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AP Art HistoryMr. Collins
2015-2016 Edited February 8, 2016
Course Description
AP Art History is a comprehensive study of art and the creative process throughout history and from around the world. Because the class is taught through a discussion and writing based approach students acquire the vocabulary, analytical methods, writing techniques and self confidence needed to effectively communicate the meaning of art. Students learn how works of art from all traditions and cultures, both Western and non-Western, are intertwined with their historical, social and creative contexts.
Attendance and the completion of all assigned work are required in this course and are prerequisites for taking the Advanced Placement Art History exam. Grades are based on (1) in-class categories worth 85%: major tests (40%), matrix notes (30%) sketchbook assignments (20%), and effort/class participation (10%); and (2) a midterm and final exam worth15%. It is the student’s responsibility to arrange with me to retake any missed major test within two school days of the test’s original date. The assumption will be that every student is planning on taking the AP examination, however this is not a requirement for the course.
Required Textbook:Stokstad, Maryilyn, Art History, 2nd ed., 2005
Textbook Resources:Kleiner, Fred S. and Christian J. Mamiya Gardner's Art Through the Ages, 12th ed., 2005. Strickland, Carol. The Annotated Mona Lisa, 1992.
Web Resources (additional research sites)
* https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap-art-history-course-and-exam-description.pdfVERY IMPORTANT This is the AP Art History course description - all you need to know about AP exam content, procedures, and expectations
* www.learner.org/courses/globalart/Fabulous website! Videos of major themes in global art
http://arthistoryresources.net/ARTHLinks.htmlA thorough survey of art history and related resources
http://www.artcrimes.net/An index of art crimes and modern iconoclasm
http://www.hyperhistory.com/online_n2/History_n2/a.htmlHyper-History Online: Over 2000 files covering 3000 years of history
http://www.ciolek.com/GLOBAL/milestones.htmlGlobal Networking: A Timeline
* http://www.metmuseum.org/toah/Heilbrunn Timeline of Art History
http://iris.nyit.edu/arthistory/pptshows.htmlArt History Powerpoint Shows –NYIT-Ganis
* http://smarthistory.org/Smart History Kahn academy
http://www.sacred-destinations.com/Discover religious and cultural destinations around the world
http://www.bluffton.edu/~sullivanm/Digital Imaging Project – Sculpture and Architecture – Sullivan
http://www.bbc.co.uk/ahistoryoftheworld/BBC History of the World
* http://www.pbs.org/art21/artists/Global Contemporary artists working in their environment – thematic topics
* www.oxfordartonline.com comprehensive art history resource Academic site, great for research
www.artres.com - image resource
www.pbs.org/art21/ - contemporary artists
https://www.google.com/culturalinstitute/project/art-project"Cultural Institute: Art Project" high resolution images of artwork
http://www.pitt.edu/~medart/menuglossary/Index.htm Art and Architecture site; contains definitions as well as illustrations for key terms
http://www.nga.gov/content/ngaweb/education/teachers/teacher- institute/summer-institute-2015/session-handouts.html
detailed surveys of Renaissance art
*=sites particularly good for weekly matrix research
The following Big Ideas and Learning Objectives are addressed throughout the curriculum - through the matrix assignments and sketchbook projects, daily during class time via questions and then weekly or bi-weekly
on unit tests.
Big Ideas & Learning Objectives
1. Artists manipulate materials and ideas to create an aesthetic * object, act, or event
thinking or principles that contemplate the nature of and appreciation of beauty
Essential question: What is art and how is it made?
Learning Objectives1. Students differentiate the components of form, function, content,
and/or context of a work of art2. Students explain how artistic decisions about art making shape a work
of art3. Students describe how context influences artistic decisions about
creating a work of art4. Students analyze form, function, content, and/or context to infer or
explain the possible intentions for creating a specific work of art
2. Art making is shaped by tradition and change
Essential question: Why and how does art change?
Learning Objectives1. Students describe features of tradition and/or change in a single work
of art or in a group of related works2. Students explain how and why specific traditions and/or changes are
demonstrated in a single work or group of related works3. Students analyze the influence of a single work of art or group of
related works on other artistic production
3. Interpretations of art are variable
Essential question: How do we describe out thinking about art?
