Art History

This course provides students with an in-depth exploration of the history of art, examining major artistic movements, cultural influences, and the contributions of key artists from prehistoric times to the contemporary era. Through critical analysis, discussion, and creative projects, students will learn how art reflects and shapes society. The course encourages students to develop visual literacy, an understanding of diverse perspectives, and the ability to analyze artistic works within historical and cultural contexts.

Art as a Reflection of Society: Art reflects the values, beliefs, and historical context of the society in which it was created.
Evolution of Artistic Techniques and Styles: Artistic methods and styles change over time due to cultural exchanges, technological advancements, and new philosophical ideas.
The Power of Visual Storytelling: Art communicates complex ideas, emotions, and narratives that transcend language barriers.
Cultural Diversity in Art: Art expresses the diversity of human experience, shaped by geography, religion, politics, and individual creativity.
The Role of the Viewer: Interpretation of art is subjective and influenced by individual and cultural perspectives.

Art as a Reflection of Society: Art reflects the values, beliefs, and historical context of the society in which it was created.
Evolution of Artistic Techniques and Styles: Artistic methods and styles change over time due to cultural exchanges, technological advancements, and new philosophical ideas.
The Power of Visual Storytelling: Art communicates complex ideas, emotions, and narratives that transcend language barriers.
Cultural Diversity in Art: Art expresses the diversity of human experience, shaped by geography, religion, politics, and individual creativity.
The Role of the Viewer: Interpretation of art is subjective and influenced by individual and cultural perspectives.

Course Competencies

Analyze and interpret works of art using appropriate terminology and historical context.
Compare and contrast artistic movements and styles across cultures and time periods.
Evaluate the influence of cultural, social, and political factors on the creation of art.
Develop critical thinking skills through visual and written analysis of art.
Demonstrate creativity and understanding of artistic principles through hands-on projects and presentations.
Reflect on the impact of art in their own lives and in contemporary society.

Course Assessments

Visual Analysis Essays: Written critiques analyzing form, content, and context of selected works of art.
Quizzes and Tests: Assess knowledge of key artists, movements, and historical periods.
Research Projects: In-depth exploration of a specific artist, movement, or cultural art form presented in written and/or multimedia format.
Creative Projects: Hands-on activities where students create art inspired by historical styles or techniques.
Class Discussions and Debates: Participation in discussions to share interpretations and critiques of art.
Final Portfolio or Presentation: A comprehensive showcase of the student’s learning through selected works, reflections, and analysis.

There are different ways to determine the age (chronology) of an art object (Physical, Documentary, Visual, and Stylistic evidence).
There are different meanings to the word ‘style’ (Period, Regional, Personal styles).
There are four (4) main types of painting/art (History, Portraiture, Landscape, Still Life).
Symbols maintain meanings and importance to different cultures and throughout time; their meanings and importance have endured changed throughout time.
The language of visual artists can be found in the Elements of Art and Principles of Design.
The definition of ‘Art’ is subjective and quite varied.

The geographical makeup of the earliest civilizations affects much about the manner in which the inhabitants create works of art.
Much of the surviving art of the early civilizations reflects a desire to demonstrate the power of those who were in charge.
The manner in which art was fashioned prior to the Ancient Greek period aimed to communicate the idea or concept and was not so concerned with a naturalistic depiction.
The art of Greece influenced the early Romans, but the Romans proved to be innovators in their own rite.
The adoption of Christianity in the Roman world drastically changed the manner in which artwork was created.

Understanding/Key Learning

Through art-making, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
Factors such as geography, cultural values, availability of resources, and religion affect the types of art produced in each of the early civilizations.
The story of the Ancient Greeks is the story about civilization as we know it today. While life back then was certainly different from what we experienced in our modern world, many of the concepts and conventions are similar.
The birthplace of "democracy" is credited to Ancient Greece. Furthermore, we all know the names Socrates, Plato, and Aristotle and can associate them with the original practice of philosophy.
In the world of art, we can trace the consistent development and refinement in the areas of pottery, figure sculpture, and architecture to Ancient Greece.
The Ancient Romans loved everything about the Ancient Greeks. Although they copied much from them, the Romans made many modifications to the Greek ideas, art, and architecture that they admired so much.
From the Roman Republic to the Roman Empire, the story of Rome is basically "the story of its rulers, the Emperors". Each emperor was unique and each made key contributions in the areas of art and architecture (some more than others). The excitement comes from examining the differences from one to the other.
Organization was key to the Roman way of life. Military tactics proved successful, as lands were conquered. Throughout the years of the Empire, the territory of Ancient Rome expanded immensely. In fact, it comprised much of the land we today know as Europe. Territories stretched across the Mediterranean Sea and throughout the northern perimeter of Africa.
Throughout this unit, we will explore the priorities of the Ancient Romans in general and apply that understanding to the art forms that were produced. At the center of any Roman structure is the arch and the newly discovered material we call concrete.

