AP Seminars

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Mountain View, CA 94040

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Questions?: Contact Duane Hinders at 650-964-3082 or at apseminars@comcast.net.

AP* Art History

AP Seminars Silicon Valley Summer Institute 2016

Agenda for Pedagogy, Content, and Organization in a flexible presentation

1. Introductions:

• Who are we and what do we hope to gain from this week?

• Reflections on the new course: What just hit me?

2. AP Courses: rigor, empowerment, and future success for our students—

• Equity and Access,

• Promoting your course

3. Assignment for Day 4: Deepening understanding of the Indigenous Americas

4. Overviews: The Curriculum Framework & the class

• Depth vs. Breadth—facilitating skills and deep understanding

•Big Ideas & Essential questions
•Learning Objectives—what students do

•3 kinds of analysis—Formal, Contextual, Comparative

•The Image Set:

• Essential Knowledge and Enduring Understanding

• The content areas & percentages

• Using works outside the list

5. Nuts and Bolts—How do I start the year?

6. The AP test:

• The AP Art History Reading

• What did students bomb?

• Goodbye to the legacy Test

• The test: MCQ’s, FRQ’s, long essays

• APAH Practice Exam & sample questions

• Analyzing and writing new MCQ’s

• Analyzing and writing new FRQ’s

7. Structuring the class: Strategies for success

• Connecting works with Themes

• Vocabulary, Note-taking, & Organizers

• Reading assignments, Flipping the classroom

• Unit Tests—MCQ, essay, identification

• Developing Writing skills

• Student Research—Teach methodology!

• Preparing students for the Exam:

• Review, Themes/works, essay topics, and Timelines

8. Powerful Teaching: Engaging Students with Exciting Pedagogy

• Designing & Projecting Powerful Presentations: PPT

• How to ask good questions—practice with a work you know.

• Making Art History fun: Projects to engage student interest.

• Best Practices

• Work on individual Presentations

9. Syllabus Design, Sample Syllabi & Pacing Guides

• Syllabus Design & approval

• Planning a daily scheme of work

• Pacing the Year: 3 guides

10. Resources for teachers and students

• Advances through AP* & Online Community

• College Board Materials

• Using Technology

• Bibliography & websites

• Video/DVD/You Tube

•The Art Store Data base

11. Choosing a text: What makes one text better than another?

--content, context, media and techniques

• Gardner’s Art Through The Ages

• Marilyn Stokstad’s Art (online)

• Gateways to Art

• Exploring Art: A Global Perspective

• Laurie Schneider Adams: Art Across Time

1 2. Making Museum Visits Valuable: Successful Visits & Prompts

13. Post AP* test: Ideas for fun and learning

14. Final Day Presentations

15: Summing up, Evaluations and Goodbyes

Description of AP English Language Workshop

This workshop is designed for AP English Language and Composition teachers and will focus on methods for teaching synthesis, argument, and analysis of texts and visuals. Participants will work individually and in groups with AP multiple choice questions, free response essays, rhetorical analysis and non-fiction texts. From the session, participants will be able to create or enhance an AP Language Syllabus. We will also discuss the relationship of our AP* course to AP English Literature. A major focus will the new College Board resources and recent changes to the AP English Language and Composition Exam.

Technology

If you have a computer or tablet, please bring it. Although having technology access in the classroom is not required, past participants have stated that it is helpful. You will have access to a computer lab, and our class will have one session in the lab for exploring electronic resources on a provided flash drive.

Please read and bring The Lost City of the Monkey God and two editorials by your favorite journalist.

Proposed Syllabus

DAY 1

• Goals of Workshop, Introduction of Participants

• Course and Exam Description Binder

Binder Components:

The Course Skills chart

The Course at a Glance page

A Unit at a Glance page

A walk through of the first unit

The “Teaching the Course Skills” section of the “Instructional Approaches” tab

The Exam information

• College Board Equity Policy

• Overview of AP English Language and Composition Exam

Past five prompts

• Changes to AP English Language and Composition Exam for 2019

• New Instructional Resources (Opening August 1)

• Strategies for Developing Critical Thinkers

• Multiple-Choice Strategies, Group Analysis of Question Types

• Close Reading Strategies

• Introduction to Analysis/Analysis Menu

• Say/Does Analysis

• Holistic Scoring, 2018 Question 2, Rhetorical Analysis

• UBD Lesson Planning (Model: “Tomatoland”)

(Complete Lesson Development in evening)

Day 2

• Sharing of Lesson Plans

• Discussion of Writing Assignments (Creative, On Demand, Analysis, Research)

• Composition Tips, Diagnostic Portfolio, New College Board Scoring Guide and AP composition expectations

