Lloyd Cornwell

Even before Newsweek published the six classes all students should take to be a well-rounded student, I believed that art history should be a required course for ALL students to take to have a well-rounded education and to expose them to all aspects of history and their world. I have been teaching AP Art History for the past 26 years and it is one of the most popular AP courses on my campus, currently having two full sections of students.  My class mostly is made up of freshmen and opening the class to 9th graders has been a rewarding change and allowing more students to take the challenges of AP.  I also teach a full section of AP Studio Art.    The AP Art History course has been used in the last 19 years in the WASC Accreditation process as a successful AP course that has shown a consistent growth in students taking the course and the course has the highest pass ratio of all of the AP courses on campus, sporting a pass ratio from year to year of 80% and higher, with most students receiving the higher scores of 4 and 5 on this test.  Being a reader for the exam has helped me develop the strategies necessary to teach the students what it takes to pass the exam and to analyze art at the college level.

I have been a reader since 2005 and over the years I have been a Table Leader and Question Leader.  Over the past 18 years as a reader has helped me learn the curriculum, create projects and assignments that will allow students to develop the skills necessary to address any and all types of analytical essays that will be given to them during the exam.  Students learn how to write effectively and learn the methods to convey their thoughts in an organized manner.  This helps the students write the two long essays and my students score well above the National average on the essay portions of the exam.

Continuing to develop my skills, I have participated in multiple weeklong AP Workshops and multitudes of one-day workshops about AP Art History.  I participate in these to learn new methodologies of teaching, and to gain new assignment ideas to bring back to the classroom.  In addition, I go to meet new teachers and to network with other teachers from around the state and the country.  I also participated in a weeklong institution with the National Gallery in 2009 on 17th c. Dutch Baroque.  I worked on technology-based projects and curriculum on this era in art history.  This was in intense, in-depth institute on the art from this region.

I have also taken students to Europe during our schools two-week March break.  I have taken students on art historical based trips since 1996, and I have visited with students in the following countries: Italy, England, France, Austria, Scotland, Germany, Holland, Spain, Monaco, Switzerland, Greece, Turkey, and Portugal.  I have visited all of the major museums in these countries and when possible, I have brought back information, books, curriculum, and ideas from these regions to improve my teaching and to give my students the best experience in class.
AP ART HISTORY Summer 2023
This institute will address issues related to beginning, teaching, and maintaining a successful AP* Art History course.  In our time together, we will embrace art historical methodology as well as explore strategies designed to allow for student involvement and learning.  This week-long session is designed to meet the needs of both New AP Art History teachers as well as Experienced AP Art History teachers.  
We will spend our time exploring the changes to the curriculum framework and exam structure, the course content, and aligning the curriculum with the format of the AP Exam.  Throughout the week, I will share strategies and model some of my practices for teaching AP Art History, helping students become independent thinkers and learners, and flipping the classroom to create a student-centered learning environment.  We will look at the alignment between the course learning objectives and assessing student 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, Function, Content, Context.  Our work together will culminate in your presentations of works from the curriculum on Friday.
View "Getting Started For Teachers New to AP" prior to Day 1- this link will be sent out via email once I have rosters

DAY 1 (8 hours)
I.  Getting Started Module (8:00am-10:30am)
A. Watch short Introduction video in the AP Art History course and exam
B.  Diversity, Inclusion, Equity, and Access in  AP Courses (We will discuss these materials in our synchronous session)
C. Watch video AP Exam Overview power point
D. Watch short overview video on the Course Exam and Description (CED):
     AP Art History Course and Exam Description (CED) Overview:
E. Explore the Course Exam and Description (CED) on your own (AP Art History  Course Exam and Description (CED) Document) and complete the Scavenger Hunt Assignment (CED Scavenger Hunt word document)
II.  Introductions and Overview of AP Art History Course
A. Introductions
B. Diversity, Inclusion, Equity, and Access in AP Courses
C. Understanding the CED- Required Course Content, Topics, and Skills
a. Ten Units of Content
     1.  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.   Enduring Understandings
ii.  Learning Objectives
iii. Essential Knowledge Statements
IV. Overview of the Exam 
V. The Art Historical Skills
A. Skill 1 Visual Analysis
B. Skill 2 Contextual Analysis
C. Skill 3 Comparison of Works of Art
D. Skill 4 Artistic Traditions
Homework: Review 1) material covered today; 2) 2015 Practice Exam and Notes and 2020 Practice Exam and Notes, and 3) Free Response Questions 3, 4, and 6 from the 2019 AP Exam 
Day 2 (8 hours)
I. Art Historical Skills 5, 6, 7, and 8
A. Skill 5 Visual Analysis of Unknown Works
B. Skill 6 Attribution of Unknown Works
C. Skill 7 Art Historical Interpretations
D. Skill 8 Argumentation
III.Teaching Form, Function, Content, and Context 
A. Defining the Terms for Ourselves and for Our Students
B. Graphic Organizers for the 250
IV. Overview of Ap Classroom Resources, Part 1 
Homework: FRQ 2 Homework Activity
Day 3 (8 hours)
I. Overview of AP Classroom Resources, Part II
A. Watch YouTube Video Personal Progress Check and Progress Dashboard for History and the Arts:
B. Watch YouTube Video AP Question Bank for History and the Arts:
C. Watch YouTube Video Topic Questions for History and the Arts:
D.Watch YouTube Video AP Daily for History and the Arts:
III.Creating Your AP Classroom, Part I
A. Review FRQ 2 Homework Activity
B. Completing the AP Course Audit
C. Teaching the Course Content
D. Skills, Assessment, and AP Classroom
E.  Building Your Team
Day 4 (8 hours)
I. Resources- Khan Academy, Smart History, Google Art History, Google, and more…
A. Video Project- Unit 10 and BET
B. 402. Student Research Project Examples
II. Pacing and Flipping the classroom
A. Watch History and the Arts AP Teachers Talk About Pacing and Resources
B. Watch AP Pacing Guides for Flipped Classrooms:
C. Print out Pacing Calendar Template and locate your school calendar
III. Building Your AP Course, Part II
A. Course Pacing
V. Work on Pacing Calendar and Develop a Unit
VI.The Exam and After
A. Preparing for the Exam
B. Other review strategies?
VII. What Happens after the Exam?
VIII.Wrapping Up 
A. Questions?
B. Complete Participant Survey
C. Review materials from the week and contact Lloyd with any questions