AP Art History
2014 – 2015
Brief Description of Course
AP Art History is designed to provide the same benefits to high school students
as those provided by an introductory college course in Art history: an
understanding and enjoyment of architecture, sculpture, painting, and other
forms within historical and cultural contexts. In the course, students examine
major forms of artistic expression from the past, the present and from a variety of
cultures. They learn to look at works of art critically, with intelligence and
sensitivity, and to articulate what they see and experience.
Unit Information
Unit Name or Timeframe:
Calendar- First Term
First Quarter – July 29 to September 26
Week1
Introduction: Methodology, Elements and Principles of Art
Week 2
Prehistoric, Ancient Near East
Week 3
Egypt
Week 4
Aegean, begin Greek
Week 5
Greek
Week 6
Etruscan, begin Rome
Week 7
Rome
Week 8
Late Antiquity
Week 9
Ancient World Wonders
Content and/or Skills Taught:
 An introduction to major vocabulary terms and concepts regarding the study of art
history
 A discussion on the Elements and Principles of Art.
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Lectures on the art forms, including historical, cultural, stylistic developments of
previously listed topics.
Discussion of art and religion
Topic Essay is due at the end of the quarter.
Major Assignments and /or Assessments:
 Quizzes on each chapter
 Daily note taking on flashcards
 Vocabulary lists
 Nightly reading
 Homework from student study guide
 Short response essays
 30 min essays
 Ancient World Board Game with 100 Art Historical References.
Unit Name or Timeframe:
Second Quarter – October 13 to December 18
Week 1
Byzantine
Week 2
Islam
Week 3
Medieval Art, Romanesque Art
Week 4
Gothic
Week 5
Section Test
Week 6
14th Century Italian Art, 15th Century Northern Europe
Week 7
15th Century Italian Art
Week 8
High Renaissance
Week 9
High Renaissance
Content and/or Skills Taught:
 Continued discussion of art, religion, and the influence of the Islamic World.
 Extensive study of the art and architecture of Medieval Europe through the
Renaissance.
 The differences between the art of Northern Europe and Southern Europe.
 The stylistic characteristics of various Baroque artists and their locales.
Major Assignments and /or Assessments:

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Quizzes on each chapter
Daily note taking on flashcards
Vocabulary lists
Nightly reading
Homework from student study guide
Short response essays
30 minute essays
Topic Essay
Museum Report
Unit Name or Timeframe:
Calendar – Second Term
Third Quarter – January 5th to March 13th
Week 1
16th Century Northern Europe
Week 2
Baroque
Week 3
Baroque
Week 4
Baroque, Rococo, Enlightenment
Week 5
Enlightenment
Week 6
Late 19th Century
Week 7
Impressionism, Modernism
Week 8
Modernism, Postmodernism
Week 9
Postmodernism
Week 10
Postmodernism
Content and/or Skills Taught:


The philosophies of the era of the Enlightenment and its influences on the art of
the 18th century.
Study the rise of three contrasting styles: Naturalism, Neo-Classicism and
Realism.
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Discussions of Modernism including the artists of the Impressionist movement,
their lives, and society, plus the works of modernism that evolved from these
early shifts in Art History.
The stylistic characteristics of various Baroque artists and their locales.
Discussion of the various styles and purposes of artwork from the above named
cultures beyond the European tradition.
Major Assignments and /or Assessments:
 Quizzes on each chapter
 Daily note taking on flashcards
 Vocabulary lists
 Nightly reading
 Homework from student study guide
 Short response essays
 30 minute essays
 Students will complete an “Ism” book that illustrates their understanding of
Modernism from the realists all the way through post-modernism.
Fourth Quarter – March 30th to June 4th
Week 1
Southeast Asian Art
Week 2
Korean Art, Japanese Art
Week 3
Ancient American, Native American Art, African Art
Week 4
Oceanic Art
Week 5
Art of the 21st century
Week 6
Review for AP Exam
Week 7
Review, Take Exam
Week 8 and 9
Fun
Content and/or Skills Taught:
 Discussion of the various styles and purposes of artwork from the above named
cultures outside of the Western tradition.

A heavy emphasis on comparative analysis with Western Art will be included in
all discussion and PowerPoint presentations.
Major Assignments and /or Assessments:
 Daily note taking on flashcards
 Vocabulary lists
 Nightly reading
 Homework from the student study guide
 Short response essays
 30 minute essays
 A study binder with visuals, maps, vocabulary lists, presentation notes, imagery,
cultural elements and analytical essays for a specific society beyond the European
tradition will be used to enhance classroom lecture and review. (Finish)
 Topic essay due (including art from the 21st century)
End of Term
Major Assignments and Assessments:
Art Flash Cards
The students are shown how to take notes on 5”x8” ruled cards. These note cards are Art
Flash Cards. These cards have a black and white copy of the artwork on the back and on
the ruled side are all of the notes that pertain to the work specifically. This includes the
following information for each artwork: period/culture, subject/iconography,
style/technique, significance/function/purpose (includes social, political and religious
values of the culture; patronage; art historical/historical significance). These cards are
used for quick reviews and quizzing sessions in the classroom.
The Topic Essays
For the first essay, students will choose an art history topic and will write an essay that
focuses on the chosen topic through several chapters of the Gardner Book. They must
include a bibliography if they reference other sources outside of the text.
The second topic essay is similar to the first but they must also include work from an
artist who is currently working in this century. Topics might include: The Figure of the
Madonna and Child Through Time, The Venus, Religion and Its Effects on the Visual
Arts, Burial Systems of World Culture, Non-Western Civilizations, The Mystery of the
Pyramids, The Social Position of Women in History, The Roman Empire, The
Development of Religious Architecture, Mosaics through Time, War and Art,
Representations of Christ, and Pagans.
The "Ism" Book
This is a book that each student is required to create to further their understanding of 20th
century art. The Ism book is more a creative expression that allows each student to show
his or her creativity and have some fun with each of the major styles, starting with
Impressionism and going into Post Modernism. Each page is a style and must include an
artist that epitomizes the style. The page must be decorated with the main motifs of the
style. Even the text must match the style in question. Included on each page are a color
copy of the work and the four main characteristics of the style. The student must also
include the factors that influenced the style and what influences the style will have on the
future. Each work must be fully identified.
The Medieval Board Game
Students will create a board game that covers chapters 12 through 19 of the Gardner text.
They have to incorporate at least 100 Art Historical References that pertain these
chapters. The game board will be graded on a rubric that will consider functional design,
content, and aesthetics.
The “Beyond Europe” Art Binder
Students will be responsible for creating a binder that includes visuals, maps, vocabulary
lists, presentation notes, imagery, and cultural elements for a specific nonwestern society.
