Art History Teaching Resources (AHTR)

is a peer-populated platform for art history teachers. AHTR is home to a constantly evolving and collectively authored online repository of art history teaching content including, but not limited to, lesson plans, video introductions to museums, book reviews, image clusters, and classroom and museum activities. The site promotes discussion and reflection around new ways of teaching and learning in the art history classroom through a peer-populated blog, and fosters a collaborative virtual community for art history instructors at all career stages.

  • Reflection

    Advancing Participation in the Survey

    May 8, 2017

    It comes as no surprise that as higher education emphasizes job training, students place a higher priority on classes they view as favorable to the acquisition of highly marketable skills over educationally enriching experiences. Without some demonstration of career utility, courses like art history serve as just another core requirement to be endured, rather than […]

  • Assignment

    Hands On History: Learning the History of Typography with a Letterpress Workshop

    May 1, 2017

    In recent years, educators have been encouraged to promote “active learning” in their classrooms. While this is heavily advocated in K-12 education, it is also making more appearances in approaches to higher education. Interactive learning or multi-modal learning is a teaching strategy that allows a topic to be explored through multiple learning styles such as […]

  • Museums

    Developing Student Expertise with Digital Resources from the NGA

    April 21, 2017

    In my own experience of museum and classroom-based teaching, I have found that an obstacle to continued arts education or the advancement of students beyond a survey level of art history is too often a function of pedagogy that doesn’t acknowledge or develop students’ ability to participate in the greater arts world. Asking students to […]

  • Lesson Plan

    Teaching Comics and Graphic Novels as Art History

    April 14, 2017

    In the past decade comics have established a small but growing beachhead in academia, following earlier advances in the critical attention paid to them by newspapers, magazines, and journals and the institutional recognition accorded them by museums and libraries. Courses on comics are now taught regularly in literature departments at many universities but only a handful of art history departments offer courses on comics and very few art historians do research on comics. This is a shame because comics (and graphic novels, which are really just longer comics with a fancier name) are a vital part of modern and contemporary visual culture.

  • Assignment

    Pedagogic Approaches to Teaching with Art in the Sciences

    April 12, 2017

    When dealing with courses in the hard and life sciences, we approach engagement with art slightly differently. Founded on the types of interactions with the collection that STEM faculty tend to request and on the recent pedagogic emphasis on active, inquiry-based learning that also touches on the creative aspects of science, we distinguish four kinds of interactions with art: skill-building, thematic, problem-based and dispositional.

  • AP Art History

    Hands-on Learning in AP Art History

    April 7, 2017

    Since art history is an image-based subject, it is naturally one that lends itself easily to hands-on, project-based learning where students are given control of their learning and are researching works of art for themselves.

  • Assignment

    Navigating Space and Place: Digital Cartography in the Classroom

    March 31, 2017

    As art historians, we are constantly asking students to examine and interpret complex compositions—be it in painting, architecture, sculpture, or photography—in a search of meaning. Considering the fundamental links between our disciplines, I want to make the case for using digital cartography in the classroom as an opportunity to get students (and ourselves) to think about how space and geography impact artistic interpretation.

  • Assignment

    “Walking on the Grass: Using Campus as Source Material”

    March 27, 2017

    Monmouth University’s Department of Art and Design offers majors in studio arts, photography, graphic and interactive design, animation, and a minor in art history. As part of art foundations our majors must pass two sections of the History of Western Art—Part I (Prehistoric to Gothic) and Part II (Renaissance to Contemporary), plus one or two […]

  • Assignment

    Collaborative Zines: Making Art History Accessible to Pre-Service Educators

    March 24, 2017

    As new, digital technologies emerge and improve–from augmented and virtual realities to advancements in 3D printing to smart phone capabilities–there has also been a notable resurgence of analog technologies. Vinyl records and cassette tapes, Polaroid cameras and film and even typewriters are being produced at increased rates. With this resurges comes a renewed interest in […]

  • Reflection

    STEM to STEAM in the Academic Museum

    March 20, 2017

    A number of authors, including David Sousa and Tom Pilecki, have described the benefits of arts integration in publications and lectures, and supported this move from STEM to STEAM. Drawing from my contribution to a College Art Association panel on the role of art history in STEAM, two case studies from the Colby College Museum of Art offer potential models for how such collaborations might occur.

  • Assignment

    Virtual Reality in the Art History Classroom

    March 15, 2017

    I recently become fascinated with virtual reality and the realism I experience by viewing through a small boxlike device- in this case, Google Cardboard.  I wondered if there could be connections made between virtual reality and my survey art history course for students at Mount Saint Mary College in Newburgh, NY.  I began by searching […]

  • Assignment

    ARTmap: A New Paradigm for Teaching Art History to the Online Learner

    March 10, 2017

    I began to ask myself, “how do I capture the texture and context of the live educational environment and put it online?” An accountability of interest became the thesis of my quest. If was bored with the curriculum, I knew that my students would be, too….