This document provides strategies and resources for integrating art history into K-12 classrooms in an engaging way. It outlines goals of making art history relevant, engaging, and manageable for teachers. Key recommendations include examining artworks in context, looking for themes, being inclusive, and allowing student exploration. Short and long-term project ideas are presented to incorporate art history, such as having students act as travel agents or compose songs about artworks. Resources like SmartHistory and museum websites are also suggested.
I've adapted this from an original presentation that wasn't mine; adding a few more slides. Serves as an excellent introduction to Art History and its methodology.
I've adapted this from an original presentation that wasn't mine; adding a few more slides. Serves as an excellent introduction to Art History and its methodology.
Painting and Arts date back to prehistoric times. Cave Paintings, Rock Carvings, Stone Calligraphy, eventually evolving into using vegetable compounds as color pigments.
Slides for a First Year introduction to aesthetics focusing on the problems of Donald Judd's dictum. The slides relate to my chapter entitled "Art Worlds" in Exploring Visual Culture: Definitions, Concepts, Contexts, edited by Matthew Rampley. Published University of Edinburgh Press, 2005
ARTS 1301 Art Appreciation Class North Lake College .docxssusera34210
ARTS 1301
Art Appreciation Class
North Lake College
Museum Critical Review Assignment and Worksheet
CRITICAL THINKING AND SOCIAL RESPONSIBILITY VALUE RUBRIC
I hope you are inspired by your visit. Please remember to not use a flash with your cameras. Ask
before taking a photo, and no CELL PHONE usage during your visits unless you are participating
in the media challenges at the museums (points program). Remember that all art is precious, so
stay 12 inches away from the art, walls and art cases, please. This assignment is designed to
meet both Communication and Social Responsibility Student Learning Objectives.
There are 2 parts to your Museum Critical Review assignment to be completed
after visiting one or more of the following museums*:
Dallas Museum of Art www.dma.org
Kimbell Art Museum www.kimbellart.org
Modern Art Museum of Fort Worth www.themodern.org
Amon Carter Museum of American Art www.cartermuseum.org
*Not all of the museums will have the diversity of time periods that you will need to complete the
assignment. You may have to visit more than one of the listed museums if you choose to go to one of the
more time or region specific museums. Your instructor may choose to allow only a few of these museums
to meet the assignment assessment.
Part 1. CRITICAL REVIEW of Favorite Artwork-- 75 Points
Don’t forget to find a favorite piece anywhere inside or outside of the museum. Collect the
information to complete the critical review later.
``````````````````````````````````````````````````````````
The purpose of this review is to critically interpret and evaluate a work of art. (ACGM guidelines, 2015).
Based on student attendance a museum exhibition in their community
A critical analysis with personal reflection that demonstrates comprehension of event.
The date, place and time of the event will be cited as a source material
A minimum of 300 words, typed double-paced 12 point font
Measured with objective standards of Creative Thinking VALUE rubric
This critical review should be a minimum of 300 words, typed double-spaced 12-point font. The
assignment will be submitted via eCampus as instructed.
1. Description of art object (100 words) up to 30% of points earned for assignment________
Write the name of the art work being discussed, the artist’s name, the date, time, name of museum,
size, description of the piece or composition, and the location. In the description, create a visual image
with words.
2. Analysis of the art object (100 words) up to 40% of points earned for assignment________
Based on the description provided in the introduction, analyze the artist’s intent or message within the
work of art. Provide notated research (inquiry) to further interpret the background of the artist and the
era in which it was created. The innovation and expression of ideas of the artist should be better
http://www.kimbellart.org/
http://www.themodern..
Painting and Arts date back to prehistoric times. Cave Paintings, Rock Carvings, Stone Calligraphy, eventually evolving into using vegetable compounds as color pigments.
Slides for a First Year introduction to aesthetics focusing on the problems of Donald Judd's dictum. The slides relate to my chapter entitled "Art Worlds" in Exploring Visual Culture: Definitions, Concepts, Contexts, edited by Matthew Rampley. Published University of Edinburgh Press, 2005
ARTS 1301 Art Appreciation Class North Lake College .docxssusera34210
ARTS 1301
Art Appreciation Class
North Lake College
Museum Critical Review Assignment and Worksheet
CRITICAL THINKING AND SOCIAL RESPONSIBILITY VALUE RUBRIC
I hope you are inspired by your visit. Please remember to not use a flash with your cameras. Ask
before taking a photo, and no CELL PHONE usage during your visits unless you are participating
in the media challenges at the museums (points program). Remember that all art is precious, so
stay 12 inches away from the art, walls and art cases, please. This assignment is designed to
meet both Communication and Social Responsibility Student Learning Objectives.
