Danna Sides AP Art History Bountiful High School

AP ART HISTORY SYLLABUS Term One Week 1- Introduction What is Art History Content and/or Skills Taught: Language and Methodologies Students should be able to: Define art history Describe how art historians study works of art Describe how to place an unknown object in its context Name the specialized vocabulary that art historians use, academic - zeitgeist Major Assignments and/or Assessments: PowerPoint & Smarthistory Presentation Unit Notes Unit Notecard Week 2- Chapter 1: The Art of the Stone Age Content and/or Skills Taught: Students should be able to: Identify the formal and iconographic characteristics of Paleolithic art. Describe the lifestyle and environmental influence on Paleolithic and Neolithic art. Compare and contrast the content and style of Neolithic and Paleolithic art. Describe the Neolithic construction techniques, towns and cities they built. Major Assignments and/or Assessments: PowerPoint & Smarthistory Presentation Unit Notes Unit Notecard Exam review Exam Week 3-Chapter 2: The Ancient Near East Content and/or Skills Taught: Students should be able to: Distinguish the art and architecture of the various ancient Near Eastern civilizations. Explain the formal and iconographic characteristics of the art and architecture of each ancient Near Eastern civilization. Explain the relationship of art and politics, and the symbiotic influences of both on the other. Identify an artwork or culture by its formal, material, and/or thematic characteristics. Identify which objects and monuments belong to which culture. Discuss the development of writing systems and their impact on life in the ancient Near East. Major Assignments and/or Assessments: PowerPoint & Smarthistory Presentation Unit Notes Unit Notecard Exam review Exam

Week 4- Chapter 3: Egypt Under the Pharoahs Content and/or Skills Taught: Students should be able to: Describe the typical formal characteristics of Egyptian painting and sculpture. Explain how a sitter’s social status affected his portrayal. Trace the development of Egyptian burial structures from mastaba to rock-cut tombs and mortuary temples. Trace the changes in painting and sculpture styles from Predyanstic to First Millennium BCE. Describe the plan, construction, ornamentation, and function of a pylon temple. Summarize the common iconographic conventions and popular themes of Ancient Egyptian art. Major Assignments and/or Assessments: PowerPoint & Smarthistory Presentation Unit Notes Unit Notecard Exam review Exam Week 5- Chapter 4: The Prehistoric Aegean Content and/or Skills Taught: Students should be able to: Describe the typical formal, iconographic, and functional characteristics of Cycladic art. Explain the building techniques and materials Minoan builders used. Discuss the typical formal and iconographic characteristics of Minoan palace decoration. Explain how Minoan art and architecture reveal their position at the cultural crossroads of the Eastern Mediterranean. Trace the changes in painting and sculpture styles from Early Cycladic, Minoan, to Mycenean. Describe the building techniques and materials Mycenaean builders used. Explain the typical formal and iconographic characteristics of Mycenaean figural arts. Distinguish Minoan and Mycenaean art. Major Assignments and/or Assessments: PowerPoint & Smarthistory Presentation Unit Notes Unit Notecards Exam review Exam Week 6- Chapter 5: Ancient Greece Content and/or Skills Taught: Students should be able to: Trace the treatment of the human figure in Greek art from the Geometric/Orientalizing periods to Hellenism. Describe the black-figure, red-figure, and white-figure processes and explain the processes of each. Describe the plan and elevation of a typical Doric temple. Describe the plan and elevation of a typical Ionic temple. Discuss the history of architectural sculpture, its challenges, and its subjects. Explain the typical themes represented in ancient Greek figural arts. Explain how to make hollow-cast bronze sculpture using the lost wax process. Identify how other cultures influenced Greek art. Major Assignments and/or Assessments: PowerPoint & Smarthistory Presentation