Do

Explain how artists can contribute to visionary thinking and social change.
Describe how artworks can impact social, cultural, and/or political beliefs, values, and behaviors.
Explain how an exhibition experience and viewer participation can be the source of meaningful art-making.
Explore the four (4) styles associated with Pompeii; Then, prepare and create an original fresco painting.

hierarchy of scale (aka hieratic scale)
heraldic composition
conceptual representation
optical (natural perspective) vs. composite view (twisted perspective)
register
frieze
ground line
stylus
pictograph
votive offering
libation
cylinder seal
stele (pl. stelae)
standard (in reference to the object)
lyre
glazed brick
arch / arcuated
apadana
arcade
ziggurat
city-state
cella
cuneiform
contrapposto
sgraffito
Ionic
Doric
Corinthian
arch vs vault
barrel vault
groin vault
clerestory

The Middle Ages era began after the fall of the Western Roman Empire.
Major cities were developed along important trade routes.
Power was in the hands of the people of the upper social classes and religious institutions.
Religious institutions resolved conflicts and cooperated.
There were many ‘warring tribes’ roaming throughout Europe and much of the art from the period was small in scale due to the need for portability.
The reign of Christianity through Western Europe changed the manner in which artwork looked and functioned.
The primary form of art of the time was that of churches.
There main parts associated with the church structure and their function.

Understanding/Key Learning

The word "Medieval" simply equates to the term "Middle Ages". This term refers to the roughly 1,000 years that existed between the Christianization of Rome (~300 CE) and the blossoming of the Italian Renaissance (~1300 CE).
The Middle Ages can be viewed as three (3) unique sub-periods: Early Middle Ages, the Romanesque period, and the Gothic period.
The Middle Ages was the time when the religion of Christianity ruled far and wide. No longer do the hot topics involve the pagan figures of Apollo, Hades, Zeus or Athena. Instead, those in charge are more concerned with aligning themselves with the Christian faith and the figures contained within. Christianity was viewed as a prophetic extension to the story of the Jewish God. It was God's son, Jesus Christ, who was viewed as the Messiah; the one whose sacrifice brought about redemption for the sin in the world. A simple belief in the Messiah was all that was necessary for one to attain eternal access into Heaven upon their death.
Artworks took the form of smaller pieces. Artwork promoted the faith (sometimes indirectly) and most of it lacked the human form (a forbidden motif, because it was considered idolatry). Common art forms include intricate jewelry (metalwork, glasswork), mosaics, highly detailed book illustrations as well as structures of worship. Although much of the work produced in the Middle Ages lacks what we consider to be "classical" themes and conventions, it is not to be confused with a decay in the arts. The quality of workmanship is something we can all marvel over.
The efforts of this period had much to do with "church-construction". It will be important for us to understand some of the vocabulary terms associated with Romanesque architecture.

Do

Create a small glass mosaic through a process-based experience, after learning about the mosaics found in the Byzantine churches.
Label a worksheet related to the Romanesque church floor plan (aerial).
Label a worksheet related to the Romanesque church elevation plan.
Compare and contrast the Romanesque and Gothic styles, as it pertains to church architecture.
Identify the Romanesque Pilgrimage routes by examining a map from circa 1000-1200 CE.
Analyze the perspective of religion in the Middle Ages.

Unit Essential Questions

How is art used to impact the views of a society?
How does art preserve aspects of life?
How does engaging in creating art enrich people's lives?
How does making art attune people to their surroundings?
How do people contribute to awareness and understanding of their lives and the lives of their communities through art-making?
How does art help us understand the lives of people of different times, places, and cultures?
What is the importance of considering varying perspectives when it comes to art appreciation?

