EFFECTIVE STRATEGIES FOR AP ART
HISTORY TEACHERS
JACIE MOORE
J AC LY N _ M O O R E @ LOV E J OY I S D . N E T
LAUREN LAROCCA
L L A RO C C A @ A PST R AT EG IE S . O RG
All documents shown in the presentation, along with
this PowerPoint, can be found at
http://aparthistorytaea.pbworks.com
TOOLS
APPS
iBookshelf
Stick Pick
Art & Music
What apps do you use in your AP Art History class?
WEBSITES
CB AP Art History Course Home Page
www.onlinestopwatch.com
www.digitalgoonies.com
www.smarthistory.khanacademy.org
http://www.bergerfoundation.ch/index.html
http://vos.ucsb.edu/browse.asp?id=2705
http://edsitement.neh.gov/subject/art-and-culture
http://www.artic.edu/cleo/index.html
http://arthistoryresources.net/ARTHLinks.html
http://www.classroom20.com/profiles/blog/show?id=649749%3ABlogPost%3A177332
Best You Tube video clips for teachers by subject
Tate glossary http://www.tate.org.uk/collections/glossary/
Heilbrunn Timeline http://www.metmuseum.org/toah/
What websites do you use in your AP Art History class?
Find even more websites on our wiki!!
BOOKS & ARTICLES
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E.H. Gombrich, The Story of Art
Dana Arnold, Art History: A Very Short Introduction
Robert Hughes, The Shock of the New
Hugh Honour & John Fleming, The Visual Arts: A History
John Nici, Barron’s AP Art History
Linda Nochlin, “Why Have There Been No Great Women Artists?” ARTnews 69
(January 1971)
Walter Benjamin, “The Work of Art in the Age of Mechanical Reproduction”, 1936
Laurie Schneider Adams, “World Views: Topics in Non-Western Art”
Michael Kampen O’Riley, “Art Beyond the West,” 2nd ed.
Lynn Mackenzie, “Non-Western Art: A Brief Guide,” 2nd ed.
CB Publications
 Bob Nauman, “The Challenge of Architectural Meaning”
 Dr. Nada Shabout, “Understanding Islamic Aesthetics”
 “Special Focus: Art of the Twentieth Century”
 “Special Focus: Art in Context”
What supplemental texts do you use in your AP Art History class?
CLASSROOM STRATEGIES
QUESTIONING STRATEGIES
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Socratic Questioning
“The role of the skilled teacher/facilitator is to keep the inquiry "train on
track," but, also, to allow the students to "travel to a viable destination" of
their own design.” http://ed.fnal.gov/trc_new/tutorial/taxonomy.html
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Resource: “The Art of Asking Questions” from Lectures and Discussions,
AP Art History Teacher’s Guide, pg 23-27
Assessment Questions Exercise: A, B, or C?
 Improve teacher and student skills
A, B, OR C?
A. This is an image of a manuscript page. Identify the style in which the
manuscript page was made. How is the manuscript page characteristic of its
culture?
B. This is an image of a manuscript page. Identify the culture in which the
manuscript page was made. How is the manuscript page characteristic of its
style?
C. This is an image of a manuscript page. Identify the culture in which the
manuscript page was made. How is the manuscript page characteristic of its
culture?
A, B, OR C?
A. Shown here are two views of the same building. Identify the building. Analyze
how innovative elements were used in both the design and construction of the
building.
B. Shown here are two views of the same building. Identify the building. Discuss
the design and construction of the building.
C. Shown here are two views of the same building. Identify the building. Describe
how innovative elements were seen in both the design and construction of the
building.
A, B, OR C?
A. Attribute the painting to an art-historical style. Justify your stylistic attribution by
discussing specific characteristics in the painting that are commonly associated
with that art-historical style.
B. Attribute the painting to an art-historical style. Justify your stylistic attribution by
identifying at least three specific characteristics in the painting that are commonly
associated with that art-historical style and discussing them.
C. Attribute the painting to an art-historical style. Justify your stylistic attribution by
describing specific characteristics in the painting that are commonly associated
with that art-historical style. Name at least three.
