Chatsworth High School
10027 Lurline Ave., Chatsworth, CA 91311
Telephone: (818) 678-3400
CHS website: http://www.chatsworthhs.org
Mrs. Lawson
Room J-69
e-mail: malawson55@aol.com
AP® Art History A/B
Syllabus & Guidelines
Fall 2007 - Spring 2008
Dear Parent or Guardian:
I am pleased to have your daughter/son in my AP® Art History class. I would like to do
everything possible to insure a successful learning experience this year. Your child’s learning
experience is a team effort. The following information is provided so you may assist in making your
child’s education stronger and more effective. This information has been discussed in depth with
your child, and is available on the CHS website http://www.chatsworthhs.org. A printed copy is also
available upon request.
How Parents Can Help:
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Encourage your child to attend class regularly, stressing the importance of education.
Help your child schedule quality time for study and homework.
Stay current by visiting the Chatsworth High School Web Site at www.chatsworthhs.org, which contains useful
information and homework assignments.
Ask your child to discuss what she/he is learning about the history of art.
Visit the AP Art History Web Page and study guide at http://home.netcom.com/~arthistory/lawson.htm
Talk about the styles of artwork you have seen, and when and where you saw them.
Ask to see and sign your child’s report card every 5 weeks.
Attend Back to School Night, Showcase, and the CHS Annual Student Art Festival.
Art History
AP® Art History is a Fine Arts elective open to all students in grades 9, 10, 11, and 12. AP®
Art History is a year long survey course designed to provide the same benefits as those provided by
an introductory college course in art history: an understanding and enjoyment of architecture,
sculpture, painting, photography and other art forms within a historical, social, and cultural context.
No prior experience in art history is assumed, and the course is well supported with an on line study
guide. However, because the course is designed to meet college standards, a high degree of
motivation, commitment to academic work, and interest in the subject matter are key criteria for
student success. A college-level text, Art History, by Marilyn Stokstad, is provided to each student for
use at home. Additional copies of the text, as well as supplemental texts, are available for use in the
classroom. As class time will be used for Socratic discussion and student-centered learning activities,
students will be required to do extensive reading, research and written assignments outside of the
classroom.
Course Description
This course is intended to prepare students for the AP® Art History Exam. The art history
course offers a chronological survey of Western art from the dawn of civilization to the present time.
There is an effort to involve students with images and ideas that lie outside the Western tradition,
however, the larger context in which these images are discussed is Western. The fall term covers art
from the Paleolithic through Early Renaissance era. The spring term before the AP® Art History Exam
covers Renaissance Art in Sixteenth-Century through the Twentieth Century. After the Exam
contemporary trends and ideas are explored and students research art exhibitions to plan and host
the CHS Annual Student Art Exhibition. Content knowledge and skills gained in this course support
student achievement of the State Content Standards for the Visual Arts. The following Visual Arts
Standards will be stressed in this course:
1.4 Research two periods of painting, sculpture, film or other media and discuss their similarities and differences, using the language of the arts.
3.2 Identify contemporary artists worldwide who have achieved regional, national, or international recognition and discuss ways in which their work reflects,
plays a role in, and influences present-day culture.
3.3 Investigate and discuss universal concepts expressed in artwork from diverse cultures.
3.4 Research the methods art historians use to determine the time, place, context, value and culture that produced a given work of art.
4.1 Describe the relationship involving the art maker (artist), the making (process), the artwork (product), and the viewer.
4.2 Identify the intentions of artists creating contemporary artworks and explore the implications of those intentions.
4.3 Analyze and articulate how society influences the interpretation and message of artwork.
5.2 Compare and contrast artwork, probing beyond the obvious and identifying psychological content found in the symbols and images.
Course Objectives
There are seven basic course objectives. (1) An emphasis will be placed on visual literacy,
the ability to apply art historical methods to the students’ visual environment so that students
understand how images encode social ideologies. (2) The student will learn to suspend judgment
when looking at works of art, developing critical thinking skills by considering the assumptions they
bring to an evaluation and learning how to gather evidence before launching into opinions. (3)
Students will learn a canon of western images and be able to understand the basic problems and flux
of that canon. (4) Students will be encouraged to not only appreciate works of art from other cultures
but also understand them on the aesthetic criteria of those cultures. (5) Students will learn how art
history, being a discipline emphasizing social context, is a field of study that makes connections
among many other disciplines. (6) Students will be encouraged to be travelers who seek the
intellectual and emotional joys of aesthetic experiences. (7) Students will learn how art mediates all
types of human experiences.
Required Textbook (provided by school)
Stokstad, Marilyn, Art History. Pearson/Prentice Hall
Supplemental Texts (provided by teacher):
Janson, H. W., A History of Art. Harry N. Abrams
Kleiner, Fred S., Christin J. Mamiya, and Richard G. Tansey. Gardner's Art Through the Ages, 11th ed. San Diego: Harcourt College
Mason, Penelope, History of Japanese Art, Prentice Hall & Abrams, 1993
Pierce, James Smith, From Abacus to Zeus, A Handbook of Art History, Prentice-Hall
Strickland, Carol, The Annotated Arch: A Crash Course in the History Of Architecture, John Boswell Management, Inc., 2001
Strickland, Carol, The Annotated Mona Lisa: A Crash Course in Art History from Prehistoric to Post-Modern, John Boswell Management,
Inc., 1992
Other Resources:
Barnet, Sylvan, A Short Guide to Writing about Art. Harper Collins
Esterow, Milton, Editor & Publisher, Art News, various issues, New York
The College Board: www.collegeboard.com
Lawson Web Page & Study Guide at: http://home.netcom.com/~arthistory/lawson.htm
Classroom Environment: "No one has the right to keep others from learning."
Students are expected to come to class with reading and writing assignments completed,
prepared to participate in the daily learning discussions and activities. To help students organize and
plan their study time, a monthly agenda is provided on the CHS homework web page which outlines
approximate due dates for assignments and assessments.
To ensure the classroom is conducive to learning, the following rules and consequences will
be strictly maintained:
Rules: 1) Students will follow all school rules. 2) Students will bring all required supplies to class and be in their
assigned seat working when the bell rings. 3) Students will know when to talk. 4) Students will keep their hands and
other objects to themselves. 5) Students will show respect to others, including artwork and art supplies.
Consequences: 1st infraction) the student will receive a verbal warning. 2nd infraction) the student's parent or guardian
will be notified. 3rd infraction) the student will be referred to the appropriate counselor, dean, or administrator (B-1/A-10).
