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GRAFTON PUBLIC SCHOOLS Curriculum: AP Art History Grades: 10-12 Time Table Content/Skills Resources DOE Curriculum Standard/Strand Year-long 36 weeks AP Art History & Methodology Gardner’s Art Through the Ages: Introduction Art Strands: 5.8, 5.9,5.10 5.11, 5.12 –These strands, as detailed below, will be covered in each chapter throughout the year. PowerPoint: Learning to Look Art Strands: Art Criticism 5.8 Demonstrate the ability to compare and contrast two or more works of art, orally and in writing, using appropriate vocabulary. Concept and/or Themes (All topics, resources, and activities listed under the headings of Concept and/or Themes, Resources, and Suggested Assessment /Activities were approved for use in the AP Art History course by the College Board during the spring 2007 AP syllabus audit.) The meaningful walk that art history teaches encompasses the following four goals of AP Art History : 1. visual literacy/learn the canon 2. value other cultures 3. suspend judgment 4. aesthetic pleasure 5.9 Use published sources, either traditional or electronic, to research a body of work or an artist, and present findings in written or oral form. 5.10 Critique their own work, the work of peers, and the work of professional artists, and demonstrate an understanding of the formal, cultural, and historical contexts of the work 5.11 Analyze a body of work, or the work of one artist, explaining its meaning and impact on society, symbolism, and visual metaphor Suggested Assessments/Activities Activity--Visual LiteracyDiscuss how we read images of the same subject, but with different connotations. Students will collect nine images of the same object and describe how each one has a different meaning. For example: pockets of jeans a. Denotes a social status b. Denotes a unique style design c. Denotes a chronology-Levi Strauss (founded in the 1800s) versus BabyPhat jeans (21st century) d. Denotes a social economical level of the wearer e. Etcetera: various meanings can be applied 5.12 Demonstrate an understanding how societal influences and prejudices may affect viewers’ ways of perceiving works of art Accepted by CPC: November 18, 2008 1 GRAFTON PUBLIC SCHOOLS Curriculum: AP Art History Time Table Content/Skills Continued AP Art History & Methodology Grades: 10-12 Resources DOE Curriculum Standard/Strand Suggested Assessments/Activities Art Strands: 5.8, 5.9,5.10 5.11, 5.12 History/Geography (Grades 8-12) Concepts and Skills: The concepts and skills, as detailed below, will be covered in each chapter throughout the year 2. Identify multiple ways to express time relationships and dates (for example, 1066 AD is the same as 1066 CE, and both refer to a date in the eleventh or 11th century, which is the same as the 1000s). Identify countries that use a different calendar from the one used in the U.S. and explain the basis for the difference. (H) 3. Interpret and construct timelines that show how events and eras in various parts of the world are related to one another. (H) 7. Show connections, causal and otherwise, between particular historical events and ideas and larger social, economic, and political trends and developments. (H, G, C, E) Accepted by CPC: November 18, 2008 2 GRAFTON PUBLIC SCHOOLS Curriculum: AP Art History Grades: 10-12 Time Table Content/Skills Resources DOE Curriculum Standard/Strand One week (3 classes) September Paleolithic & Neolithic Art (Non-western) Gardner’s Art Through the Ages: CH 1 Paleolithic & Mesolithic Art Strands: 5.8, 5.9,5.10 5.11, 5.12 Paleolithic Concept and/or Themes Understand the origins of art in terms of the period, human development, and human activity Explore origins of creativity, representation, and stylistic innovation in the Paleolithic period Describe the role of human and animal figures in Paleolithic art Examine the materials and techniques of the earliest art making in the Paleolithic period PowerPoint: Gardner’s Art Through the Ages Multimedia Manager Study Guide: Gardner’s Art Through the Age: Ch 1 Art Study: c.d. rom History & Social Science Strands: 7.1 Describe the great climatic and environmental changes that shaped the earth and eventually permitted the growth of human life. (H) Suggested Assessments/Activities Study Guide-- workbook chapter 1 Test-- Paleolithic & Neolithic Art Activity--Students create clay model of Stonehenge 7.2 Identify sites in Africa where archaeologists have found evidence of the origins of modern human beings and describe what the archaeologists found. (G, H) 7.3 Describe the characteristics of the hunter-gatherer societies of the Paleolithic Age (their use of tools and fire, basic hunting weapons, beads and other jewelry). (H) 7.4 Explain the importance of the invention of metallurgy and agriculture (the growing of crops and the domestication of animals). (H) 7.5 Describe how the invention of agriculture related to settlement, population growth, and the emergence of civilization. (H) 7.6 Identify the characteristics of civilizations. (H, G, E) Accepted by CPC: November 18, 2008 3 GRAFTON PUBLIC SCHOOLS Curriculum: AP Art History Time Table Content/Skills Neolithic Art Concept and/or Themes Understand and evaluate the types of art prevalent in the Neolithic period. Understand the effect of climatic and lifestyle changes during the transition from the Paleolithic to the Neolithic period. Illustrate artistic development as a result of differences between the Paleolithic and Neolithic society and environment. Examine the development of narrative and landscape painting. Explore the different materials and methods of making art in the Neolithic period. Accepted by CPC: November 18, 2008 Grades: 10-12 Resources DOE Curriculum Standard/Strand Suggested Assessments/Activities Art Strands: 5.8, 5.9,5.10 5.11, 5.12 4 GRAFTON PUBLIC SCHOOLS Curriculum: AP Art History Time Table September One week Content/Skills Ancient Near Eastern Art (Non-western) Concept and/or Themes Understand the concept of civilization and the importance of Sumer in the ancient Near East. Examine the artistic materials, techniques, subject matter, styles, and conventions developed in the ancient Near East. Examine the birth of writing in ancient Sumer. The first city-states, city planning, and organized religion are attributed to Sumer. Explore how the art and architecture are affected. Critically evaluate the role of art and power in different near eastern civilizations from this period Grades: 10-12 Resources Gardner’s Art Through the Ages: CH 2 Ancient Near Eastern Art DOE Curriculum Standard/Strand Art Strands: 5.8, 5.9,5.10 5.11, 5.12 Suggested Assessments Study Guide workbook chapter 2 Test-- Ancient Near Eastern Art PowerPoint: Gardner’s Art Through the Ages Multimedia Manager History & Social Science Strands: 7.7 On a historical map, locate the Tigris and Euphrates Rivers and identify Sumer, Babylon, and Assyria as successive civilizations and empires in this region-- “the Fertile Crescent.” On a modern map of western