They will become an “expert” on that specific culture. Students will complete several
essays and/or T-charts that are based on themes that connect a Western/European artwork
with an artwork from outside the European tradition. Students must also address how
cultural background influences how a piece of artwork is read and valued (how might
each work be perceived in the context of another culture?). Some of these themes
include:
1.The human body
2.Religious subjects
3.Narrative
4.Religious sites/spaces
5.Gender
6.Politics and Power
Textbooks
Title: Gardner’s Art Through The Ages
Publisher: Wadsworth/Thomson Learning
Copyright: 2005
Author: Fred S. Kleiner
Second Author: Christin J. Mamiya
Description: No art history student can get through a semester without Gardner’s Art
Through the Ages. Chronicling the history of art from the earliest known cave paintings
to postmodern architecture, as well as most major artists, works, and styles in between,
this book is a must have for those interested in understanding art in context. Students also
purchase the study guide that is paired with this text and do several written activities as
needed directly in their study guide.
Title: The Annotated Mona Lisa
Publisher: Andrews and McNeel
Published Date: 1992
Author: Carol Strickland
Description: A crash course in Art History from Pre-Historic to Post-Modern. This text
is sometimes used to give students a more plain English definition of art movements and
vocabulary.
Other Course Materials
Material Type: Audiovisual Materials
Description: I have numerous videos regarding art, artists, and history. These are used to
help explain the historical context of various art styles that have been studied.
I also have a subscription to ARTnews. I use any article that is appropriate out of this
magazine throughout the year to add to the instruction.
DATE
July 28
(Traditional Day)
July 30
Aug 3
CLASS
ASSIGNMENT
LECTURE
TOPIC/NOTES
First Term/1st Quarter
HOMEWORK
Introduction to Class
Syllabus
1. Read What is Art?
2. Read/Review Introduction pp.1-13
1. Instructional Activity: Visual
and Contextual Analysis
2.Instructional Activity: But Is
It Art?
The Language of Art
What is Art?
Article/Video Worksheets
1.Vocabulary for Introduction Due Next
Class
2.Blogging
Mastering the Approach
Article/Video Worksheets
1.Formative Assessment: How Do Works of
Art Evoke Responses? Due Aug 11th
2. Read Miner’s Article: “Body Ritual
Among the
Nacirema” (on– line)
3. Review Essay Rubric
4. Read content for The Burning of Sanjo
Palace and the Alexander Mosaic. Fill out
Article/Video Worksheets
1. Listen to the podcast “Swimming
Reindeer”
2. Make sure you review Summer Reading
Assignment #2 (Which is for Unit 1)
3. Vocabulary for Unit 1 Due August 13th
4. Instructional Activity: Thematic
Connections (Prepare using article/video
worksheets and bring these worksheets to
our next class.)
1.Instructional Activity:
Tradition and Change
2.Instructional Activity:
Audience Response
Aug 5/PD
1. Instructional Activity:
Differing Interpretations
**Students read the Miner
article before class**
2. Instructional Activity:
Thematic Connections part 1
3. Summative Assessment:
Comparative Analysis: The
Burning of Sanjo Palace vs.
Alexander Mosaic
Mastering the Approach
7
1. Instructional Activity:
Prehistoric Art
2. Instructional Activity: The
Ancients Portray the World
Around Them
3. Instructional Activity:
Thematic Connections part 2
(Roundtable discussion)
Unit 1 – Global Prehistory
Apollo 11 stones
Great Hall of the Bulls
Camelid sacrum in the shape of a
canine
Swimming Reindeer*
Bushel with ibex motifs
The Ambum Stone
1. Instructional activity: For homework, blog
in response to the following questions:
a. What body parts most define us as human?
b. What body part(s) would you least want to
live without?
c. What would you look like if you increased
the size of your most significant parts and
diminished the size of others?
2. Instructional Activity: Objects and the
Afterlife
For homework, blog about five objects you
would take with you to the afterlife, what those
objects reveal about you and what
misinterpretations might result if they were
discovered by future archeologists.
4. Formative Assessment: Thematic
Connections: Write an essay that includes
both a visual analysis as well as a contextual
one.
The rubric for the assignment measures
students’ accurate contextual information and
evidence, detailed formal analysis, specific
visual evidence used to support ideas, and
logical, well-articulated thematic comparisons
with known works.
11
1. Instructional Activity: The
Ancients Portray Themselves,
Part 1
2. Instructional Activity: The
Ancients Portray Themselves,
Part 2
3. Instructional Activity: The
Ancients Build
Unit 1 – Global Prehistory
Running horned woman
Anthropomorphic stele
Read “New Light on Stonehenge “ or “If the
Stones could Speak” (on-line source)
Study for test
Jade cong
Tlatilco female figurine
Terra cotta fragment
Bushel with ibex motifs
Anthropomorphic stele
Stonehenge
13
1. TEST – MC, Match, ID,
Comparative Essay
2. Instructional Activity:
Geography Defines Culture
17
19/PD
Unit 1 – Global Prehistory
Unit 1: Flash Cards are due.
Unit 1:Vocab is Due
Unit 2a – Ancient Mediteranean
Egypt and Mesopotamia
Reading Assignment Unit 2a
Vocabulary for Unit 2a Due August 25
Fill out an Article/Video Worksheet on Great
Palette of Narmer
Pyramids (Menkaura, Khafre, Khufu) and Great
Sphinx Due next class.
1. Instructional Activity:
Ordinary/Extraordinary
2. Instructional Activity: The
Tomb
3. Formative Assessment: 15Minute Practice Essay – SR
(Short Response)
Unit 2a – Ancient Mediteranean
Egypt and Mesopotamia
1. Instructional Activity: The
Amarna Period
2. Instructional Activity: The
Temple
3. Instructional Activity: The
Book of the Dead
Unit 2a – Ancient Mediteranean
Egypt and Mesopotamia
Seated scribe
King Menkaura and queen
Wall plaque, from Oba’s palace
Great Pyramids (Menkaura, Khafre,
Khufu) and Great Sphinx
King Menkaura and queen
Akhenaton, Nefertiti, and three
daughters
Tutankhamun’s tomb, innermost
coffin
Temple of Amun-Re and Hypostyle
Hall
1. Fill out an Article/Video worksheet on The
Book of The Dead and have it ready for
the day of the test.
2. Note: Make sure you did the reading for
Asyrian lamassu before you blog.
Blog: Blog in response to the prompt,
Design a composite creature with your face.
The creatures you combine should express
your personality.
Mortuary temple of Hats
Last judgment of Hu-Nefer, from his
tomb (page from the Book of the
Dead)
21
1. Instructional Activity:
Mesopotamia
2. Instructional Activity:
Narrative
3. Instructional Activity:
Lamassu
4. Instructional Activity:
Architecture of Empire and
City-State
Unit 2a – Ancient Mediteranean
Egypt and Mesopotamia
White Temple and its ziggurat
Statues of votive figures, from the
Square Temple at Eshnunna (modern
Tell Asmar, Iraq)
Mortuary temple of Hatshepsut
Standard of Ur from the Royal Tombs
at Ur (modern Tell el- Muqayyar,
Iraq)
The Code of Hammurabi
Last judgment of Hu-Nefer, from his
tomb (page from the Book of the
Dead)
Study for test
Great Pyramids (Menkaura, Khafre,
Khufu) and Great Sphinx
Lamassu from the citadel of Sargon II,
Dur Sharrukin (modern Khorsabad,
Iraq)
Athenian agora
Audience Hall (apadana) of Darius
and Xerxes
25
27
1. TEST – MC, Match, ID,
Essay:
Summative Assessment:
Attribution Short Essay
2. Students will assess their own
essay.
