Chapel Hill High School

AP ART HISTORY 2014-15 Chapel Hill High School Instructor: Mr. Jack Watson, Room C107 919-929-2106 x43107 jwatson@chccs.k12.nc.us http://jwatsonart.weebly.com Course Description: From College Board: The AP Art History course should engage students at the same level as an introductory college art history survey. Such a course involves critical thinking and should develop an understanding and knowledge of diverse historical and cultural contexts of architecture, sculpture, painting and other media. It also provides an opportunity for schools to strengthen an area neglected in most curricula. In this course, students examine and critically analyze major forms of artistic expression from the past and the present from a variety of cultures. While visual analysis is a fundamental tool of the art historian, art history emphasizes understanding how and why works of art function in context, considering such issues as patronage, gender, and the functions and effects of works of art. Many colleges and universities offer advanced placement and/or credit to students who perform successfully on the AP Art History Exam About the AP Exam: Students are required to take the AP exam. The exam is three hours. You'll have one hour to answer 115 multiple-choice questions (40% of grade), and two hours to complete six slidebased short essays and two long essays (60% of grade). Required Materials: Gardner s Art Through The Ages, Kleiner and Mamiya (school provides) o Supplemental texts may also be purchased separately (see TEXTBOOKS) o * It is not necessary to bring the book to class every day: class copies are available in the room. A binder or folder for handouts A notebook A pen or pencil and eraser Internet Access: Student course materials & discussion boards are posted online o NOTE: If a student does not have access to the internet outside of school, computers are available in the media center and art room, and physical copies of course materials can be provided. 1

Classroom Rules: In addition to the rules and procedures in the CHHS student handbook, students are expected to read and sign the CLASSROOM CONTRACT. Discipline: The student acknowledges the posted Classroom Expectations and Classroom Policies by signing the CLASSROOM CONTRACT. If the student ignores these rules and chooses to act inappropriately, the student assumes responsibility for the following consequences: 1. Verbal warning 2. Parental contact 3. Seating change 4. Detention (Clean-up work assignment) 5. Administrative referral *** The instructor reserves the right to use the most appropriate consequence for severe incidents. Classroom Procedures: Late Work: Assignments and Projects are due on the due date, projects turned in late will receive three-quarters credit. After one week, late projects will receive zero credit. Make-Up Tests: The test calendar is available on my website. Inform me in advance if you anticipate a conflict. Should you miss a test on its scheduled day, you are required to take a make-up test within three days of the original test date. If you miss the make-up test, your score will be reduced and you will take a significantly different (and often more difficult) test. This is not a punishment, but rather done so that tests are administered fairly & so that original tests may be returned promptly. Rescheduling Tests: If you have been assigned three tests on one day, and my test is your fourth, you are to meet with me to reschedule your test. Extra Credit: Extra credit is uncommon, but may be granted at teacher discretion for special situations. Extra credit cannot replace an assignment, project or test. Extra credit may take the form of a written assignment or a studio project. Work Outside of Class: Because of the relatively large course load homework, studying for tests, group projects, etc. it is expected that students will work outside of class. This art room is for your benefit. It will be open and available for your use at any time a teacher is present, as long as it does not interrupt another class. Use of Art Materials: If using supplies for a project, please remember that supplies are very limited. Please use only the materials you need. Do not waste or use excessive materials. Tardy: If a student is tardy to class, he or she will sign the tardy list and join class without disruption. See Student Handbook for CHHS policy. Bathroom Breaks: Each student is permitted 9 bathroom breaks per semester. Food and Drink: No food or drink is permitted in the art room, with the exception of bottled water. Language: Use appropriate language at all times. No cursing, bullying, or teasing. Only use language you would be comfortable repeating to a parent or principal. Cheating: Academic integrity is of utmost importance. Students must sign a plagiarism statement acknowledging the school policy regarding cheating or plagiarism, which states that violations will result in an automatic zero and will be reported to an administrator for disciplinary action. 2

