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Allison Stewart
Hoover High School
AP Art History
Allison Stewart
2013 - 2014
The AP® Art History course prepares students for the AP Art History Exam. The course covers art from the
Paleolithic period through postmodernism and is designed to provide students with the same material covered in
an introductory college course in art history. Students gain knowledge of architecture, sculpture, painting, and
other art forms within diverse historical and cultural contexts. Students examine and critically analyze major
forms of artistic expression from the past and present and from a variety of European and non-European cultures.
In this course students engage in both visual and historical study about art
and its contexts. Students develop an understanding of artworks in their
context, considering issues of patronage, gender, politics, religion, and
ethnicity. Attention is given to the interpretation of a work of art based
upon its intended use, audience, and the role of both the artist and work
of art in a particular society. Throughout the study of AP Art History,
students examine how and why the work looks the way it does, what it
means within its particular context, and how and why it has this meaning.
AP Art History fulfills the F requirement (Fine Arts) requirement or
the G requirement (Elective)
Grades and Makeup Policy:
Grades will be based on exams (50%) and daily quizzes over
assigned readings (50%). Completion of assigned readings
and class participation are required in this course.
NOTE: When you know that you must miss class for any
reason – athletics, college visit, doctor’s appointment,
whatever -- I expect you to take the scheduled reading quiz
IN ADVANCE, as there will be NO MAKEUP QUIZZES
over reading assignments, even for “excused” absences;
however, you may do readings from the Alternate Reading
Assignments folder, but this is only with my approval.
Henri Matisse, Interior in
Blue and Yellow, 1946
Makeup exams It is your responsibility to arrange with me to retake any missed exam, and the makeup
exam must be completed within two weeks.
Support & Extra Credit Opportunities:
If you are having difficulties in the class please come and talk to me during lunch or email me at
AStewart@gusd.net. Visit the Art History page on the Hoover website for links to Shmoop, your online
textbook companion, and other helpful websites. Extra credit essays and essay re-writes will be offered
throughout the year. Also, visiting a museum or gallery and writing a 1-2 page analysis of the show or a
compare/contrast of two artworks will earn you two 100% quiz grades.
Allison Stewart
Hoover High School
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Sources for Readings:
Required Text:
Kleiner, Fred and Christin J. Mamiya. Gardner’s Art Through the Ages. 12th ed.
New York: Wadsworth/Thomson Learning, 2005.
Additional sources for readings:
Adams, Laurie Schneider, A History of Western Art, 1997.
Art of Our Century. The Chronicle of Western Art 1900 to the Present, 1989. (AC)
Honour, Hugh and John Fleming. The Visual Arts: A History, 4th ed., 1995. (H&F)
Janson, H.W. History of Art, 5th ed., 1995. (J)
Krull, Kathleen. Lives of the Artists, 1995.
Rosenblum, Robert, and H.W. Janson, 19th Century Art, 1984. (19C)
Stokstad, Marilyn. Art History. 1995.
Strickland, Carol. The Annotated Mona Lisa, 1992.
Tansey, Richard G. and Fred S. Kleiner. Gardner's Art Through the Ages, 12th ed., 2004. (G)
Wilkins, David G., Bernard Schultz, and Katheryn M. Linduff, Art Past, Art Present, 1997. (APAP)
+ others as noted on syllabus
**A note about the readings: Always keep up with the readings according to the syllabus dates. Events
may arise where we move ahead or fall behind, but the quizzes and readings will always stay true to the
syllabus***
Syllabus:
Issues to explore in class discussions and written assignments for Unit 1:
 Who are the patrons of religious art and architecture, and what impact do they have on its content
and form?
 How do artists communicate religious beliefs and concepts? How do they differentiate between the
natural and the supernatural?
 How do artists differentiate between extraordinary people from ordinary people?
 Is there universality in the ways human beings have expressed their spiritual beliefs through art?
Are there any features that all religious art shares? Are there universal images permeating human
religions like archetypes in mythology?
 How can we recognize the art and architecture of a particular religion?
 Why are art and religion intimately connected throughout human history? How does art serve the
needs of religion?
 What does the comparison of non-Western and Western art reveal about artistic patronage, practice,
purpose, meaning, and style?
 What sorts of things emerge as universals and which are more culturally specific?
