This course is intended to prepare students for the AP Art History Exam and to
provide the same information to ... Smart History –Online Art History “Textbook”.
AP Art History Syllabus 2013-2014 “Art washes away from the soul the dust of everyday life.” Pablo Picasso Instructor: Ms. Rizzi E-Mail:
[email protected] Phone: (973) 228-1200 xt:765 Art Room 106 Office Hours: by appointment/tba
Course Description This course is intended to prepare students for the AP Art History Exam and to provide the same information to our high school students that they are likely to encounter in college introductory art history courses. Students will increase their knowledge of and appreciation for architecture, sculpture, painting, and other art forms, all within the context of the cultures that produced the art, including both Western and non-Western traditions. Topics include information about the artists, schools and movements; chronological periods, geographical origins and significant historical dates; subjects, styles, and techniques of specific works; and contextual issues such as patronage, gender and function. Students will develop visual literacy and increase their ability to write critically about art works at a college level of expertise. Students will learn the intellectual and emotional pleasure inherent in aesthetic experience and will be encouraged to become lifelong learners in the visual arts.
Course Requirements • • • • • • • • • • •
Reading and review of assigned pages from the preliminary textbook, Kleiner, Fred S., and Christin J. Mamiya. Gardner’s Art Through the Ages. 12th edition. Completion of all assigned activity lessons from Student Activity Workbook, Nici, John B. Advanced Art History. Jacksonville: TEACHINGpoint, 2013. 7-288. Print. Completion of all assigned online site literature, podcasts, diagrams, museums MLA Format must be used in all writings completed by student Completion of all assigned class research and journal/sketchbook pages, finished on time Demonstrate active daily note taking and active communication during class discussion Demonstrate ability to work actively and engagingly in small groups Demonstrate growth in thinking and writing skills about art over the course of a school year Develop and demonstrate visual literacy Contribute thoughtful and relevant commentary during class discussion, group activity, etc. Demonstrate readiness: Always be ready for me to call on you for an answer, or to add to a group discussion
Material Requirements • • • • •
All students must have a 3-ring binder. They are used for holding the Student Activity Workbook, Nici, John B. Advanced Art History. (281pages per workbook- printed by teacher for each student) Access to a computer with internet access and a printer daily 1 HARD-BOUND Sketchbook (8 ½ x 11”) Writing utensils & Loose-leaf paper OPTIONAL: Set of colorful Gel-Pens for aesthetic note taking & illustrations in artist sketchbook
Required Textbook • •
Kleiner, Fred S., and Christin J. Mamiya. Gardner’s Art Through the Ages. 12th edition. Nici, John B. Advanced Art History. Jacksonville: TEACHINGpoint, 2013. 7-288. Print.
Supplemental Texts & Review Books 1. Stokstad, Marilyn. Art History. (2nd Revised Edition) Upper Saddle River, NJ: Pearson/Prentice Hall, 2005 2. Nici, John B. Baron's AP Art History. Hauppauge, New York : Baron's Educational Company , 2008. Print.
Recommended (Optional) Review Book 1. Chmiel, Frank, and Larry Krieger. AP Art History With Art CD And TESTware (REA). 2nd edition. Picasta: Research & Education Assn, 2011. Print.