Student Evaluation: Tests, Quizzes 40% Team Projects, Research Papers 30% Homework, Written Assignments 20% Class Participation, In-Class Work 10% Examples of Assignments: Chapter Readings Additional Readings: o Primary sources, Scholarly articles, etc Chapter Tests See course outline Reading Quizzes one per chapter, sometimes unannounced s one per chapter s Activities before midterm and AP exam Critical or Interpretive Analysis one per chapter Research Paper short paper based on an artwork, period or theme Studio Project artwork based on period research Non-Western Unit major team project Museum Curator major team project Topic Outline (from CollegeBoard): I. Ancient Through Medieval (30%) 1. Greece and Rome (10-15%) 2. Early Christian, Byzantine, Early Medieval (5-10%) 3. Romanesque (3-7%) 4. Gothic (7-10%) II. Beyond European Artistic Traditions (20%) 1. Africa; the Americas; Asia; the ancient Near East, Oceania, and global Islamic tradition III. Renaissance to Present (50%) 1. Fourteenth through Sixteenth Centuries (12-17%) 2. Seventeenth and Eighteenth Centuries (10-15%) 3. Nineteenth Century (10-15%) 4. Twentieth Century and Contemporary Art (10-15%) Pacing: *PLEASE NOTE*: The schedule of coursework on the following pages is a proposed sequence. Actual pacing will vary. See online calendar for actual due dates. Reading assignments in the Gardner s are to be done before the topics are covered in class. 3

WEEK TOPICS ACTIVITIES and ASSESSMENTS FIRST QUARTER Week 1 8/25-8/29 Introduction: Overview and Methodology, Aesthetics, Formal Analysis Beauty essay Week 2 9/1-9/5 Chapter 1: Prehistory and First Civilizations Prehistoric & Ancient Near East Formal Analysis essay Week 3 9/8-9/12 Week 4 9/15-9/19 Week 5 9/22-9/26 Week 6 9/29-10/3 Week 7 10/6-10/10 Week 8 10/13-10/17 Week 9 10/20-10/24 Chapter 1: Prehistory and First Civilizations Egypt Chapter 2: Greece Intro, Aegean Geometric, Archaic Chapter 2: Greece Classical, Hellenistic Chapter 19: Africa Prehistoric, Lower Niger, 19 th and 20 th centrury Society, Gender, Religion Chapter 3: Roman Empire Etruscan, Republican, Pompeii Early Empire Chapter 3: Roman Empire High Empire Politics, Gender, Society Chapter 16: China (Intro) Chapter 16: China Dynasties, Republic, Modern Era Religion, Society, Aesthetics TEST: Intro and Ch. 1 Critical Analysis TEST: Ch. 2 and 19 Critical Analysis TEST: Ch. 3 and 16 SECOND QUARTER Week 10 10/27-10/31 Chapter 4: Early Chrisitianity and Byzantium Religion, Iconograpghy, Architecture Research Project: Intro 4

Week 11 11/3-11/7 Week 12 11/10-11/14 Week 13 11/17-11/21 Week 14 11/24-11/28 Week 15 12/1-12/5 Week 16 12/8-12/12 Week 17 12/15-12/19 Week 18 1/5-1/9 Week 19 1/12-1/16 Chapter 5: The Art of Islam Architecture, Calligraphy, Luxury Art Religion, Society, Global Culture Chapter 15: South Asia Early Periods through Modern Era Religion (Buddhism and Hinduism), Iconography, Society. Chapter 4, 5 and 15: Religion and Aesthetics Chapter 6: Early Medieval & Romanesque Hiberno-Saxon, Ottonian, Carolingian Chapter 6: Early Medieval & Romanesque Religion and Mythology Pilgrimages, Relics, Architecture ** THANKSGIVING BREAK** Chapter 6: Early Medieval & Romanesque Romanesque Art and Architecture Pilgrimages, Relics, Monasteries Chapter 18: The Americas Pre-Columbian Mesoamerica, South America, North America Religion and Mythology, Society Chapter 7: Gothic Europe France, England, Germany Religion, Architecture ** WINTER BREAK ** Chapter 7: Gothic Europe Italy, Architecture, Painting Chapter 8: 15 th Century Europe Flanders, France, Germany Painting, Printmaking Chapter 8: 15th Century Europe Italy, Perspective techniques Chapter 9: 16th Century Europe Intro: High Renaissance in Italy Research Project: Cont. Research Project: DUE TEST: Ch. 4, 5 and 15 Nonwestern Project: Intro Critical Analysis Nonwestern Project: Cont. Nonwestern Project: Cont. TEST: Ch. 6 and 18 Nonwestern Project: DUE TEST: Ch. 7 and 8 5

