AP Art History
Course Outcome Summary
Information
Credits
1
Organization
Hartford Union High School
Mission/Description
Mission Statement: Art is a universal form of communication. It is our mission to foster perceptual
awareness, creativity, aesthetic valuing, understanding past and present cultures, life-coping skills,
aesthetic literacy, communication skills, and self-understanding through the sue of various art media,
techniques, and experiences. We believe art is an essential factor in nurturing the most important needs
of a balanced individual and society.
Course Description:
Taught in the Humanities mode of learning, this course is a full year survey course which enables students
to better understand the emergence of Western Art today. Students will view historic themes and styles
which have provided the foundation of our culture and the basis of our expressive language.
Units and Timelines
Week one - What is Art/What is Art History
Week two - Prehistoric and Origins of Art
Week three - Mesopotamia and Summerian Art
Week four - Egypt it's Conventions and Canons
Week five - Cycladic, Mycenaean, and Minoan Art
Week six and seven - Intro to Greece Archaic, Severe, Classical, and Hellenistic
Week eight - Etruscan Art and Strategies for Comparison
Week nine and ten - Roman Sculpture, Politics, Architecture for the masses, Fresco Painting, and
Pompeii
Week eleven - Review and test - Begin Christianity /The Medieval World
Week twelve - Byzantine
Week thirteen - Carolingian and Ottonian spread of Christianity
Week fourteen - Islamic World
Week fifteen - Romanesque
Week sixteen - Gothic the Mantel of Churches in the North
Week seventeen - Pre Renaissance- Giotto-International Gothic Style
Week eighteen - Museum Visitation and Preparation for Special Show
Week nineteen -The Early Renaissance in Florence
Week twenty - High Renaissance
Week twenty-one - Renaissance in the North-Netherlands
Week twenty-two - Venice and the City of Light
Week twenty-three - German and Northern High Renaissance /Durer and Holbein
Week twenty-four - Mannerism and the Influence of Martin Luther
Week twenty-five - Baroque Reformation and Counter Reformation
Week twenty-six - Baroque in the North /Rembrandt, Rubens, Vermeer, Velazquez
Week twenty-seven - Baroque in France the Classical taste of Louis the fourteenth
Week twenty-eight - Rococo/English Portrait Painters, Goya-the Man Without an "ism"
Week twenty-nine - Compare and Contrast Romantic and Neoclassic
Week thirty - Realism Courbert, Millet, Manet /Impressionism
Week thirty-one - Impressionism in the USA and Post Impressionism
Week thirty-two - Fauve and Modernism
Week thirty-three - The 20th Century
Week thirty-four - The Many Faces of Picasso and Cubism
Week thirty-five Surreal, Dada, Abstract Expressionism
Week thirty-six - Pop, Op, Field painting, Minimal, Conceptual, Earth Art
Throughout the weeks sample tests are woven into the course of study, along with reflection
statements, activities, review in the form of games, and instructional information on essay
comparisons and writing a great research paper.
Core Abilities
Analyze divergent views to resolve conflicts.
Assess personal goals, values, and motivations.
Assume responsibility for own actions.
Balance a lifestyle that is safe and healthy.
Demonstrate appropriate communication skills.
Devise solutions to complex problems.
Initiate positive leadership skills.
Integrate self awareness and attitudes appropriate in diverse social situations.
Organize data into useable forms.
Utilize appropriate behaviors and attitudes in the work environment.
Utilize technology to improve efficiency.
Competencies, Linked Standards, Objectives and
Performance Standards
1.
Adapt a learning style best suited to students individual needs.