Lesson Essential Questions

What were the primary art forms of the Middle Ages and why?
What are the differences in both form and function between a Romanesque and Gothic cathedral?
What were the primary societal factors causing the building boom of the 11th century, ushering in the Romanesque church architecture?
What were the needs of the church-goers with respect to their religious practices and how did they influence the design of the churches?

VA.HSI.Re7.2.IIIa Determine the commonalities within a group of artists or visual images attributed to a particular type of art, timeframe, or culture.
VA.HSI.Re8.1.Ia Interpret an artwork or collection of works, supported by relevant and sufficient evidence found in the work and its various contexts.
VA.HSI.Re8.1.IIa Identify types of contextual information useful in the process of constructing interpretations of an artwork or collection of works.

Know

The Renaissance, meaning "rebirth" in French, was a period in European history marked by a significant revival of classical learning, art, and culture, primarily centered in Italy between the 14th and 16th centuries.
Rediscovery: Scholars and artists rediscovered and reinterpreted ancient Greek and Roman texts, leading to a flourishing of creativity in various fields including art, literature, science, and philosophy.
Key themes included humanism, focusing on the potential and value of the individual, and a renewed interest in realism and naturalism in artistic expression.
Focus on Classical Antiquity: Renaissance thinkers and artists actively studied and drew inspiration from the art, literature, and philosophy of ancient Greece and Rome.
Humanism: This philosophical movement emphasized the importance of human potential, individual achievement, and secular values, contrasting with the more religious focus of the Middle Ages.
Artistic Developments: Renaissance art is characterized by a shift towards realism, with greater attention to perspective, anatomy, and detailed depictions of the human form.
Notable Artists: Some of the most famous Renaissance artists include Leonardo da Vinci, Michelangelo, Raphael, Sandro Botticelli, and Donatello.
Major Centers: The Renaissance began in Italy, particularly in cities like Florence, Rome, and Venice, and later spread to other parts of Europe.

Understanding/Key Learning

History is cyclical: The Renaissance represents how “history repeats itself”; The cyclical nature of history can be seen here because it marks an obvious return to an earlier aesthetic in time (~1,000 years before).
The Renaissance was primarily caused by a combination of factors including increased wealth from trade, particularly in Italian city-states, which allowed for patronage of artists and scholars; the rediscovery of classical Greek and Roman art and literature; the impact of the Black Death which led to societal changes; and the rise of humanism, a philosophical movement focused on individual potential and the study of classical texts; all of which contributed to a renewed interest in learning, art, and culture in Europe.
Art is propaganda: Those in power will use art to express and promote ideas about themselves and/or their authoritarian values.

Do

Italian Renaissance

Students will compare/contrast the works of two (2) different Italian Renaissance artists of the same theme.
Students will examine the Sistine Chapel Ceiling painted by Michelangelo and relate the scenes to the chronological exegesis found in the book of Genesis (OT).
Students will examine the frescoes found in the Papal Apartments (Vatican, Rome) and make a diagram of the compositional framework underlying them.
Students will perform a critical analysis to determine how the left and right sides of Raphael’s School of Athens composition are different.

Northern Renaissance

Students will compare/contrast two (2) contemporaneous works of the time - one (1) created in the Protestant (Northern Europe) region and one (1) in Catholic Italy.
Students will examine the radical developments taking place in Northern Europe during the time - namely those pertaining to the medium of oil paints.
Students will examine the hidden symbolism that is contained within the work of Jan van Eyck, namely his Ghent Altarpiece.

Unit Essential Questions

How is art used to impact the views of a society?
How does art preserve aspects of life?
How does engaging in creating art enrich people's lives?
How does making art attune people to their surroundings?
How do people contribute to awareness and understanding of their lives and the lives of their communities through art-making?
How does art help us understand the lives of people of different times, places, and cultures?
What is the importance of considering varying perspectives when it comes to art appreciation?
How did Martin Luther and the Protestant church influence the manner in which artwork was produced and displayed?

Lesson Essential Questions

How is the artwork produced in the Renaissance different from the art found in the Middle Ages?
How is the artwork produced in the Renaissance different from the art found in the “Classical Period” (Greco-Roman world)?
What are the stylistic characteristics of the art produced during the Renaissance?
How does the system of linear perspective operate and how did its invention affect the manner in which art of the period was created?
Explain the differences (in both appearance and in meaning) between the artwork found in the ‘Italian Renaissance’ and that of the ‘Northern Renaissance?’

