ap art history - pmsd

APArtHistorySyllabus

1

APArtHistory

Index Pages

CurricularRequirements 2

CourseNarrative 3

LearningObjectives 4

Resources 5-6

CourseSequence 7-8

ContentArea1:GlobalPrehistory30,000-500BCE 9

ContentArea2:AncientMediterranean3500BCE-300CE 10-11

ContentArea3:EarlyEuropeandColonialsAmericas200-1750CE 11-13

ContentArea4:LaterEuropeandAmericas1750-1980CE 13-14

ContentArea5:IndigenousAmericas1000BCE-1980CE 14-16

ContentArea6:Africa1100-1980CE 16-17

ContentArea7:WestandCentralAsia500BCE-1980CE 17-18

ContentArea8:South,East,andSoutheastAsia300BCE-1980CE 18-19

ContentArea9:ThePacific:700-1980CE 19-20

ContentArea10:GlobalContemporary1980CEtoPresent 20-22


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CurricularRequirements SeePages

CR1a

Studentsandteachersuseacollege-levelarthistorytextbook.

9,10,12,13,15,17,18,19,20,22

CR1b Studentsandteachersuseprimarysourcesofdifferenttypes.

9,10,12,13,15,17,18,19,20,22

CR1c Studentsandteachersusesecondarysources. 9,10,12,13,15,17,18,19,20,21,22

CR2 ThebigideasandessentialquestionsintheAPArtHistoryCourseandExamDescriptionareusedasaconceptualfoundationforthecourse.

4,9,10,15,16,17,19,20,21

CR3 Eachofthe10APArtHistorycontentareasintheAPArtHistoryCourseandExamDescriptionreceivesexplicitattention.

7,8,9,10,12,13,14,16,17,18,20,21

CR4 Studentshaveopportunitiestoengagewithall12courselearningobjectivesintheAPArtHistoryCourseandExamDescriptionthroughspecificassignmentsandactivities.

9,10,12,13,15,17,18,19,20,21,22

CR5 Studentsareprovidedopportunitiestoanalyzeworksofartbothvisuallyandcontextually.

11,12,18,19,21,22

CR6 Studentsareprovidedopportunitiestoanalyzeinterpretationsofworksofartfromprimaryorsecondarysources.

10,11,13,14,22

CR7 Studentsareprovidedopportunitiestoanalyzerelationshipsbetweenworksofartacrossculturesandfromdifferentcontentareas.

10,12,15,17,18,19

CR8 Studentshaveopportunitiestouseenduringunderstandingandessentialknowledgestatementsasafoundationtoconductresearchonaspecificworkofart.

8,11,14,15,19,21

CR9 Studentsareprovidedopportunitiestoexperienceactualworksofartorarchitecture.

9,10,12,13,14,15,17,18,19,20,21,22


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CourseNarrativeTheAdvancedPlacementArtHistorycourseemphasizesadeepconceptualunderstandingofarthistoricalconcepts. ● Studentswilldeveloptheessentialskillsofvisualandcontextualanalysis. By

examiningworksofartfromdiverseculturesandtherelationshipsamongtheseworks,studentsdevelopanunderstandingofglobalartistictraditions.

● Studentswillanalyzeworksofartintheircontexts,consideringissuesofpatronage,gender,politics,religion,andethnicity.Theinterpretationoftheworkofartisbaseduponitsintendeduse,audience,andtheroleoftheartistandtheworkofartinitsparticularsociety.

● Studentswillexpandtheirknowledgeofhistory,geography,politics,religion,languages,andliterature,astheyexplorethestoryofpeopleastoldthroughthearttheycreated.

TheAPArtHistorycoursewillenablestudentsto:

● Understandthenatureofart,artmaking,andourresponsestoit.● Developanin-depthunderstandingofindividualworksofartfromdiverse

cultures.● Developanunderstandingoftherelationshipsamongtheseworks.● Practicetheessentialskillsofvisual,contextual,andcomparativeanalysis.


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LearningObjectives TheAPArtHistorycurriculumandcontentisstructuredaroundtheBigIdeasandEssentialQuestionsthatframeexplorationsofthenatureofart,artmaking,andourresponsestoart[CR2]Twelvelearningobjectivesareassociatedwiththebigideasandessentialquestions[CR2]—ThebigideasandessentialquestionsintheAPArtHistoryCourseandExamDescriptionareusedasaconceptualfoundationforthecourse

BigIdeasandEssentialQuestions[CR2]

BigIdea1:Artistsmanipulatematerialsandideastocreateanaestheticobject,act,orevent.LearningObjective1.1:Studentsdifferentiatethecomponentsofform,function,content,and/orcontextofaworkofart.LearningObjective1.2:Studentsexplainhowartisticdecisionsaboutartmakingshapeaworkofart.LearningObjective1.3:Studentsdescribehowcontextinfluencesartisticdecisionsaboutcreatingaworkofart.LearningObjective1.4:Studentsanalyzeform,function,content,and/orcontexttoinferorexplainthepossibleintentionsforcreatingaspecificworkofart.