4th infraction) the student will receive a U, class suspension will be necessary, and a parent conference will be
requested.
Note: The order of the consequences may change due to the severity of the infraction.
Grading Policy:
This course is graded on an accumulated point system. Advanced Placement Art History is an
interactive lecture/discussion class. Attendance, completion of reading & analysis assignments, and
participation in class discussion are extremely important in comprehending the substantial material
presented in this course. Analytical writing will be stressed, as writing is an integral component of the
AP® Art History Examination. To perform well, students must be able to express their ideas using
the language of art in a clear, precise, analytical, and descriptive manner. To help students develop
their writing skills, instruction and strategies in stylistic and comparative analysis will be provided
using short-answer writings and a research paper. Students' progress will be evaluated using visual,
verbal, and written examinations in a variety of formats, including timed- multiple choice, slide
identification, and short & long-answer essays to strengthen the student's ability to write under
pressure. All exams in this course will follow a testing format similar to those used in the AP® Exam.
Criteria for Final Semester Grade with Approximate Grade Percentage:
Analysis Worksheets 25%, In-class & Take-home reading based Short & Long Essay
Questions/Quizzes 25%, Chapter & Final Exams (Comprehensive Multiple Choice, Artwork
Identification Short answer essay questions) 25%, Class Participation 15%, and Researched Papers
or Writing Assignments 10%. At each of the 5-week marking periods, points are totaled, an average
found, and a letter grade given according to the following:
90 -100% = A
80 - 89% = B
70 - 79% = C
60 - 69% = D
less than 60%= Fail
Absences, Late Work, and Extra Credit:
It is the student's responsibility to make up any lesson missed during an absence from class.
The student must pick-up missed handouts/assignments from the class tray, and/or copy missed
notes or directions from other students. Due to the substantial amount of required information
covered in this course, the teacher will not re-teach missed concepts during the regular class period
or allow make-up quizzes. To accommodate illness and unforeseen emergencies, missed exams
may be re-scheduled after school the first Wednesday following the student's return to school.
To receive full credit, all assignments must be placed in the turn-in drawer at the beginning of
the class period on the due date unless otherwise instructed by the teacher. Late work is not
accepted unless otherwise stated by the teacher. All accepted late assignments and late exams will
receive a 10% penalty. Approved late assignments will be accepted through the following grading
period with an additional 10% per day late penalty. All assignments and exams must be completed or
received before the cut off date of the current grading period to be included in the points for that
period. If received after the cut off date, points will be counted in the next grading period with the
exception of the final grading period (20 week) for the semester.
Extra credit may be assigned by the teacher and is only acceptable if ALL the student's
regular assignments have been completed with competency. Extra credit is additional exploration of
the assigned concepts and cannot be done in place of regular assignments.
Course Outline
This is a tentative schedule of the activities and assessments planned for this AP Art History
course. In order to take advantage of learning opportunities that may present themselves throughout
the year, this schedule is subject to change by the teacher without notice. While learning activities
and assessments may change, the overall concepts, objectives, and standards will remain constant.
FALL TERM – September - January
TIMELINE
CHAPTERS
Summer
Assignment
1 – Prehistory & Prehistoric Art in
Europe
2 – Art of the Ancient Near East
3 – Art of Ancient Egypt
Week 1
1 – Prehistory & Prehistoric Art in
Europe
12 & 23 – Art of the AmericasNative American Art
Week 2
2 – Art of the Ancient Near East
Sumerian, Akkadian, Babylonian,
Hittite, Assyrian, Neo-Babylonian,
& Persian cultures
12 & 23 – Art of the AmericasPre-Columbian Relief Sculpture
ART ANALYSIS
CONCEPTS / SKILLS
-Introduction to Formalism & Contextualism
-Introduction to art history: why study it? How to
write about an object and place it in context
-Learning the vocabulary: form, content, style &
context
-Learning to look; the concept of style; identifying
work through descriptive and analytical writing /
Evidence- support for thinking
-Conjecture, Sacred Space, Monument
-Religious Ritual, Iconography / RealismNaturalism / ritual related to fertility, ancestor
worship, & tribal welfare
Contextual / Cultural Background = Geographyphysical environment, Social/ Politicalpatronage- hierarchical society, Religious
beliefs- ritual / Division of labor-Specialization of
art & artist
Visual Analysis = Identifiable cultures / stylistic
characteristics --Stylistic comparison- Neolithic
& Paleolithic works / Stylistic characteristics
ASSESSMENTS
ASSIGNMENTS / EXAMS /PAPERS
-Read Chapters 1,2,3
-Complete Analysis Worksheets for
chapters 1, 2, & 3
-Paper #1- Museum visit-Artwork
Analysis assigned (OPTIONAL)
-Introduction E-mail
-Completed Chapter 1 Analysis
Worksheets due – Review &
Assessment
-Various Practice Reading Quizzes –
Review & analysis of quiz results
- Reading assignment - Indigenous
Art – North America – Native
American art (pg. 883-891) /
Sculpture, Architecture, Weaving,
Ceramics, Painting
-Paper #1- Artwork Analysis due
-Completed Chapter 2 Analysis
Worksheets due – Review &
Assessment
-Various Practice Reading Quizzes–
Review & analysis of quiz results
-Take Home Reading Assignment Meso-American Art (pg. 444-460) –
Week 3
3 – Art of Ancient Egypt
Early Dynastic
Old Kingdom
Middle Kingdom
New kingdom
Amarna- Revolution, Court Style
12 & 23 – Art of the AmericasPre-Columbian Architecture
Week 4
4 – Aegean Art
Cycladic, Minoan, Mycenaean
5 – Art of Ancient Greece
Greek Art/Historical Divisions
introduced
10 & 21 – Chinese Art11 & 22 – Japanese ArtArchitecture- design influences
Week 5
5 – Art of Ancient Greece cont.
Greek Art/Historical Divisions:
Geometric
Orientalizing Archaic
Classical (Early, High, Late) cont.
9 & 20 – Art of India
Week 6
5 – Art of Ancient Greece cont.
Greek Art/Historical Divisions:
Geometric
Orientalizing Archaic
Classical (Early, High, Late) cont.
