Ms. Laguna’s Email: Lauren.Laguna@jppss.k12.la.us
***Scroll down for AP Art History***
ART 1 & Talented Art
homework: All 4th Period 2/19/18
If the fairy tale you are using for your next project has three characters, like “Red riding hood, the wolf, and grandma” then you must draw 2 very different “specific” Character designs of each. We talked about this in class and took notes. It is the same.
Example: the Wolf in one drawing may be sharp and long legged, while the wold in the second drawing may be regular size and soft shapes.
2nd Period & B DAY , Homework
Please bring in a printed out (preferably black and white) photo of any animal of your choosing by the next class. Permission will be given to go to the library/computer lab for 15 min. during class for any student that does not have access to a printer/computer at home.
Ms. Laguna is available during all of middle school lunch if you need further instruction.
Make sure the silhouette is clear and that important parts of the animal are not obscured, like the head. (It doesn’t have to have a white background)
2017 CLASS NOTES/References:
Creating Story/Art that Audiences will Appreciate
- Know your audience (Example: The audience going to see Nightmare Before Christmas is very different from the audience going to see Whinnie the Pooh’s Adventure. They have certain expectations. In a piece of Art why it is being made and who will be viewing it should be considered in its creation. For example: A piece of art illustrating the traditional story of Little Red Riding Hood would not include a robotic wolf, but an illustration for a Science Fiction retelling of Little Red Ridding Hood may actually need a robotic wolf to achieve what it is supposed to.)
- Have a message (Example: The live action Cinderella would be a very different movie without the repeated message “Have courage and be kind”) In a piece of Art a message can be created through symbolism. For example, Imagine this image: A little old man walking down the street with a cane casts a shadow up on the side of the building he is passing. However, the shadow he is casting is not that of a little old man, but a tall muscular form holding a sword instead of a cane. The shadow the man casts is a symbol that would tell the viewer there was much more to the man than meets the eye, like an exciting past full of adventure. The artist may also choose to place a smaller hints in the image, like a veteran’s medal of honor pinned to his shirt. Now that the man’s character is established, let’s say the message of the piece of Art is that the man never lost his dignity and pride as he grew older. That can be shown through body language and other visual cues. A proud person who feels dignified might wear nice clothes and walk with their head held high, while someone who felt the opposite may dress shabbily and walk with poor posture.
- Have Balance (Example: Don’t exhaust your audience with too much of one thing. Pixar’s Inside Out would not be the same movie if it was completely focused on Riley’s outer world falling apart and had nothing to do with the humor/exciting mood of the inner world.) In a piece of Art that is supposed to have an underlying “creepy” mood it perhaps would be more effective to show some lighthearted elements side by side with the darker ones or vice versa. Imagine this image: The sun is out in a neighborhood where everyone is smiling as they go about their daily business. A young man helps an old lady cross the street safely. People look on in admiration of his action. Now imagine this image: The neighborhood is grey in coloring. The people aren’t smiling as they go about their business. No one interacts with anyone else. Everyone is laser focused on their own needs, phones, destination. The sky is cloudy, but a lone sunbeam breaks through to light upon the shoulders of a brightly dressed young man taking the time to help an old lady cross the street safely. This act is ignored by those around them. The old woman and the young man seem to be in a bubble of compassion and happiness. Now ask this question: Which of the two images described has the deeper message and more visual interest?
- Assume your audience’s intellect (Example: Don’t give away so much information in the beginning that when the final battle or big revelation of your story occurs the audience either no longer cares or feels like they were “talked down to”. Meaning: they figured out the ending ten minutes into the story, they feel cheated out of any excitement they could have had, and they feel like the storyteller didn’t think they were smart enough to put the pieces together on their own.) In a piece of Art a good practice would be to show the audience a moment just before the action, right in the middle of the action, and right after the action. Also, leaving out some visual details, like not drawing every strand of hair on a character’s head, will have a similar effect. Both require that the viewer uses their imagination to fill in the blanks.
Fairy tales from around the world:
Hero’s Journey: Star Wars
Welcome to AP Art History!
We will be using Kahn Academy quite extensively. It is affiliated with College Board, who writes the AP Art History Exam, you can find all of your required course content here, and it is updated regularly with videos, pictures, articles, other resources, and a questions board run by professionals.
Mandatory: Lots of Jumbo Notecards to make flashcards with and a college ruled notebook with at least 3 or 4 sections in it for all the notes you will take.
Optional: Highlighters and the like if you want to be fancy/fun/organized with your note-taking.
Form: Is the work sculptural, Two-dimensional, or architectural?
Function: What was/is the works use to society, history, the creator?
Content: What is the work about literally/symbolically?
Context: What was going on in the society or with the artist personally for this work to be created?
Technique: How was the work made and does this have further significance to its meaning?
Look up these 1/12/2018 for MONDAY 1/15/18
Look up these 1/22/2018 for Wednesday 1/24/18
Students should find their number given in class to know what their Homework is. For example: #1 is Jacob de Gruy and he will have to tell the class the Form, Function, Content, Context, Technique of #13 & #23 of the required works list.
1.) 13, 23
2.) 14, 24
3.) 15, 25
4.) 17, 26
5.) 18, 27
6.) 19, 28
7.) 20, 29
8.) 21, 30
9.) 22, 31
Below are the first 47 works we will be focusing on:
CONTENT AREA 1: GLOBAL PREHISTORY
30,000–500 B.C.E. (11 WORKS)
CONTENT AREA 2: ANCIENT MEDITERRANEAN
3500 B.C.E.–300 C.E. (36 WORKS)
Vulca. c. 510–500 B.C.E. Original temple of wood, mud brick, or tufa (volcanic rock);
(This is last years info, in case anyone chooses to benefit from it.)
(The link below will lead to AP Art History 250 Required Images Quizlet: This site has flashcards with images, Spelling Practice, Written flashcards that really test your knowledge, Tests, Matching games, and an “asteroids” game: A GREAT TOOL)
(The link below leads to the AP Art History Development Committee: knowing about these educators, who wrote the exam, may lead to knowing what sections of history might be focused on.)
(The link below leads to an excerpt from the book “AP Art History Exam Secrets Study Guide” it shows a brief overview of ANCIENT Through ROMAN ART and is worth a look if you need more study on the earlier subject matter.)
AP Art History:
END OVERVIEW OF REQUIRED COURSE CONTENT!!!
What happens now:
From now leading up to the exam class time will be spent on practice exam questions, including, both 15 min and 30 min written response sections and multiple choice.
Now that all required course content has been reviewed in class, students will be responsible for being able to fully identify each art work (Title, origin, date, creator’s name, form, function, content, context)
I suggest you spend time reviewing your notes/flashcards every day to remain familiar with the course content. Prioritize: Works/artist’s that begin a new art movement, that change in meaning over time, that other artist’s have taken inspiration from, that show cultural integration, have deep historical value, or that have obvious comparisons to each other. (One way to study would be to group works of art into these categories in chronological order and spend the most time with them~leaving the less critical works lower in your deck of flashcards/notes)
NOTE: All written responses that are turned in for a grade will be graded using the College Board rubric to give an accurate representation of what needs to be worked on to improve exam taking skills.