Documente Academic
Documente Profesional
Documente Cultură
Design
Nichole
Scheutzow
AP
Art
History
-
Online
Designing
Online
Courses
3/1/16
Sample
Unit
1
-
Introduction
to
Art
History
Course
Learning
Objectives:
1.)
Students
will
learn
critical
thinking,
research,
and
analysis
skills
in
order
to
understand
the
context,
content,
form,
and
function
of
artwork
throughout
history.
(Fink's
"Learning
How
to
Learn")
2.)
Students
will
compare
and
contrast
artworks
to
understand
the
influence
of
an
artistic
tradition
or
change
on
other
artists
and
works
of
art.
(Fink's
"Foundational
Knowledge"
and
"Integration")
3.)
Students
will
be
able
to
make
personal
connections
with
artworks
through
an
inquiry
based
research
project
about
a
specific
historical
art
movement.
(Fink's
"Caring"
and
"Human
Dimension")
4.)
Students
will
apply
learned
knowledge
of
historical
artworks
to
research
papers
demonstrating
creative
thinking
and
writing
skills
and
accurate
knowledge
of
the
meaning
behind
specific
works
of
art.
(Fink's
"Application")
Unit
1
Activities
and
Objectives:
"What
is
Art?"
*For
each
lesson
students
will
complete
a
weekly
quiz
and
reading
response
assignment
and
participate
in
class
discussions
online.
Tests
will
be
given
in
the
middle
of
the
unit
and
at
the
end
of
the
unit.
Students
will
write
short
and
extended
response
essays
in
relationship
to
each
of
the
unit
activities
unless
otherwise
stated.
*
Unit
Objectives:
Students
will
participate
in
class
discussions
and
blogs
to
identify
and
debate
the
question
"what
is
art?"
Students
will
create
writing
responses
based
on
articles
and
artworks
in
order
to
critically
analyze
and
interpret
these
ideas.
1.)
Is
it
Art?
Reading
and
Student
Response
Activity
Students
read
the
beginning
section
in
Art
History,
What
is
Art?
in
online
textbooks
then
watch
the
Colbert
Nation
videos.
Students
participate
in
class
Google
Blog
regarding
whether
the
portrait
of
Stephen
Colbert
is
art.
Students
participate
in
class
discussion
board
to
talk
about
their
responses,
and
debate
the
question
"What
is
art?"
2.)
Class
Discussion
&
Comparative
Analysis:
Watch
the
Google
Slides
presentation
about
the
contextual
background
of
King
Menkaure
and
Queen,
including
its
function
as
a
substitute
body
for
the
ka,
then
asks
whether
it
is
art
since
that
was
not
its
intended
function
Online
Discussion:
ways
that
medium,
function,
form,
and
context
intersect
Discuss
artworks
Spiral
Jetty,
the
Terra
Cotta
Warriors,
and
Fountain
using
the
same
approach
3.)
Tradition
and
Change
-
Student
reading
response
and
contemporary
comparison,
group
discussion
Students
read
sections
of
Art
History
on
Anavysos
Kouros,
Kritios
Boy,
Riace
Warrior,
Doryphoros,
Hermes
and
Dionysos,
and
Seated
Boxer
in
online
textbook
Student
invent
and
sketch
a
new
Peanuts
character,
describing
details
that
individualize
their
characters
and
ones
that
make
them
appear
as
part
of
the
gang
-upload
photo
of
sketch
onto
class
discussion
board
to
share
with
group
Explore
naturalistic,
idealized,
and
stylized
in
the
context
of
Peanuts
characters
through
class
discussion
board
and
through
drawing
explanation
paragraph
Students
analyze
features
of
tradition
in
the
three
Egyptian
works
in
comparative
analysis
research
paper
4.)
Differing
Interpretations:
Students
read
the
Miner
article
(Miner,
Horace
Mitchell)Body
Ritual
Among
the
Nacirema
American
Anthropologist
58:3
(June
1956)
http://www.ohio.edu/people/thompsoc/Body.html
Online
Discussion:
How
can
outsiders
can
easily
misinterpret
works
of
art
removed
from
their
cultural
contexts?
A
photo
of
hard
candy
is
displayed
and
students
are
asked
(1)
whether
it
is
art,
(2)
what
their
response
is
on
seeing
it,
(3)
what
its
function
is
-
responses
typed
in
one
page
paper
Gonzlez-Torres
candy
dump
photo
is
shared
-
students
read
and
analyze
statements
from
the
artist,
descriptions
of
audience
responses,
and
several
reviews
of
the
work
on
class
discussion
board
and
typed
responses
Students
will
view
African
and
the
Mayan
work,
discussing
potential
misinterpretations
by
outsiders
and
the
meaning
of
the
works
within
their
cultural
contexts
-
class
discussion
and
artwork
response
paper
5.)
