apah audit syllabus revised-1

7/31/2019 APAH Audit Syllabus Revised-1

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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 fromone 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.


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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 WadsworthStokstad, 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 forGardners 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 IIMultimedia Manager forGardners Twelfth Edition;

AMicrosoft PowerPointLink Tool
http://www.wadsworth.com/http://www.mcgrawhill.ca/highereducation/http://www.mcgrawhill.ca/highereducation/http://www.metmuseum.org/toahhttp://www.wadsworth.com/http://www.mcgrawhill.ca/highereducation/http://www.metmuseum.org/toah


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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 fromthe Paleolithic era to the Proto-Renaissance. The art of ancient non-

western 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 ofSculpture 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 alsoparticipate 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 ArtWhat 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 theever-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 artistsare 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 forit, 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: Onthe day of each assigned


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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 thestudent 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 makefunctional 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 agricultureand 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. Comparisonsbetween 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 decoratedwith 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

TheFirst 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


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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, theartist 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 examinedcontextually. 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 spectacularmonuments, 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 theirrulers.

Masterpiece of the Morning: Students identify a slide from the previousnights 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 1-3Test 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 specificvocabulary words and terms used to describe art, Two Short Essayquestions 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

AegeanIntroduces 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


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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 EnlightenmentChapter 7: The Silk Road (China and Korea)

Chapter 8: Early Japan

Chapter 13: In Praise of Allah: Islamic ArtChapter 14: Native Arts of the Americas

Chapter 15: South of the Sahara (African Art)

Preparation: Each group reads and does research on their particular areaand 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 andinformation 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 itsart 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 AncientGreece, 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 andidentify the concepts of Greek idealism, beauty and individuality. Thedevelopment 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 three-dimensional 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.


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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 ideasof death and burial, the Etruscan temple, origins of the true arch, and elements of

canopic urn portraiture are discussed. How did Etruscan sculpture, painting, andarchitecture 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 RomeDiscussion on why Roman monuments of art and architecture are the most

conspicuous and numerous of all the remains of ancient western civilization, andhow many are still used as part of the fabric of modern life. Special attention isgiven 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 TenThe 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, slideidentification, vocabulary and terms, and a compare/contrast essay question

using images from two separate time periods in ancient Greece: Compareand contrast these works; how are they significant and how are they

different? What does each reveal about ancient Greek society?


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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 GroupPresentations. 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 Godto understand his influenceon 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 isfollowed 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 Stokstadschapters 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, andarchitectural 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 ofConstantinople (Byzantium) in 330, and the resulting changes in art and


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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 theEarly 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 representationof 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 theCelts, 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 illuminationand its iconography.

Reading:Gardners Chapters Twelve and SixteenThe 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 oftelling 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 imagesto identify and describe for chapter

Seventeen.


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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 arehanded 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 andbooks, 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 atfirst 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 . Theart 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


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Handout: Architectural diagrams of Romanesque and Gothic Cathedral

building construction to be labeled, Review of space-spanning methodsfrom 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 workaccording 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? Classdiscussion 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 Graecastyle

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 forFinal 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 ofGreatest 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


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Greatest Hits List. The work of art is understood by filling ininformation 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 ExamsThe 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 orexamples, 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 itdoes? 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 non-

western 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 willalso 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 toEuropes 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 thePortinari Altarpiece)

The importance of symbols (references to the secular and the sacred); Janvan 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)


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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: FromArt

Basics, main categories of painting throughout western history, processes,

materials and techniques, mixed media, mosaic and stained glass. Graphicarts: 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 ofthe 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 TheBook 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: 15thCentury 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 andBrunelleschi.

The invention of true linear perspective/ depicting objects in space by

early Renaissance artists and architects, as observed in Masaccios TheTribute 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 GardnersChapter 21

Homework Packet with images to identify and describe for Ch. 21

TheBirth of Venus by Botticelli marks the rebirth of classical mythology


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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 tothe Medicis paganism, bonfires of the vanities, SignorellisDamned

Cast Into Hell

Read excerpts from Georgio VasarisLives 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

Leonardosbreakthroughs: unified representation of objects in an

atmospheric setting (Virgin of the Rocks), The Last Supperfrescos broadrange of emotional responses

Bramante The Popes Architect: Concrete, the dome, and the new St.

Peters in Rome

Michelangelos David: compare to Donatello and Verrocchios andHellenistic Statuary

Sistine Chapel ceiling fresco: How does it reflect Renaissance ideas? Whatis its humanistic interpretation?

In-depth discussion ofRaphaels 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 diagonalLast Supper. Compare to

Leonardos balanced pyramidal structure


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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 discussingspecific 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 inNorthern Europe and Spain (2 Days)

Reading: Gardners Art Through the Ages, Chapter 23


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 ofallegory in art to express the differences in theology (Lucas

Cranach the EldersAllegory of Law and Grace)

Divergent views on religious imagery, Iconoclasm and the reaction againstreligious 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 artsto convey intellectually and emotionally complex themes.

How does Hans Holbein the YoungersFrench 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 (vanHemessens 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.


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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.


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 mysticaldrama.

Spanish Baroque: Political decline, Counter-Reformation devotion and

piety, Velazquez, the greatest Spanish painter of the age (and the greatestpainting,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 desireto 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 PlutarchsLives. 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: SirChristopher Wrens St. Pauls

Cathedral, Blenheim Palace

Group Essay:Research andwrite 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;


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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.


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 concreteexperience.

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 Orrerypainting 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 andthe 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


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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 workingclass, 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: EdouardManet (also categorized as arealist), 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?


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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 19 th 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 ofexaggerated forms and colors for

emotional impact dominated the art world from 1905-1930.

Die Brucke The Bridge: Kirchners art of clashing colors, anguishedfigures 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 non-

European 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?


Continue overview of the 20th Century

Movie: Art of the Western world: Modernism

Abstraction: Kandinsky, Spiritual, pure Abstractions


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Analytic and Synthetic Cubism: Picasso : The influence of primitive

African and Iberian sculpture inLes DemoisellesDAvignonand

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, theadvance of Photography, the HarlemRenaissance, 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-Proto-

Renaissance.


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 sculpturesand 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 WoodsAmerican 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


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Week 17: Chapter 34: From the Modern to the Post-Modern and

Beyond (2 Days)

The emergence of Post-ModernismClass 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 ExamEnrichment Projects for after the AP Art History Exam will include movies,

painting exercises using various media, and a field trip to SFMOMA .

apah audit syllabus revised-1

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