Unit 2b – Ancient
Mediteranean
Etrucans and Greeks
1.Instructional Activity:
Funerary Art
2. Instructional Activity: The
Greek Male Figure
3. Formative Assessment:
Attribution Short Essay
Unit 2b – Ancient Mediteranean
Etrucans and Greeks
Reading Assignment Unit 2b
Vocabulary for Unit 2b Due on Sept 4
Anavysos Kouros
Peplos Kore from the Acropolis
Sarcophagus of the Spouses
Temple of Minerva (Veii, near Rome,
Italy) and sculpture of Apollo
Anavysos Kouros
Doryphoros (Spear Bearer)
31
1. Instructional Activity: The
Painted Surface
2. Instructional Activity: The
Temple
3. Instructional Activity:
Acropolis Sculpture
Unit 2a: Flash Cards are due.
Unit 2a:Vocab is Due
Unit 2b – Ancient Mediteranean
Etrucans and Greeks
Tomb of the Triclinium
Niobides Krater
1. Research the assigned Acropolis Statue.
Use an article/video worksheet and bring it
to the next class.
2. Students are assigned one of three tasks
for homework prior to this class. #1) Watch
the “Ancient Greek Vase production and the
black-figure technique” then, research redfigure technique. #2) Read Ovid’s story of
the Niobides, and #3) research the functions
of Greek pottery. Make notes for yourself.
*Students should be able to explain the
techniques, the story, or the function of vases
when they come to class.
1. Watch the “Grave Stele” of Hegeso. Fill
out an
article/video worksheet. Bring it to the
next class.
Temple of Minerva (Veii, near Rome,
Italy) and sculpture of Apollo
Acropolis
Sep 2/PD
1. Formative Assessment: Short
Essay Practice
2. Instructional Activity:
Hellenistic Art
3. Instructional Activity:
Classical and Hellenistic
Sculpture
Unit 2b – Ancient Mediteranean
Etrucans and Greeks
Study for Test
Grave stele of Hegeso
Winged Victory of Samothrace
Great Altar of Zeus and Athena at
Pergamon
Alexander Mosaic from the House of
Faun, Pompeii
Great Altar of Zeus and Athena at
Pergamon
Seated boxer
4
9/PP
1.Test - Multiple Choice,
Matching, Image ID and
Summative Assessment: Short
Text-Based Essay
2. Instructional Activity:
Roman Portraiture
Unit 2c – Ancient Mediteranean
Rome
Unit 2b: Flash Cards are due.
Unit 2b:Vocab is Due
Augustus of Prima Porta
Reading Assignment Unit 2c
Vocabulary for Unit 2c Due on Sept. 15
1. Instructional Activity:
Roman
House and Wall Painting
2. Instructional Activity:
Unit 2c – Ancient Mediteranean
Rome
1. Blogging: Respond to this question: How
can relief sculptors use composition, line,
and space to create tension in a story?
Head of a Roman patrician
House of the Vettii
Imperial Architecture
Colosseum (Flavian Amphitheater)
Forum of Trajan
Pantheon
11
1. Formative Assessment:
Architecture of Power
2. Instructional Activity:
Narrative Relief Sculpture
Unit 2c – Ancient Mediteranean
Rome
Forum of Trajan (Column of Trajan)
Study for Test (Vocab will cover Unit 3c.
Multiple Choice, Slide ID and Essay
Questions can be from any piece from Unit
2).
Ludovisi Battle Sarcophagus
15
Unit 2c: Flash Cards are due.
Unit 2c:Vocab is Due
1. TEST (1 hour)– Multiple
Choice, Matching,
and 2 essays: 15 min. and 30
min.
NOTE: Do 1- 4 tonight then do 5 and 6
tomorrow. Do 7 and 8 over the weekend.
2.Cengage Learning: Welcome
to your Ematerials
1. Watch Engineering an Empire: China 3 of
3 Due next class
2. Read Ancient Origins: The Enduring
Mystery of The Lady of Dai Mummy Due
next class
3.Watch Beliefs Made Visible: Hindu Art in South
Asia Due next class
4. Read Hindiusm and Hindu Art Due next
class
5. Watch Beliefs Made Visible: Buddhist Art in
South Asia Due next class
6. Read Buddhism and Buddhist Art
7. Reading Assignment Unit 8a, 8b, 8c (Take
Pre- Lecture Quiz before the 21st)
17
1. Instructional Activity: China
Before Buddhism: Funerary
Art
2. Instructional Activity: India,
Birthplace of Hinduism
3. Instructional Activity: India,
Birthplace of Buddhism
Unit 8 – South, central, East,
and Southeast Asia
Jade cong
Terra cotta warriors from mausoleum
of the first Qin emperor of China
Funeral banner of Lady Dai (Xin
Zhui)
Doryphoros (Spear Bearer)
Shiva as Lord of Dance (Nataraja)
8.Vocabulary for Unit 8 Due Sept 25
1. Read “Eight Scenes of the Buddah’s Life”
2. Afghan Soldiers from the Ruling Taliban
Movement and Visiting Journalists Stand
in
Front of One of the Destroyed Buddha
Statues
in the Central Province of Bamiyan,
March
26, 2001 Due next class
3. Harold, Bamiyan and Buddhist Afganistan
Due next class
4. Watch: Chinese Buddhist Cave Shrines
Due next class
5. Did you take your pre-lecture quiz?
Chapters16 and 33. Due before the 21st.
21
Pre –
Lecture
Quiz
(16&33)
1. Instructional Activity:
Religious Architecture in India
and Cambodia
2. Instructional Activity:
Buddhism Spreads North and
Northeast
3.Instructional Activity:
Buddhism Spreads East and
Southeast
Unit 8 – South, central, East,
and Southeast Asia
Great Stupa at Sanchi
Angkor, the temple of Angkor Wat,
and the city of Angkor Thom,
Cambodia
Lakshmana Temple
Buddha
Jowo Rinpoche, enshrined in the
Jokhang Temple
Longmen caves
1. Watch: The Longest Bas Relief in the
World
2. Read “Neo-Confucianism & Fan Kuan’s
3. Watch Hokusai and Hiroshige: Great Japanese
Prints from the James A. Michener Collection
4. Read Travelers by Streams and
Mountains. Due next class
3. Do an Article/Video Worksheet on
Travelers by Streams and Mountains. Due
next class
Todai-ji
Borobudur Temple
23/PP
1. Instructional Activity: Nature
Themes
2. Instructional Activity:
Chinese,
Japanese, and Korean
Painting
and Printmaking
3. Instructional Activity: The
Forbidden City and Chairman
Mao
Unit 8 – South, central, East,
and Southeast Asia
Gold and jade crown
The David Vases
Ryoan-ji
Travelers among Mountains and
Streams
**Major Project #1: Nature
Themes
Due October 13th
Study for Test
Night Attack on the Sanjô Palace
Portrait of Sin Sukju (1417–1475)
White and Red Plum Blossoms
Under the Wave off Kanagawa
(Kanagawa oki nami ura), also known
as the Great Wave, from the series
Thirty-six Views of Mount Fuji
Forbidden City
Chairman Mao en Route to Anyuan
25
TEST/Rally
Unit 8 – South, central, East,
and Southeast Asia
Vocab for Unit 8 is due
Flash cards for Unit 8 are due.
