Study Groups for the Year
Each of you will be broken up into a study group for the year. This group will consist of 4 people, with each person taking on a specific role in the group for the semester (see below for details). You will be working in this group every week on short assignments and every once in a while on much bigger assignments. Each person needs to hold up their end of the bargain in order for the group to function as a whole. You will probably need to meet and iron out details fairly periodically. A good time to do that would be during the teacher's PLC time on Wednesday afternoons. My room will be made available, or you can go to certain sections of the library.
Study Group Role Descriptions
The following group roles need to be established the first day. Look at the following descriptions and discover each other's strengths and assign accordingly.
Leader/Editor: This person is in charge of organizing the final product of the project, be it a paper, a presentation, etc. That doesn't mean technical details, but of making sure that the project meets the standards set out by the instructor (often as a rubric), plus any extras stipulated by the group. These standards generally include punctuality and completeness.
Recorder/Secretary: This person takes notes whenever the group meets and keeps track of group data/sources/etc. This person distributes these notes to the rest of the group highlighting sections relevant for their parts of the project.
Checker: Someone needs to double-check data, bibliographic sources, or graphics for accuracy and correctness.
Spokesperson/Press Secretary/Webmaster: This person will be responsible for the technical details of the final product and would be ready to summarize the group's progress and findings to the instructor and to other groups.
Leader/Editor: This person is in charge of organizing the final product of the project, be it a paper, a presentation, etc. That doesn't mean technical details, but of making sure that the project meets the standards set out by the instructor (often as a rubric), plus any extras stipulated by the group. These standards generally include punctuality and completeness.
Recorder/Secretary: This person takes notes whenever the group meets and keeps track of group data/sources/etc. This person distributes these notes to the rest of the group highlighting sections relevant for their parts of the project.
Checker: Someone needs to double-check data, bibliographic sources, or graphics for accuracy and correctness.
Spokesperson/Press Secretary/Webmaster: This person will be responsible for the technical details of the final product and would be ready to summarize the group's progress and findings to the instructor and to other groups.
Group Responsibilities
For the year each group will be assigned multiple chapters. For each chapter assigned it is the group's responsibility to create materials for the rest of the class. All materials must be submitted to the teacher at least 72 hours in advance for you and your group to receive credit for it, and to allow the teacher time to make copies. This means that the entire group will have to read a chapter in advance and take copious notes to come up with good resources. Remember that you are responsible for not only your learning here, but everyone else's as well. Do not take this lightly. Be thorough. These resources will be used to study for the APAH tests AND the APAH Exam at the end of the year. The best way to complete these as a group is to break the assignment up into pieces. But also remember to fall back on your group roles. The Recorder can break the assignment up into sections for everyone and distribute copies of their specific notes from the chapter at hand and anyone else's that would like to contribute. The Webmaster will probably put all the elements together. The Checker will then have to check everything before submitting it to the Editor. The Editor will have the final say on whether or not it is ready to turn in to the teacher, and has the authority to shoot anything back and say that it needs to be reworked.
You will be creating the following:
Chapter Summaries
These only need to be one sheet, front and back. If you need to expand onto two sheets that is fine too.
The summary should include a timeline of that culture/period. What happened during the time span that influenced the way the art was created? Were there invaders? Did someone invent oil paint? Also in this timeline you should include the periods within the chapter. For additional help with the timeline see the web resources on my APAH homepage.
There should be a little bank of vocab words on the chapter summary that include the definitions IN YOUR OWN WORDS. This will make it simple for others and yourselves later for studying purposes.
An overview of the chapter reading. This includes key concepts that should be noted about what happened during that time period. You should also list the periods/dynasties/etc that happen during this chapter. Write a little bit on each period and what major change happens in the art world during this time. I.E. Tell me how the Egyptians broke the artistic conventions of the Armana Period. What major change brought about this break?
The lastly you should have a small list of artworks to know. List them by title, artist, and date, then give a small description of the work (i.e. formal elements, context, and content). There should be AT LEAST 5 works here.
Chapter Study Challenges
These are to (again) be one sheet, front and back and need to take up both sides completely. These are used to quiz yourselves for before the test. They will be completed as a group for a while. These can be presented in several formats.
