Advanced Placement Art History

Course Description:
This art history course emphasizes the diverse historical and cultural contexts of Western art, with an introduction to art from a variety of cultures beyond the Western tradition. Students learn to examine and critically analyze major forms of artistic expression, including architecture, painting, and sculpture, as a reflection of a given civilization and time period. Issues such as patronage, gender, and the functions and effects of a work of art will also be emphasized. This class will give students the opportunity to use their knowledge of history, geography, politics, religion, languages, literature, and the visual arts as they learn who created what, when, and most importantly why they did it. The curriculum is modeled after introductory college level art history survey courses and reflects the College Board A.P. Art History Course Description. The two-semester class covers art chronologically from Prehistoric times through to the Post-Modern Era. Because of this, the class must be fast-paced. In order for students to have an understanding of art beyond the European tradition, about 20% of the class will be focused on the ancient to present day art of other cultures. Students complete reading assignments prior to participation in daily slide discussions. Various outside research projects and writing assignments are also required for the class. Students learn to write about art using a specialized visual vocabulary to describe and critically analyze it. A newly established art library in the classroom provides convenient higher-level resources for students to use for group assignments as well as for more independent study. Periodic tests and quizzes are given throughout the year using the format of the AP Art History Exam with multiple choice, short answer, and long essay questions, some of which are based on slides. Independent visits to local museums are required in addition to the annual group field trip to a San Francisco Art Museum, The Legion of Honor, which displays artwork from ancient civilizations to the present time under one roof. These museum experiences may be used as an exam review, as well as providing direct study from actual artworks to supplement and reinforce the textbook images. Every other year, the Visual Arts department offers an optional guided tour to European art museums in partnership with the Foreign Language department. All students are required to take the AP Art History exam and if a qualifying score is earned, college placement and/or credit may be awarded. This course meets the University of California Fine Art requirement.

Course Content and Scheduling

The following general distributions will be used to study the various media used in creating art:

 40-50% Painting and Drawing 25% Architecture 25% Sculpture 5-10% Other Media Art objects will be identified through the study of their formal qualities, such as design, materials, techniques, subjects, artists, schools and styles. Artworks throughout history will also be studied thematically according to some of the main themes used to organize them, such as: The human figure (male and female nudes) Portraiture Palaces and residences Sacred Spaces, such as temples, basilicas, and cathedrals, and objects of worship (both western and non-western) Christian themes in art (Annunciation, Crucifixion, Deposition, The Last Judgement, etc.) Narrative art Landscapes Genre (scenes of everyday life) How art (and architecture) conveys power and authority Contextual studies having to do with an objects meaning within its own context, and how it usually reflects its own culture are becoming increasingly emphasized in the study of art history. Because of this, such topics as religious beliefs, politics, societal issues, patronage, ethnicity, geography and economics will be included in the course.

Course Goals and Objectives:

Students should: 1. Acquire the ability to recognize, understand and compare many types of artwork including works from different periods, styles, artists and media. 2. Increase awareness of the relationship of artworks to the culture of a time period, including the significance of the role played by consumers/patrons of the time. 3. Examine both the ancient and more recent art of non-western cultures (Art Beyond the European Tradition) in order to broaden the scope of their perceptions of its value, importance and continuous influence on western art. 4. Engage in analytical and critical thinking, creating comparisons from one artwork to another, including comparisons between examples of European and non-European art. 5. Approach their study in a self-disciplined manner, including preparation for class, reading, visual and written note-taking, essay writing, and class participation.

6. Prepare to successfully complete the College Board exam by creating a personal study guide from the chapter assignments and by writing AP style essays and tests throughout the year. 7. Leave this course with an appreciation and enjoyment of the history of art, and with the motivation to pursue further study formally or informally through college courses and/or museum patronage.

Resources: Primary Textbook:

Kleiner, Fred S., and Christin J. Mamiya. 2004. Gardners Art Through the Ages. 12th ed. Belmont Calif.: Wadsworth Publishing Co. www.wadsworth.com

Supplementary Textbooks:
Adams, Laurie Schneider. 2002. Art Across Time. 2nd ed. Burr Ridge, Ill.: McGraw-Hill College. www.mcgrawhill.ca/highereducation/ Art Basics: An Illustrated Glossary and Timeline. 2005 . David Tatom, Executive Editor. Belmont, CA: Thomson Wadsworth Stokstad, Marilyn. 2005. Art History. 2nded.Upper Saddle River, N.J.: Prentice Hall. Strickland, Carol, Ph.D., and John Boswell.1992. The Annotated Mona Lisa: A Crash Course in Art History From Prehistoric to Post-Modern. Kansas City: Andrews and McMeel. Wood, Michael, Bruce Cole and Adelheid Gealt. 1991. Art of the Western World:From Ancient Greece to Post-Modernism. First Touchstone Edition. New York, N.Y.: Simon & Schuster, Inc.