Students must bookmark the following websites… www.learner.org/courses/globalart/ Explore major themes in global art http://www.metmuseum.org/toah/ Heilbrunn Timeline of Art History http://smarthistory.org/ Smart History –Online Art History “Textbook” Features Useful Images of Artwork, Podcasts, Diagrams, Maps, Illustrations, Descriptions, etc. https://apstudent.collegeboard.org/exploreap?navid=bf-apst AP Central on College Board (Informational site for Students) https://bigfuture.collegeboard.org/get-started/for-parents AP Central on College Board (Informational site for Parents)
Other Resources • • • • • • • • • • • • •
Visual Literacy Guides created by Yu Bong Ko PowerPoint Presentations & PowerPoint Lecture Notes created by Teacher Student Activity Workbooks by John Nici Thompson’s Art Studies 2.0 CD-ROM Art of the Western World Series VHS PBS series DVD’s Barnet, Sylvan. A Short Guide to Writing about Art. Harper Collins. The Guggenheim Museum El Museo del Barrio: (Latino museum dedicated to Puerto Rican, Caribbean and Latin American art, culture and heritage, offers programs in both Spanish and English) The Metropolitan Museum of Art The Museum of African Art The Museum of Modern Art
Units of Study 1. Ancient Art (Lessons 1-1 to 1-30) • Prehistoric • Ancient Near East • Egyptian • Aegean (Minoan, Mycenaean) • Greek • Etruscan • Roman 2. Medieval Art (Lessons 2-1 to 2-22) • Early Christian • Byzantine • Islamic • Early Medieval (Migration, Carolingian, Ottonian) • Romanesque • Gothic 3. Renaissance Art (Lessons 3-1 to 3-27) • Italian Art 14th Century • Northern Renaissance 15th Century • Italian Renaissance 15th Century • High Renaissance • Mannerism • Northern Renaissance 16th Century 4. Baroque, Rococo, and Neoclassical Art (Lessons 4-1 to 4-27) • Italian Baroque • Baroque in Northern Europe and Spain • The Rococo • Neoclassic 5. Romantic to Modern (5-1 to 5-44) • Romanticism • Photography • Realism • Impressionism and Post-Impressionism • Modern Movements 6. Non-Western Art (Lesson 6-1 to 6-14) • Indian Art • Chinese Art • Japanese Art • Native Art of the Americas • African Art • Oceanic Art
Ms. Rizzi’s Classroom Procedures for Success in Art In addition to the WEHS guidelines, a set of class procedures and consequences has been established and will be maintained. I have formed these procedures so that you will know exactly what to expect from me as your teacher and also what I will be expecting from my students on a daily basis: Entering the room: Be in your assigned seat/work station and working on the “Do Now” when the tardy bell rings. Always enter quietly, find your seat, review the Do Now, pick up any handouts and/or set up the appropriate materials at your assigned seat, get to work. Personal Belongings: All personal belongings must be placed underneath your designated art table. Nothing should be on the art table except required materials for today’s lesson. You are responsible for taking your personal possessions with you when you leave. Students must respect personal property of their peers, the teacher, and the school.) Cell phones & Devices: NO cell phones, or other devices should be present in class. This is NON-NEGOTIABLE. If any student should break this rule, I will ask that you put your device away immediately, and I will follow up with an infraction notice. ***Refusal to do so or repeating the offense is considered insubordination. This will result in the student reporting directly to Ms. Hoebee and/or Mr. Diliberto in the detention office. Classroom Climate: Treat each person in this room with respect and dignity. This classroom environment will reflect 1. Equity of voice 2. Attentive listening 3. Safety to share different perspectives. I have zero tolerance for students who do not wish to comply with this procedure. **To my students: It is your responsibility to ALWAYS monitor your comments, monitor your language, and monitor your physical actions. “Use your better judgment; think before you speak and/or act.” Set-up/Clean-up/ Use of Materials/ Projects that Require Art Materials: Nothing goes airborne. No item or student will go airborne in class at any time. Students must have respect for the art materials and use them appropriately. Students are expected to set up with all the necessary materials for their project and clean up all the material in an orderly, calm, and quiet fashion. It is YOUR responsibility to take care and respect the art materials and the art room. Keeping the art room clean and putting all materials away PROPERLY, will benefit everyone using the art room. The art room must work like a well-oiled machine. Leaving garbage/materials on the floor, tables, counter and sink is NOT acceptable. Five minutes at the end of every period will be designated to proper clean up of materials. *Students please note: Set-up and Clean-up is considered part of using proper techniques to maintain your art materials and is a part of your grade. Food: Do not bring food, candy or gum with you to class. It can cause accidental damage to other’s artwork. A closeable container of water is permitted. If you have medical condition, we will find a way together accommodate your needs. Moving around the room: You should remain