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Archive for the ‘Teaching with ARTstor’ Category

Vicino Orsini, patron|Pirro Ligorio, landscape architect. Bomarzi, Italy. Hell’s Mouth. c. 1552-1580. Image: © Ralph Lieberman.

The widely published art historian and photographer Ralph Lieberman has contributed more than 2,300 additional architectural photographs to the Artstor Digital Library, bringing our total from this collection to more than 8,000.

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[Fool's Cap Map of the World]. Bodleian Library, University of Oxford

[Fool’s Cap Map of the World]. Bodleian Library, University of Oxford

We are all accustomed to illustrated lectures for art history, so why not those in other subjects?
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Screen Shot 2017-09-06 at 12.29.55 PM

Did you know that Artstor does not own the rights to the images in our collections? When you search Artstor you may be viewing images from multiple sources with differing permitted uses. Some collections might even be from your own institution’s archives and available only to you!

To help you better understand how you can use the images you find, we’ve created a guide to copyright and image use in the Digital Library. Read on to learn about the different sources of images you’ve been working with, and consult our LibGuide to learn the finer details of working with these images.

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Wurts Bros. (New York, N.Y.). 207th Street and Perry Avenue; Street Brendan's Parochial School, view classroom. ca. 1924. Museum of the City of New York

Wurts Bros. (New York, N.Y.). 207th Street and Perry Avenue; Street Brendan’s Parochial School, view classroom. ca. 1924. Museum of the City of New York

Many of us are starting the fall semester this week—and a lucky few have already started—so we thought it would be helpful to review the many changes that took place over the summer.

In May, those of you with registered Artstor accounts received emails alerting you that instructor notes were permanently retired and citations and saved details were temporarily retired.

We released the new site in July. By now you may have noticed its cleaner, more modern design, and the many new features we added or streamlined. The initial release in July included the following changes:

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AP Annual Conference
July 26-30, 2017
Washington, DC

Dana Howard, Artstor’s Senior Education & Outreach Manager for Secondary Schools, will be leading two sessions alongside fellow experts:

Enhancing Common Skill Sets among Studio and Art History Students
Saturday, July 29th, 10:15–11:30 AM

Dr. Virginia Spivey, Adjunct Professor of Art History, Theory & Criticism at the Maryland Institute College of Art, and Artstor’s Dana Howard will show how art history and studio art instructors can benefit from a process of critique that brings the two practices into focus. In this session, participants will practice using critique as a method of art historical instruction and learn to design frameworks that show art history as an evolving body of knowledge rooted in European tradition and now understood in a global context.

Making Time to Teach: Curate and Organize Content for AP Art History
Saturday, July 29th, 2:30–3:45 PM

Rebecca A. Stone-Danahy, Upper School Visual Arts Educator at Ashley Hall, joins Artstor’s Dana Howard to discuss and demonstrate the process of curating research, images, websites, and resources for instructional use. Participants will learn how to use a variety of organizational tools in Google, Evernote, and Artstor to gather and store teaching content with tips on how to use with any LMS platform.

Learn more at the AP Conference website.

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In our previous post I introduced our new Principles and Elements of Design resource (which you can find in Teaching Resources under Studio Art) and spoke about the elements of design; in this post, we look at the principles.

As with the series of Elements of Design image groups, each of these includes an explanatory essay with helpful links to further reading. It bears repeating here that my approach is but one of many; since an image group can be copied and then altered as needed, we thought it might serve as a valuable starting point for studio teachers.  

Once students can identify the elements of design, the next step is articulating how those elements support different principles of design. Seeing an element and being able to say how it functions in a composition requires an understanding of the principles of design. (more…)

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One of the most daunting challenges I faced teaching in a high school art program was developing a common language to articulate the principles and elements of design. Helping students hone those communication skills made critique easier but took a lot of time up front. When our faculty began to use the same terminology across the curriculum, students developed a comfort level with those terms and began using them more naturally in discussing their own work and the projects of their peers and heroes from the art world.

Long before I knew I was going to be building resources for teachers in Artstor, I was gathering images to help my own students “see and say” what they noticed in a work of art. My goal was to get them to articulate what principles were in effect and what elements supported those principles. After about ten years, I had a pretty robust image group to use for each. When I came to Artstor, I was determined to make ten functional groups of fewer than 24 images that other teachers could use to highlight specific elements or principles. I added favorites that colleagues suggested and included term definitions. Now, with Artstor’s alliance with JSTOR, I can also include further reading about teaching Art and Design. These groups can be found in Teaching Resources under Studio Art. My approach is but one of many; since an image group can be copied and then altered as needed, we thought it might serve as a valuable starting point for studio teachers.   (more…)

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