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.

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    More from n.paradoxa! (Feminism and the Visual Arts)

    November 20, 2015

    This article can be read as a supplement to my previous article a year ago for this website. This year, I’ve developed three new resources on my website at which I hope will extend the range of access, possibility and topics for students and teachers working on contemporary art and feminism. Perhaps writing that […]

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    SECAC2015 Reflection: Socially Engaged Art History

    November 13, 2015

    Friday morning conference sessions that start at 8am aren’t typically standing-room only. But this was not a typical session. The gregarious early-bird response to the SECAC 2015 panel on “Socially Engaged Art History” can be attributed to the co-chairs’ keen conceptualization of their subject along with the groundswell of interest among art historians for what […]

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    A Postmortem: Textbook-Free Survey, The One-Year Anniversary

    November 6, 2015

    Driven by concerns about the rising cost of art-history textbooks, I developed and launched a year-long textbook-free teaching experiment for a global art-history survey course covering the art from the Renaissance up to today at the University of Mississippi from Fall 2014-Fall 2015. [I wrote a post about my early process here.] I taught using […]

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    Building a Teaching Materials Collection

    November 1, 2015

    Many of us become art historians because we love the materiality of things—the solid heft and feel of objects, the way that time marks its slow passage across their surfaces. We are seduced by the sharp scent of limestone in a medieval cathedral, the warp and weft of red silk damask decorating the walls of […]

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    Surveying the Survey at SECAC

    October 30, 2015

    Every pedagogy session I attend at SECAC  is incredibly well-attended and produces endless questions and wonderful discussions. This year, when the call for session proposals came out, I was rethinking my own survey class, planning on going text-book-free and poring over every page on AHTR. I decided to do my part in creating the type […]

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    Art and the #FergusonSyllabus

    October 16, 2015

    This past summer, I led a seminar inspired by the #FergusonSyllabus movement that Georgetown history professor Marcia Chatelain started back in August of 2014, in the wake of Michael Brown’s death, the protests in Ferguson, and the delayed start to school.                Chatelain wrote an article for the  Atlantic […]

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    Lects in the City

    October 12, 2015

    Although I have worked as a professor, my first experience with teaching has been through working as a walking tour guide in New York City, which I have done regularly since 2011. My experience as a tour guide has informed my style of teaching, and the two kindred practices enhance one another. Below are a […]

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    Puzzling Through Early Medieval Manuscripts: An In-Class Exercise

    October 2, 2015

    Whenever I talk with fellow art historians about teaching, one common question that arises is how to get our students to be more active in their observations of artworks. How do we cultivate (and inspire a love of) looking at art, rather than simply seeing or scanning it? One traditional–and effective–method is to encourage students […]

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    Teaching from a Feminist Revisionist Perspective

    September 25, 2015

    Feminist art history has two meanings: the study of feminist art made from the late 1960s to the present and a revisionist reading of the history of art to examine women and their images and involvement as artists and patrons. I want to consider the second version here to clarify what a feminist revisionist reading […]

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    Pedagogy through Observation

    September 18, 2015

    How do we learn to teach?  Can we learn through reading, through observation, or only through the actual practice of teaching?  What are the most useful things we can do to prepare before entering the classroom?  How can we “find our voice” as teachers, and formulate our own unique style? These were some of the […]

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    Slow Teaching

    September 11, 2015

    At some point on the first day of classes I am going to ask my students to answer some questions anonymously. In all honesty, why did you enroll in this course? What final grade you would be happy with? What about this class are you most concerned or anxious about? Exploring students’ responses over the […]

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    Field Notes from an Experiment in Student-Centered Pedagogy

    September 4, 2015

    How can art history be made engaging and relevant to students coming at the topic from diverse disciplines and backgrounds? How can students gain agency in the process of studying historic art and architecture? To what extent can an art history survey be participatory and student-driven? I frequently grappled with these questions while working as […]