3- Art of Ancient Egypt- human
form
10 & 21 – Chinese Art11 & 22 – Japanese Art –
pottery & painting
various Ancient Near East cultures
-Naturalism / Symbolism / Stylization /
Conventions / Practical / Spiritual – Hierarchy,
Protection
-Strategies for Analyzing Architecture-building &
site, city plan / Reading Architectural Plans /
Basic Architectural Techniques & Terms /
monumental structures – bridge
-Geography, economic, political structures –
influences on the nature of art
-Historical events & iconography =>Continually
Changing Power & Authority- Patronage
-Power & Authority – Relief Sculpture /
compositional conventions / stylistic differences
in iconography & manner of representation –
male & female attributes
– Analytic comparisons Relief Sculpture- MesoAmerican / Mesopotamia / Ancient Egyptian
Contextual / Cultural Background = Geographyphysical environment, Social/ Politicalpatronage, Religious beliefs / Influencesgeography, economic, political, Mythologydeath/afterlife- rules of convention
Visual Analysis = Architecture- Evolution of
Pyramid / Technology & Terms / Scared SpaceRitual, religious beliefs / Tombs / Temples /
Context- Function / Purpose / Timelessness
-Convention -Canon-human form / Conceptual /
Style-Naturalism / Idealism
-Analytic comparisons Architecture- purpose, site,
materials, techniques
Contextual / Cultural Background-Geographyphysical environment, Social/ Politicalpatronage, Religious beliefs –viewed in design,
subject matter & conventions of design
-Archeology-Schliemann, Evans / Subject-Myth,
Narrative, Homer
Visual Analysis =
-Architecture=Development of temples – Orders,
terms, techniques
-Painting (Palace & Vase) – Repetition /
Naturalism / Idealism / Realism / Expressionism
-Impact of belief system in architecture – natural
materials / re-building / tradition
Contextual / Cultural Background-Geography,
Social, Political, Religious beliefs cont.=
mythology/ Aesthetics-Greek contribution to
Western art & architecture
-Role of architect / artist = know name, establish
standards, ordered & idealized by human
intellect, “man measure of all things” / selfknowledge & self-control
Visual Analysis =
-Architecture=Development of temples – Orders,
terms, techniques cont. - Religious beliefs siting & layout of sacred places
-Formalism= Strategies for analyzing architectural
sculpture – Materials / Methods, Basic
Techniques & Terms- Proportion, 3-D (Volume),
Space- Positive/Negative / iconography- belief
system / male/female – duality
Contextual cont. = Patronage-Athens, Perikles,
Delian League / memorial art / divinely inspired
sovereign
Visual Analysis = Formalism-Strategies for
Analyzing Figural Sculpture – Materials /
Methods, Basic Techniques & TermsContrapposto, Mathematical Proportion, 3-D
(Volume), Space- Positive/Negative / evolution
of figurative sculpture
-Evolution of Human Form- Style / Conventions /
Canons of Proportion / Perfection / classical
restraint /Artists-Myron, Polykleitos, Praxiteles,
Lysippos, Exekias, Euphronios / comparisonEgypt
-Strategies for Analyzing Painting - Abstraction /
Elements of Line – Contour / Black - Red styles
-Ceramic Materials / Methods Techniques &
Sculpture, Architecture, Weaving,
Ceramics, Painting
-Take-Home Writing Assignment –
Comparative Analysis Power &
Authority Relief Sculpture -- ReliefSculpture Chapters 2, 3, & 12&23
= evidence of Power & Authority /
Formalism / Stylistic Differences
-Principles & Elements of Art Quiz
-Group Presentation Assignment –
Informed Speculation- sacred
space, ritual, iconography, context,
canon
-Completed Chapter 3 Analysis
Worksheets due– Review &
Assessment
-Reading Quizzes– Review &
analysis of quiz results
-Take-Home Writing AssignmentComparative Analysis Architecture
= Analytic Comparisons PreColumbian, Mesopotamian &
Ancient Egyptian architecture
-Chapter 4 Analysis Worksheets
due– Review & Assessment
-Reading Quizzes– Review &
analysis of quiz results
-Reading assignment & analysis
questions – Chapters 10 & 21,
China p 396-419 Chapters 11 &
22, Japan p 422-23, 426-29, 43233, 859-62 - Architecture –
Pagodas– Design / Religious
influence
-Take-Home Writing Assignment –
Comparative Analysis Narrative
Composition
-Reading Quizzes– Review &
analysis of quiz results
-Reading assignment & analysis
questions – Chapters 9 & 20 –
India p 374-77 Architecture –
Stupas, rock-cut halls–Religious
influence / Design & Architectural
Sculpture- p 376, 384-85, 387-88, /
meaning & ritual in images
- Take-Home Writing AssignmentComparative Analysis-Architectural
Sculpture- composing space /
creating a narrative – Chapters 5, 9
& 20
-Basic Greek Architecture / Vase Terms & Techniques Quiz
-Chapter 5 Analysis Worksheets
due– Review & Assessment
-Reading Quizzes– Review &
analysis of quiz results
-In Class Writing Assignment –
Comparative Analysis Human
Body in Art- Greek & Egypt
-Reading assignment & analysis
questions – Chapters 10 & 21,
China p 400-02, 418-19, 842-43,
Chapters 11 & 22, Japan p 423-26,
862-65, –Ceramics, writing boxes,
etc. – Design / Painting
Week 7
6 - Etruscan Art & Roman Art
Etruscan
Republican Period
Imperial Rome
Early Empire
Late Empire
10 & 21 – Chinese Art11 & 22 – Japanese ArtComparison -Architecture
Week 8
6 - Roman Art
Republican Period
Imperial Rome
Early Empire
Late Empire
9 & 20 – Art of India10 & 21 – Chinese Art11 & 22 – Japanese Art- figural
sculpture
13 & 25 – Art of Africa – figural
sculpture & mask
Week 9
Mid-term
Review & EXAM #1
Week 10
7 – Early Christian, Jewish, &
Byzantine Art
Imperial Christian Art &
Architecture
Byzantine
8 – Islamic Art- ArchitectureSacred site
Week 11
8 – Islamic Art
Non-Western Research Project:
9 & 20 – Art of India
10 & 21 – Chinese Art
11 & 22 – Japanese Art
13 & 25 – Art of Africa
Terms / tradition & skill
-Role of Women- Society / Restrictions
Contextual / Cultural Background = GeographyPhysical environment / Social / Political /
Religious belief system - influence- Greek =>
Etruscan => Roman
-Etruscan architecture & sculpture-/ funerarytumulus / necropolis
-Roman Patronage / Style- Appropriation /
Propaganda / Commemorative art &
architecture
Visual Analysis =
-Architecture as monument to leader, ancestors, &
belief system / Engineering- concrete, roads,
bridges, aqueducts, arenas / Construction
techniques & Terms / materials / features - arch,
dome, vault, city planning, orientation= building
& site, atrium, selecting & covering space
Contextual =Role of artist -modification &
adaptation of Greek & Etruscan architecture &
art for own purpose / Pompeii
Visual Analysis =
