The AP Art History Is a Challenging Course That Is Designed to Be the Equivalent of an Introductory College Art History Survey Class in a High School Setting

AP Art History 2014-2015

Course Description: The AP Art History is a challenging course that is designed to be the equivalent of an introductory college art history survey class in a high school setting. It is a year-long class that starts with the study of ancient Greece and ends with postmodern art. Through the examination of different cultures and time periods, students will look at the connection between history and art through an examination of architecture, sculpture, painting, and other media. Through readings, research, viewing images and videos, virtual and real visits to art museums and galleries, students will come to know the significant artists and artworks from diverse historical and cultural contexts. In addition, students will learn the fundamentals of art history terminology and the technical processes of producing art. We will examine the development of trends, movement, and events in art and will see how they reflected or affected the times in which they occurred. Writing skills will be important in the description, analysis, and comparison of these works. Students will be asked to look, research, discuss, and write about art in relation to such issues as patronage, gender, politics, religion, and ethnicity.

Course Objectives • Students will develop skills in identifying, describing, and analyzing works of art. • Students will learn to identify common characteristics among diverse artworks based on periods/styles and themes. • Students will develop strong writing skills when describing, analyzing, and comparing works of art. • Students will cultivate an appreciation for all styles of art. • Students will relate works of art to their proper cultural and historical origins

Primary Textbooks: Gardner, Helen, and Fred S. Kleiner. Gardner's Art through the Ages: A Global History. Australia: Wadsworth, Cengage Learning, 2013. Print.

Supplementary Textbooks: Adams, Laurie Schneider. Art across Time. 4th Ed. N.p.: n.p., n.d. Print. Fleming, William. Arts & Ideas. 9th ed. Fort Worth: Harcourt Brace College, 1995. Print. Kleiner, Fred S. Gardner's Art Through the Ages: Instructor's Manual/Test Bank. 11th ed. San Diego, CA: Harcourt College, 2001. Print. Nici, John B. AP Art History. 2nd ed. Hauppauge: Barron's Educational Series, 2012. Print. Sayre, Henry M. A World of Art. New York: Prentice-Hall, 2007. Stokstad, Marilyn, and Michael Watt. Cothren. Art History. 5th ed. New Jersey: Pearson Education, 2014. Print. Strickland, Carol. The Annotated Arch. Kansas City: Andrews and McMeel, 2001. Print. Strickland, Carol, and John Boswell. The Annotated Mona Lisa: A Crash Course in Art History from Prehistoric to Post-modern. Kansas City: Andrews and McMeel, 1992. Print. Strickland, Carol. The Annotated Website Resources: Art in the Picture, An Introduction to Art History: http://www.artinthepicture.com/ Art Cyclopedia: http://www.artcyclopedia.com/ Google Art Project: http://www.googleartproject.com/ Metropolitan Museum of Art. Timeline of Art History: http://www.metmuseum.org/toah/ World Wide Arts Resources: http://wwar.com/artists/

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Methodology Each unit, ranging from one to three weeks, is covered in a similar manner, including many or all of the following:

Digital Slide Analysis (Lecture, Notes, Chapter Questions, and Discussions): There will be a visual analysis of artworks within their historical and cultural contexts are always paramount in lecture themes.

Student Docents for the Day: Students are presenters of artworks to the class.

Tableaux and Talking Tableaux’s: Students will recreate an artwork which gives a deeper understanding of a piece of work. This is a very successful activity that works well with sculptures and group paintings – especially narratives. In the talking tableaux, students will interact and ask questions about the piece of work.

Computer Lab Assignments and Image Searches: Students will use computer programs such as Microsoft Word, Microsoft Publisher, and Pinnacle Movie Presentation to create interactive assignments. Each quarter, students will have a major computer project that will be saved on the school server and presented to the class.

Video/DVD Viewing: Students will be exposed to art through video programs such as Sister Wendy’s The Story of Painting, Michael Woods’s Art of the Western World, and David Macaulay’s complete series and various National Geographic series.

Quick Write Essays: These are 5-10 minute in class essays in response to one or two images and a directive questions that is almost always a free response question. Most of these questions are from previous AP exams on the AP Central website.

Scavenger Hunts: Students are given a handout with a dozen square inch close-up sections taken from different images in the chapter. These thumbnail images are a small portion of the larger important piece of artwork. In pairs, they race to complete with all other teams to fully identify each piece of artwork. This is done at the beginning of each chapter to have students preview the chapter and to fine-tune their “eyes” to the important works in the chapter.

