Tag Archives: Advanced Placement

AP Art History – Blogging in the Classroom (an Update)

A few months ago, I posted an article “Using Blogs in Class – AP Art History.” I felt that it was time for a quick update to the project. As with any lesson plan, I’ve modified it over the course of the year. I still find it to be one of the most effective exercises for my students. A quick review, the students are required to choose one image from the most recent chapters we’ve covered (usually they choose from 2-3 chapter sections). No two students may do the same project – the first one to post to the blog has ‘legitimate claim,’ thus they have to check online to see what’s happening. Here are the formal written instructions (changes in bold):

Instructions: Select one image from either Chapter x, y, or z (only one student may do each image, first call first serve).

Written Portion:

  • On the Class Blog Write the Title of the Work, Artist, and Date
  • Write a brief physical description of the image
  • Write a brief description of the image’s historical and social context
  • Minimum 100 words
  • Spelling & Grammar Count
  • Include a brief Works Cited at the end (MLA format), you should include at least 2 sources (including your textbook)
  • Be sure to put your name in the Tag

Oral Portion:

  • One Power Point Slide
  • Include a copy of the image
  • Include the Title of the Work, Artist, and Date
  • Indicate five principles of design, at least three most from the assigned chapter reading.
  • Prepare a two minute (minimum) discussion of the piece, its significance, and its history (this information should not be written on the slide).
  • Save the PowerPoint in DropBox at TVS Art History Share –> Student Projects –> Project 2.Last Name.ppt

As you can see, the biggest changes that I have made are requiring that they use five principals of design (not just three) and that three of those most come from the chapter, to reemphasize new vocabulary. Now, it’s Spring Semester so some of my Senior have gotten a bit of “Senioritis” but overall, they’re still putting forward some great work. Again, I reemphasize the usefulness of DropBox as a tool here for the students to all store and have access to the work – when the AP test rolls around, I hope that they will use these slides as a set of ‘flash-cards’. Here is what their shared folder looks like:

They also have the opportunity to meaningfully comment on another students work to earn a few extra credit points. Here are some examples of their latest work:

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Update – Using a Class Blog in AP Art History

I previously posted about using a class blog in conjunction with DropBox to do bi-monthly visual projects in AP Art History. You can read about them here: “Using Blogs in Class – AP Art History” and “DropBox – An Excellent and *Free* Resource for Educators.” This week, my students presented their second version of the project. They continue to impress me as they develop and hone their critical writing skills and ability to view and analyze Art. I am very happy with how this project has been developing for several reasons: it is a repository of visual information for the students to develop their image catalogue, they share information and further research on objects, it provides them regular and reviewed practice in analyzing and writing about Art, they are practicing their public speaking skills, and they are learning to read and constructively analyze their peers’ work.

Here are the instructions for the project itself:

For extra credit, I allow them to comment meaningfully on one-another’s stories. It encourages them to read each other’s work and to think about it seriously.

Here is an example of some of their phenomenal work this week.

Using Blogs in Class – AP Art History

This year, I have been introducing blogging in my classes (to varying degrees). I have written on them several times in my previous posts: “First Week Using Class Blogs,” “Update on Blogging in the Class Part 2,” and “Update on Using Class Blogs.”

I have three preps and five classes: Ancient/Medieval History (9th grade), College Prep United States History (11th & 12th grade), and AP Art History (11th & 12th grade). This is my first year teaching AP Art History. I have taught Art History I and Art History II at the college level, as well as several advanced Art History Courses (Greek Art & Archaeology, Mediterranean Art History, Roman Art & Archaeology, etc). However, this is my first AP. Trinity Valley has done a fabulous job of providing me ample professional development – including sending me to the AP National Conference in San Francisco where I was able to meet with several colleague and gain numerous resources.

My students in AP Art History are phenomenal – often demonstrating more academic sophistication and thought than any of the college students I have taught in the past. Today, they presented their first significant project that was in two parts – an oral and a written component. It required that they do a bit of independent research and present a formal topic to their classmates. My intention with this assignment is to: further provide them with a visual catalogue, encourage them to develop their observation and analytical skills, and to further develop their writing skills in association with Art and Art Historical topics.

Here were the formal instructions:

Instructions: Select one image from either Chapter 3 or 4 (only one student may do each image, first call first serve).

Written Portion:

  • On the Class Blog Write the Title of the Work, Artist, and Date
  • Write a brief physical description of the image
  • Write a brief description of the image’s historical and social context
  • Minimum 100 words
  • Spelling & Grammar Count
  • Include a brief Works Cited at the end (MLA format), you should include at least 2 sources (including your textbook)
  • Be sure to put your name in the Tag

Oral Portion:

  • One Power Point Slide
  • Include a copy of the image
  • Include the Title of the Work, Artist, and Date
  • Indicate three principles of design
  • Prepare a two minute (minimum) discussion of the piece, its significance, and its history (this information should not be written on the slide).
  • Save the PowerPoint in DropBox at TVS Art History Share –> Student Projects –> Project 2.Last Name.ppt

The oral presentations today were clearly well prepared and researched. I was blown away. It was obvious that every single student put serious thought and effort into their project. While a few students brought up a couple of notes with them to reference (nothing was written out), they were clearly presenting “off the cuff,” having internalized a majority (if not all) of the information. I’m including a copy of one of the slides here:

Here was the student’s accompanied blog post – a well thought out, solidly researched, and concise description and contextual analysis.