VA.HSI.Re7.2.IIIa Determine the commonalities within a group of artists or visual images attributed to a particular type of art, timeframe, or culture.
VA.HSI.Re8.1.Ia Interpret an artwork or collection of works, supported by relevant and sufficient evidence found in the work and its various contexts.
VA.HSI.Re8.1.IIa Identify types of contextual information useful in the process of constructing interpretations of an artwork or collection of works.

Know

A tale of two regions: A huge disparity existed between the Protestant regions of Northern and Southern Europe revolved around the church’s religious views; each view maintained a strong conviction in terms of the role art should play in the service of religion.
The Reformation grew out of dissatisfaction with Church leadership and the perception that popes and upper-level clergy were too concerned with temporal power and material wealth.
Because of inadequate support and leadership, movements composed of the laity placed new emphasis on personal religious rituals and encouraged a more direct spiritual communion with God.
Achieving Salvation: Central to the reformers' creed was the question of salvation - how to achieve it. Luther proposed that faithful individuals attain redemption by God's bestowal of his grace. Only absolute faith in Christ could justify sinners and ensure salvation. Luther facilitated the lay public's access to biblical truths by producing the first translation of the Bible in a vernacular language.
Catholicism versus Protestantism: These doctrinal differences between Protestantism and Catholicism are expressed visually in Allegory of Law and Grace. Woodcut prints provided a prime vehicle for educating the masses," because artists could print them easily, permitting circulation and the sale of numerous copies. In this piece, the differences between Catholicism and Protestantism.
Iconoclasm: Not a new phenomenon, the term literally means the "destruction of images". The Protestant faith, in their zeal to strip things down to the very basic, essential structure, viewed the images produced by the Catholic faith not merely "unnecessary", but dangerously offensive in that they could be viewed as graven images (a violation of the Second Commandment). This resentment on the part of the Protestant movement resulted in the censorship, removal, and destruction of many works of art done in the service of the church.

What were the events leading up to the Protestant Reformation (causes)?
What were the key events of the Protestant Reformation?
What were Martin Luther's key complaints against the Catholic Church?
What were the effects of the Protestant Reformation?
Who are some key people involved in the Protestant Reformation?
What is the Counter (Catholic) Reformation?
What impacts did the invention and use of the Gutenberg printing press have on Europe during the 16th and 17th centuries?

Materials/Resources

Computer with Internet access
SmartHistory.org website
Textbooks (Gardner’s Art Through the Ages)
Information on the Protestant Reformation (Smarthistory) - link
Reformation / Counter-Reformation (Smarthistory) - link
Website dedicated to Martin Luther (PBS) - link
History Teachers - "Manic Monday" themed video about Martin Luther - link
Informative page on the Counter-Reformation (from PBS special - Medici: Godfather's of the Renaissance) - link

VA.HSI.Re7.2.IIIa Determine the commonalities within a group of artists or visual images attributed to a particular type of art, timeframe, or culture.
VA.HSI.Re8.1.Ia Interpret an artwork or collection of works, supported by relevant and sufficient evidence found in the work and its various contexts.
VA.HSI.Re8.1.IIa Identify types of contextual information useful in the process of constructing interpretations of an artwork or collection of works.

Know

There are three (3) main sequential European [predominantly French in origin] art styles/movements that occurred during the 18th century (leading into the 19th) - Rococo, Neoclassicism, and Romanticism.
Hierarchy of painting "types" favored (by the French Royal Academy)
- History painting (inclusion of figure, drapery, landscape, etc. together)
- Portraiture
- Landscapes
- Still life
Although they overlapped with one another, each of the art styles exhibited a uniqueness in both appearance and meaning.

Understanding/Key Learning

Rococo

Power shift from the royal court to the aristocrats is paralleled in the shift in taste from the Baroque to the Rococo.
The Rococo style was excessively flamboyant and characterized by a curved asymmetric ornamentation and a use of natural motifs, Rococo was a style without rules. Compared to the order, refinement, and seriousness of the Classical style, Rococo was seen as superficial, degenerate, and illogical.
Rococo architecture seeks to unite the arts in a coherent artistic experience.
A quintessential Rococo painting is the “fete galante”, which portrays the aristocracy in their leisurely pursuits.