 Do artistic styles seem to follow the same kind of development in Asia as in Europe?
 Are the historical forces that shape Asian artistic evolution markedly different from
those affecting European art?
 Which artistic innovations do the Western and non-Western worlds seem to have
both discovered independently and which did each have to learn from the other?
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Allison Stewart
Hoover High School
Week One: August 12 - August 16: Introduction to course, Meso American and African art
 August 12: Intro and overview, The Mayans
 August 13: Reading quiz over "The Aztecs Blood & Glory"
 August 14: Reading quiz over "African Art: The First Cubists," Strickland, 22-23; "African Art
Casts a Spell on Artists," AC, 73; "Picasso's Demoiselles: Anarchism, Colonialism and Art as
Exorcism," H&F, 720-721
 August 15: Reading quiz over "Children and the Continuity of Life," "Initiation," "The Spirit
World," Stokstad, 913-919.
 August 16: Reading quiz over "Leadership," "Death and Ancestors," Stokstad, 919-924.
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Week Two: August 19- 23 Hindu and Buddhist Art
August 19: Reading Quiz over “Understanding Hinduism and
Hindu Art,” Vidya Dehejia and “Understanding Buddhism and
Buddhist Art,” Vidya Dehejia
 August 20: Reading quiz over "The Post-Gupta Period," Stokstad,
383-388.
 August 21: Reading quiz over "The Life of the Buddha: Scriptures
and Images," H&F, 198- 99
August 22: Reading quiz over Jataka Tales AND "The Image of the Buddha," H&F, 200-204
August 23: Exam Review
Week Three: August 26- 30: Nonwestern Art Exam #1, Ancient Egypt,
Mesopotamia, and Armenia
 August 26: EXAM: NONWESTERN ART:
AFRICAN, HINDU, AND BUDDHIST ART
 August 27: Reading Quiz over pre-dynastic and Old
Kingdom Egyptian art, Gardner’s, 53 – top of 59 AND
62 – top of 67 (stop at “The New Kingdom”)
 August 28: Reading Quiz over New Kingdom
Egyptian art, Gardner’s, 67 (start at “The New
Kingdom”) – 78
 August 29: Reading Quiz Sumerian art, Gardner’s, 31 – 49 (stop at “Akkad
and the Third Dynasty of Ur”)
 August 30: Reading quiz over Akkadian, Neo-Sumerian, Babylonian,
Assyrian, Neo-Babylonian, Persian, and Sasanian art, Gardner’s, 39 – 50.
Week Four: September 2 - 6: Ancient Egypt, Mesopotamia, Armenia, The Greeks
 September 2: Labor Day Holiday
 September 3: VIDEO QUIZ over Michael Woods’ Art of the Western World:
THE CLASSICAL IDEAL at http://www.learner.org/resources/series1.html. Click
on ‘VoD’ to the right of “THE CLASSICAL IDEAL.” NOTE: THIS IS A 60minute video, so the quiz will count TWICE.
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Allison Stewart
Hoover High School
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September 4: Reading quiz over Geometric, Orientalizing, and Archaic
Periods of Greek Art, Gardner’s 99 - 109 (Stop at “Architecture and
Architectural Sculpture”)
September 5: Reading quiz over Archaic Architecture and Vase
Painting, Gardner’s, 109 - 118
September 6: Reading quiz over Early and High Classical Statuary,
Gardner’s 118 – 125 (Stop at “The Athenian Acropolis”) AND Late
Classical Period, Gardner’s 137 - 142
Week Five: September 9 - September 13: The Greeks; Rome
 September 9: Reading quiz over Vitruvius, on Doric and Corinthian orders and Classical
Architecture, Adams, 108-119
 September 10: Reading quiz over Vergil, The Aeneid, Bk II, Laocoön AND Hellenistic sculpture,
Gardner’s 147 - 154
 September 11: Reading quiz over Etruscan art, Gardner’s 223 – 232 (stop
at “Etruscan Art and the Rise of Rome”)
 September 12: Reading quiz over Roman Architecture, Gardner’s 257
(begin at “Nîmes” – 269 (Stop at “Hadrian’s Villa, Tivoli”)
 September 13: Reading quiz over Pompeii and Roman Painting,
Gardner’s 244 (Start at “Pompeii and the Cities of Vesuvius”) – 253 (Stop
at “Early Empire”)
PROGRESS REPORTS
Week Six: September 16 - September 20: Rome; Early Christian, Islamic, Medieval Art
 September 16: Reading quiz over Roman Sculpture, Janson
 September 17: Reading quiz over Christian Symbols and Life of Jesus and Early Christian
Architecture, APAP
 September 18: Reading quiz over Exodus 20, 1-5 and Pope Gregory letter to Bishop Serenus, 600
CE AND Byzantine Art, APAP
 September 19: Reading Quiz over Islamic Art and Architecture, Gardner’s 341 - 349
 September 20: VIDEO QUIZ over Michael Woods’ Art of the Western World: A White
Garment of Churches at http://www.learner.org/resources/series1.html NOTE: THIS IS A 60minute video, so the quiz will count TWICE.
