Name____________________________________________________________________
Classwork/ Homework: 50 points
What does and Art
Historian do?
What knowledge can you
gain by studying art
history?
What skills will you gain
and improve upon by
studying art history?
How will the study of art
benefit you in the future?
Name____________________________________________________________________
Classwork/ Homework: 50 points
BIG IDEA 1: ARTISTS MANIPULATE MATERIALS AND IDEAS TO CREATE AN AESTHETIC** OBJECT, ACT OR EVENT
ESSENTIAL QUESTION: WHAT IS ART AND HOW IS IT MADE?
**aesthetic: refers to a type of human experience that combines perception, feeling, meaning making, and appreciation of qualities of
produced and/or manipulated objects, acts, and events of daily life. Aesthetic experience motivates behavior and creates categories
through which our experiences of the world can be organized.
1. WHAT IS ART? With your triad come up with a list of criteria that we can use to determine if an object is indeed a work of art
a. ____________________________________________________________________________________________________
b. ____________________________________________________________________________________________________
c. ____________________________________________________________________________________________________
d. ____________________________________________________________________________________________________
e. ____________________________________________________________________________________________________
2. ART IS:
Name____________________________________________________________________
Classwork/ Homework: 50 points
!
3. HOW IS ART MADE?
a. With your triad partners come up with a list of decisions the artist of the Eshnunna Statuettes made when creating these art
objects.
i. Example: The artist chose to make the eyes large and open, with disk-like pupils
ii. ________________________________________________________________________________________________
iii. ________________________________________________________________________________________________
iv.________________________________________________________________________________________________
v. ________________________________________________________________________________________________
Name____________________________________________________________________
Classwork/ Homework: 50 points
b. What is context and what types of source provide context?_______________________________________________
___________________________________________________________________________________________________
!
c. Read the excerpt from the Epic of Gilgamesh. What have we learned about Sumerian culture and beliefs from this excerpt?
d. With your triad come up with a list of contextual factors, from this reading and your flashcard, that would have shaped/
influenced his choices.
i. Example: Big Eyes__________________________________________________________________________________
ii. __________________________________________________________________________________________________
iii. __________________________________________________________________________________________________
iv.__________________________________________________________________________________________________
e. Based upon the decisions the artist made and the factors that influenced those decisions, what do you think the artist’s
intention/purpose was for making this artwork?
Name____________________________________________________________________
Classwork/ Homework: 50 points
4. REFLECT: Below are the learning objectives associated with this BIG IDEA and ESSENTIAL QUESTION. Chose one of the
learning objectives and reflect, in writing, how you met this objective by completing the above activities. Min 2 paragraphs
Learning Objective: 1.1 Students differentiate the components of form, function, content, and/or context of a work
of art.
Learning Objective: 1.2 Students explain how artistic decisions about art making shape a work of art.
Learning Objective: 1.3 Students describe how context influences artistic decisions about creating a work of art.
Learning Objective: 1.4 Students analyze form, function, content, and/or context to infer or explain the possible
intentions for creating a specific work of art.
Name____________________________________________________________________
Classwork/ Homework: 50 points
BIG IDEA 2: ART MAKING IS SHAPED BY TRADITION AND CHANGE,
ESSENTIAL QUESTIONS: WHY AND HOW DOES ART CHANGE?
With your triad, record the similarities
Name____________________________________________________________________ and differences between the two
artworks.
Classwork/ Homework: 50 points
Doryphoros, Greek, 450 BCE
Augustus, Prima Porta, Roman, 1st Century BCE
Name____________________________________________________________________
Classwork/ Homework: 50 points
With your triad, use the observations recorded in your diagram to answer the following questions
1. In what ways have the Greeks influenced Roman art?
2. Carefully consider the differences your triad has recorded. How is Roman art different from Greek art?
3. What inferences can we make about these two societies based upon what we have observed about their art?
d. The Greeks were.....
b. The Romans were......
3. What about the context in which this artwork was made, Roman society and it’s concerns and values, may account for the
changes in art demonstrated here?
Name____________________________________________________________________
Classwork/ Homework: 50 points
4. REFLECT: Below are the learning objectives associated with this BIG IDEA and ESSENTIAL QUESTION. Chose one of the
learning objectives and reflect, in writing, how you met this objective by completing the above activities. Min 2 paragraphs
Learning Objective:2.1 Students describe features of tradition and/or change in a single work of art or in a group
of related works.
Learning Objective:2.2 Students explain how and why specific traditions and/or changes are demonstrated in a
single work or group of related works.
Learning Objective:2.3 Students analyze the influence of a single work of art or group of related works on other
artistic production.
!
Learning Objective:3.5 Students analyze relationships between works of art based on their similarities and differences
Name____________________________________________________________________
Classwork/ Homework: 50 points
BIG IDEA 3: INTERPRETATIONS OF ART ARE VARIABLE
ESSENTIAL QUESTION: HOW DOE WE DESCRIBE OUR THINKING ABOUT ART
1. Learning Objective 3.1Students identify a work of art. Identification involves providing the following information about a work of
art: title or designation, name of the artist and/or culture of origin, date of creation, and media as described within the AP Art
History image set.
a. TITLE:
b. CULTURE:
c. DATE/PERIOD:
d. MEDIA:
Name____________________________________________________________________
Classwork/ Homework: 50 points
2. Learning Objective 3.2 Students analyze how formal qualities and/or content of a work of art elicit(s) a response. Analysis
indicates how the artist’s application of formal elements and principles of design and/or the artist’s creation of content within a work
of art elicit(s) a response from an audience. Students may use analysis to examine whether audience responses are perceptual,
intellectual, kinesthetic, and/or emotional. For example, their analysis may describe how use of repetitive elements within a work of
art creates a visual path for the audience that leads to the focal point of the work —identified by its size, contrasting shape and
color, and placement within the composition.
Content:
Formal Qualities
Response
Name____________________________________________________________________
Classwork/ Homework: 50 points
3. Learning Objective:3.4 Students justify attribution of an unknown work of art. Justification of attribution of a work of art not
included in the prescribed AP Art History image set to an artist, group, region, period, and/or culture includes identifying similarities
of form, function, content, style, and/or hand of the artist with a work included in the prescribed AP Art History image set. For
example, students may justify attribution of an architectural monument not included in the image set by identifying similarities of
structural components, building materials and processes, narrative elements, and stylistic tendencies between the unknown work
and a work in the image set.
Attribute this work of art to a specific culture and time period. Justify your attribution by comparing this artwork with
another artwork from the same culture and time period.
Attribution / Claim:
Artwork comparison / Evidence to support the claim:
*Additional learning objective we will be mastering: Learning Objective :3.3Students analyze how contextual variables lead to different interpretations of a work of art.