Unit Sheets: Before each chapter, students will receive a unit sheet that will detail the important contextual information, works of art, vocabulary, and major ideas and concepts from each chapter. Students will have this information available during the art work presentations, lectures, and discussions.

Cue Cards: Students will create cue cards on 3 x 5 index cards. Students will create these cards with major works from the chapter. They will include an image of the art work on one side the specific information about the work on the other side such as name, date, period/style, artist/architect, patron, original location, material, function, context, and descriptive terms.

Art History Template: Students will do research on works of art that are not covered in-depth in class. These may include artworks that are Beyond the Western Tradition (B.E.T).

Tutorial Period: This time will be used to access online resources and videos that expose students to art to multiple media. During March and April, this time will be used to review for the AP exam.

Assessments: There is a quiz after every chapter and a unit tests after several chapters. Each assessment is made up of multiple choice questions, term identification, image/artwork identification, and essays. 2

AP Art History

Semester One

Unit 1: Introduction of Course, Prehistory, Ancient Near East, Egypt, and Aegean Timeframe: 3 Weeks

Introduction of Art Time Frame: 1 week Text Reading: Gardner’s Art Through the Ages: Introduction Artist Mural Introduction Activity: As homework, each student digitally inserts his/her face into a painting/sculpture from any work in our text. In class, each student explains why they selected that particular image. A frieze-like mural of all of these images will surround the classroom. Summary: Students will look at the differences of Western art vs. non-Western art. There will be a discussion of the purpose of art, value of art, methodologies of art history, vocabulary of art, how to describe, analyze, and compare artworks. Students will look at the ways that artists are sponsored and commissioned to do works of art by persons or institutions (patronage). Birth of Art: Prehistoric Art Time Frame: 1 class period Text Reading: Gardner’s Art Through the Ages: Chapter 1: Art Before History Summary: Prehistoric works of art have the power to amaze and intrigue even though little is known about their original intention, creation, or meaning. The creative impulse exists with the earliest human endeavors, as in evidenced by the cave paintings from Lascaux and sculptures such as Venus of Willendorf. The first type of construction, the post-and-lintel method, was developed during the Neolithic period to build monumental structures like Stonehenge. Ancient Near East Time Frame: 2 class periods Text Reading: Gardner’s Art Through the Ages: Chapter 2: Mesopotamia and Persia Quiz #1: Introduction of art, Prehistoric, and Ancient Near East Summary: The Ancient Near East saw the birth of world civilizations, symbolized by the first works of art that were used in the service of religion and the state. Rulers were quick to see that their image could be permanently emblazoned on Stelai that celebrated their achievements for posterity to admire. The new invention of writing was combined with the creative image to create a systematic historical and artistic record of human achievement. Common characteristics of Ancient Near Eastern art include the union of human and animal elements in a single figure, the use of hierarchy of scale, and the deification of rules.

The First Essay Assignment: “Looking At Art: What’s a Person to Say? Students write an essay on a piece of art work. They will write one paragraph describing the artwork by looking carefully at its internal clues (the medium and technique the artist used, and its formal qualities, such as elements of color and texture, or principles of composition such as emphasis and balance). They then write a second paragraph after reading about the artwork, the artist and its relationship to the time period in which it was made, discussing its particular style and other factors that may have contributed to its creation, (External clues) so that the artwork has been examined contextually. The students will end by citing their information.