Week Seven: September 23 - September 27: Art from the Fall of Rome to the Gothic Period,
EXAM: ANCIENT THROUGH MEDIEVAL ART, Begin Early Renaissance
 September 23: Reading Quiz over Early Medieval Art, Gardner’s 406 - 418
 September 24: Reading Quiz over "Ottonian Art," Gardner’s 422 - 428
 September 25: EXAM PREP
 September 26: EXAM: ANCIENT THROUGH MEDIEVAL PERIODS PART 1
 September 27: EXAM: ANCIENT THROUGH MEDIEVAL PERIODS PART 2
Homework: Complete "Getting the Big Picture" handout researching the Renaissance Period.
Allison Stewart
Hoover High School
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Issues to explore in class discussion and written assignments in Unit 2:
 What impact did major historical events such as the Crusades, the Black
Death, the spread of Islam, and the expansion of navigation have on the
European mindset and resulting art?
 Why did the Renaissance happen? Why did it begin in Italy? Why was the
epicenter in Florence? Why do we hear so much about the Medicis?
 What is HUMANISM and what caused its emergence? How can we see
evidence of humanism in European art and architecture produced during the
14th and 15th centuries? What impact does it have on formal elements?
How is it reflected in subject matter?
 What effect does the emergence of art academies have on the history of art?
 Why do we see so few female artists in this period?
 What impact does the emergence of strong, centralized monarchies have on art and architectural
production?
 How do artists depict secular power and authority? How do these images differ from those
portraying religious power?
 What impact did Popes Innocent VIII, Alexander VI, Julius II, and Leo X have on contemporary art
and architecture?
 Why did Rome emerge as the center of European art in the 16th century?
 In what ways is it accurate to call Michelangelo the first of the Mannerists?
 What impact did the beginning of the Protestant Reformation and the sack of Rome in 1527 have on
the development of Mannerism?
 Why did distinctly disproportionate body parts appeal to the Mannerists?
 In what ways were the Mannerists attempting to distinguish themselves from the artists active from
1500 to 1520?
 Why are the artists of Florence and Rome so much better known by the general public than those of
Venice? Is the work of Leonardo, Michelangelo, and Raphael inherently superior to that of
Giorgione and Titian?
 What exactly distinguishes the Venetian style from Florentine and Roman art of the same period?
Week Eight: September 30 - October 4: Early Renaissance
 September 30: VIDEO QUIZ over the first half of Michael Woods’ Art of
the Western World: THE EARLY RENAISSANCE at
http://www.learner.org/resources/series1.html. Click on ‘VoD’ to the right of the
episode title. Watch ONLY the first half!!!
 October 1: Reading quiz over 15th-c. Italian sculpture, Gardner’s 541 552
 October 2: Reading quiz over "Lines of Vision," "Early Fifteenth-Century
Painting," Early 15th c. Painting, Adams, 250-255.
 October 3: Reading quiz over 15th-c. Painting, Gardner’s 552 - 562
 October 4: Reading quiz over Piero the Painter Blended Geometry with
Religious Art, Smithsonian, Dec92
Allison Stewart
Hoover High School
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Week Nine: October 7-11: Continue Early Renaissance; Early Renaissance
Exam
 October 7: Reading quiz over Savanarola and the Princely Courts, Gardner’s
pp 568 - 576
 October 8: Reading quiz over Virtue and Beauty, Ren Image of Ideal Woman,
Smithsonian, Sep2001
 October 9: EXAM: EARLY RENAISSANCE PART 1
 October 10: EXAM: EARLY RENAISSANCE PART 2
 October 11: Minimum Day. End of 1st Quarter
End of 1st Quarter
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Week Ten: October 14- October 18: Early Renaissance Architecture
 October 14: Reading quiz over Early Renaissance Architecture,
Adams
 October 15: Reading quiz over Roman Afterlives, on Brunelleschi,
Boorstin
 October 16: QUIZ OVER EARLY RENAISSANCE
ARCHITECTURE (counts as FIVE daily grades!)