Unit Notes Unit Notecards Exam review Exam Week 7- Chapter 9: The Etruscans Content and/or Skills Taught: Students should be able to: List the typical formal characteristics of Etruscan art. Explain which features Etruscan temples share with Greek temples and which are different. Explain the construction, plan, and ornamentation of Etruscan tumuli. Trace the changes in painting and sculpture styles from Orientalizing to the Classical period. Discuss the historical events that altered the course of Etruscan history and explain how these may be reflected in late Etruscan art and architecture. Major Assignments and/or Assessments: PowerPoint & Smarthistory Presentation Unit Notes Unit Notecard Exam review Exam Week 8- Chapter 10: The Roman Empire Content and/or Skills Taught: Students should be able to: Discuss the materials and technique of Roman architecture. Explain the types of buildings Roman rulers created for their subjects. Distinguish between examples of Republican, Early Imperial, and Late Imperial period portraiture. Explain how Roman architects adapted Etruscan and Greek models in their buildings. Distinguish the four painting styles. Trace the changes in painting and sculpture styles from Monarchy/Republic to theLate Empire period. Discuss the new commemorative monuments Roman emperors introduced. Explain how and why Roman official art increasingly departed from the rules of classical art and Architecture. Major Assignments and/or Assessments: PowerPoint & Smarthistory Presentation Unit Notes Unit Notecard Exam review Exam Week 9- Chapter 11: Late Antiquity Content and/or Skills Taught: Students should be able to: Describe the iconography of Christ and its Greek and Roman influences and sources. Explain the themes popular in Jewish and Early Christian art. Identify the two plans popular for Christian churches, and describe their function/s. Identify the parts of each church. Identify the sources of Christian churches and how Christian builders adapted their models to suit their needs. Trace the changes in painting and sculpture styles from Third Century CE to Christian Art. Describe the formal characteristics of Early Christian art and its relationship to classical art.

Explain the purpose, organization, and ornamentation of catacombs near Rome. Major Assignments and/or Assessments: PowerPoint & Smarthistory Presentation Unit Notes Unit Notecard Exam review Exam Analysis Essay Museum Tour Essay Student Unit Presentation Comprehensive Exam: Chapters 1-11 Term Two Week 10- Chapter 12: Byzantium Content and/or Skills Taught: Students should be able to: Describe the typical Byzantine church: plan, elevation and ornamentation, and explain how it changed from the Early to Late Byzantine period. Explain how pendentives and squinches function, and what they contributed to a buildings overall appearance. Trace the changes in painting and sculpture styles from Early Byzantine to Late Byzantine. Describe and analyze the formal and iconographic characteristics of Early, Middle, and Late Byzantine images. List the media employed by mosaic and fresco visual artists. Discuss the subjects popular in Byzantine art. Identify elements reflecting the persistence of classical style and iconography of an unknown work. Compare the function of an icon to the function of Early Christian religious images. Major Assignments and/or Assessments: PowerPoint & Smarthistory Presentation Notes Notecard Exam review Exam Non-Western Unit Week 11- Chapter 13: In Praise of Allah: The Art of the Islamic World Content and/or Skills Taught: Students should be able to: Identify the parts of a mosque. Explain the source of the Islamic mosque plan. Describe the typical formal and iconographic characteristics of early and late Islamic art. Describe the materials and techniques employed to decorate Islamic interiors and for works of the minor arts. Trace the changes in painting and sculpture styles from Umayyad Syria to Ottoman Turky. Major Assignments and/or Assessments: PowerPoint & Smarthistory Presentation Notes Notecard Exam review Exam