There are 2 parts to your Museum Critical Review assignment to be completed
after visiting one or more of the following museums*:
Dallas Museum of Art www.dma.org
Kimbell Art Museum www.kimbellart.org
Modern Art Museum of Fort Worth www.themodern.org
Amon Carter Museum of American Art www.cartermuseum.org
*Not all of the museums will have the diversity of time periods that you will need to complete the
assignment. You may have to visit more than one of the listed museums if you choose to go to one of the
more time or region specific museums. Your instructor may choose to allow only a few of these museums
to meet the assignment assessment.
Part 1. CRITICAL REVIEW of Favorite Artwork-- 75 Points
Don’t forget to find a favorite piece anywhere inside or outside of the museum. Collect the
information to complete the critical review later.
``````````````````````````````````````````````````````````
The purpose of this review is to critically interpret and evaluate a work of art. (ACGM guidelines, 2015).
Based on student attendance a museum exhibition in their community
A critical analysis with personal reflection that demonstrates comprehension of event.
The date, place and time of the event will be cited as a source material
A minimum of 300 words, typed double-paced 12 point font
Measured with objective standards of Creative Thinking VALUE rubric
This critical review should be a minimum of 300 words, typed double-spaced 12-point font. The
assignment will be submitted via eCampus as instructed.
1. Description of art object (100 words) up to 30% of points earned for assignment________
Write the name of the art work being discussed, the artist’s name, the date, time, name of museum,
size, description of the piece or composition, and the location. In the description, create a visual image
with words.
2. Analysis of the art object (100 words) up to 40% of points earned for assignment________
Based on the description provided in the introduction, analyze the artist’s intent or message within the
work of art. Provide notated research (inquiry) to further interpret the background of the artist and the
era in which it was created. The innovation and expression of ideas of the artist should be better
http://www.kimbellart.org/
http://www.themodern..
Learning in Art Museums: Engagement With ArtMaria Mortati
Part of a panel at AERA 2013 on Learning in Art Museum. Other panelists were: Betsy DiSalvo, Georgia Tech, Karen Knutson, UPCLOSE at U. Pittsburgh, and Sarah Schultz, Walker Art Center with Palmyre Pierroux as Discussant.
Art museums and art galleries are two different types of entitie.docxssusera34210
Art museums and art galleries are two different types of entities.
The primary difference is that while one goes to an art museum to view art and learn about art from an educational or cultural experience; one goes to an art gallery to view art, discover new artists, possibly from the perspective of purchasing the art.
Most museums are funded by governments, foundations, and corporate and private donors, and they are operated on a non-for-profit basis. Galleries seek to make profit and gain exposure for themselves and the artists they represent.Art galleries, are usually small businesses or centers that exhibit art for the purposes of promoting and selling art. One would typically visit an art gallery to discover an artist, possibly with an interest in buying the art. Art museums, on the other hand, are larger and are intended for education and cultural experiences. One would typically visit an art museum to view and study its permanent collection or to visit a touring exhibit of works on loan from another museum or institution.
There are 2 parts
to your Museum Critical Review assignment to be completed after visiting one or more of the following museum websites*
:
Dallas Museum of Art
https://dma.org/
Nasher Sculpture Center
https://www.nashersculpturecenter.org/
Meadows Museum of Art
www.meadowsmuseumdallas.org/
Crow Collection
www.crowcollection.org
Kimbell Art Museum
www.kimbellart.org
Modern Art Museum of Fort Worth
www.themodern.org
Amon Carter Museum of American Art
www.cartermuseum.org
Google Arts and Culture Collections
https://artsandculture.google.com/partner
*Not all of the museums will have the diversity of time periods that you will need to complete the assignment. You may have to visit more than one of the listed museum websites if you choose one of the more time or region specific museums.
ARTS 1301 NLC Art Appreciation Museum Critical Review Assignment and Worksheet
I hope you are inspired by your visit to the museum websites.
This assignment is designed to meet both
Communication and Social Responsibility Student Learning Objectives.
