AP Art History Redesign Professional Development October 8, 2015 Ms. Jessica Romero Barbara Goleman Senior High AP Art History Teacher

INTRODUCTIONS NEW EXAM STRUCTURE “BIG IDEAS” CONCEPT MAPPING Morning Session INTRODUCTIONS NEW EXAM STRUCTURE “BIG IDEAS” CONCEPT MAPPING

Exam Structure SECTION 1 80 multiple choice questions, including discrete questions and sets of questions. no separate booklet for images. Questions could switch between images with 1 question, image with multiple questions or no image (VISUAL RECALL NECESSARY). 1 hour 50 percent of exam score

Exam Structure Section 2 (2) 30 minute long essay questions Long Essay question format will change- image choice does not have to be from 250. Also, more comparison between images will come into play (4) 15 minute short essay questions student will be able to move freely among 2 hours 50 percent

SAMPLE MULTIPLE CHOICE QUESTIONS

Michel Tuffery’s reuse of existing materials draws inspiration from recycled materials as seen in the Kaaba the Golden Stool Duchamp’s Fountain the Intihuatana Stone

2. The sculpture is made of used cans of corned beef which symbolize a rejection of the traditional vegetarian diet the reliance on packaged meat rather than traditional food gathering activities Polynesian traditional welcoming of new people and products an affirmation of meat-based diet

3. The reuse of the materials in this work is akin to the works of Julie Mehretu Emily Kame Kngwarreye Mariko Mori El Anatsui

4. Tuffery’s objects become animated when used in traditional coming-of-age ceremonies when put on wheels and used as part of a multi-media performance art when lit up from within and resembling an active bull in cartoons and used to entertain children

5. Michel Tuffery’s sculptures show an indictment of Polynesian obesity the slave trade global warming the treatment of animals

ANSWERS 1)C- Duchamp’s Fountain 2)B- the reliance on packaged meat rather than traditional food gathering activities 3)D-El Anatsui 4)B-when put on wheels and used as part of a multi-media performance art 5)A- Polynesian obesity

Big Ideas

Big Idea 1 Form Function Content Context “CFCF” Content, Form, Context, Function (recommended to teach in this order) 1. Content: the stuff you can see, visible imagery (INSIDE THE WORK) 2. Form: the packaging of the content, materials, stance, proportion(INSIDE THE WORK) 3. Context: MOST IMPORTANT what you read about the work-history, philosophy, religion (OUTSIDE THE WORK) 4. Function: What is the purpose and/or meaning of the work/intended audience (OUTSIDE THE WORK)

Example: Discuss Sumerian votive statues 1. Content: different sizes, style of dress, male, female, praying 2. Form: cylindrical in shape, wide eyes, thick ankles, pipe-like arms 3. Context: “4 simple things about context” 1. Original physical location/intended audience 2. Artist AND Patron/ what is the Patron’s agenda or purpose 3. Historical events which influence the work of art 4. Concepts and ideas which surround the work- why were they made? what historical events & beliefs- religious, social or philosophical ideas within the culture that influence the presentation of the art 4. Function: the statuettes are surrogates for the patron.

Big Idea 2 Art changes meaning in time Students should be able to explain how images change meaning over time, even if they are the same image. Students should be able to understand how a religious or historical background determines the form of a work of art AND be able to explain how different cultures would interpret that form differently (different materials, content, or style) Why does art change? Students need to be able to recognize traditions and identify changes within that tradition

Example: Byzantine Theotokos vs Example: Byzantine Theotokos vs. Lippi’s Madonna and Child with Two Angels

Big Idea 3 Full Identification New curriculum states that every work must be very completely identified: Title Artist Date Culture Period Materials Location of architecture

Example: Completely identify the image below

Big Idea 4 Purpose for Architecture? available technology ability to work together political structure idea of permanence providing for future generations available mediums

Example: Purpose for Architecture?

Big Idea 5 Focus on Research Based Skills 4 step approach to AP Art History Research 1 )Prepare: Contextualize the image by generating questions like who, what, when, where, how, why 2) Research: Smarthistory at Khan Academy BBC Podcast- A history of the world in 100 objects Learner’s- Art Through Time: A Global View Art Store Ed Puzzle YouTube- search- “apk” 3)Find sources 4)Evaluate sources 5)Synthesize 6) Process for Students: Description→Analysis→ Meaning

8 points to be discussed with every image of 250 • Content • Form • Context • Function • Materials • Meaning • Change over time • Audience

Potential Theme for New AP Art History long essay: 1. Sacred Space 2. Images of Power/ Authority and Rule 3. Objects of wealth and status 4. Ritual objects of belief 5. Funeral Traditions/ Death 6. War and Violence 7. Images of Identity: cultural, social, political 8. Issues of Gender: masculine /feminine 9. The Natural World 10. Materials and their symbolic importance 11. Visual/ conceptual 12. The ideal 13. individual vs. collective (political structure) 14. Humanist Tradition 15. The Human Body 16. Innovation: materials and techniques 17. change over time 18. sacred/profane

PACING COUNT DATES HOW MANY DATES TO TEACH? THINK REALISTICALLY (MINUS DATES FOR TESTING, HOLIDAYS, ECT.)