Properties
Domain: Cognitive
Level: Application
Difficulty: Low
Importance: Essential
Linked External Standards
WI.VA.A.12.1
WI.VA.A.12.2
possess a mental storehouse of images
know advanced vocabulary related to their study of art
WI.VA.A.12.3
world
know and recognize styles of art from their own and other parts of the
WI.VA.A.12.4
know and recognize many styles of art from various times
WI.VA.J.12.9
copies
WI.VA.J.12.10
identify the differences between original artworks, reproductions, and
reflect and talk about works of art
Performance Standards
o
learner retains the information provided by the text, through notetaking, discussion in
class, mind mapping, or group activities such as hands on application.
o
learner produces a binder of information that chronologically files notes, quizzes, tests,
and hand outs of the power point presentations used in class.
o
learner mind maps a chapter using chronology, images, and hierarchy. Each chapter
should be noted in some format prior to the class discussion, the format follows the
learners style. Mind mapping will be introduced and mandatory for at least one of the
chapters in the book.
Learning objectives
a.
Demonstrate mind mapping.
b.
Assume the responsibility of deciding on a style best suited to students own needs.
c.
2.
Discriminate the learning technique suited to individual learning style.
Differentiate between art elements and principles.
Properties
Domain: Cognitive
Level: Comprehension
Difficulty: Medium
Importance: Essential
Linked External Standards
WI.VA.B.
Art History, Citizenship, and Environment--students will understand the
value and significance of the visual arts media and design in relation to art history,
citizenship, the environment, and social development
WI.VA.B.12.1 demonstrate how artists and cultures throughout history have used art
to communicate ideas and to develop functions, structures, and designs
WI.VA.B.12.2 show ways that form, function, meaning, and expressive qualities of
art and design change from culture to culture and artist to artist
WI.VA.B.12.6 describe, analyze, interpret, and judge art images and objects from
various cultures, artists, and designers
Performance Standards
o
learner distinguishes between the elements and principles when discussing slides or
prints in class. Each student will become familiar with the elements and terminology by
continued group discussion and formal analysis of works of art using the elements of art,
design and composition.
o
learner writes a critical analysis of a work of art using the elements and principles of art
(line, color, texture, shape, form, value, perspective) (unity, harmony, repetition,
balance, composition, axis) To direct this activity the teacher will provide a list of
words and concepts that should be included in the written work.
o
learner produces a flowchart to show a clear understanding of the topic, by examining
one work of art the learner assigns the most important element and then draws a flow
chart for the principles that follow that particular elemental style.
Learning objectives
a.
Differentiate in a written format the differences between elements and principles of art.
b.
3.
Use the elements and principles in discussion.
Articulate in artistic terminology.
Properties
Domain: Cognitive
Level: Comprehension
Difficulty: High
Importance: Essential
Linked External Standards
WI.VA.A.12.2
WI.VA.A.12.6
know advanced vocabulary related to their study of art
use art as a basic way of thinking and communicating about the world
Performance Standards
o
learner uses terminology when participating in classroom discussion.
o
o
learner uses appropriate terminology when doing short answers on quizzes.
learner uses the appropriate terminology when writing essay exam teacher may assign
the terminology and have the student fit the criteria to the words assigned for example:
Composition can be linear, closed, multiplistic, clear, symmetrical, centrally focused,
organized, static, balanced, restful, flowing, simple, minimal, shallow, painterly, open
unified, recessional, unclear, asymmetrical, off-center, chaotic, kinetic or dynamic,
askew, agitated, choppy, complex, detailed, deep and receeding.
Learning objectives
a.
Incorporate terminology when critiquing work.
b.
c.
Apply terminology when note taking.
Repeat terminology in the format of the essay.
4.
Analyze works of art.
Properties
Domain: Cognitive
Level: Synthesis
Difficulty: High
Importance: Essential
Linked External Standards
WI.VA.A.
Visual Memory and Knowledge--students will know and remember
information and ideas about the art and design around them and throughout the world.
WI.VA.A.12.1
possess a mental storehouse of images
WI.VA.A.12.2
know advanced vocabulary related to their study of art
WI.VA.A.12.3
world
know and recognize styles of art from their own and other parts of the
WI.VA.A.12.4
WI.VA.A.12.5
know and recognize many styles of art from various times
explain that art is one of the greatest achievements of human beings
WI.VA.A.12.6
use art as a basic way of thinking and communicating about the world
WI.VA.B.
