Download Teacher, AP Art History

Gardner’s Art Through the Ages: A Concise History
Bob Engberg
Teacher, AP Art History
[email protected]
Hello teachers of AP Art History. Congratulations on your purchase of Gardner’s Art
Through the Ages: A Concise History.
This online Guide is designed to help AP Art History teachers prepare students for the
rigors and rewards of a one-semester class in AP art history using the text Gardner’s Art
Through the Ages: A Concise History. It is also designed specifically to help teachers
define what is most essential in each chapter for their AP art history students to know.
A teacher of AP Art History who has but one semester to “cover” art history in the depth
necessary will have to plan well and plan ahead. This Guide can serve to help that
planning. This online Guide is written with the understanding that teachers of onesemester AP Art History will be busy indeed during the 75 to 80 contact teaching days
they have with their students. However, the essential concepts and images found in the
text A Concise History are sufficient for student success, especially when their learning is
directed by experienced teachers through lectures, guided discussions and student
projects. Concise does not mean insufficient.
Some teachers may wish to make A Concise History the main text in a full-year AP Art
History class. At 574 pages, the Concise History avoids intimidating high school age
students with sheer page volume. Some teachers may wish to have students read the
chapters in A Concise History as homework assignments while providing a full textbook
(such as the 12th edition of Gardner’s Art Through the Ages) in the classroom for
additional student reading, study, and project research.
Here is what you will find in the Online Guide for each chapter of the Gardner’s Art
Through the Ages: A Concise History.
Key Ideas. This part of the Guide gives a very quick overview of the topics being studied in the
chapter. Subject matter that is most significant to an AP art history class will be singled out here. You
will also find some suggestions on what especially important concepts AP art history students should
learn from the particular chapter.
Patronage and Gender. A college level class in art history addresses questions of
patronage and gender and these should also be a part of your AP art history course. This
section of the Guide points out opportunities and images that will help students
understand the chapter contents in the framework of gender and patronage.
Architecture. Students are surprised to find the important place architecture has in AP
Art History classes. This part of the guide will suggest which of the buildings are key
structures in the history of art. Since fully 35-40% of the AP Art History Exam questions
deal with architecture it is of course important that students appreciate and understand
architectural design innovations.
“Heads Up.” This part of the guide gives teachers a quick tip or two on teaching
methodology.
“AP Exam Tip.” This part of the Guide occasionally directs your attention to discussions
and images that students might use when answering questions in the AP art history exam.
The first “tip” we will give is this: Students must be able to recognize that art reflects the
times in which it was made. They must be prepared to understand the “context” in which
the artists worked, and recognize that religion, politics and economics influence what an
artist does and how he does it. They will be asked “context questions” that expect
answers that go beyond a formal analysis of the work.
Remember, too, that one of 30-minute AP Art History Exam student essays MUST
INCLUDE a citation of at least one example of art “Beyond the European Tradition.” Art
from Pre-Historic, Near Eastern and Egyptian art is considered beyond the European
tradition but students might be advised to consider other cultures when answering this
question. In A Concise History, these cultures are discussed in the final five chapters. For
the high school teacher of AP Art History, then, it might be prudent to teach some of the
non-Western art history chapters by directing students’ attention to how the art under
study shows “Narrative in Art” or how the culture has represented “The Human Body.”
(These were the two pre-announced toped for 2004–2005.) New essay question topics for
this “Beyond the European Tradition” are announced each year. You will find them on
the AP Central Website.
2. Key Vocabulary. You will find listed the most important words and concepts taken
from the chapter. Remember that key vocabulary is also found in the ArtStudy 2.1 CDROM that comes with each text.
3. Quizzes, Tests and Study Materials.
You will find here a list of some of the better online websites that contain images and
discussions for all Art History. Two important general public websites are
http://www.art-design.umich.edu/mother/ and
http://witcombe.sbc.edu/ARTHLinks.html
Museum websites:
J. PAUL GETTY:
http://www.getty.edu/
NEW YORK METROPOLITAN MUSEUM OF ART: http://www.metmuseum.org/
LOUVRE:
http://www.louvre.fr/louvrea.htm
PRADO:
http://museoprado.mcu.es/prado/html/ihome.html
NATIONAL GALLERY OF ART WASHINGTON D.C.:
http://www.nga.gov/
UFFIZI in Florence:
http://www.uffizi.firenze.it
4. Questions. The final part of each chapter Guide provides sample essay questions with
a suggestion of what student answers should contain. In some cases, the questions are
inspired by ones that have previously appeared on AP Exams or that cover narrative in art
or the human body.
The ArtStudy CD-ROM also has sample questions, and the website at AP Central has
actual questions that have been used on previous AP Art History exams.
