San Pasqual Valley High School Curriculum Map – Art History, 1st Semester
Time Frame: 1st Semester
Unit: This semester is a survey history of Western European art from
Big Ideas:
TimeLine:
Course Description: Art History, 1st Semester:
This semester is a survey history of Western European art from Paleolithic
to the Gothic period along with art from non-Western sources. In this
course, students develop an understanding and knowledge of diverse
historical and cultural contexts of architecture, sculpture, painting and
other media. Students will examine and critically analyze major forms of
artistic expression. They will develop the critical skills used in analyzing
the relationship between form and content in the visual arts as well as be
prepared for subsequent study of art history course in alliance with the
California Common Core Standards and Content Standards for the Visual
Arts.
Course Goals:
Students will acquire a demonstrable understanding of the cultural and
stylistic trends in art. Develop the critical skills used in analyzing the
relationship between form and content in the visual arts. Be prepared for
subsequent study of art history.
Progress 1: Intro, What is Art, Ch 1 Art Before History & Ch 2 Mesopotamia
& Persia Ch 3 Ancient Egypt,
Paleolithic to the Gothic period along with art from non-Western sources.
Progress 2: Ch 5 Ancient Greece, Ch 7 Ancient Rome, 8 Late Antiquity (Early
Christian), Ch 9 Byzantium,
Progress 3: Ch 10 Islam, Ch 12 Romanesque, Ch 13 Gothic Europe Ch 18
Native Arts of the Americas, before 1300
Competencies: Upon satisfactory completion of this course, students will
be able to:
 Identify stylistic characteristics of each cultural/historical period
studied.
 Demonstrate an ability to use the vocabulary of art history.
 Discuss historical concepts relative to artifacts.
Essential Questions/Understandings:
Resources:
2. What did the culture excel at? What were their shortcomings?
3. What artifacts/artworks/architecture did they leave behind? What do
those objects tell us about the culture that produced them?
Art history videos: Egyptian Engineering, Gothic building
1. How are ancient cultures like modern culture? How are they different?
Gardener’s Art through the Ages, 14th Edition, Volume II, Author: Fred S.
Kleiner.
Vocabulary:
State Standards:
Ch 1:
Paleolithic, Old Stone Age, Neolithic, Megalith, Composite view/twisted
perspective, Radiocarbon Dating, henge, post-and-lintel
Ch 2: Hierarchy of Scale, ground line, register, ziggurat, cardinal points, bentaxis plan, stele, cuneiform, lamassu
Ch 3:
Content Standard, Strand 1 – Artistic Perception
Students will perceive and respond to works of art, objects in nature, events,
and the environment. They also use the vocabulary of the visual arts to express
their observations.
Content Standard, Strand 2 – Creative Expression
Students will apply artistic processes and skills, using a variety of media to
Palettes, Pharaohs, papyrus, mummification, engaged columns, mastaba,
Sphinx, High relief, rock cut tomb, hypostyle, clerestory, column, shaft,
capital, pylon temple, Old Kingdom, Middle Kingdom, New Kingdom,
Armarna Period
Ch 5:
Pediment, Krater, Geometric, Amphora, Archaic, Classical, Hellenistic, Kore,
Kouros, Cornice, Trigylph, Metope, capital, Stylobate, Entablature, Volute,
Base, Frieze, Cella, Pronaos, Caryatids, Basilica, Contrapposto, Peristyle,
Peripteral,
Ch 7:
Barrel Vault, Groin Vault, Fenestrated Groin Vault, Hemispherical Dome,
Veristic, Domus, Atrium, Cubiculum, Peristyle, Tablinium, Triclinium,
Pompeian Fresco Painting: First Style, Second Style, Third Style, Fourth Style,
Aqueduct, Triumphal Arch, Equestrian Statue, apse, oculus, insula,
Ch 8:
Catacomb, Nave, Transept, Apse, Transept, Central Plan, Atrium, narthex,
codex, diptych, illuminated manuscript, parchment, vellum
Ch 9: mosaic, Theokotos, Pantocrater, Triptych, Pendentive, Squinch
Ch 10: caliph, hejira, iman, Muhammad, iwan, minaret, minbar, mirhab,
quiblah wall, squinch, Koran, ewer, Kufic, Calligraphy,
Ch 12: Ambulatory, barrel vault, bay, buttress, campanile, compound pier,
groin vault, alternating support system, choir, compound pier, crossing,
engaged columns, radiating chapel, transverse arch, tribune, rib vault,
sexpartite vaults, three story elevation, quadrant arch,
Ch 13: flying buttress, clerestory, nave arcade, pinnicle or finial, triforum,
vaults, fan vault, ogee arch,
Ch 18: Quetzacoatl, lost wax process, backstrap loom, staff god, effigy
mound, gorget, kiva,
communicate meaning and intent in original works of art.
Content Standard, Strand 3 – Historical & Cultural Context
Students will analyze the role and development of the visual arts in past and
present cultures throughout the world, noting human diversity as it relates to
the visual arts and artists.
Content Standard, Strand 4 – Aesthetic Valuing
Students will analyze, assess, and derive meaning from works of art, including
their own, according to the elements of art, the principles of design, and
aesthetic qualities.
Content Standard, Strand 5 – Connections, Relationships,
Applications
Students will apply what they learn in the visual arts across subject areas. They
develop competencies and creative skills in problem solving, communication,
and management of time and resources that contribute to lifelong learning and
career skills. They also learn about careers in and related to the visual arts.
Assessment
Instructional Methods/ Evaluation Procedures:
Students will
be engaged in note taking, class and group discussion, group work,
guided practice, writing activities, studio assignments, oral and written
assessments and educational games & activities.
Class-work/Worksheets/Group-work
Composition/Writing, formal and informal
Participation/Citizenship
Tests
Mid Term Exam
Final Exam
20%
20%
30%
20%
5%
5%