BigIdea2:Artmakingisshapedbytraditionandchange.LearningObjective2.1:Studentsdescribefeaturesoftraditionand/orchangeinasingleworkofartorinagroupofrelatedworks.LearningObjective2.2:Studentsexplainhowandwhyspecifictraditionsand/orchangesaredemonstratedinasingleworkorinagroupofrelatedworks.LearningObjective2.3:Studentsanalyzetheinfluenceofsingleworkofartorgroupofrelatedworksonotherartisticproduction.

BigIdea3:Interpretationsofartarevariable.LearningObjective3.1:Studentsidentifyaworkofart.LearningObjective3.2:Studentsanalyzehowformalqualitiesand/orcontentofaworkofartelicit(s)aresponse.LearningObjective3.3:Studentsanalyzehowcontextualvariablesleadtodifferentinterpretationsofaworkofart.LearningObjective3.4:Studentsjustifyattributionofanunknownworkofart.LearningObjective3.5:Studentsanalyzerelationshipsbetweenworksofartbasedontheirsimilaritiesanddifferences.


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Resources

PrimarySources

● APArtHistoryImageSet- Eachcontentareaisrepresentedbyanumberofexemplaryworksofartwithina

prescribedimagesetof250works.APArtHistoryrequiredcoursecontentisdesignedtosupportstudents’in-depthlearning,criticalanalysis,andunderstandingofconnectionsamongglobalartistictraditionsbyfocusingstudyonworksrepresentingthediversityofartthroughtimeandplace.

- Theimagesetconsistsofapproximately65percentworksfromtheWesterntraditionand35percentfromnon-Westernartistictraditions.

- Studentswillalsobeaskedtoattributeworksofartoutsidetheimagesetbasedontheirknowledgeandunderstandingofworkswithintheset;attributionsshouldbeprovidedinthesameformatandwiththesamelevelofdetailasidentifyinginformationforeachworkofartwithintheimageset.StudentswillincludeworkstheychoosetostudybeyondtheimagesetasAPArtHistorycoursecontent.

● DVD/DigitalVideosofPerformanceArt

- MakingaClassicModern:FrankGehry’sMasterPlanforthePhiladelphiaMuseumofArt,http://www.philamuseum.org/exhibitions/809.html.

- Art21:ArtintheTwenty-FirstCentury,PBS- BillViola’sTheCrossing:FilmedPerformanceArt

● MuseumandGalleryVisits

- EverhartMuseum,Scranton,PA- GroundsForSculpture,HamiltonTWP,NJ- MetropolitanMuseumofArt,NYC- MuseumofModernArt,NYC- PhiladelphiaMuseumofArt,Philadelphia,PA

● AdditionalArtistStatements,InterviewsandTexts

- PlineytheElder,NaturalHistory:ASelection.Penguin,1991.


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SecondarySources

● CollegeLevelTextbooks[CR1a]- Barnet,Sylvan.AShortGuidetoWritingAboutArt.11thed.Pearson,2014.- Kleiner,Fred.Gardner’sArtThroughtheAges:AGlobalHistory.Wadsworth,

14thed.2015.- Lazzari,Margaret.ExploringArt:AGlobal,ThematicApproach.Cengage,5ed.

2011.- Strickland,Carol.TheAnnotatedMonaLisa,AndrewMcMeel,2007.

● DVD

- HowArtMadetheWorld,BBC- SecretsofStonehenge,PBSNova- LandmarksofWesternArt,Kultur- EveryPictureTellsaStory,Athena- BuildingtheGreatCathedrals,PBSNova- MysteryofEasterIsland,PBSNova- TheLostKingdomsofAfrica,Athena- SecretsoftheDeadSeries:China’sTerracottaWarriors,PBS- GreatTalesinAsianArt,Kultur- LandmarksofWesternArt,Kultur- EveryPictureTellsaStory,Athena

● Podcasts:

- APieceofWork,AbbiJacobson,MoMA● AdditionalResources:

- Acollectionofbooksaboutindividualartists,techniques,schoolsofart,andcollections,aswellasencyclopediasofart,showcatalogues,andseverallargepostersetsareavailableintheclassroomandlibrary.

- TheclassroomisequippedwithalaptopwithInternetforeachstudent.TheroomisequippedwithanLCDprojector,soundsystem,largeprojectionscreen,andprinter.