There are 2 parts
to your Museum Critical Review assignment to be completed after visiting one or more of the following museum websites*
:
· Dallas Museum of Art
www.dma.org
· Nasher Sculpture Center
www.nashersculpturecenter.org
· Meadows Museum of Art
www.meadowsmuseumdallas.org/
· Crow Collection
www.crowcollection.org
· Kimbell Art Museum
www.kimbellart.org
· Modern Art Museum of Fort Worth
www.themodern.org
· Amon Carter Museum of American Art
www.cartermuseum.org
· Google Arts and Culture Collections
https://artsandculture.google.com/partner
*Not all of the museums will have the diversity of time periods that you will need to complete the assignment. You may have to visit more than one of the listed museum websites if you choose to go to one of the more time or region specific museums. Your instructor may choose to.
For this assignment you are going to look at the art and architectur.docxtemplestewart19
For this assignment you are going to look at the art and architecture created by the people we are studying this semester. Art is not just fun to look at, it tells us something significant about the people that created it. This is a chance for you to look at the objects people created in the past and to use those objects to discover more about history.
Assignment Instructions:
This assignment will require you to use your knowledge of the different civilizations we have discussed and apply them to understanding the art created in the places and times covered by this class. Choose one of the following pieces of art or architecture:
The Cave Paintings at Lascoux
,
KV62, the Tomb of King Tutankamun
,
Doryphorus
,
Emperor Qin's Terracotta Army
Sutton Hoo Burial Site
Augustus of Prima Porta
Temple Statuary from Mesopotamia,
The Book of Kells
The Blue Mosque
The Virgin of the Rocks
T
okugawa Popular Art
Aztec Stone Sculpture
Artifacts from the Mississippian Mound culture
Rock Hewn Churches of Lalibela
You will write a two to three page paper on the art or architecture you chose. Your paper should answer the following:
-What civilization does this art represent?
-What is the title of the piece?
-Who is the artist (if possible)?
-Why did you choose this piece?
-How was the piece created? What is the medium?
-Why was the piece created?
-What does this work tell you about the civilization that created it?
Purpose of the Assignment:
This assignment is designed to give you an interdisciplinary approach to understanding history. People produced much more than written documents throughout history. Humans have long created art, even before they developed into civilizations. Artistic representations reflect the beliefs, customs, norms, mores, and social structures of people, though sometimes it takes time to understand what is being conveyed by a piece of art. By looking closely, we get a visual representation of the people and societies that existed in the past. By studying the visual remnants of the past, it also gives students the opportunity to tap into different learning styles and concepts.
What to Include in Your Submission
Coversheet and bibliography.
Three academic sources not including the textbook and provided website.
Citations for all facts and information from your research, not just the direct quotes.
File name saved as LastNameFirstNameClassNumberAssignmentName.
.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2. Goals
1. To set the foundation for art history integration
2. To introduce meaningful and engaging lesson ideas
3. To provide helpful resources that will compliment your
curriculum
4. To give you the confidence to bring art history into your
classroom
5. To answer questions and promote dialogue about art
history
3. What is the smart way?
• Makes art history relevant for students
• Engages students deep into art history content
• Makes art history instruction manageable for teachers
• Is seamlessly integrated into the visual art curriculum as
an essential component
• PROMOTES EXCITEMENT & ENGAGEMENT!
4. Teaching Art History 101
• Examine artworks in CONTEXT
• Look for THEMES within artworks
• Select art SPECIFICALLY for each course
• Be INCLUSIVE not exclusive
• Explore CONNECTIONS that arise
• Select artwork that RELEVANT & MEANINGFUL to
students
• Allow opportunities for individual EXPLORATION
5. Why incorporate art
history?
• Provides a foundation for art study
• Exposes students to a variety of cultures, beliefs, and time
periods
• Provides more opportunities for engagement
• Inspires the way students create art
• They tell us we must!
• Georgia Performance Standards
6. Georgia Performance
Standards- Middle School
VA7CU.1 Discovers how the creative process relates to art history.
a. Identifies and analyzes universal themes, symbols and ideas from diverse past and present cultures and interprets
how factors of time and place (climate, resources, ideas, politics, and technology) influence meaning of artworks.
b. Uses a variety of resources (including technology) to investigate artists and artwork from many cultures and time
periods as a source of inspiration and development of own vision.
c. Recognizes the unique contributions of past and present artists, art periods, and movements (e.g., Asian regions,
African regions).
d. Recognizes the varied reasons for making art throughout history, how history and culture have influenced art, and
how art has shaped culture/history.
e. Synthesizes influences from art history into personal art making.