Neoclassicism

Neoclassicism in the arts is an aesthetic attitude based on the art of Greece and Rome in antiquity, which invokes harmony, clarity, restraint, universality, and idealism.
French Neoclassicism’s Influence on America - The “New American Republic”; In New America, public sculpture commissions favored the style of Neoclassicism.

Romanticism

The Romantic style is characterized by an emphasis on emotion, individualism, and the sublime aspects of nature. Unlike the preceding Neoclassical style, which focused on order, rationality, and classical ideals, Romanticism celebrated the imagination, passion, and beauty of the natural world.

In general -

European conquest of the rest of the world. The cost of maintaining the colonial settlements/territories eventually outweighed the commercial benefits.
The French Royal Academy emerged and served as the ultimate authority and considerable influence into the Neoclassical period and beyond.
- Served as a filter through which aspiring artists in France had to pass.
- Its education consisted of drawing, painting, and sculpting from live models or existing sculptures (the focus being on the study of human anatomy).
- The concepts of perspective were stressed in the Academy's training regimen.
- Subject matter and style were dictated, with artists being subject to great scrutiny w/ regard to creativity.

How does Rococo art reflect the aristocratic lifestyle and values of the 18th century?
What role did Rococo art and architecture play in shaping European culture before the French Revolution?
How do Rococo and Neoclassical art styles reflect different attitudes toward power, class, and society?
Why did Neoclassicism replace Rococo as the dominant art movement?

9.2.12.A: Explain the historical, cultural, and social context of an individual work in the arts.
9.3.12.A: Explain and apply critical examination processes of works in the arts and humanities.
9.4.12.A: Evaluate an individual’s philosophical stance on a work in the arts and humanities.

NCAS:

VA:Re7.1.Ia: Hypothesize ways in which art influences perception and understanding of human experiences.
VA:Re8.1.Ia: Interpret an artwork or collection of works, supported by relevant evidence found in the work and its various contexts.
VA:Cn11.1.Ia: Relate artistic ideas and works to societal, cultural, and historical contexts to deepen understanding.

Know

Understanding/Key Learning

Realism and Impressionism emerged as responses to social, political, and technological changes in the 19th century.
Realism sought to depict everyday life with accuracy and objectivity, rejecting idealization.
Impressionism broke away from traditional academic painting, emphasizing light, movement, and modern life.
The impact of industrialization and photography influenced artistic styles and subject matter.

Formative
Summative
Exit ticket
Presentations/Documentation
Project/Artwork
Facilitator feedback
Group critique
External feedback
Comparative essay or presentation on Realism vs. Impressionism
Visual analysis of a selected artwork from each movement
Class participation in discussions and critiques
Short quizzes on key artists, works, and historical contexts
Creative project emulating the style of either Realism or Impressionism

Unit 8: Modernism and Beyond

Standards

PA Standards:

9.2.12.A: Explain the historical, cultural, and social context of an individual work in the arts.
9.3.12.A: Explain and apply critical examination processes of works in the arts and humanities.
9.4.12.A: Evaluate an individual’s philosophical stance on a work in the arts and humanities.

NCAS:

VA:Re7.1.Ia: Hypothesize ways in which art influences perception and understanding of human experiences.
VA:Re8.1.Ia: Interpret an artwork or collection of works, supported by relevant evidence found in the work and its various contexts.
VA:Cn11.1.Ia: Relate artistic ideas and works to societal, cultural, and historical contexts to deepen understanding.

Know

Understanding/Key Learning

Modernism emerged as a response to industrialization, war, and shifting philosophical ideas.
Artists sought to challenge traditional artistic conventions and experiment with new forms and materials.
Postmodernism questioned ideas of originality, authorship, and the role of art in society.
The impact of globalization and technology continues to shape contemporary art.

Formative
Summative
Exit ticket
Presentations/Documentation
Facilitator feedback
Comparative essay or presentation on Modernism vs. Postmodernism
Visual analysis of a selected artwork from the 20th or 21st century
Class participation in discussions and critiques
Short quizzes on key artists, works, and historical contexts
Creative project inspired by a modern or contemporary art movement