Learning Objectives1. Students identify a work of art2. Student analyze how formal qualities and/or content of a work of art
elicit(s) a response3. Students analyze how contextual variables lead to different
interpretations of a work of art4. Students justify attributions of an unknown work of art5. Students analyze relationships between works of art based on their
similarities and differences
First Semester
Fall Course SyllabusFirst Nine Weeks
Week One (August 18 - 21): First Days: Introduction to AP Art History Day One: Introduction-preparing for class Day Two: Introduction-elements of art with slide examples Day Three: Introduction-principles of design with slide examples
Day Four: Introduction-effective note taking (i.e. Cornell notes)
Week Two: (August 24 - August 28) First Days: Introduction to AP Art History; Global pre history
Day One: Introduction-content & research sources Day Two: Introduction-writing a matrix Day Three: Introduction-concluding course preparation-drawing in pairs
(practicing speaking about art and drawing an image)
Global prehistoryEnduring Understanding
o 1-1. Various expression prior to written record o 1-2. Worldwide (different continents) presence with shared features
o 1-2. Africa and Asia as earliesto 1-3. Art understanding linked with social, physical
scientists
Essential Knowledgeo Time periods defined by geological, climate, environmental eventso Earliest tools (art) linked to small groups and their survivalo Humanity “began” in Africa and expanded outwardso Earliest art from 77, 000 years ago – natural materials, patterning,
human and animal forms
Day Four: Readings – Global prehistory Stokstad 1-12 , cave painting video ,
cave painting detail video Day Five: Readings – Global prehistory Stokstad 13-24 Stonehenge video
Week Three: (August 31 -September 4): African art; Mesoamerican art AfricaChapter 15 Google Earth
AfricaEnduring understanding:
o 6-2. Human beliefs and interactions in Africa are instigated by the arts. African arts are active; they motivate behavior, containing and express belief, and validate social organizations and human relations
o 6-3. Use and efficacy are central to the art of Africa- African arts…are by nature meant to be performed rather than simply viewed
o 6-4. African life and arts have been deeply affected by ongoing, cosmopolitan patters of interactions with populations around the world and through time - AP Art History Curriculum Framework-2015-2016
Indigenous AmericasChapter 14 Google EarthEnduring understanding:
o 5-1.Art of indigenous Americas* is among the world’s oldest artistic traditions…developing independently between 10,000 BCE and 1492 CE.*Includes Ancient Mesoamerica (with similar calendars, pyramidal stepped structures, sites and buildings oriented in relation to sacred mountains, and highly valued green materials, such as jadeite and quetzal feathers) ancient Central Andes, Ancient America and Native North America - AP Art History Curriculum Framework-2015-2016
Day One: Readings - African art Stokstad-403-421 Jenne Mosque video , Golden Stool video
Day Two: Reading Reading – African Art Stokstad 879-901 and Dogan mask video 1 and Dogan mask video 2 Veranda Post image
Day Three: Reading – Stokstad African Art Day Four: Readings - Stokstad - 377-401 Mesoamerican Art;
Teotihuacan video and Chichen Itza video Day Five: Reading – Stokstad – 835-857, Mesoamerican Art,
Tenochtitlan video
Week Four; (September 8 - 10): Mesoamerican Art; TEST-African Art & Mesoamerican Art
Day One: Reading – Stokstad – Mesoamerican Art, Machu Picchu video
Day Two: TEST #1: African & Mesoamerican art Day Three: Sketchbook Practice and 1st assignment
Week Five: (September 14 - 18): South Asia; TEST- Hindu and Buddhist art; Mesopotamian Art
South, East and Southeast Asia - Hindu and Buddhist ArtChapter 6 Google EarthEnduring understanding:
o 8-2. Many of the world’s great religious and philosophic traditions developed in South and East Asia. Extensive traditions of distinctive religious art forms developed in this region to support the beliefs and practices of these religions
o 8-3. South, East, and Southeast Asian developed many artistic and architectural traditions that are deeply rooted in Asian aesthetics and cultural practices - AP Art History Curriculum Framework-2015-2016
Day One: Reading- Stokstad – 291-304; Buddhism and Buddhist Art Day Two: Reading- Stokstad – 305-323, Hinduism and Hindu Art Southeast Asia, Sanchi video Day Three: Reading – Stokstad – 771-789, Southeast Asia Taj Mahal
video Day Four: TEST #2: Hindu and Buddhist art
Ancient MediterraneanChapter 2 and 3 Google EarthEnduring understanding:
o 2-1. Artistic traditions of the ancient Near East and dynastic Egypt focused on representing royal figures and divinities and on the functions of funerary and palatial complexes within their cultural contexts. Works of art illustrate the active exchange of ideas and reception of artistic styles among the Mediterranean cultures and the subsequent influences on the classical world.