Non-Western Unit Students should be able to: Identify formal and stylistic elements, audience, influences and original function of a specific work from each period Chapter 6: South and Southeast Asia Before 1200 Chapter 7: China and Korea to 1279 Chapter 8: Japan Before 1333 Chapter14: Native Arts of the Americas Before 1300 Chapter 15: Africa Before 1800 PowerPoint & Smarthistory Presentation Unit Notes Unit Notecard Exam review Exam Week 12: Chapter 16: Early Medieval Europe Content and/or Skills Taught: Students should be able to: Discuss the materials, forms, and iconography of the art of the warrior lords. Identify animal style and horror vacuii in specific words. Explain how Hiberno-Saxon manuscripts were made. Explain how Hiberno-Saxon manuscripts adapt Early Christian models to local tastes. Explain the art and architecture of the Carolingian Renaissance. Trace the changes in painting and sculpture styles from Warrior Lords to Ottonian Art. Distinguish a Carolingian basilica from an Early Christian church. Describe the material, formal, and iconographic characteristics of Ottonian figural art. Identify the general characteristics of Ottonian churches. Major Assignments and/or Assessments: Student presentation/lecture of text PowerPoint & Smarthistory Presentation Unit Notes Unit Notecard Exam review Exam Week 13- Chapter 17: Romanesque Europe Content and/or Skills Taught: Students should be able to: Name the parts of a Romanesque church plan and elevation. List the typical characteristics of the architecture of each European region. Describe the function of a pilgrimage church and the importance of relics. Explain the relationship of Romanesque architecture, painting and sculpture. Discuss the typical formal and thematic characteristics of Romanesque manuscript paintings, frescoes, and other figural arts. Trace the changes in painting and sculpture styles from France/Northern Spain to Normandy/England. Explain the diversity of formal solutions applied in the figural art of different regions of Europe. Explain how Cistercian churches differed from other Romanesque churches. Major Assignments and/or Assessments: PowerPoint & Smarthistory Presentation Unit Notes Unit Notecard

Exam review Exam Week 14- Chapter 18: Gothic Europe Content and/or Skills Taught: Students should be able to: Name the parts of a Gothic cathedral plan. Explain the Gothic skeletal construction system. Distinguish an Early Gothic church from a Late Gothic example. Become familiar with the symbolic meanings associated with the different parts of the Gothic church. Trace the changes in painting and sculpture styles from Early to Late Gothic. Identify the regional variations of the Gothic style in England, Germany, and Italy. Explain how Gothic art and architecture differ from Romanesque examples. Discuss how social and economic conditions affected works of art and architecture. Major Assignments and/or Assessments: PowerPoint & Smarthistory Presentation Unit Notes Unit Notecard Exam review Exam Analysis Essay Museum Tour Essay Student Unit Presentation Comprehensive Exam: Chapters 12-18 Term Three Week 15- Chapter 19: Italy, 1200 - 1400 Content and/or Skills Taught: Students should be able to: Discuss the formal and iconographic characteristics of fourteenth-century Italian art Explain how the plague affected artistic production in fourteenth-century Italy Describe the role humanism played in fourteenth-century Italian art Discuss the art and architecture created for monastic orders Trace the changes in painting and sculpture styles of the 13th and 14th Centuries. Describe the material, formal, and technical characteristics of fourteenth-century Italian architecture Explain the reintroduction of the optical experience in the art of the fourteenth century Major Assignments and/or Assessments: PowerPoint & Smarthistory Presentation Unit Notes Unit Notecard Exam review Exam Week 16- Chapter 20: Northern Europe, 1400 - 1500 Content and/or Skills Taught: Students should be able to: Identify the formal and iconographic characteristics of 15th-century Northern European and Spanish art. Distinguish between art produced in Flanders, France, Germany, and Spain. Explain how economic conditions were reflected in works of art. Identify the role of shifting devotional patterns and practices in the creation of works of art. Trace the changes in painting and sculpture styles from Burgundy to the Holy Roman Empire.