Thematic
Connections:
Students
choose
an
image
matched
with
one
of
the
optional
course
themes
or
subthemes
posted
on
the
assignment
board
-
compare
and
contrast
with
two
other
required
works
through
Google
Slides
presentation
and
background
history
of
the
artworks
Share
presentation
with
class
-
post
on
class
blog
and
engage
in
discussion
about
context,
content,
form,
and
function
Sample
Assessments:
Students
choose
any
work
of
art
in
the
required
course
content
studied
so
far
to
which
they
have
a
strong
response
-
write
a
2
-
3
page
essay
with
visuals
or
create
a
narrated
Google
Slides
presentation
explaining
reactions,
analyzing
content
and
formal
elements
in
the
work
that
elicit
those
responses
Unit
Quizzes
and
Tests
Unit 7: West and Central Asia and Early Europe through 1400 C.E.
*For
each
lesson
students
will
complete
a
weekly
quiz
and
reading
response
assignment
and
participate
in
class
discussions
online.
Tests
will
be
given
in
the
middle
of
the
unit
and
at
the
end
of
the
unit.
Students
will
write
short
and
extended
response
essays
in
relationship
to
each
of
the
unit
activities
unless
otherwise
stated.
*
Unit Objectives:
Unit Activities:
Sample Assessments:
Students are provided the plan and elevation (or interior) of the Great Mosque in Kairouan,
Tunisia and Saint Apollinare in Classe, Ravenna - write a thirty-minute timed essay in which
they identify the religious tradition of each structure and analyze ways in which the structures
design accommodates the needs of those who use it
Quizzes
and
Tests
will
be
administered
regarding
specific
facts
from
this
time
period
Nine
Events
of
Instruction
Where
and
How
this
is
presented
in
Units
1.
Gain
Attention
Presented
at
the
start
of
unit
activities
to
get
students
engaged
in
the
topic
Students
will
watch
videos,
read
articles,
or
engage
in
discussion
to
create
interest
and
critical
thinking
about
the
topic
2.
Inform
Learner
of
the
Objectives
Learning
objectives
will
be
posted
for
each
unit
activity
at
the
start
of
the
unit
and
will
be
re-
emphasized
throughout
the
course
of
the
activity
3.
Stimulate
Recall
of
Prior
Students
will
be
asked
to
draw
from
experience
and
Information
opinions
during
many
of
the
class
discussion
boards
regarding
the
study
and
nature
of
art
Students
will
be
encouraged
to
form
new
opinions
based
on
information
and
their
prior
knowledge
of
the
subject
and
demonstrate
this
information
in
writing
and
verbal
form
4.
Present
Stimulus
Material
Students
will
be
given
access
to
weekly
scholarly
articles,
videos,
websites,
artworks,
and
online
class
blogs
and
discussions
to
support
the
unit
learning
objectives.
5.
Provide
Learning
Guidance
Learning
guidance
will
be
provided
in
the
form
of
websites
about
the
artworks
and
artists,
discussion
forums,
online
class
blogs,
and
examples
of
prior
students
projects
and
presentations
6.
Elicit
Performance
Reading
response
paragraphs
and
essays
Research
projects
presented
on
Google
Slides
Small
drawings
in
relation
to
article
or
topic
Class
blogs
and
journal
entries
Research
field
trips
with
project
responses
7.
Provide
Feedback
Projects
and
papers
will
be
grades
with
a
rubric
and
responses
will
be
posted
with
a
grade
on
Blackboard
Course
sites
Quizzes
and
Tests
will
be
graded
following
an
answer
key
8.
Assess
Performance
Quizzes
Tests
Artwork
response
timed
essay
tests
Projects
relating
to
a
current
topic
of
study
9.
Enhance
Retention
and
Transfer
Students
will
participate
in
an
architectural
research
field
trip
to
make
connections
with
historical
artworks
and
their
influence
in
modern
day
architecture
Students
will
participate
in
class
discussions,
blogs,
and
response
papers
based
on
connections
made
between
the
content
their
real
life
relations
to
it
Community
of
Inquiry
1.
Social
Presence
Students
will
have
opportunities
to
participate
in
class
blogs
and
class
discussion
boards
and
actively
respond
to
others
opinions
and
questions
Students
will
have
opportunities
for
group
projects
to
get
to
know
peers
in
the
class
better
and
collaborate
with
different
students
2.
Cognitive
Presence
Students
will
have
reading
response
and
reflection
writing
and
discussion
opportunities
where
they
will
be
able
to
realize
personally
meaningful
connections
to
the
course
content
3.
Teaching
Presence
Each
learning
activity
will
have
a
specific
set
of
instructions
and
a
learning
checklist
to
differentiate
for
the
needs
of
many
types
of
learners
Projects
and
papers
will
have
a
rubric
containing
specific
learning
objectives
and
point
values
the
students
may
achieve
Teacher
will
be
an
active
participant
of
this
online
class
and
will
join
in
class
discussions
and
blogs
Teacher
will
post
comments
and
feedback
for
student
projects
and
papers
and
will
answer
student
questions
through
a
message
center