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

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

3. 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

4. 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

5. SAMPLE MULTIPLE CHOICE QUESTIONS

7. 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

8. 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

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

10. 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

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

12. 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

13. Big Ideas

14. 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)

15. 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.

16. 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

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

18. 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

19. Example: Completely identify the image below

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

21. Example: Purpose for Architecture?

22. 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

23. 8 points to be discussed with every image of 250
• Content
• Form
• Context
• Function
• Materials
• Meaning
• Change over time
• Audience

24. 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

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