Here is another post from a student (clearly much longer than assigned) as well as a comment by a classmate:

I have been struggling with how to use the class blog for my AP Art History class, but I am liking this format. It makes the information readily available to students and it will be there in the future for them all to access and assess (in abbreviated form and more comprehensible verbiage than a formal textbook). I am also leaving all of the PowerPoint slides from the presentations up on DropBox for the year so that they have this visual catalogue available to them when it comes time to study for the AP exam (for more on DropBox, see my post “DropBox – An Excellent and Free Resource for Educators“).

I would love any input or thoughts from educators or students here. Do you think that this is effective? Suggestions on how to improve it? General comments?

Recent Grads Say High School Wasn’t Challenging Enough (via @Scholarships.com)

A recent article at Scholarships.com asserts that recent high school grads recognize that their High School classes were not challenging enough to prepare them for college and/or the ‘real world.’ See the article:

Recent Grads Say High School Wasn’t Challenging Enough

What high school student doesn’t love the idea of selecting a course based on the common knowledge the teacher is totally laidback and you’re guaranteed an easy A without much effort? We’ve all been there before and with all the classes high school students are required to take, many attempt to pack their electives with cushy classes before the reality of challenging college courses set in. But at what cost? According to a survey of 2010 high school graduates released by the College Board, 90 percent said their high school diplomas were not enough to compete in today’s society.

Continue reading here.

 

Highlight of Product at the AP Conference: Shmoop

Ever heard of Shmoop? If you haven’t, you will… soon.

Shmoop is a study resource for students, an in-depth teacher’s guide to topics (cuz sometimes we don’t know everything – except me, I know everything), and a series of exam study guides for AP, SAT, PSAT, ACT, SAT Subject Test, etc.

While Shmoop has plenty of resources that are free, the paid resources are the true gems. At incredibly discounted rates, they will give instructors basic summary material, key terms and ideas, topics of conversation, related readings, quizzes, images, and so forth

For students, the advantages are even more – course study-guide, summaries of topics (for last minute cramming), key lesson plans drawing connections to modern figure and popular culture (much to my chagrin, I heard that they even use Twilight). Their practice tests for the AP, SAT, ACT, and SAT Subject tests are full-length and are available in much higher numers than any other test prep organization (where you learn techniques in how to guess – the focus of Shmoop seems to be helping you to really learn!

You can access Shmoop not only on your computer, but your iOS device, Kindle, Sony eReader, and the Nook (with more coming soon). So, check out Shmoop and be sure to follow them on twitter: @shmoop.

** I am in no way , shape, or form affiliated shmoop. I am not paid or this endorsement nor do I receive any other privileges or special treatment. This has been written solely from my own experience and perspective.

Teaching Art History Thematically (AP Conf Cont’d)

The session I attended this afternoon focused on a thematic approach to Ar History. It’s an interesting concept and one that has been thrown around in the the fields of broad history topics (World, European, Asian, etc) as well as other social topics – including Art History (my focus at this conference).

The section was presented by David Blumberg, an educator at the Vidal M. Trevino School of Communications and Fine Arts in Laredo, Texas. Thematic approaches to Art History are helpful for a variety of reasons – namely that it can help students to make cross-cultural and temporal connections to themes and ideas in arts. Additionally, when teaching a broader spectrum of a topic, it keeps you from having to play the jumping around chronology game – e.g. When teaching Medieval Europe (4th – 14th century C.E.), at what point do I jump over to say civilizations of the Americas or dynastic splits in Asia? The chronological themes are not the same and the matching is awkward.

He provided a number of resources and material that we could use (including a series of slides and imagery to use in our classes if we so choose). While I’m not sure that I will go the thematic route – especially my first year out – it is definitely a concept that I will incorporate in areas.

AP Conference – Combining History with Art History

Today was my second day at the Annual College Board AP Conference – it’s a beautiful day in San Francisco (75 degrees and not a hint of fog), yet my shoe wear and the meetings have largely kept me inside. Still, it’s been well worth it.

The first scheduled panel I attended today was entitled: “European History Meets Art History: How Art Can Deepen Historical Understanding.” The lecture was co-taught by a teacher of European History and a studio art/Art History instructor. It highlighted the importance of historical context when studying art as well as the importance of art in the historical world. As an archaeologist by training, this was right up my alley.

What was most helpful was the tools and online resources available for both History and Art History teachers.

  • Using Works of Art in the AP Classroom (note this opens a PDF document). this publication is put out by the College Board to highlight the role that Art plays in an historical context.
  • Web Gallery of Art – Virtual museum and searchable database of European Art.
  • Smart History – A free, not-for-profit, multimedia web book ideal for supplementing traditional Art History textbooks.
  • Project Gutenberg – Over 36,000 free ebooks for download to your computer, Smart Phone, or eReader

The highlight of the talk was that these articles could readily be used by educators to enhance their students’ understanding and comprehension of both the world of History as well as Art History.