Post on 26-Feb-2022
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
APArtHistorySyllabus
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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
APArtHistorySyllabus
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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.
APArtHistorySyllabus
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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.
APArtHistorySyllabus
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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
APArtHistorySyllabus
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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]
● RefertoImageSetforContentArea2SecondarySources:[CR1c][CR1a]
● 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:
● CreationofflashcardsforContentArtImageSetEnrichment:
● StudioassignmentcorrelatedtoContentArea2
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
APArtHistorySyllabus
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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.
PrimarySource:[CR1b]
● RefertoImageSetforContentArea3SecondarySources:[CR1c][CR1a]
● 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:
● CreationofflashcardsforContentArtImageSetEnrichment:
● StudioassignmentcorrelatedtoContentArea3
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
ExperiencingArt:[CR9]
● 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:
● CreationofflashcardsforContentArtImageSetEnrichment:
● StudioassignmentcorrelatedtoContentArea4
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?
PrimarySource:[CR1b]
● RefertoImageSetforContentArea5SecondarySources:[CR1c][CR1a]
● 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:
● Multiplechoice● Imageidentification
ExamPreparation:
● CreationofflashcardsforContentArtImageSetEnrichment:
● StudioassignmentcorrelatedtoContentArea5
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?
PrimarySource:[CR1b]
● RefertoImageSetforContentArea6SecondarySources:[CR1c][CR1a]
● RefertotextbookcompanionreadingsforContentArea● TheLostKingdomsofAfrica,AthenaDVD.● Smarthistory.org● Khanacademy.org
ExperiencingArt:[CR9]
● EverhartMuseum,Scranton,PAEssay:[CR7]● Discussculturalconceptsofbeautyinfiguralrepresentationbycomparingand
contrastingoneworkofartthatfeaturesahumanfigurefromapreviouslystudiedcontentareatoonefromAfrica.
ContentExam:
● Multiplechoice● Imageidentification
ExamPreparation:
● CreationofflashcardsforContentArtImageSetEnrichment:
● StudioassignmentcorrelatedtoContentArea6
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]
● RefertoImageSetforContentArea7SecondarySources:[CR1c][CR1a]
● RefertotextbookcompanionreadingsforContentArea7● Smarthistory.org● Khanacademy.org
GroupPresentation:[CR4][CR5]● Attheendofthisunit,teamsofthreestudentscollaborateonanillustrated
presentationtotheclassofworkstheychoosefromtheunit.● Eachworkisanalyzedinbothvisualandcontextualterms.
Essay:[CR4][CR7][CR1b]
● CompareandcontrasttheJowoRinpoche(IS#184)fromtheJokhangTemplewiththeReliquaryofSainte-Foy(IS#58).
● Howdidtheseworksfunctionintheirrespectivecontextsasaidstoreligiousexperience?
ExamPreparation:
● CreationofflashcardsforContentArtImageSetContentExam:
● Multiplechoice● Imageidentification
Enrichment:
● StudioassignmentcorrelatedtoContentArea7
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]
● RefertoImageSetforContentArea8SecondarySources:[CR1c][CR1a]
● RefertotextbookcompanionreadingsforContentArea8● SecretsoftheDeadSeries:China’sTerracottaWarriors,PBS● GreatTalesinAsianArt,Kultur● Smarthistory.org● Khanacademy.org
GroupPresentation:[CR4][CR5]● Attheendofthisunit,teamsofthreestudentscollaborateonanillustrated
presentationtotheclassofworkstheychoosefromtheunit.● Eachworkisanalyzedinbothvisualandcontextualterms.
Essay:[CR7]● Artandarchitecturewereusedintheserviceoftheempire.● Connectempiresstudiedinthepreviousunitwiththisone,fromtheperspective
ofartintheserviceoftheempire. ContentExam:
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● Multiplechoice● Imageidentification● MysteryImages(justifyattributionofanunknownworkofart)
ExamPreparation:
● CreationofflashcardsforContentArtImageSetEnrichment:
● StudioassignmentcorrelatedtoContentArea8
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]
● RefertoImageSetforContentArea9SecondarySources:[CR1c][CR1a]
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● RefertotextbookcompanionreadingsforContentArea9● Nova:MysteryofEasterIsland,DVD● Smarthistory.org● Khanacademy.org
Essay:[CR5][CR8]● Createadescriptionofamuseumexhibitfeaturingoneworkofartfromthis
unit.● Thedescriptionmustincludefullidentificationofthefeaturedwork,discussion
ofitsform,function,content,andcontext,andsuggestionsofadditionalworksandmaterialstoaccompanythefeaturedworktoenhanceaudiences’understanding.
ContentExam:
● Multiplechoice● Imageidentification
ExamPreparation:
● CreationofflashcardsforContentArtImageSetEnrichment:
● StudioassignmentcorrelatedtoContentArea9
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
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● MakingaClassicModern:FrankGehry’sMasterPlanforthePhiladelphiaMuseumofArt,http://www.philamuseum.org/exhibitions/809.html.
● Art21:ArtintheTwenty-FirstCentury,PBS● BillViola’sTheCrossing:FilmedPerformanceArt
SecondarySources:[CR1c][CR1a]
● RefertotextbookcompanionreadingsforContentArea10● Smarthistory.org● Khanacademy.org
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:
● Multiplechoice● Imageidentification
ExamPreparation:
● CreationofflashcardsforContentArtImageSetEnrichment:
● StudioassignmentcorrelatedtoContentArea10