o 2-2. Religion plays a significant role in the art and architecture of the ancient Near East with cosmology guiding representation of deities and kings who themselves assume divine attributes
o 2-3. The art of dynastic Egypt embodies a sense of permanence. It was created for eternity in the service of a culture that focused on preserving a cycle of rebirth. - AP Art History Curriculum Framework-2015-2016
o Day Five: Reading Stokstad – 27-38; Sumerian, Akkadian, Neo-
Sumerian, and Babylonian art
Week Six: (September 21 - September 25): Mesopotamian Art; Egypt; TEST-Mesopotamia and Egypt
Day One: Reading Stokstad – 39-47: Assyrian, Neo-Babylonian, Persian Persepolis video, Persepolis video 2 and Sasanian art
Day Two: Reading – Stokstad – 49-59 (start at “The Predynastic”) (stop at “The Middle Kingdom”) The Annotated Mona Lisa 8-11; pre-dynastic and Old Kingdom Egyptian art, Great Pyramid video
Day Three: Reading – Stokstad – 60-69, Old Kingdom Egyptian art Day Four: Reading – Stokstad – 70-79 New Kingdom Egyptian art;
Thebes video , book of the dead article Day Five: TEST #3: Mesopotamia and Egypt
Week Seven: (September 28 - October 2): Greece Day One: Carousel #1
Greece and RomeChapter 5 and 10 Google EarthEnduring understanding:
o 2-4. The art of Ancient Greece and Rome is grounded in civic ideals and polytheism. Etruscan and Roman artists and architects accumulated and creatively adapted Greek objects and forms to create buildings and artworks that appealed to their tastes for eclecticism and historicism.
o 2-5. Contextual information for ancient Greek and Roman art can be derived from contemporary literary, political, legal, and economic records as well as from archaeological excavations conducted from the mid-18th century onward
o 2-5b. The Greek, Etruscan, and Roman cultures shared a rich tradition of epic storytelling (first orally transmitted, later written) that glorified the exploits of gods, goddesses, and heroes - AP Art History Curriculum Framework-2015-2016
Day Two: Reading - Stokstad – 114-116, 121-126, 142-146 - Ancient Greece- Humanism; Archaic Period Statuary; Doric, Ionic and Corinthian orders; Early Classical Statuary
Day Three: Reading - Stokstad – 107-112; 117-120, High Classical Statuary, Statuary video; Vase painting
Day Four: Reading Stokstad – 129-138, Late Classical Sculpture, The Acropolis, and Acropolis video , acropolis video 2
Day Five: Reading Stokstad – 149-157, Hellenistic sculpture
Week Eight: (October 5 – October 9): TEST-Ancient Greece; Etruscan; Roman
Day One: TEST #4: Ancient Greece Day Two: Reading Stokstad – 159-167 Etruscan art, Etruscan burial
mound video Day Three: Reading Stokstad -168-178, Roman art-Republic & Early
Empire; Pont-du-Gard video Day Four: Reading – Stokstad –-178-189, 190-202 Roman Painting,
Flavians; Roman Colosseum video -High Empire, Roman Art and Pantheon video
Day Five: Sketchbook #1 due
Fall Course SyllabusSecond Nine Weeks
Week Nine: (October 12 – October 16): Roman; TEST-Etruscan and Roman; Early Christian & Jewish; Byzantine
Day One: Reading – Stokstad – 203-209 Roman Architecture-Late Empire, Trajan’s Column video
Day Two: Reading – Stokstad – 210-215 Roman Architecture Day Three: TEST #5 – Etruscan and Roman
Early Europe and Colonial AmericaEarly Christian, Islamic, ByzantineEnduring understanding:
o 3-1. There is significant overlap in time, geography, practice, and heritage of art created within this timeframe and region
o 3-1a. Medieval artistic traditions include late antiquity, early Christian, Byzantine, Islamic, migratory, Carolingian, Romanesque and Gothic. Contextual information comes primarily from literary, theological, and governmental (both secular and religious) records…
o 3-1c. Medieval artists and architects were heavily influenced by earlier and contemporary cultures, including coexisting European cultures.