THIRD QUARTER Week 20 1/19-1/23 Chapter 9: 16th Century Europe High Renaissance in Italy, Holy Roman Empire, France Religion, Patronage, Social Conflict Week 21 1/26-1/30 Week 22 2/2-2/6 Week 23 2/9-2/13 Week 24 2/16-2/20 Week 25 2/23-2/27 Week 26 3/2-3/6 Week 27 3/9-3/13 Week 28 3/16-3/20 Week 29 3/23-3/27 Chapter 9: 16th Century Europe High Renaissance in Netherlands, Spain, Architecture Chapter 10: Baroque Europe Italy, Spain, Flanders Patronage, Economics, Society Chapter 10: Baroque Europe Dutch Republic, France, England, Germany Chapter 11: Europe & America, 1750-1850 Rococo, Enlightenment, Neoclassical Philosophy, Science, Social Change Chapter 11: Europe & America, 1750-1850 Romanticism, Photography, Realism Chapter 17: Japan Early Periods, Religion Later Periods, Modern Chapter 12: Europe & America, 1850-1900 Intro Chapter 12: Europe & America, 1850-1900 Painting, Sculpture, Architecture Chapter 12: Europe & America, 1850-1900 Painting, Sculpture, Architecture Chapter 12: Europe & America, 1850-1900 Art Project: Presentations ** SPRING BREAK ** Critical Analysis TEST: Ch 9 Critical Analysis TEST: Ch. 10 and 11 Art Project: Intro Critical Analysis Art Project: Cont Art Project: Cont TEST: Ch. 17 and 12 Art Project: Due 6

FOURTH QUARTER Week 30 4/6-4/10 Chapter 13: Europe & America, 1900-1945 The isms : Modernism in painting and printmaking Conflict, Gender, Geopolitics, Social Commentary Week 31 4/13-4/17 Week 32 4/20-4/24 Week 33 4/27-5/1 Chapter 13: Europe & America, 1900-1945 The isms : Modernism in sculpture and architecture Chapter 14: Europe & America since 1945 Modernism Post-modernism: Pop, Conceptual Art, Alternative Media, Conemporary Art Chapter 14: Europe & America since 1945 Final Exam Review: Sample essay questions and practice tests, review timeline and identify areas of focus Critical Analysis TEST: Ch. 13 and 14 Week 34 5/4-5/8 AP ART HISTORY EXAM Thur, May 7, 12 Noon Week 35 5/11-5/15 Week 36 5/18-5/22 Week 37 5/25-5/29 Week 38 6/1-6/5 Museum Curator Team Projects: Begin Curate, research and design a virtual exhibit based on a theme and present it to class on exam day in a gallery-style opening. Museum Curator Team Project: Continue FINAL EXAM DAY: MUSEUM OPENING On the final exam day, teams will present final museum exhibitions FIELD TRIP: Ackland Art Museum Research Research Work on final exhibitions 7