Art History, Citizenship, and Environment--students will understand the
value and significance of the visual arts media and design in relation to art history,
citizenship, the environment, and social development
WI.VA.B.12.2 show ways that form, function, meaning, and expressive qualities of
art and design change from culture to culture and artist to artist
WI.VA.B.12.4 know how artists, designers, and cultures influence art
WI.VA.B.12.5 understand how their choices in art are shaped by their own culture
and society
WI.VA.B.12.6 describe, analyze, interpret, and judge art images and objects from
various cultures, artists, and designers
WI.VA.B.12.8 know the contributions of art historians, cultural anthropologists, and
philosophers of art to our understanding of art and design
WI.VA.D.
Practical Applications--students will apply their knowledge of people,
places, ideas, and language of art to their daily lives.
WI.VA.D.12.1 know about the history, public art, and unique architecture of their
cultural community
WI.VA.D.12.2 know about artists and designers, such as architects, furniture
designers, critics, preservationists, museum curators, and gallery owners, in their
community
WI.VA.D.12.3 explain how the environment influences the look and use of art,
architecture, and design
WI.VA.D.12.4 use basic concepts in art, such as "form follows function", "destruction
of the box", "less is more", balance, symmetry, integrity, authenticity, and originality
WI.VA.G.
Art Criticism--students will interpret visual experiences, such as
artwork, designed objects, architecture, movies, television, and multimedia images,
using a range of subject matter, symbols, and ideas.
WI.VA.G.12.2 know how to find the meanings in artwork
WI.VA.G.12.3 interpret more complex meanings in challenging works of art,
including media arts
WI.VA.H.
Visual Thinking--students will develop perception, visual
discrimination, and media literacy skills to become visually educated people.
WI.VA.H.12.5
make and interpret maps, charts, and plans
WI.VA.I.12.3
compare and contrast feelings in a work of art
WI.VA.I.12.4
look at art and compare their feelings with those of the artist and others
WI.VA.I.12.5 understand and recognize that art reflects the history and culture in
which it was created
WI.VA.J.12.1
understand the purposes and functions of art
WI.VA.J.12.3
identify ways different cultures think about art
WI.VA.J.12.4
WI.VA.J.12.6
identify ways philosophers think about art
know the value of art as a basic part of being human
WI.VA.J.12.7
design
understand and apply art criticism and aesthetic knowledge in art and
WI.VA.J.12.8
know concepts of beauty in different cultures
WI.VA.J.12.9
copies
identify the differences between original artworks, reproductions, and
WI.VA.J.12.10
reflect and talk about works of art
WI.VA.K.
Making Connections--students will make connections among the arts,
other disciplines, other cultures, and the world of work.
WI.VA.K.12.5 know about a range of art activities, such as museum curation, historic
preservation, collecting, and writing about art and design
WI.VA.K.12.6 know the similarities and differences of world cultures by studying
their fine arts: music, dance, theatre, literature, and architecture
WI.VA.L.12.6 understand that art is created by people with different world views,
expresses diverse ideas, and changes over time
Performance Standards
o
learner critically analyzes a work of art in discussion, and written format (critical
analysis consists of discriminating between the elements and principles of art used).
o
learner recognizes a work of art through visual clues, such as dress, geographical
location or style of artwork.
o
learner analyzes works of art by playing classroom applied games, such as Art Memory,
Pictionary, and Jeopardy.
o
learner recognizes historical works of art through analysis of how the elements are used
in composition, analysis may be in the (historical analysis consist of the who, what,
where, when, and why) form of question and answer or essay test.
Learning objectives
a.
Critique examples orally.
b.
Write about works of art.
5.
Write historically about works of art.
Properties
Domain: Cognitive
Level: Synthesis
Difficulty: Medium
Importance: Important
Linked External Standards
WI.VA.A.
Visual Memory and Knowledge--students will know and remember
information and ideas about the art and design around them and throughout the world.
WI.VA.A.12.1
possess a mental storehouse of images
WI.VA.A.12.2
know advanced vocabulary related to their study of art
WI.VA.A.12.3
world
know and recognize styles of art from their own and other parts of the
WI.VA.A.12.4
WI.VA.A.12.5
know and recognize many styles of art from various times
explain that art is one of the greatest achievements of human beings
WI.VA.A.12.6
use art as a basic way of thinking and communicating about the world
WI.VA.B.