October 17: VIDEO QUIZ over the SECOND half of Michael Woods’ Art of the Western
World: THE EARLY RENAISSANCE at http://www.learner.org/resources/series1.html. Click on ‘VoD’
to the right of the episode title. Watch ONLY the SECOND half!!!
October 18: Reading quiz over "The Ghent Altarpiece: Jan van Eyck and His Patrons," H&F, 3989; "Jan van Eyck's Annunciation" pamphlet from National Gallery, Wash DC, summer 94
Week Eleven: October 21 - 25: Northern Renaissance
October 21: No Quiz. Ahhhh!
October 22: Reading quiz over Mittler, 15th c Art in Northern Europe
October 23: Reading quiz over Mittler, 16th c Art in Northern Europe
October 24: Reading quiz The World of Bosch, Smithsonian
October 25: Reading quiz over Grünewald, A Masterpiece Born of St
Anthony, Smithsonian, Sept99
Week Twelve: October 28 - November 1: Continue Northern Renaissance,
EXAM: Northern Renaissance
 October 28: Reading quiz over 16th Century German and French art,
Gardner’s 625 (Start at “Widely Acclaimed Talent”) – 635
 October 29: Reading quiz over 16th Century Dutch Art, Gardner’s 637 –
643 (Stop at “Spain”) AND "The Uninvited Guest: Peter Bruegel," Krull,
20-23
 October 30: EXAM: NORTHERN RENAISSANCE PART 1
 October 31: EXAM: NORTHERN RENAISSANCE PART 2
***Extra Credit if your costume is Art History related***
Allison Stewart
Hoover High School
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November 1: Student Holiday
Week Thirteen: November 4 - 8: Begin 16th Century
 November 4: Reading quiz over the High Renaissance, Leonardo and Raphael,
Gardner’s, 579 - 587 and "Leonardo da Vinci," Krull, 11-15; "Seeking Mona
Lisa," Smithsonian, 5/99.
 November 5: Reading quiz over Michelangelo and Laocoon – The Ultimate
Art History Whodunit AND "Michelangelo Buonarroti," Krull 16-19 AND
Michelangelo, Tell Me O Soul
 November 6: Reading quiz over Michelangelo, Gardner’s, 588 (Start at
“Novel and Lofty Things”) - 596.
 November 7: Reading quiz over Venetian Painting, Gardner’s 604 – 610
 November 8: Reading quiz over “A Life of Genius” on Anguissola,
Smithsonian, May 1995; excerpt from Chadwick, excerpt from Krull
Week Fourteen: November 11 -15: Continue 16th Century
 November 11: Veteran's Day Holiday Extra Credit: Write a 1-2 page essay analyzing a War
Memorial
 November 12: Reading quiz over Women in the Renaissance Art World and Mannerism,
Gardner’s, 611 – 618 (Stop at “Sculpture”)
 November 13: Reading quiz over “The Genius of El Greco” AND “Toledo—El Greco’s Spain
Lives On,” National Geographic, June 1982
 November 14: Reading Quiz over Adams: "The Baroque Style in Western Europe," 333;
"Bernini," "Caravaggio," "Gentileschi," 342-349; Saint Theresa of Avila, Life
 November 15: Reading Quiz over Caravaggio, Smithsonian, March 2007
Issues to explore in class discussion and written assignments during Unit 3:
 What is the impact of the Protestant Reformation and the Catholic Counter Reformation on
European art and architecture? How do they influence artistic patronage? How do they shape
attitudes of the general public toward art? What impact do they have on both the content and form
of the works artists produce?
 What impact does the Scientific Revolution have on the art of Europe in the seventeenth and early
eighteenth centuries?