FLIPPING THE CLASSROOM
Salman Khan, Khan Academy, “Let’s Use Video to Reinvent Education”
What classroom strategies, beyond the lecture format, do you use in your
AP Art History class?
THE SMALL GROUP SEMINAR
During an APAH seminar classes will discuss various topics and themes in art history
from a number of sources including articles, textbooks, and videos. Students will
have done appropriate readings prior to the seminar.
Discussion Leader
The instructor or discussion leader will begin the discussion, pose the first question
and pass an object (ball, pencil, etc) to the first respondent. After this, the instructor
is only available to guide the discussion or for clarification.
Participant Rules
The first person will respond and they will choose the next person to exchange ideas,
and so on…
 You may add onto his/her discussion or choose to address another question.
 Only one answer per participant.
 Everyone must participate at some point in the seminar.
 If you have nothing to say or add to the discussion, you may “pass”.
 You may refer to your notes from the text or other materials available.
 Be respectful of the ideas and discussion of others.
BYZANTINE SEMINAR: EXAMPLE QUESTIONS
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What and where is “Byzantium”? How did this land become known as “Rome of
the East”?
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Identify the Byzantine church on this sheet. What about that structure makes it
unique to its time and place? In what specific ways does it differ from the
Basilica of Old St. Peter’s in Rome?
BELL-RINGER ACTIVITIES
 Essay Practice
 ‘Time Warp’
 ‘Unknowns’
 Themes
What bell-ringer activities do you use in your AP Art History class?
WHITE PANEL BOARDS
 Thesis/topic statement development
 Chapter/Semester/AP Exam Reviews
 Example group activity “Identify What You Know” :
 Identify the stylistic period.
 Identify the artist.
 Identify the work’s context: major historical trends and events that
create the context for the work.
 *Record 4 elements of the work that support your ID.
 What theme(s) does your work fit under?
 Death/War/Violence, Power & Authority, Gender, Challenging
Tradition, Images of Identity, Innovation and Experimentation Before
1900, Humanism and Classical Tradition, Man and Nature
“Themes”
wall posters
CLASSROOM VISUAL AIDS
Visual
Timelines
What visual aids do you use in your AP Art History class?
NOTE-TAKING STRATEGIES
Reading notes:
 KWL
 Sketch the artwork
How Do You Get Students To Read?
 Read the book with them in the beginning
 Guide the readings through daily handouts, that include:
 Important Vocabulary, Concepts
 Critical-thinking questions
 Incorporate readings in class discussions, including group seminars
 Make sure the readings appear on their test
Classroom notes:
 Utilize reading notes as classroom notes
 Sketch the artwork
What note-taking strategies, both for outside reading and inside class
discussions, are successful with your AP Art History students?
TIMED WRITING
 10 minutes at the beginning of class once a week will give them practice
writing about each time period AND will have them feeling completely
comfortable with this section of the AP exam.
 Using past exam questions vs. writing your own
What timed writing activities are successful with your AP Art History
students?
SAMPLE OF A PAST AP EXAM QUESTION
Name and date this sculpture. How does it differ from
earlier sculpture in this culture? Support your
explanation by comparing it to one specific earlier
sculpture. (10 minutes)
SAMPLE OF A NEWLY WRITTEN QUESTION
Read the following ancient passage:
“You make the Nile in the Other World,
and bring it whither you wish,
In order to sustain the people,
even as you have made them.
For you are lord of them all,
who weary yourself on their behalf,
The lord of every land, who arises for them,
O Aten of the day, great of majesty!”
Who most likely wrote this passage? What were some of the changes in art during
this time and what was this period called? (10 minutes)
TESTS
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Free Practice AP Art History Exam available on the College Board website
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Writing test questions
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2 day tests
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Retake policy
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Failing students/struggling students/ mandatory tutorials
THANK YOU FOR JOINING OUR SESSION ON
EFFECTIVE STRATEGIES FOR AP ART HISTORY
TEACHERS!!
All documents shown in the presentation, along with
this PowerPoint, can be found at
http://aparthistorytaea.pbworks.com
JACIE MOORE
J AC LY N _ M O O R E @ LOV E J OY I S D . N E T
LAUREN LAROCCA
L L A RO C C A @ A PST R AT EG IE S . O RG