Asia, identify the modern countries in the region (Iraq, Iran, & Turkey). (H, G, E) Study Guide: Gardner’s Art Through the Ages:Ch 2 7.8 Identify polytheism (the belief that there are many gods) as the religious belief of the people in Mesopotamian civilizations. (H) Art Study: c.d. rom Activity-primary resourcespoetry reading Epic of Gilgamesh 7.10 Describe the important achievements of Mesopotamian civilization. (H, C, E) a. its system of writing (and its importance in record keeping and tax collection) b. monumental architecture (the ziggurat) c. art (large relief sculpture, mosaics, and cylinder seals) 7.11 Describe who Hammurabi was and explain the basic principle of justice in Hammurabi’s Code (“an eye for an eye”). (H, C, E) Accepted by CPC: November 18, 2008 5 GRAFTON PUBLIC SCHOOLS Curriculum: AP Art History Time Table September One week Content/Skills Egyptian Art (Non-western) Concept and/or Themes Understand the evolution of Egyptian culture and its relationship to the Nile Recognize stylistic conventions of Egyptian art Describe Egyptian funerary art forms from these periods and state reasons for the development of these monuments Understand architectural evolution from pyramid to the tomb temple and burial monuments of the Old and Middle Kingdoms Understand aspects of the New Kingdom as reflected in its art Grades: 10-12 Resources Gardner’s Art Through the Ages: CH 3 Egyptian PowerPoint: Gardner’s Art Through the Ages Multimedia Manager Study Guide: Gardner’s Art Through the Age: Ch 3 Art Study: c.d. rom DOE Curriculum Standard/Strand Art Strands: 5.8, 5.9,5.10 5.11, 5.12 Suggested Assessments Study Guide workbook chapter 3 History & Social Studies Strands: 7.12 On a historical map of the Mediterranean region, locate the Mediterranean and Red Seas, the Nile River and Delta, and the areas of ancient Nubia and Egypt. (G) Test-- Egyptian Activity-drawing of Egyptian canon proportions and composite views using the Palette of Narmer as a guide 7.14 Describe the role of the pharaoh as god/king, the concept of dynasties, the importance of at least one Egyptian ruler, the relationship of pharaohs to peasants, and the role of slaves in ancient Egypt. (H, C) 7.15 Describe the polytheistic religion of ancient Egypt with respect to beliefs about death, the afterlife, mummification, and the roles of different deities. (H) 7.16 Summarize important achievements of Egyptian civilization (H) a. the agricultural system b. the invention of a calendar c. monumental architecture and art such as the Pyramids and Sphinx at Giza d. hieroglyphic writing e. the invention of papyrus Accepted by CPC: November 18, 2008 6 GRAFTON PUBLIC SCHOOLS Curriculum: AP Art History Grades: 10-12 Time Table Content/Skills Resources DOE Curriculum Standard/Strand September One week Aegean Art Gardner’s Art Through the Ages: CH 4, 5 Aegean Art Art Strands: 5.8, 5.9,5.10 5.11, 5.12 Concept and/or Themes Identify the geographic area known as the Aegean Discuss the visual aspects and possible context of the Cycladic sculptures Discuss Minoan society and architecture Understand visual aspects of Minoan art Relate significant aspects of archeological excavations at Mycenae Understand the link between culture and architecture of Mycenae Discuss the relationship between Minoan and Mycenaean art and culture Accepted by CPC: November 18, 2008 PowerPoint: Gardner’s Art Through the Ages Multimedia Manager History & Social Studies Strands: 7.17 On a map of the ancient Mediterranean world, locate Greece, Asia Minor, Crete, Phoenicia, the Aegean, and the Red Sea. On a modern map, locate Greece, Crete, Turkey, Lebanon, and Syria. (G) Suggested Assessments/Activities Study Guide chapter 4 Test—Aegean Art Activity—create repoussé mask using a thin sheet of copper Study Guide: Gardner’s Art Through the Age: Ch 4,5 Art Study: c.d. rom 7 GRAFTON PUBLIC SCHOOLS Curriculum: AP Art History Grades: 10-12 Time Table Content/Skills Resources DOE Curriculum Standard/Strand October Two Weeks Greek Art Gardner’s Art Through the Ages : CH 5 Greek Art Art Strands: 5.8, 5.9,5.10 5.11, 5.12 Concept and/or Themes Understand the diverse cultural influences on Greek artistic development Discuss the evolution of the human figure and how it is represented in Greek art Relate the development of temple architecture Cite architectural components and terminology Understand the impact of the conquest of the Greeks on their respective art forms Discuss individual artists and their respective styles PowerPoint: Gardner’s Art Through the Ages Multimedia Manager Study Guide: Gardner’s Art Through the Age: Ch 5 Art Study: c.d. rom Suggested Assessments/Activities Study Guide chapter 5 History & Social Studies Strands: 7.26 Explain why the government of ancient Athens is considered the beginning of democracy and explain the democratic political concepts developed in ancient Greece. (H, C) Test—Greek 7.28 Describe the status of women and the functions of slaves in ancient Athens. (H) Activity—Architecture notebook—add sketch of Greek temple floor plan and elevation Activity—create black figure and red figure pottery using construction paper. 7.29 Analyze the causes, course, and consequences of the Persian Wars, including the origins of marathons. (H) 7.31 Describe the rise of Alexander the Great and the spread of Greek culture. (H) 7.32 Describe the myths and stories of classical Greece; give examples of Greek gods and goddesses, heroes, and events, and where and how we see their names used today. (H) 7.34 Describe the purposes and functions of the lyceum, the gymnasium, and the Library of Alexandria, and identify the major accomplishments of the ancient Greeks. (H) Accepted by CPC: November 18, 2008 8 GRAFTON PUBLIC SCHOOLS Curriculum: AP Art History Grades: 10-12 Time Table Content/Skills Resources DOE Curriculum Standard/Strand October One week Etruscan CH 9 Gardner’s Art Through the Ages: Etruscan Art Strands: 5.8, 5.9,5.10 5.11, 5.12 Concept and/or Themes Identify the geographic area of the Etruscan people. Examine the possible origins of Etruscan art and culture. Understand how and why the architecture and art of the Etruscans is different from that of the Greeks. Understand the funerary customs of the Etruscans. Compare the Etruscan and Greek temples in terms of materials, columns, space, function and placement of statuary. Accepted by CPC: November 18, 2008 PowerPoint: Gardner’s Art Through the Ages Multimedia Manager Study Guide: Gardner’s Art Through the Age: Ch 9 History and Social Science Strands: 7.36 Explain how the geographical location of ancient Rome contributed to the shaping of Roman society and the expansion of its political power in the Mediterranean region and beyond. (H, G, E) Suggested Assessments/Activities Study Guide chapter 9 Test—Etruscan Activity—create a diorama of an Etruscan tomb 7.37 Explain the rise of the Roman Republic and the role of mythical and historical figures in Roman history. (H) A. Romulus and Remus Art Study: c.d. rom 9 GRAFTON PUBLIC SCHOOLS Curriculum: AP