 Gardner's discusses 17th century art in the context of fascination with "matter in motion through
time, space, and light." How do we see evidence of that fascination in the art and architecture of the
Baroque period?
 How is art affected by the growing popularity of theater and opera? How do artists incorporate
theatricality into painting and sculpture?
 How can we account for the artistic explosion in the Dutch Netherlands during the 17th century?
 Why does the center of artistic influence begin to shift from Rome toward Western Europe and
eventually Paris?
 What is the effect on artistic production of the rise of absolute monarchs, such as Louis XIV?
 How do the works of Baroque artists reflect influences from the Italian Renaissance or the Northern
Renaissance?
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Allison Stewart
Hoover High School
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Who are the rebels, the artistic groundbreakers, and what was their motivation?
Week Fifteen: November 18 - 22: Complete 16th Century; Exam: 16th -Century
 November 18: EXAM: 16TH CENTURY ART PART 1
 November 19: EXAM: 16TH CENTURY ART PART 2
 November 20: "Getting the Big Picture" handout researching the Baroque Period
 November 22: Quiz Free Day
November 25 – 29: Thanksgiving Break
Homework: Over Thanksgiving Holiday Create a Tableau Vivant with your family and/or friends
recreating one of the artworks from the video. Take a photograph and email it to me by noon on
Saturday. Be prepared to discuss.
Week Sixteen: December 2 -6:
 December 2: Reading quiz over Artemisia's Moment, Smithsonian,
May 2002 AND Artemisia, on being cheated
 December 3: Reading quiz over VIDEO QUIZ over the SECOND
half of Michael Woods’ Art of the Western World: REALMS OF
LIGHT: THE BAROQUE at http://www.learner.org/resources/series1.html.
Click on ‘VoD’ to the right of the episode title. Watch ONLY the
SECOND half!!!
 December 4: Reading quiz over “Spain,” Gardner’s, 665 - 670.
 December 5: Reading quiz over Velazquez, A Humane Equilibrium,
Wolf.doc
 December 6: Reading quiz over Rubens, Smithsonian, Oct93
Week Seventeen: December 9 - 13: Continue Baroque
 December 9: Reading quiz over “The Dutch Republic,” Gardner’s, 679 683; “Landscape and Interior Painting,” 686 - 691.
 December 10: Reading quiz over Rembrandt at 400, Smithsonian, Dec 2006
 December 11: Reading quiz over Time Stands Still in the Harmonious
World of Vermeer, Smithsonian, November, 1995
 December 12: Reading quiz over From Darkness Into Light: Rediscovering
Georges de La Tour, Smithsonian, December, 1996 and France, Gardner’s,
732 – 738
 December 13: Final Exam Prep
Week Eighteen: December 16 - 20: Final Exams
 December 16: Final Exam Prep
 December 17: Final Exams
 December 18: Final Exams
 December 19: Final Exams
 December 20: Student Free Day
Allison Stewart
Hoover High School
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End of 2nd Quarter/1st Semester HAPPY HOLIDAYS!!!
Holiday EXTRA CREDIT:
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Week Nineteen: January 7 – 10: Begin 16th - 17th C.
architecture
 January 7: Reading quiz over H&F Bramante’s
Tempietto, 444-45, Stokstad, St Peter’s Basilica, 701,
 January 8: Reading quiz over Michelangelo’s
Architecture, Gardner’s, 634 (Start at “Capitalizing on
Roman History”) - 638
 January 9: Reading quiz over French and English
Baroque architecture, Gardner’s 738 – 744
January 10: Reading quiz over Baroque Architecture, Gardner’s 689 - 693
AND 697 – 700 (Stop at “The Light of Divine Revelation”)
Week Twenty: January 13 – 17: Exam: 16th - 17th Century Arch. 18th and 19th Century art
 January 13: Exam: 16th - 17th Century Arch.
 January 14: Reading quiz over The Rococo, Feldman, Thinking about Art, 190-94
 January 15: VIDEO QUIZ over the FIRST half of Michael Woods’ Art of the Western World:
AN AGE OF REASON, AN AGE OF PASSION at http://www.learner.org/resources/series1.html. Click
on ‘VoD’ to the right of the episode title. Watch ONLY the FIRST half!!!