Art History, Citizenship, and Environment--students will understand the
value and significance of the visual arts media and design in relation to art history,
citizenship, the environment, and social development
WI.VA.B.12.1 demonstrate how artists and cultures throughout history have used art
to communicate ideas and to develop functions, structures, and designs
WI.VA.B.12.3
places
relate works of art and designed objects to specific cultures, times, and
WI.VA.B.12.4
WI.VA.B.12.5
and society
know how artists, designers, and cultures influence art
understand how their choices in art are shaped by their own culture
WI.VA.B.12.6 describe, analyze, interpret, and judge art images and objects from
various cultures, artists, and designers
WI.VA.B.12.8 know the contributions of art historians, cultural anthropologists, and
philosophers of art to our understanding of art and design
WI.VA.D.12.1 know about the history, public art, and unique architecture of their
cultural community
WI.VA.D.12.2 know about artists and designers, such as architects, furniture
designers, critics, preservationists, museum curators, and gallery owners, in their
community
WI.VA.D.12.3 explain how the environment influences the look and use of art,
architecture, and design
WI.VA.D.12.4 use basic concepts in art, such as "form follows function", "destruction
of the box", "less is more", balance, symmetry, integrity, authenticity, and originality
WI.VA.G.
Art Criticism--students will interpret visual experiences, such as
artwork, designed objects, architecture, movies, television, and multimedia images,
using a range of subject matter, symbols, and ideas.
WI.VA.G.12.2 know how to find the meanings in artwork
WI.VA.G.12.3 interpret more complex meanings in challenging works of art,
including media arts
WI.VA.H.
Visual Thinking--students will develop perception, visual
discrimination, and media literacy skills to become visually educated people.
WI.VA.H.12.5
make and interpret maps, charts, and plans
WI.VA.I.12.3
compare and contrast feelings in a work of art
WI.VA.I.12.4
look at art and compare their feelings with those of the artist and others
WI.VA.I.12.5 understand and recognize that art reflects the history and culture in
which it was created
WI.VA.J.12.1
understand the purposes and functions of art
WI.VA.J.12.3
identify ways different cultures think about art
WI.VA.J.12.4
WI.VA.J.12.7
design
identify ways philosophers think about art
understand and apply art criticism and aesthetic knowledge in art and
WI.VA.L.12.6 understand that art is created by people with different world views,
expresses diverse ideas, and changes over time
Performance Standards
o
learner recognizes historical placement, contextual information, and references of works
of art on the AP Exam the learner will synthesize historical acts with fine art images to
make sense of both history and art.
o
learner researches and interprets works of art in an attempt to understand their meaning
and significance within their own cultures and traditions.
o
learner writes using deductive thinking, decides what period of art the visual prompt
belongs. Analysis of works of art in short comparative essay writing using visual
prompts.
o
learner places works of art on a time line, create flash cards, and write journals as though
they were participating in the timeframe in which the artwork was produced.
o
learner writes contextually about the work of art shown in slide format, for example:
Derby Wright's imagery from the Enlightenment period, this work of art portrays the
scientific expansion during the era, the student should be able to distinguish through
dress, social class grouping, and demonstration of a scientific procedure, the time frame
of the Enlightenment 1700's.
Learning objectives
a.
Describe geographic differences in eras of art.
b.
c.
Differentiate between cultures.
Classify medium differences per country.
d.
Communicate how political, religious, economic, and geographical location influence
art.
6.
Compare artists and period styles.
Properties
Domain: Cognitive
Level: Analysis
Difficulty: High
Importance: Essential
Linked External Standards
WI.VA.A.
Visual Memory and Knowledge--students will know and remember
information and ideas about the art and design around them and throughout the world.