AP Teacher's Guide to Gardner’s Art Through the Ages:
A Concise History
Chapter 1
Prehistory and the Birth of the First Civilizations
This first chapter covers prehistoric art, Mesopotamian and Egyptian art. For a
one-semester AP Art History classes this material should be covered within the first three
to four days of class. (Students would be assigned to read twelve to fifteen pages of text
each day.)
AP Exam Tip. The AP Art History Exam will no longer use art from prehistory, Ancient
Near East or Egypt for student essay questions, although multiple-choice questions may
still be taken from these periods. Students may cite images from these art historic periods
in the two free-response 30-minute essays if an image is appropriate for the questions
being asked.
Gender. Introduce the topic with the Venus of Willendorf (FIG. 1-1) to show that the
female form was a subject in art even in Paleolithic times. Students might be asked to
might cite the Woman of Willendorf in their discussion of “The Human Body,” noting
which features of the female form are exaggerated (the breasts) and which are not (there
are no facial features) and theorize about why the unknown artist created his subject in
such a manner. Is this a fertility idol? Are there other possible explanations?
Prehistoric Art. The conclusions and interpretations drawn from prehistoric art are only
theoretical and make it the most speculative area of art history. Students should come to
appreciate the value of prehistoric art for its own sake. It is a good time to discourage
students from making value judgments of the art, or to discredit it because it does not
conform to the look and proportion of classical art. You might show a Lascaux image
(FIG. 1-4) and compare it to the 20th-century art of Picasso (Guernica, FIG. 13-33) and
ask students to define what similarities they find in color and composition and emotional
effect. This is a good time to emphasize to the class that “Art changes, but it doesn’t get
better.” This chapter also introduces students to the art of Mesopotamia: Sumerian,
Akkadian, Babylonian, Hittite, Assyrian, and Persian art. The recent Iraq wars will make
some students already familiar with the general geography of this region, but it would be
a good idea to familiarize them with the Near East by passing out maps and having
students study or “fill-in” the most important cities and artistic sites of the region. (Recall
that maps are also available on the CD “Art Study.”)
AP Exam Tip. The first monumental temples appear in Mesopotamia. Monumental
architecture is best seen in the Ziggurat (FIG. 1-10.) Students should look for other
examples of monumental art and architecture.
Stelae were often used to show a ruler’s successes, and students should become familiar
with the story and symbolism found on the “Victory stele of Naram-Sin” (FIG. 1-15) and
with the stele “Hammurabi’s Code.” (FIG. 1-16). The first written law code found on
“Hammurabi’s Code” stele is an important artifact that every student should recognize.
The standing worshippers (FIG. 1-12) are examples of the human body that students
might cite in their essays.
In Egyptian architecture, we find Imhotep, the world’s first known architect, and the
grandeur of the Giza pyramids that continue the architecture of mass we saw in Near
Eastern ziggurats. The statue of Menkaure and Khamerernebty from Gizeh (FIG. 1-27)
show the traditional pose of the human body as favored by royal families. (The more
relaxed and realistic portrayal of the human form was reserved for the lesser classes.)
Students should know the mortuary temple of Hatshepsut and its striking architecture.
The Amana Period contains one of the most famous pieces of Egyptian art, including the
statue of Akhenaton (FIG. 1-33) and the bust of Queen Nefertiti (FIG. 1-34)
AP Exam Tips. Students should recognize that art was a product of the Pharaohs interest
in the afterlife, and that optical reality in art was less important than conceptual
representation. This is an oft-repeated theme in the exam. What is most curious to
students will be the representation of the motionless human form as it is shown in both
frontal and side views simultaneously. The longevity of this traditional means of
representation was interrupted only by the reign and artistic style of the Amarna period,
seen in the statue of Akhenaton (FIG. 1-33 and 1-34) and students should be able to
recognize the differences initiated by Akhenaton and account for them
Gender. The Pharaoh Hatshepsut (“the woman portrayed as a man”) was responsible for
the majestic Mortuary Temple at Deir el-Bahri (FIG.1-29). Female figures of royalty
appear in the chapter and students should recognize the statue of Queen Nefertiti and it’s
Amarna style.
Narrative in Art. There are several opportunities for students to discuss narratives as
found in ancient Near Eastern art. Perhaps the finest example is the Standard of Ur
(FIG.1-13). Students should be able to discuss interpretations given by art historians of
the war side and the peace side of this tablet. Narratives are also found in the Victory
Stele of Naram-Sin (FIG. 1-15) and stele of Hammurabi (FIG. 1-16.) Other opportunities
for students to discuss narratives are found in ancient Egyptian art. The earliest example
is the Palette of Narmer (FIG. 1-21) and students could discuss how the palette narrates,
in relief form, the unification of Upper and Lower Egypt.