Other Resources:
Barnet, Sylvan. A Short Guide to Writing About Art. 2007. Prentice Hall. Berger, John. Ways of Seeing. 1977. BBC Corporation and Penguin Books. Mittler, Gene A., Ph.D., 2000. Art In Focus. 4th ed. Glencoe McGraw-Hill. Metropolitan Museum of Art. Timeline of Art History. www.metmuseum.org/toah Resources for Gardners Art Through the Ages. 12th Ed.: Online Resources: Book Companion Website Class Preparation Tools: Instructors Manual and Test bank Presentation Tools: Slide Sets, Vol. I and II Multimedia Manager for Gardners Twelfth Edition; A Microsoft PowerPoint Link Tool

AP Art History Course Outline Semester I

Using Gardners Art Through the Ages as a primary text, the first semester will provide an introduction to the study of art history and will cover art from the Paleolithic era to the Proto-Renaissance. The art of ancient nonwestern cultures, including India, China, Japan, Korea, Africa, the and the Americas will be introduced through group presentations during the second quarter. There will be a special focus on the various forms of Sculpture during the first quarter while studying Prehistoric and Ancient Art, and on the purposes and styles of Architecture during the second quarter in the periods leading to the Renaissance. Students will also participate in an all-day field trip to the Palace of the Legion of Honor Art Museum in San Francisco, which features four thousand years of art under one roof.

First Quarter Week 1: Introduction to Art History / Prehistoric Art

What Is Art, and What Is Not Art? Discussion and description are more appropriate than definition. Class discussion on the measures of quality applied to works of art, Aesthetics and the concept of beauty in Art, and the ever-changing definitions, classifications and fluctuating values in the history of Western art. Why Is Art Made, and What Makes It Valuable? Lecture and discussion on the varied functions of art and the ways that artists are sponsored and commissioned to do works of art by persons or institutions (patronage). Introduction to art history: A central aim of art history is to determine the original context of artworks. Art may be examined by determining its age, style, subject, who made it, who paid for it, and its unique formal characteristics. Objectives: Identify key research questions art historians ask Define the terms of formal analysis Explain the role of formal analysis in art historical research Understand how art historians address different cultural perspectives Class Activity: Student Detectives examine various slide examples of art, architecture, and sculpture to practice following the research steps of the art historian in identifying its origin. *Homework Packets: Students are introduced to the primary tool they will use as a study guide throughout the year: On the day of each assigned

reading, they receive a packet of the major images in the current chapter with blank space by each image to write comments and notes. These packets are checked by the teacher before the days lecture/slide presentation, and the student will be expected to participate in class discussions about the previous nights reading by referring to these notes. Notes should include pertinent facts about the subjects time period, formal qualities, medium, artist, etc. Chapter One: The Birth of Art: Africa, Europe and the Near East in the Stone Age An overview of the prehistoric birth of art, from the Old Stone Age or Paleolithic period when humans began creating sculptures and cave paintings, to the Neolithic period when human beings began to settle in fixed abodes and changed from hunters to herders, to farmers and finally to townspeople. Students will make functional and stylistic comparisons between Neolithic and Paleolithic work. Students will view the first weaving, metalworking, and pottery, as well as the building of fortified towns, cities, and, in Western Europe, megaliths and cromlechs (henges). Discussion on the influences of geography, and the growth of agriculture and cities on the nature of art. Reading: Gardners Introduction and Chapter One: The Birth of Art (Africa, Europe, and the Near East in the Stone Age) The Annotated Mona Lisa: Prehistoric Art: The Beginning pp. 4-5 Homework Packet and Glossary List of Key Terms and Concepts Teacher Lecture/PowerPoint Presentation: Prehistoric Art Class discussion: Lack of documentation and subsequent conjecture about cave art and other prehistoric mysteries

Week 2: The Rise of Civilization: The Art of the Ancient Near East (2 Days)
Chapter Two: The Ancient Near East (A.N.E.) Why was Mesopotamia considered the cradle of civilization? Discussion on the development of writing and the beginnings of recorded history that occurred here, along with the first monumental temples built by the Sumerians. Comparisons between their successors; the Akkadians, Babylonians, Assyrians, Persians, and others, as they continued the tradition of monumental art and architecture, erecting ruler portraits, stelae recording victories and law codes, and great palaces decorated with painted narrative reliefs. Reading: Gardners Chapter Two: The Rise of Civilization The Annotated Mona Lisa: Mesopotamia: the Architects pp.6-7 Homework Packets and Glossary List of Key Terms and Concepts Teacher Lectures/PowerPoint Presentations: The Ancient Near East The First Essay Assignment: Looking At Art: Whats a Person to Say? Description: Students write their first art history essay by selecting a postcard image from an art museum. They write one paragraph describing the artwork by looking carefully at its internal clues (the medium and

technique the artist used, and its formal qualities, such as elements of color and texture, or principles of composition such as emphasis and balance). They then write a second paragraph after reading about the artwork, the artist and its relationship to the time period in which it was made, discussing its particular style and other factors that may have contributed to its creation, (External clues) so that the artwork has been examined contextually. The students end by citing where they found the external information.

Week 3: Egypt: Pharoahs and the Afterlife (2 Days)

Chapter Three: Pharoahs and the Afterlife: The Art of Ancient Egypt The study of Ancient Egyptian civilization and culture introduces spectacular monuments, tombs, and solemn and ageless art created using a divine order that remained almost unchanged for thousands of years. Discussions on the canon for sculpture and wall-paintings, Egyptian mythology; identifying traditional styles of the Old, Middle, and New Kingdoms, Akhenatons radical naturalism, and Egyptology; the Egyptian pursuit of permanence and immortality for their rulers. Masterpiece of the Morning: Students identify a slide from the previous nights reading. Reading: Gardners Chapter Three The Annotated Mona Lisa: Egypt: The Art of Immortality pp.8-11 Homework Packet with Key Images for Identification Teacher Lectures/ PowerPoint Presentations: Egyptian Art and Architecture Glossary List and Key Concepts Review Chapters 1-3 Test I: Chapters 1-3 Test over Prehistoric, ANE, and Egyptian Art; comparison between Egypt and the Near East (geography, materials, civilization, nature of royal figures and divinities, funerary and temple structures), with 20 multiple choice questions (mostly slide-related), identification of specific vocabulary words and terms used to describe art, Two Short Essay questions on the context of the law code (Hammurabi) and the iconography of the Palette of Narmer (unification of ancient Egypt).