WI.VA.A.12.1
possess a mental storehouse of images
WI.VA.A.12.2
know advanced vocabulary related to their study of art
WI.VA.A.12.3
world
know and recognize styles of art from their own and other parts of the
WI.VA.A.12.4
know and recognize many styles of art from various times
WI.VA.A.12.5
explain that art is one of the greatest achievements of human beings
WI.VA.A.12.6 use art as a basic way of thinking and communicating about the world
WI.VA.B.
Art History, Citizenship, and Environment--students will understand the
value and significance of the visual arts media and design in relation to art history,
citizenship, the environment, and social development
WI.VA.B.12.1 demonstrate how artists and cultures throughout history have used art
to communicate ideas and to develop functions, structures, and designs
WI.VA.B.12.2 show ways that form, function, meaning, and expressive qualities of
art and design change from culture to culture and artist to artist
WI.VA.B.12.3
places
relate works of art and designed objects to specific cultures, times, and
WI.VA.B.12.4
know how artists, designers, and cultures influence art
WI.VA.B.12.5 understand how their choices in art are shaped by their own culture
and society
WI.VA.B.12.6 describe, analyze, interpret, and judge art images and objects from
various cultures, artists, and designers
WI.VA.B.12.8 know the contributions of art historians, cultural anthropologists, and
philosophers of art to our understanding of art and design
WI.VA.D.12.3 explain how the environment influences the look and use of art,
architecture, and design
WI.VA.I.12.5 understand and recognize that art reflects the history and culture in
which it was created
WI.VA.J.12.1
understand the purposes and functions of art
WI.VA.J.12.3
WI.VA.J.12.4
identify ways different cultures think about art
identify ways philosophers think about art
WI.VA.J.12.7
design
understand and apply art criticism and aesthetic knowledge in art and
WI.VA.J.12.8
know concepts of beauty in different cultures
WI.VA.L.12.6 understand that art is created by people with different world views,
expresses diverse ideas, and changes over time
Performance Standards
o
comparisons will be in the form of oral discussion and written essays. The learner will
compare subject matter, techniques, approaches (either intellectual or emotional).
o
learner recognizes variations in the elements of art as used throughout time, thus they
will be able to categorize the who and when factor. Competency on quizzes tests and a
passing score on the AP Exam will be the performance criteria.
Learning objectives
a.
Compare in essay format differing style.
7.
b.
Appreciate differing mediums used in the same time frame.
c.
Recognize subtle difference in styles of the same era.
d.
Analyze how artworks of differing eras compare.
Contrast artist and period styles.
Properties
Domain: Cognitive
Level: Analyze
Difficulty: High
Importance: Essential
Performance Standards
o
learner recognizes differing styles, through performance in discussion in the classroom,
written assignments, essays calling for contrasting elements of the work of art.
o
learner writes about contrasting forms of art on the AP examination The language for
the argument should include terms such as: More/less, greater/fewer, break away/move
toward, significant, development, and tendency.
o
learner analyzes sculpture in a written format for the AP Examination, using terms like:
Stance/presentation, proportion, anatomical detail/correctness, movement/gesture, facial
expression, purpose/function/context, meaning/content, material/technique.
learner analyzes architecture in a written format on the AP Examination, using terms
like: Function/ cultural context, Building Techniques, Location/Site/Orientation,
Sculptural Design, Architectural Style and Conventions, Axis/Plan Organization, Scale/
Proportion, Space/Light.
o
o
learner analyzes Two Dimensional Works of art for the AP Examination, using terms
like: Composition, Depth/illusionary space/ plane, Figure/Ground relationships,
Movement: Diagonal/Vertical/Horizontal, Balance/Unity, Content:
Meaning/Intention/Message, Color/Value, Technique/Media.
o
learner may include quality analysis in his/her e-portfolio.
Learning objectives
a.
Recognize differences between nationalities and geographical locations.
b.
Analyze how the works of art change throughout time.
c.
Answer freely when discussing differences.
d.
Translate how gender becomes a contrasting issue between artists.
e.
8.
Ascertain ethnic differentiation in works of art.
Describe various media.