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Ancient Egypt Time Frame: 1 Week Text Reading: Gardner’s Art Through the Ages: Chapter 3: Egypt Under the Pharaohs Mini Project – “Archeology Today” Magazine Cover: Students will create a magazine cover with an important piece of Egyptian art. They will need to label it correctly and create an important phrase on the cover to catch the viewer’s attention. Quiz #2: Ancient Egypt Summary: Egyptian civilization covers a hug expanse of time that is marked by the building of monument funerary monuments and expansive temple complexes. The earliest remains of Egyptian civilization show an interest in elaborate funerary practices, which resulted in the building of the great stone pyramids. Egyptian figural style remained constant throughout much of its history, with its emphasis on brad frontal shoulders and profiled heads, torso, and legs. In the Old Kingdom the figures appear static and imperturbable. Late, in the Middle Kingdom, the faces show more naturalistic poses and introspective expressions. In the Amarna period the figures lose their motionless stances and have body types that are softer and increasingly androgynous. Aegean Art: Cycladic, Minoan, and Mycenaean Time Frame: 1 class period Text Reading: Gardner’s Chapter 4: The Prehistoric Aegean Summary: The Cycladic people, who lived on the Greek islands, produced portable sculptures of stylized standing women and seated men playing musical instruments. These statuerres are characterized by linear abstraction and clean, crisp lines that deemphasized details that may have been painted on. The Minoans, who lived on the island of Crete, built rambling palaces characterized by columns and with bulbous capitals that taper down to the floor. Minoan frescos paintings features figures with long, sinuous curves and exaggeratedly narrow waists. The Mycenaean lived on the Greek mainland and spoke an early form of the Greek language. Their large citadels were built of cyclopean masonry marked by corbelled vaulting. Shaft graves reveal opulent burial practices inspired bb their Egyptian counterparts.

Unit #1 Test: Introduction of Course, Prehistory, Ancient Near East, Egypt, and Aegean

Unit #2: Greek, Etruscan, and Roman Timeframe: 4 Weeks

Greek Time Frame: 2 weeks Text readings: Gardener’s Art Through the Ages: Chapter 5: Ancient Greece Quiz #3: Greek Art Summary: The theme of this period is “Man is the measure of all things.” It gives us a way to begin to think and talk about the human figure within Greek Art. It also addresses the Greek search for ideal mathematical proportions in the figure and in architecture. We also use the word measure to help us focus on the idea of balance, both in relation to symmetry and in relation to the mind and body. Greek sculpture is characterized by the idealizing of the human form, the beauty of the nude body, and the ability of figures to express a great range of emotions. Greek temples become

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extremely influential in the development of European architecture. Greek pottery echoes the development of Greek sculpture and forms virtually all our knowledge about Greek painting.

Major Project #1 – Body Book: Students will create a book that reflects a minimum of eight body parts from traditional art works. Each work will need to be labeled corrected and specific body part needs to be enlarged or cropped.

Etruscan Timeframe: 1 class period Text readings: Gardener’s Art Through the Ages: Chapter 6: The Etruscans Quiz #4: Etruscan Art Summary: The Etruscans erected large mound-shaped tombs that contained a single large room in which the deceased were interred. The wall murals and stucco designs on the interior of the tombs are thought to parallel the interior of Etruscan homes. Large sarcophagi, made of terra-cotta, were placed within the tomb, usually containing the ashes of the deceased. The style of these works betrays a knowledge o Archaic Greek works from around the same time. Roman Time Frame: 1.5 weeks Text readings: Gardner’s Art Through the Ages: Chapter 7: The Roman Empire Greek & Roman Architecture PowerPoint Assignment: Students will find a United States building that is influenced by Roman and Greek Architecture. Students will write about the history of the building and show the features that are influenced by Greet and Roman architecture. Summary: Art was used to emphasize the power of the state in a society in which empire building was a specialty. Monumental buildings and sculptures graced the great cities of the Roman world. The introduction of new methods of vaulting and the use of new construction materials, like concrete, enabled the Roman to build structures that not only had impressive exteriors but also had unparalleled interiors of great spaciousness. Much is known about the Roman art because of the destruction of the city of Pompeii. Remains of Roman paintings betray some knowledge of linear perspective and foreshortening. Frescoes dominate the walls of elaborate villas. The Romans greatly admired Greek sculpture and were inspired by it throughout their history. Much is known about Greek art from Roman copies that survived.

Unit Test #2: Greek, Etruscan, and Roman Art

Unit 3: Early Christian, Byzantine, Early Medieval, Islamic, and Romanesque Timeframe: 4.5 weeks

Early Christian Time Frame: 1 week Text reading: Gardner’s Art Through the Ages Chapter 8: Late Antiquity Quiz #5: Early Christian Art Summary: Christianity was an underground religion for the first three hundred years of its existences. The earliest surviving artwork produced by Christians was buried in the catacombs far from the

