AP Art History Course and Exam Description

267 Pages·2015·45.41 MB·English

by  The College Board

INCLUDES
Course framework
Instructional
section
Sample exam
questions
AP® Art History
COURSE AND EXAM DESCRIPTION
Effective
Fall 2020
AP® Art History
COURSE AND EXAM DESCRIPTION
Effective
Fall 2020
AP COURSE AND EXAM DESCRIPTIONS ARE UPDATED PERIODICALLY
Please visit AP Central (apcentral.collegeboard.org) to determine whether a
more recent course and exam description is available.
About College Board
College Board is a mission-driven not-for-profit organization that connects
students to college success and opportunity. Founded in 1900, College Board was
created to expand access to higher education. Today, the membership association
is made up of over 6,000 of the world’s leading educational institutions and is
dedicated to promoting excellence and equity in education. Each year, College
Board helps more than seven million students prepare for a successful transition to
college through programs and services in college readiness and college success—
including the SAT® and the Advanced Placement® Program. The organization also
serves the education community through research and advocacy on behalf of
students, educators, and schools.
For further information, visit collegeboard.org.
AP Equity and Access Policy
College Board strongly encourages educators to make equitable access a guiding
principle for their AP programs by giving all willing and academically prepared
students the opportunity to participate in AP. We encourage the elimination
of barriers that restrict access to AP for students from ethnic, racial, and
socioeconomic groups that have been traditionally underrepresented. Schools
should make every effort to ensure their AP classes reflect the diversity of their
student population. College Board also believes that all students should have
access to academically challenging course work before they enroll in AP classes,
which can prepare them for AP success. It is only through a commitment to
equitable preparation and access that true equity and excellence can be achieved.
Designers: Sonny Mui and Bill Tully
© 2020 College Board. College Board, Advanced Placement, AP, AP Central, and the acorn logo are
registered trademarks of College Board. All other products and services may be trademarks of their
respective owners.
Visit College Board on the Web: collegeboard.org.
Contents
v
Acknowledgments
1
About AP
4
AP Resources and Supports
6
Instructional Model
7
About the AP Art History Course
7
College Course Equivalent
7
Prerequisites
COURSE FRAMEWORK
11
Introduction
12
Course Framework Components
13
Art Historical Thinking Skills
17
Course Content
22
Course at a Glance
29
Unit Guides
30
Using the Unit Guides
33 UNIT 1:
Global Prehistory, 30,000–500 bce
49 UNIT 2:
Ancient Mediterranean, 3500 bce–300 ce
79 UNIT 3:
Early Europe and Colonial Americas, 200–1750 ce
127 UNIT 4:
Later Europe and Americas, 1750–1980 ce
157 UNIT 5:
Indigenous Americas, 1000 bce–1980 ce
185 UNIT 6:
Africa, 1100–1980 ce
205 UNIT 7:
West and Central Asia, 500 bce–1980 ce
225 UNIT 8:
South, East, and Southeast Asia, 300 bce–1980 ce
259 UNIT 9:
The Pacific, 700–1980 ce
275 UNIT 10:
Global Contemporary, 1980 ce to Present
INSTRUCTIONAL APPROACHES
297
Selecting and Using Course Materials
299
Instructional Strategies
305
Developing Art Historical Thinking Skills
EXAM INFORMATION
321
Exam Overview
327
Sample Exam Questions
SCORING GUIDELINES
339
Question 1: Long Essay: Comparison
346
Question 2: Long Essay: Visual/Contextual Analysis
353
Question 3: Short Essay: Visual Analysis
APPENDIXES
357 APPENDIX 1:
List of Required Works
367 APPENDIX 2:
Title Index
373 APPENDIX 3:
Process of Art Historical Analysis
Acknowledgments
College Board would like to acknowledge the following committee
members, consultants, and reviewers for their assistance with and
commitment to the development of this course. All individuals and their
affiliations were current at the time of contribution.
Jodi Cranston, Boston University, Boston, MA
Douglas Darracott, Plano West Senior High School, Plano, TX
Ed DeCarbo, Pratt Institute, Brooklyn, NY
Andrea Feeser, Clemson University, Clemson, SC
John Gunnin, Corona del Mar High School, Newport Beach, CA
Ray Hernández-Durán, University of New Mexico, Albuquerque, NM
Yu Bong Ko, Tappan Zee High School, Orangeburg, NY
Heather Madar, Humboldt State University, Arcata, CA
Kimberly Masteller, Nelson-Atkins Museum of Art, Kansas City, MO
Diane Reilly, Indiana University, Bloomington, IN
Rebecca Stone-Bailey, Emory University, Atlanta, GA
Julie Tallent, duPont Manual High School, Louisville, KY
College Board Staff
Wendy Free, Director, AP Arts, Curriculum, Instruction and Assessment
Dana Kopelman, Executive Director, AP Content Integration and Change
Management
Daniel McDonough, Senior Director, AP Content Integration
Regina Sampogna, Director, AP Curricular Publications
Amy Smallwood-Ringenberg, Director, AP Instructional Design and
PD Resource Development
Kelly Stromberg, Senior Director, AP History, Curriculum,
Instruction and Assessment
Allison Thurber, Executive Director, AP Curriculum and Assessment
SPECIAL THANKS Christopher Budano and John R. Williamson
AP Art History Course and Exam Description  V.1 | v
Return to Table of Contents
© 2020 College Board
THIS PAGE IS INTENTIONALLY LEFT BLANK.