• New Six-Point Rubric

• Lego Activity

• Complete Discussion of 2018 Question 2, Rhetorical Analysis

• Strategies for Teaching Satire/Horatian or Juvenalian

• Group Work: Analyze Rhetorical Devices in a JFK Speech

• Lab Assignment: Enhance Classroom Instruction (Selecting Lessons/Resources for Your Classroom

Day 3

• Sharing of Lab Assignment

• Holistic Scoring, 2018 Question 3, Argument

• Strategies for Teaching Argumentation (Sharing of Editorials)

• Research Strategies

• Personal Progress Checks (New Resource)

• Discussion of The Lost City of the Monkey God and The Library Book

• Discussion of Handling the Paper Load

• Fall Registration Overview

Day 4

• 2018 Question 1, Synthesis Holistic Scoring

• Strategies for Teaching Synthesis

• Visual Rhetoric Resources and Strategies

• Work on Creating a New Lesson or Revising Syllabus

• Reflections and Seminar Evaluation

ART HISTORY

John Gunnin

johngunnin@gmail.com

John Gunnin has taught AP* Art History and AP* Studio Art at Corona del Mar High School in Newport Beach, California for 20 years. He has served as the co-chair of the AP* Art History Development Committee for the College Board. He has also been a question leader for the AP* Art History exam reading. In addition, he has served on the College Board* Curriculum Revision Committee and is one of the authors of the first AP* Art History Curriculum Framework published in 2015. He was named the Orange County Arts Educator of the Year for 2007 and the Corona del Mar High School Teacher of the Year for 2009 and 2016.

Online Advanced Placement Summer Institute (draft)
AP ART HISTORY
Summer 2020

DAY 1 (6 hours)

I. Getting Started (Asynchronous Module (30 minutes)

A. Discussion Board: Introduce yourself and share what you hope to gain from the APSI.
B. Short video on the College Board Policy on Equity and Access
C. Short video providing a brief history of AP Art History course and exam

II. Overview of AP Art History Course (Synchronous Module 2.5 Hours)

A. Understanding Required Course Content, Topics, and Skills

a. Ten Units of Content

i. Organized Geographically

ii. Organized Chronologically by Region
iii. Aligned with Art Historical Thinking Skills and Required Works of Art

b. Framework for Each Unit

i. Essential Knowledge & Learning Objectives
ii. Art Historical Thinking skills (8)
iii. Essential Knowledge Statements

c. Instructional Approaches and Activities- Take a look a shared resources in Google Drive

B. Overview of the Exam (Asynchronous Module 1.5 hours)

1. General Format & Practice Exam
2. Aligning Art Historical Thinking Skills with Exam Questions
3. Examining sample questions

III. Teaching Form, Function, Content, and Context (Asynchronous Module 1 hour)

A. Defining the Terms for Ourselves and for Our Students
B. Graphic Organizers for the 250

IV. Individual check-ins for end of first day (Synchronous)

Homework: Review material covered today and continue to explore the CED with Scavenger Hunt Assignment (30 minutes)

**I will take questions on anything from the asynchronous modules during the following synchronous meeting session**

Welcome! This institute will focus on starting, teaching, and maintaining a successful AP* Art History course. We will embrace art historical methodology and explore strategies designed to promote student involvement and learning. This 5-day session is designed to meet the needs of both New AP Art History teachers and Experienced AP Art History teachers.

We will explore current changes in the curriculum framework, exam structure, and course content. We will share best practices and ways to create a student-centered learning environment. We will examine the alignment of the course learning objectives and our own assessments of skills and knowledge. In addition, we will address the challenges of teaching global content and the four major components of a work of art: Form, Content, Context, & Function. Our work together will culminate in your presentations of works from the curriculum on the final day.

To meet the goals of the APSI, we will use the online meeting site for our synchronous meetings, which will comprise approximately 40% of our week. Our online day will commence each morning with a synchronous meeting. Attending these synchronous sessions is important since 1) participants will be able to collaborate together as they work with the course curriculum and skills in order to plan their courses, and 2) I will be available to answer real-time questions. The remaining 60% of the time will consist of asynchronous learning experiences that involve participant activities, projects, and interactions using a Learning Management System such as Blackboard, Canvas, Microsoft Teams or Google Classroom.

