AP Art History Africa

Teacher :  Robert Smith

Course/ Subject: AP AP Art History African Art

Date of Instruction:  11/13/23

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 Middle Ages

Ambulatory - a passageway around the apse or altar of a church

Andachtsbild - an image used for private contemplation and devotion

Animal Style - a medieval art form in which animals are depicted in a stylized and often complicated pattern, usually seen fighting with one another

Apse - The endpoint of a church were the altar is located

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

Basilica - In Christian architecture, an axially planned church with a long nave, side aisles, and an apse, for the altar

Calligraphy - decorative or beautiful handwriting

Chasing - to ornament metal by indenting into a surface with a hammer

Clerestory - the third, or window, story of a church

Coffer - in architecture, a sunken panel in a ceiling

Catacomb - an underground passageway used for burial

Spolia - the reuse of architectural or sculptural pieces in buildings generally different from their original context

Icon - a devotional panel depicting a sacred image

Illuminated Manuscript - a manuscript with small paintings

Illuminations - a term applied to manuscript paintings, particularly those done during the Medieval period 

Calligraphy - decorative or beautiful handwriting

Campanile - a bell tower of an Italian building

Cathedral - the principal church of a diocese, where the bishop sits

Codex - a manuscript book

Embroidery - a woven product in which the design is stitched into a permeable fabric

Flying Buttress - a stone arch and its pier that support a roof from a pillar outside the building

Horror vacui - a type of artwork in which the entire surface is filled with objects, people, designs, and ornaments in a crowded, sometimes congested way

Icon - a devotional panel depicting a sacred image

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

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

Mosaic - a decoration using pieces of stone, marble, or colored glass, called tesserae, that are cemented to a wall or a floor

Mosque - a Muslim house of worship

Narthex - the closest part of the atrium of the basilica, it serves as vestibule, or lobby, of a church

Nave - the main aisles of a church

Pendentive - a construction shape like a triangle that transitions the space between the flat walls and the base of a round dome

Pieta - a painting or sculpture of a crucified Christ lying on the lap of a grieving Mary

Portal - a doorway

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

Reliquary - a vessel holding a sacred relic. Often reliquaries took the shape of the objects they held

Rose Window - a circular window, filled with stained glass on the facade of a church

Spolia - in art history, the reuse of architectural or sculptural pieces in buildings generally different from their original context

Tapestry - a woven product in which design and the backing are produced a the same time on a device called a loom

Transept - an aisles in a church perpendicular to the nave, where the clergy originally stood

Zoomorphic - having elements of animal shapes

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.