Properties
Domain: Cognitive
Level: Comprehension
Difficulty: Medium
Importance: Important
Linked External Standards
WI.VA.B.12.2 show ways that form, function, meaning, and expressive qualities of
art and design change from culture to culture and artist to artist
WI.VA.B.12.3
places
relate works of art and designed objects to specific cultures, times, and
WI.VA.B.12.7 understand and apply environmental and aesthetic issues to concepts
related to the design of packaging, industrial products, and cities
WI.VA.B.12.8 know the contributions of art historians, cultural anthropologists, and
philosophers of art to our understanding of art and design
Performance Standards
o
learner recognizes various media used throughout history, in discussion, testing, AP
testing, and essay format. Applied hands on activities strengthen this competency. Post
and Lintel, arch and keystone, buttressing and flying buttress construction all creatively
constructed of a food product. Recreate samples of collage, photo exposure, various
forms and styles of painting a simple object ect.
o
learner uses an art medium in the production of their final project Subtractive forms of
sculpture can be emulated by using plaster, sandstone or soapstone. Casting can be
recreated in process by using Pewter, Additive constructions can be reconstructed in
paper, foam core, clay, or paper mache.
o
learner includes picture of final project in his/her e-portfolio.
Learning objectives
a.
Use terminology of media when discussing slides.
9.
b.
Cultivate a knowledge of media through the process of experience using the medium of
the historical period.
c.
Recognize cultural medium differences.
d.
Acquaint self with all of the varying media developed throughout time.
Appraise multi cultural differences.
Properties
Domain: Affective
Level: Receive
Difficulty: Medium
Importance: Important
Linked External Standards
WI.VA.A.
Visual Memory and Knowledge--students will know and remember
information and ideas about the art and design around them and throughout the world.
WI.VA.A.12.1
WI.VA.A.12.2
possess a mental storehouse of images
know advanced vocabulary related to their study of art
WI.VA.A.12.3
world
know and recognize styles of art from their own and other parts of the
WI.VA.A.12.4
know and recognize many styles of art from various times
WI.VA.A.12.5
explain that art is one of the greatest achievements of human beings
WI.VA.A.12.6
use art as a basic way of thinking and communicating about the world
WI.VA.B.
Art History, Citizenship, and Environment--students will understand the
value and significance of the visual arts media and design in relation to art history,
citizenship, the environment, and social development
WI.VA.B.12.2 show ways that form, function, meaning, and expressive qualities of
art and design change from culture to culture and artist to artist
WI.VA.B.12.3 relate works of art and designed objects to specific cultures, times, and
places
WI.VA.B.12.4 know how artists, designers, and cultures influence art
WI.VA.D.
Practical Applications--students will apply their knowledge of people,
places, ideas, and language of art to their daily lives.
WI.VA.D.12.3 explain how the environment influences the look and use of art,
architecture, and design
WI.VA.J.12.1 understand the purposes and functions of art
WI.VA.J.12.6
WI.VA.J.12.10
know the value of art as a basic part of being human
reflect and talk about works of art
WI.VA.K.
Making Connections--students will make connections among the arts,
other disciplines, other cultures, and the world of work.
WI.VA.K.12.3 apply what they know about the nature of life, nature, the physical
world, and the human condition to their understanding and creation of art
WI.VA.K.12.6 know the similarities and differences of world cultures by studying
their fine arts: music, dance, theatre, literature, and architecture
WI.VA.L.12.6 understand that art is created by people with different world views,
expresses diverse ideas, and changes over time
Performance Standards
o
learner establishes differences in production and mediums used by various cultures
Classroom discussion of geographical information identifies the use of particular
materials in a particular place. For example mud brick was used in Mesopotamia,
whereas limestone and diorite stone in Egypt for construction,->all because that was
what was available in that location at the time.
o
learner recognizes stylistic differences on a slide reference recognition test. The learner
will assess the differences based on cultural contextual information, for instance the lack
of 3-dimensional space in the Asian arts, and calligraphic marks that differentiate that
particular cultural style.
o
learner writes about the political, geographical, and religious differences of various
cultures and how that has influenced the arts of the period. Each student assesses
artwork and places it in the historical framework in which it belongs by analyzing the
multi cultural differences.
o
learner includes assessment in his/her e-portfolio.