Day 2 (6 hours)

I. Review homework and take questions (Synchronous Module 30 minutes)

II. Art Historical Skills 1 and 2 (Synchronous Module 2 hours)

A. Skill 1 Visual Analysis

1. What are the different parts of visual analysis?

2. What do students have to do?

3. Practice Visual Analysis with the image set

B. Skill 2 Contextual Analysis

1. What is context and why does it matter?

2. What do students have to do?

3. Practice Contextual Analysis with the image set

II. Building Your AP Course (Asynchronous Module 3 hours)

A. Short Video to Explain the Course Audit

1. What is the Course Audit?

2. When Do I Need to Submit the Audit Form?

B. Short Video on Choosing a Text

1. How Important is the Textbook?

2. Activity to Examine Samples from Textbook Publishers

C. Review Content on Instructional Strategies and Approaches

1. Short Video on Cultivating College Level Skills in the Classroom

a. Reading

b. Notetaking

c. Building Vocabulary

d. Take a Look at the Sample Instructional Unit

2. Activity on Layering Information to Enhance the Textbook

D. Short Video on Testing

1. How Often and What Format?

2. Using AP Classroom for Assessment

3. Identification Quizzes

4. Practice some AP Exam Multiple Choice Questions

E. Discussion Board: Course Pacing

1. How Will You Cover All 250?

2. Do All Images Get the Same Coverage?

Homework: Get Started on a Pacing Guide for Your Course Using Calendar Template (30 minutes)

**I will take questions on anything from the asynchronous modules during the next synchronous meeting session**

DAY 3 (6 hours)

I. Review homework and take questions (Synchronous Module 30 minutes)

II. Art Historical Skills 3 and 4 (Synchronous Module 2 hours)

A. Skill 3 Comparison of Works of Art

1. How do you construct a correct comparison?

2. What do students have to do?

3. Practice Comparative Analysis with the image set

B. Skill 4 Artistic Traditions

1. How and why do works of art demonstrate continuity and change in artistic traditions?

2. What do students have to do?

3. Practice Assessing the Continuity and Change of artistic traditions with the image set

III. Review Skills 3 and 4 with FRQs (Asynchronous Module 1.5 hours)

IV. Content on Resources for Teachers and Students (Asynchronous Module 45 minutes)

A. What is the AP Art History Community and how do I sign up? (*you will need an AP account to register- I will help you get set up with this if you do not have one)

B. Discussion Board: Online Resources

1. What resources do you use?

2. Khan Academy- What is it? How much should you use it?

V. Project-Based Learning (Asynchronous Module 1 hour 15 minutes)

A. Student Research and Flipping the Classroom

B. Review sample student project assignments and completed projects

C. Research Topics Selected/ Assigned

D. Participants Spend Time Researching Assigned Works and Preparing Presentations for Friday

Assignment Requirements:

1. 10 to 15 Minute Presentation

2. PPT Includes All of the Images Associated with the Work in the CED

3. Write an Original Exam Question for Your Assigned Work

4. Share Your Work Using Blackboard/ Canvas

Homework: Work on Presentations for Friday

**I will take questions on anything from the asynchronous modules during the next synchronous meeting session**

Day 4 (6 hours)

I. Take Questions on Presentation Projects (Synchronous Module 15 minutes)

II. Art Historical Skills 5, 6, and 7 (Synchronous Module 2 hours and 15 minutes)

A. Skill 5 Visual Analysis of Unknown Works

1. Review Visual Analysis skills

2. What do students have to do?

3. Practice Visual Analysis on a, unknown work outside the image set

B. Skill 6 Attribution of Unknown Works

1. What is an attribution?

2. What do students have to do?

3. Practice Attributing an unknown work outside the image set

C. Skill 7 Art Historical Interpretations

1. How do you determine which scholarly interpretations are relevant?

2. What do students have to do?

3. Practice Incorporating Different Perspectives into the analysis of works from the image set

III. Review Skills 5 and 6 with FRQs (Asynchronous Module 45 minutes)

IV. Content on Skill 8- Argumentation (Asynchronous Module 2 hours)

A. How do you articulate a defensible claim?

B. How do you use evidence to support a claim?

C. How do you modify a claim to make a more complex argument?

D. Review Sample FRQ 2 and responses

E. Discussion Board: What are the challenges/ pitfalls of teaching Skill 8?

Homework: Work on Presentations for Friday (45 minutes)

**I will take questions on anything from the asynchronous modules during the next synchronous meeting session**

Day 5 (6 hours)

I. Take Questions on Presentation Projects and get them uploaded to Learning Management System (Synchronous Module 30 minutes)

II. Review Art Historical Skill 8 (Synchronous Module 1.5 hours)

A. Review Skill Components

B. Review FRQ 2 Samples

C. Practice Making and Supporting Claim Statements with AP prompts

III. Class Presentations of Research Projects using Zoom (Synchronous Module 2 hours)

IV. Content on Preparing for the Exam (Asynchronous Module 1 hour)

A. How Much Time Do You Allot for Review?

B. Thematic Preparation

C. Cross-Cultural Preparation

D. Using AP Classroom test bank and old AP Exam prompts

V. Review Content on Post-Exam Activities (Asynchronous Module 1 hour)

VI. Discussion Board: Wrap-Up and Workshop Feedback (Asynchronous Module 30 minutes)