in your seat, unless it is the appropriate time at the beginning or end of class to retrieve or clean up your materials. Students should not move around the room when I am giving instructions, an art demonstration, or lecture/class discussion. Restroom Policy: In accordance WEHS guidelines, no students shall use the restroom during the first 5 minutes of the period or the last 5 minutes of the period. If you need to use the restroom other than the times stated above, raise 3 fingers (make sure I acknowledge you) and PRINT your name & time you on the restroom sign out sheet located by the classroom door. Students will not leave the classroom for lengthy periods of time on the restroom pass. This will lead me to question, whether or not you are in good faith using the restroom and it will be address appropriately. If you are not feeling well, please ask me for a pass to the nurse. Arriving Late: A Student who is not in the classroom when the bell sounds, is considered either an excused tardy or an unexcused tardy. A student who arrives with a pass after the bell is considered an excused tardy. A student who arrives without a pass after the bell is considered an unexcused tardy. Students who are both excused and unexcused MUST sign-in at the Late Arrival clipboard by the door, please write the time and check off whether they are excused are unexcused. Late students are not to disrupt the class. Students with an excused tardy must place their pass in basket on my desk. Late students will then follow “1. Entering the room procedure” as follows. **Page 38 of the WEHS student planner states consequences for unexcused tardiness. Late or Missing Work: Late work is not accepted. Missing work will be accepted from students that have an excused absence in accordance with WEHS attendance guidelines. **To my students: Please see me immediately if you feel you cannot complete project work on time. There are circumstances that can lead up to this and it is your responsibility to
bring it to my attention so that I can help you. We can address the issue, come up with an action plan together, and get you back on the right path. I will never be upset with any student who comes to me prior to a due date. Do not email me at midnight before the project is due. It is the student’s responsibility to bring the issue to my attention with ample notice so I may help them with an appropriate plan of action. Getting Your Attention: When I need your attention I will raise my hand. I will expect you to be silent, listening and watching for my instruction. If you notice a few of your peers do not see my hand raised, please raise your hand silently with me until those peers are aware and I have everyone’s attention. Class Dismissal: I dismiss you, not the bell. Please Do NOT line up by the classroom door. I will then dismiss you with “Have a nice day!”
Consequences If any student chooses not to comply with the classroom procedures stated above and act with in accordance of WEHS Procedures & Code of Conduct (pg. 37 Student Planner); students will be given the following consequences: • 1st incident: Warning and Documentation (Infraction Notice)
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2nd incident: Action Plan, Parental Contact, detention
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3rd incident: Disciplinary Referral
*Severe Clause: Any student who uses profanity, fights, damages school property/ student property/teacher property, or is insubordinate, defiant, and/or disrespectful (as defined by the teacher) will be sent to the detention office IMMEDIATELY. Please see WEHS Code of Conduct for listed consequences.
How You Will Be Assessed and Graded 1. Each marking period is worth 20% 2. In-Depth Project Work, Research Papers, Exams are worth 70% (summative) •
There will be minimum of two to three tests and/or projects during each unit of study
2. Classwork, Student Activity Workbook Assignments, Homework, Sketchbook/Journal is worth 30% (formative) 3. Midterms & Finals are calculated by WEHS (refer to student planner)
Homework Textbook readings, student activity sheets, short or long essays, journals entries in student sketchbook, and web assignments are the different types of homework assignments that can be expected on a daily basis. In order for students to be successful in this course, all homework and assignments must be completed on time.
The Artist Sketchbook The Artist Sketchbook will house art knowledge learned by the student over the course of the school year. In essence, it will become a work of art in itself and a personal art text created by the student. I will be making graded assessments based on student’s process: consistency & accuracy of notes and illustrations, use of proper techniques, and whether the student paced themselves accordingly to make carefully planned aesthetic choices that are visually pleasing. *Parent or Guardian Review of Syllabus & Online Acknowledgement The Studio Art I syllabus and curriculum must be electronically signed by a parent or guardian online. This process will ensure that the student and parent or guardian will have a clear understanding of what the objectives, expectations, and assessment tools are for this course.
