AP Art History

Transcription

1 AP Art History Welcome to AP Art History! I look forward to getting to know you as we travel through art history together! Below are the course expectations and your summer assignment. You must select 2 of the 3 assignments listed to have completed for the first day of class. If you have any questions about the assignments prior to our first day of school, please me at dmzumbru@vbschools.com or text me between the hours of 10AM- 10PM at (757) Even though VBCPS is moving to schology next year, I ve created a google classrrom. The summer assignment will also be listed there along with a place to turn it in. All paper may be submitted electronically and you may take a clear picture of the concept map to post. (Concept maps must also be turned in (in person) the first day of class). You may also contact me via google classroom. code: kao31s3 Have a fantastic summer and I hope you enjoy your journey into the world of art history! - Ms. Dana Zumbrum Class Expectations All VBCPS rules apply in the art department - Be on time (seated for bell) - Respect the rights and property of others in class - Be responsible for taking and maintaining notes - Keep the room clean and organized on a daily basis - Be prepared - Contribute to class - Stay on task - Listen attentively and do not interrupt - Turning in assignments on time - Be positive and try your best/never give up Course Description The AP Art History course is intended to prepare students for the AP Art History Exam. The course covers art from Paleolithic through Postmodernism and is designed to provide students with the same material covered in an introductory college course in art history. Students gain knowledge of architecture, sculpture, painting, and other art forms within diverse historical and cultural contexts. Students examine and critically analyze major forms of artistic expression from the past and present and from a variety of European and Non-European cultures. In this course students engage in both visual and historical study about art and its contexts. Students develop an understanding of artworks in their context, considering issues of patronage, gender, politics, religion, ethnicity, and many others. Attention is given to the interpretation of a work of art based upon its intended use, audience, and the role of both the artist and work of art in a particular society. Throughout the study of Advanced Placement Art History students examine how and why the work looks the way it does, what it means within its particular context, and how and why it has this meaning. Objectives - Practice higher level creative and critical thinking skills about both history and art - Communicate knowledge and idea with clarity in oral, written, and visual forms

2 - Practice the process and skills of art criticism - Work effectively with others to accomplish a task or solve a problem - Relate art vocabulary to the understanding of concepts in both oral and written form - Understand the concept of context and contextual analysis as it relates to both European and non-european visual works of art across cultures and throughout history - Examine the relationship of context, function and style of artwork within a specific culture/time period - Develop a consciousness of the relationship between art and the development of civilization - Demonstrate mastery of critical analysis of the three major art forms: sculpture, architecture, and painting from the European and Art Beyond the European Tradition in written format - Synthesize the interrelationship of the elements and principles of design in visual images - Students will be prepared for the College Board Advanced Placement Art History Exam Supplies - A 1 ½ or 2 3-ring binder with lined notebook paper and dividers (students will receive many handouts and dividers will help them organize the information) (OPTIONAL) - A folder with pockets to hold special themed work given throughout the year (OPTIONAL) - Each student will be issued a Gardner s Art Through the Ages 14 th Edition textbook which will be the foundation of the course. Students are receiving brand new textbooks and are expected to take care of them and return them at the end of the year (they may not write in or highlight the books). It s recommended that students leave their textbooks at home to use for reading and homework assignments. - For additional help, The Barron s Ap Art History, 3 rd edition is highly recommended. It provides an overview of art history in an entertaining and easily understood format. You can find it on amazon for around $13 and is a great tool to review for the AP Exam in May. It covers every Piece of art work you ll need to know. Homework Homework will be assigned on a regular basis and will consist of reading assignments in the textbook, short writing assignments, graphic organizers, and sketchbook journal assignments. Students should be prepared to spend time every week reading the required text and short quizzes will occur on a regular basis. Outside of homework, student may be required to participate in the following: - Museum Visits (Peninsula Fine Art Center, Museum of Contemporary Art, or others) - Oral Presentations - Video Presentations - Theme based research papers Additionally, in the weeks prior to the AP Exam, after-school slide review/study sessions will be held with the possibility of optional Saturday group sessions if needed. Attendance at these sessions is not mandatory but is highly recommended since they are meant to increase exam success. I will be available to you on a daily basis for extra help or questions. You may come see me at school, call me, or me at your convenience ( is usually the best way to get ahold of me). I want you to enjoy the course and feel successful in your study of art history! Assessment Students are expected to take the College Board Advanced Placement Art History Exam in May. Tests will be structured to mimic the AP Exam format: a combination of multiple choice and timed short and long essays based on images. Unit Tests will be given either at the end of a long chapter or a combination of shorter chapters to mimic the AP exam plus slide identification. (45% of overall grade)