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average Roman’s view. Imagery for Christian objects was derived from Roman precedents. Classical techniques such as fresco and mosaic flourished under Christian patronage, as did Roman figural compositions sometimes employing contrapposto. Moreover, Roman centrally and axially planned buildings found new life in Christian churches. Byzantine Time Frame: 1 week Text reading: Gardner’s Art Through the Ages: Chapter 9: Church and State United Quiz #6: Byzantine Art Summary: The Eastern half of the Roman Empire lived for another one thousand years beyond the fall of Rome under a name we today call Byzantine. The Empire produced lavish works of art for a splendid court that resided in Constantinople. Byzantine art specialized in a number of diverse art forms. Walls were covered in shimmering gold mosaics that reflected a heavenly world of great opulence. Icons that were sometimes thought to have spiritual powers were painted of religious figures. Ivories were carved with precision and skill. Byzantine builders invented the pendentive and later building used the squinch. Early Medieval Art Time Frame: 2 class periods Text reading: Gardner’s Art Through the Ages: Chapter 11: Early Medieval Art Quiz #7: Early Medieval Art Summary: The political chaos resulting from the Fall of Rome set in motion a period of migrations. The unifying force in Europe was Christianity, whose adherents established powerful centers of learning, particularly in places like Ireland. Artists concentrated on portable objects that intermixed the animal style of Germanic art with horror vacui and strong interlacing patterns. Art at the court of Charlemagne begins the first of many western European revivals of ancient Rome. Ottonian art revives large scale sculpture and architecture. Beyond European Traditions (B.E.T): Global Islamic Traditions Time Frame: 2 class periods Text reading: Gardner’s Art Through the Ages: Chapter 10: The Islamic World Quiz #8: Islamic Summary: Although not specifically banned by the Koran, a traditional prohibition against figural art dominates much of the Islamic movement. Muslim artists created endless abstract designs based on calligraphy, arabesques, and tessellations. Figural art occurs mostly in Persian manuscripts that depict lavishly costumed courtiers recreating famous stories from Arabic literature. Islamic architecture borrows freely from Byzantine and Early Christian sources. The chief building for Muslim worship is the mosque, which directs the worshipper’s attention to Mecca through a niche called a mihrab. Religious symbolism dominates mosques, but is also richly represented in secular buildings such as tombs and palaces. Romanesque Time Frame: 1 Week Text reading: Gardner’s Art Through the Ages: Chapter 12: Romanesque Europe Summary: The rounded arches and heavy walls of Roman architecture are reflected in the Romanesque 6

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tradition. The use of ambulatories and radiating chapels with their dark interiors are typical of this style. Pilgrimages to sacred European shrines increased the flow of people and ideas around the continent. Romanesque architects develop the apses of churches to accommodate large crowds of pilgrims. Hallmarks of the style include thick walls and piers that give the buildings a monumentality and massiveness lacking in Early Medieval art. Most great Romanesque sculpture was done around the main portals of churches which stressed the themes of the Last Judgment and the need for salvation. French sculptors carved energetic and elongated figures that often look fattened against the surface of the stone. Manuscript painting and weaving flourish as art forms during this period.

Unit Test #3: Early Christian, Byzantine, Islamic, Early Medieval, & Romanesque

Unit 4: Gothic, Late Gothic, and Early Northern Renaissance Art Timeframe: 4 weeks

Gothic Time Frame: 2 Weeks Text reading: Gardner’s Art Through the Ages: Chapter 13: Gothic Europe Cathedral Visual Poster: Students will do research on one cathedral. They will create a poster that shows both inside and outside of the cathedral. They will need to identify the cathedral by name, location, the year it was built, 10 important architectural features, and one feature that was added in a later era. On the back of the poster, students will write a short paragraph telling the history of the cathedral. Quiz #9: Gothic Art Summary: “The Quest for Height and Light” is the important theme of this period. It focuses on the new light as a rush to the skies that will be manifest in the cathedrals built during the Gothic period. The Gothic style of architecture exploded with buildings with great verticality, pointed arches, and large expanses of stained glass windows. Gothic architecture reached new vertical heights through the use of flying buttresses that carry the weight of the roof to the walls outside the building and deflect wind pressure. Gothic portal sculpture became more humanized stressing salvation and resurrection rather than judgment and fear. Figures are still attached to the wall space, but emerge as more three-dimensional. As Gothic sculpture progresses, the body is increasingly revealed beneath the drapery. Gothic manuscript painting is influenced by the luminosity and richness of stained glass windows.

Major Project #2: Thematic Art-Music-Move Project: After gathering images on a certain theme, student will create a movie where they set their images to a matching song. Text is added include artist, make of work, date, medium, and period style identification.

