Parents and Students of AP Art History Class

 Field Trip Options!!!!

We are going to take an AP Art History field trip this fall and we have a limited number of choices. I would like your opinion and reasoning for choosing one of the two possibilities. 

1. The High Museum in Atlanta, GA

2. The Carlos Museum (At Emery College in Atlanta, GA)

Investigate each museum and start discussions on what you are in favor of doing and why. Open discussion post. 

Web 2.0 Lesson Plan-Ponder

1. Title- 19^th to 20^th Century African works

2. Subject Area: AP Art History

3. Grade Level: 11-12 grade


4. Description of your target learners (e.g., learner characteristics): The class is composed of five students. 3 girls, 2 boys. Two are gifted. All students are Caucasian. This is a small group of students who are very motivated, they took this course to achieve college credit by passing a advanced placement test in May. Although they are motivated, they are also very busy with other classes and activities that take them away from class to hear or participate in class discussion on the topic. This lesson should be one that would help them if they missed the class and also give those that are in class an opportunity to interact with the teacher on certain pieces. 

5. Prerequisite Knowledge: Of the five students in this class, four have their own lap tops, but all have access to technology via the 1:1 Chromebooks we have provided students and the teacher has a Chromebook tower set of 8 computers. All students are very familiar with all aspects of technology. Students are familiar of the components of artwork: Form, Function, Content, Context, Theme, and Movement of each of the 250 pieces.


6. Learning Objectives: Students will be able to identify and explain the historical significance of the Golden Stool , Wall plate for Ob’as palace, Ndop , Female (Pwo) mask, Portrait mask (Mblo), Bundu mask, Ikenga (shrine figure), Aka elephant mask , Reliquary figure (byeri), Veranda post of enthroned king and senior wife, and Old Man’s Cloth.


7. Curriculum and Technology Standards: College Board, AP Art History Content Area 6- Africa 1100-1980 B.C.E 

8. Learning Activities (e.g., length of the lesson, concepts covered, learning procedure…) Students will access Google Classroom and view a VoiceThread PowerPoint lecture that will introduce the new pieces of African Art. The students will be able to comment and place comparison pieces to extend their previous learning to the newly acquired material.  

9. The Web 2.0 tool chosen to deliver the lesson (e.g., technology Integration): Students will access the Web 5.0 tool of VoiceThread via Google Classroom.

10. Assessment(s) used to measure learning outcomes through the lesson: Students will be given time to complete the Voice Thread. The tutorial option is that the student may repeat the VoiceThread and edit any of their own comments prior to the submission time. The teacher will moderate and score comments and input made by individual students for their participation in the Voice Thread PowerPoint will be assessed. Each student will have to choose a comparison piece (from the 250 pieces we have covered) and state the reasons why this piece has similarities to the pieces in the African 19^th-20^th century pieces. When all submissions are submitted there will be a summative collaboration time to meet again in real time and discuss each comparison piece.

DAY ONE:
We have been studying different periods of Art History. We are now going to look at some of the required pieces of African Art that are part of our AP class.
You will be watching a VoiceThread project that will give you opportunity to make comparisons to the pieces eleven pieces we are about to study. So as you go through this voice thread, place a picture of the piece you think has comparative elements, label it with its correct name and the number it is identified with. When comparing the pieces, remember that you should have three reasoning (ex. texture, form, theme, content, purpose etc) from the African pieces and three from the selected comparison piece. Below I have a link to the Rubric that will be used to measure your accuracy for these pieces. Link here:  COMPARISON RUBRIC

DAY TWO:
This is the voice-thread power point that you will use to put in your comments and add your visuals with comparisons. Please scroll through each slide and listen, then use the advance button to play the next slide. Link here: VOICETHREAD

DAY FIVE:
When you have completed adding your comparison piece and reasoning to the Voice Thread. You will have two days to study the  pieces and then take the visual assessment on all the African 19th to 20th century pieces. This will be completed in class.