VA7CU.2 Investigates and discovers personal relationship to community, culture, and world
through creating and studying art.
a. Examines how forms and styles of visual and media arts are found in own community.
b. Articulates ideas and universal themes from diverse cultures of the past and/or present.
c. Recognizes the relationship between personal artistic contributions and one’s relationship to the
world at large.
d. Participates in activities (e.g., discussion, reading writing, art making, art events), that promote
personal engagement in the community and/or study of art history.
7. GPS Breakdown
• Diversity
• Research- technology
• Questions: Why do we make art? How has art shaped
culture/ history? How has culture/ history shaped art?
• Synthesizes learning in artmaking
• Community
• Universal themes
8. Georgia Performance
Standards- High School
VAHSPACU.1 Articulates ideas and universal themes from diverse cultures of
the past and present.
a. Identifies universal themes that appear in paintings throughout time and discusses how
those themes connect to the human condition.
b. Identifies how the issues of time, place, and culture are reflected in selected art works.
c. Compares the ways in which the meaning of a specific work of art has been affected over
time because of changes in interpretation and context.
d. Discusses how understanding the original context of an artwork affects a viewer’s
connection with and interpretation of the artwork.
VAHSPACU.2 Demonstrates an understanding of how art history impacts the
creative process of art making.
a. Develops a repertoire of contemporary and historical art exemplars.
b. Demonstrates an understanding of art history and investigates how it shapes contemporary
life.
c. Creates art work that explores ideas, issues, and events from current and past cultures.
9. GPS Breakdown
• Diversity
• Universal themes
• Context-
• Interpretation and value
• Original vs. current
• Impact on artmaking
10. Getting started
• The Annotated Mona Lisa, The Annotated Arch by Carol
Strickland
• Art History by Marilyn Stokstad
• Gardner’s Art Through the Ages by Fred S. Kleiner
• Discovering Art History by Gerald F. Brommer
• World Views: Topics in Non-Western Art by Laurie
Schneider Adams
12. Project Idea
• Art History Travel Agent
• Choose a location that has art historical relevance. Take on
the role of a travel agent and “sell” your peers a trip to visit
important monuments/artworks in the location. You must
research at least three artworks from your location and
discuss in them detail. Create a video and a brochure
advertising your location and demonstrating your
knowledge on the artwork.
• Note: Works well as a collaborative project towards the end
of the semester so students can synthesize their knowledge.
14. Project Idea
• Art Songs
• Select an artwork that you find meaningful. Research the
context of the artwork and compose a song which
incorporates information from your research. Your song
may be original or to the music of a preexisting song (think
carefully about the connections between the new song and
the original one).
• Extra: Design a CD cover for your new single that
incorporates themes from your artwork but moves beyond
the initial image.
17. Project Idea
• Detailed Examination
• Choose an artwork that you want to learn more about.
Research the artwork looking for symbolic elements (s),
observable formal elements (o), and new information (n).
Paste the artwork on a blank Power Point slide and “point”
out the new information within the artwork. Put all slides
into one Power Point and allow students to present their
artworks to the class. (AP Workshop 2009)
18. Duane Hanson, Supermarket Shopper, 1970.
Polyester resin and fiber glass polychromed in
oil, with clothing, steel cart, and groceries, life
size.
Period: Art of the Later 20th Century
Style: Superrealism
http://graham.ipsd.org
http://www.nrw-museum.de/
Hanson was influenced by Pop
artist George Segal and German
artist George Grygo who
introduced Hanson to polyester
resin and fiberglass (N).
Humans let themselves go
which is signified in the blank
stare and skin blemishes (S).
A shopping housewife is a
repeated theme in Hanson’s
work. The Supermarket Shopper
was the first of the series (N).
Hanson’s subjects were from his
neighborhood. He focused on
average Americans like shoppers,
readers, and flea market vendors
(N).
Hanson’s main focus was
capturing true reality through
boredom and loneliness (N).
The main figure is a woman
whose skin is covered with
unhealthy spots. She is smoking
while blankly starring off and
pushing a shopping cart (O).
Hanson used real models and
liquid silicone rubber to mold the
sculptures (N).
The Supermarket Shopper
makes fun of consumerism
because the large housewife is
pushing a cart filled to the top
with every imaginable item (S).
Advertisements on the packaging
are written in loud obtrusive
colors (O).