Late Gothic/Proto-Renaissance Time Frame: 1 Week Text Reading: Gardner’s Art Through the Ages: Chapter 14: Late Medieval Italy Quiz #10: Late Gothic/Proto-Renaissance Summary: Late Gothic art in Italy is a bridge period between the Middle Ages and the Renaissance. Italian artists were inspired by Roman works, broke away from Byzantine traditions, and

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established two strong schools of painting in the trecento: The Siencese and the Florentine. Sienese art is marked by figures that are thin, elegant, aristocratic, and decorative which is the International Gothic style. These artists explore the three-dimensional possibilities that a two- dimensional surface can have. Florentine artists concentrate on mass and solidity, often using shadowing to create the suggestion of three dimensions. Early Renaissance in Northern Europe Time Frame: 1 Week Text reading: Gardner’s Art Through the Ages: Chapter 20: Late Medieval and Early Renaissance Northern Europe Summary: Northern European art from the fifteenth century is dominated by monumental altarpieces prominently erected in great cathedrals. The International Goth style dominates Northern European painting in the early fifteenth century. Flemish artists delight in symbolically rich compositions that evoke a visually enticing experience along with religiously sincere and intellectually challenging interpretation. Flemish emphasis on minute details does not minimize the total effect. The introduction of oil paint provides a new luminous glow to Northern European works. The introduction of printmaking, the first mass-produced art form, radically transforms art history. Instead of producing individual items, artist could now make multiple images whose portability and affordability would ensure their widespread fame.

Unit #4 Test: Gothic. Late Medieval, Proto Renaissance, 15th Century Northern Renaissance Art

Art of the Americas Timeframe: 1 class period Text Reading: Gardner’s Art Through the Ages: Chapter 35: Native Arts of the Americas, 1300 to 1980 Summary: The Art of the Americas is very diverse with some societies as nomadic and produced portable works of art that were meant for ceremonial use. Others established great cities in which ceremonial centers were carefully designed to enhance religious and secular concerns. Each society of Indians used the local available materials to create their works. Indians from ric forest lands produced huge totem poles that symbolized the spirit of the living tree as well as the gods or legends carved upon them. Those from drier climates made use of adobe for their building material, as in the desert southwest, or earthenware for fancifully decorated jugs and pitchers, as the Moche in Peru. The great cities of Mesoamerica are hewn from stone to create a symbol of permanence and stability in cultures that were more often than not dynamic and in flux. 1st Semester Final

Winter Break: Beyond the European Tradition (BET) Presentation: Students will research and prepare a 20-minute presentation on the art and architecture of an area of the world beyond the European tradition. Students will select a culture that is not covered in the class. They will present this information to the class and demonstrate proficiency in the culture’s art as it is applied to sculpture, painting, and architecture. Students will need to focus on at least 8 major works from the culture for their presentation and have an informational sheet that will be given to each student in the class. This will be due at the beginning of second semester.

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Semester Two

Unit #5: Northern Renaissance, Early Renaissance, High Renaissance, Mannerism, and Late Renaissance, Timeframe: 4 weeks

16th Century Northern Renaissance Time Frame: 1 Week Text reading: Gardner’s Art Through the Ages: Chapter 23: High Renaissance and Mannerism in Northern Europe and Spain Quiz #11: 16th Century Northern Renaissance Art Summary: The achievements of Italian Renaissance painters such as Michelangelo had a profound effect on their Northern European counterparts in the sixteen the century who traveled to Italy in great numbers. Most Northern painters continued their own tradition of meticulously painting details, high horizon lines, and colorful surfaces that characterized their art. The civil unrest that was an outgrowth of the Reformation caused many churches to be violated as works of art were destroyed because they were thought to be pagan. Protestants sought more austere church interiors in reaction against the perceived lavishness of their Catholic counterparts. Mannerism, with its elongated figures and complex poses influenced artist like El Greco. 15th Century Italian Renaissance Time Frame: 1.5 Weeks Text reading: Gardner’s Art Through the Ages: Chapter 21: The Renaissance in Quattrocentro Italy Summary: The theme of the period is the humanistic spirit that placed greater emphasis on human beings and the world in which they lived. Renaissance Italy patronized artists who rendered both religious compositions and secular works. It became common to see contemporary events, ancient mythology, or portraits of significant people take their place side by side with scenes of the Annunciation and Crucifixion. Brunelleschi’s discovery of one-point perspective revolutionized Italian painting. At first, artists like Masaccio used the formula in order to create a realistic three-dimensional space. Painters like Castagno and Mantegna used perspective as a tool to manipulate the viewer’s impression of a particular scene. Sculptors competed with the glory of ancient artists by creating monumental figures and equestrian images, and revived antiquity’s interest in nudity and correct human proportion. Architecture was dominated by spatial harmony and light interiors that contrasted markedly with the mystical stained glass-filled Gothic buildings. High Renaissance and Mannerism Time Frame: 1.5 Weeks Text reading: Gardner’s Art Through the Ages: Chapter 22: Renaissance and Mannerism in Cinquecento Italy Renaissance Architecture Real Estate Flyer: Students will pretend that they are a realtor and need to create an advertising flyer to sell their property. The selections will be from the Renaissance period. The students will need to include a picture, label the property correctly, label the Renaissance architectural feature, and create a captivating title to sell their property. Quiz #12: Italian High Renaissance and Mannerism 9