Week 4: Aegean Art and Intro to Art Beyond Europe (3 Days)

Chapter Four: Minos and the Heroes of Homer: The Art of the Prehistoric Aegean Introduces the prehistory of Greece in the Bronze Age, a shadowy and mythical time for scholars until archeology uncovered the remains of that heroic era. Students focus attention on Cycladic marble sculptures, Minoan mural paintings of palace life, and Mycenaean fortified citadels for times of war that reveal primitive but effective Aegean artistic styles and building techniques. Homework Packet with images to identify for Chapter 4

Glossary of Key Terms and Concepts Teacher Lecture/PowerPoint Presentation: Aegean Art Reading: Gardners Chapter Four Ancient Art Beyond Europe Group Presentations Assigned Corresponding Chapters in Gardners covered: Chapter 6: Ancient India: Paths to Enlightenment Chapter 7: The Silk Road (China and Korea) Chapter 8: Early Japan Chapter 13: In Praise of Allah: Islamic Art Chapter 14: Native Arts of the Americas Chapter 15: South of the Sahara (African Art) Preparation: Each group reads and does research on their particular area and its culture. They select 6-8 representative images with at least one example of a common theme. Each group writes a detailed lecture outline, a bibliography, three multiple choice questions plus one short-essay question with answers, and a one-page front/back class handout that includes a timeline, overview of the period, slide caption sheet and information about the common themes.

Week 5 and 6: Ancient Greece (4 Days)

Chapter Five: Gods, Heroes, and Athletes: The Art of Ancient Greece Greek culture and its ideal of humanistic education and life is explored through its art and architecture from the eighth century BCE when the human figure returned to Greek art. This unit features a focus on the art form of Sculpture: in Ancient Greece, the quest for ideal form involved changes in the representation of the human figure. Why did these styles change from the Geometric and Orientalizing Periods, The Archaic Period, to the Early and High Classical Periods, and finally, the Hellenistic Period? Students begin to define and identify the concepts of Greek idealism, beauty and individuality. The development of the styles of Greek Architecture will be traced with an emphasis on how these styles affected later architecture. The influence of Greek heroes and gods in narrative art will be seen and discussed in vase paintings and mosaics. Reading: Gardners Chapter Five and The Annotated Mona Lisa: Greece: They Invented a Lot More Than the Olympics pp. 12-15 Focus on Sculpture: Lecture, notes and discussion on the threedimensional art of sculpture; the four major traditional sculpture techniques of relief, carving, modeling and casting, with examples of additive, reductive, assembled, freestanding and attached sculpture. Homework Packets with images to identify for Chapter Five Glossary of Key terms and Concepts: Ancient Greek Art and Architectural components Teacher Lectures/PowerPoint Presentations: Ancient Greece In-Class Essay: Compare and contrast the emerging shape of the human figure in art from the Sumerian votive figures to the Greek Kore and kouros figures.

Week 7and 8: Etruscan and Roman Art (4 Days)

Chapter Nine: Italy Before the Romans: The Art of the Etruscans During the Archaic Period in ancient Greece, the Etruscans dominated the Italian peninsula. There will be a discussion on the importance and originality of Etruscan art, which was deeply influenced by, yet different from, Greek art. Etruscan ideas of death and burial, the Etruscan temple, origins of the true arch, and elements of canopic urn portraiture are discussed. How did Etruscan sculpture, painting, and architecture provide the models for early Roman art and architecture? Reading: Gardners Chapter Nine Homework packet with images to identify for Chapter Nine Glossary of Key Terms and Concepts of Etruscan art and architecture Teacher Lecture/PowerPoint Presentation: Etruscan Art

Chapter Ten: From Seven Hills to Three Continents: The Art of Ancient Rome Discussion on why Roman monuments of art and architecture are the most conspicuous and numerous of all the remains of ancient western civilization, and how many are still used as part of the fabric of modern life. Special attention is given to the far-reaching influence of Roman society, their architectural revolution using concrete vault construction, Pompeiis unearthed treasure houses of painted frescoes, role playing in Roman portraiture, Roman city planning, the building of great aqueducts throughout Europe, the construction of the Colosseum, arches and columns celebrating the victories of the emperors, the Pantheons great dome, and the triumph of Constantine as the first Christian emperor. Reading: Gardners Chapter Ten The Annotated Mona Lisa: Rome: The Organizers pp. 16-19 Homework Packet with images to identify for Chapter Ten Glossary of Key Terms and Concepts on Ancient Rome Teacher Lecture/PowerPoint Presentations: The Art of Ancient Rome

Week 9: Review of Ancient Greece and Rome/ Test Preparation In-Class discussions of Aegean/Greek and Etruscan/Roman Art (2 days)
Test II: The Art of Ancient Greece and Rome: Chapters 4,5,9,10 This test is given in two sections: Part I. The first section is over chapters 4 and 5 (Aegean and Ancient Greek art). It contains multiple choice questions based on the readings, slide identification, vocabulary and terms, and a compare/contrast essay question using images from two separate time periods in ancient Greece: Compare and contrast these works; how are they significant and how are they different? What does each reveal about ancient Greek society?

