AP Art History Early Civilizations

Teacher :  Robert Smith

Course/ Subject: AP AP Art History

Date of Instruction:  09/01/23

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. 

VAHSAH.CN.1 Evaluate the influence of historical, political, economic, social, cultural, religious, and technological factors on the development of selected works of art from prehistoric to contemporary times and in a variety of societies 

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. 

I can evaluate the influence of historical, political, economic, social, cultural, religious, and technological factors on the development of selected works of art 

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. 

I can evaluate the influence of historical, political, economic, social, cultural, religious, and technological factors on the development of selected works of art 

Introduction/Connection: 

Review the following terms

EARLY CIVILIZATIONS ART

Cella - the main room of a temple where the god is housed.

Facade - the front of a building.

Hierarchy of scale -  a system of representation that expresses a person’s importance by the size of his or her representation in a work.

Register -  a horizontal band, often on top of another, that tells a narrative story

Relief sculpture - sculpture that projects from a flat background.  A very shallow relief sculpture is called a bas-relief. 

Stele - a stone slab used to mark a grave or site.

Stylized - a schematic, non-realistic manner of representing the visible world and its contents, abstracted from the way that they appear from nature.

Votive - offered in fulfillment of a vow or a pledge.

Ziggurat - a pyramid-like building made of several stories that indent as the building gets taller.

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. 

The teacher will evaluate the influence of historical, political, economic, social, cultural, religious, and technological factors on the development of selected works of art 

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

https://www.youtube.com/watch?v=_n-GgvaGoA4

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. 

The student will evaluate the influence of historical, political, economic, social, cultural, religious, and technological factors on the development of selected works of art 

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. 

The student will evaluate the influence of historical, political, economic, social, cultural, religious, and technological factors on the development of selected works of art 

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 formally measure student response through dialogue on how artistic expression is conveyed visually through subject matter, media, technique, and design

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

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

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

The teacher will formally evaluate the students ability to evaluate the influence of historical, political, economic, social, cultural, religious, and technological factors on the development of selected works of art