Discuss the role of politics in 15th-century Northern European and Spanish art. Explain the materials and techniques of 15th-century Northern European and Spanish art. Identify the influence patrons had on examples of 15th-century Northern European and Spanish art. Major Assignments and/or Assessments: PowerPoint & Smarthistory Presentation Unit Notes Unit Notecard Exam review Exam Week 17- Chapter 21: Italy, 1400 - 1500 Content and/or Skills Taught: Students should be able to: Explain the key aspects of Renaissance art and architectural theory. Identify the formal and iconographic characteristics of 15th-century Italian art. Discuss the formal and material characteristics of 15th-century Italian architecture. Describe the role and influence of patrons. Identify and describe the integration of sacred and secular concerns. Trace the changes in painting and sculpture styles from Florence to The Princely Courts. Explain the relationship of science, humanism, and artistic production. Describe the materials and techniques of Renaissance painting, sculpture, and printmaking. Major Assignments and/or Assessments: PowerPoint & Smarthistory Presentation Unit Notes Unit Notecard Exam review Exam Week 18- Chapter 22: Italy, 1500 - 1600 Content and/or Skills Taught: Students should be able to: Describe the formal and iconographic characteristics of High Renaissance, Venetian, and Mannerist painting and sculpture. Identify the formal characteristics that distinguish High Renaissance from Mannerist architecture. Explain the religious and philosophical influences on High Renaissance art. Describe the materials and techniques of Renaissance painting and sculpture. Discuss the status of artists in Renaissance society. Trace the changes in painting and sculpture styles from High and Late Renaissances to Mannerism. Explain how the experiments of 15th century art were employed by 16th-century artists. Compare the artistic philosophies that distinguished Venetian Renaissance art from contemporary Florentine and Roman work. Major Assignments and/or Assessments: PowerPoint & Smarthistory Presentation Unit Notes Unit Notecard Exam review Exam Week 19- Chapter 23: Northern Europe and Spain 1500 - 1600 Europe and Spain Content and/or Skills Taught:

Students should be able to: Identify the formal and iconographic characteristics of 16th-century art in Northern Europe and Spain. Describe Dürers art theory and its impact on his work. Explain how 16th-century Northern European art reflects the principles of the Protestant Reformation. Trace the changes in painting and sculpture styles from Holy Roman Empire to Spain. Describe how 16th-century Spanish art embodies the principles of the Catholic Counter-Reformation. Consider how patrons employed art and architecture in the 16th century. Explain the influence of Italian Renaissance and Mannerist art in Northern Europe and Spain. Discuss the history, processes, and functions of prints in Northern Europe. Major Assignments and/or Assessments: PowerPoint & Smarthistory Presentation Unit Notes Unit Notecard Exam review Exam Analysis Essay Museum Tour Essay Student Unit Presentation Comprehensive Exam: Chapters 19-23 Term Four Week 20- Chapter 24: Italy and Spain, 1600 – 1700 Content and/or Skills Taught: Students should be able to: Identify the formal and iconographic characteristics of 17th-century art and architecture. Understand the diversity of forms and iconography in 17th-century art and architecture. Discuss the significance of social and political events in the production and use of art and architecture. Explain how absolutist rhetoric is embodied in examples of 17th-century art and architecture. Trace the changes in painting and sculpture styles from Italy and Spain. Describe the influence the Catholic Counter Reformation exerted on 17th-century art and architecture. Explain the significance of the classical tradition in examples of 17th-century art and architecture. Analyze the shifting status of artists and architects in the 17th century. Major Assignments and/or Assessments: PowerPoint & Smarthistory Presentation Unit Notes Unit Notecard Exam review Exam Week 21- Chapter 25: Northern Europe, 1600 – 1700 rework Content and/or Skills Taught: Students should be able to: Describe how Flemish Baroque art is more closely tied to the art of Italy. Explain the international scope and influence of the art of Peter Paul Ruebens. Discuss the impact of the numerous geopolitical shifts that occurred in Europe as the fortunes of individual countries rose and fell, as well as the Thirty Years’ War, and conflicts between Catholics and Protestants. Explain the circumstances surrounding the independence of the Dutch Republic and the resulting prosperity of the Protestant citizenry, the rejection of the church, and a rejection of traditional portraiture in favor of informal portraits of the middle class and a broad range of nontraditional subjects. Describe the artistic and architectural achievements of Frans Hals, Rembrandt van Rijn, Jan Vermeer.