Textbooks & Instructional Materials: These textbooks were chosen because they are widely used in college-level survey courses, and because their approach is to understand works of art within their historical context by examining issues such as politics, religion, patronage, gender, function, and ethnicity. All resources also follow and reinforce the teacher slide lectures. Primary Text (supplied to student by school): Gardner s Art Through The Ages A Concise History, Kleiner and Mamiya, Thomson Wadsworth, 2006. ISBN 0-534-636403-3. Secondary Texts (available in classroom or for individual purchase): Art History 3 rd ed., Marilyn Stokstad, Pearson/Prentice Hall, 2008. ISBN 0-13236854-4. History Of Art: The Western Tradition 6 th ed., H.W. Janson & Anthony Janson, Prentice Hall / Abrams, 2001. ISBN 0-13-019732-7. The Annotated Mona Lisa, Carol Strickland, Andrews McMeel Publishing, 1992. ISBN10:0-8362-8005-9. Other Instructional Materials: 1. Textbook website: http://art.wadsworth.com/gardnerconcise 2. AP Central: http://www.collegeboard.com 3. Videos: used to reinforce the teaching of artworks within their historical context and examine issues such as politics, religion, patronage, gender, function, and ethnicity. Titles include a. Civilisation A Personal View by Lord Clark, Public Media Video b. Simon Schama s Power of Art, BBC Video c. Masters of Illusion, National Gallery Harper Films d. History Through Art and Architecture Series, China, Japan, India, Alerion e. African Art, a BBC/RM associates production f. Imperial Treasures of Chinese Art, Lee & Lee Communications 4. Digital Slides and Slide sets: used daily with lecture/class activities on units as listed on syllabus 5. Museum Trip: North Carolina State Art Museum, Raleigh, NC 6. Museum Trip: Ackland Art Museum, Chapel Hill, NC 7. Art In America magazines Focus on contemporary art and critical evaluation of exhibitions. Current issues available in Media Center, back issues available in classroom. 8. Art and Man magazines Topics on specific artists of western and non-western cultures, & issues on movements/styles. 9. Other Websites: the National African, Asian and Native American Museums in Washington DC, the Metropolitan Museum in NYC, the National Museum of Women in the Arts, and many more. 10. ArtTalk, Rosalind Ragans 8

Studying for AP Art History Taking Notes is a Skill Keep your notes concise and well organized. Write the title of the work or movement, underline it, and using your own words record lecture information below in a list or bullet points, particularly: o Title, Style, Artist, Patron, Purpose, Subject Matter, Possible Meanings, Important Formal Characteristics, Approximate Date Ask questions if you miss something. Sketches: try doing gesture drawings of most works Architecture: draw rough plans and elevations Reading is a Skill Read a little bit every day, not a lot at once. Read with a dictionary. Read the opening section of a chapter to get the big idea Flash Cards Best for tactile learners. The process is more important than the product: The physical process of cutting out a picture from your study guide and writing vital information about the work on the other side will help you learn and reinforce the material. Study Groups Best for social learners. If you learn better by talking about a subject, consider starting a study group with friends. Dates There are many dates to know, and it is overwhelming to attempt to learn them all. Instead try this: learn the overall timeline of movements, learn a few dates for major works, and learn the dates of major world events. You can then place the other works in the timeline according to contextual information. Generally: If it is before the renaissance, know century. If it is after the renaissance, know quarter century. If it is 19th century to present, know decade. Studying for Tests and Examinations It is important to know the main ideas for stylistic periods and movements. Practice writing names of artists, titles and movements to become more familiar. Study as you go don t cram the night before. Use a diverse approach some blend of notes, study guides, flash cards, and study groups will help relieve test anxiety. Study Guides http://art.wadsworth.com/gardnerconcise http://www.vangonotes.com Barron s AP Art History Art History For Dummies AP Art History: The Best Test Prep (REA) The Annotated Mona Lisa 9

Special Issues in Art History: Social Issues: Gender, race, and class are major factors in the study of art history, and will figure prominently on the exam. Be aware of these issues and prepared to discuss them throughout the course readings and discussions. Patronage: When reading about art history and looking at artworks, ask yourself, Who is paying for this work? Artwork is often made to advance an agenda, and it is important to be familiar with the king, pope, aristocrat or academy behind a work of art. It is only recently (last century and a half) that artwork has been made for it s own sake, or for the personal expression of the artist. Primary Texts: When possible, primary sources will be included in lectures and readings. It is important to read the words of texts written at the same time as these works, and it helps to put things in context. For example, when we study Ancient Greece, we will read the words of Plato. Contemporary Art: Art history doesn t just exist in textbooks, it is ongoing and alive. While questions about art made in the past decade will not turn up on the AP exam very often, it is important and enriching to be aware of current trends and movements in art. It can be difficult to keep up with contemporary art, so read newspapers and magazines, go to museums and galleries, and do your own investigation to keep abreast of what s going on. Lost? I can help you. 10