-Portrait Sculpture-fusion of observation &
idealization / materials & techniques / stylistic
characteristics / iconographic meaning - Rule of
elders – verism / Belief system requirements
-Sculpture- space / composition / figure / narrative
/ content /subject = social & political values /
ritual / materials / techniques
-Roman Painting / Mosaics- Techniques & Terms
-Fresco / Illusionism / styles / purpose / subjects
-Constantine- Christianity / evolution of basilica
-Role of Women in art & society
-Field Trip: Getty Villa
-AP Exam Format
-Test taking strategies
-M/C Questions
-M/C Slide Questions
-Short Answer Questions
-30 Minute Essay = Western / Non-Western
Comparative Analysis – How the Figure
Reflects Culture & Belief System
Contextual / Cultural Background-Geography,
Social, Political, Religious beliefs= afterlife
means to salvation – Christianity, Power &
Authority – disintegration of Roman Empire /
Identifying Stylistic Periods / Function of art &
architecture / Christian Iconography
-Role of Artist – sources of imagery /
communication of themes-subject / Religious
influence / symbolism / narrative
-Religious influences in art- function / iconography
/ compositional devises / meaning
-Patronage –influence of Roman funerary
practices / Emperor Justinian
Visual Analysis =
-Architecture Techniques & Terms – Space &
Light / Elements of Architecture- Basilica Plan /
Central Plan / Pendentives, Squinches / Site
requirements
-Architectural decoration -Relief Sculpture –
diptych / materials & techniques / compositional
techniques iconography / Representation of
human form =Byzantine Characteristics
-Pictorial devises - Mosaic Techniques & Terms /
Early Manuscript illustration
Contextual / Cultural Background- Islamic Art=
Islam & Early Islamic Society / Patronage / Role
of Artist / Religion – Koran
Visual Analysis =
- Cont. Architecture & Religious requirementsElements of architecture- Mosque
-Imagery in art (none-religious requirement)
Group Non-Western Researched/Presentation
Assignment Requirements – ResearchContext-Social, Political, Religious / selecting
appropriate artworks – discussing cultural
aesthetics / Bibliography-plagiarism
Non- Western Research = Contextual / Cultural
-Reading Quizzes– Review &
analysis of quiz results
-In class Comparison Writing
Assignment- Narrative
Composition in Greek Vase
Painting
-Take Home Writing AssignmentArchitecture Comparison-Chapters
5,6,10,11 Belief System Reflected
in Site Selection, Space
Organization & Engineering
-Completed Chapter 6 Analysis
Worksheets due– Review &
Assessment
-Reading Quizzes– Review &
analysis of quiz results
-Reading assignment & analysis
questions – Chapters 9 & 20 –India
10 & 21p 376-77, 380-81, 392-93,
China p 398-97, 409-10, Chapters
11 & 22, Japan p 427-29, 432-33,
– Sculpture- space, composition,
figure, technique
-Writing Assignment – Museum Visit
Summary
Exams # 1
Chapters 1, 2, 3, 4, 5, 6, 9 & 20, 10 &
21, 11 & 22
Exam Review
Exam Results Analysis
-Completed Chapter 7 Analysis
Worksheets due– Review &
Assessment
-Reading Quizzes– Review &
analysis of quiz results
Take-Home Writing AssignmentComparative Analysis Roman,
Early Christian, & Byzantine
mosaic techniques, compositional
devises, iconographic symbolism
as a narrative devise
-Reading assignment & analysis
questions – Chapter 8 – Islamic
Architecture
-Completed Chapter 8 Analysis
Worksheets due– Review &
Assessment
-Reading Quizzes– Review &
analysis of quiz results
-Group Non-Western Researched
Presentation Assigned – written
paper & PowerPoint presentationdue as Semester A Final (on going
until final) Individual assignments
due: Selecting an appropriate topic
/ Demonstrating an understanding
of both library & Internet location &
Background – Role of Religion- Islam, Jainism,
Hinduism, Daoism, Confucianism, Shinto,
Buddhism – Esoteric, Pure Land & Zen / Silk
Road = Society / Patronage / Role of Artist
Non-Western Research = Visual Analysis-Architecture & Religious requirements, Elements
of architecture, Materials & Techniquesmosque, temples, stupa, pagoda, shrine
-Imagery in art- characteristics of Buddha,
Buddhist symbols, female figure
- Calligraphy
-Sculpture- figural characteristics, purpose,
materials & techniques / meditative imagery
-Landscape painting- Northern Song & Southern
Song, handscroll, hanging scroll format
narrative – handscroll & hanging scroll / careful
observation of nature / vase painting
Week 12
14 – Early Medieval Art in Europe
-Early Middle Ages
-Animal Style
-Carolingian Period
-Ottonian Period
8 – Islamic Art
10 & 21 – Chinese Art
11 & 22 – Japanese Art
Week 13
15 – Romanesque Art
Regional Differences:
France
Spain
Britain
Normandy
Germany
Italy
9 & 20 – Art of India12 & 23 – Art of the AmericasSacred Space - Entrance
Week 14
Week 15
15 – Romanesque Art
Regional Differences cont:
France
Spain
Britain
Normandy
Germany
Italy
10 & 21 – Chinese Art11 & 22 – Japanese Art- Visual
Narrative
16 – Gothic Art
Regional Differences:
France
Spain
England
Germany
Italy
10 & 21 – Chinese Art11 & 22 – Japanese Art- Paintingcomposition, spiritual nature
Contextual / Cultural Background-Geography,
Social, Political, Religious beliefs -- Medieval
Europe, Germanic tribes, Monasteries,
Crusades, Pilgrimage routes
Visual Analysis =
-Architecture & Religious requirements- Elements
of architecture- Sacred Sites, Ritual / basilican
plan= Monastery / Cathedral
-Animal Style- Organic / Geometric characteristics
/ influences
-Illuminated Manuscripts- Role of the artist- text &
image- symbolization / Scriptorium / Narrative –
subject, composition, organization, motifintricate designs
-Patronage- papal courts / kings – Charlemagne &
Ottonian / monasteries
-Relief Sculpture –metal works & jewelry /
funerary- grave stones & ships / weapons
Contextual / Cultural Background-Geography,
Social, Political, Religious beliefs – Crusades,
Pilgrimages-Routes -Rome, Spain, Jerusalem
Visual Analysis =
-Architecture -religious / regional requirementsrelationship to physical environment / Elements
of architecture- plan / scale / materials /
techniques / Cathedral / vaulting
- Architectural decoration / Relief Sculpture –
Narrative = educational -subject, composition
organization, human form / Features- Portaltympanums, archivolts, jamb figures / materials
& techniques / compositional techniques /
iconography / stylistic characteristics
Contextual / Cultural Background-Geography,
Social, Political, Religious beliefs cont. –
regional style / Norman Conquest / ChristianMuslim struggle for control / Apocalypse
Visual Analysis =
-Painting - Narrative – subject, composition,