Trace the changes in painting and sculpture styles from Flanders to France and England. Explain the role and result on art and architecture that the Louis XIV, the major art patron in 17th century France had. Discuss how classical art and architecture influenced the art of Nicolas Poussin and Claude Lorrain. Describe the influence of Andrea Palladio’s architectural principles on Inigo Jones and Christopher Wren. Major Assignments and/or Assessments: PowerPoint & Smarthistory Presentation Unit Notes Unit Notecard Exam review Exam Non-WesternUnit Week 22- Chapter 26: South and Southeast Asia After 1200 Content and/or Skills Taught: Students should be able to: Describe the movement of Islam across the Indian subcontinent. Explain Indian architectural conventions and their relationship to religious practice. Discuss the impact of the Mughal empire on the art of India. Explain the circumstances surrounding the construction of the Taj Mahal. Describe the artistic and architectural achievements of the dynasties following the Mughal. Explain the role that the British played in Indian politics and artistic endeavors from colonization through Indian independence. Discuss Buddhist beliefs and the religions impact on art and architecture in Thailand and Burma. Trace the changes in painting and sculpture styles from Sultanate of Delhi to British Colonial/Present. Describe the relationship between Vietnamese and Chinese ceramic traditions. Students should be able to: Identify formal and stylistic elements, audience, influences and original function of a specific work from each period Chapter 27: China and Korea After 1279 Chapter 28: Japan after 1336 Chapter 32: Native Arts of the Americas After 1300 Chapter 33: Oceania Chapter 34: Africa After 1800 PowerPoint & Smarthistory Presentation Unit Notes Unit Notecard Exam review Exam Week 24- Chapter 30: Europe and America1800 to 1870 Content and/or Skills Taught: Students should be able to: Explain the influence of the Enlightenment on late 18th- and early 19th-century art and architecture. Identify the formal and iconographic characteristics of Rococo, Neoclassicism, the natural, Romanticism. Discuss how social and political events affected the artistic production. Explain how ideas from contemporary philosophy and literature affected works of art and architecture. Trace the changes in painting and sculpture styles from Art Under Napoleon to Photography. Identify and describe the new materials employed in the late 18th and early 19th centuries.

Describe the impact of the industrial revolution on artistic production. Major Assignments and/or Assessments: PowerPoint & Smarthistory Presentation Unit Notes Unit Notecard Exam review Exam Week 25- Chapter 31: Europe and America 1870 to 1900 Content and/or Skills Taught: Students should be able to: Identify the formal and iconographic characteristics Impressionism, Post-Impressionism, Symbolism. Discuss the use of abstract pattern of expressive line, shape, and color in painting. Describe the impact of academic salons and independent art exhibitions affected the Salon/traditional academic art, artists, art forms and styles, and the subsequent rise of renegade art. Discuss 19th Century color theory. Discuss the momentous Western developments: industrialization/the Industrial Revolution, urbanization and the rise of the urban working class, increased economic and political interaction worldwide, and how art reflected these developments and the fundamental ideas of Marxism and Darwinism. Describe how sculptors of this period pursued artistic goals markedly different from those of contemporaneous painters and photographers. Describe photography could be manipulated by artists to produce painterly effects. Trace the changes in painting and sculpture styles from Impressionism to Architecture and Decorative Arts. Discuss the rise of art for the masses and artistically designed functional objects of the Arts & Crafts Movement. Explain the relationship of cultural influence and art in the rise of Japonisme. Major Assignments and/or Assessments: PowerPoint & Smarthistory Presentation Unit Notes Unit Notecard Exam review Exam Week 26- Chapter 35: Europe and America 1900 to 1945 Content and/or Skills Taught: Students should be able to: Identify the formal and iconographic characteristics of Expressionism, Cubism,Futurism, Dada, Neue Sachlichkeit, Surrealism, Constructivism, Suprematism, De Stijl, the International Style, Art Deco, Regionalism, and Mexican Muralism. Discuss abstraction and the principles of Cubism. Describe the impact of the 1913 Armory Show in New York on America and on American artists. Discuss the European response to World War I and how art reflected the horror and grief of the war. Identify the founders of psychoanalysis and the artists and movements that were affected by the psyche and dreams. Describe the utopian ideals ascribed to artistic movements and the effect those ideals had on art, architecture, and the crafts movements. Trace the changes in painting and sculpture styles from Europe to America/Architecture. Discuss the organic and its impact on Frank Lloyd Wrights architecture, and sculpture by Brancusi, Moore, and Calder. Explain the relationship of politics and art in the early 20th century.

