Famous Paintings Reviewed

AP Art History Lesson Plan Using Masterpiece Cards

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An art history blog post from Famous Paintings Reviewed.

One of the most supportive customers of Masterpiece Cards is San D. Hasselman, art teacher extraordinaire from Berkeley Heights, New Jersey. I asked her how she used the Cards in her classroom, and after providing 20+ ideas, she send this along, too. Many thanks!

Date: Ongoing 2008-2009 Grade: AP Art History

Teacher Name: Hasselman Subject: Art Education

1. Topic-
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Using visual prompts to teach students about art history.

2. Content-
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Art History, Elements and Principles of Art

3. Goals: Aims/Outcomes-
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1. To have students make connections with vocabulary to artworks.
2. To have students make historical connections in terms of dates, artists, and influences one artist to another.

4. Objectives-
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1. Students will be able to understand the elements and principles of art by making decisions, connections and conversations on art.
2. Students will be able to see the historical influences from one piece of artwork to another. (problem solving)
3. Students will be able to work individually and as a team to recall information they have learned. (brainstorming)

5. Materials and Aids-
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Masterpiece Cards

6. Procedures/Methods-
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A. Introduction-
1. The teacher will guide students through the closure of the historical period they have just learned about. (i.e. impressionism)

B. Development-
1. The teacher will put 12 cards on the table. (These cards will contain artworks from the time period just studied and some from before the time period).
2. When prompted, students as a class will work together to make a timeline by shuffling the cards around according to their guesses on dates, artists, style, etc.

C. Practice-
1. Students will need to recognize the artists and styles of the paintings.
2. Students can work together to do this assignment, and this prompts problem solving, conversations using art terms, and historical connections.

D. Independent Practice-
1. Students have to remember and recall what lessons they have learned so far in the different historical styles.

E. Accommodations (Differentiated Instruction)-
1. Students work as a class, and everyone supports one another.

F. Checking for understanding-
1. When they have collectively arranged the cards into the timeline, they turn the cards over.
2. They then have the big 'reveal', and arrange the cards in the correct order discussing why they end up the way they do.

G. Closure-
1. The "game" itself has closure with the final timeline.

7. Evaluation-
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1. The teacher leads students through the discussion on why the timeline is correct (or incorrect).