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 25 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 18 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 student 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 student 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 17 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 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 the 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 student 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, 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 2022
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)
1.  Watch video  Ted Talk by Chimamanda Adichie "The Danger of a  Single Story"
2.  Watch video Dr. Ernest Morrell On Culturally Responsive Learning
 3.. Read article The AP Lever for Boosting Access
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 (Synchronous Module (10:30-12:00)
A.  Introductions
B.  Diversity, Inclusion, Equity, and Access in AP Courses
1.  Discuss The Danger of a Single Story, Ernest Morrell On Culturally Responsive Learning, and The AP Lever for Boosting Access
2.   Discuss Equity and Access in your district/ school/ classroom as a group.
B.  Understanding the CED- Required Course Content, Topics, and Skills[AN4] 
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.       A.  Overview of the Exam
1.  General Format
2.  Aligning Art Historical Thinking Skills with Exam Questions
V.         The Art Historical Skills
            A.  Skill 1 Visual Analysis
                        1.  What are the different parts of visual analysis?
                        2.  What do students have to do?
            B.  Skill 2 Contextual Analysis
                        1.  What is context and why does it matter?
                        2.   What do students have to do?
            C.  Skill 3 Comparison of Works of Art
                        1.  How do you construct a correct comparison?
                        2.   What do students have to do?
            D.  Skill 4 Artistic Traditions
                        1.  What are some artistic traditions?
                        2.  How and why do works of art demonstrate continuity and change in  artistic traditions?
                        3.  What do students have to do?
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
                        1.         Review Visual Analysis skills
                        2.         What do students have to do?
            B.  Skill 6 Attribution of Unknown Works
                        1.         What is an attribution?
                        2.         What do students have to do?
                        3.         Sample Attribution Questions
            C.  Skill 7 Art Historical Interpretations
                        1.         How do you determine which scholarly interpretations are relevant?
                        2.         What do students have to do?
            D.  Skill 8 Argumentation
                        1.         How do students articulate a defensible claim?
                        2.         How do students use evidence to support a claim?
                        3.         How do students modify a claim to make a more complex argument?
                        4.         What are the challenges/ pitfalls of teaching Skill 8?
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 I
            A.         Watch YouTube Video:
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
II.         LUNCH
III.       Creating Your AP Classroom, Part I
A. Review FRQ 2 Homework Activity
B.  Completing the AP Course Audit
1.  What is the Course Audit?
2.  When Do I Need to Submit the Audit Form?
3.  Writing the Audit Syllabus
4.  Syllabus Review Activity
C.  Teaching the Course Content
1.  The CED for Images and Identifying Information
2.   Selecting a College-Level Textbook
3.   Incorporating Primary Sources
4.   Notetaking and Vocabulary Strategies
 a.  Complete Notetaking and Textbook Review Activities.       
D.  Skills, Assessment, and AP Classroom
1.   Review using AP Classroom to assess art historical skills
2.   Take questions about AP Classroom and YouTube video content
3.   How do other teachers use AP Classroom?
4.   Instructional Planning Reports
E.   Building Your Team
1.   Recruiting Students
2.   Creating a Brand
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
1.  How Will You Cover All 250?
2.  Do All Images Get the Same Coverage?
3.  Chronological Order
V.  Work on Pacing Calendar and Develop a Unit
VI.  The Exam and After
            A.  Preparing for the Exam
                        1.   How Much Time Do You Allot for Review?
                        2.   Using Art Historical Skills in Exam Prep
                                    a.  Thematic Preparation
                                    b.  Cross-Cultural Preparation
            C.  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 Alison with any questions