Homework over break includes the
1. Nature Themes project and the following:
2. Read Unit 3a and Unit 3b
3. Vocabulary for Unit 3a and Unit 3b
4. Read “Reconstructing Petra”
5. Blogging /Respond to the following
prompts:
a Did you learn to read using books or
computer screens? Which format do you
use
most often now?
b Explain the advantages and
disadvantages
of
each format.
c. Do you think children of the future will
learn to read from books? Explain your
rationale.
6. Take the Pre- Lecture Quizzes on
Chapter 8, 9,10, and 11
First Term/2nd Quarter
Oct
Pre-
1.Instructional Activity: Petra
and the Tomb
Unit 3 Early Europe/West&
Central Asia(Islamic and
Nature Project is Due!
13
Lecture
Quizzes
(8&9)
2. Instructional Activity:
Christian Architecture
3. Instructional Activity:
Manuscript and Icon
Christian Art)
Catacomb of Priscilla
1. Watch San Vitale, Ravenna. Do an article
/video worksheet. Due next class.
Petra, Jordan: Treasury and Great
Temple
Forum of Trajan
Pantheon
Santa Sabina
San Vitale
Hagia Sophia
Rebecca and Eliezer at the Well and
Jacob Wrestling the Angel, from the
Vienna Genesis
Virgin (Theotokos) and Child between
Saints Theodore and George
Oct
15
PreLecture
Quizzes
(11& 10)
1.Formative Assessment: 15Minute Practice Essay
2.Instructional Activity:
Migratory Art and Art of
Conversion
3.Instructional Activity: Islamic
Monuments
Unit 3 Early Europe/West&
Central Asia(Islamic and
Christian Art)
Theodora and Attendants /San
Vitale
Merovingian looped fibulae
Lindisfarne Gospels: St. Matthew,
cross-carpet page; St. Luke portrait
page; St. Luke incipit page
San Vitale
The Kaaba
Dome of the Rock
Oct 19
1. Instructional Activity: Sacred
Space/The Mosque
2. Formative Assessment:
Sacred
Space
3. Instructional Activity:
Islamic
Calligraphy and Ivory
Carving
Unit 3 Early Europe/West&
Central Asia(Islamic and
Christian Art)
1. Read “The Lindisfarne Gospels”
2. Instructional Activity: Virtual Walking
Tour Take the virtual walking tour of the
Dome of the Rock and create five multiplechoice questions that address different learning
objectives based on your visit. Partners
exchange questions via email, respond to them,
and provide each other with feedback on the
questions (are they related to key aspects of the
monument?) and responses. Help each other
address gaps in understanding.
3. Read the Smarthistory Article on The
great Mosque of Cordoba and do and article/
video worksheet Due next Class
4. Read Pyxis of al- Mughira
Study for the Test!
Santa Sabina
Great Mosque
Great Mosque (Masjid-e Jameh)
Lindisfarne Gospels: St Matthew,
cross-carpet Page; St. Luke Portrait
Page; St Luke incipit page
Pyxis of al-Mughira
Folio from a Qur’an
Oct 21/PP
Test – Short Test
Unit 3 Early Europe/West&
Central Asia(Islamic and
Christian Art)
Vocabulary for Unit 3a and 3b is due!
Flashcards for Unit 3a and Islamic works
already covered are due.
1. Read Unit 3c and Unit 3d
2. Do Vocabulary for Unit 3c and 3d. Due
Nov 2nd
3.Instructional Activity: Pilgrimage
For homework, read about “Pilgrimage and the
relic cult”, Blog in response to the prompt,
Describe a journey you have taken or would
like to take to a place that is especially
meaningful to you. Why is it meaningful?
4.Read “Gothic Architecture”
Oct 23
1.Instructional Activity: Bayeux
Tapestry
2. Instructional Activity:
Romanesque and Gothic
Architecture
3. Instructional Activity:
Romanesque and Gothic
Ornamentation
Unit 3 Early Europe/West&
Central Asia (Romanesque,
Gothic)
Forum of Trajan
Ludovisi Battle Sarcophagus
Bayeaux Tapestry
1. For homework, spend 30 minutes
exploring either website on Chartres and
writing a half-page synthesis. Due Next Class
2. Research for your presentation for class
on the 27th (Narrative in Books and on
Walls) Due Next Class!
Santa Sabina
Church of Sainte-Foy
Chartres Cathedral
Church of Sainte-Foy
Chartres Cathedral
Reliquary figure (byeri)
Oct 27
1. Instructional Activity: Early
Gothic Serenity versus Late
Gothic Emotion
2. Formative Assessment: Short
Essay Practice
3. Instructional Activity:
Narrative in Books and on
Walls
Unit 3 Early Europe/West&
Central Asia (Romanesque,
Gothic)
3. Reread about the basin
(Baptistère de St. Louis) in chapter 10
Chartres Cathedral
Rottgen pieta
Pieta
Dedication page with Blanche of
Castile and King Louis IX of France
and Scenes from the Apocalypse, from
a Bible moralisée
Arena (Scrovegni) Chapel, including
Lamentation
Golden Haggadah (The Plagues of
Egypt, Scenes of Liberation, and
Preparation for Passover)
Oct 29
1. Instructional Activity:
Islamic
Secular Art and CrossCultural Connections
2. Instructional Activity:
Islamic
Architecture: The Palace
Unit 3 Early Europe/West&
Central Asia (Cross Cultural)
Study for the Test
Merovingian looped fibulae
Pyxis of al-Mughira
Basin (Baptistère de St. Louis)
Bahram Gur Fights the Karg, folio
from the Great Il-Khanid Shahnama
The Court of the Gayumars, folio from
Shah Tahmasp’s Shanama
The Ardabil Carpet
Great Mosque
Alhambra
Forbidden City
Nov 2
Test
Unit 3 Early Europe/West&
Central Asia (Cross Cultural)
1.Unit 3c and Unit 3d Flashcards are due
with the rest of the flash cards from Unit 3b.
2. Vocabulary for Unit 3c and 3d is due
1. Blogging: What comes to mind when you
hear the term, Renaissance? Explain the
connotations of the term. Due next class
2.Watch: 3 videos: Donatello’s David, How
one point perspective works and Masaccio’s
The Tribute Money.
3.Do an article/video worksheet for the
Donatello statue and one for the Masaccio
painting. Due next class.