organization / Role of the viewer
-Role of Women – Virgin as intercessor /
employed in workshops & scriptoriums
-Fiber arts – embroidery techniques / narrative /
compositional techniques / Historical document
Contextual / Cultural Background-Geography,
Social, Political, Religious beliefs- Cathedral
=Cult of the Virgin, patronage / cities- civic
pride, rural & urban economy, skilled workers,
community identity, seats of ruling bishops of
territory / universities / wars / famine, plagues
Visual Analysis =
-Architectural Innovations- height & light
(early/late) – Abbot Suger-role of the artist /
vaulting methods, buttresses, stained glass /
regional differences
-Architectural sculpture- fit architectural
elements=Royal Portal / revival of classical
forms / didactic purpose – educational device,
symbolic language – authority of French
access skills related to conducting
self-directed research / Using a
variety of appropriate sources;
books, periodical articles, print
indexes, electronic data-bases, or
Internet / Extracting relevant facts
that demonstrate depth &
extensiveness of subject, and
completeness of collection /
Creating an outlined plan of paper
& presentation / Correctly using
sources in writing; quoting,
paraphrasing & citing (versus
plagiarizing) / Creating a
Bibliography of the sources
consulted in writing your research
paper / Including copy of
PowerPoint presentation which
includes slides of the artworks
analyzed in paper & presentation
-Chapter 14 Analysis Worksheets
due– Review & Assessment
-Reading Quizzes– Review &
analysis of quiz results
-Take-Home Reading / Writing
Assignment- Comparative Analysis
Stylistic innovations of Manuscripts
– Calligraphic decoration / book art
/ illumination – Medieval p 486-87,
490-98, 503-05, 527-29, 532-35,
538-39,572-76, 580-83, Islamic p
361-363, Chinese p 400, 408-09,
Japanese p 434-437
-Reading Quizzes– Review &
analysis of quiz results
-In Class Writing AssignmentComparative Analysis – Regional
Differences in Romanesque
Architecture
-Take-Home Reading / Writing
Assignment- Comparative Analysis
Stylistic innovations of architectural
sculpture – sacred space
entrances – Romanesque p 51621, India p 374-77, 383-89,
Americas p 448-50
-Chapter 15 Analysis Worksheets
due– Review & Assessment
-Reading Quizzes– Review &
analysis of quiz results
-Take-Home Reading / Writing
Assignment Chinese- p 400, 40809, Japanese p 434-437 /
Comparative Writing AssignmentNarrative - Analysis of composition
& Political implications of the
narrative
-Reading Quizzes– Review &
analysis of quiz results
-Take-Home Writing Assignment Primary source documents –
-Take Home Reading & Writing
Assignment- Chinese p. 416-19,
837-42, 846-49 / Japanese p. 42733, p 440-41, 856, 866-68 –
Comparison Meditative imagery
Week 16
16 – Gothic Art
Regional Differences Cont:
France
Spain
England
Germany
Italy
Proto-Renaissance
Emergence of the Renaissance
Week 17
Final
Review & EXAM #2
Week 18
17 – Early Renaissance Art in
Europe (Northern)
French Court
Flemish Art
German Art
Week 19
17 – Early Renaissance Art in
Europe (Italy)
Week 20
Non-Western Art Presentation
SPRING TERM – FEBRUARY- JUNE
18 – Renaissance Art in Sixteenth
Week 1
Century Europe (Italy)
monarchs / complex symbolism
-Writing strategies- writing using primary source
document
Contextual / Cultural Background-Geography,
Social, Political, Religious beliefs cont. –
Symbolic meaning (sign system) & purpose /
Psychological interpretation
Visual Analysis =
- Stained Glass Techniques- Bible subjects
-Private prayer books – increased literacy
- Analyzing Painting, Techniques & materials
(tempera / oil) & Terms / Style = International
Gothic, proto-Renaissance characteristics /
altarpieces-panel painting / fresco painting /
subject & meaning
-Test taking strategies
-M/C Questions
-M/C Slide Questions
-Short Answer Questions
-30 Minute Essay = Western / Non-Western
Comparative Analysis – How the Narrative
Reflects Culture & Belief System
Contextual / Cultural Background-Geography,
Social, Political, Religious beliefs- Humanism /
relationship to nature / role of artist / Protestant
Reformation / influence on Italy
-Patronage- capitalism / guild system / French
aristocracy / civic groups, merchants, town
councils
Visual Analysis =
-Painting materials, techniques & terms –
pigments (tempera & oil) / illuminations /
miniatures / portraiture / disguised symbolism
-Printmaking Techniques & Terms – engraving,
movable-type, expansion of learning / woodcutsdevotional images
Contextual / Cultural Background = Geography,
Social, Political, Religious beliefs cont. –
Humanism /Neo-platonic Academy / Classical
influence/ Changing role of the Artist –
competitions, individually recorded, innovative /
education / Medici Patronage / education
Visual Analysis =
-Architecture – palace & religious- characteristics,
materials / latin cross plan / dome / barrel-vault /
large interior space
-Sculpture – independent / techniques & materials
/ subtractive method / anatomy
-Painting=Illusionary form & space= perspective,
modeling & anatomy / development of linear
perspective, atmospheric perspective,
mathematical system of proportion / Pyramidal
composition / sfumato, modeling
-Artist Interpretation- psychological (Donatello),
feminist (learned from families or convents)
SEMESTER A FINAL PRESENTATION
Contextual / Cultural Background = Geography,
Social, Political, Religious beliefs- divinely
inspired creative geniuses / effects of the
Reformation & the Counter-Reformation
(Council of Trent) on art / Return of iconoclasm
to Europe = strict religious guidelines for artists /
merchants = grow prosperous from trade /
Venetian artists explore new dimensions in the
arts
-Power & Authority – Papacy = political power &
leading patron / glorified the Vatican & Holy City
/ Militaristic expansion under Pope Julius II /
Divine Right of Kings
Visual Analysis =
-Architecture purpose = religious & secular /
media & techniques / design = Ideals = order,
clarity, simplicity, harmony, & proportion / circle,
-Chapter 16 Analysis Worksheets
due– Review & Assessment
-Reading Quizzes– Review &
analysis of quiz results
-Take-Home Writing AssignmentComparative analysis of the
function of artistic elements within
the cathedral environment: stainedglass, column & portal sculpture,
independent sculpture & panel
painting
Exams # 2
Chapters 7, 8, 9, 10 & 21, 11 & 22,
13 & 25, 14, 15, 16
Exam Review
Exam Results Analysis
-Reading Quizzes– Review &
analysis of quiz results
-Take-Home Writing AssignmentComparative analysis of The
