AP Art History Ancient Civilizations

Teacher :  Robert Smith

Course/ Subject: AP AP Art History Early Civilizations

Date of Instruction:  09/08/23

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

Early Civilizations

MESOPOTAMIA

Apadana - an audience hall in a Persian palace

Apotropaic - having the power to ward off evil

Capital - the top element of a column

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

Cuneiform - a system of writing in which the strokes are formed in a wedge or arrowhead shape. 

Facade - the front of a building. 

Ground line - a baseline upon which figures stand

Ground plan - a map of a floor 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 of art

Lamassu - a colossal winged human-headed bull in Assyrian art

Negative Space - empty space around an object or a person, such as the cut-out areas between a figure’s legs or arms of a sculpture

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

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

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

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; thus ziggurats have terraces at each level

EGYPT

Amarna style - art created during the reign of Akehnaton, which features, a more relaxed figure style than in Old  and MIddle Kingdom art

Ankh - an Egyptian symbol of life

Axial plan - a building with an elongated ground plan

Clerestory - a roof that rises above lower roofs and thus window space beneath

Engaged column - a column that is not freestanding but attached to a wall

Ground line - a base line upon which figures stand

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

Hieroglyphics - Egyptian writing using symbols or pictures as characters

Hypostyle - a hall in an Egyptian temple that has a roof supported by a dense thicket of columns

In situ - a Latin expression that means that something is in its original location.

Ka - the soul

Mastaba - Arabic for “bench,” a low flat-roofed Egyptian tomb with sides sloping down to the ground

Necropolis - literally, a “city of the dead,” a large burial area

Papyrus - a tall aquatic plant whose fiber is used as a writing surface in ancient Egypt 

Peristyle - a colonnade surrounding a building or enclosing a courtyard

Pharaoh - a king of ancient Egypt

Pylon - a monumental gateway to an Egyptian temple marked by two flat, sloping walls between which is a smaller entrance

Reserve column - a column that is cut away from rock but has no support function

Sarcophagus - (plural, sarcophagi) a stone coffin

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

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)

https://www.youtube.com/watch?v=hf1MGvFBiiI

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.