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Couse Ourline for the 2013-2014 Year AP Art History AP Art History 2013-2014 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 to 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: Kleiner, Fred S., and Christin J. Mamiya. Gardner's Art Through the Ages , 12th ed. Belmont, CA: Wadsworth/Thomson Learning, 2005. Supplementary Textbooks: Sayre, Henry M. A World of Art . New York: Prentice-Hall, 2007. Kleiner, Fred S. Gardner's Art Through the Ages: Instructor's Manual/Test Bank . 11th ed. San Diego, CA: Harcourt College, 2001. Print. Strickland, Carol. The Annotated Mona Lisa: A Crash Course in Art History from Prehistoric to Post-Modern Other Resources: Resources for Gardner’s Art Through the Ages, 11 th Edition Book Companion Site . 22 Apr. 2013 <http://websites.swlearning.com/cgi- wadsworth/course_products_wp.pl?fid=M20b>. Class Preparations tools : Instructor Manual and Test bank Website Resources: Olga’s ABC Gallery: http://www.abcgallery.com/ 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/ 1 AP Art History 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, unit sheets, 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 on 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 especially 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 you 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 hand out with a dozen square inch close-up pieces that are digitally zoomed in on 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 pairs in the class 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 presentation, lecture, and discussion. Cue Cards: Students will create cue cards on 3 x 5 index cards. Students will create these cards with major works from the chapter. It 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 or artworks that are “Beyond the Western Tradition (B.E.T). Tutorial Period: This time will be used to be exposed to online resources and videos to expose students to art to multiple mediums. 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: The Subjects and Vocabulary of Art History 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: The Birth of Art: Africa, Europe, and the Near East in the Stone Age. 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: The Rise of Civilization: The Art of the Ancient Near East 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 on an essay on a piece of art work. They 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 end by citing their information. 3 AP Art History Ancient Egypt Time Frame: 1 Week Text Reading: Gardner’s Art Through the Ages: Chapter 3: Pharaohs and the Afterlife: The art of Ancient Egypt 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.
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