- Sourceofscholarlyessays:TheMetropolitanMuseumofArt’sHeilbrunnTimelineofArtHistory:http://www.metmuseum.org/toah/

- Sourceofvirtualtoursandvideos:SmartHistory:https://smarthistory.org- SourceofSupplementalInformationonImageSet:KhanAcademyAPArt

History:https://www.khanacademy.org/humanities/ap-art-history


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SequenceTheAPArtHistorycoursemeetsfortwosemesters.Thereareapproximately155instructionaldaysbeforeexamday;classesare56minuteslong.Pacingisbasedonthenumberofworksofartintheunit,withflexibility.Thegoalsaretointegratethecourselearningobjectivesandenduringunderstandingstatements,theoverarchingconceptsforthecontentareawiththeworksofstudy.Eachofthe10APArtHistoryContentAreasintheAPArtHistoryCourseandExamDescriptionreceivesexplicitattention.Thesewillbesupportedwiththeessentialknowledgestatementsthroughassignments,activities,researchandlectures.Theteacherandstudentswillexpanduponthisfoundationalinformationintheirexplorationofeachworkofart,referringtoscholarlyresourcessuchasthetextbooks,primaryandsecondarysourcedocuments,videos,andmuseumwebsites,etc.Studentswillexamine,analyze,research,record,discuss,interpret,andcompareworksintherequiredcoursecontentandworksbeyondtheimagesetastheydeveloparthistoricalskills.

FirstSemester

● IntroductionandReviewofSummerAssignments● ContentArea1:GlobalPrehistory[CR3]

- 30,000–500B.C.E.- AncientAfrica,NeolithicEurope,WesternAsia,CentralandEastAsia,Oceania,

Americas- 11works(4%)

● ContentArea2:AncientMediterranean[CR3]- 3500B.C.E–300C.E.- AncientNearEast,DynasticEgypt,Greece,Rome- 36works(15%)

● ContentArea8:South,East,andSoutheastAsia[CR3]- 300B.C.E.–1980C.E.- 21works(8%)

● ContentArea3:EarlyEuropeandColonialAmericas[CR3]- 200–1750C.E.- Medieval,Islam,EarlyModernWesternEurope,EarlyModernAtlanticWorld

[CR3]- 51works(21%)

● ContentArea7:WestandCentralAsia[CR3]- 500B.C.E.–1980C.E.- 11works(4%)


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SecondSemester

● ContentArea4:LaterEuropeandAmericas[CR3]- 1750–1980C.E.- 54works(22%)

● ContentArea5:IndigenousAmericas[CR3]- 1000B.C.E.–1980C.E.- 14works(6%)

● ContentArea6:Africa[CR3]- 1100–1980C.E.- 14works(6%)

● ContentArea9:ThePacific[CR3]- 700–1980C.E.- 11works(4%)

● ContentArea10:GlobalContemporary[CR3]- 1980C.E.toPresent- 27works(11%)

● APArtHistoryExamPrep● MuseumDesignProject[CR8]Introduction:● Methodology,Context,andVisualAnalysis

- Understandthemethodsusedtoanalyzeworksofartandinterprettheirmeaningswithintheiroriginalandsubsequentculturalcontexts.

- Assessthewayarthistoriansidentifysymbols/iconography.● WritingaboutArt

- Reviewessaystructureexpectations- Argumentative,comparison,formalanalysis- Usingresearchresources:libraryuse,reliableandscholarlyprimaryand

secondarysources● RolesandRules

- Discussionetiquette,workingingroups,museumetiquetteBeforetheAPArtHistoryExam:● Studentsusetheirflashcardsinanumberofwritingassignmentsinpreparationfor

theexam.● Studentsuseaclassgamesystemtoreviewimagesandcultures.AftertheAPArtHistoryExam:● Studentscreate,name,andcuratetheirownthree-roommuseum.

- Theirmuseumcanbe3Dorvirtual.- Awrittenexplanationisincludedintheirfinalpresentationtotheclass.


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ContentArea1:GlobalPrehistory,30,000–500B.C.E.(AncientAfrica,NeolithicEurope,WesternAsia,CentralandEastAsia,Oceania,Americas)[CR3]

11works(4%)

Humanexpressionexistedacrosstheglobebeforethewrittenrecord. WhileprehistoricartofEuropehasbeenthefocusofmanyintroductionstothehistoryofart,veryearlyartisfoundworldwideandsharescertainfeatures,particularlyconcernedwiththenaturalworldandhumans’placewithinit.Firstinstancesofimportantartisticmedia,approaches,andvaluesoccurredondifferentcontinents,withAfricaandAsiaprecedingandinfluencingotherareasasthehumanpopulationspread.Overtime,arthistorians’knowledgeofglobalprehistoricarthasdevelopedthroughinterdisciplinarycollaborationwithsocialandphysicalscientists.Discussion:[CR4][CR9][CR2]

