AP Art History The Classical World
- What
- AP Art History The Classical World
- When
- 9/27/2023
Teacher : Robert Smith
Course/ Subject: AP AP Art History The Classical World (Greek & Roman Art)
Date of Instruction: 09/27/23
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
Classical World - Greek & Roman Art
Greek Art
Acropolis - literally, a “high city,” a Greek temple complex built on a hill over a city
Agora - a public plaza in a Greek city where commercial, religious, and societal activities are conducted
Amphora - a two-handled ancient Greek storage jar
Athena - Greek goddess of war and wisdom; patron of Athens
Canon - a body of rules or laws; in Greek art, the ideal mathematical proportion of a figure
Cella - the main room of a temple where the god is housed
Contrapposto - a graceful arrangement of the body based on tilted shoulders and hips and bent knees
Corinthian - an order of ancient Greek architecture similar to Ionic, except that the capitals are carved in tiers of leaves
Doric - an order of ancient Greek architecture that features grooved columns with no grooved bases and an upper story with square sculpture called metopes
Frieze - a horizontal band of sculpture
In Situ - a Latin expression that means that something is in its original location
Ionic - an order of Greek architecture that features columns with scrolled capitals and an upper story with sculptures that are in friezes
Isocephalism - the tradition of depicting heads of figures on the same level
Kouros - (female: kore) an archaic Greek sculpture of a
standing youth
Krater - a large ancient Greek bowl used for mixing water and wine
Mosaic - a decoration using pieces of stone, marble, or colored glass, called tesserae, that are cemented to a wall or a floor
Nike - ancient Greek goddess of victory
Niobe - the model of a grieving mother; after boasting of her twelve children, jealous gods killed them
Relief Sculpture - sculpture that projects from a flat background.
Stele - an upright stone slab used to mark a grave or a site
Zeus - king of the ancient Greek gods; known as jupiter to the Romans; god of the sky and weather
Etruscan Art
Necropolis - a large burial area; literally a “city of the dead”
Stucco - a fine plaster used for wall decorations or moldings
Terra Cotta - a hard ceramic clay used for building or making pottery
Tufa - a porous rock similar to limestone
Tuscan order - an order of ancient architecture featuring slender, smooth columns that sit on simple bases; no carvings on the frieze or in the capitals
Roman Art
Ashlar masonry - carefully cut and grooved stones that support a building without the use of concrete or other kinds of masonry
Atrium - a courtyard in a Roman house or before a Christian church
Basilica - in Roman architecture, a large axially planned building with a nave, side aisles, and apse
Bust - a sculpture depicting a head, neck, and upper chest of a figure
Coffer - in architecture, a sunken panel in a ceiling
Contrapposto - a graceful arrangement of the body based on tilted shoulders and hips and bent knees
Encaustic - an ancient method of painting that uses colored waxes burned into a wooden surface
Foreshortening - a visual effect in which an object is shortened and turned into the picture plane to give the effect of receding space
Forum - a public square or market place in a Roman city
Fresco - a painting technique that involves applying water-based paint onto a freshly plastered wall. The paint forms a bond with the plaster that is durable and long-lasting
Oculus - a circular window in a church, or a round opening at the top of a dome
Perspective - depth and recession in a painting or a relief sculpture.
Veristic - sculptures from the Roman Republic characterized by extreme realism of facial features
Sunken relief - a carving in which the outlines of figures are deeply carved into a surface so that the figures seem to project forward.
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.