AP Art History

PA Art Standards:

• 9.2.12.A: Explain the historical, cultural, and social context of an individual work in the arts.
• 9.3.12.C: Apply systems of classification for interpreting works in the arts.

National Cores Art Standards (NCAS):

• VA.1.HSIII: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
• VA.1.HSIII: Analyze how responses to art develop over time based on knowledge of and experience with art and life.

• Key artworks from global prehistory, such as the Venus of Willendorf, Lascaux Cave Paintings, Stonehenge, and Jade Cong.
• Geographic, cultural, and environmental contexts of early human art.
• Methods and materials used in prehistoric art.

• Prehistoric art reflects the shared human need for expression, ritual, and community.
• Environmental and cultural factors heavily influenced the forms and functions of early art.
• By studying prehistoric art, we gain insights into early human societies and their worldviews.
   

• Analyze prehistoric artworks for their cultural significance and interpret their possible functions.
• Compare and contrast artistic techniques across prehistoric cultures.
• Construct timelines to contextualize prehistoric art within the broader history of human development.

• How does prehistoric art inform us about early human societies and their values?
• In what ways did environmental factors shape prehistoric art forms and materials?
   

• How did early humans use art to express beliefs, values, and their relationship to nature?
• What techniques and materials were used in prehistoric art, and how did they reflect the environment and resources available?
• In what ways does prehistoric art illustrate the shift from hunter-gatherer to agrarian societies?
• How can we interpret the meaning and function of prehistoric art when written language was not yet developed?
• What similarities and differences exist between prehistoric art across different continents?
   

• Computer with Internet access
• SmartHistory.org website
• Textbooks (Gardner’s Art Through the Ages)
   

• Anthropomorphic: Art that represents human forms or attributes.
• Megalithic: Large stone structures, such as those found in Stonehenge.
• Shamanism: Belief system where spiritual practices and visions play a significant role in art and ritual.
• Petroglyph: Rock carvings created by removing part of a rock surface.
• Paleolithic/Neolithic: Terms used to distinguish early Stone Age periods, each with unique styles and types of artifacts.
• Iconography: Study of symbols and images in art, especially useful in interpreting prehistoric art.
• Stylization: Artistic approach that distorts natural forms for expressive or symbolic purposes.

• Formative: Sketchbook analysis of prehistoric artifacts, class discussions.
• Summative: Comparative essay on the functions and symbolism of two prehistoric artworks.
   

PA Art Standards:

• 9.2.12.C: Relate works in the arts to varying styles and genre and to the periods in which they were created.
• 9.4.12.B: Investigate and relate the role of arts in society.

National Core Art Standards (NCAS):

• VA.1.HSIII: Reflect on, re-engage, revise, and refine works of art.
• VA.1.HSIII: Interpret an artwork or collection of works, supported by relevant and sufficient evidence found in the work.

• Major works from Ancient Egypt, Mesopotamia, Greece, and Rome.
• Key architectural forms, such as the Parthenon and the Colosseum.
• Distinguishing features of Greek and Roman art, including idealized forms, proportion, and use of perspective.

• Ancient Mediterranean art reflects the political, religious, and social structures of early civilizations.
• Greek and Roman art established foundational principles of realism, idealism, and narrative that influenced Western art.
• Architecture and sculpture from the Mediterranean were tools of power and propaganda, as well as aesthetic achievement.

• Identify and describe the characteristics of major Mediterranean artworks and their historical contexts.
• Compare artistic conventions in Egyptian, Greek, and Roman art.
• Interpret symbolic and political messages in Mediterranean architecture and sculpture.

•   How do Greek and Roman ideals of beauty and realism influence our modern understanding of art?
• In what ways did Mediterranean civilizations use art and architecture as symbols of power and belief?

• How did early humans use art to express beliefs, values, and their relationship to nature?
• What techniques and materials were used in prehistoric art, and how did they reflect the environment and resources available?
• In what ways does prehistoric art illustrate the shift from hunter-gatherer to agrarian societies?
• How can we interpret the meaning and function of prehistoric art when written language was not yet developed?
• What similarities and differences exist between prehistoric art across different continents?

• Computer with Internet access
• SmartHistory.org website
• Textbooks (Gardner’s Art Through the Ages

• Hieroglyphics: The pictorial writing system of ancient Egypt.
• Relief Sculpture: Carved images that project from a flat background, common in Egyptian and Assyrian art.
• Canon of Proportion: System of idealized measurements used in Egyptian art to create consistent figures.
• Frieze: Horizontal decorative band, often found in Greek and Roman architecture.
• Contrapposto: Sculptural pose with weight shifted onto one leg, developed by Greek sculptors.
• Aqueduct: Roman engineering structure used to transport water, illustrating Roman architectural achievements.
• Basilica: Large public building for legal and civic proceedings, adapted later as a Christian church form.
   

• Formative: Analysis of architectural and sculptural details in major monuments.
• Summative: Essay evaluating the use of art as propaganda in the Roman Empire.
   

PA Art Standards:

• 9.2.12.D: Analyze a work of art from its historical and cultural perspective.
• 9.3.12.A: Evaluate works in the arts and humanities using both traditional and contemporary criteria.

