Catalog of Lessons by Category > Clarity > History

Catalog of Lessons by Category > Clarity > History 2017-10-03T00:25:39+00:00
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I really like the way my history teacher teaches because I really understand and am able to grasp the material. He will assign us a reading assignment and have us fill out the related parts in a study guide. Then in class he will usually give us a reading quiz testing us on the reading. Then he teaches off of a PowerPoint that has key points on them, but then he really goes in depth about the material and gives us activities about the material after he teaches it to us. He also makes sure that we are very organized using OneNote Notebook. OneNote enables us to have an extra copy of every document, homework, or PowerPoint on our computer so that when it comes to exams we have everything to study with. After a few more reading assignments our teacher sets the due date for our study guide, and we finish filling out many pages of the study guide that includes chronology, vocabulary, questions, and identifications about the topic we are learning about. The teacher will also give us a test or an essay to write about the topic that really ties everything together.
 
 
I teach AP art history to juniors and seniors in one semester to girls who have completed a one semester honors art history course. This allows me to use a large college-level art history text and teach the course seminar style. Because the girls all have mastered the art historical vocabulary, understand how to formally evaluate art and can compare and contrast periods over time, we discuss all periods and styles in the context of all other periods and styles. I introduce each section and the girls read and present smaller sections. They have access to the PowerPoint images through the Haiku website that we use. Haiku also has study guides outlining vocabulary, monuments and artists that must be discussed; review sheets with a quick outline of social, political and artistic trends, vocabulary and possible themes to use in reviewing for tests; multiple-choice quizzes the girls do on their own and we then discuss in class - they get points for doing these with no regard for right or wrong answers; vocabulary lists and a time line.

There are frequent quizzes and 3 - 4 tests that focus on formal evaluation. I create assignments that require the girls to dig deeply into specific topics, periods and styles. These assignments are weighted more heavily than the quizzes or tests. My goal is for them to focus on the monuments and artists that resonate most with them, but in a creative manner. For example, when we study Romanesque and Gothic architecture they write about a year-long pilgrimage sometime between 1150 and 1250. On that pilgrimage, they visit six cathedrals and discuss the architecture at that time. This gives them the chronology relating a Late Gothic cathedral to an earlier Romanesque cathedral while they master all the architectural and aesthetic terms. They are encouraged to have fun and be creative. They can go with their family and family pets or as the lady in waiting to a wealthy noble family.

We also study art outside the European tradition. Since we have a number of Hindu, Muslim, Jewish and Buddhist students, I focus on Hindu, Buddhist and Islamic architecture. I present all of the material and require the girls to read all the information in depth since it is almost all new to most of them. Their assignment for this section is to select a Christian church they had studied from Early Christian through Baroque and redesign it as a Hindu or Buddhist temple or a Mosque. They can pull images from the Internet and use any format - PowerPoint or text with images - to explain in detail how the original space will be adapted to fit the spiritual needs of its new form. This again allows the girls to be creative as the master the details of two different religious traditions. I know the girls have fun with this and that they develop a deep understanding of art because I have had both students and parents report that the girls are comfortable traveling and visiting museums. They have impressed both parents and friends with their understanding. I also know from students who have graduated that this has prepared them to sail through college art history.