4. Read Unit 3e and Unit 3f material
5. Vocabulary for Unit 3e and 3f Due Nov 19
6. Take Pre Lecture quizzes for Chapter 23
and 22
Nov 4/PP
Nov 6
1. Instructional Activity: Setting
the Stage
2. Instructional Activity:
Learning from the Ancients,
Part 1
Unit 3 Early Europe (Early
Modern Atlantic World)
1.Instructional
Activity: Learning
from the Ancients, Part 2
2. Instructional Activity:
Mastering the Illusion of
Naturalism, Italian Style
3. Summmative assessment Game Assignment
Unit 3 Early Europe (Early
Modern Atlantic World)
Doryphoros (Spear Bearer)
David
Colosseum (Flavian Amphitheater)
1.Read “The Birth of Venus” by Botticelli
article.
2.Read “Annunciationn Triptych Merode
Forum of Trajan
Altarpiece, ca 1427-1432”
Pantheon
3. Read “Flanders”
Santa Sabina
4.Watch, “The Road to Van Eyck”
Chartres Cathedral
5.Read: Jones, Hidden Horror
Pazzi Chapel
Palazzo Rucellai
Arena (Scrovegni) Chapel, including
Lamentation
Madonna and Child with Two Angels
6. Read: Meisler, A masterpiece Born of St.
Anthony’s Fire
7. Work on Game
8. Did you take your Pre- Lecture Quizzes?
Birth of Venus
Nov 10 Pre –
Lecture
quizzes
(23&22)
1.Instructional Activity:
Mastering the Illusion of
Naturalism, Northern Style
2. Formative Assessment: Short
Essay Practice
3. Instructional Activity: 16thCentury Northern European
Art
Unit 3 Early Europe (Early
Modern Atlantic World)
Annunciation Triptych (Merode
Altarpiece)
The Arnolfini Portrait
Röttgen Pietà
Isenheim altarpiece
Allegory of Law and Grace
Hunters in the Snow
Nov 13
1. Instructional Activity:
Leonardo, Michelangelo, and
Raphael
2. Instructional Activity: Art of
the Mannerists and the
Venetians
Unit 3 Early Europe (Early
Modern Atlantic World)
Last Supper
Sistine Chapel ceiling and altar wall
frescoes
1. Watch Leonardo’s Last Supper/Do Article
Video Worksheet
2. Watch Michelangelo’s Ceiling of the
Sistine Chapel/Do Article/Video
Worksheet
3. Watch Raphael’s School of Athens/Do an
Article/Video Worksheet
4. Read:Mannerism: Bronzino (1503–1572)
and His Contemporaries
5. Read: Sixteenth-Century Painting in
Venice and the Veneto
6. Read: Venus of Urbino by Titian
7. Work on Game
1. Read: Ferren, Tracking Turkey’s first
Starchitect
2. Read “Islam:Mughal Empire (1500s
1600s)”
3. Work on Game
School of Athens
Entombment of Christ
Venus of Urbino
Nov 17
1.Instructional Activity:
Converging Cultures in New
Spain
2. Instructional Activity: Sacred
Architecture of the 16th
Century
3. Instructional Activity: The
Mughal Empire
Unit 3 Early Europe (Early
Modern Atlantic World)
Frontispiece of the Codex Mendoza
Templo Mayor (Main Temple)
Hagia Sophia
Mosque of Selim II
Great Mosque (Masjid-e Jameh)
Saint Peter’s Basilica
1. Read: St. Peter’s Basilica, Vatican City
2. Work on Game
Suleymaniye Mosque
Great Mosque (Masjid-e Jameh)
Bahram Gur Fights the Karg, folio
from the Great Il-Khanid Shahnama
Lakshmana Temple
Jahangir Preferring a Sufi Shaikh to
Kings
Taj Mahal
Nov 19
Test
Unit 3 Early Europe (Early
Modern Atlantic World)
Unit 3e and Unit 3f Vocabulary is Due!
Unit 3e and 3f Flash Cards are Due!
1. Read Unit 3g
2.Do Vocab for Unit 3g Due Dec 8
3.Read:The Baroque: Art, Politics &
Religion in 17th-century Europe (first half
for this activity)
4.Read:Caravaggio (Michelangelo Merisi)
(1571 - 1610) and His Followers
5.Read The Ecstasy of St. Teresa
6.Watch Caravaggio’s Calling of Saint
Matthew
7.Watch “Carving Marble with Traditional
Tools”
8. Work on Game
9. Take the Pre Lecture Quizzes on Chapter
24 and 25 over Thanksgiving Break
Nov
30
PreLecture
Quizzes
(24&
25)
1. Instructional Activity:
Southern Baroque, Art of the
Counter-Reformation
2. Instructional Activity:
Counter-Reformation
Architecture
Unit 3 Early Europe (Early
Modern Atlantic World)
Calling of Saint Matthew
Ecstasy of Saint
Santa Sabina
Il Gesù, including Triumph of the
Name of Jesus ceiling fresco
San Carlo alle Quattro Fontane
1. Watch “Fury of Creation”
2. Blogging
For homework, students blog in response to the
following prompts:
Think of the best photo that’s ever been taken
of you. Analyze why you like this image. What
kind of person does it make you appear to be?
Imagine yourself 20 years from now. You have
achieved success and are being honored by
having a painted portrait hung in public. How
would you pose? How would you be dressed?
What expression would you be wearing and
what would you do with your hands? What
setting would you choose? What objects woul
you want near you? Remember, people’s ideas
of you will be based on this. Who do you want
to be?
3. Read: The Baroque: Art, Politics &
Religion in 17th-Century Europe
(second half for this activity) -PDF
4. Read: Francis Bacon and the Scientific
Revolution
5. Work on Game
Dec 2/PD
1. Instructional Activity:
Portraits
2. Instructional Activity: The
Scientific Revolution,
Protestantism, and Dutch
Genre Painting
Unit 3 Early Europe (Early
Modern Atlantic World)
San Carlo alle Quattro Fontane
Henri IV Receives the Portrait of
Marie de’ Medici, from the Marie de’
Medici Cycle
Self-Portrait with Saskia
Las Meninas
Ecstasy of Saint Teresa
Woman Holding a Balance
Fruit and Insects
1. You will be assigned one of the following
to read to prepare for the next class
assignment:
1.Donahue-Wallace, pp. 160–161
2. Angel with Arquebus – PDF
3.Brooklyn Museum Acquires Rare Folding
Screen
4.Folding Screen with the Siege of Belgrade
(front) and Hunting Scene (reverse)
5.New Acquisition: Miguel Gonzalez, Virgin of
Guadalupe
6.The Virgin of Guadalupe (Virgen de
Guadalupe)
7. Spaniard and Indian Produce a Mestizo
2. Work on Game
Dec 4
1. Instructional Activity:
Architecture of Power
2. Instructional Activity: The
Spanish Viceroyalties and
Artistic Hybridization
Unit 3 Early Europe (Early
Modern Atlantic World)
Study for test
Alhambra
The Palace at Versailles
City of Machu Picchu
Forbidden City
Nan Madol
Angel with Arquebus, Asiel Timor Dei
Screen with the Siege of Belgrade and
hunting scene
The Virgin of Guadalupe (Virgen de
Guadalupe)
Spaniard and Indian Produce a
Mestizo
Dec 8
Test
Unit 3 Early Europe (Early
Modern Atlantic World)
1. Unit 3g Vocab is due!
2. Unit 3g Flash Cards are due!
Dec 10
1.Formative Assessment:
Research and Extension
2.Formative Assessment:
Flashcard Frenzy: Review
Unit 3 Early Europe (Early
Modern Atlantic World)
1. Formative Assessment: Research and
Extension
Partners draw from the following categories:
Dutch genre scenes
Counter-Reformation religious art
Art created for royal patrons
Art reflecting international conflict
Art reflecting transoceanic
colonization and trade
They choose an artwork we have not discussed
from that category, research it in the context of
the unit’s guiding questions, and create a
teaching video of 10 minutes or less for our
SchoolTube site. Pairs may use the textbook,
but they must also refer to at least two online
sources, for which they complete website
evaluation forms. The videos must include
Dec 11
Traditional Day
Dec 16
Test
Flashcard ID
Exams
Games are Due!!
