Skyline High School Meredith Giltner, Room 215A

AP Art History 2019-2020 giltnerm@aaps.k12.mi.us

Course Syllabus 734-994-6515 x55216
https://skyineaparthistory.blogspot.com/

Course Information & Overview

AP Art History (College Board Approved) is a 2-trimester course where the student earns 0.5 credit each trimester for a
total of 1 credit. This credit may be used as an elective credit or as the 1.0 art (VPAA) credit required for graduation.

The AP Art History course is equivalent to a two-trimester introductory college course that explores the nature of art,
art making, and responses to art. By investigating specific course content of 250 works of art characterized by diverse artistic
traditions and culture from prehistory to the present, the course cultivates an in-depth, holistic understanding of the history of art
from a global perspective. Students become active participants in the global art world, engaging with its forms and content. They
experience, research, discuss, read, and write about art, artists, art making, responses to, and interpretations of art.

Prerequisite

There are NO prerequisite courses for AP Art History. Available to 10th, 11th and 12th grade students.

AP Art History Course Content

Functions and effects of art are the focus of the AP Art History
course. Students consider influential forces like patronage, politics, class, belief, gender, and ethnicity in their analysis of art
forms. Students will examine styles, techniques, themes, and chronology, comparing and contrasting art forms from varied
perspectives and cultures. Students explore a specific set of 250 works of art in 10 content areas beginning with art from global
prehistory and ending with global works from the present.

I. Global Prehistory, 30000–500 BCE: ~4% (11 works)

II. Ancient Mediterranean, 3500 BCE–300 CE: ~15% (36 works)
III. Early Europe and Colonial Americas, 200–1750 CE: ~20% (51 works)
IV. Later Europe and Americas, 1750–1980 CE: ~22% (54 works)
V. Indigenous Americas, 1000 BCE–1980 CE: ~6% (14 works)
VI. Africa, 1100–1980 CE: ~6% (14 works)
VII. West and Central Asia, 500 BCE–1980 CE: ~4% (11 works)
VIII. South, East, and Southeast Asia, 300 BCE–1980 CE: ~8% (21 works)
IX. The Pacific, 700–1980 CE: ~4% (11 works)
X. Global Contemporary, 1980 CE–Present: ~11% (27 works)

Within each content area, students explore essential contextual information about regions, cultures, and time periods. Students
have options for focused, intensive learning about artworks, themes, and cultures they select as personally relevant and
meaningful.

As students’ study works of art in the required course content, they apply essential art historical skills within the learning
objectives, such as visual, contextual, and comparative analysis.

The following are big ideas and learning objectives of the AP Art History course:

• Big Idea 1: Artists manipulate materials and ideas to create an aesthetic object, act, or event.

o Students differentiate the components of form, function, content, and/or context of a work of art.

o Students explain how artistic decisions about art making shape a work of art.

o Students describe how context influences artistic decisions about creating a work of art.
 o Students analyze form, function, content, and/or context to infer or explain the possible intentions for creating
specific works of art.

• Big Idea 2: Art making is shaped by tradition and change.

o Students describe features of tradition and/or change in a single work of art or in a group of related works.

o Students explain how and why specific traditions and/or changes are demonstrated in a single work or group of
related works.

o Students analyze the influence of a single work of art or group of related works on other artistic production.

• Big Idea 3: Interpretations of art are variable.

o Students identify a work of art.

o Students analyze how formal qualities and/or content of a work of art elicit(s) a response.

o Students analyze how contextual variables lead to different interpretations of a work of art.

o Students justify attribution of an unknown work of art.

o Students analyze relationships between works of art based on their similarities and differences.

Text Required (provided)

AP Art History Course and Exam Description. 2019. https://apcentral.collegeboard.org/pdf/ap-art-history-course-and-exam-

description-0.pdf?course=ap-art-history

Gardner's Art through the Ages: A Global History (15th Edition). Fred S. Kleiner

The Annotated Mona Lisa: A Crash Course in Art History from Prehistoric to the Present (Annotated Series) (2007)
By Carol Strickland

Optional Text:

Exploring Art: A Global, Thematic Approach (5th Edition). Margaret Lazzari & Dona Schlesier

The Annotated Mona Lisa: A Crash Course in Art History from Prehistoric to the Present (Annotated Series) (2018)
By Carol Strickland

AP Summer Work

1. Construct your AP Art History Flashcards

( https://apcentral.collegeboard.org/pdf/ap-art-history-course-and-exam-description-0.pdf?course=ap-art-history)
2. Read The Annotated Mona Lisa: A Crash Course in Art History from Prehistoric to the Present (2007) and
personally add annotations.
3. Create 2 museum visits write-up on art pieces of your choice.
Student Evaluation: Skyline High School Grading Scale