Patronage. Rulers and the ruling class sponsored all of the art shown in this chapter. The
great stelae showed the power of the rulers, as did the temples and ziggurats.
Monumental art had the clear political purpose of exulting the current ruler, as shown in
the famous Lamassu (FIG. 1-17) The Pharaohs and the ruling class sponsored all of the
art shown in this chapter. Students should know that the great wealth of the royal families
made the monumental statues, pillar statues and pyramids possible and were created to
enhance the royal afterlife.
2. Key Vocabulary.
Gender in Art
Prehistory
wall paintings
modeling
post and lintel
Stonehenge
Narrative in Art
Paleolithic
Neolithic
incising
ground line
high relief
corbelling
menhirs
cromlechs
Megalithic monuments
Mesopotamia
Neolithic
Lamassu
Reliefs
Hittite
ziggurat
Sumeria
Stele
Akkadian
lyre
Hammurabi
Gudea
lapis lazuli
Babylonian
code
Pharaohs
Narmer
Great Pyramids
rock-cut tombs
hypostyle halls
dynasties
steeped pyramid
mortuary temple
pillar statues
Akhenaton
palette
Imhotep
Hatshepsut
pylon temples
Amarna Period
3. Website(s). Good sources of websites that contains images for all Art History are
found at
http://www.art-design.umich.edu/mother/
http://witcombe.sbc.edu/ARTHLinks.html
To explore the Caves of Lascaux, go to http://www.culture.fr/culture/arcnat/lascaux/en/
For more information on Stonehenge go to http://www.britarch.ac.uk/stonehenge/
For a website designed for those interested in visiting the ongoing excavations at
Çatalhöyük (Çatalhöyük ) Turkey, see http://www.catalhoyuk.org/; see also
http://catal.arch.cam.ac.uk/catal/catal.html especially for current dialogue regarding the
role of women in the Çatalhöyük community.
4. Questions. Recall that the Art Study CD-ROM allows students to review typical
questions and take practice exams.
Essay Questions: Prehistoric Art
1. Woman of Willendorf. (FIG. 1-1)
Question: “Describe how the Woman of Willendorf is presented and discuss why the
artist may have portrayed her in this manner.” (5 minutes.)
Here is a way to introduce the “human body” as an art subject. For years the Woman of
Willendorf, one of about a dozen of such images found, was considered a “fertility
figure,” but that theory has recently been questioned. The anatomical exaggerations are
obvious and students may wish to speculate on the image’s purpose, but its meaning, as
that of all ancient art, remains elusive.
2. Deer hunt detail (FIG. 1-6)
Question: “What is the story being told and how does the artist use art and imagination
to tell his story?”(5 minutes.)
Students should be able to discuss what story the artist suggests is taking place. Note that
the narrative is non-verbal; i.e., that the artists used the medium of paint to narrate the
story.
Essay Questions: Mesopotamia
1. Ziggurat at Ur (Iraq, 2100BCE.) (FIG.1-10)
Question: “Name this type of structure. How does its design help make it a sacred place
to the culture that built it?” (5 minutes.)
Students should be able to describe the physical properties of the ziggurat and discuss
how its size and shape lent itself to be a temple for worship.
2. Standard of Ur (FIG. 1-13)
Question: “Describe the war side and peace side of the Standard and discuss what stories
(narrative) is told by them. What would have been the purpose of such a stele?” (8
minutes.)
Students should be familiar with this famous tablet and be able to discuss this early
example of historical narrative.
3. Stele of Hammurabi. (FIG. 1-16)
Question: “Identify this stele. What is the story being told and how did the artist portray
the status and power of Hammurabi?” (8 minutes.)
Students should recognize that the goddess Ishtar is granting power to the King.
Essay Questions: Egyptian Art
1 Palette of Narmer ((FIG. 1-21).
Question: “Identify and discuss the story that is narrated on this stone palette? (10
minutes.)
Students should identify the piece by name, and know the story of Narmer’s unification
of Upper and Lower Egypt. They should be able to note the size, and therefore the
importance, of Narmer compared to the other figures, and to explain how he is shown as
a divine ruler.
2. Menkaure and Khamerernebty (FIG. 1-17) and statue of Akhenaton (FIG. 3-32).
Question: “Describe how the representation of the King and his Queen compare to the
standing figure? How do they differ?” (8 minutes.)
Students should be able to discern the differences in the formal representation of the Old
Kingdom King and Queen to the more stylized figure of the Amarna Period statue of
Akhenaton.