Learning objectives
a.
Trace differences between ethnic groups.
10.
b.
Write a term paper dealing with the non Western arts in preparation for the AP Exam.
c.
Summarize how various cultures are influenced.
Acquaint self with gender issues throughout art history.
Properties
Domain: Affective
Level: Receive
Difficulty: Low
Importance: Useful
Linked External Standards
WI.VA.A.
Visual Memory and Knowledge--students will know and remember
information and ideas about the art and design around them and throughout the world.
WI.VA.A.12.1
possess a mental storehouse of images
WI.VA.A.12.5
explain that art is one of the greatest achievements of human beings
WI.VA.B.12.1 demonstrate how artists and cultures throughout history have used art
to communicate ideas and to develop functions, structures, and designs
WI.VA.D.12.1 know about the history, public art, and unique architecture of their
cultural community
WI.VA.D.12.2 know about artists and designers, such as architects, furniture
designers, critics, preservationists, museum curators, and gallery owners, in their
community
WI.VA.I.12.4 look at art and compare their feelings with those of the artist and others
WI.VA.L.12.6 understand that art is created by people with different world views,
expresses diverse ideas, and changes over time
Performance Standards
o
learner recalls why women have been neglected in previous years, in the study of the
arts. (written and Oral) Discussion in the classroom is one gauge for competency, the
final competency is the AP Exam.
o
learner analyzes the works of art with the issue of gender in mind, students will be aware
of the role of women as they relate to their culture. (written and oral) Discussion in the
classroom is one gauge for competency, the final competency is the AP Exam.
Learning objectives
a.
Analyze why gender made a difference in pursuing the artistic careers.
b.
Break down gender in the form of patronage in the arts ie: Peggy Guggenheim, Isabella
d"Este, Marie de Medici.
c.
Be sensitive to gender issues throughout history as they relate to aesthetics.
11.
Be aware of art careers throughout history and present day.
Properties
Domain: Affective
Level: Receive
Difficulty: Low
Importance: Useful
Linked External Standards
WI.VA.B.12.4
know how artists, designers, and cultures influence art
WI.VA.D.12.2 know about artists and designers, such as architects, furniture
designers, critics, preservationists, museum curators, and gallery owners, in their
community
WI.VA.D.12.3 explain how the environment influences the look and use of art,
architecture, and design
WI.VA.D.12.4 use basic concepts in art, such as "form follows function", "destruction
of the box", "less is more", balance, symmetry, integrity, authenticity, and originality
WI.VA.F.12.2
WI.VA.F.12.3
programs
understand visual techniques used in mass media
interpret visual messages in advertisements, news, and entertainments
Performance Standards
o
learner relates orally and in written work how the artist was looked upon by the society
of which he/she was a part. Art careers have taken on prismatic values depending on the
historical framework of the time. The learner journals the apprenticeship of the
Renaissance artist of choice. The learner may do a Venn diagram of influence for a
particular artist and how it affected the artist's career.
o
o
learner links the job, media, and geographic location to the appropriate artist-objective
testing and analysis of works of art in short comparative essay writing using visual
prompts.
learner debates what is art-through this debate the concepts of careers available in the
arts will become clear. small groups are assigned topics they will defend-architecture,
painting, photography, performance, ect.
Learning objectives
a.
Show awareness through discussion or writing how careers and economies changed in
history.
12.
b.
Acquaint self through observation of works by a particular artist the unfolding evolution
of his or her career beginning to end.
c.
Respond to gender and ethnic differences in art careers.
Establish an appreciation for various forms of art.
