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Archive for the ‘K-12’ Category

Leonardo da Vinci's Last Supper during restoration, 1982-1999

Leonardo da Vinci’s Last Supper during restoration, 1982-1999. Image and original data provided by Erich Lessing Culture and Fine Arts Archives/ART RESOURCE, N.Y. http://www.artres.com/

I continually come across astounding images when crafting our resources for use in the AP® classroom; they serve as a reminder that a work of art is often subjected to dramatic events. Moreover, that these images stem from so many different places underlines the special value of the Artstor Digital Library.

Recently, in gathering the 24 images to support the teaching of Leonardo’s Last Supper, I found that we had seamlessly accessed eleven different repositories, from the Royal Library in Windsor Castle to the Musée national de la Renaissance–Château d’Écouen.

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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 AP® Art History Teaching Resources support 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 1.8 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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