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Archive for the ‘K-12’ Category

EventARTstor’s Selected Monuments project is a new teaching resource in support of the newly-required 250 key works of art and architecture in the Advanced Placement® Art History curriculum. Join Dana Howard, experienced AP® Art History teacher, on a free webinar to learn how the project and the Digital Library’s 1.6 million images enhance classroom teaching and assist students in preparation for the AP® exam.


Advanced Placement® and AP® are trademarks registered and/or owned by the College Board, which was not involved in the production of, and does not endorse, this website.

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Jacques-Louis David | The Oath of the Horatii | 1784 | Musée du Louvre | Image and original data provided by Réunion des Musées Nationaux / Art Resource, N.Y.; artres.com

Jacques-Louis David | The Oath of the Horatii | 1784 | Musée du Louvre | Image and original data provided by Réunion des Musées Nationaux / Art Resource, N.Y.; artres.com

Artstor’s Selected Monuments project is a new teaching resource in support of the revised Curriculum Framework for the Advanced Placement® Art History course. The image groups and accompanying essays will eventually cover all 250 key works of art and architecture required for AP® Art History courses. Along with the Digital Library’s 1.6 million images, the project enhances classroom teaching in preparation for the AP® exam and provides support for anyone teaching these works of art.

Senior K-12 Relationship Manager Dana Howard, an experienced Art History teacher, has been leading the team creating the project.

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Wine Making (Vine Shoots, Putti Gathering Grapes and Male Bust; Grape-gathering Cupids); detail | c. 350 CE | Chiesa di S. Costanza (Rome, Italy) | Image and original data provided by SCALA, Florence/ART RESOURCE, N.Y. ; artres.com ; scalarchives.com | (c) 2006, SCALA, Florence / ART RESOURCE, N.Y.

Wine Making (Vine Shoots, Putti Gathering Grapes and Male Bust; Grape-gathering Cupids); detail | c. 350 CE | Chiesa di S. Costanza (Rome, Italy) | Image and original data provided by SCALA, Florence/ART RESOURCE, N.Y. ; artres.com ; scalarchives.com | (c) 2006, SCALA, Florence / ART RESOURCE, N.Y.

Gregory K. Martin, Ph.D.
Upper School Director, La Jolla Country Day School

In a compelling study of Western United States history, Patricia Nelson Limerick quotes Nannie Alderson, a former Virginian who moved to Montana in 1883. Alderson, looking back on a unique feature of her experience, recollected that there was on the frontier an abundance of cans: “Everyone in the country lived out of cans [...] and you would see a great heap of them outside every little shack” (“Closing the Frontier and Opening Western History”).

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Jacob A. Riis | East Side Public Schools 1; ca. 1890 | Museum of the City of New York

Jacob A. Riis | East Side Public Schools 1; ca. 1890 | Museum of the City of New York

When I first joined ARTstor, it was from the perspective of an art history and humanities teacher. In my own little niche, the ARTstor Digital Library was what one friend called “the candy store for art historians.” As I familiarized myself with the wide array of candy available, I was also building my understanding of the way the Common Core State Curriculum Standards include visual resources in research, analytical, and presentation skills across the K-12 curriculum. It was then that I began to see the Digital Library as the candy store for all of us, including K-12.

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Foundations in Art: Theory and Education (FATE)
April 4 – April 6, 2013
Hyatt Regency Savannah, Savannah, GA

Dana Howard, Senior K-12 Relationship Manager, will be presenting at the FATE 2013 Conference in Savannah as part of a panel discussion called “Building Bridges: AP Art History and the Studio Art Student.”

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Pantheon; Interior view #1 | 118-126 CE | QTVR Panoramas of World Architecture (Columbia University) | Visual Media Center; learn.columbia.edu

Pantheon; Interior view #1 | 118-126 CE | QTVR Panoramas of World Architecture (Columbia University) | Visual Media Center; learn.columbia.edu

By Dana Howard

True confession: I was a sporadic—and inattentive—user of the ARTstor Digital Library. My high school was a fairly early adopter of ARTstor. I used it a lot on those early years, but as I had more and more of my slides “in the can,” I stopped paying attention to the changes taking place in the Digital Library.

I would periodically run to ARTstor when I was asked to do presentations at the last minute, (I found the ability to do a quick download of Image Groups to PowerPoint very helpful), but for the most part I was too busy to explore new tools and new collections as they were announced. I think I was typical for a high school user; I was busy teaching and felt constantly bombarded with new resources elsewhere.

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Jacob Lawrence | The migration gained in momentum, 1940-41| Image and original data provided by The Museum of Modern Art | © 2008 Estate of Gwendolyn Knight Lawrence / Artists Rights Society (ARS), New York

Margaret Teillon
Volunteer educator
Wachovia Education Resource Center, Philadelphia Museum of Art

From a very early age children love to read, be read to, and look at pictures in books. Recognizing the joy children bring to picture books, I have developed teaching materials using selected children’s literature combined with ARTstor images. My goal is to enhance literacy instruction and provide an interdisciplinary method of teaching social studies, language arts, and art appreciation. For the youngest students, I have enhanced books such as Goodnight Moon by Margaret Wise Brown; and for elementary students have developed images for Martin’s Big Words by Doreen Rappaport. Included in each enhanced book is an OIV presentation and image palette with accompanying quotes from the text, and Web links to additional creative lessons. Teachers and home school educators have borrowed these materials for their own students.

For example, to provide a visual narrative of the life and work of Dr. Martin Luther King, Jr. for young children, I used the picture book, Martin’s Big Words. Using images found in the ARTstor Digital Library, I chose age-appropriate art that would show the connection between the story and the 1960s Civil Rights movement. I included representative African American artists and works of art reflecting a variety of media: photography, collage, painting, fabric art, sculpture, and mural. Each slide within the OIV includes quotes from the text. The book begins with the words, “Everywhere in Martin’s home town, he saw the signs.” Photographs depicting the segregated South accompany those words. Horace Pippin’s Mr. Prejudice is juxtaposed with, “Sooner or later, all the people will have to discover a way to live together.” Henry Ossawa Tanner’s Banjo Lesson provides a gentle yet powerful visual reminder of the words, “Hate cannot drive out hate. Only love can do that.” To memorialize the legacy of Dr. Martin Luther King, Jr. as presented in the text, the OIV concludes with Faith Ringgold’s Dream Two and Augusta Savage’s Lift Every Voice and Sing. After borrowing these materials, a second grade teacher reported, “Each student chose a quote from the book and made a collage to illustrate the words.” One student in her class (Shira) selected the quote “Love is the key to the problems of the world.” Shira said, “The quote is sticking off to the side. Now I’m going to make a heart and inside the heart put a key.”

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Even the youngest students can learn from this connection between ARTstor images and early literature. Alexis, a Kindergarten teacher, used my enhanced version of Goodnight Moon. She printed images from the OIV, and placed these images in a pile on the floor. As she read the book, students took turns selecting matching images from the pile – which were then placed in sequential order. This activity reinforced the concept of reading from left to right by allowing them to retell the story from their sequenced images. The combination of children’s literature with ARTstor images gives teachers the opportunity to form extensions to other topics, to engage students in conversation, to reinforce reading skills, and to forge creative thinking.

Read the other ARTstor Travel Awards 2012 winners here.

To view the complete image groups that accompany this and other Travel Awards-winning essays, visit the ARTstor Digital Library’s Featured Groups and click on Travel Awards.

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