 January 16: Reading quiz over “Fragonard and Greuze: Sex Objects and Virtuous Mothers,” H&F
578-9; England: Painting, Janson 608-611
 January 17: Reading quiz over. "Revolution and Enlightenment," Stokstad, 929-931; "The
Romance of Science," "History Painting," Stokstad, 943-6
Issues to explore in class discussion and written assignments during Unit 4:
 How does Rococo art reflect the lives of the aristocratic class?
 What is the impact of Rococo images on the rising bourgeoisie?
 What impact does Enlightenment thought have on artistic content and form?
 What is the impact of the French Academy and the Salon Exhibitions?
 To what extent do works by 18th century artists reflect the decline of the ruling aristocracies and the
rise of the middle class?
 How does the purpose of art change as the eighteenth century progresses?
 Just what does Romanticism mean?
 In what ways are Romantic artists reacting against the Enlightenment's intellectual climate?
 How does Romantic art reflect a break from deep-seated artistic rules inherited from the
Renaissance? Why does this occur?
 To what extent do Romantic visual artists reflect developments in contemporary literature and
music?
 Stylistically and thematically, how do artists express the same kinds of notions found in Romantic
music and literature?
Allison Stewart
Hoover High School
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What is the impact of the Industrial Revolution on artistic production?
By what process does photography come to be considered art? Do early photographers seem to
define their work in that way? What functions does photography serve from the beginning that both
link it with and distinguish it from the other visual arts?
What impact does photography have on painting and vice versa? How do painters emulate
photographers and how do photographers emulate painters?
Technically speaking, what is the range of artistic expression inherent to photography? How do
photographers manipulate their medium for their desired effects?
What exactly is Realism? Does it mean the same things for writers and for visual artists? What
subjects do artists choose to depict realistically? Why?
Is optical realism what is most real? If not, what techniques can artists use to portray their
understanding of what is real?
In what ways do the socioeconomic changes accompanying the Industrial Revolution affect the birth
of Realism? To what extent was Realist art used as propaganda for social change?
To what extent is Realism a reaction against Romanticism?
How do the Pre-Raphaelites represent a reaction against Realism and/or Impressionism?
How do the Impressionists represent perhaps the most dramatic break from the Renaissance tradition
up to their time?
How does their work reflect radical change stylistically, in their concepts of art's purpose, and in
their ideas of themselves as artists?
Who were their greatest influences and why?
What impact does the opening of European-Japanese trade relations have on the art world? Why are
European artists so taken with Japanese woodblock prints? How do they emulate those prints in
their own paintings and prints?
Why have the Impressionists enjoyed such popularity among the general population in the past
several decades, and why have the Pre-Raphaelites experienced a notable rise in popularity?
Why were Post-Impressionist artists initially attracted to Impressionism, and why did each become
dissatisfied with it?
What was each trying to accomplish artistically and what in their work made them influential for
other artists?
How do the Post-Impressionists reflect the changing role of the artist in Western society?
Week Twenty-One: January 20 - January 24: 18th Century art
 January 20: Holiday. Extra Credit: Essay Martin Luther King Memorial Critique
 January 21: Reading quiz over David, Stage Manager of the Revolution, Smithsonian, August
1998
 January 22: Reading quiz quiz over Goya and His Women, Meisler,
Smithsonian, April 2002
 January 23: VIDEO QUIZ over the SECOND half of Michael Woods’ Art of
the Western World: AN AGE OF REASON, AN AGE OF PASSION at
http://www.learner.org/resources/series1.html. Click on ‘VoD’ to the right of the episode
title. Watch ONLY the SECOND half!!!
 January 24: Reading quiz over Romanticism to Realism, H&F 598-600, 623-27
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Allison Stewart
Hoover High School
Week Twenty-Two: January 27 - 31: 18th Century Exam Begin 19th Century
Art
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January 27: 18th Century Exam Review
January 28: 18th Century Exam Part One
January 29: 18th Century Exam Part Two
January 30: Video: The Age of Innocence
 January 31: Video: The Age of Innocence
Week Twenty-Three: February 3 - 7: 19th Century art
 February 3: VIDEO QUIZ over the FIRST half of Michael Woods’
Art of the Western World: A FRESH VIEW, IMPRESSIONISM
AND POST-IMPRESSIONISM at
http://www.learner.org/resources/series1.html. Click on ‘VoD’ to the right of
the episode title. Watch ONLY the FIRST half!!!