Letter Percentage 4.0

Grade GPA SCALE

A+ 97 - 100 4.0
A 93 - 97 4.0
A- 90 - 92 3.67
B+ 88 - 89 3.33
B 83 - 87 3.00
B- 80 - 82 2.67
C+ 78 79 2.33
C 73 - 77 2.00
C- 70 - 72 1.67
D+ 68 - 69 1.33
D 63 - 67 1.00
D- 60 - 62 0.67
E Below 60 is Failing 0.0

AP Art History Grade Weights:

1) Mastery Projects …………....……............….……………..……………..........30%
2) Mastery Test ………………………………………………………….………...30%
3) Process Homework/Classwork and Participation …………………….…………20%
4) Mastery Quiz ………………………………………………....……………….. 10%
5) Mastery Final Project ………………………………………………....……….. 10%

Participation includes: being on time, prepared for class, participating in class discussions and critiques, cleaning-up, responsible
use of equipment & supplies, work ethic, and generally doing what you are suppose to do everyday.

Homework includes handouts and notes. Please check PowerSchool, https://skyineaparthistory.blogspot.com/ and
GoogleClassroom.

Classroom Procedures
In order to meet the aforementioned learning goals students are expected to:
o be in class on time every day

o music with headphones only allowed at work time
o NO cellphones unless using to document and/or upload work for class
o NO food or drinks at the computer desks
o be prepared for class everyday (must have a pencil and journal every day for drawing)
o work productively in class every day and take responsibility for their own work
o clean up after themselves and help to maintain the classroom environment
o work independently when the teacher is working with other students
o have a positive attitude and come to class with a growth mindset
o PLEASE refer to the Skyline Student Handbook for additional expectations
o All students are given twice as much time that is necessary for ALL mastery projects
o Process projects can be done ahead of time or as homework
o All students will align to the pace of the class given the structure.

AP ART HISTORY EXAM: 3 HOURS

Assessment Overview
Students demonstrate achievement of AP Art History learning objectives by applying their art historical knowledge and skills
to address course content. Using works of art studied within the required set of 250 works, or works they chose to study beyond
the required content, students have many opportunities to evidence their understanding of art historical concepts. A single exam
question is likely to encompass multiple learning objectives and may address works of art from different content areas. This
underscores the exam’s focus on assessing students’ in-depth critical analysis of relationships among works of art, art historical
concepts, and global cultures.

Format of Assessment

Section I: Multiple Choice | 80 Questions | 1 Hour | 50% of Exam Score

• Approximately 8 sets of questions (3 to 6 questions each) based on color images
• Approximately 35 individual multiple-choice questions

Section II: Free Response | 6 Questions | 2 Hours | 50% of Exam Score Two 30-minute essay questions
• Four 15-minute essay questions
• Essay questions often include images of works of art as stimuli

Mastery Learning
Each student in the arts will accomplish a set of benchmarks in a sequential manner of learning where the students
demonstrate their ability of each skill, working towards the National Standards. Mastery work needs to be on time in
order for it to be graded properly. Late Mastery work will reflect the adjusted score.

Skyline Writing Center Website: tinyurl.com/skylinewc

The Skyline Writing Center offers free writing support to all currently enrolled Skyline students. Writing Center tutors are highly
trained juniors and seniors that have been identified as having excellent writing skills and teaching ability. The Writing Center is
open every hour of every day that school is in session. Writing Center tutors can assist students at any academic level and at any
stage in the writing process from initial brainstorming to final revisions. Students may use the Writing Center’s services for
writing assignments in any course (except for world language courses). Students may also use the Writing Center for creative
writing, college essays, ACT writing preparation, and more.

Students can visit a tutor in person in room B429 on a walk-in or appointment basis. Appointments can be made with
specific tutors at specific times by using the Writing Center website. In-person sessions typically last 15-20 minutes.
Students can also submit their work through the Writing Center’s website for online tutoring in the Online Writing Lab
(OWL). Writing is returned in 48-72 hours with suggestions and an invitation to visit the Writing Center for a follow-
up appointment.

As the Parent/Guardian of _______________________________________, I agree to the following:

(Please check all that apply to you.)

_ I have fully read the letter sent home explaining materials needed for the Graphic Design 1 class.
_ My child has a flash drive that they will be responsible to back up their project files on daily basis.
_ I will contact Mrs. Giltner directly and immediately with any concerns I may have.
_ I will encourage my child to finish their assignments on time and ask about their work.
_ I will monitor my child’s weekly homework assignments to ensure they are complete and check their website.
_ I would like to provide my email for communications from Mrs. Giltner as needed.

My email (please print clearly): ____________________________________________

Parent/Guardian Signature Date: ___________________________________________

Parent/Guardian Phone Number(s): __________________________________________