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Introduction/Overview/Philosophy  \nAP Art History provides the student with an introduction to architecture, painting, sculpture, and photography from Western and non-Western traditions. Students will study these cultures through visual analysis, contextual information and use comparative criticism to discuss and write about the aesthetics of art as related to these cultures.  \nAP Art History Page 2  \nII. Objectives  \nCourse Outline:  \nA. Quarter 1  \n1.  Unit 1: Mastering the Approach  \na. Sample Unit Activities:  \nb. What is Art? Prior to class students read What is Art? chapter in Art Across Time. In class I present the story of Brancusi’s Bird in Flight, and we look at a series of artworks throughout history. Students break into groups and create posters answering “What is Art?”. We then regroup as a class and discuss student responses. (LO’s 1.2, 1.3, 1.4)(CR4)  \nc. Formal Analysis: Using the Metropolitan Museum of Art website, students explore formal analysis terms while viewing and exploring George Washington Crossing the Delaware. We then look at the Visual Analysis Guide, and create a flashcard for George Washington Crossing the Delaware. Students work in pairs to identify Form, Function, Content, and Context. (LO’s 1.1, 3.1)(CR4)  \nd. \"METMEDIA See the Museum in New Ways.\" George Washington Crossing the Delaware. The Metropolitan Museum of Art, n.d. Web. 18 Jan. 2016. (CR1c)  \ne. Scavenger hunt: Students complete a teacher-created scavenger hunt in their textbook Art Across Time in order to become familiar with the textbook, and works of art discussed within. (3.1, 3.2)  \nf. Sample Assessments:  \ni. Quiz based upon readings  \nii. Summer assignment  \n2. Unit 2: Prehistoric Art  \n a. Sample Unit activities  \ni. Concept Map: Students prepare for class by reading Chapter 1: Prehistoric Art in Art Across Time, excerpt on The Spiral Jetty, and Enduring Understanding 1-1, 1-3, 4- 2. Instructor introduces concept mapping by viewing previous examples and having students read through the the descriptive handout and rubric on concept mapping. Break the students into groups of 3 or 4, and guide students through the creation of a group concept map. Key questions: What is the central concept of the focus question? Students compare Stonehenge to Robert Smithson’s Spiral Jetty by using different color markers to draw quickly linking ideas to one another. Review ideas asa class, and have students each individually create their own concept map. (LO’s 1.1, 1.2, 1.3, 1.4, 3.1, 3.5) (CR4)(CR5)(CR7)(CR8)  \nii. Sketchbook architectural drawing: Students sketch the post and lintel architectural diagram demonstrating the construction of Stonehenge. In class discussion, we cover the basics of architectural structure. (LO’s 1.2, 1.4, 3.1)  \niii. Art and the surrounding Environment: I ask students to draw a familiar animal: dog, cat, cow, etc. After students draw the animal I project images of the Hall of Bulls and have students draw the imagery they see. We then discuss how art is related to the surrounding environment, and what this suggests about prehistoric peoples and the natural world. We further discuss what materials they think the cave people used for paint, and the purpose of the paintings. (LO’s 1.2, 1.4, 3.1)(CR5)  \niv. The Human Figure in Prehistoric Art: Students view various depictions ofthe human form in prehistoric art. Students analyze these 4 figures by comparing and contrasting the figures by discussing the ways in which the human figure is  \nAP Art History Page 3  \nrendered. We follow up in class discussion about the possible purpose of each piece, and what parts may have been omit","cbCail9RFkVxhwrC","https://ap.wps.com/l/cbCail9RFkVxhwrC","pdf",556456,"English","# Introduction/Overview/Philosophy\n# Objectives\n## Quarter 1\n### Unit 1: Mastering the Approach\n### Unit 2: Prehistoric Art\n## Unit 3: Ancient Mediterranean: The Near East and Egypt","[{\"question\":\"What does AP Art History focus on for students?\",\"answer\":\"Students study architecture, painting, sculpture, and photography from Western and non-Western traditions. Learning emphasizes visual analysis, contextual understanding, and comparative criticism to discuss and write about the aesthetics of art across cultures.\"},{\"question\":\"What are some sample activities in Quarter 1 Unit 1?\",\"answer\":\"Students read and discuss “What is Art?” and examine artworks throughout history. They also practice formal analysis terms using museum resources and complete activities such as a scavenger hunt and flashcard creation.\"},{\"question\":\"How does the course handle assessment and writing?\",\"answer\":\"Assessment includes quizzes based on readings and unit writing assignments. Students respond to specific prompts that require identifying artworks and comparing them using visual and contextual evidence.\"}]","AP Art History - Full Year - Course Outline & Unit Activities | PDF",1790732727,151]