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Summary: The Papal Court of Julius II commissioned some of the greatest works of Renaissance art to beautify the Vatican, including starting construction on the new Saint Peter’s. High Renaissance artists seek to emulate Roman grandeur by undertaking awe-inspiring artistic projects such as carving monumental sculptures from a single block of marble, or painting vast walls in frescos. High Renaissance compositions are marked by balance, symmetry, ideal proportions, and triangular compositions. Women begin to emerge as powerful patrons of the arts as well, commissioning major works from celebrated artists like Titian and Leonardo da Vinci. The Venetian School of painting was at its height during this period, realizing works that have a soft, sensuous surface texture layered with glazes. Sfumato and chiaroscuro are widely used to enhance this sensuous effect.

Unit Test #5: 16th Century Northern Art, Renaissance, Mannerism, and Venetian Art

Unit #6: Indian/Asian Art, Baroque, and Rococo Art Timeframe: 3 weeks

Beyond European Traditions (B.E.T): Indian and Asian Art Timeframe: 1 class period Text reading: Gardner’s Art Through the Ages: Chapter 32: South and Southeast Asia 1200 to 1980 Quiz #13: Indian Art Summary: Indian art stresses the inter-connectiveness of all the arts: architecture, painting, and sculpture. Buddhist and Hindu philosophies form a background to Indian artistic thought. A vibrant school of manuscript painting using brilliantly applied watercolors flourishes in India. Baroque Art Timeframe: 2 Weeks Text reading: Gardner’s Art Through the Ages: Chapter 24: The Baroque in Italy and Spain & Chapter 25: The Baroque in Northern Europe Quiz #14: Baroque Art Summary: The Counter-Reformation, which symbolized the Catholic resurgence, finds an artistic parallel in Baroque art of Italy, Flanders, Spain, and France. The art flourishes in Protestant Holland, which becomes a counter-voice to Catholic art. The Baroque has always symbolized the grand, the majestic, the colorful, and the sumptuous. While the work of Rubens and Bernini and the architecture of Versailles qualify as Baroque, the period is equally famous for Dutch paintings of penetrating psychological intensity and masterful interplays of light and shadow. Baroque painting is divided into two schools of thought: the classicists, inspired by the works of central Italian artists such as Raphael; and the naturalists, inspired by Venetian painters such as Titian. These artists experimented with different art forms such as genre paintings, landscapes, and still lifes, and brought them artistically to the same level as traditional subjects. Illusion is a key element of the Baroque aesthetic and stretches the limits of space deep into the picture plane. The same complexity of thought is applied to intriguing and symbolic works, known as vanitas paintings. The Baroque is characterized by a sense of ceaseless movement. Building facades undulate; sculptures are seen in the round. The sculptures of this period achieve a splendor that is reminiscent of the Hellenistic Greek art period.

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Major Project #3: Meet the Artist: Students will pick one artist from a list of many artists and do in-depth research on their major works, history, interest facts and a quote from the artist. On the day of the presentation, students will need to have a prop that distinctive of the artist. They can dress like the artist or bring something that would represent their particular artist such as wearing a t-shirt that was decorated with action-painting to represent Jackson Pollock. On the Day of Meet the Artist, students bring a 5 X 7 card. On this card, one side has important notes about the artist and on the other side the artist needs to get “artist signature” of everyone in the room after introducing themselves and talking to the artist.