SAMPLE RUBRICS (next 3 pages) TEST ESSAY RUBRIC AP Art History 9-8 20-19 points 7-6 18-17 points 5 16 points 4-3 15-14 points 2-1 13-12 points 0 10 points - 0 points Fully identifies two appropriate works from the period/culture relevant to the question. Provides a full, detailed and organized analysis of works as they relate to the question. Displays depth of thought and makes insightful connections. The lower score is earned when the essay contains some imbalance or has minor errors. Fully identifies two appropriate works from the period/culture relevant to the question. Provides an analysis of works as they relate to question, but the analysis is less full than a 9 8 essay. Displays some depth of thought and makes some insightful connections. The lower score is earned when the essay is notably unbalanced or contains errors significant enough to weaken the analysis. Identifies two works from the period/culture relevant to the question. Identification may be incomplete or faulty. Essay may describe how the works relate to the question, but it may be unbalanced and contain errors. Thinking is largely superficial, though some depth is evident. OR Only one appropriate choice is selected, but the essay deals with it fully and correctly. This is the highest score an essay can earn if it deals with only one appropriate choice. Identifies two works. Identification may be incomplete or faulty, and choices may be generic or inappropriate. Essay may describe how the works relate to the question, but the discussion may be unbalanced or general. The lower score is earned when the essay lacks meaningful discussion or contains significant errors. OR Only one appropriate choice is identified. The discussion is less full and contains errors. The lower score is earned when the essay is wholly descriptive, lacks meaningful discussion, or contains significant errors. Identification is incomplete and/or choices are inappropriate. If choices are appropriate, there is no discussion of merit. OR Only one appropriate choice is identified, and the essay is incomplete and inaccurate. The lower score is earned when there is no discussion of merit. Makes an attempt, but the response is without merit because it restates the question, includes no identifiable choices, or makes only incorrect or irrelevant statements. This is a nonresponse, such as a blank paper, crossed-out words, or personal notes. 11

CRITICAL ANALYSIS Artist: Name: Rubric Title: AP Art History Date: Date: Watson Source/Page #: OBJECTIVE: Write a 4-paragrpah Critical Analysis of a work from the assigned chapter based on the 4-step system of art criticism: Description, Analysis, Interpretation, and Judgment. [note: if addressing work outside the textbook (but in lecture, for example), please copy and paste image into document and indicate source.] 4 20 points 3 18 points 2 16 points 1 14 points Describes work in great detail. Analyzes with a high degree of specificity how the elements and principles of art are used in the work. Thorough and well-reasoned interpretation of artwork s meaning or function, making connections to information beyond the image. Final judgment is a balanced combination of aesthetic quality and personal response. Discussion is full, well-structured and without significant errors. Describes work with some detail. Analyzes with a fair degree of specificity how the elements and principles of art are used in the work. Basic interpretation of artwork s meaning or function, based on surface information. Final judgment contains some analysis of aesthetic quality or personal response, but may be unbalanced. Discussion is not as full or wellstructured, and may contain errors. Limited or general description; more detail needed. Analyzes how the elements and principles of art are used in the work in a general way, but more specificity is needed. Interpretation of artwork s meaning or function is poorly reasoned or insufficient. Final judgment is unbalanced, based mostly on aesthetics or opinion. Writing lacks structure, or contains significant errors affecting quality of writing. Many inaccurate, incomplete or missing elements. Little to no use of detail in description. Analysis lacks depth. Interpretation is faulty or poorly reasoned. Final judgment based entirely on opinion or value judgments. Poorly structured, incomplete or with significant errors throughout. 0 No work submitted, work submitted with whole sections missing OR Response is without merit because it addresses artwork from a different chapter COMMENTS: Note: Grade may be lowered for being late or incomplete 12