About AP
College Board’s Advanced Placement® Program (AP®) assessments—Personal Progress Checks—that
enables willing and academically prepared students teachers can assign throughout the year to measure
to pursue college-level studies—with the opportunity student progress as they acquire content knowledge
to earn college credit, advanced placement, or and develop skills.
both—while still in high school. Through AP courses
Enrolling Students: Equity
in 38 subjects, each culminating in a challenging
exam, students learn to think critically, construct solid and Access
arguments, and see many sides of an issue—skills
that prepare them for college and beyond. Taking AP College Board strongly encourages educators to
courses demonstrates to college admission officers make equitable access a guiding principle for their
that students have sought the most challenging AP programs by giving all willing and academically
curriculum available to them, and research indicates prepared students the opportunity to participate
that students who score a 3 or higher on an AP Exam in AP. We encourage the elimination of barriers
typically experience greater academic success in that restrict access to AP for students from ethnic,
college and are more likely to earn a college degree racial, and socioeconomic groups that have been
than non-AP students. Each AP teacher’s syllabus traditionally underserved. College Board also believes
is evaluated and approved by faculty from some of that all students should have access to academically
the nation’s leading colleges and universities, and AP challenging coursework before they enroll in AP classes,
Exams are developed and scored by college faculty and which can prepare them for AP success. It is only
experienced AP teachers. Most four-year colleges and through a commitment to equitable preparation and
universities in the United States grant credit, advanced access that true equity and excellence can be achieved.
placement, or both on the basis of successful AP Exam
Offering AP Courses: The AP
scores; more than 3,300 institutions worldwide annually
receive AP scores. Course Audit
AP Course Development
The AP Program unequivocally supports the principle
that each school implements its own curriculum that will
In an ongoing effort to maintain alignment with best
enable students to develop the content understandings
practices in college-level learning, AP courses and
and skills described in the course framework.
exams emphasize challenging, research-based
curricula aligned with higher education expectations. While the unit sequence represented in this
publication is optional, the AP Program does have a
Individual teachers are responsible for designing their
short list of curricular and resource requirements that
own curriculum for AP courses, selecting appropriate
must be fulfilled before a school can label a course
college-level readings, assignments, and resources.
“Advanced Placement” or “AP.” Schools wishing to
This course and exam description presents the content
offer AP courses must participate in the AP Course
and skills that are the focus of the corresponding
Audit, a process through which AP teachers’ course
college course and that appear on the AP Exam. It also
materials are reviewed by college faculty. The AP
organizes the content and skills into a series of units
Course Audit was created to provide teachers and
that represent a sequence found in widely adopted
administrators with clear guidelines on curricular
college textbooks and that many AP teachers have
and resource requirements for AP courses and
told us they follow in order to focus their instruction.
to help colleges and universities validate courses
The intention of this publication is to respect teachers’
marked “AP” on students’ transcripts. This process
time and expertise by providing a roadmap that they
ensures that AP teachers’ courses meet or exceed
can modify and adapt to their local priorities and
the curricular and resource expectations that college
preferences. Moreover, by organizing the AP course
and secondary school faculty have established for
content and skills into units, the AP Program is able
college-level courses.
to provide teachers and students with formative
AP Art History Course and Exam Description  V.1 | 1
Return to Table of Contents
© 2020 College Board
The AP Course Audit form is submitted by the AP questions and through-course performance
teacher and the school principal (or designated assessments, as applicable, are scored by thousands
administrator) to confirm awareness and understanding of college faculty and expert AP teachers. Most are
of the curricular and resource requirements. A syllabus scored at the annual AP Reading, while a small portion
or course outline, detailing how course requirements is scored online. All AP Readers are thoroughly trained,
are met, is submitted by the AP teacher for review by and their work is monitored throughout the Reading
college faculty. for fairness and consistency. In each subject, a highly
respected college faculty member serves as Chief
Please visit collegeboard.org/apcourseaudit for more
Faculty Consultant and, with the help of AP Readers
information to support the preparation and submission
in leadership positions, maintains the accuracy of
of materials for the AP Course Audit.
the scoring standards. Scores on the free-response
How the AP Program questions and performance assessments are weighted
and combined with the results of the computer-scored
Is Developed
multiple-choice questions, and this raw score is
converted into a composite AP score on a 1–5 scale.