Art History Time Table Content/Skills October/November Roman Art Two weeks Concept and/or Themes Understand the great innovations of Roman architecture and how these innovations contributed to the expanse of the Roman Empire Examine the types, methods, and subject matter of Roman wall painting Understand what Roman portraiture says about Roman society Understand the political nature of Roman art and architecture, especially as it communicates ideas of power for the emperor and empire Examine the contributions of the Romans in architecture. Consider structural elements as well as materials Grades: 10-12 Resources DOE Curriculum Standard/Strand Gardner’s Art Through the Ages : CH 10 Roman Art Art Strands: 5.8, 5.9,5.10 5.11, 5.12 PowerPoint: Gardner’s Art Through the Ages Multimedia Manager Study Guide: Gardner’s Art Through the Age: Ch 10 Art Study: c.d. rom History and Social Science Strands: 7.39 Describe the influence of Julius Caesar and Augustus in Rome’s transition from a republic to an empire and explain the reasons for the growth and long life of the Roman Empire. (H, E) A. Military organization, tactics, and conquests; and decentralized administration B. the purpose and functions of taxes C. the promotion of economic growth D. the benefits of a Pax Romana Suggested Assessments/Activities Study Guide chapter 10 Test—Roman Activity—create a diorama of an Etruscan tomb Activity—Architecture notebook—add sketch of Roman temples: floor plan and elevation 7.40 Describe the characteristics of slavery under the Romans. (H) 7.41 Describe the origins of Christianity and its central features. (H) A. monotheism B. the belief in Jesus as the Messiah and God’s son who redeemed humans from sin Accepted by CPC: November 18, 2008 10 GRAFTON PUBLIC SCHOOLS Curriculum: AP Art History Time Table Content/Skills END OF THE FIRST 9 WEEKS Roman Art continued Grades: 10-12 Resources DOE Curriculum Standard/Strand Suggested Assessments/Activities History and Social Science Strands: 7.41 continued C. the concept of salvation D. belief in the Old and New Testament E. the lives and teachings of Jesus and Saint Paul 7.42 Explain how inner forces (including the rise of autonomous military powers, political corruption, and economic and political instability) and external forces (shrinking trade, attacks, and invasions) led to the disintegration of the Roman Empire. (H, E) 7.43 Describe the contribution of Roman civilization to law, literature, poetry, architecture, engineering, and technology (e.g., roads, bridges, arenas, baths, aqueducts, central heating, plumbing, and sanitation). (H) 7.44 Explain the spread and influence of the Roman alphabet and the Latin language, the use of Latin as the language of education for more than 1,000 years, and the role of Latin and Greek in scientific and academic vocabulary. (H) Accepted by CPC: November 18, 2008 11 GRAFTON PUBLIC SCHOOLS Curriculum: AP Art History Grades: 10-12 Time Table Content/Skills Resources DOE Curriculum Standard/Strand November One week Byzantine Gardner’s Art Through the Ages: Ch 12* Byzantine Art Strands: 5.8, 5.9,5.10 5.11, 5.12 Concept and/or Themes: Understand Constantine’s move to the east and the extent of the Roman Empire in the east Understand the cultural mix of Roman, Christian, and eastern influences in the art of Byzantium Define distinct characteristics in art from various periods of the Byzantine Empire Define distinct characteristics in architecture of this period, particularly Hagia Sophia and San Vitale Understand the form and iconography of the early Byzantine mosaics Examine art in the Golden Age of Justinian Accepted by CPC: November 18, 2008 PowerPoint: Gardner’s Art Through the Ages Multimedia Manager Study Guide: Gardner’s Art Through the Age: Ch 12 Art Study: c.d. rom World History Strands: : WHI.6 Describe the rise and achievements of the Byzantine Empire. Suggested Assessments/Activities Study Guide chapter 12 Test—Roman Activity—create a diorama of an Etruscan tomb WHI.9 Describe the religious and political origins of conflicts between Islam and Christianity, including the causes, course, and consequences of the European Crusades against Islam in the 11th, 12th, and 13th centuries. (H) WHI.10 Describe the rise of the Ottoman Empire in the 14th and 15th centuries, including the capture of Constantinople in 1453. (H) WHI.11 Describe the decline of Muslim rule in the Iberian Peninsula and the subsequent rise of Spanish and Portuguese kingdoms after the Reconquest in 1492. (H) 12 GRAFTON PUBLIC SCHOOLS Curriculum: AP Art History Grades: 10-12 Time Table Content/Skills Resources DOE Curriculum Standard/Strand November One week Islamic (Non-western) Gardner’s Art Through the Ages: CH 13 Islamic Art Art Strands: 5.8, 5.9,5.10 5.11, 5.12 Concept and/or Themes Examine the origins and roots of the Islamic faith that are manifest in the art and architecture Understand the near Eastern artistic traditions that shape original forms in the art of Islam Understand and cite architectural developments and the terminology of Islamic religious, funerary and other structures Examine the media, techniques, and designs that are specific to the art of Islam, particularly in the luxury arts Understand the various formal design elements that apply to Islamic art and why they are important PowerPoint: Gardner’s Art Through the Ages Multimedia Manager Study Guide: Gardner’s Art Through the Age: Ch 1 Art Study: c.d. rom World History Strands: WHI.1 On a map of the Middle East, Europe, Africa, and Asia, identify where Islam began and trace the course of its expansion to 1500 AD WHI.2 Describe significant aspects of Islamic belief. (H) A. the life and teachings of Muhammad B. the significance of the Qur’an as the primary source of Islamic belief Suggested Assessments/Activities Study Guide chapter 13 Test—Islamic Activity—students will explore calligraphy and geometric design to create a manuscript page Activity—Architecture notebook—add sketch of an Islamic mosque: floor plan and elevation WHI.5 Analyze the influence and achievements of Islamic civilization during its “Golden Age.” C. Islam’s historical relationship to Judaism and Christianity Accepted by CPC: November 18, 2008 13 GRAFTON PUBLIC SCHOOLS Curriculum: AP Art History Grades: 10-12 Time Table Content/Skills Resources DOE Curriculum Standard/Strand November One week Early China (Non-western) Gardner’s Art Through the Ages: CH 7 Early China Art Strands: 5.8, 5.9,5.10 5.11, 5.12 Concept and/or Themes Examine the Neolithic and early dynastic beginnings of Chinese civilization and art Understand the indigenous religious beliefs, early Daoism and Confucianism, and the later influence of Buddhism on art in China Describe materials, techniques and stylistic qualities of Chinese art and architecture Understand the changes in art related to the Silk Road and other eastern and western trade and conquests Explore Early Neolithic pottery Examine materials and techniques in bronze and jade Accepted by CPC: November 18, 2008 PowerPoint: Gardner’s Art Through the Ages Multimedia Manager Study Guide: Gardner’s Art Through the Age: Ch 1 World History Strand: WHI.23 Summarize the major reasons for the continuity of Chinese civilization through the 19th century. (H) Suggested Assessments/Activities Study Guide chapter 7 Test—China Activity—Create a PowerPoint presentation comparing Daoism and Confucianism A. the role of kinship and Confucianism in maintaining order and hierarchy B. the political order established by the various dynasties that ruled China C. the role of civil servants/scholars in maintaining a stable political and economic order Art Study: c.d. rom 14 GRAFTON PUBLIC SCHOOLS Curriculum: AP Art History Grades: 10-12 Time Table Content/Skills Resources DOE Curriculum Standard/Strand December One week India and Buddhist (Non-western) Gardner’s Art Through the Ages: CH 6 India and Buddhist Art Strands: 5.8, 5.9,5.10 5.11, 5.12 Concept and/or Themes Understand how the indigenous beliefs and the beginnings of Buddhism and Hinduism influenced the art and architecture Identify hallmarks of architecture from Hindu and Buddhist monuments Understand the artistic influence of Buddhism and Hinduism in Southeast Asia and the varying appearances of the human figure in art Identify hallmarks of temple and monastic architecture in Southeast Asia Identify the first Buddhist leader and the influence on art and architecture in the early dynasties Explore the construction and purpose of the Buddhist Stupa Accepted by CPC: November 18, 2008 PowerPoint: Gardner’s Art Through the Ages Multimedia Manager Study Guide: Gardner’s Art Through the Age: Ch 1 World History Strand: WHI.21 Describe important economic, political, and religious developments in Indian history to 1800. (H) A. the origins of Indian civilization in the Indus Valley B. the evolution and central principles of Hinduism C. the development of the caste system D. the influence of Islam and the rise and fall of the Moghul empire E. artistic and intellectual achievements, including the development of a decimal system Suggested Assessments/Activities Study Guide chapter 6 Test—India and Buddhism Activity—Create mandalas; wheel of law, and wheel of symbols & attributes of Buddha, Shiva, and Vishnu presentation Art Study: c.d. rom 15 GRAFTON PUBLIC SCHOOLS Curriculum: AP Art History Grades: 10-12 Time Table Content/Skills Resources DOE Curriculum Standard/Strand December Two days Celtic/Viking Gardner’s Art Through the Ages: CH 16 Celtic/Viking Art Strands: 5.8, 5.9,5.10 5.11, 5.12 Concept and/or Themes Understand the artistic, technical, and stylistic traditions of the northern European peoples Know the different types of art and the respective cultures associated with the Anglo-Saxons, and Vikings Examine the artistic traditions applied to a variety of media, such as wood, stone, and metal Understand the early influence of Christianity and the ways in which indigenous art forms serve the cause of Christianity Describe the specific art elements and principles of design applied to the illuminated manuscripts, Celtic crosses and other objects Accepted by CPC: November 18, 2008 PowerPoint: Gardner’s Art Through the Ages Multimedia Manager Suggested Assessments/Activities Study Guide chapter 16 Test—Celtic/Vikings Activity—students will create a Chi-Rho-Iota page using colored pencils Study Guide: Gardner’s Art Through the Age: Ch 16 Art Study: c.d. rom 16 GRAFTON PUBLIC SCHOOLS Curriculum: AP Art History Grades: 10-12 Time Table Content/Skills Resources DOE Curriculum Standard/Strand December One week Romanesque Gardner’s Art Through the Ages: CH 17 Romanesque Art Strands: 5.8, 5.9,5.10 5.11, 5.12 Concept and/or Themes Understand the term “Romanesque” in designating the artistic style of an historic period Examine the need for large scale pilgrimage churches, the growth of architecture and urban centers Recognize differences and similarities in regional Romanesque architectural styles Examine the use of stone sculpture in architecture and its intended meaning Understand the narrative function of the human figure in Romanesque sculpture Examine other two dimensional art, particularly weaving and embroidery Accepted by CPC: November 18, 2008 PowerPoint: Gardner’s Art Through the Ages Multimedia Manager Study Guide: Gardner’s Art Through the Age: Ch 17 Suggested Assessments/Activities Study Guide chapter 17 Test—Romanesque Activity—students will create a PowerPoint comparing Romanesque architecture to Roman architecture Activity—Architecture notebook—add sketch of Romanesque church floor plan and elevation Art Study: c.d. rom 17 GRAFTON PUBLIC SCHOOLS Curriculum: AP Art History Time Table January One week Content/Skills Gothic Concept and/or Themes Understand the origins and spread of the Gothic style Understand the changes in European religious concepts that make Gothic art and architecture possible Understand the art, architecture, and architectural decoration of the Gothic style in France Examine the variations of the Gothic Style in England, Germany, and Italy Name and identify important Gothic cathedrals Grades: 10-12 Resources Gardner’s Art Through the Ages: CH 18 Gothic PowerPoint: Gardner’s Art Through the Ages Multimedia Manager Study Guide: Gardner’s Art Through the Age: Ch 18 Art Study: c.d. rom DOE Curriculum Standard/Strand Art Strands: 5.8, 5.9,5.10 5.11, 5.12 Suggested Assessments/ Study Guide chapter 18 World History Strands: WHI.7 Describe the major economic, social, and political developments that took place in medieval Europe. (H, E) Test—Gothic A. the growing influence of Christianity and the Catholic Church B. the differing orders of medieval society, the development of feudalism, and the development of private property as a distinguishing feature of western civilization C. the initial emergence of a modern economy, including the growth of banking, technological and agricultural improvements, commerce, towns, and a merchant class D. the economic and social effects of the spread of the Black Death or Bubonic Plague D. the growth and development of the English and French nations Activity—Architecture notebook—add sketch of Gothic church floor plan and elevation Activity-Student will create a rose window with construction paper and tissue paper using radial design WHI.9 Describe the religious and political origins of conflicts between Islam and Christianity, including the causes, course, and consequences of the European Crusades against Islam in the 11th, 12th, and 13th centuries. (H) Accepted by CPC: November 18, 2008 18 GRAFTON PUBLIC SCHOOLS Curriculum: AP Art History Grades: 10-12 Time Table Content/Skills Resources DOE Curriculum Standard/Strand January One Week Early Renaissance Gardner’s Art Through the Ages: CH 19 Early Renaissance Art Strands: 5.8, 5.9,5.10 5.11, 5.12 Concept and/or Themes Understand the influence of the Byzantine and classical worlds on the art and architecture Understand the rejection of medieval artistic elements and the growing interest in the natural world Examine