● Whyandhowdoesartchange?● Whyissomeartpresentedinsideacaveormuseumwhileotherartisdisplayed

outdoors?● Studentsexplainhowandwhyspecificartisticconventionsand/orinnovations

aredemonstratedinagroupofrelatedworksataparticulartimeandplace.PrimarySource:[CR1b]

● RefertoImageSetforContentArea1SecondarySources:[CR1c][CR1a]

● RefertotextbookcompanionreadingsforContentArea1● HowArtMadetheWorld,BBCDVD,2010● SecretsofStonehenge,PBSNovaDVD● Smarthistory.org● Khanacademy.org

ExperiencingArt:[CR9]

● TriptoGroundsforSculpture,Hamilton,NJ.ContentExam:

● Multiplechoice● Imageidentification

ExamPreparation:

● CreationofflashcardsforContentArtImageSetEnrichment:

● StudioassignmentcorrelatedtoContentArea1


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ContentArea2:AncientMediterranean,3500B.C.E–300C.E.[CR3](AncientNearEast,DynasticEgypt,Greece,Rome)

36works(15%)

ArtistictraditionsoftheancientNearEastanddynasticEgyptfocusonrepresentingroyalfiguresanddivinitiesandonthefunctionoffuneraryandpalatialcomplexeswithintheirculturalcontexts.WorksofartillustratetheactiveexchangeofideasandreceptionofartisticstylesamongtheMediterraneanculturesandthesubsequentinfluenceontheclassicalworld.ReligionplaysasignificantroleintheartandarchitectureoftheancientNearEast,withguidingrepresentationofdeitiesandkings,whothemselvesassumedivineattributes.TheartofdynasticEgyptembodiesasenseofpermanence.Itwascreatedforeternityintheserviceofaculturethatfocusedonpreservingacycleofrebirth.TheartofAncientGreeceandRomeisgroundedincivicidealsandpolytheism.EtruscanandRomanartistsandarchitectsaccumulatedandcreativelyadaptedGreekobjectsandformstocreatebuildingsandartworksthatappealedtotheirtastesforeclecticismandhistoricism. ContextualinformationforancientGreekandRomanartcanbederivedfromcontemporaryliterary,political,legal,andeconomicrecords,aswellasfromarchaeologicalexcavationsconductedfromthemid-18thcenturyonward.Etruscanart,bycontrast,isilluminatedprimarilybymodernarchaeologicalrecordandbydescriptionsofcontemporaryexternalobservers.Discussion:[CR4][CR9][CR6][CR2][CR7]

● AfterreadingselectionsfromPlinytheElder,studentsanalyzePliny’sviewsonGreekartandartists. HowdoPliny’sviewsdifferfromcontemporaryinterpretationsofGreekart?

PrimarySource:[CR1b]


● RefertotextbookcompanionreadingsforContentArea● PlineytheElder,NaturalHistory:ASelection.Penguin,1991.● Smarthistory.org● Khanacademy.org


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GroupPresentation:[CR5]● Attheendofthisunit,teamsofthreestudentscollaborateonanillustrated

presentationtotheclassofworkstheychoosefromtheunit.● Eachworkisanalyzedinbothvisualandcontextualterms.

AttributionChallenge:[CR4][CR6]● Onegroupofstudentschoosesanunknownwork;othergroupscompeteto

providethebestattributionbymeansofcomparison.Essay:[CR8]● Artmakingisshapedbyconventionandinnovation.● Studentsexplainhowandwhyspecificartisticconventionsaredemonstratedin

twoworksofartfromContentArea2.ContentExam:

● Multiplechoice● Imageidentification● Mysteryimages(justifyattributionofanunknownworkofart)

ExamPreparation:



ContentArea3:EarlyEuropeandColonialAmericas,200–1750C.E.[CR3](Medieval,Islam,EarlyModernWesternEurope,EarlyModernAtlanticWorld)

51works(21%)Medievalart(European300-1400C.E.;Islamic300-1600C.E.)derivedfromtherequirementsofworship(Jewish,Christian,orIslamic),eliteorcourtculture,andlearning. Europeanmedievalartisgenerallystudiedinchronologicalorderanddividedintogeographicalregions,governingcultures,andidentifiablestyles,withassociatedbutdistinctiveartistictraditions.Thereissignificantoverlapintime,geography,practice,andheritageofartcreatedwithinthistimeframeandregion. Nationalistagendasanddisciplinarydivisionsbasedonthepredominantlanguage(Greek,Latin,orArabic)andreligion(Judaism,WesternorEasternOrthodoxChristianity,orIslam)havecausedconsiderablefragmentationinthestudyofmedievalart. ArtfromtheEarlyModernAtlanticWorldistypicallystudiedinchronologicalorder,bygeographicalregion,accordingtostyle,andbymedium.Thus,earlymodernityandtheAtlanticarenaarehighlighted,framingtheinitiationofglobalizationandemergenceof


