AP Art History Final Project: Adding to the Canon!

During the course of this class, we have discussed more than 250 works—those determined by the College Board to be the “canon” of global Art History.  Your project, which will serve as your final exam, is to select, research, justify, and present the addition of THREE new works to the canon.  That is, you will make a case to add three works which are NOT currently part of our curriculum, and you will do so in the form of a seven to ten minute presentation by the date of the final exam.

Here are your guidelines:

  • Your selected works may NOT be the same as those selected by any other student. I will share a sign-up sheet through Google docs on Monday, May 8th at 7:30 AM and you will be able to see which works your colleagues have chosen.  Sign-ups are first come, first served.
  • Your works must come from AT LEAST two different art historical periods. That is, you cannot have all three works from the global contemporary period.  You may have TWO from that period, but the third must be from another art historical period.
  • One of your works MUST be non-Western. This is not negotiable.
  • Your presentation must do the following:
    • Fully contextualize each work. What is its historical background and context?  Who is the artist?  Materials?
    • Provide a fully formal analysis of each work.
    • Connect each work you have chosen to AT LEAST one existing work in the College Board image set. What is it similar to?  Different from?  Why?
    • Justify WHY each work should be included in the College Board image set. Why is this something which should be a part of the canon?  Why is it wrong to leave this work out?

The manner of your presentation is up to you.  You may make a PowerPoint, a video– maybe a commercial or campaign ad?– or any other means of presenting the required material—the only limitation is the time, which is a strict seven to ten minutes.  Being short on time or going over will result in a deduction of points in your final grade.  You should strive to be creative, informative, and polished in your presentation.

Final Presentation Dates:

Wednesday, May 17th


Friday, May 19th

Monday, May 22nd

(You will note that our final day of class– Wednesday, May 24th– does not have any presentations associated with it.  This is deliberate, in case of absences, or in case we need to push some presentations back for the purpose of time.)


Study Saturday at the Mountain!

Anxious about the upcoming AP Art History exam?  Want to spend Earth Day outside?  Well, then, you should come to our Saturday study session tomorrow (April 22nd) from 11:00 AM until 2:00 PM at Kennesaw Mountain National Battlefield Park.  We’ll be going over major artistic movements, formal analysis skills, contextualization, and chronology.  You should plan on bringing:

  • Your field notebooks! (I told you they’d be useful.)
  • Sunscreen
  • A blanket or towel to sit on
  • Snacks
  • Water bottle
  • Frisbees, maybe? We’ll take breaks, I promise.

This will be a drop-in, drop-out session, so don’t worry if you can’t come for the whole session.  I’ll be there for the whole three hours, so feel free to drop by when you can.


Now.  Because it’s going to be a Saturday, we will NOT be trying to park anywhere near the visitors’ center of the park.  Instead, please park at the lot on Old 41.  Then, follow the sidewalk up to the paved walking path (it’s the Noonday Creek trail– one that can take you to the visitors’ center), and TURN LEFT.  Walk across the bridge over the railroad tracks, and you’ll see an open field on your left.  That’s Activity Area 1, and that’s where I’ll be.  Check the tree line– I’m gonna stake out some shade, for I am pale and the sun is frightening.

Here, check out a map:


And if you need specifics, go here and get directions to the Old 41 parking lot for Kennesaw Mountain park from your house!

And remember, if you have a hard time finding me, send me a note via Remind– I’ll definitely have my phone on me.

Online Study Session for Unit Two!

Hey there, guys!  I know we still have another day of class before your test on Tuesday, January 31st, but since I have time this weekend I thought we’d go ahead and schedule a study session for today, between 3 and 4 PM.  You can either watch here on the actual YouTube page (that’s where you can type in questions into the chat), or you can watch the embedded video below.  If you can’t use the YouTube chat function, you can tweet me your questions @GallowayTeaches, and I’ll respond in the video.

Here’s the study guide for this unit: Unit Two Study Guide.

Remember, I’ll only broadcast for as long as there are questions, so if I don’t get any questions, I’ll call it quits!

See you there!

Jury Duty Calleth. Sub Work for 1/25.

Ugh.  Sorry guys, but I got the call to go in to the courthouse at 1:30, so I won’t be here for your 4th period class.  That means that I’m going to have to ask you to work through more things on your own, and I’m so sorry.