Part II. The second section tests the students understanding of Etruscan and Roman art (chapters 9 and 10). It is similar in organization as Part I, with the addition of a slide-based short answer question at the end: How does the equestrian statue of Marcus Aurelius convey the power of the emperor? Class Activity: In-Class Research for Ancient Art Beyond Europe Group Presentations. Assigned groups do research online and using the classroom art library for information to be used in their presentations.

End of First Quarter Week 10: The Art of Antiquity/ Art Beyond Europe Group Presentations/ (2 Days)
Chapter 11: Pagans, Christians and Jews: The Art of Late Antiquity Lectures and PowerPoint slides address the Jewish and Christian art produced under Roman rule. Popular themes and iconography in Early Christian art, the effects of classicism, and the changing attributes in the way the figure of Christ was represented (from Good Shepherd to Judge) will be observed and discussed. Read excerpts from Augustines City of God to understand his influence on the early Christian church. How did these Late Antique sculptures, paintings, mosaics, and buildings form the foundation for the art and architecture of the Middle Ages? Reading: Gardners Chapter Eleven Homework packet with images to identify for Chapter Eleven Teacher Lecture/PowerPoint Presentation: The Art of Antiquity Glossary of Key terms and Concepts Group Presentations: Ancient ABE Projects (2 days) Description: Each group leads a 20minute discussion that is organized, accurate, and thorough. The slides are shown and handout given. This is followed by class discussion and a question and answer session. Ancient A.B.E. Test: A slide-based test based on the questions written by group members and including key images from Gardners and Stokstads chapters on Ancient Art Beyond Europe. Both multiple choice and short essay questions concerning the subject matter (human figures, landscapes, sacred spaces and objects), contextual issues like patronage, the origins of the various religions, gods and goddesses, and architectural styles will be included.

Week 11: Byzantine Art / Early Medieval Art (3 Days)

Chapter 12: Rome in the East: The Art of Byzantium Become familiar with the historical events following the foundation of Constantinople (Byzantium) in 330, and the resulting changes in art and

architecture as the Christian world became divided into the Latin West, centered in Rome, and the Greek Orthodox East, with its capital at Constantinople. Discuss how Justinian mosaicists carried on the formal, hieratic style of late antiquity and Justinians architects pioneered the distinctive form of Byzantine churches. These centrally planned, dome-covered structures will be viewed and contrasted to the longitudinal basilicas of the West. What distinguishes the Early Christian and Byzantine styles? Chapter 16: Europe After the Fall of Rome: Early Medieval Art in the West Introduce early medieval civilization as reflected in the art and architecture of the thousand year period between 400 and 1400 in western Europe; a representation of a fusion of Christianity, the Greco-Roman heritage, and the cultures of the non-Roman peoples north of the Alps. This Northernart includes the art of the Celts, Vikings, Hiberno-Saxon art, illuminated manuscripts, Mozarabic art, CarolingianRenaissance art and architecture and Ottonian art and sculpture. Focus is given to the transformations of the architectural support systems from the Carolingian to the Ottonian church. Discuss importance of manuscript illumination and its iconography. Reading: Gardners Chapters Twelve and Sixteen The Annotated Mona Lisa: The Middle Ages: The Reign of Religion; The Golden Age of Byzantine Art, pp. 24-25. Homework packets with images to identify for Chapters Twelve and Sixteen Glossary of Key Terms and Concepts for Chapters Twelve and Sixteen Teacher Lectures/PowerPoint Presentations: Byzantine Art and Early Medieval Art

Week 12: Romanesque Art (2 Days)

Chapter 17: The Age of Pilgrimages: Romanesque Art Romanesque broadly designates the history and culture of western Europe between about 1050 and 1200. Reference will be made to medieval society, its structure and its effect on art and architecture. The development of architectural elements of this period, based on and resembling those of ancient Roman architecture, including the groin and barrel vaults and the round arch, along with regional and stylistic differences in structure and design will be analyzed. Pilgrimages to monasteries and churches which housed relics of venerated saints are discussed as the primary economic and conceptual catalyst for the art and architecture of the Romanesque period. Students compare Romanesque images of power and authority with those of earlier cultures and learn the importance of telling stories in stone through narrative relief sculptures, such as scenes of the Last Judgment and other biblical stories and images used to instruct the faithful. Reading: Gardners Chapter Seventeen The Annotated Mona Lisa: Romanesque Art: Stories in Stone pp. 26-7 Homework Packet with images to identify and describe for chapter Seventeen.

Glossary of Key Terms and Concepts for Romanesque Art and Architecture Teacher Lectures/PowerPoints on Romanesque art and architecture

Week 13: Review Chapters 11, 12, 16, and 17 (2 Days)

Sample Essays and Questions from previous AP Art History Exams are handed out to the class; students are assigned a 30 minute in-class essay comparing subjects from Western art with subjects from Art Beyond Europe. Test III: Byzantine, Early Medieval and Romanesque Art: Chapters 11,12, 16, 17 A slide-based multiple choice test including key images from the text, identification of architectural features, comparisons and contrasts between the East and West, (Byzantine figurative style, Romanesque portals, domes, vaulting methods), icons and mosaics, early medieval manuscripts and books, cloister sculpture, and a short essay on the growth of pilgrimages and the resulting effect on Medieval society.