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modernEurope,andrecognizingtheroleoftheAmericasinthesedevelopments.Moreattentionhasbeengiveninrecentyearstolargerculturalinteractions,exchanges,andappropriations. Theartsof15th-centuryEuropereflectedaninterestinclassicalmodels,enhancednaturalism,Christianity,pageantry,andincreasinglyformalizedartistictraining.Inthe17thcentury,architecturaldesignandfigurationinpaintingandsculpturecontinuedtobebasedonclassicalprinciplesandformulas,butwithapronouncedinterestincompositionalcomplexity,dynamicmovement,andtheatricality. Therewasanincreasingemphasisontime,narrative,heightenednaturalism,andpsychologicaloremotionalimpact. The16th-centuryProtestantReformationandsubsequentCatholicCounter-ReformationcompelledadivergencebetweennorthernandSouthwesternEuropeanartwithrespecttoform,function,andcontent. Discussion:[CR4][CR9]

● DiscussHockney-Falcotheorythatcertainelementsincertainpaintingsmadeasearlyas1430C.E.wereproducedasaresultoftheartistusingeitherconcavemirrorsorrefractivelensestoprojecttheimagesofobjectsilluminatedbysunlightontoboard/canvas.

InternetResearchAssignment:[CR7]● Studentsresearchandanalyzerelationshipsbetweenthematicallyrelated

artworksacrossculturesandtimeperiods.● Researchispresentedinindividualoralpresentations.



● RefertotextbookcompanionreadingsforContentArea3● LandmarksofWesternArt,KulturDVD● EveryPictureTellsaStory,AthenaDVD● BuildingtheGreatCathedrals,PBSNovaDVD● Smarthistory.org● Khanacademy.org

Essay:[CR7][CR5]● StudentschooseoneworkofartfromContentArea3andfullydescribethe

material(s)andtechnique(s)usedtocreateit.● Howdidtheartist’schoicesaffecttheobject’sappearance,function,and

meaning?● Compareandcontrastwithaworkfromthepreviousunit.


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ContentExam:[CR4]

● Multiplechoice● Imageidentification● MysteryImages:justifyattributionofanunknownworkofart)

ExamPreparation:



ContentArea4:LaterEuropeandAmericas,1750–1980C.E.[CR3]

54works(22%)

EuropeandtheAmericasexperiencedrapidchangeandinnovation.Artexistedinthecontextofdramaticeventssuchasindustrialization,urbanization,economicupheaval,migrations,andwars.Countriesandgovernmentswerere-formed;women’sandcivilrightsmovementscatalyzedsocialchange.Artistsassumednewrolesinsociety.Stylesofartproliferatedandoftengaverisetoartisticmovements.Artandarchitectureexhibitedadiversityofstyles,forminganarrayof“isms”.Worksofarttookonnewrolesandfunctionsinsocietyandwereexperiencedbyaudiencesinnewways.Artofthiseraoftenprovedchallengingforaudiencesandpatronstoimmediatelyunderstand.Discussion:[CR4][CR9][CR6]

● Studentsanalyzehowcontextualvariablesleadtodifferentinterpretationsofaworkofart.

● Howdidthesocialchangeaffectthewayartwascreatedandviewed?● Howdidartaffectsociety’sviewsduringthistime?● Studentswillexplorethe“isms”andunderstandhowitchangedthese

communities.PrimarySource:[CR1b]

● RefertoImageSetforContentAreaSecondarySources:[CR1c][CR1a]

● RefertotextbookcompanionreadingsforContentArea4● LandmarksofWesternArt,Kultur● EveryPictureTellsaStory,Athena


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● Smarthistory.org● Khanacademy.org


● VisittothePhiladelphiaMuseumofArtRole-playingExercise:[CR4][CR6]

● RecreatethedebatearoundthedesignofLin’sVietnamVeteransMemorial.● Charactersmayinclude:Vietnamveteran,Vietnamese-Americanimmigrant,

designcompetitionjuror,antiwaractivist.Essay:[CR6][CR8]

● OnthesubjectofRobertRauschenberg’ssculptural“combines”JohnCage,wrote:“Thereisnomoresubjectinacombine...thanthereisinapagefromanewspaper.Eachthingthatisthereisasubject.”