So!  Here’s what I need from you:

  1. Finish taking notes on the PowerPoint from yesterday.  You’ll find the PPT linked below, as well as an embedded video of Maria Montoya Martinez making her black-on-black Pueblo pottery.  It’s a silent film, but it demonstrates the process of her pottery making REALLY well.  Additionally, if you’re confused by the notes below, check this space this evening, and I’ll have recorded a screencast of me talking through the material.  I can’t do it right this moment, alas, because it would be weird to record a screencast while my other students are working on a different project.
  2. Once you’ve finished taking notes from the pottery PPT, please complete an analysis form for item #166 on your list of 250 key artworks— that’s the Black-on-black ceramic vessel by Maria Montoya Martinez.  You can find additional information on the piece here if you need it.
  3. Then, please complete an analysis sheet on work #163, #164, and #165 if you haven’t already.  Additional material for each of these works can be found linked on this page: Indigenous Americas and Africa.
  4. Once you’ve completed all of these analysis sheets– please use the chart below to gather information on the Aztecs of Mesoamerica by using the the associated PowerPoint.  I know this is dry, but I do need you to address this material before tomorrow.
  5. If you have any time remaining, please go ahead and study for your vocabulary quiz.
  6. Remember, check Remind this evening and I’ll let you know what’s going on with me for tomorrow.  Let’s hope I’m here!

Materials for Today!

  • North American Pottery: This is the PPT we were working off of yesterday.  Finish taking notes on this.
  • Video of Maria Montoya Martinez creating pottery:

  • Information Gathering: Aztec Empire: Please use this chart and the PPT below to gather information on the history of the Aztecs in order to be ready to go for tomorrow.
  • Aztec Empire History: This the PPT you should use in conjunction with the PPT above in order to be ready for tomorrow.

Substitute Work: Native North America!

Okay, guys– you know the drill.  I’m out for jury duty, and I don’t know how long this is going to take.  I’ll be communicating with you through Remind and the class blog, so PLEASE make a point of checking until I’m back.

Today, you’re going to do some group work for me on Native North America– relatively early stuff, contemporaneous with the Maya.  So thus far this unit we’ve discussed the Olmec, the Chavin, the Maya– and now we’ll hit on Hopewell and Ancestral Puebloan, before we move forward on the timeline and hit the Aztec and Inca.

First, I need you to divide into groups of FOUR.  Not five, not seven, not pairs.  FOUR.  Push your desks together into tables so you can work.  (You’ll have to reset the room before you go, though.  Make sure you do, please.)

Then, go and get at LEAST one laptop per group.  There aren’t enough for everyone, but there’s enough for at least one or two per group.  Use the laptops OR your phones to look at the following PowerPoint on early Native North America:

Native North America

Use the information in that PowerPoint to help you complete the information gathering chart which the substitute has.  You will NOT turn this in to me; this is for your own reference and notes.

Once you’ve completed your chart, CHECK YOUR EMAIL.  I have shared the PDF file of the textbook chapter which you need for today to those who actually filled out the student survey from the beginning of the semester.  IF YOU DIDN’T FILL OUT THE FORM, YOU WON’T HAVE THE TEXT.  You’ll want to use Chapter 18– the first one I sent out– for the rest of your work.

Using the PDF of the textbook, as well as the online resources linked in the unit studies material section of the class blog, work together in your groups to fill out analysis forms for both the Great Serpent Mound, and the Mesa Verde cliff palace.  (You can look at the AP Course and Exam Description for the specific details on each.)  Make sure to attach your analysis sheet in your field notebook, and include a sketch.

Once EVERYONE in your group has completed their analysis, get a sheet of butcher paper from the substitute.  You’re going to create a travel poster as a group for ONE of the two sites– you may choose which you would like to do.  Your poster should have:

  • A central image of the chosen site IN COLOR
  • The name of the site
  • A travel slogan which indicates WHY a visitor should go see this site
  • Three significant facts which a visitor should know about the site

If you want a good example of some cool travel posters, look at the WPA National Parks posters on the enormously loud A/C unit!  Try to finish your poster by the end of the class– I may or may not be able to give you any time to finish tomorrow.

See you soon, guys!