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Archive for the ‘Teaching with ARTstor’ Category

Gustav Klimt, Burgtheater (Vienna, Austria); Death of Romeo and Juliet, 1884-1887. Image and original data provided by Erich Lessing Culture and Fine Arts Archives/ART RESOURCE, N.Y., artres.com

Gustav Klimt, Burgtheater (Vienna, Austria); Death of Romeo and Juliet, 1884-1887. Image and original data provided by Erich Lessing Culture and Fine Arts Archives/ART RESOURCE, N.Y., artres.com

Artstor is introducing curriculum guides–collections of images from the Artstor Digital Library based on syllabi for college courses–compiled by faculty members and experts around the country. Learn more here.

Shakespeare: Text and Performance
Julia Reinhard Lupton, Professor, English, University of California, Irvine
This curriculum guide focuses on three plays: Romeo and Juliet, Twelfth Night, and Cymbeline. The reading list covers three genres (tragedy, comedy, romance) and leads from very familiar to less familiar works by Shakespeare. I use Artstor images to build out Shakespeare’s world and the worlds depicted in the plays; to explore themes from mythology and literature drawn on in these plays; to provide insight into subsequent stage history; and to inspire students’ own scenographic imaginations.

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Florentine, View of Florence with the Campanile and Duomo, Orsanmichele, and Palazzo Vecchio, Florence, Italy. © 2006, SCALA, Florence / ART RESOURCE, N.Y.; artres.com; scalarchives.com

Florentine, View of Florence with the Campanile and Duomo, Orsanmichele, and Palazzo Vecchio, Florence, Italy. © 2006, SCALA, Florence / ART RESOURCE, N.Y.; artres.com; scalarchives.com

Artstor is introducing curriculum guides–collections of images from the Artstor Digital Library based on syllabi for college courses–compiled by faculty members and experts around the country. Learn more here.

History of Architecture and Urbanism I
Amber Wiley, Visiting Assistant Professor, Architecture, Tulane University

This curriculum guide is global in focus, including both Western and non-Western developments, covering the time period from prehistory to the medieval era. The survey highlights a variety of aspects of the built environment such as architecture, urban settlements, and landscapes. Coursework investigates monumental civic architecture, religious structures, as well as domestic buildings, the urban form, and architectural theory. The guide utilizes architectural images to examine the ways that religious, political, and social structures were expressed through the melding of architecture and landscapes. Central to this architectural analysis is how different cultures and communities made meaning in their everyday lives through design, discussion on what architecture reveals about societal concerns and hierarchies, and the ways in which natural settings are exploited for sustenance and protection – generally speaking, how architecture can be viewed as a cultural product of a particular historical milieu.

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Artstor is introducing curriculum guides–collections of images from the Artstor Digital Library based on syllabi for college courses–compiled by faculty members and experts around the country. Learn more here.

Jacques-Louis David, The Death of Socrates, 1787, The Metropolitan Museum of Art . Image © The Metropolitan Museum of Art

Jacques-Louis David, The Death of Socrates, 1787, The Metropolitan Museum of Art . Image © The Metropolitan Museum of Art

Introduction to Philosophy
Carl Hammer, Lecturer, Communication Studies, University of MN, Twin Cities

This curriculum guide introduces the student to the basic problems, methods and theories of western philosophy.  It looks at issues in the theory of reality, knowledge and ethics. This includes some of the main problems in the philosophy of mind, religion, and action. It begins with a look at some of the tools and methods of philosophy, such as deduction, induction, and definition. Images allow students to envision real and imaginary examples of the problems and theories in philosophy, as well as provide an engaging visual “anchor” to aid in their retention. 

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Artstor is introducing curriculum guides–collections of images from the Artstor Digital Library based on syllabi for college courses–compiled by faculty members and experts around the country. Learn more here.

Unknown Spanish artist, Conquest of Mexico; The arrival of Cortes in Veracruz and the reception of Moctezuma's ambassadors, 16th century. Image and original data provided by Erich Lessing Culture and Fine Arts Archives/ART RESOURCE, N.Y.; artres.com

Unknown Spanish artist, Conquest of Mexico; The arrival of Cortes in Veracruz and the reception of Moctezuma’s ambassadors, 16th century. Image and original data provided by Erich Lessing Culture and Fine Arts Archives/ART RESOURCE, N.Y.; artres.com

Colonial Latin America curriculum guide
Rachel Moore, Associate Professor, History, Clemson University

This curriculum guide explores a wide range of perspectives on the colonial period in Latin America. This includes encounters of the Spanish and the Portuguese (as well as the Dutch) with indigenous populations in Mexico and South America. By analyzing these images alongside readings, the student will gain a fuller sense of the mindset of the participants in each historical event and, ultimately, a fuller sense of the historical event itself.

Section 1: The Age of Encounters: Impressions of the New World
Images for this selection address European impressions of the New World in the earliest years of the Spanish encounters with Latin America. Most of these images were produced by those who had no direct contact with Latin America and thus are both fantastical and reflective of pre-contact mindsets in Europe.
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Section 2: Iberian Precedents: The Legacy of Convivencia in Spain and Portugal
Images for this selection examine in detail the precedents for the conquest of the New World set by the Muslim occupation of the Spanish peninsula from 711-1492 and the subsequent Spanish reconquest of the peninsula. These images include reference to popular figures, such as Santiago Matamoros, and building styles that would appear in Spain and Latin America as a result of the convivencia.
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Alexandria, Map, 1619 | Image and original data provided by Bryn Mawr College

Alexandria, Map, 1619 | Image and original data provided by Bryn Mawr College

Navigating the tremendous number of images in the Artstor Digital Library can be daunting, particularly to those in fields outside of art history. Where to start looking for images for, say, an Introduction to Philosophy class? To address that hurdle, we are introducing curriculum guides – collections of images from the Artstor Digital Library based on syllabi for college courses.

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The mission of Aalto University is to create a new science and arts community. In this video, chief information specialist Eila Rämö explains how Aalto uses the Artstor Digital Library.

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Daniel Meader | Marionette Head and Torso | Image and data from Detroit Institute of Arts

Daniel Meader | Marionette Head and Torso | Image and data from Detroit Institute of Arts

By Mark Branner, University of Hawaii, Manoa

Nigerian | Puppet: Ekon Society | Seattle Art Museum; seattleartmuseum.org

Nigerian | Puppet: Ekon Society | Seattle Art Museum; seattleartmuseum.org

I have the great privilege of teaching an introductory college-level course on puppetry. Even though it is an introductory course, it is actually classified as an upper division course, which means that I generally have juniors and seniors straggling in, looking for an easy “basket-weaving” escape. There are even sniggers from some of the participants when I ask them why they are in the class. This is all pretty understandable. Just put the words together: “College. Puppets.” Already it feels like a bad Saturday Night Live sketch. No, we’re not saving the world (or destroying it) through biomedical engineering. We’re not planning a manned mission to Venus. We’re studying puppets, for crying out loud. What’s the earthly value in that?

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