AP Art History Asia
- What
- AP Art History Asia
- When
- 10/31/2023
Teacher : Robert Smith
Course/ Subject: AP AP Art History Asia
Date of Instruction: 10/31/23
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
The Art of Asia
Bas Relief - a very shallow relief sculpture
Bi - a round disk found in ancient Chinese tombs
Bodhisattva - a deity who refrains from entering nirvana to help others
Buddha - a fully enlightened being. There are many Buddhas
Genre painting - a scene from everyday life
Haboku - (splashed ink) a monochrome Japanese ink painting done in a free style in which ink seems to be splashed on the surface
Horror Vacui - a type of artwork in which the entire surface is filled with objects, peoples, designs, and ornaments
Kondo - a hall used for Buddhist teachings
Mandala - a geometric figure representing the universe in Buddhist and Hindu symbolism
Mandorla - (Italian, meaning almond): a term that describes a large almond shaped orb around a holy figures like Christ and Buddha
Nirvana - an afterlife in which reincarnation ends and the soul becomes one with the supreme building
Pagoda - a tower built of many stories
Porcelain - a ceramic made from clay that when fired in a kiln produces a product that is hard, white, brittle, and shiny
Shiva - the Hindu god of creation and destruction
Symbolism - the use of symbols to represent ideas or qualities
Throwing - to mold forms on a potter’s wheel
Torana - a gateway near a stupa that has two upright posts and three horizontal lintels. They are usually elaborately carved.
Ukiyo-e - translated as “pictures of the floating world,” A japanese genre painting popular in the 17th - 19th century.
Wat - a Buddhist monastery or temple in Cambodia
Zen - a metaphysical branch of Buddhism that teaches fulfillment through self-discipline and intuition
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.