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.

  • Writing About Art

    Teaching Art History and Writing I: SECAC 2018 Conference Panel Review

    February 16, 2019

    For the 2018 SECAC conference in Birmingham, I set out to organize a panel that would bring together faculty who utilize innovative approaches to teaching writing alongside art historical content. Recognizing that many instructors, departments, and curricula expect art history students to develop skills of critical thinking, source analysis, grammar, syntax, and style alongside visual […]

  • Announcement
    CAA

    A Guide to Pedagogy-Related Programming at CAA’s 2019 Annual Conference

    February 9, 2019

    Every year around this time, I find myself in mild state of professional panic. It’s the week before CAA’s Annual Conference and I haven’t yet chosen which sessions to attend. Although this year’s conference website allows users to create a personalized schedule by using keywords and other filters to identify specific sessions, AHTR’s Franny Zawadzki graciously […]

  • Announcement

    OERs

    February 6, 2019

    AHTR has created this Repository that not only includes course content, but also offers insight into how these resources can be effectively used in class. The OERs materials added to AHTR provide an overview of Open Educational Resources with a focus on OERs as an opportunity to expand pedagogical choices, develop student information literacy, introduce a wider variety […]

  • zoom class

    Online Teaching

    Changing the stereotype of online teaching: Face-to-face in a virtual classroom

    February 1, 2019

    Although online courses are carving out an increasing swath in college curriculums, there are still many faculty who shudder at the idea of teaching outside of a classroom. It’s not the content or rigor of online learning they object to; it’s the perceived lack of engagement with students. “Nothing replaces being in the classroom with […]

  • 4th box cartoon

    Equity in Education
    Online Teaching

    Five Steps to Universal Design and 508 Compliance for Online Courses

    January 25, 2019

    The Americans with Disabilities Act of 1990, amended in 2008, requires that publicly funded (Title II) and private (Title III) colleges and universities provide all students with equal access to education and educational facilities. Section 504 of the Rehabilitation Act of 1973 mandates that reasonable accommodations must be provided to students with disabilities and can […]

  • Assignment

    Google Map Project

    January 11, 2019

    Digital maps and related applications are indispensable for our students’ geo-spatial, contextual, and phenomenological navigation through the world. Researchers at the MIT Media Lab posit that the human brain is a “system in which affective functions and cognitive ones are inextricably integrated with one another.”[1]  To take advantage of this connection I designed a learning […]

  • Equity in Education

    What does it mean to have an equitable classroom?

    January 4, 2019

    What does it mean to have an equitable classroom? I believe that an equitable classroom is a place where each member remembers that each other member is a whole person. And, as instructors, we remember that even if the students are not content experts in the material being learned, they can engage in their own […]

  • metacognition graphic

    Assignment

    From the AHTR Archives: Wrapping up with student reflections

    December 14, 2018

    Editor’s note: This post was originally published as “Wrapping Up: asking students to reflect and evaluate” on Dec. 3, 2013.  Please share your own experiences with assigning course reflections at the end of the semester in the comments below or with AHTR’s public group on Facebook.     We’re nearly at the end of the semester […]

  • used stickers on textbooks

    OER
    Reflection

    Questioning The Ethics Of Required Textbooks

    December 7, 2018

    This fall, I had the opportunity to teach a first-year seminar: basically, a course designed to introduce new students to the college experience and the values of a liberal arts education. While the students were generally excited about the start of this new phase of their lives, most were also a bit understandably anxious. They […]

  • Fashion Design

    Reinserting the Fat Body into Fashion History—A Reading List

    November 30, 2018

    Much as in the discipline of art history, the history of fashion has tended to focus on the stories and output of great designers, or the artists of our field. The privileging of these so-called “hemline histories,” however, has problematically been at the expense of stories that recount everyday dress practices and the fashion histories of the marginal, the non-Western and, perhaps most importantly, the non-White.

  • Louisville Art Museum

    AP Art History
    Museums
    Reflection

    From the AHTR Archives: Engaging AP Art History Students at Louisville’s Speed Art Museum

    November 16, 2018

    Editors’ note: This post originally appeared in December 2016 as part of AHTR’s ongoing effort to support educators in AP Art History and other K-12 learning settings. Please contact us at info@arthistorytr.org if you’re interested in contributing your experiments and ideas for art history instruction to high school students.    The redesigned AP Art History […]

  • Reflection
    Writing About Art

    From the AHTR Archives: The Plagiarism Chronicles . . .

    October 26, 2018

     [Plagiarism (1621) from L.plagiarius “kidnapper, seducer, plunderer,” used in the sense of “literary thief.”] It’s mid-semester.  By now, our survey students are getting into the swing of things – they’ve turned in a few assignments, and possibly taken a midterm exam. It’s around this time when we start to notice one of the major issues related to teaching the survey course: plagiarism. Plagiarism is […]