 February 4: VIDEO QUIZ over the SECOND half of Michael
Woods’ Art of the Western World: A FRESH VIEW,
IMPRESSIONISM AND POST-IMPRESSIONISM at
http://www.learner.org/resources/series1.html. Click on ‘VoD’ to the right of the episode title. Watch ONLY the
SECOND half!!!
February 5: Reading quiz over Edgar Degas’s Last Years, Smithsonian, October 1996
February 6: Reading quiz over Cézanne, Smithsonian, Jan 2006
February 7: Reading quiz over "Gustave Caillebotte: The Unknown Impressionist,” Art and
Antiques, April 1995
Week Twenty-Three: February 10 - 14: Finish 19th Century
 February 10: Holiday
 February 11: Reading quiz over Toulouse-Lautrec,
Smithsonian, May 2005
 February 12: Reading quiz over “Symbolism and Sculpture,
Gardner’s 838 – 845
 February 13: Review 19th Century
 February 14: EXAM: 19th Century Part One
Issues to explore in class discussion and written assignments in Unit 5:
 How do new scientific discoveries such as x-ray technology influence the work of 20th century
artists?
 Why does African sculpture have a radicalizing effect on many early 20th century European artists?
How do European artists incorporate formal elements of African art?
 How do we account for the proliferation of styles in the 20th century?
 To what extent do these artists reflect society? To what extent do they reflect a growing gulf
between society and its artists?
Allison Stewart
Hoover High School
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How important is it, if at all, that the work of these artists is more inaccessible to today's general
viewing public than work done in earlier times?
What is the significance of the emergence of non-figurative art?
Does the definition of art change during the 20th century?
In what ways do these artists explore issues raised by contemporary events and by thinkers such as
Nietzsche, Bergson, Freud, and Jung?
What formal devices do 20th century artists develop in order to achieve their goals?
How are major world events, particularly the World Wars, reflected in the art of the century?
How can we learn to appreciate works of art that don't appeal to us aesthetically?
When artists intend to shock and anger us, what techniques do they use?
What is the best way to TEACH non-objective art to people who know nothing about it?
What impact have the Civil Rights and feminist movements had on art? How effective have artistic
images done by members of these movements, as well as members of other marginalized groups,
been in bringing about social change?
What exactly is Post Modernism? What has been the impact of Post Modern theory on artistic
patronage and production?
Where do we go from here? What artistic frontiers remain?
Week Twenty-Four: February 17 – 21: Begin 20th Century: Expressionism, Abstraction, Fantasy,
and Realism before World War I
 February 17: Holiday
 February 18: EXAM: 19th Century Part Two
 February 19: Reading quiz over Fauves, In Turn of the Century Paris, A
Brash New Art, Dudar, H, Smithsonian, October 90 and Kandinsky, The
Effect of Color, 1912
 February 20: Reading quiz over Dada, Smithsonian, May 2006
 February 21: Reading quiz over Orozco, Rivera, and Siqueiros, H&F,
Diego and Frida in Krull AND The Founding and Manifesto of Futurism


Week Twenty-Five: February 24 - 28: 20th Century: Expressionism,
Abstraction, Fantasy, and Realism before World War I; Expressionism,
Abstraction, and Fantasy between the wars
 February 24: Reading quiz over For Mondrian, Art Was a Path to the
Universal, Schiff, Smithsonian, 6-95
 February 25: Reading quiz over The Two Faces of Dali, Hughes, Time,
3-13-00 and Dada, Surrealism, Fantasy, Adams 1
 February 26: Reading quiz over Magritte, Surreal Hero for a Nation, NY
Times and Magritte, Master of the Double Take, Smithsonian, September,
1992
February 27: Reading quiz over Frida Kahlo, Smithsonian, November, 2002.