Week 14: Gothic Art/ Art Field Trip to the Legion of Honor in S.F. (2 Days)
Chapter 18: The Age of Great Cathedrals: Gothic Art Students will be able to give a definition of the Gothic style and its evolution; describe the cult of the Virgin, and the emergence of chivalry. The development of the French Gothic style, appearing in northern France about 1140; Gothic art was at first a regional phenomenon occurring north of the Alps. Clergy and the lay public alike recognized the great cathedrals as images of the City of God on earth. The art of architecture: architectural innovations such as the rib vault with pointed arches, flying buttresses, and stained glass windows emphasized the beauty and otherworldliness of these magnificent churches and inspired believers as well as being the source of civic pride; compare these with the Romanesque church style and purpose. Minutely detailed tapestries such as those depicting the unicorn legend, the Parisian court style of book illumination and freestanding sculpture are examined. Reading: Gardners Chapter 18 The Annotated Mona Lisa: Gothic Art: Height and Light pp. 28-29 Focus: Architecture: Space-Spanning Construction Methods (Vaults, Arches, Frames) Homework Packets with images to identify, including architectural elements for Chapter 18 Teacher Lectures and PowerPoint Presentation on Gothic Art and Architecture Glossary of Key Terms and Concepts for Gothic Art

Handout: Architectural diagrams of Romanesque and Gothic Cathedral building construction to be labeled, Review of space-spanning methods from post and lintel to Gothic pointed arches. Field Trip: Students fill out a questionnaire with information on their own favorite artwork from the Legion of Honor; describing it , analyzing it, interpreting it and making a judgment on whether it is a successful work according to its aesthetic theory. They also make comments on how the particular artwork reflects the culture and time period in which it was made.

Week 15: Gothic Art/ 14c. Italian Art (2 Days)

Continue Chapter 18: How did the acceptance of the writings of Aristotle influenced figurative sculpture to become more naturalistic again? Class discussion on how the Gothic style was later expressed through regional diversity in England and south of the Alps. Emphasis is on Gothic building styles and engineering breakthroughs, vocabulary and techniques, with light and height as two guiding principles. Reading: Finish Gardners Chapter 18 Quiz: Gothic Art Movie: A White Garment of Churches (Art of the Western World)

Chapter 19: From Gothic to Renaissance: 14th Century Italian Art The Quattrocento: Reading: Gardners Chapter 19 Homework Packet with images to identify and describe from Chapter 19/ Glossary of key terms and concepts Dante and the rise of humanism, the humanist painter, wealthy patrons Giotto: the Bardi Chapel of Santa Croce, Scrovegni Chapel in Padua Nicola and Giovanni Pisano and Duccios departure from Maniera Graeca style Simone Martini and the International Style; the Lorenzettis secular frescoes in the Palazzo Publico What stylistic characteristics separate Byzantine figurative painting and mosaics from the 14th century work of Giotto and Duccio? Understand the growing interest in the natural world and the interest in real space and explore how these elements are depicted in the art.

Week 16: Transition from Middle Ages to Renaissance/ Review for Final Exam (2 Days)
Class discussion of the societal and artistic changes which occurred that resulted in the Italian Renaissance. Students begin filling in a chart of Greatest Hits from art history from Prehistoric times through the Middle Ages. Thinking Contextually: In preparation for the final exam, students complete a chart where they examine a work of art chosen from their

Greatest Hits List. The work of art is understood by filling in information that includes the predominant religious beliefs, political climate, societal issues, patronage, impact of geography, function, and any other cultural influences.

Week 17: Semester 1 Final Exams

The first semester final exam covers the material from Prehistoric times through the Proto-Renaissance. The format is mainly slide-based and consists of selected questions from previous AP Art History Exams, matching terms with definitions or examples, and an essay on the Aphrodite of Knidos, by Praxiteles. Students write an essay answering the questions: Why was it made? Why does it look the way it does? What was it meant to communicate?

Christmas Break

Semester Two
Again using Gardners Art Through the Ages as a primary text, Second Semester will cover the period of the Renaissance in Western Europe, through the Post-Modern art and culture of our contemporary world. The art of nonwestern cultures, including India, China, Japan, Korea, Africa, Oceania after 1200 will continue as a focus through student projects presented during the fourth quarter. There will be an emphasis on the developments and methods of painting and the graphic arts. Students will also participate in an all-day field trip to the Museum of Modern Art in San Francisco to view contemporary and post-modern art.

Week 1: Chapter 20: Piety, Passion, and Politics: 15th Century Art in Northern Europe and Spain (2 Days)
The 15th century in Western Europe north of the Alps: the importance of Flanders to Europes economic development, the migration of rural populations to the cities. How did these events influence the art produced during this period? The maturation of manuscript illumination (The Tres Riches Heures du Duc de Berry by the Limbourg Brothers) The increased use of oil paints in Flanders, (Large-scale devotional altarpieces such as the Ghent Altarpiece and the Portinari Altarpiece) The importance of symbols (references to the secular and the sacred); Jan van Eycks portraits, and Boschs foreshadowing of surrealistic images. The development of the intaglio method of printmaking (metal engraving) Reading: Gardners Chapter 20 and beginning of Chapter 21, Annotated Mona Lisa, pp. 40-43, The Northern Renaissance. Movie: The Renaissance (Art of the Western World)

Homework Packets with images to identify and describe from Chapters 20 and 21. Glossary Lists of terms and key concepts Painting and Graphic Arts Concepts Handout and Lecture: From Art Basics, main categories of painting throughout western history, processes, materials and techniques, mixed media, mosaic and stained glass. Graphic arts: the various processes used to make prints (relief print techniques, intaglio techniques and photography). Test on Chapter 20: 15th century art in Northern Europe Sections assessing student knowledge of the art of the north as it relates to social context, the formal qualities (of altarpieces for example), symbolism and religious iconography. Write essays on the stylistic characteristics of The Book of Hours, symbolization in the Ghent Altarpiece, and comparing and contrasting works by Rogier van der Weyden (Deposition) and Giotto (Lamentation).