Properties
Domain: Affective
Level: Organizing
Difficulty: High
Importance: Important
Linked External Standards
WI.VA.A.12.1
WI.VA.A.12.3
world
possess a mental storehouse of images
know and recognize styles of art from their own and other parts of the
WI.VA.A.12.5
explain that art is one of the greatest achievements of human beings
WI.VA.A.12.6
use art as a basic way of thinking and communicating about the world
WI.VA.B.12.1 demonstrate how artists and cultures throughout history have used art
to communicate ideas and to develop functions, structures, and designs
WI.VA.B.12.3
places
WI.VA.B.12.5
and society
relate works of art and designed objects to specific cultures, times, and
understand how their choices in art are shaped by their own culture
WI.VA.B.12.6 describe, analyze, interpret, and judge art images and objects from
various cultures, artists, and designers
WI.VA.B.12.7 understand and apply environmental and aesthetic issues to concepts
related to the design of packaging, industrial products, and cities
WI.VA.B.12.8 know the contributions of art historians, cultural anthropologists, and
philosophers of art to our understanding of art and design
WI.VA.C.
Visual Design and Production--students will design and produce quality
original images and objects, such as paintings, sculptures, designed objects,
photographs, graphic design, videos, and computer images.
WI.VA.C.12.2
understand the procedures of developing quality design
WI.VA.D.12.1 know about the history, public art, and unique architecture of their
cultural community
WI.VA.D.12.2 know about artists and designers, such as architects, furniture
designers, critics, preservationists, museum curators, and gallery owners, in their
community
WI.VA.D.12.3 explain how the environment influences the look and use of art,
architecture, and design
WI.VA.D.12.4 use basic concepts in art, such as "form follows function", "destruction
of the box", "less is more", balance, symmetry, integrity, authenticity, and originality
WI.VA.F.12.2 understand visual techniques used in mass media
WI.VA.F.12.3
programs
interpret visual messages in advertisements, news, and entertainments
WI.VA.G.
Art Criticism--students will interpret visual experiences, such as
artwork, designed objects, architecture, movies, television, and multimedia images,
using a range of subject matter, symbols, and ideas.
WI.VA.G.12.2
know how to find the meanings in artwork
WI.VA.G.12.3 interpret more complex meanings in challenging works of art,
including media arts
WI.VA.H.
Visual Thinking--students will develop perception, visual
discrimination, and media literacy skills to become visually educated people.
WI.VA.J.12.6
know the value of art as a basic part of being human
WI.VA.J.12.8 know concepts of beauty in different cultures
WI.VA.K.
Making Connections--students will make connections among the arts,
other disciplines, other cultures, and the world of work.
WI.VA.K.12.3 apply what they know about the nature of life, nature, the physical
world, and the human condition to their understanding and creation of art
WI.VA.K.12.5 know about a range of art activities, such as museum curation, historic
preservation, collecting, and writing about art and design
WI.VA.K.12.6 know the similarities and differences of world cultures by studying
their fine arts: music, dance, theatre, literature, and architecture
WI.VA.L.12.6 understand that art is created by people with different world views,
expresses diverse ideas, and changes over time
Performance Standards
o
learner establishes appreciation for the arts when asked to produce a work of art from
various media used throughout history examples: throwing or handbuilding a piece of
pottery, making a cartouche, creating a cylinder seal and cuneiform tablet, designing a
cycladic fertility goddess, sgraffito clay tile in red figure technique, a death mask, design
an arch with key stone out of clay or sugar cubes, Celtic initial letter calligraphy, fresco
sample on masonite, egg tempra example with gold leaf, build a pier buttress and flying
buttress, stain glass window technique using stain glass paint, drawing from life using
chiaroscuro and tenebrose lighting techniques, collage, light exposure on photographic
paper, abstraction in painting using a simple object and differing elements to produce the
abstract quality.
o
learner distinguishes the artistic movement in time and the medium through observation,
written and oral discussion. Classification Cards created to aid in this learning process(flash cards with imagery).
o
learner becomes a lifelong learner and supporter of the arts through museum and gallery
visitation.
o
learner takes on the role of the artist and produces a journal following the production of
a particular work of art.
Learning objectives
a.
Acquaint self with the reasons why abstraction occurred.
b.
Appreciate the connections between the development of music and literature during the
same time frame.
c.
Conceptualized why art changed through out history.
d.
Produce a final project relating to art history.
e.
Participate in attending an art museum.