Second Term/ 3rd Quarter
Jan 4
Pre
Lecture
Quiz on
Chapter
26
Jan 6/PP
School Tube Videos
source citations. Once the videos are uploaded,
students view three, leaving written
commentary on the effectiveness with which
the videos address the unit’s guiding questions.
Due Jan 4th
2. Work on Game
3. Study
1.Work on Game and finish it!
1. Read Unit 4 a, b, and c over break.
2. Do the Vocab for Unit 4 a, b, and c. Due
Jan 25
3. Don’t forget to do the Schooltube
assignment.
4. Pre Lecture Quizzes on Chapters 26, 27
and 28.
1.Blog: Do you believe in progress? Is the
world getting better? Explain.
2.Read: Wright of Derby’s A Philosopher Lecturing
on the Orrery
3.Watch: “David, Oath of the Horatii, 1784
4.Read: The Oath of the Horatii – Louvre article
1. Instructional Activity: 18thCentury Britain: The
Enlightenment and the Belief
in Progress
2. Instructional Activity: Seeds
of Revolution in France
Unit 4 Later Europe and the
Americas (1750-1900)
The Tête à Tête, from Marriage à la
Mode
A Philosopher Giving a Lecture on the
Orrery
1.Read: Portrait of Sor Juana Ines dela Cruz
2.Read: Anderson “American Icons:
Monticello”
3. Make sure you took your Pre-Lecture
Quiz on Chapter 27
The Swing
The Oath of the Horatii
Jan 8
Pre
Lecture
Quiz on
Chapter
27
1.Formative Assessment: Short
Essay
2.Instructional Activity: Images
of Women, Part 1 (Gender
Restrictions and
Expectations)
3.Instructional Activity:
Neoclassicism in America
Unit 4 Later Europe and the
Americas (1750-1900)
1.Read: Japonisme
The Tête à Tête, from Marriage à la
Mode
and Resolution
3,Read:Y no hai remedio (And There’s Nothing to
Be Done
A Philosopher Giving a Lecture on the
Orrery
The Swing
The Oath of the Horatii
Portrait of Sor Juana Inés de la Cruz
Self-Portrait
The Coiffure
Under the Wave off Kanagawa
(Kanagawa oki nami ura), also known
as the Great Wave, from the series
Thirty-six Views of Mount Fuji
Monticello
2.Read: The Third of May, 1808 Same as Coflict
4.Watch: Romanticism in France Delacroix’s
Liberty Leading the People
5.Read: Daguerre (1787–1851) and the Invention of
Photography
6.Read:Eadweard Muybridge
7.Read:Early Photography
8. Do an Article/Video Worksheet for
Portrait of SorJuana Ines de la Cruz (Due:
Jan 25)
9. Do an article Video workshet for George
Washington (due Jan:25)
George Washington
8.Blog:
What is the most powerful and/or beautiful
natural occurrence you have ever experienced?
Describe it and its impact on you in detail.
9.Blog: Why have photographers struggled to
be considered “artists”?
Jan 12
1.Instructional Activity:
Romanticism and Revolution
2. Instructional Activity:
Romanticism, Nature, and
Human Action
3.Instructional Activity:
Photography and
Lithography
Unit 4 Later Europe and the
Americas (1750-1900)
Y no hai remedio (And There’s
Nothing to Be Done), from Los
Desastres de la Guerra (The Disasters
of War), plate 15
1.Watch: Delacroix Liberty Leading the People
2.Read: The Burghers of Calais
3.Watch: Profile of Gustave Courbet
4.Read: Realism
5.Read: Stone Breakers
The Third of May, 1808
6.Read: The Stonebreakers
Liberty Leading the People
7.Blog:
Read the following excerpt, paraphrase it, and
list examples of works we’ve studied or images
from popular culture that support ideas
expressed within the excerpt.
“In a world ordered by sexual imbalance,
pleasure in looking has been split between
active/male and passive/female. The
determining male gaze projects its fantasy on to
the female form, which is styled accordingly. In
their traditional exhibitionist role women are
simultaneously looked at and displayed, with
their appearance coded for strong visual and
erotic impact so that they can be said to connote
to-be-looked-at-ness. Woman displayed as
sexual object is the leit-motif of erotic
spectacle...she holds the look, plays to and
signifies male desire.” (Laura Mulvey: Visual
Pleasure and narrative cinema)
The Oxbow (View from Mount
Holyoke, Northampton,
Massachusetts, after a Thunderstorm)
Slave Ship (Slavers Throwing
Overboard the Dead and Dying,
Typhoon Coming On)
Still Life in Studio
Nadar Raising Photography to the
Height of Art
The Horse in Motion
8. Do an Article/Video Worksheet on Liberty
Leading the People (Due Jan 25th)
Jan 14
1.Instructional Activity:
Realism
2.Instructional Activity:
Realism
3.Instructional Activity: Images
of Women (part 2) What is
the Male Gaze?
Unit 4 Later Europe and the
Americas (1750-1900)
The Stone Breakers
The Burghers of Calais
Venus of Urbino
1.Watch: Olympis’s Manet
2. Read: Une Odalisque
3. Read: Paul Cezanne Mount St. Victoire
4. Read: Tractman, Van Gogh’s Night Visions
5. Make sure you took your Pre-Lecture
Quiz on Chapter 28
Jan 19
Pre
Lecture
Quiz on
Chapter
28
1. Instructional Activity:
Images of Women, Part 3
(Reactions to the Female
Nude)
2. Instructional Activity: New
Visions of the Landscape
Venus of Urbino
La Grande Odalisque
Olympia
The Oxbow (View from Mount
Holyoke, Northampton,
Massachusetts, after a Thunderstorm)
The Saint-Lazare Station
The Valley of Mexico from the Hillside
of Santa Isabel (El Valle de México
desde el Cerro de Santa Isabel)
The Starry Night
1.You will be assigned two specific articlse to
read from the following:
a. Gauguin: Maker of Myth
b. Lubow, “Edvard Munch, Beyond the
Scream”
c. Morrison, “Gauguin’s Bid for Glory”
d. Prideaux, “Edvard Munch, Behind the
Scream”
e. Richardson, “Gauguin’s Last testament”
f. The Scream
g. Temkin: The Scream; Edvard Munch
Mont Sainte-Victoire
2.AFTER reading the articles blog: How do
artists alter appearances of the visible world to
portray dreams/nightmares/visions?
