What does and Art What knowledge can you What skills will ... · c. Read the excerpt from the Epic...

What does and Art Historian do?

What knowledge can you gain by studying art

history?

What skills will you gain and improve upon by studying art history?

How will the study of art benefit you in the future?

Name____________________________________________________________________Classwork/ Homework: 50 points

BIG IDEA 1: ARTISTS MANIPULATE MATERIALS AND IDEAS TO CREATE AN AESTHETIC** OBJECT, ACT OR EVENTESSENTIAL QUESTION: WHAT IS ART AND HOW IS IT MADE?

**aesthetic: refers to a type of human experience that combines perception, feeling, meaning making, and appreciation of qualities of produced and/or manipulated objects, acts, and events of daily life. Aesthetic experience motivates behavior and creates categories through which our experiences of the world can be organized.

1. WHAT IS ART? With your triad come up with a list of criteria that we can use to determine if an object is indeed a work of art

a. ____________________________________________________________________________________________________

b. ____________________________________________________________________________________________________

c. ____________________________________________________________________________________________________

d. ____________________________________________________________________________________________________

e. ____________________________________________________________________________________________________

2. ART IS:


!

3. HOW IS ART MADE?a. With your triad partners come up with a list of decisions the artist of the Eshnunna Statuettes made when creating these art

objects.

i. Example: The artist chose to make the eyes large and open, with disk-like pupils

ii. ________________________________________________________________________________________________

iii. ________________________________________________________________________________________________

iv.________________________________________________________________________________________________

v. ________________________________________________________________________________________________


b. What is context and what types of source provide context?_______________________________________________

___________________________________________________________________________________________________!

c. Read the excerpt from the Epic of Gilgamesh. What have we learned about Sumerian culture and beliefs from this excerpt?

d. With your triad come up with a list of contextual factors, from this reading and your flashcard, that would have shaped/influenced his choices.

i. Example: Big Eyes__________________________________________________________________________________

ii. __________________________________________________________________________________________________

iii. __________________________________________________________________________________________________

iv.__________________________________________________________________________________________________

e. Based upon the decisions the artist made and the factors that influenced those decisions, what do you think the artist’s intention/purpose was for making this artwork?


4. REFLECT: Below are the learning objectives associated with this BIG IDEA and ESSENTIAL QUESTION. Chose one of the learning objectives and reflect, in writing, how you met this objective by completing the above activities. Min 2 paragraphs

Learning Objective: 1.1 Students differentiate the components of form, function, content, and/or context of a work of art. Learning Objective: 1.2 Students explain how artistic decisions about art making shape a work of art. Learning Objective: 1.3 Students describe how context influences artistic decisions about creating a work of art. Learning Objective: 1.4 Students analyze form, function, content, and/or context to infer or explain the possible intentions for creating a specific work of art.


BIG IDEA 2: ART MAKING IS SHAPED BY TRADITION AND CHANGE,ESSENTIAL QUESTIONS: WHY AND HOW DOES ART CHANGE?



With your triad, record the similarities and differences between the two artworks.

Doryphoros, Greek, 450 BCE

Augustus, Prima Porta, Roman, 1st Century BCE

With your triad, use the observations recorded in your diagram to answer the following questions

1. In what ways have the Greeks influenced Roman art?

2. Carefully consider the differences your triad has recorded. How is Roman art different from Greek art?

3. What inferences can we make about these two societies based upon what we have observed about their art?

d. The Greeks were.....

b. The Romans were......

3. What about the context in which this artwork was made, Roman society and it’s concerns and values, may account for the changes in art demonstrated here?


4. REFLECT: Below are the learning objectives associated with this BIG IDEA and ESSENTIAL QUESTION. Chose one of the learning objectives and reflect, in writing, how you met this objective by completing the above activities. Min 2 paragraphs

Learning Objective:2.1 Students describe features of tradition and/or change in a single work of art or in a group of related works. Learning Objective:2.2 Students explain how and why specific traditions and/or changes are demonstrated in a single work or group of related works. Learning Objective:2.3 Students analyze the influence of a single work of art or group of related works on other artistic production.

! Learning Objective:3.5 Students analyze relationships between works of art based on their similarities and differences


BIG IDEA 3: INTERPRETATIONS OF ART ARE VARIABLEESSENTIAL QUESTION: HOW DOE WE DESCRIBE OUR THINKING ABOUT ART

1. Learning Objective 3.1Students identify a work of art. Identification involves providing the following information about a work of art: title or designation, name of the artist and/or culture of origin, date of creation, and media as described within the AP Art History image set.a. TITLE:b. CULTURE:c. DATE/PERIOD:d. MEDIA:


2. Learning Objective 3.2 Students analyze how formal qualities and/or content of a work of art elicit(s) a response. Analysis indicates how the artist’s application of formal elements and principles of design and/or the artist’s creation of content within a work of art elicit(s) a response from an audience. Students may use analysis to examine whether audience responses are perceptual, intellectual, kinesthetic, and/or emotional. For example, their analysis may describe how use of repetitive elements within a work of art creates a visual path for the audience that leads to the focal point of the work —identified by its size, contrasting shape and color, and placement within the composition.


Content: Formal Qualities Response

3. Learning Objective:3.4 Students justify attribution of an unknown work of art. Justification of attribution of a work of art not included in the prescribed AP Art History image set to an artist, group, region, period, and/or culture includes identifying similarities of form, function, content, style, and/or hand of the artist with a work included in the prescribed AP Art History image set. For example, students may justify attribution of an architectural monument not included in the image set by identifying similarities of structural components, building materials and processes, narrative elements, and stylistic tendencies between the unknown work and a work in the image set.

Attribute this work of art to a specific culture and time period. Justify your attribution by comparing this artwork with another artwork from the same culture and time period.

Attribution / Claim:

Artwork comparison / Evidence to support the claim:

*Additional learning objective we will be mastering: Learning Objective :3.3Students analyze how contextual variables lead to different interpretations of a work of art.


What does and Art What knowledge can you What skills will ... · c. Read the excerpt from the Epic...

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