the revival of classical values, in particular, the growth of humanism Examine elements of the patronage system that developed at that time, and the patronage rivalries among the developing city states Examine the architecture and art as responsive to the growing European power structures at that time Accepted by CPC: November 18, 2008 PowerPoint: Gardner’s Art Through the Ages Multimedia Manager Suggested Assessments/Activities Study Guide chapter 19 Test—Early Renaissance World History Strand: WHI.29 Describe the origins and development of the Renaissance, including the influence and accomplishments of Machiavelli, Michelangelo, Leonardo da Vinci, Raphael, Shakespeare, and Johannes Gutenberg. Activity—Architecture notebook—add sketch of Early Renaissance church: floor plan and elevation Study Guide: Gardner’s Art Through the Age: Ch 19 Art Study: c.d. rom 19 GRAFTON PUBLIC SCHOOLS Curriculum: AP Art History Grades: 10-12 Time Table Content/Skills Resources DOE Curriculum Standard/Strand January One Week High Renaissance (South/Italy) Gardner’s Art Through the Ages: CH 21 High Renaissance (South/Italy) Art Strands: 5.8, 5.9,5.10 5.11, 5.12 Concept and/or Themes Understand the social, religious, and political influences of 15th-century Italian art Discuss the increased popularity of Humanism Discuss the role of wealthy and powerful families Cite and understand art and architectural terms in relation to this historical period Analyze visual aspects of art and architecture Identify various artists of the period and their stylistic accomplishments Discuss the various roles of commemorative portraits Accepted by CPC: November 18, 2008 PowerPoint: Gardner’s Art Through the Ages Multimedia Manager World History Strand: WHI.29 Describe the origins and development of the Renaissance, including the influence and accomplishments of Machiavelli, Michelangelo, Leonardo da Vinci, Raphael, Shakespeare, and Johannes Gutenberg. (H) Suggested Assessments/Activities Study Guide chapter 21 Test—High Renaissance Activity—Architecture notebook—add sketch of High Renaissance church St.Peter’s: floor plan and elevation Study Guide: Gardner’s Art Through the Age: Ch 21 Art Study: c.d. rom 20 GRAFTON PUBLIC SCHOOLS Curriculum: AP Art History Time Table January One Week Content/Skills Continued High Renaissance (North/Germany) Concept and/or Themes Understand the effect of political power in the development of Northern European art, including the Art of Flanders Understand the integration of sacred and secular power and wealth, along with its resultant display in art Examine the results of Burgundian wealth and largesse directed to art. Examine the growth of devotional altarpieces, the media, and individual artists. Understand the growth of public devotional art, the artists, new art media and new illusionistic devices developed. Understand the royal court art in France and the integration of the sacred and the secular in art. Examine the art that developed in Germany and in the Holy Roman Empire. Comprehend the variety and types of media used in art in this period. Identify specific artists, their respective styles, and their key works of art. Examine the development of graphic art, especially in Germany in the 15th Century. Accepted by CPC: November 18, 2008 Grades: 10-12 Resources Gardner’s Art Through the Ages: CH 20 High Renaissance (North/Germa ny) PowerPoint: Gardner’s Art Through the Ages Multimedia Manager Study Guide: Gardner’s Art Through the Age: Ch 20 DOE Curriculum Standard/Strand Art Strands: 5.8, 5.9,5.10 5.11, 5.12 Suggested Assessments Study Guide chapter 20 World History Strands: WHII.1 Describe the growing consolidation of political power in Europe from 1500 to 1800 as manifested in the rise of nation states ruled by monarchs. (H, C, E) Test—High Renaissance of the North A. the rise of the French monarchy, including the policies and influence of Louis XIV Activity—Architecture notebook—add sketch of High Renaissance (Northern Europe) church floor plan and elevation Activity—create a miniature version of the Ghent Altarpiece with images and construction paper Art Study: c.d. rom 21 GRAFTON PUBLIC SCHOOLS Curriculum: AP Art History Grades: 10-12 Time Table Content/Skills Resources DOE Curriculum Standard/Strand February One Week Renaissance in Venice Gardner’s Art Through the Ages: CH 22 Renaissance in Venice Art Strands: 5.8, 5.9,5.10 5.11, 5.12 Concept and/or Themes Describe the pictorial devices displayed in Venetian art. Examine Venetian art and the contributions of individual artists. Describe the Mannerist pictorial devices displayed in Venetian art. Examine the issues of drama, dynamism, and color in Venetian art and the contributions of individual artists. Explore the art of patronage portraits and the role of women PowerPointCH 22: Gardner’s Art Through the Ages Multimedia Manager Study Guide: Gardner’s Art Through the Age: Ch 22 Suggested Assessments/Activities Study Guide chapter 21 Test—Renaissance of Venice Activity—Architecture notebook—add sketch of High Renaissance (Northern Europe) church floor plan and elevation Activity—create a chart of artists and art works, style contributions, teacher influence and patron Art Study: c.d. rom Accepted by CPC: November 18, 2008 22 GRAFTON PUBLIC SCHOOLS Curriculum: AP Art History Grades: 10-12 Time Table Content/Skills Resources DOE Curriculum Standard/Strand February One Week Mannerism, Reformation, & CounterReformation Gardner’s Art Through the Ages: CH 23 Mannerism, Reformation, & CounterReformation Art Strands: 5.8, 5.9,5.10 5.11, 5.12 Concept and/or Themes Understand the consequences of the Protestant Reformation and the Catholic Counter-Reformation Understand the diversity of cultures and artistic styles in Spain and Northern Europe-Germany and the Netherlands Identify artists from the 16th century Spain and Northern Europe Recognize and cite artistic terminology from this period Understand the consequences of the Protestant Reformation and the Catholic Counter-Reformation Understand the French culture and artistic styles Identify representative French artists from the 16th century Recognize and cite artistic terminology from this period Accepted by CPC: November 18, 2008 PowerPointCH 23: Gardner’s Art Through the Ages Multimedia Manager Study Guide: Gardner’s Art Through the Age: Ch 23 World History Strands: WHI.30 Describe origins and effects of the Protestant Reformation. (H) A. the reasons for the growing discontent with the Catholic Church, including the main ideas of Martin Luther and John Calvin B. the spread of Protestantism across Europe, including the reasons and consequences of England’s break with the Catholic Church C. the weakening of a uniform Christian faith D. the consolidation of royal power Suggested Assessments/Activities Study Guide workbook chapter 23 Test-- Mannerism, Reformation, & CounterReformation Activity—continue creation a chart of artists and art works, style contributions, teacher influence and patron Activity—create a venn diagram of