Jan 21
1.Instructional Activity:
Rejection
of the Modern World/The
View Within
2.Instructional Activity: 19thCentury Architecture —
Reviving the Old, Rejecting
the Old
Unit 4 Later Europe and the
Americas (1750-1900)
3.Read: Carson, Pirie, Scott Building
4.Read: Sullivan Center
5. Do an article/Video worksheet on “The
valley of Mexico from the Hillside of Santa
Isabel. (Due Jan 25th)
Study for the test!
The Valley of Mexico from the Hillside
of Santa Isabel (El Valle de México
desde el Cerro de Santa Isabel)
The Scream
Where Do We Come From? What Are
We? Where Are We Going?
Chartres Cathedral
Palace of Westminster (Houses of
Parliament)
Carson, Pirie, Scott and Company
Building
Jan 25
Test
1. Vocab for Unit 4 a, b and c is due!
2. Flashcards for Unit 4 a, b, and c are due!
1. Read Unit 4d an Unit 4e
2. Vocab for Units 4d and 4e Due 2/18
3. Everystudent will read one of the
following articles. You will be assigned one:
a. African Influences in Modern Art
b. Braque’s The Portuguese
4. Everystudent will read one of the
following articles. You will be assigned one:
a. Hegarty, “Gustav Klimt: What’s the Secret to
his
mass appeal?
b. The Kiss
c. Marcus, A Golden Kiss for Klimt
d.Weber, Brancusi: A Neverending Embrace
5. Make sure you take your Pre-Lecture
Quiz on Chapter 29
Jan 27
PreLecture
Quiz on
Chapter
29
1.Instructional Activity: From
Abstraction to Cubism
2.Instructional Activity: Kiss
Kiss
Unit 4 Later Europe and The
Americas (1900s-1980s)
Mont Sainte-Victoire
Les Demoiselles d’Avignon
The Portuguese
Female (Pwo) mask
1.Read: Get the Picture: Alfred Stieglitz
2.Read: Harris, Some Teachable Ironies about
the Alfred Stieglitz Photo The Steerage (1907),
on the Cover of The Heath Anthology of
American Literature, 3/e, Volume 2
3.Read: Soviet Cinema and Russian
Constructivism
The Kiss (Klimt)
The Kiss (Brancusi)
Jan 29
1. Instructional Activity:
Abstraction to
Nonobjectivity
2. Formative Assessment:
Short Document-Based Essay
Practice
3. Instructional Activity:
Photography, Photomontage,
and Social Commentary
Unit 4 Later Europe and The
Americas (1900s-1980s)
Goldfish
Improvisation 28 (second version)
Composition with Red, Blue and
Yellow, Composition with Red, Blue
and Yellow
The Steerage
Illustration from The Results of the
First Five- Year Plan
1.You will be assigned an artist. Your
homework is to read and/or watch the
appropriate materials.
Matisse
Read: Fauvism – article (Met)
Watch: Matisse, the Red Studio
Kandinsky:
Read: The Great Upheaval: Modern Art from the
Guggenheim Collection, 1910–1918: Vasily
Kandinsky
Read: Kuspit, Falling Apart And Holding Together:
Kandinsky’s Development
Mondrian
Watch: Mondrian, Van Doesburg, and De Stijl
Watch: The Philosophies of Mondrian and Van
Doesburg
Watch:Piet Mondrian’s Place in Art History
Study for Flashcard ID
Feb 2
cahsee
Flashcard ID test
Or
Formative Assessment:
Attribution Practice
1.You will be assigned an article. Your
homework is to read the appropriate
materials.
Ernst Ludwig Kirchner (German, Aschaffenburg
1880 - 1938 Davos): Self-Portrait as a Soldier, 1915
ITP 166: Self-Portrait as a Soldier by Ernst Ludwig
Kirchner
Kathe Kollwitz In Memoriam Karl Liebknecht
Self-Portrait as a Soldier (Selbstbildnis als Soldat),
1915
2. Read: Fallingwater
3. Read: A Magnificent Living Machine
4. Read: Marcel Duchamp Fountain 1917,
Replica 1964
5. Read: Object
Feb 4
Feb 8
Pre
Lecture
Quiz on
Chapter
30
1. Read one of the following assigned
articles:
Davis, “Two Fridas”
1. Instructional Activity:
German
Expressionism
2. Instructional Activity:
Modern Visions of Domestic
Space
3. Instructional Activity:
Transgressive
Art/Dada/Found
Objects/Surrealism
Unit 4 Later Europe and The
Americas (1900s-1980s)
Fountain (second version)
2.Make sure you take your Pre-Lecture Quiz
on Chapter 30
1. Instructional Activity:
Surrealism and the Nature of
Identity
2. Instructional Activity:
Independent Research
Unit 4 Later Europe and The
Americas (1900s-1980s)
1. Instructional Activity: Independent
Research
Due by Feb 10th
Self-Portrait as a Soldier
Memorial Sheet for Karl Liebknecht
Villa Savoye
Fallingwater
Kahlo’s The Two Fridas (Las dos Fridas), 1939
Wilfredo Lam’s The Jungle
Object (Le Déjeuner en fourrure)
Les Demoiselles d’Avignon
The Two Fridas
The Jungle
2. You will be assigned an article:
Read: Cotter, “Visions of a People in Motion”
Read: Diego Rivera
Read: Diego Rivera’s Dream of a Sunday
Afternoon in Alameda Central Park, 1947
Read: Jacob Lawrence: The Migration of the
Negro (Series)
Read: La Calavera de la Catrina
3. You will be assigned an article/video:
Read: Andy Warhol
Watch: Andy Warhol Biography - Video
Watch: “[Arthaus 100672] OLDENBURG,
Claes: Claes Oldenburg (Art
Documentary)
Watch: Art History Abbreviated: Claes
Oldenburg Video
Watch: De Kooning’s Woman I Video
Read: “ITP 15: Marilyn Diptych by Andy
Warhol article
Read: Schiff:
The Lipstick from Anti-War to “Morse
Resource” article
Read: Woman I, Willem de Kooning (1950-52)
Feb 10/PD
1.Instructional Activity: Art of
Social Commentary
2. Instructional Activity: ReEnvisioning the Feminine
Unit 4 Later Europe and The
Americas (1900s-1980s)
1.You will be assigned an article:
Arena (Scrovengi) Chapel, including
Lamentation
Read: Agee, Frankenthaler’s New Way of
Making Art
Read:Helen Frankenthaler
Read:Helen Frankenthaler, Abstract
Expressionist, Remembered
Read: ITP 259: Spiral Jetty by Robert
Smithson
Read:Sanford, The Salt of The Earth
Read: Sculpture from the Earth, But Never
Limited By It
Read:Spiral Jetty
The Migration of the Negro, Panel no.