o 3-2. Medieval art (European, c. 300-1400 C.E.; Islamic, c. 300-1600 C.E.) derived from the requirements of worship (Jewish, Christian or Islamic), elite or court culture, and learning. - AP Art History Curriculum Framework-2015-2016
Day Four: Reading – Stokstad – 217-232 Christian Symbols and Life of Jesus and Early Christian Architecture
Day Five: Reading – Stokstad – 233-240, Byzantine Art, Hagia Sophia video, Byzantine drawings
Week Ten: (October 19 – October 23) Byzantine; Islamic Day One: Reading - Stokstad – 241-259, Byzantine Art Day Two: Reading – Stokstad – 261-289, Islamic Art and architecture
Day Three: Reading – Stokstad – 261-289, Islamic Art Alhambra video 1, Alhambra video 2 Cordoba video, Blue Mosque video
Week Eleven: (October 26 – October 30) Romanesque and Gothic Day One: Reading – Stokstad 453-471, Romanesque, Pilgrimage video Day Two: Reading – Stokstad 472-489, Romanesque, Speyer Cathedral
video Day Three: Stokstad 491-506 Gothic, France and; Bayeux Tapestry
video; Chartres Video, Chartres Video II , Chartres Video III Day Four: Reading –Stokstad 507-516 Gothic, England, Germany Day Five: Sketchbook #2
Week Twelve: (November 2 – November 6) TEST-Early Christian through Gothic and Islam; 14 th Century Italian
Day One: TEST #6 – Early Christian through Gothic and Islam Day Two: Carousel #2
Europe 14th and 15th CenturiesEnduring understanding:
o 3-3c. The advent of the Age of Exploration in the late 15th century resulted in the emergence of global commercial and cultural networks via transoceanic trade and colonization. European ideas,
forms, and practices began to be disseminated worldwide as a result of exploration, trade, conquest, and colonization.
o 3-4. The arts of 15th century Europe reflected an interest in classical models, enhanced naturalism, Christianity, pageantry, and increasingly formalized artistic training - AP Art History Curriculum Framework-2015-2016
Day Three: Reading –Stokstad-529-543, 14th Century Italian Day Four: Reading –Stokstad -544-559, 14th Century Italian
Week Thirteen: (November 9 – November 13) 15 th Century Northern Europe; 15 th Century Italy Day One: Reading –Stokstad 561-571, 15th Century Northern Europe;
Limbourg Brothers and Public Devotional Imagery Day Two: Reading- Stokstad 572-581, 15th Century Northern Europe;
Private Devotional Imagery Day Three: Field Trip-Art Institute of Chicago Day Four: Stokstad 581-591, 15th Century Northern Europe Day Five: Reading – Stokstad-593-602, 15th century Italy & Humanism
Week Fourteen (November 16 – November 20) 15 th Century Italy Day One: Reading – Stokstad-593-602, 15th century Italy & Humanism Day Two: Sketchbook #3 Day Three: Reading – Stokstad-613-620, 15th century Italy Massacio,
Holy Trinity video Day Four: Reading – Stokstad-621-629 15th century Italy Day Five: 15th century Italy; Review Early Renaissance Timeline And
Images,
Week Fifteen: (November 23 – November 27) TEST-Early Renaissance; 16 th Century-Italy Day One: TEST #7 - Early Renaissance
Europe 16th CenturyEnduring understanding:
o 3-5. The 16th – century Protestant Reformation and subsequent Catholic Counter Reformation compelled a divergence between northern and southern western European art with respect to form, function, and content. - AP Art History Curriculum Framework-2015-2016
Day Two: Reading - Stokstad 632-644, 16th century Italy
Week Sixteen: (November 30 – December 4) Continue 16 th Century Italy & 16 Century Northern Europe Day One: Reading - Stokstad-645-655, 16th century Italy, Sistine
Chapel tour Day Two: Reading – Stokstad-655-667, 16th century Italy Day Three: Reading - Stokstad-668-675 16th century Italy; Medici and
Michelangelo Day Four: Reading – Stokstad- 677-692, 16th century Northern Europe Day Five: Reading – Stokstad-693-707,16th century Northern Europe,
Burial of Christ image
Week Seventeen: (December 7 – December 11)16 th Century Mannerism TEST-High Renaissance and Mannerism; Exam review Day One: 16th century Italy - Mannerism Day Two: Review For High Renaissance Italy Test Day Three: TEST #8 - High Renaissance and Mannerism Day Four: Review for exams Day Five: Review for exams
Week Eighteen: (December 14 – December 18); Exam Review; semester exam Day One: Sketchbook #4 Day Two: Review for semester exams Day Three: semester exams-date TBA Day Four: semester exams-date TBA Day Five: semester exams-date TBA
Supplements to curriculum - all available on my website:
1) Matrix- A matrix is a chart that asks students to analyze each of the 250 pieces of required art in the AP curriculum.