February – Black History Month: Paintings of the Harlem Renaissance

Rococo and 18th Century Styles Timeframe: 1 class period Text reading: Gardner’s Art Through the Ages: Chapter 26: Rococo to Neoclassicism Summary: The early eighteenth century saw the shift of power turn away from the king and his court at Versailles to the nobles in Paris. The royal imagery and rich coloring of Baroque painting was correspondingly replace by lighter pastels and a theatrical flair. The French Royal Academy dictated artistic taste in eighteenth-century Paris. Partly inspired by the French Rococo, a strong school of portrait emerged in England. In addition, English painters and patrons delighted in satirical painting, reflecting a more relaxed attitude in the eighteenth century toward criticism and censorship. Rococo architecture seeks to unite the arts in a coherent artistic experience.

Unit Test #6: 16th Indian/Asian Art, Baroque, and Rococo

Valentine Day Matching Pairs Assignment: Students will find pairs of artworks that “match”. They will find three pairs that are good match and one pair that is not a good match. They will put two pictures on each page, label each image correctly, and write about why they believe these two art work match or don’t match each other.

Unit #7: Neoclassicism, Romanticism, Photography and Realism Timeframe: 3 weeks

Neoclassicism Timeframe: 2 class periods Text reading: Gardner’s Art Through the Ages: Chapter 26: Rococo to Neoclassicism Quiz#15: Neoclassicism Summary: The Enlightenment brought about a rejection of royal and aristocratic authority. Intellectuals influenced by the Enlightenment were quick to reject the Rococo as decadent, and espoused Neoclassicism as a movement that expressed the “Liberty, Equality, and Fraternity” of the French Revolution. This period was inspired by the unearthing of the ruins at Pompeii and the books of art theorist Johann Winckelmann. Neoclassical painting and sculpture was so dominated by the spirit of Greece and Rome that contemporaries were often clothes in antique robes to indicate and affinity with the deeds and events of the ancient world. Works of art depict current events or contemporary portraits, there are frequent

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classical allusions. The late eighteenth century was the age of the Industrial Revolution. New technologies such as cast iron were introduced into architecture, and for the first time it became more economical to carve from bronze than marble. Romanticism and Photography Timeframe: 2 class periods Text reading: Gardner’s Art Through the Ages: Chapter 27:Romanticism, Realism, Photography Quiz #16: Romanticism and Photography Summary: Romanticism is influenced by a spirit of individuality and a freedom of expression. Romantic artists introduce drew subjects such as grand political canvases, the world of the unconscious, and awesome grandeur of nature. Romantics were influenced by the invention of photography, which was used by some artists as a tool for preserving such things as a model’s pose or a mountain landscape. Photography’s immediacy and realist impact made it a sensation from its inception, causing the art form to spread quickly among all classes of people. Early nineteenth-century architects sought to revive former artistic styles and graft them onto modern buildings. This yearning for the past is a reaction against the mechanization of the Industrial Revolution and a way of life that seemed to have permanently passed from the scene. Realism Timeframe: 2 class periods Text reading: Gardner’s Art Through the Ages: Chapter 27:Romanticism, Realism, Photography Summary: The Realist movement sought to convey a truthful and objective vision of contemporary life. It emerged in the aftermath of the French Revolution. As French society fought for democratic reform, the Realists democratized art by depicting modern subjects drawn from everyday lives of the working class. They rejecting the idealized classicism of academic art but instead based their art on direct observation of the modern world. They elevated the working class into the realms of high art. The Pre-Raphaelites, by contrast, enshrined the past as a source of inspiration for their work.

Unit Test #7: Neoclassicism, Romanticism, Realism, and Photography

March – Women History Month: Venn Diagram Posters: Students create Venn Diagram Posters by comparing and contrasting two women artist from two different eras in any medium.

Unit 8: 19th Century to 20st Century Art Timeframe: 5 Weeks

Impressionism and Post-Impressionism Timeframe: 1 week Text reading: Gardner’s Art Through the Ages: Chapter 28: Impressionism, Post‐Impressionism, Symbolism Quiz #17: Impressionism and Post-Impressionism Discussion on Japanese influences and Ukiyo-e Summary: The late nineteenth century is known for a series of art movements, one quickly upon another. Each movement expresses a different philosophy demonstrating the richness and diversity of artistic expression in this period.

