Let the beauty we love be what we do. y- Rumi

Advanced PlacementHArt History

What is Art History?

• From the cave ceilings at Lascaux to the computer based imagery of today the history of art is a storybased imagery of today, the history of art is a story of the varied forms the human imagination has taken in painting sculpture architecture and othertaken in painting, sculpture, architecture, and other media. 

• A central aim of art history is to determine the• A central aim of art history is to determine the original context of works of art in order to understand why they look the way they do andunderstand why they look the way they do and, most importantly, why they were made at all. 

About the AP• The Advanced Placement Art History Course is part of the College Board's Advanced Placementpart of the College Board s Advanced Placement Program.

• As with other AP courses, AP Art History allows high school students to complete college level g p gwork.

• Students who take AP courses may receive college course credit.

APAH @ Rye• Social Studies elective with a record of AP success

• Full‐Year Course

• AP Exam in May

• Offered to 11th and 12th grade students• Offered to 11th and 12th grade studentso Artists

A E h io Art Enthusiasts

o Students who have never taken an AP

o Students with 3 or more AP’s

o Boys/Girls

On‐Going Themes

• Integrating Art Beyond the European TraditionEach unit will include key connections to non western– Each unit will include key connections to non‐western art

• Integrating Art Across Time• Integrating Art Across Time – Each unit will feature  discussions and a thematic journal writing assignment that connects art from the past withwriting assignment that connects art from the past with art from the present

• Integrating constructs of gender and identity in art• Integrating constructs of gender and identity in art– Each unit will delve in to how notions of gender and identity impact artists patrons viewers and artidentity impact artists, patrons, viewers, and art.

The Ancient WorldThe Ancient World• The Ancient Near East, Egypt

The Classical World • Greece, Rome, Buddhist Tradition

The Middle AgesThe Middle Ages • Byzantine, Romanesque, Gothic, Islamic

The RenaissanceThe Renaissance • Italy, Northern Europe, Kongo

Baroque and RococoBaroque and Rococo • Italy, Northern Europe, the Mughal Empire

Neo‐Classicism, Romanticism, RealismNeo Classicism, Romanticism, Realism • Western Europe, the United States

Impressionism and Post‐ImpressionismImpressionism and Post Impressionism • Western Europe, the United States, Japan

Modern Art to Abstraction • Western Europe, the United States

Abstraction to ?Abstraction to ? • Western Europe, the USSR, the United States

Course Highlights

• Field Trips to Metropolitan Museum of Art, Cloisters, and MOMA

• The Korous/Kore: Live at RHS – The Classical Version of the Bachelor and Bacherlotte Live from Athens hostedby Dionysus.

• Sacred Spaces Project – In a format of your h d h f dchoosing, compare and contrast the form and function of Chartres Cathedral, the Mosque at Kairoun the Stupa at Sanchi and one otherKairoun, the Stupa at Sanchi, and one other space you love.

Course Highlights

• Renaissance  Gala– Come to class as an artist or patron from the early Renaissance. Get to know your fellow guests y y gand try to convince them of your genius. Design a party plan that reflects the diversity of the Renaissance.

• Vermeer Stories – Using one of Vermeer’s paintings, write a Vermeer Stories Using one of Vermeer s paintings, write apiece of fiction that brings this image to life…tell us what s/he is thinking.

• Impressionist Facebook project – Create a mock FB page of an artist in the Impressionist era. Include a gallery, conversation, and likes!

Course Highlights

• Pollock T‐shirt Day – Bring in a white t‐shirt and “paint” it in the style and action ofand  paint  it in the style and action of Jackson Pollock.

• A Dinner Party – Design a plate, in honor of y g p ,Judy Chicago’s installation at the Brooklyn Museum of Art, which represents the life useu o t, c ep ese ts t e eand work of a female artist. Share your plate with the class as we construct thisplate with the class as we construct this work of art.

Benefits of APAHBenefits of APAH• Writing and Talking about Art = Critical Thinking

• Lifelong Learners

• Connections to future careers– (6 current interns at the Frick)

• Student ‐ Centered learning = APAH is fun!

Student VoicesStudent Voices

“ From the creative project assignments to From the creative project assignments to our field trips to museums, AP Art History is truly a unique class that challenges is truly a unique class that challenges students to think and write in ways that they have never done in another class ”they have never done in another class.

“As a first year architecture student, the ,skills that I learned in APAH have proven to be invaluable in several of my college courses. The real value of AP Art History, however, is that, unlike some other classes, what you learn regularly extends beyond the classroom. ”

“Art History not only taught me the course Art History not only taught me the course material but also taught me to love and appreciate art. I went into the course appreciate art. I went into the course knowing close to nothing of the subject matter and walked out wishing that I could matter and walked out wishing that I could learn more. The love of art I got out of AP Art History is something that will stay Art History is something that will stay with me for the rest of my life.”

“I took AP Art History last year as a junior I took AP Art History last year as a junior and it completely changed my life. I know that seems dramatic but this class taught that seems dramatic, but this class taught me the values of hard work and determination ” determination.

“AP Art History was probably the most AP Art History was probably the most important class I’ve taken in high school so far APAH is the only class that has driven far. APAH is the only class that has driven me to pursue its content far beyond the classroom. “classroom.

“AP Art History was never a burden; it was “AP Art History was never a burden; it was a gift that the school blessed me with. I have a different perspective on history after have a different perspective on history after taking this course. I now think of art as gifts that history has left behind to remind gifts that history has left behind to remind us of the world’s past achievements; Art History brought the past to life It has History brought the past to life. It has taught me about the power of conceptual learning ”learning.”

New Directions

• As of 11/15, 2013, the 2015‐2016 New C i l A dit d!Curriculum Audit was announced!

• APAH and AP World will be aligned!– Increased Focus on Art Beyond European Tradition!

– Greater emphasis on Teacher Choice!

– Limited Image Set (250)!

– Reduced Multiple Choice!