The scope of content for an AP course and exam is
derived from an analysis of hundreds of syllabi and AP Exams are not norm-referenced or graded on a
course offerings of colleges and universities. Using curve. Instead, they are criterion-referenced, which
this research and data, a committee of college faculty means that every student who meets the criteria for
and expert AP teachers work within the scope of an AP score of 2, 3, 4, or 5 will receive that score, no
the corresponding college course to articulate what matter how many students that is. The criteria for the
students should know and be able to do upon the number of points students must earn on the AP Exam
completion of the AP course. The resulting course to receive scores of 3, 4, or 5—the scores that research
framework is the heart of this course and exam consistently validates for credit and placement
description and serves as a blueprint of the content and purposes—include:
skills that can appear on an AP Exam. §
The number of points successful college
The AP Test Development Committees are responsible students earn when their professors administer
for developing each AP Exam, ensuring the exam AP Exam questions to them.
§
questions are aligned to the course framework. The AP The number of points researchers have found
Exam development process is a multiyear endeavor; all to be predictive that an AP student will succeed
AP Exams undergo extensive review, revision, piloting, when placed into a subsequent, higher-level
and analysis to ensure that questions are accurate, fair, college course.
and valid, and that there is an appropriate spread of §
Achievement-level descriptions formulated by
difficulty across the questions.
college faculty who review each AP Exam question.
Committee members are selected to represent a variety
Using and Interpreting AP Scores
of perspectives and institutions (public and private,
small and large schools and colleges), and a range of
The extensive work done by college faculty and
gender, racial/ethnic, and regional groups. A list of each
AP teachers in the development of the course and
subject’s current AP Test Development Committee
exam and throughout the scoring process ensures
members is available on apcentral.collegeboard.org.
that AP Exam scores accurately represent students’
Throughout AP course and exam development, College achievement in the equivalent college course. Frequent
Board gathers feedback from various stakeholders and regular research studies establish the validity of AP
in both secondary schools and higher education scores as follows:
institutions. This feedback is carefully considered to
Credit College Grade
ensure that AP courses and exams are able to provide
AP Score Recommendation Equivalent
students with a college-level learning experience and
the opportunity to demonstrate their qualifications for 5 Extremely well qualified A
advanced placement or college credit.
4 − +
Well qualified A , B , B
How AP Exams Are Scored
3 − +
Qualified B , C , C
The exam scoring process, like the course and exam
2
development process, relies on the expertise of both Possibly qualified n/a
AP teachers and college faculty. While multiple-choice
1
questions are scored by machine, the free-response No recommendation n/a
AP Art History Course and Exam Description  V.1 | 2
Return to Table of Contents
© 2020 College Board
§
While colleges and universities are responsible for Gain in-depth understanding of AP Exam and AP
setting their own credit and placement policies, most scoring standards: AP Readers gain exposure to
private colleges and universities award credit and/ the quality and depth of the responses from the
or advanced placement for AP scores of 3 or higher. entire pool of AP Exam takers, and thus are better
Additionally, most states in the U.S. have adopted able to assess their students’ work in the classroom.
statewide credit policies that ensure college credit for § Receive compensation: AP Readers are
scores of 3 or higher at public colleges and universities. compensated for their work during the Reading.
To confirm a specific college’s AP credit/placement Expenses, lodging, and meals are covered for
policy, a search engine is available at apstudent.org/ Readers who travel.
creditpolicies. §
Score from home: AP Readers have online
BECOMING AN AP READER
distributed scoring opportunities for certain
subjects. Check collegeboard.org/apreading
Each June, thousands of AP teachers and college
for details.
faculty members from around the world gather for
§
seven days in multiple locations to evaluate and score Earn Continued Education Units (CEUs): AP
the free-response sections of the AP Exams. Ninety- Readers earn professional development hours and
eight percent of surveyed educators who took part in CEUs that can be applied to PD requirements by
the AP Reading say it was a positive experience. states, districts, and schools.
How to Apply
There are many reasons to consider becoming an AP
Reader, including opportunities to:
Visit collegeboard.org/apreading for eligibility
§ Bring positive changes to the classroom: requirements and to start the application process.
Surveys show that the vast majority of returning
AP Readers—both high school and college
educators—make improvements to the way they
teach or score because of their experience at the
AP Reading.
AP Art History Course and Exam Description  V.1 | 3
Return to Table of Contents
© 2020 College Board