Influence of Patronage in art
-Chapter 17 Analysis Worksheets
due– Review & Assessment
-Reading Quizzes– Review &
analysis of quiz results
-Take-Home Writing AssignmentSculpture Comparative Analysis
-Group Non-Western Researched
Presentation due / see week 11
above
-Reading Quizzes– Review &
analysis of quiz results
-Take-Home Writing Assignment Comparative Analysis –
Reformation & Counter
Reformation artwork
Week 2
18 – Renaissance Art in Sixteenth
Century Europe (Italy)
Week 3
18 – Renaissance Art in Sixteenth
Century Europe Cont. (Northern)
11 & 22 – Japanese ArtPrintmaking Technique
Week 4
19 – Baroque, Rococo, & Early
American Art
square & triangle were the preferred
organizational elements / perfected the ideals of
15th century / new element = balustrade,
Colossal Order, Paired columns
-Sculpture – religious / subtractive method /
influence = Classical / heavily muscled / Heroic
/ Monumental / Expressive of tightly controlled
emotion
Contextual / Cultural Background = Geography,
Social, Political, Religious beliefs cont.
Visual analysis=
-Painting - perfected the use of pyramidal
compositions, massive monumental figures,
harmonious color schemes, simplified groups of
calm figures / Portraits projected psychological
insight / Modeling with light & dark, consisting of
chiaroscuro / Two-point linear perspective /
Regional difference- Venice = Color = most
important element (golden light of Venice is
unique) / Relaxed style = emotional impact was
more important than mathematical precision of
design
-Mannerism- Political & religious upheavals,
economic decline, & social crises in Rome &
Florence / Characteristics=Tension- uncertain
balance & spatial relationships & anxiety
created in the viewer / Ambiguity of meaning /
Elongated torsos /Extremely small heads /
Unusual poses
Contextual / Cultural Background = Geography,
Social, Political, Religious beliefs cont. Protestants & Catholics / Italian artists work for
kings & courts / Northern artist travel to Italy to
observe classical art / Germany – controlled by
clergy, powerful dukes & banking families /
series of peasant revolts / printing press
stimulated the use of graphic arts in printed
texts / Durer = Renaissance style in Northern
Europe / painting major form of art-Patronage –
private
Visual Analysis =
-Architecture - Charles VII returned from Italian
campaign / brought back Italian artist &
architects to transform palaces in Italian style /
Francis I (successor) built large chateaux in the
new French Renaissance style
-Painting-Expressionism / symbolism & naturalism
/ Still life Analysis / Landscape analysis /
Symbolism & Metaphor / Techniques – Oil
Painting / texture / detail
-Printmaking - Engravings & woodcuts / printing
press / Symbolism in iconography
-Comparisons – Northern & Southern
Renaissance / Florence & Rome
Contextual / Cultural Background = Geographyregional styles, Social, Political, Religious
beliefs/ Scientific Revolution – new sciences &
challenge to beliefs / Papal Rome – Council of
Trent / Academy-18th Century Music & Art / Age
of wealthy nations
-Patronage = influence on art / middle-class artbuying public / open market
Visual Analysis = Naturalism/verisimilitude /
Shifting styles / The "Quarrel of the Ancients
and the Moderns" - Poussinistes versus
Rubenistes / studio method / technical virtuosity
/ function = inspire / characteristics= General manipulation of space, light, mass, volume, &
texture to express power / Formal-heightened
realism, sense of motion, theatrical spaces, use
of classical elements in emotionally charged
settings, allegorical, use of irregular forms in its
architecture
-Architecture-Grandeur, elegance, & opulence /
variety of “national” styles / purpose = religious
& secular / materials - Simple materials (brick)
plastered & painted to imitate expensive
materials (marble) / Space/ Undulating facades/
Dynamic balance / Scale & size grand / Light &
-Reading Quizzes– Review &
analysis of quiz results
-Take-Home Writing AssignmentComparative Analysis Northern &
Italian Painting
-Chapter 18 Analysis Worksheets
due– Review & Assessment
-Reading Quizzes– Review &
analysis of quiz results
-Take-Home Reading/Writing
Assignment– Printmaking
Techniques – Japanese p. 854,
867-69
-Chapter 19 Analysis Worksheets
due– Review & Assessment
-Reading Quizzes– Review &
analysis of quiz results
-Take-Home Writing AssignmentComparative Analysis –
Poussinistes vs. Rubenistes
Week 5
26 – Neoclassicism &
Romanticism in Europe & the U. S.
Neoclassicism
Week 6
26 – Neoclassicism &
Romanticism in Europe & the U. S.
Romanticism
Week 7
27 – Realism to Impressionism in
Europe & the U. S.
Realism
dark-Shadows / Changing play of light & color /
Italy =Implied “Classical” language perpetuated
-Sculpture- Italy & France / intensely powerful &
emotional style / Italy= primarily religious,
France = Secular / Combining materials typical
-Painting - general = Dynamic – manipulation of
space, light, mass, volume, & texture to express
power & optimism dominated era / Country
differences / Church decoration, Easel
paintings, Palace decoration, Landscape
settings, Vanitas / medium- Fresco, Oil on
canvas, Mixed media / tromp l’oeil /
Characteristics = Dynamic instead of static
balance / Receding compositions / Extreme
illusionism in space & light / Emotional response
heightened / tenebrism / brushwork & rich,
impasto, alla prima /
Rococo - nobility => Fetes galantes / middle-class
works favored simple interiors / Color was very
important -lighter, more subtle palette /
aristocratic paintings often portrayed idyllic
country settings
Contextual / Cultural Background = Geography,
Social, Political, Religious beliefs –
Enlightenment & Revolution- “Age of Reason” /
Declaration of the Rights of Man and Citizen &
the Declaration of Independence / science &
rational improvement of Society / morality /
excavations Pompeii / Technological/Industrial
revolution / Merchant class leaders – working
class / Political, Social, Economic /
consequences / Influence of Napoleon/ The
American identity
Visual Analysis =
Neoclassicism = Classical symbolism- order,
solemnity/ tone-calm, rational / democracy &
responsible citizenship / technique = stressed
drawing with lines, not color / no trace of brush
strokes / French Academy Style
-Architecture= Revivals- Neo-Classicism, Gothic
Revival, Neo-Baroque / Public buildings /
-Sculpture= monuments to recent events or
heroes
-Painting – Portraiture = moral genre / classical
symbolism
Contextual / Cultural Background = Geography,
Social, Political, Religious beliefs cont.