differences and similarities between the Catholic and Protestant churches Art Study: c.d. rom 23 GRAFTON PUBLIC SCHOOLS Curriculum: AP Art History Time Table Content/Skillss Grades: 10-12 Resources DOE Curriculum Standard/Strand Suggested Assessments/Activities World History Strand: WHI.31 Explain the purposes and policies of the Catholic CounterReformation, including the influence and ideas of Ignatius Loyola. (H) WHI.32 Explain the role of religion in the wars among European nations in the 15th and 16th centuries. (H) Accepted by CPC: November 18, 2008 24 GRAFTON PUBLIC SCHOOLS Curriculum: AP Art History Grades: 10-12 Time Table Content/Skills Resources DOE Curriculum Standard/Strand February/March Two Weeks Baroque: Dutch, Italian, French, Flemish and Spanish Gardner’s Art Through the Ages: Ch 23-24 Baroque: Dutch, Italian, French, Flemish and Spanish Art Strands: 5.8, 5.9,5.10 5.11, 5.12 Concept and/or Themes Recognize the distinctive characteristics of the Baroque style Understand the diversity of cultures and artistic styles throughout Europe Identify representative Baroque artists and their works Identify characteristics of northern Baroque (mainly Protestants) versus southern Baroque (mainly Catholic). Identify representative Baroque architects and their works PowerPointCH 23-24: Gardner’s Art Through the Ages Multimedia Manager World History Strand: WHII.1 Describe the growing consolidation of political power in Europe from 1500 to 1800 as manifested in the rise of nation states ruled by monarchs. (H, C, E) A. the rise of the French monarchy, including the policies and influence of Louis XIV Suggested Assessments/Activities Study Guide workbook chapter 23-24 Test-- Baroque: Dutch, Italian, French, Flemish and Spanish Activity—continue creation a chart of artists and art works, style contributions, teacher influence and patron Activity— Architecture notebook—add sketch of a Baroque church - floor plan and elevation Study Guide: Gardner’s Art Through the Age: Ch 2324 Art Study: c.d. rom Accepted by CPC: November 18, 2008 25 GRAFTON PUBLIC SCHOOLS Curriculum: AP Art History Time Table March Two Weeks Content/Skills Rococo, Enlightenment / Neoclassicism Concept and/or Themes Recognize the distinctive characteristics of the Rococo style and understand the origins and spread of the luxurious and decorative style Understand the main styles in the early 19th century Europe and America Examine reasons for the broad range of subject matter, from portraits and landscape to mythology and history Examine the luxurious artistic expressions of salon culture and Rococo Understand the motivation of the Enlightenment and the interest in science and the natural world and its effect on artistic expression Examine the English Grand Manner portrait as an expression of the natural taste in Rococo form Understand how the discovery of Herculaneum and Pompeii create an interest in classical art Understand the formal elements of classical art and their revival in 19th century art and architecture Examine the adaptation of classical and mythological subject matter in Neoclassical art Accepted by CPC: November 18, 2008 Grades: 10-12 Resources Gardner’s Art Through the Ages: CH 28* Rococo, Enlightenment /Neoclassicism PowerPointCH 28: Gardner’s Art Through the Ages Multimedia Manager Study Guide: Gardner’s Art Through the Age: Ch 28 Art Study: c.d. rom DOE Curriculum Standard/Strand Art Strands: 5.8, 5.9,5.10 5.11, 5.12 Suggested Assessments Study Guide workbook chapter 28 World History Strands: WHII.3 Summarize the important causes and events of the French Revolution. (H, C, E) Test-- Rococo, Enlightenment /Neoclassicism WHI.33 Summarize how the Scientific Revolution and the scientific method led to new theories of the universe and describe the accomplishments of leading figures of the Scientific Revolution, including Bacon, Copernicus, Descartes, Galileo, Kepler, and Newton. (H) Activity—students create and present a PowerPoint on a new theme or concepts of the Age of Enlightenment. Focus will be on one of the following: science, inventions, relevance to antiquity, salon culture, Grand Mannerism, the Grand Tour, etc. WHI.34 Describe the concept of Enlightenment in European history and describe the accomplishments of major Enlightenment thinkers, including Diderot, Kant, Locke, Montesquieu, Rousseau, and Voltaire. (H) WHI.35 Explain how the Enlightenment contributed to the growth of democratic principles of government, a stress on reason and progress, and the replacement of a theocentric interpretation of the universe with a secular interpretation. (H) 26 GRAFTON PUBLIC SCHOOLS Curriculum: AP Art History Grades: 10-12 Time Table Content/Skills Resources DOE Curriculum Standard/Strand March One Week Romanticism/Realism (Photography/Japanese Art) Gardner’s Art Through the Ages: Ch 28 Romanticism/ Realism (Photography/ Japanese Art Art Strands: 5.8, 5.9,5.10 5.11, 5.12 Suggested Assessments/Activities Study Guide workbook chapter 28 World History Strands: WHII.6 Summarize the social and economic impact of the Industrial Revolution. (H, E) Test-Romanticism/ Realism (Photography /Japanese Art) Concept and/or Themes Understand the philosophical and stylistic differences between Neoclassicism and Romanticism Examine the growing interest in the exotic, the erotic, the landscape, and fictional narrative as subject matter Understand the mixture of classical form and Romantic themes, and the debates about the nature of art in the 19th century Examine the origins of photography and its impact in visual art Recognize the artists and the works of early photography Understand why the Industrial Revolution, Darwinism, Marxism and sociopolitical changes altered ideas about the nature and subject matter of art in the late 19th century Understand Realist art in its forms, styles, content, and social commentary Understand the effect of internationalization in Japanese fine and folk art, and the Japanese contribution to global aesthetics Accepted by CPC: November 18, 2008 PowerPointCH 28: Gardner’s Art Through the Ages Multimedia Manager Study Guide: Gardner’s Art Through the Age: Ch 28 Art Study: c.d. rom A. the vast increases in productivity and wealth B. population and urban growth C. the growth of a middle class D. problems caused by urbanization and harsh working conditions Activity—Students write a mock AP exam essay question and complete the essay. WHII.11 Describe the causes of 19th century European imperialism. (H, E) A. the desire for economic gain and resources B. the missionary impulse and the search for strategic advantage and national pride. 