AP Seminars

A. Payment by check

Checks should be made payable to AP Seminars Silicon Valley

2625 Swanson Way

Mountain View, CA 94040

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C. Payment by PayPal

Use the PayPal button below. Since the PayPal submission will have the district identifying information on it, please follow up your payment by notifying AP Seminars of the teacher for whom the payment is being made. The easiest way to do this is by email to apseminars@comcast.net

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

Palo Alto High School

50 Embarcadero Rd.

Palo Alto, CA 94301

ART HISTORY

Lloyd Cornwell

lloydcornwell@gmail.com

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" https://www.youtube.com/watch?v=76MRN96f8EU 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:

https://secure-media.collegeboard.org/ap/modules/overview/art-history/index.html)

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

III. LUNCH

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

II. LUNCH
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

A. Watch YouTube Video: https://www.youtube.com/watch?v=3APN9xHmLkA

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: https://www.youtube.com/watch?v=mXwvs9vPugE
B. Watch YouTube Video AP Question Bank for History and the Arts: https://www.youtube.com/watch?v=Tdkf9iy51bk
C. Watch YouTube Video Topic Questions for History and the Arts: https://www.youtube.com/watch?v=fqjlmAtsKxM
D.Watch YouTube Video AP Daily for History and the Arts: https://www.youtube.com/watch?v=Clk11eYs7R4

II. LUNCH
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

https://www.youtube.com/watch?v=Hlj7wKRBvEw

B. Watch AP Pacing Guides for Flipped Classrooms: https://www.youtube.com/watch?v=t8aIx9lGaJQ
C. Print out Pacing Calendar Template and locate your school calendar

III. Building Your AP Course, Part II

A. Course Pacing

IV. LUNCH
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