MUSEUM CURATOR PROJECT Exhibition and Gallery Statement Rubric Theme: Names: Requirements: Exhibition (Artworks + Info Labels), Gallery Statement, Citations. See handout for objective and project details. 4 50 points 3 45 points 2 40 points Student(s) designed a thoughtful, creative museum exhibition that engaged them in challenging or provocative research. The exhibition features insightful sub-themes, and a wide range of appropriate artwork. Each work has a thorough label and description. Product displays creativity and originality. Much thought given to visual appeal of exhibit. Presentations are well made, completed with great care and effort. Media used skillfully, effectively and appropriately to achieve objective. Student(s) wrote a thorough, creative and relevant Gallery Statement in 3 paragraphs. Student(s) documented all sources. Sources are properly cited, in MLA format. Documentation is error-free. Student(s) designed an appropriate museum exhibition that engaged them in basic research. The exhibition features relevant sub-themes, and representative artwork. Each work has a label and description. Some thought given to visual appeal of exhibit. Presentations may have some problem areas, but care and effort are visible. Media used with basic amount of skill and effectiveness to achieve objective. Gallery Statement shows effort and features relevant but somewhat basic information in 3 paragraphs. Student(s) documented sources with some care. Sources are cited, in MLA format. Few errors noted. Museum exhibition communicates a theme, but may need more development. Sub-themes and artwork selection display minimal effort. Labels and descriptions partially incomplete. Design and layout of museum exhibit needs some work. Little thought apparently given to visual appeal of exhibit. Presentations are rushed or underdeveloped, needs more effort. Some difficulty with media apparent, though objective is mostly achieved. Gallery Statement needs more information, or is underdeveloped. May be less than 3 paragraphs. More effort and analysis needed. Student(s) need to use greater care in documenting sources. Documentation was poorly constructed or absent. 1 35 points Theme of museum exhibition is unclear, and displays little depth of research. Sub-themes and artwork selection lack relevance or quality. Many missing labels and descriptions. Product does not effectively communicate theme. Student(s) showed little evidence of thoughtful presentation or visual appeal. Presentations are sloppy, careless or unfinished. Gallery Statement is incomplete, faulty, or restates information from another source. Needs considerably more work or effort. No documentation of sources (plagiarism evident). 0 Exhibition is too incomplete to merit evaluation, OR plagiarism is evident COMMENTS: Note: Grade may be lowered for being late or incomplete 13

Slide Identification Forms Instructions for classifying artwork using the slide identification form. OVERVIEW This system of classifying artwork is designed to help you remember a large and varied number of works of art in a systematic way. These Slide ID forms will function as a database for recall when you review, or analyze works that you have never seen before. Here s how it works: Step 1. For practice, turn in your textbook to page 18 look at figure1.4 Step 2. The first area of classification is the General Classification. This is the broadest historical time period; for example prehistoric, ancient or medieval. The general classification will also include whether the artwork falls into the broad category of a painting, sculpture or architecture. So this space will always have 2 bits of information. General Classification Specific Classification Title Date Artist/Origin 1 Prehistoric painting Step3. The next space is the Specific Classification. In most cases this will be the name of a movement or style. You will find the names of most specific classifications on the General Date document in the Resource center. An example would be: General Classification Specific Classification Title Date Artist/Origin 1 Old Stone Age Step4. The third space is for the title of the work of art. Until we reach more modern times, titles will be more a description of the artwork than one the artist created. An example would be General Classification Specific Classification Title Date Artist/Origin 1 Hall of Bulls Step5. The fourth space is for the date of the artwork. Learn a general date for the artwork, and a date range for the entire stylistic period. An example would be General Classification Specific Classification Title Date Artist/Origin 1 15,00-13,00BCE Step6. The fifth and last space is where you put the artist s name if known. If that is not known, put the origin of the piece. This does not mean the museum where the artwork might be at the present time but rather where it is located or made originally. You will find until we get to historic time periods we won t know the artist s name. As we move closer in time to modern history, names will become more commonly known. An example would be General Classification Specific Classification Title Date Artist/Origin 1 Lascaux, France 14