Visual Analysis =
Romanticism = inspired by literary developments
& stressed emotion, action, and color intuition,
emotion, imagination / subject-Medieval &
Baroque eras, Middle & Far East / tonesubjective, spontaneous, nonconformist,
concept of originality= opposed to virtuosity /
glorification of self expression -extraordinary in
ordinary / color-unrestricted, deep - rich shades
/ Subjects-anything that elicits feelings= dreams,
events of the Orient, beauty of nature, forces of
nature, unpredictable moment (sunset- storm) /
Genre = Narratives of heroic struggle,
landscapes, wild animals / Technique-quick
brush strokes, strong light & shade contrast /
use= public & private entertainment / chief
vehicle for Enlightenment optimism /
composition = use of diagonal
-Hudson River School
-Early Photography
Contextual / Cultural Background = Geography,
Social, Political, Religious beliefs- The July
Monarchy - Rule of Charles X ends/ reign of
Louis-Philippe / Revolutions Europe & U.S./
Socialism / Industrialization / Urbanization / Fin de
Siecle
Visual Analysis =
-Art of Its Own Time / Salon Tradition / Barbizon
painters
-Realism-emphasized objective views of nature &
people / critical of the status quo / purposerebelling against Neo-Classicism &
-Reading Quizzes– Review &
analysis of quiz results
-Take-Home Writing AssignmentComparative Analysis –Differences
in Revival Architecture
-Chapter 26 Analysis Worksheets
due– Review & Assessment
-Reading Quizzes– Review &
analysis of quiz results
-Take-Home Writing AssignmentRomanticism Painting Comparative
Analysis – Compositional Devices
-Reading Quizzes– Review &
analysis of quiz results
-Take-Home Writing AssignmentContextual Comparative Analysis –
Realism painting & printmaking
Week 8
27 – Realism to Impressionism in
Europe & the U. S.
Impressionism
11 & 22 – Japanese ArtPrintmaking Composition
Week 9
SPRING BREAK
Mid-term
Review & EXAM #3
Week 10
28 – The Rise of Modernism in
Europe & the United States
Architecture
Sculpture
11 & 22 – Japanese ArtArchitecture
Romanticism / tried to portray their subjects
true to life and free from idealization of any
sort / subject- against –history & mythology,
the Renaissance, Catholicism, and all
conventions; depiction of any subject or event
not personally experienced by the artist /
favored – landscape, genre, depictions of an
artist’s direct experiences/ media oil &
watercolor/ techniques -Color Theory=
rejected the heightened color of the
Romanticist / used colors true to their subject
(either bright or drab) / colors often muted &
“earthy
Early Photographic Techniques & Terms- =
Invention of photography (Daguerre/Talbot)Maybridge exhibition
Printmaking - Lithography => resulted in wider
distribution of art & other printing techniques
Contextual / Cultural Background = Geography,
Social, Political, Religious beliefs / The Positivist
Age-=> “The Machine Age”- knowledge based
on natural phenomenon, properties & relations
verified by empirical (based on observation or
experiment) science / Great Exhibition of all
Nations (World’s Fair) / Admiral Perry opens
Japan => forces trade with Europe => influx of
Japanese prints / Salon des Refuses =>founded
by Napoleon III for the many artists rejected by
the Official exhibitions => open to all
artists=emphasize here & now / FrancoPrussian
Visual Analysis
Architecture- cast iron a new building material for
architects => mass production of complicated
decorative devices & prefabrication of building
units off site/ most 19th century architecture=
revival styles like pseudo-Greek or Roman
temples and updated Gothic castles / materials
visible in utilitarian structures-suspension
bridges, railroad sheds & factories / new
materials and engineering methods =new
practical style
Painting-First impressionist Exhibition-Paris/
synthetic chemicals for pigments => produce
brilliant colors / Subjects- modern life immediate visual sensation through color & light
/ rejected Renaissance tradition => no linear
perspective, idealized figures, chiaroscuro,
symmetrical balance / established artist’s right
to experiment with personal style / The Salon The Art Dealer/ a plein air/ Characteristics= use
of bright, fragmented, pure color, preoccupation
with the effects of light / juxtaposition of colors Color Theory/ unusual and often high, point of
view of looking down on a scene / lack of singlepoint perspective / off-center composition /
figures jut out of the picture frame / slanting
lines lead the eye into the picture / transience in
nature / technique-short choppy brush strokes /
Influences= photography & Japanese printsukiyo-e / Edo period-political isolation / subject –
urban culture
-Format
-Test taking strategies
-M/C Questions
-M/C Slide Questions
-Short Answer Questions
Contextual / Cultural Background = Geography,
Social, Political, Religious beliefs- Nationalism /
Imperialism / new technology- communication,
transportation / mass production / WWI / WWII
/Jung & Freud
Visual Analysis = Modernism- art that calls
attention to: the process of its making / focus on
the individual in the form of self analysis & self
expression / desire for freedom from academic
art institutions & traditional processes of artmaking / interest in the exotic & in new sources
-Chapter 27 Analysis Worksheets
due– Review & Assessment
-Reading Quizzes– Review &
analysis of quiz results
-Take-Home Writing AssignmentComparative Analysis – Influence
of Japanese Art
Exams # 3
Chapters 11 & 22, 17, 18, 19, 26, &
27
Exam Review
Exam Results Analysis
-Reading Quizzes– Review &
analysis of quiz results
-Reading Assignment & Analysis
Questions- Japanese Architecture
p 859-62
-Take-Home Writing Assignment
Comparative Analysis – Material &
Technique Differences in Sculpture
-Writing Assignment – Museum Visit
Week 11
28 – The Rise of Modernism in
Europe & the United States
Painting
24 – Art of Pacific Cultures
13 & 25 – Art of Africa
Week 12
29 – Art in the United States &
Europe since World War II
Architecture
Sculpture
of imagery which are often non-western /
redefining what reality is (a growing interest in
psychological reality & imagined reality) /
increase interest in formal concerns (elements
of art) as a primary structuring device /
fracturing of image & the process of various
ways of abstraction / experimentation & use of
modern materials & technology for art making /
directness & immediacy with the subject matter /
challenging conventional ideas of what is
“beautiful”/ the objectification of the art work –
moving away from pictorial space / “the shock of
the new” – innovation becomes one of the
defining elements of art
-Architecture-Modern Architectural Technology &
Terms / Art Nouveau- expression of new metal
design/ Less is More / International StyleEurope - WWI & WWII / plan=regularity in
spacing of clear, cubic units-flexibility – interiors
moveable/non-load bearing/portable = influence
of Japan / structure- lack of decoration/strength/
no supports or bracing / austere geometry
based steel & concrete skeletal structures / No
historical reference / De Stijl / Bauhaus /
Chicago School – Makes break- principlesstructure= lack of decoration/strength/ no
supports or bracing / austere geometry based
steel & concrete skeletal structures /
Functionalism- function is primary concerndetermines form = form follows function /
characteristic look of the style -Skyscraper=
early are more decorative / some link with old
traditions / buildings resemble each other /
High-tech – clean/streamlined design-machine
for living / Style- glass & steel boxes /
Geometric
-Sculpture- physical & psychological reality /
Reality of materials / Parts left unfinished /
avant-garde / Formalism – qualities of line,
pattern, color / Expressionism- symbolic
characteristics / Modern Sculpture Techniques
& Terms
-Field Trip- Norton Simon Museum
Contextual / Cultural Background = Geography,
Social, Political, Religious beliefs cont.