3 Quizzes are given to reinforce reading assignments, previous lectures, important contextual issues, and specific content information. (20% of the overall grade) Daily grades are given for class and homework assignments to include graphic organizers, sketchbook journals and reading assignments. (25% of the overall grade) Projects are assigned to reinforce course material and to engage the student in study of a subject or theme in greater depth. These projects may include student-made timelines, oral presentations, video project, and research project. (10% of the overall grade) Make-Up Work All assignments due during the student s absence are due on his or her first day back in class. It is the student s responsibility to check for missed work. I will gladly handle any extenuating circumstances on an individual basis. As the year progresses I will do my best to make information and content covered in class available online for student make up as well as review. Important to Remember This is a college level class with extremely high standards and expectations. Attendance is critical. Make a habit of reviewing notes daily, reading all assignments, and coming to class prepared and on time. Above all, the class is set up to help you succeed! I know that we will have a wonderful year together and I look forward to sharing my love of art and art history with each of you. SUMMER ASSIGNMENT: Choose 2 out of 3 of the following assignments to complete. Assignment is due on the first day of class in Fall SUMMER ASSIGNMENT OPTION #1: Analyze a piece of art Minimum of 2 typed pages per work of art. Papers must be double-spaced, use 12 point font, and have one inch margins Endnotes or Footnotes are required Bibliography required and should be in MLA format Must include images of chosen work(s) Pick a piece of art from the AP Art History 250. Research your chosen piece of art. Look for the form, function and content of the piece. The Form is what the art work looks like; using the Principals of art and elements of design describe what you see in each piece. The function can be how its physically used (vase, bowl, bag etc ) or the meaning behind the art (political statement, art revolution, exploration of art materials etc ). The content explores the artist, the art as a whole (symbolism and meaning), and what was going on in the world at the time (as it relates to the art). In each case, I am interested in why you chose what you did. Lastly tell if why you think your chosen art work is successful or not. You must be able to support your claim with specific references to the chosen piece of art.

4 Start with an introduction of your artwork. Then describe the piece of art to the viewer. (Pretend that I am blind and I have NO prior knowledge of the art work.) The reader should have an idea of what it looks like based on your description. This description can vary based on the details of your chosen art work. After describing the piece explain of the elements of art (color, form, line, shape, space, texture, and value) and the principals of design ( Balance, emphasis, movement, proportion, rhythm, unity, and variety; the means an artist uses to organize elements within a work of art). This on average will fill your first page. Next explain the function and content of the piece. Include information that will help support your claim. Finally, explain why your chosen piece of art was successful or not. Did the art make the intended statement? Does it function as intended? Or was it unclear and confusing to the viewer? Did you, as the viewer, experience a different function? Use specific Visual evidence point out aspects of the art that supports your claim. Then, end with a concluding paragraph to wrap up your argument and paper. LINKS: Khan academy: This has all 250 images with videos, articles, and artist statements. THIS IS YOUR BEST REFERENCE!!!! Smart History: This is now owned by Khan academy but has a few extra bits of information. ALSO: If the museum that has the work of art is listed you can go to the museums website and gather more information. SUMMER ASSIGNMENT OPTION #2: Document Based Question A document based question is an essay question that requires you to analyze a work of art by referencing a supporting document (this may be a statement written by the artist, something a historian wrote about the work of art, etc.). Assignment Create your own DBQ by choosing a work of art from the list below and finding a credible supporting document to use in your analysis of the work Two pages, double-spaced, 1 margins, 12pt font At the top of your page, write your own Document Based Question making sure to include the excerpt from your chosen text (including the source Wikipedia is not an acceptable DBQ source) and the full title of the artwork you have chosen Include an image of the artwork below the question Bibliography required and should be in MLA format In your paper and discuss the connection between the artwork and the document use the document excerpt to help you analyze the artwork (Use the example questions as inspiration, as you can see some of the questions focus in on a specific aspect of a work, not just the work overall or it may be an artist overall). Choose one work of art from these lists to use for your DBQ:

5 South, East, and Southeast Asia Great Stupa at Sanchi. Madhya Pradesh, India. Buddhist; Maurya, late Sunga Dynasty. c. 300 B.C.E. 100 C.E. Stone masonry, sandstone on dome. Terra cotta warriors from mausoleum of the first Qin emperor of China. Qin Dynasty. c B.C.E. Painted terra cotta. Night Attack on the Sanjô Palace. Kamakura Period, Japan. c C.E. Handscroll (ink and color on paper). Under the Wave off Kanagawa (Kanagawa oki nami ura), also known as the Great Wave, from the series Thirty-six Views of Mount Fuji. Katsushika Hokusai C.E. Polychrome woodblock print; ink and color on paper. A Book from the Sky. Xu Bing C.E. Mixed-media installation. Africa Great Mosque of Djenné. Mali. Founded c C.E.; rebuilt Adobe. Power figure (Nkisi n kondi). Kongo peoples (Democratic Republic of the Congo). c. late 19th century C.E. Wood and metal. Reliquary figure (byeri). Fang peoples (southern Cameroon). c. 19th to 20th century C.E. Wood. Old Man s Cloth. El Anatsui C.E. Aluminum and copper wire. West and Central Asia Dome of the Rock. Jerusalem, Palestine. Islamic, Umayyad C.E., with multiple renovations. Stone masonry and wooden roof decorated with glazed ceramic tile, mosaics, and gilt aluminum and bronze dome. Great Mosque (Masjid-e Jameh). Isfahan, Iran. Islamic, Persian: Seljuk, Il-Khanid, Timurid and Safavid Dynasties. c. 700 C.E.; additions and restorations in the 14th, 18th, and 20th centuries C.E. Stone, brick, wood, plaster, and glazed ceramic tile. Bahram Gur Fights the Karg, folio from the Great Il-Khanid Shahnama. Islamic; Persian, Il Khanid. c C.E. Ink and opaque watercolor, gold, and silver on paper. Rebellious Silence, from the Women of Allah series. Shirin Neshat (artist); photo by Cynthia Preston C.E. Ink on photograph. *AP Exam Sample Document Based Questions for your reference (taken from the 2011, 2012, and 2013 past exams)

