Art History

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Here are 2 sites that students will find helpful throughout the semester:

• Mr. Walker's Art History Wiki
Students will be able to access and edit information on this site.

• Mr. Walker's Art History Website
Students will find a ton of resources on this site. In addition, there are many links to other quality websites / resources available.

When you are asked to submit work to me electronically (as opposed to hard-copy), you must "share" the file with my Google Drive account, which is: [email protected]

Please ensure --
1) that you are labeling your files, as instructed... e.g. lastname_assignmentname &
2) that you are sharing it to the proper "folder", designated for your class.
Thank you!



posted-WED (02/19/14)
UNIT: Symbolism
Please see the assignment brief (and supplementary materials) for further information on this unit's contents. In essence, this unit is aimed at exploring how symbols have been created, used, re-appropriated, criticised, and/or championed -- throughout time and throughout the vast regions of our globe.

Each of the students have chosen one particular "symbol" as their focus during this unit. They need to become an 'expert' in this symbol and research any and all there is to know about it.

Each students is required to complete the following:
1) The Word document (containing questions / prompts) - below
2) An original "book cover" design for their previously-created 'textblock'.

Several book-binding techniques have been outlined and suggested to the class. The underlying intention here is to create a "journal-style" book that can be used in and out of class throughout the semester. The book cover (#2-above) is to be fashioned according to each student's particular symbol.
>> Students are highly encouraged to explore a variety of book-binding techniques, in order to determine which direction they feel best suits their message. Some are very simple, while others are rather complicated and involved.
>> Beyond this, the design of this cover... the manner in the pages are encased inside... each student is encouraged to use their creativity and critical-thinking skills to create something that relates to (hints, suggests, overtly explains, etc.) their symbol. While I'm not asking for the most clever, amazingly polished gem in the world, I do feel that students can rise to the challenge of solving the problem rather successfully.

• To access instructions / objectives for this assignment, click HERE.
• To access Word doc students use to enter content, click HERE.
• To access scoring rubric, click HERE.
• To access "helpful links to book arts" (a visual resource / inspiration) - click HERE.

posted-WED (03/04/14)
UNIT: Chronology
Objective: To provide students with a general sense of "chonology", as it relates to the study of "Art History".

I call this activity the "Dynamic Timeline", as it provides students with an opportunity to cut and paste the various "art periods" & "date ranges" within a visual format of their choosing. They are given a spreadsheet (hardcopy) containing two (2) columns -- one containing the time periods / art movements; the other a range of dates.

Each student must use scissors in order to separate each individual box. On a blank sheet of 12" x 18" drawing paper (provided), students are tasked with the creation of a timeline which parallels the proper chronology. Students will most likely need to resort to some form of research (websites, textbooks, etc.) in order to sort through the various sequencing of the art periods & dates.

Note that the contents of the handout's columns appear in no particular order -- that would obviously defeat the purpose of the exercise.

CE = Common Era; BCE = Before Common Era; If date is not accompanied by label, assume "CE". Note that some periods overlap in their dates and understand that the range of dates provided can slightly vay - from source to source.

For reference, here is a copy of the handout provided.

WED (03/12/14)
TOPIC: Art Styles / Aesthetic Theories
Here is a reference link for your homework (assigned Tues, 03/11). This material supports the class discussion and is worth 30 points.

For further reference on this topic:

THURS (03/13/14)
Bell Ringer - activity
*** Copy / Paste the following URL into your browser window - enabling access to our class "shared folder":
1) Access the following image - link
2) Create a "new document" in Google Drive.
3) Title it: "lastname_written_responses"
4) Copy / Paste the following prompt into the document:
Based on the visual edidence found within this painting, what "Aesthetic Theory of Art" do you most feel it fits? Provide at least two (2) supporting sentences for your claim. (5 minutes)
5) Provide a written response to the prompt.
6) Share the document with me >> [email protected] (within the block 4 folder).

FRI (03/14/14) - Part 1
TOPIC: The 4-step Critical Process (practice)
Here is a reference link which explains the activity.

TUES (03/18/14) - Part 2 (refer to the above link)
• Here is a link to the 5 images being critiqued by the class.
• Here is a link to the handout given to each student. We used this to help us analyze the underlying structure used by the artist, in making the work.


FRI (03/21/14)
TOPIC: Art Conservation - Restoration, Preservation, Curation
• Here is a reference link which explains the activity. These had been printed and distributed to each student for note-taking.

TUES (03/25/14)
TOPIC: Artists and Time Periods
Activity - Writing a hypothetical letter to a contemporary
• Here is a reference link which explains the activity.

MON (03/31/14)
TOPIC: Ancient Greece (The "classics"...)
reference the link

TUES (04/01/14)
TOPIC: Pompeii (history frozen in time)
reference the link

WED (04/02/14)
TOPIC: The Roman Empire (comparison / contrast to Ancient Greece)
reference the link

THURS (04/03/14)
TOPIC: Purposes of Art
• Refer to this reference link
take notes on the material discussed in class. I recommend doing this both during and after class. Make your hand-made "journal" a book full of interesting information.

TUES (04/08/14)

MON (04/14/14)
• Discussed last Thursday and Friday, students are to be focusing on creating an Art History Podcast. The subject matter relates to the late Renaissance and stems into the period called the Baroque.
• Refer to the art history podcast handout for more information.

TUES (04/15/14)
• Final day for students to work on podcasts.

WED (04/16/14)
• Podcast Premiere! >> The presentation of all podcasts made in class.

WED (04/23/14)
• Use the following link for today's work.

MON (05/05/14)
UNIT: Impressionism
• Use the following link (Word format) for today's work. As an alternative, this link (PDF format) might work as well.

MON (05/12/14)
UNIT: Post-Impressionism
• Use the following link for the assignment.

TUES (05/17/14)
• Use the following link for a digital copy of the 'assignment brief' each of you received today in class. This is our "final" project - a "reinterpretation of a famous work of art". Please read the brief in close detail. Here is the same handout, but in the form of a PDF.

MON (06/02/14)
1) All work needs to be completed and submitted before Wednesday (06/04/14) - the final "regular" class period.
2) On Friday (06/06/14), each of you will present your "final" to the class. This, of course, is the assignment labeled "Reinterpretation of a Famous Work of Art".
3) Please ensure you complete all work and follow the directions for each assignment / expectation. It is your responsibility and I cannot issue points for work that has not been submitted or is not satisfactorily completed.

WED (06/14/14)
Refer to this link for a list of the assignments, etc.