● StudentswillwritearesponsetoagreeingordisagreeingwithCage’sview.DoRauschenberg’scombineshaveunifyingthemesorsubjects—ornot?

● Studentsrefertoatleastonespecificcombine.ContentExam:

● Multiplechoice● Imageidentification● MysteryImages(justifyattributionofanunknownworkofart.

ExamPreparation:



ContentArea5:IndigenousAmericas,1000B.C.E.–1980C.E.[CR3]

14works(6%)

ArtoftheIndigenousAmericasisamongtheworld’soldestartistictraditions.WhileitsrootslieinnorthernAsia,itdevelopedindependentlybetween10,000B.C.E. and1492C.E.,thebeginningoftheEuropeaninvasions.RegionsandculturesarereferredtoastheIndigenousAmericastosignalthepriorityofFirstNationsculturaltraditionsoverthoseofthecolonizingandmigrantpeoplesthathaveprogressivelytakenovertheAmericancontinentsforthelast500years.AncientMesoamericaencompassedwhatarenowMexico(fromMexicoCity


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southward),Guatemala,Belize,andwesternHonduras,from15,000B.C.E.to1521C.E.,theMexican(Aztec)downfall.GeneralculturalsimilaritiesofancientMesoamericaincludesimilarcalendars;pyramidalsteppedstructures,sitesandbuildingsorientedinrelationtosacredmountainsandcelestialphenomena;andhighlyvaluedgreenmaterials,suchasjadeiteandquetzalfeathers.TheancientCentralAndescomprisedpresent-daysouthernEcuador,Peru,westernBolivia,andnorthernChile.GeneralculturalsimilaritiesacrosstheAndesincludeanemphasisonsurvivingandinteractingwiththechallengingenvironments,reciprocityandcyclicality(ratherthanindividualism),andreverencefortheanimalandplantworldsaspartofthepracticeofshamanisticreligion. Despiteunderlyingsimilarities,therearekeydifferencesbetweentheartofAncientAmericaandNativeNorthAmericawithrespecttoitsdating,environment,culturalcontinuityfromantiquitytothepresent,andsourcesofinformation.ColonizationbydifferentEuropeangroups(CatholicandProtestant)undergirdsdistinctmodernpoliticalsituationsforAmerindiansurvivors. Persecution,genocide,andmarginalizationhaveshapedcurrentidentityandartisticexpression.AlthoughdiseaseandgenocidepracticedbytheEuropeaninvadersandcolonistsreducedtheirpopulationbyasmuchas90percent,NativeAmericanstodaymaintaintheirculturalidentityandupholdmodernversionsofancienttraditionsinadditiontocreatingnewartformsaspartoftheglobalizedcontemporaryartworld.Discussion:[CR4][CR9][CR7][CR2]

● Artmakingisshapedbytraditionandchange.● StudentswillcompareandcontrastAncientAmericatoNorthAmericaandfocus

onthenuancesthatmaketheseareasdifferent.● Howdidnegativeexperiencesenhanceordeterioratetheartintheseareas?



● RefertotextbookcompanionreadingsforContentArea5● Smarthistory.org● Khanacademy.org

Essay:[CR7][CR8]

● Chooseoneofthefollowingartistsorarchitects:- HenryMoore- FrankLloydWright- DiegoRivera- PaulGauguin- AnniAlbers- PaulKlee


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- JoaquínTorresGarcía● Discusshowtheartist/architectwasinspiredbyIndigenousAmericanart,citing

atleastonespecificexampleoftheartist/architect’swork.ContentExam:


ExamPreparation:



ContentArea6:Africa,1100–1980C.E.[CR3]

14works(6%)

Humanlife,whichisunderstoodtohavebeguninAfrica,developedovermillionsofyearsandradiatedbeyondthecontinentofAfrica.TheearliestAfricanartdatesto77,000yearsago.Whileinterpretationofthisartisconjecturalatbest,theclarityandstrengthofdesignandexpressionintheworkisobvious.HumanbeliefsandinteractionsinAfricaareinstigatedbythearts.Africanartsareactive;theymotivatebehavior,containandexpressbelief,andvalidatesocialorganizationandhumanrelations.UseandefficacyarecentraltotheartofAfrica.Africanarts,thoughoftencharacterized,collected,andexhibitedasfiguralsculpturesandmasks,arebynaturemeanttobeperformedratherthansimplyviewed.Africanartsareoftendescribedintermsofthecontextsandfunctionswithwhichtheyappeartobeassociated. Outsidershaveoftencharacterized,collected,andexhibitedAfricanartsasprimitive,ethnographic,anonymous,andstatic,wheninrealityAfrica’sinteractionwiththerestoftheworldledtodynamicintellectualandartistictraditionsthatsustainhundredsofculturesandalmostasmanylanguages,contributingdramaticallytothecorpusofhumanexpression.Africanlifeandartshavebeendeeplyaffectedbyongoing,cosmopolitanpatternsofinteractionwithpopulationsaroundtheworldandthroughtime.Discussion:[CR4][CR9][CR2]

● Artmakingisshapedbytraditionandchange.● HowdidAfricantraditionsenhancethevisualartsasawhole?● Studentswillbeimmersedinfocusingontraditionstoexperiencehowartcan


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createacommunity.● Howdoesculturalbehaviorsaffecttheartofaregionorarea?