6 Document Based Question Example 1 During the last 50 years, many artists have addressed the relationship between technology and how people experience the world. According to artist Nam June Paik, Our life is half natural and half technological. Paik has also commented, Skin has become inadequate in interfacing with reality. Technology has become the body s new membrane of existence. Select and clearly identify one work of art created after 1960 C.E. that addresses the relationship between technology and how people experience the world. Your selection may be a work in video, photography, or installation, as well as a work in any other medium. Making specific reference to both Paik s words and your selected work, analyze how your example addresses the relationship between technology and how people experience the world. Document Based Question Example 2 The work shown is Guernica by Pablo Picasso. In the book Theories of Modern Art: A Source Book by Artists and Critics, Picasso is quoted as making the following statement. What do you think an artist is? An imbecile who has only eyes if he s a painter...? On the contrary, he s at the same time a political being, constantly alive to heartrending, fiery, or happy events, to which he responds in every way.... No, painting is not done to decorate apartments. It is an instrument of war for attack and defense against the enemy. Making specific reference to both the quotation and the painting, analyze how Picasso expresses both emotional and political content in Guernica. Document Based Question Example 3 In the mid-fifth century B.C.E., a Greek sculptor wrote a treatise titled the Canon that was summarized as follows. Beauty consists in the proportions, not of the elements, but of the parts, that is to say, of finger to finger, and of all the fingers to the palm and the wrist, and of these to the forearm, and of the forearm to the upper arm, and of all the other parts to each other. Identify the sculptor who wrote the Canon. Select and fully identify one work of art that reflects his ideas. Making specific reference to both the text above and your selected work, analyze how the work reflects those ideas.

7 SUMMER ASSIGNMENT OPTION #3: Concept Map A Concept Map is a visual tool used to arrange a large amount of information. We will use concept maps to compare and contrast two works of art (a contemporary work and a classical work) based on several themes. THEME(S): War/Revolution/Battle, History and Memory, Point-of-View, Historical Narrative, Narrative, A Culture s History Compare and contrast the following works of art from the required 250 image set: Vietnam Veteran s Memorial, Maya Lin, Marble, Trajan s Column, ancient Rome, 100 CE, dedicated 112 CE. Alexander Mosaic, Tesserae, 100 BCE, Roman Copy of a Greek Painting Liberty Leading the People, Delecroix, Oil on Canvas, 1830 (Romanticism) Discuss the ways in which each artist approach the telling of the story and a pointof-view to suggest the impact of a political or social ideology on human society. Compare and contrast the two works based on the themes of war, history, memory, point-of-view, and narrative. This is a visual concept map! Do the research and create a rough draft of how to organize the content for each theme. Consider using a different color ink for each theme, making key words larger, bold, or in a different font. Use arrows, imagery, pop-outs, etc. to creatively link the two works of art. Although the text and content are key to the assignment, part of the challenge is to find a way to visually organize it in a clear and interesting way. The scoring guide will assess the following: 1. Analysis connects each work to its historical and cultural contexts. 2. Response addresses all key components related to the essential themes. 3. Points are supported with specific observations, not generalizations. 4. Concept map compares and contrasts the two works. 5. There is a balance between visual and written information. 6. Visual elements enhance the exposition and analysis. 7. Page layout design is clear and visually stimulating. 8. There is evidence that the student invested time, effort and thought in the assignment.

8 REQUIREMENTS Must analyze the two works of art based on the themes of war, history, memory, point-of-view, and narrative Must compare and contrast the two works of art (connect them, don t just split the page down the middle and analyze the four works separately) Must include the full title of each work of art (includes, date, artist if applicable, location) Must include at least one image of each work of art Should be completed on a piece of 14 x 22 piece of paper or poster board (this is the measurement of a half sheet of standard size poster board) Bibliography required and should be in MLA format Examples of Concept Maps:

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