AHPT at CAA business meeting

We’re starting the business meeting with a continuation of the earlier session.  Here are some things we’re talking about:

-How to connect the different professional arts groups interested in pedagogy and technology?

-Changing learning pedagogies.

-Know what’s going on in other programs/disciplines.

-Getting engaged with pedagogy doesn’t necessarily mean you have to talk (only) with art historians.

-First CAA session on pedagogy and technology — 1997

-Teaching the survey course — revising this is a moving target!

-How do we get students to think — through writing.

-importance of assessment and learning outcomes — for every class;  planning the class as one might in K-12.

-The works we enjoy and are passionate about — focus on these.  This isn’t what our teachers did.  (I think they had the passion…but there wasn’t a place for “passion” in the classroom in those days.)

-Prezi — as a collaborative project;  students will contribute an image and THINK about why they chose that image.

-We keep coming back to the survey.

-Tell students why it’s important to[talk with Michelangelo].  The goals today are….;  halfway point:  where are we?…;  at the end:  this is where we are and these are our conclusions.

-Structure an activity:  write every week (electronic) that involves a little bit of research (not necessarily going to JSTOR).  Tell me (x) things you know about this object;  then go to a good source and add to what you thought you knew.  This involves some revision, some research, some rethinking.

-Compare:  a Cabanel nude with Britney Spears on the cover of Rolling Stone.

-Students need ownership

-What do we want students to know from a survey course?  Style;  meaning.  Post unknown works from different periods;  put students in groups;  have them analyze these — style, meaning.  have them do (some) research in class — textbook, online searches.

-The things they don’t know are the things that drive them more.

-Give them a work and tell them “You’re Manet, you’re Courbet, you’re Cabanel, and you’re Judy Chicago” — argue a point and persuade the audience.  What’s going on in this image?

-Learning experiences with creative element.

-Would we be embarrassed by anything our students say (in class)?

-Search for parody of an iconic image;  this gets across the idea that images aren’t in a vacuum.

-What has to be covered or not?  Why did we get into this?

Ideas for next year:

-Focus on the survey;  alternative pedagogical models

-Journal of Interactive Technology and Pedagogy;  JITPedagogy.org;  special issue for art history

-We need to look at the bottle, not the wine.  Putting old wine into new bottles just won’t work.

-Universal design

-Content production

-arthistorysurvey.com — forthcoming

-Beginning career people

-The future of higher education

Well…it’s been quite a meeting.

4 thoughts on “AHPT at CAA business meeting

  1. Jeff Smith

    I think an interesting idea for next year would be a required class trip to one of the numerous student exposes. A somewhat tour-guide style look at the exhibits lead by either yourself or the artist of the work if possible.

    On another note, tailoring some of the quizzes to the format of the midterm or even just more of an open/short response. Although i have nothing but great things to say about the structure of your course.

    1. admin Post author

      This is a great idea. There will be another student opening soon…and I’m hoping the students in that exhibit will talk about their work.
      And your suggestion to tailor the quizzes to the exam is a good one and I’ll work on that. I designed them as they are to keep them straightforward and to make sure students read the book (that doesn’t always happen…). But having short responses to questions is an excellent idea. I’ll work on it.
      Thank you!

  2. Nicholas Mercuro

    This course on History of Western Art II is fantastic. Although we still have a little over a month left until the end of the semester I believe we have already accomplished many if not all of the goals and objectives covered in the course description part of the syllabus. Possible future ideas for this course may be called something along the lines of “Acting the Part”. Many students enjoy acting out something about an artist. With this activity students would form small groups. Each group selects an artist from a list of names supplied by the teacher. They research the artist and prepare a short skit. After the skit they hand out a review sheet for the class or post a poster for the class to review. The skit can be like a talk show, interview, or the artist in her studio explaining a work he or she did. The group can discuss a large reproduction or a projected image based on a prepared script. The actor playing the artist will then answer questions about their sources and ideas, composition, difficulties, special interests, childhood, training, and so on. Thank you for taking my comment into consideration!

    1. admin Post author

      Wow…I never would have thought of this, thank you. I like it, and I’m wondering if we can do something like this before the term ends. Maybe, maybe not — your assignment requires some research on the part of students (and that’s great), but I don’t want to add more work at the end of the semester when students have so much to prepare. Another problem is – chairs in that room can’t be moved. But we’re a small enough class that 4 or 5 groups can be formed and can each have a corner (5 corners? We can do that!). And why focus on the problems???!!! It’s a great idea and I’ll work this into the syllabus for the fall. Thank you!


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