These are assigned in groups per each content area and are due in two submissions: half way through a unit and on the day of a unit test. An image of each art piece is in the center of the document and a set of eight topics is in the surrounding space. Students are to fill in a response to each topic according the following sequence:
1. Identification: (artist, title, date, size, country of origin; period/style): Materials and Technique: (how is the art made):
2. Form: Explain what elements of art & principles of design are present in the artwork: color, shape, form, texture, line, space and balance, emphasis, rhythm
3. Function: What was the artist’s intended use for the artwork? What was its actual use?
4. Content: What is the subject of the artwork; what is the “story” being told in/by the artwork? What are its various components?
5. Context: Historical & cultural influences on the work.
6. Themes: Enduring Understanding/Big Ideas evident in artwork (and how?)
7. Questions you have about the artwork
8. Personal Opinion of the artwork
1) Sketchbook Assignments-six throughout the year
AP Art HistorySketchbook Comparison Assignments
2015-2016
The goal of the sketchbook assignment is to help you improve your ability to analyze, via writing and illustration, the central themes, artistic elements and
countless messages of art history. Your challenge is to work through this process by comparing and contrasting two pieces of art.
Process:Answer the specific question/theme for each pair by:
Referencing specific parts of each image Identifying relevant elements of art and principals of design found in
each image Combining both writing and drawing around each image
Providing historical, cultural, social context
Requirements:
Your images (full color) are to appear face to face in your sketchbook you are to fill the entire page with information
Major topics are to have headings You are to include some drawing in each analysis
You are to use at least 3 research sources which are also clearly listed
______________________________________________________Sketchbook Assignment #1:
Assigned: September 10, Thursday Due: October 9, Friday
Theme (s): Human Image in Art, History and Memory (Sculpture - “old-new” connections)
Focus Questions: Compare ancient Greek Seated Boxer (ca. 100 - 50 B.C.) with Seated Youth (1917) by Wilhelm Lehmbruck. How is emotion conveyed by each figure? Analyze how historical and cultural contexts inform our understanding of both works.
AP Art HistorySketchbook Comparison Assignment
Content guide2015-2016
______ Responses directly answer the question(s) asked
______ Stylistic and technical analysis are provided
______ Analysis connects the work to its historical context
______ Specific parts of each image are directly referenced and indicated throughout
______ Analysis address the works in comparison to each other
______ Evidence of balance between visual and written information
______ page layout is organized, and visually interesting and “readable” i.e. pictures are clear, text is linked to image, quality penmanship is evident (i.e. handwriting is readable!!)
______ Evidence of investment of time, effort, and thought throughout assignment
______ At least one part of your response is in sentence (paragraph) form
________ Use of three (3) research sources. (listed on page)
_______________________________________________________
Key: 4=Excellent 3=Good 2=Fair 1=Poor
Total Points: ___________________ Grade: _______________
Name: _______________________________________________
AP Art HistorySketchbook #2 - grading guide
Due: Friday, October 30, 2015
Theme (s): War, History and Memory, Point-of-View, Narrative, Power (Public Monuments – “old/new” connections)
Focus Questions: Compare and contrast Maya Lin’s Vietnam Veteran’s Memorial, 1981-83, with Trajan’s Column from ancient Rome, dedicated 112 CE. How do both works being situated outdoors affect the viewing experience of the audience? Explain the ways in which each artist approaches the telling of the story and how point-of-view suggests the impact of the political or social ideology at the time.
_____________________________________________________________________________ Analysis connects the artwork to its historical context
_____ Style and technique are analyzed and discussed in each work
_____ Responses address key components related to the central question(s):(Purpose/function of each work; location of each work; artist’s point of view about the art and its impact on society - political, social thinking)
_____ Quality of argument in support of the pivotal points with specificity
_____ Analysis address the works in comparison to each other.
_____ Evidence of overall balance between visual and written information
_____ Incorporation of visuals references, drawings and alternate views of the artwork: (are they helpful in enhancing understanding and meaning of the work?)
_____ Degrees of illumination, innovation and clarity of the page layout design(including thoughtful use of color, placement of images, directional arrows, etc.)
_____ Evidence of investment of time, effort and thought put into the assignment
_____ Use of three (3) research sources, documented and cited
Key: 4 = Excellent (A) 3.5 = Good 3 = Fair 2.5 = Poor (A=36-40) (B=32-35) (C=28-31) (D=24-27)
Total Points: ______________________ Grade: ______________________________
Name: __________________________________________________________________
2) Carousel-four throughout the year
Each carousel day is devoted to exploring the course content in a way that gives students additional opportunity to see the artwork from the broadest possible perspective.