● RefertotextbookcompanionreadingsforContentArea● TheLostKingdomsofAfrica,AthenaDVD.● Smarthistory.org● Khanacademy.org


● EverhartMuseum,Scranton,PAEssay:[CR7]● Discussculturalconceptsofbeautyinfiguralrepresentationbycomparingand

contrastingoneworkofartthatfeaturesahumanfigurefromapreviouslystudiedcontentareatoonefromAfrica.

ContentExam:


ExamPreparation:



ContentArea7:WestandCentralAsia,500B.C.E.–1980C.E.[CR3]

11works(4%)

TheartsofWestandCentralAsiaplayakeyroleinthehistoryofworldart,givingformtothevastculturalinterchangesthathaveoccurredintheselandsthatlinktheEuropeanandAsianpeoples. ThereligiousartsofWestandCentralAsiaareunitedbythetraditionsoftheregion:BuddhismandIslam.Useoffiguralartinreligiouscontextsvariesamongtraditions,whereasfiguralartiscommoninsecularartformsacrossWestandCentralAsia.ArtistsofWestandCentralAsiaexcelledinthecreationofparticularartformsexhibitingkeycharacteristicsuniquetotheirregionsandcultures.Importantformsincludeceramics,metalwork,textiles,painting,andcalligraphy.


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Discussion:[CR4][CR9][CR7][CR2]● Artmakingisshapedbytraditionandchange.● HowdidtheartworkoftheseareasconnecttheWestandCentralareasofAsia?● Whatarethekeycharacteristicsthatwereuniquetotheseregions,andwhy

weretheyimportanttothecommunity?PrimarySource:[CR1b]



GroupPresentation:[CR4][CR5]● Attheendofthisunit,teamsofthreestudentscollaborateonanillustrated


Essay:[CR4][CR7][CR1b]

● CompareandcontrasttheJowoRinpoche(IS#184)fromtheJokhangTemplewiththeReliquaryofSainte-Foy(IS#58).

● Howdidtheseworksfunctionintheirrespectivecontextsasaidstoreligiousexperience?

ExamPreparation:

● CreationofflashcardsforContentArtImageSetContentExam:


Enrichment:


ContentArea8:South,East,andSoutheastAsia,300B.C.E.–1980C.E.[CR3]

21works(8%)

TheartsofSouth,East,andSoutheastAsiarepresentsomeoftheworld’soldest,mostdiverse,andmostsophisticatedvisualtraditions. Manyoftheworld’sgreatreligiousandphilosophictraditionsdevelopedinSouthandEastAsia.Extensivetraditionsof


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distinctivereligiousartformsdevelopedinthisregiontosupportthebeliefsandpracticesofthesereligions.South,East,andSoutheastAsiadevelopedmanyartisticandarchitecturaltraditionsthataredeeplyrootedinAsianaestheticsandculturalpractices.Asianartwasandisglobal.TheculturesofSouth,East,andSoutheastAsiawereinterconnectedthroughtradeandpoliticsandwerealsoincontactwithWestAsiaandEuropethroughouthistory.Discussion:[CR4][CR9][CR7]

● Studentsanalyzetheinfluenceofasingleworkofartorgroupofrelatedworksonotherartisticproducts.

● Studentswillexplorethearchitectureoftheareasinthisregion,andwillfocusontheinfluencesithadontheartisticculture.

● Howdidreligionandphilosophyenhancetheartofthisregion?Whyisitimportanttotheculture?

