This document outlines the course structure and objectives of an art history survey course covering Western art from prehistoric times through the Gothic period. It dispels common myths that the course is an easy appreciation class and emphasizes that art history requires rigorous study of over 50,000 years of culture and history through objects. The course surveys art and architecture from prehistoric, ancient Near Eastern, Egyptian, Aegean, Greco-Roman, Early Christian, Islamic, Romanesque, and Gothic periods.
The classics is a wide-ranging discipline that encompasses several different ancient civilizations and incorporates everything from art to religion to culture. But there’s so much to be gained in having a profound understanding and knowledge of ancient art, especially with the abundance of ancient art, artifacts, and objects that define the era for the modern world. Here are some compelling reasons to keep embarking on the wild adventure that is ancient art.
The classics is a wide-ranging discipline that encompasses several different ancient civilizations and incorporates everything from art to religion to culture. But there’s so much to be gained in having a profound understanding and knowledge of ancient art, especially with the abundance of ancient art, artifacts, and objects that define the era for the modern world. Here are some compelling reasons to keep embarking on the wild adventure that is ancient art.
Young children are capable of observing, making inferences and justifying deductions. Yet these skills are rarely made use of in the History class. Children are given information regarding the sources of history without being encouraged to learn through discovery. Some natural questions that children can ask while looking at sources are “How was it made”? “How was it used?”, “How old is it?” etc. These questions lead to deeper questions like “What do we know for certain?”, “What reasonable guesses can we make, based on what evidence?” While using available sources to construct their own accounts of the past, children also learn that accounts may differ because evidence is incomplete. Through this presentation, an attempt has been made to introduce the process of historical enquiry in children, encouraging them to examine sources, question inferences and assumptions, construct their own history and above all, trigger curiosity.
The sami art festival as temporary position skf 2011ThomasLohneKintel
Article by Thomas Kintel, published in "Hotel Polar Capital", a publication by Sami Art Festival 2011.
"Hotel Polar Capital: accounts from the Sámi Art Festival 2008-2011 : including texts or artistic works"
ISBN 978-82-998333-4-9
http://www.ieslasmusas.org/geohistoria/
Presentaciones utilizadas como soporte visual para las clases de Historia del Arte en el IES Las Musas de Madrid
Young children are capable of observing, making inferences and justifying deductions. Yet these skills are rarely made use of in the History class. Children are given information regarding the sources of history without being encouraged to learn through discovery. Some natural questions that children can ask while looking at sources are “How was it made”? “How was it used?”, “How old is it?” etc. These questions lead to deeper questions like “What do we know for certain?”, “What reasonable guesses can we make, based on what evidence?” While using available sources to construct their own accounts of the past, children also learn that accounts may differ because evidence is incomplete. Through this presentation, an attempt has been made to introduce the process of historical enquiry in children, encouraging them to examine sources, question inferences and assumptions, construct their own history and above all, trigger curiosity.
The sami art festival as temporary position skf 2011ThomasLohneKintel
Article by Thomas Kintel, published in "Hotel Polar Capital", a publication by Sami Art Festival 2011.
"Hotel Polar Capital: accounts from the Sámi Art Festival 2008-2011 : including texts or artistic works"
ISBN 978-82-998333-4-9
http://www.ieslasmusas.org/geohistoria/
Presentaciones utilizadas como soporte visual para las clases de Historia del Arte en el IES Las Musas de Madrid
Tema introductorio a la Historia del Arte de 2º de Bachillerato, donde se recogen términos fundamentales sobre la Historia del Arte, así como modelos de comentarios para arquitectura, pintura y escultura, con ejemplos.
1. Art History 101:
Survey of Western Art I
ARTS 101
THE SURVEY OF WESTERN ART
FROM THE PREHISTORIC PERIOD
THROUGH THE GOTHIC AGE OF
CATHEDRALS
2. Things I hear at the end of a semester…
“I had no idea this class would be so difficult. I thought
this was an ART class.”
“The course is way too fast and there is too much
information.”
“…but this is COMMUNITY COLLEGE. This class should
not have been so hard.”
“I took the class because I like art, but I have learned so
much about CULTURE and HISTORY.”
3. Art History 101:
Survey of Western Art I
PREHISTORY
NEAR EASTERN ART
EGYPTIAN ART
AEGEAN AND ETRUSCAN ART
GRECO-ROMAN ART
EARLY CHRISTIAN AND BYZANTINE ART
EARLY MEDIEVAL ART
MESOAMERICAN ART
ISLAMIC ART
ROMANESQUE AND GOTHIC ART
=
@ 50,000 YEARS OF HISTORY IN 16 WEEKS
8. IN SUMMARY
Art History is NOT… Rather it IS…
An Art Appreciation class A study of objects in their
contexts in order to
understand the worldview,
An “Easy A” the culture, the history of a
particular period, region,
artist, and/or patron
Dependent on
Chronological Order An arduous survey of
objects, religious views,
iconography, political
Only for art/creative agendas, and scientific
students discoveries
9. Art History 101:
Survey of Western Art I
ARTS 101
THE SURVEY OF WESTERN ART
FROM THE PREHISTORIC PERIOD
THROUGH THE GOTHIC AGE OF
CATHEDRALS
Editor's Notes
Thank you for watching this presentation on what Art History 102 is and is not as a course.
Thank you for watching this presentation on what Art History 102 is and is not as a course.