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Many Impressionist artists painted in the outdoors, seeking to draw inspiration from nature. Post- Impressionist explored the underlying structural foundation of image, and laid the groundwork for much of modern art. Post-Impressionists reacted against what they saw as the ephemeral quality of Impressionists painting. Japanese art had a profound impact on late nineteenth-century painting. The late nineteenth century saw a revival of sculpture under the command of Auguste Rodin, who molded works in clay giving a very tactile quality of his works. The direction of late nineteenth-century architecture was vertical. Architects responded to increased land values and advances in engineering by designing taller and thinner. Fort the first time in history, cities began to be defined by the skylines, which rose dramatically in downtown areas.

Spring Break: Beyond the European Tradition (BET) BET Essay Cards: Student will research works from B.E.T and Western Cultures that address previously release A.P. questions on general topics such as “Power and Authority”, “Human Body”, or “Sacred Space.” They document their research on 5 X 7 cards. Five sets of cards (10 total) will be submitted. On one side of the card is the picture of the two works. On the other side of the card, students write a significant number of facts about the work.

March 19th: Field Trip: Legion of Honor and Grace Cathedral in San Francisco

Early 20th Century Art Timeframe: 2 weeks Text reading: Gardner’s Art Through the Ages: Chapter 29: Modernism in Europe and America, 1900 to 1945 Summary: Early modern art is characterized by the birth of radical art movements. Art flourished at a time of immense political unrest and social upheaval. Avant-garde artists, with the help of their progressive patrons, broke new ground in rethinking the traditional figure, and in the use of color as a vehicle of expression rather than description. The Armory Show introduced modern art to America, and Gallery 291 exhibited photographs besides paintings as works of art. The Armory Show introduced modern art to America, and Gallery 291 exhibited photographs besides paintings as works of art. The period is characterized by artists who were also theoreticians and published manifestos on their artistic beliefs. Modern architects embrace new technology, using it to cantilever forms over open space, imitate the machine aesthetic of Art Deco, or espouse the complete artistic concept of Bauhaus.

ISM Cards: Students will pick 15 different styles in the 20th and 21st century. They will put this information on a 3 x 5 index card. On one side, students will choose a work of art from the specific art style and label the work correctly with the style at the top of the card. On the other side of the card, students will explain the style , the year it occurred, and another important artist.

Modernism to Postmodernism Timeframe: 2 weeks Text reading: Gardner’s Art Through the Ages: Chapter 30: Modernism to the Postmodernism in Europe and America 1945-1980 & Chapter 31: Contemporary Art Worldwide Summary: Contemporary art defies categorization because artists easily adapt to new styles and artistic impulses. Therefore, movements are intense but fleeting, and influenced by current politics and culture. 13

AP Art History

Late modern art is a restless era of great experimentation, beginning with the achievements of The New York School. Technological developments have brought about a flood of new products that the artist can use to express him or herself. Most artists work in a variety of media. Modern architecture has been radically altered by the introduction of the computer, which makes drawing ground plans and sections easier and more efficient than ever before; the computer also checks automatically for structure errors. The number of important female artists, gallery owners, patrons, and customers has grown significantly in the late modern era, bringing about a closer equality of the sexes.

Unit #8 Test: 19th Century to 21st Century Art: Impressionism, Post-Impressionism, Modernism, and Post- Modernism

April 28th – May 1 (Review Sessions): There will be several review session after school, during tutorial, and on the weekend to prepare for the AP Exam

Friday, May 1: Review for the AP Exam

AP Art History Exam: Tuesday, May 5

May 7th to May 30th: 2nd Field Trip: Students take a second field trip to the City Hall in San Rafael and DeYoung Museum in San Francisco. Careers in Art History Final Project: Students will be able to choose from a variety of projects. These projects will be presented in class on the last day of school. • 3-D Museum: Students can create a 3-D museum with a minimum of three collections. Works must be properly labeled and careful consideration must be given for framing and placement of the works. There will be a museum brochure that will include a map of museum. • ABC Book: Students will use the letters in the alphabet to create a thematic art book that has a different art work on each page that is labeled correctly. • Intriguing Pairs Book: Students will create a book that takes 10 important art works that could be “paired” so there will be 20 pieces of work discussed. The works will need to be labeled correctly and a discussion of the connection between the two works. • Art History Movie: Students will create a movie that summarizes the history of art. They will include the major works of art from each period. Students will gather the images and put the images to a matching song. Each work will need to be labeled correctly.