employed by 20th century artists? (Analysis)

Activity 1: Reasons for Art
. They are responsible for identifying the types of art created during the period as well as the reason for their creation. For example, a strong belief in the afterlife was an important factor in Egyptian life and art; sculpture and painting followed a rigid formula, which remained relatively constant over several thousand years.

Prehistoric and Mesopotamian; Ancient Egyptian; Greek; Roman; Early Christian, Byzantine and Islamic; Early Medieval, Romanesque and Gothic; Renaissance; Baroque and Rococo; Neoclassicism, Romanticism, and Realism; Impressionism and Post-Impressionism; Early Twentieth Century (Fauvism, German Expressionism, Nonobjective, Cubism, Mexican Muralists, American, Social Realism, Fantasy Art, and Surrealism); Art from the Fifties to the Present (Abstract Expressionism, Pop Art, Op Art, Colour Field Painting, Minimalism, New Realism, and Sculpture); and 20th-century Architecture.
Activity 2: Creating a Frame of Reference.
Students formulate a list of criteria which assists them in making value judgements about artworks, particularly paintings that make a social statement (Appendix C). The process begins with the brainstorming of characteristics, which students feel an artwork should have in order to be considered effective. For example, “The painting should have a clear message” or “There must be a focal point.” Suggestions should be recorded so that they are visible throughout the activity. Several 20th century artworks, which in some way make a social statement, are then viewed and discussed
Activity 4: Technique Studies
Students complete a set of studies of various painting techniques. Approaches such as underpainting, glazing, impasto, brushwork, blending, imprinting, knife painting, masking, scumbling, and sgraffito may be addressed. Students select techniques that they feel best suit their painting for the culminating activity. (The teacher may want to assign a minimum number of studies to be done). These studies become part of
The final culminating Activity 5: Visual Statement Painting
activity is a Visual Statement Painting to be done in either acrylic or oil paint, on canvas with a minimum size of 16" × 20". Prepared stretched canvases may be used, as well as canvas boards (these should be gessoed on the back to prevent warping). Students create a painting based on a social or cultural theme, using techniques employed by 20th century artists.
As stated earlier, students keep an ongoing information file that include preliminary paint sketches that can be done during this activity time. (Suggested Time: 14 hours)
The culminating task for this unit is the creation of an acrylic or oil painting that makes a visual statement about a significant social or cultural issue. To assist students in the planning of their composition, they are required to create an information file which can include newspaper and magazine images, determinations and observations from the unit activities, media experimentation, and paint sketches. Students should consider what social or cultural theme they would like to address from the very start of the unit and keep ongoing entries in their sketchbook of thoughts and ideas.