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AP Art History

AP Art History. L. Hirkaler 2011 AENJ Roundtable Lhirkaler@VTSD.com. Join the College Board Listserv for AP Art History via Email…. “Here are two websites I have been using with students in my class re: thematic and global approaches to understanding art: www.learner.org/courses/globalart/

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AP Art History

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  1. AP Art History L. Hirkaler 2011 AENJ Roundtable Lhirkaler@VTSD.com

  2. Join the College Board Listserv for AP Art History via Email… “Here are two websites I have been using with students in my class re: thematic and global approaches to understanding art: • www.learner.org/courses/globalart/ • Fabulous website! Transcripts and video clips of major themes in global art • http://www.metmuseum.org/toah/ • Heilbrunn Timeline of Art History – MET” • Yu Bong Ko, 2011

  3. http://www.artbabble.org/

  4. http://www.smarthistory.org/

  5. http://www.googleartproject.com/museums/nationalgallery/christ-mocked-the-crowning-with-thorns-40Christ Mocked (The Crowning with Thorns) (Hieronymus Bosch) : National Gallery : Art Project, powered by Google

  6. http://www.youtube.com/watch?v=erbd9cZpxps

  7. http://www.cct.umb.edu/gallerywalk.html

  8. Tips for the Teacher * Plan significant questions that provide structure and direction to the lesson. * Phrase the questions clearly and specifically. * Wait Time: Maintain silence and wait at least 5 to 10 seconds for students to respond. * Keep the discussion focused. * Follow up on students' responses and invite elaboration. * Stimulate the discussion with probing questions. * Periodically summarize (e.g., on blackboard or overhead projector) what has been discussed. * Draw as many students as possible into the discussion. * Do not pose yes/no questions, as they do little to promote thinking or encourage discussion. * Do not pose questions that are vague, ambiguous, or beyond the level of the students. http://serc.carleton.edu/introgeo/socratic/fourth.html

  9. How to Use the Socratic Method in the Classroom Role of the Teacher During Socratic questioning, the teacher is a model of critical thinking who respects students' viewpoints, probes their understanding, and shows genuine interest in their thinking. The teacher poses questions that are more meaningful than those a novice of a given topic might develop on his or her own. The teacher creates and sustains an intellectually stimulating classroom environment and acknowledges the value of the student in that environment. In an intellectually open, safe, and demanding learning environment, students will be challenged, yet comfortable in answering questions honestly and fully in front of their peers. http://serc.carleton.edu/introgeo/socratic/fourth.html

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