27 GRAFTON PUBLIC SCHOOLS Curriculum: AP Art History Time Table Content/Skills Grades: 10-12 Resources DOE Curriculum Standard/Strand (Continue) Romanticism/Realism (Photography/Japanese Art) Art Strands: 5.8, 5.9,5.10 5.11, 5.12 Concept and/or Themes Understand the effect of internationalization in Japanese fine and folk art, and the Japanese contribution to global aesthetics Examine the materials and techniques of Japanese woodblock prints Understand the subject matter of the prints and the meaning of “pictures of a floating world” Examine the Pre-Raphaelites’ choice of subject matter in contrast to the Realists Understand the influences of the literary world and of the critic John Ruskin in the art of the PreRaphaelites. World History Strands: WHII.14 Identify major developments in Japanese history in the 19th and early 20th centuries. (H, E) Accepted by CPC: November 18, 2008 Suggested Assessments/Activities A. the Meiji Restoration B. the abolition of feudalism C. the borrowing and adaptation of western technology and industrial growth D. Japan’s growing role in international affairs 28 GRAFTON PUBLIC SCHOOLS Curriculum: AP Art History Grades: 10-12 Time Table Content/Skills Resources DOE Curriculum Standard/Strand April One Week Impressionism/Post-Impressionism Gardner’s Art Through the Ages: CH 29 Art Strands: 5.8, 5.9,5.10 5.11, 5.12 Impressionism/ Post Impressionism World History Strands: WHII.7 Describe the rise of unions and socialism, including the ideas and influence of Robert Owen and Karl Marx. (H, E) Concept and/or Themes Understand why the Industrial Revolution, Darwinism, Marxism and sociopolitical changes altered ideas about the nature and subject matter of art in the later 19th century Examine the meanings of “Modernism” and “Realism” philosophically and in the appearance of art and architecture Understand the formal and content issues of the Impressionists, PostImpressionists, and Symbolists Examine experiments in materials and form in art and architecture at the turn of the century Understand the changes in Realist art in form, style, and content Examine the use of art – especially photography and printmaking -- to provide social commentary Examine the importance and influence of the French Royal Academy of Art, the artists it trained and the styles it promoted Understand the formal elements and subject choices of the Impressionist artists Accepted by CPC: November 18, 2008 PowerPointCH 29: Gardner’s Art Through the Ages Multimedia Manager Suggested Assessments/Activities Study Guide workbook chapter 29 Test-Impressionism/ Post Impression Activity—Field trip to the Museum of Fine Arts in Boston to study Impressionistic painting. . Study Guide: Gardner’s Art Through the Age: Ch 29 Art Study: c.d. rom 29 GRAFTON PUBLIC SCHOOLS Curriculum: AP Art History Time Table Grades: 10-12 Content/Skills Resources DOE Curriculum Standard/Strand Continue Impressionism/PostImpressionism- CH 29* CH 29 World History Strands: WHII.14 Identify major developments in Japanese history in the 19th and early 20th centuries. (H, E) Concept and/or Themes Examine the Impressionists’ interest in sensation, impermanence, and the “fleeting moment” as it was expressed in their art Understand the importance of light and color theory in the work of the Impressionists Recognize representative Impressionist artists and works Examine issues of other Impressionist, such as the influence of the Japanese print and concerns with formal elements Examine the Impressionists’ interest in sensation, impermanence, and the “fleeting moment” as it was expressed in their art Understand emotional expression and subject choices in Post-Impressionist art Examine the extraordinary art of Cezanne and his interest in form, paving the way for Cubism Accepted by CPC: November 18, 2008 Impressionism/ Post Impressionism Suggested Assessments/Activities Study Guide workbook chapter 29 Test-Impressionism/ Post Impression Activity—Field trip to the Museum of Fine Arts in Boston to study Impressionistic painting. . 30 GRAFTON PUBLIC SCHOOLS Curriculum: AP Art History Time Table Content/Skills April Two weeks Cubism/Fauvism/German Expressionism (West Africa non-western) Grades: 10-12 Resources Gardner’s Art Through the Ages: Concept and/or Themes CH 32 & 33 Examine the concepts behind analytic Cubism/Fauvi sm/German and synthetic cubism, and the other Expressionis forms of cubism in the early 20th m century such as collage. Understand the historic origins and geographical extent of the art of 19th and 20th century Africa. Recognize the different traditional styles of various African peoples, such as the Fang, Kota, Dogon, Baule, Akan, Asante, and Yoruba. Understand recurrent themes and the enactment of rituals in African art. Understand the internationalization of contemporary African art. Understand the impact of war and economic instability as catalysts for change in art. Understand the development of Modernism and other art styles in the early 20th century, including prominent artists. Understand the rejection of illusionist art in favor of abstraction and spatial distortion Understand the artists search for new expressions in color, form, time, and space Accepted by CPC: November 18, 2008 PowerPointCH 32 & 33: Gardner’s Art Through the Ages Multimedia Manager Study Guide: Gardner’s Art Through the Age: Ch 32 & 33 DOE Curriculum Standard/Strand Suggested Assessments Art Strands: 5.8, 5.9,5.10 5.11, 5.12 Study Guide workbook chapter 32 & 33 World History Strand: WHI.15 Describe the indigenous religious practices observed by early Africans before contact with Islam and Christianity. (H) TestCubism/Fauvism/German Expressionism WHII.7 Describe the rise of unions and socialism, including the ideas and influence of Robert Owen and Karl Marx. (H, E) Activity—Students will create a still life using the collage method WHII.15 Identify major developments of African history in the 19th and early 20th centuries. (H, E WHII.18 Summarize the major events and consequences of World War I. (H, E) Art Study: c.d. rom 31 GRAFTON PUBLIC SCHOOLS Curriculum: AP Art History Time Table Grades: 10-12 Content/Skills Resources DOE Curriculum Standard/Strand Continue Cubism/Fauvism/German Expressionism (West Africa)- CH 32 & 33 Art Strands: 5.8, 5.9,5.10 5.11, 5.12 Concept and/or Themes Explore the Fauves’ interest in color and in the altering of space. Understand the evolution of Modernism and the growth of the Avante-garde in the early 20th century. Examine the color and space issues of Fauvism. Examine the styles of the German Expressionists – Die Brucke and der Blau Reiter Accepted by CPC: November 18, 2008 Suggested Assessments/Activities PowerPointCH 32 & 33: Gardner’s Art Through the Ages Multimedia Manager 32 GRAFTON PUBLIC SCHOOLS Curriculum: AP Art History Time Table April One Week Content/Skills Dada/Surrealism/Bauhaus/DeStijl (PreColumbian non-western) Concept and/or Themes Understand the influence of the Dada movement with its emphasis on spontaneity and intuition. Understand the issues of anarchy and chance as they apply to form and content in visual art. Recognize the rejection of convention in Dada and its reaction to world events. Understand the emphasis on intuition, spontaneity, anarchy and chance as elements in art. Recognize the rejection of artistic convention by Dadaist. Understand the intense realistic postwar expressionism of German artists. Understand the European