February 28: Reading quiz over America between the Wars, Adams
Week Twenty-Six: March 3 - 7: Continue 20th Century: Fantasy and Realism
between the wars; Expressionism after WWII in Europe, Abstract
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Allison Stewart
Hoover High School
Expressionism Complete 20th Century: Realism after WWII (Pop Art), Photorealism, Earth &
Site Art, Installations,
 March 3: Reading quiz over Hopper, Mystery, Longing, Smithsonian, Aug 2007
 March 4: Reading quiz over Jackson Pollock, Modernism's Shooting Star, Smithsonian, November
1998
 March 5: Reading quiz over 1960s—Pop, Op, and Minimalism, Adams AND Horne on Judd
 March 6: Reading quiz over Later 20th Century Sculpture, Janson
 March 7: Reading quiz The Really Big Art of Claes Oldenburg, Smithsonian, August 1995 and
Hanson, Ugly Americans at the Whitney
Week Twenty-Seven: March 10 – 14: Exam, 20th Century
 March 10: EXAM: 20th century, Part One
 March 11: EXAM: 20th century, Part Two
 March 12: Reading quiz over Neoclassical
and Romantic Architecture, Janson
 March 13: Reading quiz over 19th-c.
Architecture, Gardner’s 810 – 813 AND 846 850
 March 14: Minimum Day.
END OF 3RD QUARTER
SPRING BREAK!!!
Week Twenty-Eight: March 24 – March 28: Complete 18th – 20th Century Architecture
 March 24: Reading quiz over Gaudi's Gift, Smithsonian, July 2002
 March 25: Reading quiz over A Great Architect, Frank Lloyd
Wright, Smithsonian, February 1994
 March 26: Reading quiz over the Bauhaus, the International Style, Art
Deco, Gardner’s, 960 - 966
 March 27: Reading quiz March 30: Reading quiz over Modern and
Postmodern Architecture," Gardner’s, 1002 - 101
 March 28: Reading quiz over Gehry, The Miracle in Bilbao, NY
Times magazine
Week Twenty-Nine: March 31 - April 4: EXAM: 18th – 21st century
Architecture
 March 31: EXAM: 18th – 21st century Architecture Part One
 April 1: EXAM: 18th – 21st century Architecture Part Two
 April 2: Review Quiz #1: African, Indian, Egyptian, Mesopotamian;
"Greatest Hits" of Ancients through Gothic
 April 3: AP PRACTICE TEST
 April 4: Review: Proto-Greek and Greek; "Greatest Hits" of Ancients
through Gothic
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Allison Stewart
Hoover High School
Week Thirty: April 7 - 11: Continue Course Review and AP Exam Prep
 April 7: Student Holiday
 April 8: Review: Etruscan, Roman, and Early Christian; "Greatest Hits" of
Ancients through Gothic.
 April 9: Byzantine through Carolingian; "Greatest Hits" of Ancients through
Gothic.
 April 10: Review Quiz #5: Ottonian through Gothic; "Greatest Hits" of
Trecento through Baroque
 April 11: Review Quiz #6: Late Gothic through Northern Renaissance;
"Greatest Hits" of Trecento through Baroque
Week Thirty-One: April 14 - 18: Continue Course Review and AP Exam Prep
 April 14: In-class preparation for short essays
 April 15: Review Quiz #7: High Renaissance through Proto-Baroque; "Greatest Hits" of
Trecento through Baroque; Prepare for short essays
 April 16: Review Quiz #8: Baroque through Romanticism; "Greatest Hits" of Trecento through
Baroque; Prepare for 30 minute essays
 April 17: Review Quiz #9: Realism through end of review sheet; Prepare for 30 minute essays
 April 18: Nonwestern review
Week Thirty-Two: April 21 - 25: Review 20th Century
Week Thirty-Three: April 28 - May 2: CST TESTING
 Review ! Review! Review!
Week Thirty-Four: May 5 - 9: AP EXAMS
AP ART HISTORY EXAM IS MAY 6TH AT NOON
Week Thirty-Five: May 12 - 16: AP EXAMS
Post Exam Project
Week Thirty-Six: May 19 - 23: Contemporary Art in Los Angeles
Students will look at artists and artwork currently being shown in galleries and museums in Los
Angeles. Students will begin their final project of writing an essay on the work of an emerging Los
Angeles artist (through visiting an exhibition or interviewing the artist in their studio) and placing their
work in historical context.
Week Thirty-Seven: May 26 - 30: Presentations of Final Projects FINAL EXAMS
Students will present their final projects to the class
Allison Stewart
Hoover High School
Week Thirty-Eight: June 2 - 4: Presentations of Final Projects FINAL EXAMS
Students will present their final projects to the class
HAVE A WONDERFUL SUMMER!!!
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