Major Assignments and/or Assessments: PowerPoint & Smarthistory Presentation Unit Notes Unit Notecard Exam review Exam Week 27- Chapter 36: Europe and America After 1945 Content and/or Skills Taught: Students should be able to: Identify the formal and iconographic characteristics of Abstract Expressionism, Post-Painterly Abstraction, Minimalism, Pop Art, Superrealism. Students should be able to: Explain the histories and theories of Performance Art, Conceptual Art, Site-Specific and Environmental Art, and Postmodernism. Describe the introduction of new materials in later 20th-century art. Identify the characteristics of Modern and Postmodern architecture. Discuss the theory of modernist formalism and the reactions against it. Trace the changes in painting and sculpture styles from Painting and Sculpture to Performance and Conceptual Art and New Media. Explain the role of politics and consumer culture in late 20th-century art. Major Assignments and/or Assessments: Exam PowerPoint & Smarthistory Presentation Unit Notes Unit Notecard Exam review Exam Analysis Essay Museum Tour Essay Student Unit Presentation Comprehensive Exam: Chapters 20-36 Week 32-33 Review for AP Exam Content and/or Skills Taught: Students will review for the AP Art History exam using Free Response Questions, Multiple Choice Quizzes, Essay Questions, as well as class discussions. Major Assignments and/or Assessments: Free Response Question Class Discussions Week 34 AP Exam Week 35-36 Project Content and/or Skills Taught: Students will create a PowerPoint presentation. All works selected for the PowerPoint must have a central theme, or idea or from the same period. Major Assignments and/or Assessments: PowerPoint Presentation

COURSE TEXTS Primary Texts Art Through the Ages – Helen Gardner Thirteenth edition A Short guide to Writing about Art - Sylvan Barnet Fourth edition Secondary Texts Art History – Marilyn Stokstad The Annotated Mona Lisa: A Crash Course in Art History from Prehistoric to Post-Modern – Carol Strickland and John Boswell The Annotated Arch: A Crash Course in the History of Architecture – Carol Strickland TEACHER RESOURCES Advanced Placement Art History www.aparthistory-design.com The College Board www.collegeboard.com WEBSITES The Metropolitan Museum of Art http://www.metmuseum.org/home.asp Artcyclopedia http://www.artcyclopedia.com/ World Art Treasures http://www.bergerfoundation.ch/index.html The Getty Museum: Art History http://www.getty.edu/ Voice of the Shuttle http://vos.ucsb.edu/browse.asp?id=3404 About.com http://arthistory.about.com/?once=true Smithsonian American Art Museum http://www.americanart.si.edu/index3.cfm Library of Congress: Art History http://memory.loc.gov/ammem/index.html Art History Network http://www.arthistory.net/index.html Egyptian Art in the Age of the Pyramids http://www.metmuseum.org/explore/ new_pyramid/pyramids/html/el_pyramid_intro.htm Legacy of Genghis Khan: Art Historyhttp://www.metmuseum.org/special/se_event.asp?OccurrenceId={36C74128-EEF8-11D5-9414-00902786BF44} The Glory of Byzantium: Art Historyhttp://www.metmuseum.org/explore/Byzantium/byzhome.html Cleopatra: Art History of the Ancient Worldhttp://www.artic.edu/cleo/index.html