Visual Analysis = Influence of non-western art
-Painting-Formalism / Expressionism cont.
Fauvism / Expressionism / Cubism/ Orphism /
Purism / Futurism / Dada-Surrealism /
Suprematism / De Stijl Constructivism /
Bauhaus / Degenerate Art / Abstraction / NonObjective Art /Conceptual Art
-Inspiration beyond European tradition – Africa &
Pacific Cultures / pictorial space / appropriation /
symbolism & iconography / stylization
Contextual / Cultural Background = Geography,
Social, Political, Religious beliefsVisual Analysis =
-Architecture- Post-Modern = pluralism / reaction
/alternative to Bauhaus-inspired Modernism &
International Style / replaced T-square/ straight
forms with curvilinear lines & complex shapes /
renewed interest in color as an architectural
element / historical elements – dome/arch/vault
/ technology & new materials contribute to new
designs / Deconstructionism / Expressionism /
Universalism
-Sculpture-Stylistic movements/ InnovationsConcepts / Analytical process > Content (form
of objects) / Non-European influences (primitive
art) / Changed ideas of representation / New
materials / Kinetic Sculpture / Abstraction- Truth
to materials –simplification of form / DadaSurrealism – found objects, Ready Mades /
Structuralism / Pop Art / Earthworks /
Installations / Feminism / computer & video art
-Painting- American Impressionism / Avant Garde
/ Art center=Paris-New York / Ashcan School /
American Abstraction- Armory Show / Gallery
Summary
-Chapter 28 Analysis Worksheets
due– Review & Assessment
-Reading Quizzes– Review &
analysis of quiz results
-Take-Home Writing AssignmentArtwork Comparison-Discuss how
artworks break with established
traditions.
-Reading Quizzes– Review &
analysis of quiz results
-Take-Home Writing AssignmentArchitectural ComparisonSumming Up Understanding of
Architecture
Week 13
29 – Art in the United States &
Europe since World War II
Week 14
Review
Week 15
AP EXAM
Artwork / Slide Review
Contemporary Art
Annual Student Art Exhibition
Annual Student Art Exhibition
Annual Student Art Exhibition
Week 16
Week 17
Week 18
Week 19
Final
Review & EXAM #4
Week 20
Contemporary Art Assignment
Presentation
291 / Precisionism / Regionalism –American
Scene Painters –Urban Realist
Contextual / Cultural Background = Geography,
Social, Political, Religious beliefs cont.
Visual Analysis = / Low culture / The end of art
history? / Viewer involvement
-Social Realism –Mexican Muralist / Abstract
Expressionism / Minimalism / Performance ArtHappenings / Op Art / Conceptual Art / Pop Art /
Dada-Superrealism / Earth Art Post modern /
Neo-Expressionism / Feminist Art / PostModernism
Review major concepts- From Analysis
Worksheets:
Architecture
Sculpture
Painting
Identification Practice
Contemporary Art
Research & Design for Student Art Exhibition
Installation
Exhibition Week
-Docent student tours
-Test taking strategies
-M/C Questions
-M/C Slide Questions
-Short Answer Questions
SEMESTER B FINAL PRESENTATION
-Chapter 29 Analysis Worksheets
due– Review & Assessment
-Reading Quizzes– Review &
analysis of quiz results
-Take-Home Writing AssignmentCompare uses of medium and formal
and compositional elements.
Discuss how does the artworks
function as a document of
American social history
-Review Analysis Worksheets
Slide recognition quiz
Contemporary Art Assignment
Assigned
Exams # 4
Chapters 24, 13 & 25, 28 & 29
Exam Review
Exam Results Analysis
Contemporary Art Assignment - due
I am looking forward to a successful year. If you have any questions about the course, your
child’s progress, or would like to schedule a conference, please do not hesitate to call and leave a
message with a daytime phone number. I will return your call usually within 3 days. I can also be
reached by e-mail at malawson55@aol.com for a faster response. Please return this document
signed by September 12th.
Sincerely,
Mrs. Allyne Lawson
Directions for students:
1. Students, when you have read this syllabus & guidelines document sign and date below.
2. Take the document home, ask your parent/guardian to read this document, sign & date below.
3. Return the complete document signed to the teacher by September 12, 2007.
4. After awarding points, the teacher will return the document, which is to be kept in your art notebook for
future reference.
5. If your parent would like to have a copy, see Mrs. Lawson for a second document.
I have read, and understand the syllabus & guidelines document describing the course and grading
policy for Mrs. Lawson’s AP® Art History course. Please sign and return by September 12, 2006.
___________________________________
Student signature & date
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Print Student’s name & period
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