The pink shirt, blue skirt, and
yellow necklace echoes popular
fashion. However, the terry-cloth
slippers, curlers, and the head
scarf symbolizes how the whole
palette of the world of
merchandise is applied to the
average person (S).
The family size packages, pre-
cooked food, and the cart
represent an affluent society (S).
The shopper looks too casual with
her shoes that do not fit, runs in her
hoses, and a cigarette butt in the
corner of her mouth (O).
19. Project Idea
• Group Curatorial Challenge
• Students are charged with an authentic problem in which they are
asked to curate a show around a theme that has personal
significance to students and the school community (i.e. Personal
Identity). Research and select five artworks that you will include
in your exhibition. Create appropriate signage for each artwork
that reveals essential information about the artwork and relates it
to your theme. Display the artworks and signage and act as
docents to present your final exhibition to the class. (inspired by
Costantino, Problem Based Learning)
• Extra: Design a poster for your exhibit that is visually interesting,
reflects the overall theme, and advertises your show.
• Variation: Create an virtual museum using Power Point, web
design, or prezi.com
21. Project Idea
• Studio Inspiration
• Each student will select an artist that they want to research.
Allow time in the media center for students to find out more
about their artist and examine their art. Next, students are
charged with creating a work of art that explores the style of
the artist without actually copying their work. They must
create a new composition that captures the “essence” of the
artist’s style.
• During the critique of the artwork, students must articulate
their new knowledge of the artist based on their research as
well as what they perceive to be the qualities that are most
important within the artist’s work.
• Note: This can be applied to a variety of studio areas.
24. Project Idea
• Interactive Timeline
• Students will each draw the name of a work of art based on
the time period or theme of the unit. Each student will have
a few minutes to research the artwork using available
resources. They must find three facts about the artwork, the
medium and the date and then place their information on a
timeline template created by the teacher. Lastly, students
will briefly present their findings to the class.
• The timeline will be displayed throughout the unit as a
visual display of the art history chronology and should be
referred to and elaborated on by the instructor as necessary.
26. Project Idea
• Art and Law
• Art has always been a source of controversy. Select one
court case involving art that relates to the lesson you are
currently teaching. Assign half of the class to develop an
argument for one side while the other class argues in
opposition. Give students adequate resources and time in
which prepare before allowing them to present each side to
the class. Initiate a class discussion about the court case and
pose questions to the class to encourage deeper thinking and
engagement.
• Artists: Paolo Veronese, Constantin Brancusi, Andy
Warhol, Jeff Koons, Sherrie Levine
27. Project Idea
• Visual Journal
• Exposing students to new artists does not solely rest on the
shoulders of the teacher. Assign students to find one new
artist each week within your studio area to reflect on in their
visual journal. Ask them to print or draw a picture of one of
the artist’s artworks and then respond visually and verbally
to the new artist.
• Note: Give students ideas about reputable internet resources
and show students where they can locate books about artists
in the school’s media center.
• Variation: Artist of the Week
28.
29. Project Ideas
• Art in the News
• Assign students one week during the year that they are responsible
for finding a news article about the visual arts. Ask the student to
briefly present the article to the class and allow for discussion. Start
a bulletin board on which the articles can be posted so students can
learn that art is not just history, but is living and breathing in the
present.
• Art Scavenger Hunt
• If you can’t go to the museum, bring the museum to you! Display
numerous poster reproductions in your classroom that span time
periods and represent a diverse selection of artists. Create a
scavenger hunt that allows students to search for specific aspects of
artworks that will test their knowledge on art history vocabulary (i.e.
an expressionist painter, a non-objective sculpture). Have students
share their discoveries and discuss the validity of answers.
31. Use the Experts
• http://smarthistory.org/
• Podcasts that contain information about specific artworks from
historians that travel through the collection at the MoMA and the
Met.
• http://www.metmuseum.org/toah/
• Timelines and thematic essays written by experts in their field.
• http://www.louvre.fr/llv/commun/home.jsp?bmLocale=en
• Look under Eye-Openers for resources to accompany your
curriculum.
38. Conclusion
• INTEGRATE: Art history should be an integral part of
the curriculum, not an add-on
• EXCITE: Students respond best to enthusiastic and
passionate art history instruction
• LEARN: Talk to other visual arts teachers about project
ideas and resources
• REFLECT: What do your students respond to? What is
working or not working? Think about ways to modify
your curriculum to make art history engaging.