Download AP Art History Final 2008

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