49
Dream of a Sunday Afternoon in the
Alameda Park
Woman, I
Marilyn Diptych
Lipstick (Ascending) on Caterpillar
Tracks
1.You will be assigned 2 articles:
Set 1
Read: House in New Castle County, Delaware
Read: Lamster, A personal Stamp on The
Skyline
Set 2
Read: Muschamp, Opposites Attract
Read: Robert Venturi: architect biography
Feb 16
1. Formative Assessment:
Short Essay
2. Instructional Activity: ReEnvisioning the Natural
World
3. Instructional Activity:
Modern and Postmodern
Architecture
Unit 4 Later Europe and The
Americas (1900s-1980s)
Study
Les Demoiselles d’Avignon
Woman, I
Hunters in the Snow
The Oxbow (View from Mount
Holyoke, Northampton,
Massachusetts, after a Thunderstorm)
The Starry Night
Narcissus Garden
The Bay
Spiral Jetty
Under the Wave off Kanagawa
(Kanagawa oki nami ura), also known
as the Great Wave, from the series
Thirty-six Views of Mount Fuji
Monticello
Villa Savoye
Seagram Building
House in New Castle County
Feb 18
1.Test
Summative Assessment: Unit
Exam
2. Instructional Activity:
Independent Research
Unit 4d and 4e Vocab are due.
Unit 4d and Unit 4e Flash Cards are Due
1. Read Unit 5 and do the Vocab for Unit 5
(chapters 18 and 35) Due March 11th
2. Instructional Activity: Independent
Research
Partners draw from the following categories:
Expressionism
Abstract Expressionism
Pop Art
Earth and Environmental Art
Modern or Post Modern Architecture
Due: Feb 26
3. Make sure you take your Pre-Lecture
Quiz on Chapter 18/35
4. Blog : Consider the following images.Are
there architectural characteristics that they
share? What differentiates and separates these
structures from nonsacred space and ordinary
structures?
5. Read: The Birth of Huitzilopochtli, Patron God
of the Aztecs
6. Listen to the BBC PodCast: Maya Relief of
Royal Blood-Letting
Feb 22
Pre
Lecture
Quiz on
18/35
1. Instructional Activity:
Architecture and Sacred Space,
Part 1
2. Instructional Activity:
Architecture and Sacred Space,
Part 2
3. Instructional Activity:
Shamanic Ritual, Part 1
Units 5 And 6 (Indigenous Americas
and Africa)
Acropolis
Chartres Cathedral
Chavín de Huántar
Lakshmana Temple
Great Serpent Mound
1. Blog: If there were one animal that you
thought you might be in a parallel universe,
what would it be? If you could combine your
own body with parts of two or three other
creatures, what would they be, and why?
2. Memorize Pieces for Slide ID (from ALL
year)
Templo Mayor (Main Temple)
Yaxchilan
Feb 24/PD
Feb 26
1. Instructional Activity:
Shamanic Ritual, Part 2
2. Instructional Activity:
Shamanic Ritual, Part 3
Units 5 And 6 (Indigenous Americas
and Africa)
1. Instructional Activity:
Architecture of Power
2.Instructional Activity: Luxury
Goods as Markers of Status and
Power
3. Instructional Activity:
Reciprocity and Trade
Units 5 And 6 (Indigenous Americas
and Africa)
1. Memorize Pieces for Slide ID (from ALL
year)
Chavin de Huantar – Nose Ring
Transformation mask
1. Read/Watch one of the following:
a. Great Zimbabwe (textbook/ Stokstad)
b. Great Zimbabwe video
Mesa Verde cliff dwellings
City of Cusco, including Qorikancha
(Inka main temple), Santo Domingo
(Spanish colonial convent), and Walls
at Saqsa Waman (Sacsayhuaman)
City of Machu Picchu
Nan Madol
Ruler’s feather headdress (probably of
Motecuhzoma II)
c. Tyson, Mysteries of Great Zimbabwe
2. Blog: Comment on what it takes to work
with others toward a common goal. Respond to
at least 2 members of the class for full blog
credit.
3. Memorize Pieces for Slide ID (from ALL
year)
Maize Cobs
All-T’oqapu tunic
4. Read Unit 6 (Chapters 19 and 37)
‘Ahu ‘ula (feather cape)
Napoleon I on his Imperial Throne*
5. Do the Vocab for Unit 6 (Chapters 19 and
37)
Bandolier bag
Mar 1
1. Instructional Activity: Visual
Memory
2. Formative Assessment:
Architecture of Power
3. Instructional Activity:
Architecture, Sacred Space, and
Community
Black-on-black ceramic vessel
Units 5 And 6 (Indigenous Americas
and Africa)
Painted elk hide
1. Read: (Stokstad text)
On Yoruba Palace art
2. Memorize Pieces for Slide ID (from ALL
year)
Lukasa (memory board)
Navigation chart
Conical tower and circular wall of
Great Zimbabwe
3. Make sure you take your Pre-Lecture
Quiz on Chapter 19/37
Great Mosque of Djenne
Mar 3
Pre
Quiz on
19/37
1.Formative Assessment:
Sacred Space
2.Instructional Activity: Power,
Part 1
3.Instructional Activity: Power,
Part 2
Units 5 And 6 (Indigenous Americas
and Africa)
Templor Mayor
Mosque at Djenne
Wall plaque, from Oba’s palace
Ndop (portrait figure) of King Mishe
miShyaang maMbul
Acropolis
Blog: Nkisi n’kondi: Describe this work. How
do you respond to it and why?
2. Memorize Pieces for Slide ID (from ALL
year)
3. Read Female Mask (PWO)
Sika dwa kofi (Golden Stool)
Mar 7
Mar 9/PP
1. Instructional Activity: Art of
Initiation
2. Formative Assessment: 15Minute Practice Essay
3. Instructional Activity:
Maintaining Social Order and
Royal Power
1. Instructional Activity:
Connecting with the Sacred
Veranda post of enthroned king and
senior wife (Opo Ogoga)
Units 5 And 6 (Indigenous Americas
and Africa)
1.Memorize Pieces for Slide ID (from ALL
year)
Female (Pwo) mask
Bundu mask
2. Study for Test
Power figure (Nkisi n’kondi)
Aka elephant mask
Units 5 And 6 (Indigenous Americas
and Africa)
1. Study for Test
Portrait mask (Mblo)
Ikenga (shrine figure)
Reliquary figure (byeri)
Moai on platform (ahu)
Mar 11
Test
**Will Include Images
from Entire year.
Theme Books: Create over break
Due March 30th
4th Quarter: Study FLASHCARDS Over Break!!!
March 30
April 1
Apr 5
Apr 7 (Min. Day)
Apr 11
Apr 13/PP
Apr 15
Apr 19
Apr 21
Apr 25
Apr 27/PD
May 3 (Tuesday) AP EXAM 12:00 pm
May 5
9
11
13
17
19
23
25
26/T
June 1 - Finals
Food Project Due!