AP ART HISTORY SCHEDULE 2011 – 2012 AP ART HISTORY

1st Term August 22 - October 28 Book: Art Through the Ages – Helen Gardner Twelfth edition Art History – Marilyn Stokstad Basics: Introduction to Art History Art History Terms: academic - concatenation Notebook Unit Note Cards: image- subject- iconography- narration- function- artistic decision making- contextual analysis- cultural impact Visual Analysis Essay Museum/ Gallery Tour Project Introduction Non-Western Art Compliment: African Art, Islamic Art, Indian Art, Japanese Art, Chinese Art, Olmec Art, Aztec Art Weekly Schedule: Unit 1 Week 1: Subjects & Vocabulary of Art (language & methodologies) Week 2: The Art of the Stone Age Week 3: The Art of Ancient Near East Week 4: The Art of Ancient Egypt Unit 2 Week 5: The Art of Prehistoric Aegean Week 6 & 7: The Art of Ancient Greece Unit 3 Week 8: The Art of the Etruscans Week 9: The Art of Ancient Rome Comprehensive Unit 1-3 Exam

2nd Term November 1 - January 12 Supplemental Books: The Annotated Mona Lisa: A Crash Course in Art History from Prehistoric to Post-Modern – Carol Strickland and John Boswell The Annotated Arch: A Crash Course in the History of Architecture – Carol Strickland Basics: Art History Terms: conceptual - idealize Notebook Unit Note Cards: image- subject- iconography- narration- function- artistic decision making- contextual analysis- cultural impact Comparative Analysis Essay Museum/ Gallery Tour Project Completion Non-Western Art Compliment: Islamic Art, Indian Art, Cambodian Art, Chinese Art Weekly Schedule: Unit 4 Week 10: The Art of Byzantium Week 11: Early Medieval Art– Hiberno-Saxon & Carolingina/Ottonian Unit 5 Week 12: Romanesque Art Week 13 & 14: Gothic Art Unit 6 Week 15: Proto-Renaissance Art of 14th Century Italy Week 16: Late Gothic Art of 15th Century Northern Europe & Spain Week 17 & 18: Early Renaissance Art of 15th Century Italy Comprehensive Unit 4-6 Exam

3rd Term January 17 – March 16 Websites: The Metropolitan Museum of Art http://www.metmuseum.org /home.asp Artcyclopedia http://www.artcyclopedia.com/ World Art Treasures http://www.bergerfoundation.ch /index.html The Getty Museum: Art History http://www.getty.edu/ Voice of the Shuttle http://vos.ucsb.edu/browse.asp ?id=3404 About.com http://arthistory.about.com/ ?once=true& Smithsonian American Art Museum http://www.americanart.si.edu /index3.cfm

Basics: Art History Terms: illusionism - proportional Notebook Unit Note Cards: image- subject- iconography- narration- function- artistic decision making- contextual analysis- cultural impact Museum/ Gallery Tour Project Revision Non-Western Art Compliment: Indian Art, African Art, Chinese Art, Korean Art Weekly Schedule: Unit 7 Week 19 & 20: High Renaissance & Mannerism of 16th Century Italy Week 21 & 22: High Renaissance & Age of Reformation of 16th Century Northern Europe & Spain Unit 8 Week 23: Baroque & Rococo Art of the 17th & 18th Century Week 9 Week 24 & 25: Neo-Classicism - Romantic Art & Age of Enlightenment Art of the 18th Century Unit 10 Week 26 & 27: Early 19th Century Art Comprehensive Unit 7-10 Exam

4th Term March 20 – June 1 Websites: Library of Congress: Art History http://memory.loc.gov/ammem /index.html Art History Network http://www.arthistory.net/index.html Egyptian Art in the Age of the Pyramids http://www.metmuseum.org/explore/ new_pyramid/pyramids/html/el_pyramid _intro.htm Legacy of Genghis Khan: Art History http://www.metmuseum.org/special /se_event.asp?OccurrenceId={36C7 4128-EEF8-11D5-9414-00902786BF44} The Glory of Byzantium: Art History http://www.metmuseum.org/explore /Byzantium/byzhome.html Cleopatra: Art History of the Ancient World http://www.artic.edu/cleo/index.html

