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.

  • Announcement

    Summer Break!

    June 3, 2018

    Happy summer break! AHTR is taking its annual, and much needed, hiatus until August. We have some exciting information to share with you all. Starting in this August, we are changing the posting schedule for the AHTR Weekly. We’ve noted that as we have typically post near the end of August that this schedule does […]

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    CAA
    Reflection
    SoTL

    Reflections on CAA’s 2018 SoTL Bootcamp

    May 11, 2018

    In February, CAA’s Education Committee organized a one-day Scholarship of Teaching and Learning (SoTL) Bootcamp in conjunction with its 2018 Annual Conference. Supported by the Samuel H. Kress Foundation, the University of Southern California, AHSC (Art Historians of Southern California), and CAA, this free workshop attracted about 30 participants interested in learning more about SoTL. […]

  • Assignment

    NEW WAYS OF SEEING: Reframing the Formal Analysis Assignment through Digital

    May 5, 2018

    Each semester I teach multiple sections of a general education, non-major lecture Art Appreciation class designed to cultivate personal engagement with the Houston art community outside of the classroom at Houston Community College. Some sections are face to face, others are online.   My goal for all students is to make them art citizens engaged in […]

  • Reflection

    Bye, Bye Survey Textbook

    May 4, 2018

    For a start, the books – pick any of the “big name” survey textbooks – are constantly going through editions for the purpose of making money (and improving images, text, etc – but really, baseline profit is the reason). The newest editions of any of them are well over $100. This is a great deal […]

  • Assignment
    Reflection

    One Objective, Four Ways to Meet It; Replacing High-Stakes Exams with Multi-Option Creative Assessments

    April 22, 2018

    A recent pile of grading for my introductory course in Modern Art History featured a fact-filled (but fictional) short-story about Odilon Redon’s best friend, an ink drawing of a Mexican folktale completed in the style of Aubrey Beardsley, a video-presentation in which a student walked her viewers through the main characteristics of several late-19th century […]

  • Assignment

    EVERY BODY: Physical Engagement and Making in Portfolio Assessments for the General Education Art History Survey

    April 18, 2018

    A number of years ago I was at the Art Institute of Chicago with a group of students from my AP art history class at a Chicago public high school. On entering the gallery dominated by El Greco’s 13-foot-high Assumption of the Virgin one student sank to the floor in front of the painting, calling […]

  • Assignment

    When the Projector Fails: Transforming the slide exam with personal digital devices

    April 14, 2018

     For several years I’ve been experimenting with helping my students use their personal digital devices to learn to be active viewers and collaborators. On their screens, students can enter a searchable world of almost unlimited virtual images.  This technology permits two different changes to traditional art history pedagogy: changing content, and changing skills for approaching […]

  • Assignment
    Reflection

    Not Your Professor’s Term Paper: The Thrill of Victory, the Agony of Defeat in an eBay Auction

    April 8, 2018

    Notification:  “Watch Item Reminder: Ending Soon!” “HIGH BIDDER: You’re the Highest Bidder, “OUTBID: You’ve been outbid!” “Sorry you missed out on this item.” “Congratulations! You won this item.” “PAID: You paid, but the seller still needs to ship your item.” “SHIPPED: your item is on its way.” “DELIVERED: Your item has been delivered.”   *** […]

  • Assignment

    Three Alternatives for the Final Exam

    April 4, 2018

    Art History taken by our majors and non-majors at introductory levels  are offered both online and face to face.  Our college serves students from ages 16 to 60, some dually enrolled in high school and in college, and from any one of the tri-county areas.  Their socioeconomic levels cover a wide range, as do their […]

  • Assignment
    Reflection

    Agency in Test Design as Motivation for Art History Students

    March 30, 2018

    In the middle of the Indian Ocean, somewhere between South Africa and India, the time came to post a description of the midterm for my Introduction to the Visual Arts course that I was teaching with Semester at Sea in Fall 2017. As I have been doing on my home campus for the past 5 […]

  • Assignment
    Reflection

    RTTP as Final Exam

    March 28, 2018

    The syllabus for my survey class reads, “The game counts as your final exam and final project,” and goes on to say, “Participation and research of the game world and your character are required. You will be graded on 1. your in-class participation, speeches, and debates; 2. writing; 3. teamwork; 4. performance at the Exposition. […]

  • Assignment

    Renaming the Baroque: An Alternative Art History Term Paper

    March 21, 2018

    When teaching courses in the Renaissance and Baroque, I regularly begin with a discussion of the name used to describe the period.  I include not only an explanation of what “Renaissance” or “Baroque” means and how that definition relates to the period, but encourage students to reflect upon the appropriateness of the name.  For example, I ask my students to consider the impact of using a word with some negative associations (“baroque” as a term deriving from a Portuguese word for an irregular pearl.) When giving this lecture, I would often make an off-hand comment to the effect of “but no one has thought of a better term.”  It occurred to me that I could set this task to my students.