ExperiencingArt:[CR8][CR9][CR2]

● AsianArtScavengerHuntattheMetropolitanMuseumofArt,NYC.● StudentschooseoneworkofAsianartfromtheMetropolitanMuseum

collection.● Studentsresearchtheworkonlineandwriteanessaythatconnectstheworkto

oneoftheenduringunderstandingoressentialknowledgestatements. PrimarySource:[CR1b]


● RefertotextbookcompanionreadingsforContentArea8● SecretsoftheDeadSeries:China’sTerracottaWarriors,PBS● GreatTalesinAsianArt,Kultur● Smarthistory.org● Khanacademy.org

GroupPresentation:[CR4][CR5]● Attheendofthisunit,teamsofthreestudentscollaborateonanillustrated


Essay:[CR7]● Artandarchitecturewereusedintheserviceoftheempire.● Connectempiresstudiedinthepreviousunitwiththisone,fromtheperspective

ofartintheserviceoftheempire. ContentExam:


20

● Multiplechoice● Imageidentification● MysteryImages(justifyattributionofanunknownworkofart)

ExamPreparation:



ContentArea9:ThePacific,700–1980C.E.[CR3]

11works(4%)

TheartsofthePacificvarybyvirtueofecologicalsituations,socialstructure,andimpactofexternalinfluences,suchascommerce,colonialism,andmissionaryactivity.Createdinavarietyofmedia,Pacificartsaredistinguishedbythevirtuositywithwhichmaterialsareusedandpresented.TheseaisubiquitousasathemeofPacificartandisapresenceinthedailylivesofalargeportionofOceania,astheseabothconnectsandseparatesthelandsandpeoplesofthePacific.TheartsofthePacificareexpressionsofbeliefs,socialrelations,essentialtruths,andcompendiaofinformationheldbydesignatedmembersofsociety.Pacificartsareobjects,acts,andeventsthatareforcesinsociallife.Pacificartsareperformed(danced,sung,recited,anddisplayed)inanarrayofcolors,scents,textures,andmovementsthatenactnarrativesandproclaimprimordialtruths.Beliefintheuseofcostumes,cosmetics,andconstructionsassembledtoenactepicsofhumanhistoryandexperienceiscentraltocreationofandparticipationinPacificarts.Discussion:[CR4][CR9][CR2]

● Artistsmanipulatematerialsandideastocreateanaestheticobject,act,orevent.

● Howdidtheecologicalenvironmentofthiscultureinspiretheartworkandvisualaesthetics?

● Studentswillbeimmersedinthecultureandfocusonwhytheoceanisanimportantthemeofthisregion’sartwork.

● Howdidperformanceplayaroleinthearthistoryofthisarea?PrimarySource:[CR1b]



21

● RefertotextbookcompanionreadingsforContentArea9● Nova:MysteryofEasterIsland,DVD● Smarthistory.org● Khanacademy.org

Essay:[CR5][CR8]● Createadescriptionofamuseumexhibitfeaturingoneworkofartfromthis

unit.● Thedescriptionmustincludefullidentificationofthefeaturedwork,discussion

ofitsform,function,content,andcontext,andsuggestionsofadditionalworksandmaterialstoaccompanythefeaturedworktoenhanceaudiences’understanding.

ContentExam:


ExamPreparation:



ContentArea10:GlobalContemporary,1980C.E.toPresent[CR3]

27works(11%)

Globalcontemporaryartischaracterizedbyatranscendenceoftraditionalconceptionsofartandissupportedbytechnologicaldevelopmentsandglobalawareness.Digitaltechnologyinparticularprovidesincreasedaccesstoimageryandcontextualinformationaboutdiverseartistsandartworksthroughouthistoryandacrosstheglobe. Inthescholarlyrealmaswellasmainstreammedia,contemporaryartisnowamajorphenomenonexperiencedandunderstoodinaglobalcontext. Discussion:[CR4][CR9][CR2]

● Discusstheroleof“newmedia”intheevolutionofmodernandcontemporaryart.

● Whatistheevolutionofart?● Studentswillchooseamainstreamartistandpresenttheirfindingsaboutthis

artist.Theywillformulatetheirowngroupdiscussionfortheclass.PrimarySource:[CR1b]

● RefertoImageSetforContentArea10


22

● MakingaClassicModern:FrankGehry’sMasterPlanforthePhiladelphiaMuseumofArt,http://www.philamuseum.org/exhibitions/809.html.

● Art21:ArtintheTwenty-FirstCentury,PBS● BillViola’sTheCrossing:FilmedPerformanceArt

SecondarySources:[CR1c][CR1a]


ExperiencingArt:[CR4][CR5][CR9][CR6]

● FieldTriptotheMuseumofModernArt,NYC● StudentswriteananalysisofoneobjectfromtheMoMA.● Essayshouldincludediscussionofform,function,context,andcontent.● Studentsanalyzehowtheformalqualitiesand/orthecontentoftheworkelicita

responsefromtheviewer.Essay:[CR1b][CR5]● WiththeirrecentvisittothePhiladelphiaMuseumofArtinmind,studentsview

anonlineinterviewwithFrankGehryabouthisplanstorenovatethefacility.● StudentswriteanessaycomparingGehry’sworkinBilbaowithhisplansfor

Philadelphia’sartmuseum. ContentExam:


ExamPreparation:



ap art history - pmsd

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