Intro to Chapter 21: Humanism and the Allure of Antiquity: 15th Century Italian Art (1 Day)
Discuss the spread of humanism, emphasis on education and expanding knowledge (especially of classical antiquity), the desire to excel and the fulfillment of individual potential: how did this influence art in Italy? Look at the Met Museums Timeline of Art History/ Florence and Central Italy, 1400-1600 A.D. for information on the Medici familys rise to power, stylistic aspects of Florentine painting, etc. Reading: Chapter 21, Gardners and The Annotated Mona Lisa, pp. 30-39, The Renaissance: The Beginning of Modern Painting. Homework Packet with images to identify and describe for Chapter 21. Glossary List of Renaissance terms and characteristics of Italian Renaissance Painting Begin with slides and discussion surrounding the 1401 competition for a design for the east doors of the Florence Baptistry by Ghiberti and Brunelleschi. The invention of true linear perspective/ depicting objects in space by early Renaissance artists and architects, as observed in Masaccios The Tribute Money and Holy Trinity. Brunelleschis dome of the Florence Cathedral and the interior of Santo Spirito The Two Davids: Donatello and Verrocchio

Week 2: Chapter 21: Humanism and the Allure of Antiquity: 15th century Italian Art (2 Days)
Continue reading Gardners Chapter 21 Homework Packet with images to identify and describe for Ch. 21 The Birth of Venus by Botticelli marks the rebirth of classical mythology

Ghirlandios portraits of women: wealthy patronage promotes the secularization of sacred themes Further developments in architecture, Albertis classical rationalism Images of piety and devotion: Annunciations, Last Suppers, and Madonnas Use of Linear Perspective (Peruginos Christ Delivering the Keys of the Kingdom to Saint Peter) Andrea Mantegnas striking use of perspective and foreshortening of the human figure for dramatic effect (Dead Christ) Discussion of the turmoil at the end of the century, Savonarolas reaction to the Medicis paganism, bonfires of the vanities, Signorellis Damned Cast Into Hell Read excerpts from Georgio Vasaris Lives of the Painters, Sculptors and Architects How did the patronage of wealthy families affect the direction of art in Italy during the High Renaissance?

Week 3 and 4: Chapter 22: Beauty, Science and Spirit in Italian Art: The High Renaissance and Mannerism (4 Days)
Movie: Michelangelo: Artist and Man Reading: Gardners Art Through the Ages, Chapter 22 Homework Packets with images to identify and describe from Chapter 22 Glossary list of terms and key concepts for the High Renaissance Objective: Recognize the achievements of individual artists: Leonardo, Bramante, Michelangelo, Raphael Leonardos breakthroughs: unified representation of objects in an atmospheric setting (Virgin of the Rocks), The Last Supper frescos broad range of emotional responses Bramante The Popes Architect: Concrete, the dome, and the new St. Peters in Rome Michelangelos David: compare to Donatello and Verrocchios and Hellenistic Statuary Sistine Chapel ceiling fresco: How does it reflect Renaissance ideas? What is its humanistic interpretation? In-depth discussion of Raphaels School of Athens Neoplatonisms influence on Renaissance art Venetian Art and Architecture: Describe Mannerist pictorial devices Titians Arcadian lyrical and sensual landscapes and the use of color Pontorma and Parmigiannos Stylish Mannerism Contribution of women artists (Anguissola) Tintorettos dramatic plunging diagonal Last Supper. Compare to Leonardos balanced pyramidal structure

Week 5: Finish and Review Chapters 21, 22 (3 Days)

Be able to describe and explain classical influences, identification of structures, and architectural terms used to describe them, stylistic differences between artists and schools of art, compare and contrast Late Gothic with Renaissance work, identify characteristics of Italian Renaissance painting and be able to apply them when discussing specific artworks.

Week 6: Test on Chapters 21 and 22: The Renaissance in Italy (2 Days)

Slide-based multiple choice and free-response (short essays) test. Movie: The Masters of Illusion

Winter Break Week 7: Chapter 23: The Age of Reformation: 16th Century Art in Northern Europe and Spain (2 Days) Reading: Gardners Art Through the Ages, Chapter 23
Homework Packets with images to identify and describe from Chapter 23 List of Key Terms and Concepts Class discussion on the background of the Protestant Reformation and its effect on art and architecture of 16th century Europe The use of allegory in art to express the differences in theology (Lucas Cranach the Elders Allegory of Law and Grace) Divergent views on religious imagery, Iconoclasm and the reaction against religious art: how did this reveal the power of art? Comparison between artworks: The Isenheim Altarpiece by Mathias Grunewald (pre-Reformation) and Albrecht Durers Last Supper, (produced after the Reformation began). Durers elevation of the art of engraving; the capability of the graphic arts to convey intellectually and emotionally complex themes. How does Hans Holbein the Youngers French Ambassadors allude to the growing tension between secular and religious authorities? Architecture in France: Francis Is Chambord and Henry IIs Louvre Netherlandish Art: Pieter Bruegel the Elder, women painters (van Hemessens self-portrait) El Grecos dramatic style: can he really be labeled a Mannerist? Quiz on Chapter 23: Discuss the impact Italy had on Durer. Use specific examples from his work.

