AP Art History Late 20th Century

Teacher :  Robert Smith

Course/ Subject: AP AP Art History The Late 20th Century

Date of Instruction:  02/28/24

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 Renaissance

Renaissance – A revival or rebirth of cultural awareness and learning that took place during the fourteenth and fifteenth centuries, particularly in Italy.

Aerial Perspective – aerial or atmospheric perspective is achieved by using bluer, lighter, and duller hues for distant objects.

Linear Perspective – a graphic system that showed artists how to create the illusion of depth and volume on a flat surface. The lines of buildings and other objects in a picture are slanted, making them appear to extend back into space

Foreshortening – a method of drawing or painting an object or person that is not parallel to the picture plane so that it seems to recede in space, giving the illusion of three dimensions. Parts get smaller as they recede in space.

Chiaroscuro – the arrangement of dramatic light and shadow

Sfumato – a slight blurring of the edges of figures and objects in a painting, creating a hazy feeling and aerial perspective.

Mannerism – European art style developed between 1520 and 1600. It was a style that rejected the calm balance of the High Renaissance in favor of emotion and distortion.

Painterly – a painting technique in which forms are created with patches of color rather than with hard, precise edges.

Tondo – a round-shaped painting

Genre – The representation of people, subjects, and scenes from everyday life. 

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.