Basics: Art History Terms: provenance - zeitgeist Notebook Unit Note Cards: image- subject- iconography- narration- function- artistic decision making- contextual analysis- cultural impact Museum/ Gallery Tour Project Evaluation Non-Western Art Compliment: Japanese Art, Indian Art, Oceanic Art, African Art Weekly Schedule: Unit 11 Week 28: 19th Century Art Week 29: Post-Impressionism Art Unit 12 Week 30: Early 20th Century Art, 1900-1945 Unit 13 Week 31: 20th Century Art, 1945 to 2012 Exam Week 32 & 33: Art History Exam Review Project Week 34-36: Art History Projects Comprehensive Unit 11-13 Exam AP Exam

AP ART HISTORY STANDARDS AND COURSE EVALUATION Standard 1: MAKING Students will examine how works of art were created by manipulating media and by organizing images with art elements and principles. Objective A: Understand techniques and processes in a variety of media.

Identify a variety of media including current arts-related technologies. Analyze the expressive potential of art media, techniques, and processes. Understand the physical demands of art media, equipment, and studio space.

Objective B: Explore how works of art are organized using art elements and principles.

Analyze the art elements in architecture, sculpture, painting, and drawing. Analyze how the art elements interact to form the art principles in architecture, sculpture,

painting, and drawing.

Exemplified by various units: Students identify, analyze and understand a wide range of media, techniques, and processes through examining artworks of different periods. Students analyze art elements and art principles in artworks through discussion, analytical essays and free response short answer essays.

Standard 2: PERCEIVING Students will find meaning by analyzing, criticizing, and evaluating works of art. Objective A: Critique works of art.

Analyze artworks regarding effective use of art elements and principles. Examine the functions of art. Interpret works of art.

Objective B: Evaluate works of art.

Analyze and compare works of art using a variety of aesthetic approaches. Evaluate works of art based on forming techniques, effective use of art elements and principles,

fulfillment of functions, impact of content, expressive qualities, and aesthetic significance. Exemplified by various units:

Students find meaning by analyzing, critically examining and evaluation the style and original function of artworks from different periods by taking detailed notes and curating visual notecards of specific artworks. Students interpret and compare the content and aesthetic properties and significance of artworks from different periods by preparing and presenting attributed illustrated childrens’ books from various periods.

Standard 3: EXPRESSING Students will discover meaning in art.

Objective A: Perceive content in works of art.

Identify subject matter, metaphor, themes, symbols, and content in works of art. Assess which works of art effectively communicate subject matter, metaphor, themes, symbols, or

individually conceived content. Interpret subject matter, metaphor, themes, symbols, or content through divergent, novel, or

individually inspired applications of art media and art elements and principles. Objective B: Curate works of art ordered by medium and content.

Organize a portfolio that expresses a purpose such as mastery of a medium, objectives of this Core, or significant content.

Exhibit works of art selected by themes such as mastery of a medium, Core objectives, and significant content.

Exemplified by various units:

Students identify style, function, materials/techniques, original function, innovation and conventions for specific artworks from each period. Students assess and interpret artworks from different periods by preparing and presenting PowerPoint presentations.

Students organize an AP Art History portfolio of selected artworks which express and exhibit the major styles, themes, content, symbols in chronological art history time period order.

Standard 4: CONTEXTUALIZING Students will find meaning in works of art through settings and other modes of learning. Objective A: Align works of art according to history, geography, and personal experience.

Use visual characteristics to group artworks into historical, social, and cultural contexts; e.g., cubist view of the Egyptians, tenebrism of the Baroque.

Analyze the impact of time, place, and culture on works of art. Evaluate own relationship with artworks from various periods in history.

Exemplified by various units:

Students align artworks according to historical, social, and cultural contexts and specific art movements, schools of thought, by creating detailed visual timelines.

Students analyze the effect of belief systems, geography, and time period has on the artist and the artwork through discussion, analytical essays and free response short answer essays.

Students attend docent lead museum tours in which they evaluate their relationship to the artworks with previous knowledge of artworks from various art history periods.