AP Art History Central Asia

Teacher :  Robert Smith

Course/ Subject: AP AP Art History Central Asia

Date of Instruction:  10/27/23

Opening (I Do)

An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.

TKES 1, 2, 3,4,5, 8,10

Standard/s: 

VAHSAH.RE.1 Identify and describe how artistic expression is conveyed visually through subject matter, media, technique, and design (e.g. composition, color scheme). 

VAHSAH.PR.1 Identify and discuss related themes throughout the history of art (e.g. power and authority, sacred spaces, human figure, narrative, nature, spiritual objects) as expressed in different media within each culture and time period (e.g. two-dimensional work, three-dimensional work, architecture, multimedia)

VAHSAHRE.2 Discuss aesthetic issues (e.g. why humans create, criteria for defining an object as art, the effect of how content affects value, standards of beauty and beauty’s role in defining art, how needs are fulfilled by art in varied societies). 

VAHSAH.RE.3 Compare and contrast works of art, artists, cultures, and eras based on visual and contextual evidence. 

a. Understand the role that tradition and adaptation play in the development of works of art. 

b. Recognize multi-cultural influences in works of art. 

c. Consider technological developments as influence on artistic production.

VAHSAH.RE.4 Identify various works of art according to style and function, and justify identifications based on evidence in the work. 

Learning Target:

I can identify and describe artistic expression

I can recognize the roles of subject matter, media, technique and design in artistic expression

I can identify and discuss related themes throughout the history of art.

I can identify universal themes in art.

I can discuss aesthetic issues (e.g. why humans create, standards of beauty and beauty’s role in defining art, how essential needs are fulfilled by art in varied societies). 

I can compare and contrast works of art, artists, cultures, and eras based on visual and contextual evidence. 

I can identify various works of art according to style and function, and justify identifications based on evidence in the work. 

Success Criteria:

I  recognized and discussed artist expression

I considered the role of subject matter, media, and technique in artistic expression

I can identify universal themes in art across cultures and time periods

I can describe how a variety of media can be manipulated to create works that are spiritual, sacred, powerful, and mimetic. 

I can discuss aesthetic issues (e.g. creation of art objects, criteria for art forms, standards of beauty, and the role art plays in diverse societies. 

I can compare and contrast works of art, artists, cultures, and eras based on visual and contextual evidence. 

I can identify various works of art according to style and function, and justify identifications based on evidence in the work. 

Introduction/Connection: 

Review the following terms

Central Asia

Arabesque - a flowing, intricate, and symmetrical pattern deriving from floral motifs

Calligraphy - a decorative  or beautiful handwriting

Hajj - an Islamic pilgrimage to Mecca that is required as one of the five pillars of Islam

Iwan - a rectangular vaulted space in a Muslim building that is walled on three sides and open on the fourth

Kufic - a highly ornamental Islamic script

Mausoleum - a building, usually large, that contains tombs

Mecca - the birthplace of Muhammed and the city all Muslims turn to in prayer. Islamic holy city

Medina - where Muhammed was first accepted as the Prophet, and where his tomb is located. Islamic holy city

Mihrab - a central niche in a mosque, which indicates the direction of Mecca

Minaret - a tall slender column used to call people to prayer

Minbar - a pulpit from which sermons are given

Mosque - a Muslim house of worship

Muezzin - an Islamic official who calls people to prayer traditionally from a minaret

Muhammed - (570? - 632) The Prophet whose revelations and teachings form the foundation of Islam

Muqarna - a honeycomb-like decoration often applied in Islamic buildings to domes, niches, capitals, or vaults.  The surface resembles intricate stalactites

Pyxis - (pronounced “pick-sis”): a small cylinder-shaped container with a detachable lid used to contain cosmetics or jewelry

Qiblah - the direction toward Mecca which Muslims face in prayer

Qur’an - the Islamic sacred text, dictated to the Prophet Muhammed by the Angel Gabriel

Tessellation - decoration using polygonal shapes with no gaps

Voussoirs - (pronounced “voo-swar”) a wedge-shaped stone that forms the curved part of an arch; the central voussoir is called a keystone

DIRECT INSTRUCTION:

The teacher will Identify and describe how artistic expression is conveyed visually through subject matter, media, technique, and design (e.g. composition, color scheme). 

The teacher will Identify and discuss related themes throughout the history of art (e.g. power and authority, sacred spaces, human figure, narrative, nature, spiritual objects) as expressed in different media within each culture and time period (e.g. two-dimensional work, three-dimensional work, architecture, multimedia)

The teacher will discuss aesthetic issues (e.g. why humans create, criteria for defining an object as art, the effect of how content affects value, standards of beauty and beauty’s role in defining art, how needs are fulfilled by art in varied societies).  

The teacher compare and contrast works of art, artists, cultures, and eras based on visual and contextual evidence. 

The teacher will identify various works of art according to style and function, and justify identifications based on evidence in the work. 

(See the video link  for an overview of the lesson)

Work Period  (We Do, You Do)

Students learning by doing/demonstrating learning expectations.  Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7. 8,10

GUIDED PRACTICE:  

The student will Identify and describe how artistic expression is conveyed visually through subject matter, media, technique, and design (e.g. composition, color scheme). 

Students will consider the universal themes in art and the role of culture,  media, and technique

Students will discuss aesthetic issues (e.g. creation of art objects, criteria for art forms, standards of beauty, and the role art plays in diverse societies. 

The student will compare and contrast works of art, artists, cultures, and eras based on visual and contextual evidence. 

The student will identify various works of art according to style and function, and justify identifications based on evidence in the work. 

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:

The student will Identify and describe how artistic expression is conveyed visually through subject matter, media, technique, and design

Students will reflect on universal themes

The student will discuss aesthetic issues (e.g. creation of art objects, criteria for art forms, standards of beauty, and the role art plays in diverse societies. 

The student will compare and contrast works of art, artists, cultures, and eras based on visual and contextual evidence. 

The student will  identify various works of art according to style and function, and justify identifications based on evidence in the work. 

Closing  (We Check)

Describe the instructional process that will be used to close the lesson and check for student understanding .

TKES : 1,2,3, 4,5,6,7,8

SUMMARIZE/CHECK FOR UNDERSTANDING:

The teacher will informally measure student response through dialogue on how artistic expression is conveyed visually through subject matter, media, technique, and design

The teacher will informally measure how students can encapsulate the universal themes concept through student response to works and inquiries 

The teacher will informally evaluate how students can 

discuss aesthetic issues (e.g. creation of art objects, criteria for art forms, standards of beauty, and the role art plays in diverse societies. 

The teacher will informally evaluate the students ability to compare and contrast works of art, artists, cultures, and eras based on visual and contextual evidence. 

The teacher will informally measure the students ability to identify various works of art according to style and function, and justify identifications based on evidence in the work.