Week 8: Chapter 24: Popes, Peasants, Monarchs and Merchants: Baroque Art Italian and Spanish Baroque (2 Days) Reading: Gardners Art Through the Ages, Chapter 24 and The Annotated

Mona Lisa, Baroque: the Ornate Age pp. 46-65. Homework Packets with images to identify and describe from Chapter 24 17th century Europe: Discuss the broad range of the term Baroque; stylistic characteristics that define what Baroque means in different countries. Numerous geo-political shifts in Europe, the Thirty Years Wars (1618-1648) movement towards the secularization of government, worldwide mercantilism (Bank of Amsterdam) permanently altered the face of Europe. Stylistic characteristics of the Baroque: Emotional, dramatic, sharply lit figures, tenebrism. Italian Baroque: Bernini, Caravaggio and his followers, ceiling frescoes and the glory of the Barberini, a theater for the production of a mystical drama. Spanish Baroque: Political decline, Counter-Reformation devotion and piety, Velazquez, the greatest Spanish painter of the age (and the greatest painting, Las Meninas).

Week 9: Chapter 24: Baroque Art Continued: Flanders, Holland, France and England (3 Days) Flemish Baroque: Peter Paul Rubens Elevation of the Cross: How hw

synthesized the high Renaissance style with Italian Baroque to create first pan-European manner of painting. Example: the Marie de Medici Series Dutch Republic: Why was the 17th century referred to as the Golden Age of Dutch art? Franz Hals, Rembrandt van Rijn: Compare his religious art with overwhelming opulent Italian Baroque, his use of light and his desire to interpret biblical Narratives in human terms. Woman artist Judith Leyster, Dutch landscapes and interior scenes (Vermeer). Dutch Vanitas Still-life and flower painters. Baroque in France: Poussin invoked classical order, Burial of Phocion from Plutarchs Lives. Georges de la Tours supernatural calm and stillness. Architectural Opulence: The Palace of Versailles. How does art reinforce the royalty of the Baroque and Rococo Periods? Late Baroque Architecture in England: Sir Christopher Wrens St. Pauls Cathedral, Blenheim Palace Group Essay: Research and write an essay describing how each of these artists represented Baroque art within their own particular historical and cultural context. Use examples of their artwork to show how they expressed the religious and other cultural values of the time and place: Group 1; Italian Baroque (Caravaggio), Group 2; Spanish Baroque (Velasquez), Group 3;

Flanders (Rubens), Group 4; Dutch Republic (Rembrandt), Group 5; French Baroque (Poussin). Art Beyond Europe AFTER 1200 Group Assignments given (due 4th Quarter)

End of Third Quarter Week 10 and 11: Chapter 28: The Enlightenment and Its Legacy: Art of the Late 18th through the mid-19th Century (5 Days) Reading: Gardners Chapter 28, and The Annotated Mona Lisa, Rococo

pp. 64-65, The Nineteenth century: Birth of the Isms pp. 66-82. Homework Packets with images to identify and describe from Chapter 28 Glossary List of key terms and concepts for Chapter 28. Early 18th century was the great age of the aristocracy; privileged class sought to expand their power, as seen in the decorative Rococo style. The Enlightenment at end of 18th century was a new way of thinking based on using reason to reflect on the results of physical experiments, and involved critical analysis of texts: emphasis on tangible data and concrete experience. Enlightenment thinking rooted in ideas of Descartes, Pascal, Isaac Newton and John Locke. Voltaire was the personification of the Enlightenment spirit. (Joseph Wright of Derbys Orrery painting glorified scientific achievement.) Science vs. a Taste for the Natural (Rousseau all our natural inclinations are right, the simple life as seen in The Village Bride, by Greuze) Chardin: Happiness is a reward of natural virtue (Grace at Table) The English Grand Manner Portrait as an expression of the natural taste in Rococo form: Gainsborough, Sir Joshua Reynolds. Neo-Classicism (1780- 1820) reflected The glory that was Greece and the Grandeur that was Rome: David and Ingres Classic craze influenced by excavations at Pompeii and Herculaneum and the French Revolution. American themes of patriotism and a sense of directness and faithfulness to visual fact. (Copley and Stewart) Romanticism: The Power of Passion (1800-50) : Romantic painters chose emotion over reason: Gericault and Delacroix Define the Romantic: Exotic themes, unrestrained color, emotional intensity, turbulent forms and brushstrokes. Neoclassicism vs. Romanticism (Contrast the two movements, and the contexts out of which each arose, using examples from representative artists.) Quiz on Neoclassicism and Romanticism

Week 12: Chapter 29: The Rise of Modernism: Art of the Later 19th Century (2 Days) Reading: Gardners Chapter 29 and The Annotated Mona Lisa,

Realism pp. 83-88. Homework Packets with images to identify and describe for Chapter 29 List of terms and key concepts Realism: The new Realism emerged; a force that would dominate art for the second half of the century. Its subjects were peasants and the working class, the style, a precise imitation of visual perceptions without alteration, used muted colors. Courbet, the father of Realism, Show me an angel and I will paint one. Millet and Corot: The Barbizon School influenced by Constable. American Realism: Winslow Homer, Thomas Eakins , James Whistler, John Singer Sargent The Pre-Raphaelites and the Arts and Crafts Movement: How were they a reaction against the Industrial Age? Development of Photography: Travel ,War, Documentary, Portrait and Art Photography: How did the development of Photography impact painting?