National Core Art Standards (NCAS):

• VA.1.HSIII: Engage in making a work of art that reflects the influence of art historical study.
• VA.1.HSIII: Evaluate the effectiveness of an image or images to influence the ideas, feelings, and behaviors of specific audiences.

• Key artworks from the Early Christian, Byzantine, Romanesque, Gothic, Renaissance, and Baroque periods.
• Architectural innovations, such as the Gothic arch and the use of domes.
• The impact of the Renaissance on visual perspective, humanism, and individualism in art.

• The art of Early Europe and the Colonial Americas was shaped by religious, political, and cultural shifts, including the spread of Christianity and the Protestant Reformation.
• Renaissance artists revolutionized the depiction of space, perspective, and human anatomy, which profoundly impacted Western art.
• Baroque art employed drama, movement, and emotion to engage viewers in new ways, often in service of the Catholic Counter-Reformation.

• Analyze works of art for stylistic and thematic shifts across historical periods.
• Interpret the influence of religion and humanism on European art and architecture.
• Evaluate how historical and cultural contexts shaped Renaissance and Baroque artworks.

• How did the Renaissance shift the portrayal of the individual in art?
• In what ways did the Counter-Reformation impact the themes and styles of Baroque art?
   

• How did religious beliefs shape the art and architecture of Early Christian and Byzantine societies?
• In what ways did the Gothic style reflect new spiritual and architectural innovations?
• How did the Renaissance focus on humanism change the portrayal of the human form and narrative in art?
• What techniques did Renaissance artists develop to create depth, perspective, and lifelike forms?
• How did Baroque artists use light, movement, and emotional intensity to communicate religious or political messages?
• In what ways did art in the Colonial Americas reflect European influences and indigenous cultural traditions?
   

• Computer with Internet access
• SmartHistory.org website
• Textbooks (Gardner’s Art Through the Ages)

• Icon: Religious image used for veneration, particularly in Byzantine Christianity.
• Illumination: Decorative, often gold-leafed illustrations in manuscripts, characteristic of the Medieval period.
• Gothic: Architectural style known for pointed arches, flying buttresses, and stained glass.
• Humanism: Renaissance philosophy emphasizes human potential and achievements.
• Chiaroscuro: Use of light and shadow to create a sense of volume, common in Renaissance art.
• Vanitas: Genre of painting that symbolizes the transience of life, often seen in Baroque art.
• Foreshortening: Technique used in perspective to represent an object or figure in a 3D space.

• Formative: Group analysis of stylistic changes across Early European art periods.
• Summative: Comparative essay on the use of perspective in two Renaissance artworks.
   

PA Art Standards:

• 9.2.12.F: Know and apply appropriate vocabulary used between social studies and the arts.
• 9.4.12.A: Evaluate an individual's philosophical statement on work in the arts and humanities.

National Core Art Standards (NCAS):

• VA.1.HSIII: Synthesize knowledge of art and culture to inspire personal artistic expression.
• VA.2.HSIII: Evaluate the effectiveness of an artwork based on its use of symbols, subject matter, and media.

• Key contemporary artists and movements, such as Postmodernism, Conceptual Art, Installation Art, and Digital Art.
• The impact of technology and globalization on art production and dissemination.
• The diversity of themes in contemporary art, including identity, environment, and social critique.

• Contemporary art reflects a global, interconnected world where diverse voices, media, and methods redefine traditional boundaries.
• Many contemporary artists use their work to question cultural, political, and social issues, often blurring the line between art and activism.
• Technology has transformed the ways artists create and share their work, making art more accessible and interactive.

• Analyze contemporary artworks for their themes, media, and cultural context.
• Interpret the role of technology and global perspectives in contemporary art.
• Critique contemporary art based on personal and societal interpretations.
   

• How does contemporary art reflect and challenge cultural, social, and political issues?
• In what ways does technology shape the creation and experience of art today?
   

• How does contemporary art challenge traditional boundaries and definitions of art?
• In what ways do contemporary artists use their work to address social, political, and environmental issues?
• How has technology impacted the creation, distribution, and experience of contemporary art?
• What role does cultural identity play in the work of contemporary artists, and how do artists represent their heritage?
• How do global perspectives and increased accessibility to information influence the themes and media of contemporary art?
   

• Computer with Internet access
• SmartHistory.org website
• Textbooks (Gardner’s Art Through the Age

• Appropriation: Reuse of existing images or objects in new contexts, often to question originality in art.
• Installation Art: Artistic works designed to transform a space, often immersive and interactive.
• Conceptual Art: Art where the idea or concept behind the work is more important than the finished product.
• Postmodernism: Artistic approach that challenges traditional values and embraces multiple perspectives and media.
• Globalization: The increasing interconnectedness of cultures and its influence on contemporary art.
• Digital Art: Art created using digital technology as the primary medium.
• Activist Art: Art that promotes social, political, or environmental change.
   

• Formative: Class discussions on the role of technology and globalization in art.
• Summative: Multimedia presentation analyzing a contemporary artwork’s impact and relevance.