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Strategies and Concepts for Teaching Art History
How to Best Introduce Artists 4:57
Motivating Students Through Art History Stories 4:52
Which Artists Should You Teach?
Choosing a Breadth of Artists 3:04
Absolutes Everyone Should Teach 2:52
Working in Progression 4:05
Art History Instructional Strategies
Setting the Stage for Discussions 6:08
Using the Frayer Model 5:07
Organizing Successful Critiques 4:56
How to Organize Writing Around Art History 3:48
Tying Ideas Together 5:36
Comparing Artworks 3:38
Presenting Controversial Artworks
Handling Controversial Themes and Topics 3:44
Best Ways to Deal with Nudity in Artwork 3:06
What Students Learn from Art History
Higher Order Thinking Skills 4:42
Using Art History for Formative Assessments 4:36
Unlock Certificate: 5 Questions
3 PD Hours
1 Learn how to choose a survey of influential and relevant artists to infuse art history into your curriculum.
2 Explore a wide variety of instructional strategies that help engage students with themes presented throughout art history.
3 Discover new ways to further students’ understanding of big ideas while maintaining your current curriculum.
In this PRO Pack, explore how to infuse art history to teach big ideas within your secondary art curriculum. Learn how to introduce compelling and relevant artists to your students and gain strategies to help your students interact in meaningful ways with the art they are seeing in your classroom. Increase rigor in your everyday curriculum with writing strategies grounded in art history.
A. Develops instruction that incorporates historical and contemporary artwork
B. Develops instruction that incorporates artwork from a variety of cultures, communities, times, and places
C. Develops questioning techniques to encourage higher-order thinking skills
Connected National Visual Arts Standards
Anchor Standard #11. Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Content & Art Ed NOW Manager and PRO Facilitator
Tim is the Content & Art Ed NOW Manager for the Art of Education University, and previously worked as an AOEU writer and graduate instructor. Before working for AOEU, Tim taught high school art for 14 years in Omaha, Nebraska. As a teacher, he focused on creativity, problem solving, and higher order thinking skills, using drawing, painting, photography, sculpture, ceramics, and whatever other materials might be available.