This lessons covers the difference between impressionism and expressionism. Post-impressionism is represented through artworks by Vincent Van Gogh, Paul Gauguin, Paul Cèzanne, and Henri de Toulouse-Lautrec. Expressionism is represented through artworks by Edvard Munch, Henri Matisse, Ernst Ludwig Kirchner, and Vassily Kandinsky.

This lesson covers Dada with a focus on artists Hugo Ball, Marcel Duchamp, Hannah Höch and surrealism with a focus on artists Meret Oppenheim, Man Ray, Salvador Dali.

This lesson covers cubism, abstract expressionism, and minimalism. Cubism is discussed with artworks by Pablo Picasso, abstract expressionism by Jackson Pollock, Willem de Kooning, and Mark Rothko, and minimalism by Donald Judd.

This lesson covers pop art by Roy Lichtenstein, Claes Oldenburg, Andy Warhol, and Jeff Koons.

This lesson covers female artists including Judy Chicago, Hilma af Klint, Georgia O’Keeffe, Frida Kahlo, Remedios Varo, Agnes Martin, Louise Bourgeois, and Yayoi Kusama.

This lesson covers postmodernism with a focus on artists Cindy Sherman, Jean-Michel Basquiat, Keith Haring, James Turrell, Damien Hirst, Nam June Paik, Kehinde Wiley, and Bruce Nauman.

This lesson covers postmodern art that incorporates the body by artists Marina Abramović, Gonzalez-Torres, Nick Cave, and Wangechi Mutu.

This lesson covers contemporary artists that incorporate artistic traditions specific to the histories of various geographic regions including Mariko Mori, Ai Weiwei, Raqib Shaw, Shirin Neshat, Muzaffar 'Ali, Takashi Murakami, El Anatsui.

Open educational resources (OER) have been heralded for their ability to provide educational equality amongst learners worldwide. While this possibility offers to transform the availability of educational materials with only very specific limitations (devices, bandwidth, and ability to engage), it is seriously noted that the production of OER is typically sourced from the same homogenous sources as traditionally published texts (e.g., white males at elite universities in the U.S.). Additionally, while there are emboldened strides towards equality (equal access to materials), there remains an educational gap providing educational equity (equal opportunity to succeed) in the design as well as the implementation of OER. This study meaningfully explored the lived experiences of diverse and multicultural practitioners who teach from OER to understand their perceptions relating to equity, the perpetuation of predominant values, and the insights that shed light on the weaknesses and opportunities OER provide as they continue to reach an ever-growing and more heterogeneous audience.

While good facilities and resources are assumed to affect the quality of teaching and school performance, findings of the growing body of research about resources and school performance remain obscure and highly contested. A central question in effective schooling research is to what extent do resources translate into school performance particularly in impoverished communities of the developing countries. The primary purpose of this study was to examine the relationships between school-level financial, physical, and human resources on school performance as measured by aggregated UCE exam scores in 63 secondary schools. This study is grounded in the strategic theoretical perspective of Resource-Based View (RBV), which suggests that specific resources and capabilities can lead to superior performance. The findings of this study are mixed. While some results of this study indicated that the three kinds of resources (i.e. financial, physical, and human) contributed to school performance of secondary schools in Mukono Uganda, particular kinds of resources contributed more on school performance than others and the size of their effect differed widely. The researcher argues that if educators and policy makers can identify the critical resources that best contribute to student learning, then schools could be encouraged to invest in, nurture, and maintain these particular resources. This strategic focus would allow schools, especially in developing countries, to more efficiently and effectively use their current meager resources to maximize benefits to students.