post-war malaise and the importance of cathartic subject matter in Expressionist art. Examine the origins, development, methods and content of Surrealism and Fantasy art. Understand the early 20th century belief that art could contribute to improving society. Examine the art movements that espoused utopian notions such as Suprematism and Constructivism in Russia, De Stijl in Holland, and the Bauhaus in Germany Accepted by CPC: November 18, 2008 Grades: 10-12 Resources Gardner’s Art Through the Ages:CH 30 & 33 Dada/Surreali sm/Bauhaus DeStijl PowerPointCH 30 & 33: Gardner’s Art Through the Ages Multimedia Manager DOE Curriculum Standard/Strand Art Strands: 5.8, 5.9,5.10 5.11, 5.12 Suggested Assessments Study Guide workbook chapter 30 & 33 World History Strands: WHI.13 Identify the three major preColumbian civilizations that existed in Central and South America (Maya, Aztec, and Inca) and their locations. Describe their political structures, religious practices, economies, art and architecture, and use of slaves. (H,G, E) Test- Dada/Surrealism/ Bauhaus/DeStijl WHII.18 Summarize the major events and consequences of World War I. (H, E) Activity—student will create a drawing or collage using ideas and subjects from dreams Begin offering after school study sessions for AP Exam Study Guide: Gardner’s Art Through the Age: Ch 30 & 33 Art Study: c.d. rom 33 GRAFTON PUBLIC SCHOOLS Curriculum: AP Art History Time Table Content/Skills Continue Dada/Surrealism/Bauhaus/DeStijl (Pre-Columbian) Grades: 10-12 Resources DOE Curriculum Standard/Strand Suggested Assessments/Activities Art Strands: 5.8, 5.9,5.10 5.11, 5.12 Concept and/or Themes Examine the International Style in architecture and the concept of modernism in architecture. Understand the geometric forms of Art Deco and Modern Sculpture. Understand the desire for natural and organic forms in sculpture and architecture. Accepted by CPC: November 18, 2008 34 GRAFTON PUBLIC SCHOOLS Curriculum: AP Art History Grades: 10-12 Time Table Content/Skills Resources DOE Curriculum Standard/Strand April One Week United States- 19th and early 20th centuries Gardner’s Art Through the Ages: CH 33 United States19th and early 20th centuries Art Strands: 5.8, 5.9,5.10 5.11, 5.12 Concept and/or Themes Examine the art and artists of the influential Armory Show Examine the distinctive American art forms seem in photography, art of the Harlem Renaissance, and precisionist forms of Cubism Understand the themes of Regionalism in American art Examine the art of the Depression, the depiction of displaced workers, poverty and urban isolation, along with the beginnings of government support for art in the WPA PowerPointCh 33: Gardner’s Art Through the Ages Multimedia Manager World History Strands: WHII.20 Describe the various causes and consequences of the global depression of the 1930s, and analyze how governments responded to the Great Depression. (H, E) Suggested Assessments/Activities Study Guide workbook chapter 33 Test- US 19th & early 20th century Activity- mock AP exammultiple choice section WHII.24 Summarize the key battles and events of World War II. (H) Study Guide: Gardner’s Art Through the Age: Ch 1 Art Study: c.d. rom Accepted by CPC: November 18, 2008 35 GRAFTON PUBLIC SCHOOLS Curriculum: AP Art History Grades: 10-12 Time Table Content/Skills Resources DOE Curriculum Standard/Strand May One Week Post WW II Gardner’s Art Through the Ages: CH 34 Post WW II Art Strands: 5.8, 5.9,5.10 5.11, 5.12 Concept and/or Themes Understand issues of rebellion and the depiction of social injustice in art. Examine the political content and form of art resulting from African American migration in the United States Examine the political statements of the Mexican muralists along with their mediums, techniques, and methods Understand the shift of the Western art center from Paris to New York as a result of world events during the after World War II Recognize the interest in multiculturalism and the acceptance of art forms beyond the Western canon Examine the theories of Modernist formalism, post-modernism, and abstract expressionism Understand Abstract Expressionism as the first major art style to be developed in the United States Accepted by CPC: November 18, 2008 PowerPointCH 34: Gardner’s Art Through the Ages Multimedia Manager World History Strand: WHII.37 Describe how the work of scientists in the 20th century influenced historical events, changed the lives of the general populace, and led to further scientific research. (H) Suggested Assessments/Activities Study Guide workbook chapter 34 Test- Post WWII Art Activity—field trip to MASS MoCA –a modern art museum (North Adams, MA) Continue offering after school study sessions Study Guide: Gardner’s Art Through the Age: Ch 34 Art Study: c.d. rom 36 GRAFTON PUBLIC SCHOOLS Curriculum: AP Art History Time Table Content/Skills Continued Post WW II Concept and/or Themes Examine the innovative forms of Performance Art and Happenings Understand the growing interest in the communicative power of art in reaction to art that had alienated the public Understand Pop Art’s interest in traditional artistic devices and consumerism Examine Superrealism and its fidelity to optical fact Understand site-specific art forms known as Environmental Art or earth works Understand the popular trends of traditional artistic devices and consumerism in Pop Art Understand the inclusion of traditional elements, historical references, and artistic self-consciousness in Postmodern art Understand the contemporary political content of feminist and cultural heritage art Examine the use of new video and digital technologies available in the making of art Understand cultural criticism as inherent to Postmodernism Accepted by CPC: November 18, 2008 Grades: 10-12 Resources DOE Curriculum Standard/Strand Art Strands: 5.8, 5.9,5.10 5.11, 5.12 Suggested Assessments/ World History Strands: WHII.40 Identify the causes for the decline and collapse of the Soviet Union and the communist regimes of Eastern Europe. (H, E) WHII.28 Explain the consequences of World War II. (H, E) 37 GRAFTON PUBLIC SCHOOLS Curriculum: AP Art History May 12, 2010 May/June Four weeks END OF THE YEAR PROJECTS Grades: 10-12 AP Art History Exam Style Mix-up—students will utilize the weeks after the AP exam to create an art project as described under suggested assessments. Research Paper for a mini symposium-students will write a research paper about a work of art that was not studied in the course; however, the art must have been produced by an artist covered in the course. *Students will present paper and images to via PowerPoint to students in the course. Accepted by CPC: November 18, 2008 Gardner’s Art Through the Ages Art Strands: 5.8, 5.9,5.10 5.11, 5.12 Use of internet Use of library resources Computer lab Students will recreate an image studied during the school year Students will produce this image in a different style and media than the original Students will present and explain their reason for choosing the media and technique 38