Easter Break Week 13: Chapter 29: (2 Days) Impressionism (1863-1886): A product of Positivist thinking as evidenced
by the scientific examination of light. Each work is one artists intuitive response to nature; the transitory effect of light; capturing a moment. Reading: The Annotated Mona Lisa, Impressionism: Let There Be Color and Light, pp. 96- 111. Salon de Refuses 1863: exhibition of artworks refused by the Paris Salon Exposition of the Impressionists 1874 What were the major influences on Impressionism? Japanese prints, photography, speed of transportation(steam engine) Characteristics of Impressionism Major Painters and their work: Edouard Manet (also categorized as a realist), Monet, Renoir, and Degas, Mary Cassatt and Berthe Morisot. Quiz: Identify the similarities and differences in subject matter, use of color, style and techniques between the major impressionists.

Week 14: Chapter 29: (2Days) Post-Impressionism : The two camps of Post-Impressionism: Scientific vs.
Sensation; How was each expressed, and through whom?

 Reading: The Annotated Mona Lisa, Post-Impressionism pp. 112-123. Seurat and Cezanne: Concentrated on formal design. How did their art

lead to Cubism and other forms of 20th century art? Gaugin, Lautrec and Van Gogh: Emphasized expressing their emotions and sensations. How did their art lead to Expressionism and Fauvism? Symbolism: The forerunner of Surrealism: Moreau, Redon, Rousseau, Munch. Reading: The Annotated Mona Lisa, Symbolism, pp. 124-125. Rodin: Impressionist Sculptor; prophet of modern sculpture Art Nouveau (New Art) an architectural and design movement that grew out of the ideas promoted by the Arts and Crafts Movement. Fin de Siecle Culture and Architecture of the Late 19th Century The Eiffel Tower; Sullivan, first Modern Architect; birth of skyscrapers.

Chapter 33: The Development of Modernist Art: The Early 20th Century (1 Day) Reading: Gardners Chapter 33 and The Annotated Mona Lisa, The

Twentieth century: Modern Art pp. 128-167 Homework Packet with Images to be identified and described for Chapter 33 Glossary List of key terms and concepts of Modernist Art. Expressionism: In Germany, the use of exaggerated forms and colors for emotional impact dominated the art world from 1905-1930. Die Brucke The Bridge: Kirchners art of clashing colors, anguished figures and distorted forms expressed rebellion against established authorities. Expressionist artist Emil Nolde: Forcefully expressing the ugliness of reality, influence of primitive art. Fauvism: Exploding Color: The first major avant-garde movement of the twentieth century; exaggerated, vibrant colors used to express feelings rather than to describe an object. The discovery of nonEuropean tribal arts played a formative role in modern art. Fauvist Painters: Matisse, Derain, Vlaminck, Dufy, Roualt How did the work of Van Gogh influence the Fauves?

Week 15: Chapter 33: (2 Days) Continue overview of the 20th Century Movie: Art of the Western world: Modernism Abstraction: Kandinsky, Spiritual, pure Abstractions

 Analytic and Synthetic Cubism: Picasso : The influence of primitive

African and Iberian sculpture in Les DemoisellesDAvignon and Bracques Cubist Collage Still Lifes Sculpture: Futurism: Political Atmosphere in Italy; Love of speed and motion: Boccionis paintings and sculpture. Dada: Anarchist reaction to a world gone mad; artists were revolted by the butchery of the world war. Jean Arp, Marcel Duchamp. American Art: The Armory Show, 1913. Ashcan School, Sloan, Hopper, Marins American Abstractions, the advance of Photography, the Harlem Renaissance, Georgia OKeeffe Postwar Germany: European Expressionism after WWI: Max Beckmann, George Grosz Surrealism : Magritte and Dalis dream images/ influence of psychoanalysis and Dada. The fantasy of Joan Miro and Paul Klee.

APAH 2 Hour Review Session/ Practice Exam in Preparation for the AP Art History Exam. Slide Paired Review with Images from Prehistoric-ProtoRenaissance.

Week 16: Chapter 33: (2 Days) Suprematism, Constructivism : Arose out of Utopian notions in Russia Piet Mondrians Composition in Red, Blue and Yellow, 1930 Bauhaus: Modernism in Architecture and the International Style, Frank

Lloyd Wright Art Deco : The different forms it took Sculpture: Henry Moore, Brancusi, Calders floating sculptures and Smith (metal), French-American Louise Bourgeoiss constructions and Louise Nevelsons environmental sculpture Art as Political Statement in the 1930s: Picassos Guernica Depression art: Dorothea Langes Migrant Mother. Regionalism: Grant Woods American Gothic, Thomas Hart Bentons murals. Compare Bentons American murals with Diego Riveras Mexican murals

APAH Review session in Preparation for the AP Art History Exam: Review Beyond the European in Art/ Write practice free-response essay on a universal theme. Slide-Paired review; Renaissance- Postmodernism

Week 17: Chapter 34: From the Modern to the Post-Modern and Beyond (2 Days) The emergence of Post-Modernism
Class discussion of Existentialism: The Absurdity of human existence Abstract Expressionism: Jackson Pollock, Gorky, De Kooning, Kline and Motherwell Color Field Painters: Rothko and Frankenhaler Pop Art: Rauschenberg, Jasper Johns, Andy Warhol, Lichtensteins comic strip imagery Minimalism: a reaction against Abstract Expressionism and Pop : Minimalist Sculpture Performance Art and Installation Art Conceptual Art: The dematerialization of the Art Object: process not product Photo- Realism: Estes, Chuck Close

AP Art History Exam

Enrichment Projects for after the AP Art History Exam will include movies, painting exercises using various media, and a field trip to SFMOMA .