You must choose at least one format from each category:
Standard: Fun: Critical Thinking:
Multiple Choice Fill-in blank Diagram 3 Short Answers
Crossword 1 Essay
For help writing the multiple choice questions click here.
The short answer and essays should address some of the key concepts of the chapter, rather than just asking about specific works or artists. It is perfectly acceptable to have BOTH things asked. They should be open ended as if they are more like discussion topics. Short answers usually require a limited response; many of the answers are in numbered lists, or can be summed up in a few sentences. This site has some good examples for our art history purposes. But, again, do not take the questions verbatim.
Good short answer examples:
How is Michelangelo’s Last Judgment different from the medieval representations of this theme?
What is the Sack of Rome?
How do Saltcellar of Francis I and the Venus Urania reflect the Mannerist style in sculpture?
Good essay examples:
How is the style of El Greco different from the other painters of the Renaissance? What social influences does his style reflect?
Who was the highest paid painter in Henry VIII’s court? How does her portrait of Elizabeth I foreshadow the changes in rulers?
Bad short answer example:
Who painted the Mona Lisa?
Bad essay example:
Why did El Greco paint differently than other painters? (for this one compare it to the GOOD example to see the difference)
You will be creating the following:
Chapter Summaries
These only need to be one sheet, front and back. If you need to expand onto two sheets that is fine too.
The summary should include a timeline of that culture/period. What happened during the time span that influenced the way the art was created? Were there invaders? Did someone invent oil paint? Also in this timeline you should include the periods within the chapter. For additional help with the timeline see the web resources on my APAH homepage.
There should be a little bank of vocab words on the chapter summary that include the definitions IN YOUR OWN WORDS. This will make it simple for others and yourselves later for studying purposes.
An overview of the chapter reading. This includes key concepts that should be noted about what happened during that time period. You should also list the periods/dynasties/etc that happen during this chapter. Write a little bit on each period and what major change happens in the art world during this time. I.E. Tell me how the Egyptians broke the artistic conventions of the Armana Period. What major change brought about this break?
The lastly you should have a small list of artworks to know. List them by title, artist, and date, then give a small description of the work (i.e. formal elements, context, and content). There should be AT LEAST 5 works here.
Chapter Study Challenges
These are to (again) be one sheet, front and back and need to take up both sides completely. These are used to quiz yourselves for before the test. They will be completed as a group for a while. These can be presented in several formats.
You must choose at least one format from each category:
Standard: Fun: Critical Thinking:
Multiple Choice Fill-in blank Diagram 3 Short Answers
Crossword 1 Essay
For help writing the multiple choice questions click here.
The short answer and essays should address some of the key concepts of the chapter, rather than just asking about specific works or artists. It is perfectly acceptable to have BOTH things asked. They should be open ended as if they are more like discussion topics. Short answers usually require a limited response; many of the answers are in numbered lists, or can be summed up in a few sentences. This site has some good examples for our art history purposes. But, again, do not take the questions verbatim.
Good short answer examples:
How is Michelangelo’s Last Judgment different from the medieval representations of this theme?
What is the Sack of Rome?
How do Saltcellar of Francis I and the Venus Urania reflect the Mannerist style in sculpture?
Good essay examples:
How is the style of El Greco different from the other painters of the Renaissance? What social influences does his style reflect?
Who was the highest paid painter in Henry VIII’s court? How does her portrait of Elizabeth I foreshadow the changes in rulers?
Bad short answer example:
Who painted the Mona Lisa?
Bad essay example:
Why did El Greco paint differently than other painters? (for this one compare it to the GOOD example to see the difference)
Additional Study Guide Assistance
The following link to study guides should be used as assistance only, and not the end all be all to study guides. This has a lot of good resources and information, but you need to make a more manageable version of the study guide for yourselves and your fellow students. There should be nothing taken verbatim from these study guides. You need to rely on YOUR smarts and your textbook.
Google Docs of the study guides for each chapter.
Samples of Summary and Challenge provided below.
Google Docs of the study guides for each chapter.
Samples of Summary and Challenge provided below.
sample_ne_chapter_summary.docx | |
File Size: | 269 kb |
File Type: | docx |
ne_chapter_challenge.docx | |
File Size: | 13 kb |
File Type: | docx |
untitled27458.pdf | |
File Size: | 39 kb |
File Type: |