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

    On Collaboration, AHTR, and Work in the Arts: A Conversation Among Friends

    June 19, 2019

    The following conversation was recorded over Zoom on Sunday June 9, with Michelle in Philadelphia, Karen in Maplewood, New Jersey, and Ginger in Silver Spring, Maryland, and has been edited for publication. As three of the many people behind the joint AHTR project, we sat down recently to talk about the year, to celebrate the […]

  • Tool

    Twine

    June 14, 2019

    Twine is a free, open-source digital tool that connects textual passages to one another through well-demarcated links. It is becoming increasingly popular with educators, particularly in the humanities. There is a plethora of possibilities for this deceptively simple, yet powerful interactive writing device that taps into our built-in affinity for telling stories. Twine is the […]

  • Tool

    “I read it, but I don’t get it.”

    June 8, 2019

    How many times have we heard students utter such comments? Recently, a student who had excelled in my Survey II class came to my office hours. She was visibly shaken and described her struggle in her upper level art history course. She told me she would read the article, understand every single word, take notes […]

  • Tool

    Hypothes.is

    June 6, 2019

    To become active and insightful interpreters of literary or scholarly texts, students must learn to attend to and trust in their own thoughtful responses to what they read.  Instructors can help students to acquire this self-awareness by encouraging them to makes notes – as most experienced readers do habitually – on the texts that they […]

  • Assignment
    Digital Humanities

    Digital Toolkit, Part 2: Evaluating Podcasts and Videos

    May 31, 2019

    If you’re interested in teaching with technology, you have likely thought about creating assignments around podcasting or video for your students (and if you haven’t, you can read my post on how to do it). However, one big hurdle for many instructors is the question of how to evaluate these projects, especially if they have […]

  • Reflection
    Student Voices

    Student Voices: Misadventures in Undergraduate Research

    May 24, 2019

    Editor’s Note: This week’s post is part of AHTR’s series  “Student Voices”  where undergraduates reflect on their learning experiences. We encourage students to use this opportunity to engage in the ongoing conversation about pedagogy and current issues affecting students today.  Please contact us at info@arthistorytr.org if you, or a student you know, is interested in sharing a story.  […]

  • Assignment

    No really, THIS is the essay you should remember in twenty years!: Didactic Posters for Foundational Texts

    May 17, 2019

    [Editors note: Mary’s essay is the first in a short series of AHTR Weekly posts that address how to help students read and retain information from assigned texts.] It is often hard to convince my students that one particular reading, artwork, or artist is of such foundational importance that it changed the discipline—and they should […]

  • CAA
    Equity in Education
    Reflection

    Decolonizing and Diversifying Are Two Different Things: A Workshop Case Study

    May 10, 2019

    We (Amber and Ana) met in 2018 through our involvement with Interference Archive’s Education Working Group. Interference Archive is a volunteer-run space in Brooklyn centering the cultural production that emerges from social movements through an open stacks archival collection, exhibitions, and events. The Education Working Group facilitates the use of Interference Archive’s resources for pedagogical […]

  • Reflection

    A Transcultural Introduction to Art

    May 3, 2019

    As art history has grown steadily more global, transcultural, and intercultural, many of us have sought ways to revise introductory courses in order to de-center western art, to represent the discipline of art history as inherently multicultural, and – while we’re at it – to find alternatives to the chronological ordering of material. The course […]

  • Assignment
    Writing About Art

    Teaching Art History and Writing II: SECAC Conference Panel Review

    April 27, 2019

    Many of us have overheard the frustrated professorial refrain, “My students should have learned how to write in their Freshman Composition class!” Perhaps some of us are even guilty of such utterances ourselves. But this myth, which Linda S. Bergmann and Janet Zapernick call the “inoculation approach” to writing instruction, creates a false separation between […]

  • Design
    Review

    Take A Closer Look At (and Teach) W.E.B. Du Bois’s Afrofuturist Data Visualizations from 1900

    April 19, 2019

    WEB DuBois’ boldly colored graphs and charts interrogated everything from literacy to population distribution to employment, and a striking lead image for the Georgia study represented the “color line”–the transatlantic slave trade route–further theorized by Du Bois in his 1903 The Souls of Black Folk. As Battle-Baptiste and Rusert attest, “while a broader American culture was not ready to recognize the existence of a school of black sociologists in the US South, Du Bois turned to a visual medium–and the proto-modernist aesthetics of turn-of-the-century data visualization–to gain the attention of an international audience.”

  • Assignment

    Fred Wilson in the Classroom

    April 12, 2019

    [Editor’s note: this week’s post provides a few ideas on how to incorporate the work of a specific artist into the overall program of a class. This method expands upon the traditional ways in which art and artists are shared with students.] [1] Institutional Critique: Following Fred Wilson and Mark Dion           […]