Middle School Art History and Appreciation
Course Description:
Where do artists find their inspiration? How can you tell a Rembrandt from a Renoir? Art History and Appreciation surveys artwork and architecture from different periods in human history. Students learn how artists use their abilities to observe and interpret reality and create unique artistic styles and works. Part 1 focuses on the art and architecture in Europe, Africa, and the Americas, while Part 2 moves east to Asia and Oceania. In each part of the course, students note the development of different art movements, the variation in artistic techniques, and the influence of significant artists and designers. Lessons explain the tools, skills, and techniques artists use to create their works. Students also learn how to differentiate between art movements in significant periods of history. At the end of this course, students can recognize different artistic styles, movements, and techniques, and identify specific pieces of artwork by period and origin.
Course Details:
| Course Title (District): |
Middle School Art History and Appreciation |
| Course Title (NCES SCED) : |
Art History |
| Course Provider : |
Genesee ISD |
| Content Provided By : |
Edison Learning |
| Online Instructor Provided By : |
Edison Learning |
| Standards Addressed : |
None |
| Academic Terms : |
Semester |
| NCES SCED Code : 05152 |
| Subject Area : |
Visual and Performing Arts |
| Course Identifier : |
Art History |
| Course Level : |
Elem/Middle School (Prior to Secondary) |
| Available Credit : |
0.5 |
| Sequence : |
1 of 1 |
|
How To Enroll:
Students and Parents: It is important to work closely with your local school counselor or
registrar to follow the school's enrollment procedures. By clicking the "Start Registration
Request" button below, you will be able to notify the school of your interest in registering for
the online course. However, it is the responsibility of the district or school to review the
registration request and approve or deny the request. Please make a note to follow up with
your school after submitting a registration request.
Start Registration Request
Additional Course Information:
- Email: [email protected]
- Phone: (412) 863-4403
Additional Cost: $0.0
Additional Cost Description:
None
- Identify the key characteristics of work created in prehistoric art of Europe and Mesopotamia and examine artifacts of ancient Greece, ancient Rome, and the Early Renaissance.
- Assess significant themes, works, and individuals associated with Western art from prehistory through the postmodern period.
- Examine the emergence of new painting and sculpture techniques applied in periods from the High Renaissance through the Baroque and Rococo periods.
- Survey several artists from the Impressionist through the postmodern eras and explain how their personalities changed the purposes of and opportunities for artistic expression.
- Identify key characteristics of world art as it developed in the early Indus Valley, Southeast Asia, and Japan.
- Examine the artistic history and traditions of Chinese dynasties and the tribal art and artifacts found in Micronesia.
- Investigate key elements of Polynesian and Australian art.
NSQ National Standards for Quality Online Courses: Third Edition (2019)
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| A1. A course overview and syllabus are included in the online course |
Fully Met
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| A2. Minimum computer skills and digital literacy skills expected of the learner are clearly stated.* |
Fully Met
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| A3. The instructor’s biographical information and information on how to communicate with the instructor are provided to learners and other stakeholders. |
Fully Met
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| A4. Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course. |
Fully Met
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| A5. Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.* |
Fully Met
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| A6. Grading policies and practices are clearly defined in accordance with course content learning expectations. |
Fully Met
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| A7. The online course provides a clear description or link to the technical support offered and how to obtain it.* |
Fully Met
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| A8. Learners are offered an orientation prior to the start of the online course. |
Fully Met
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Rating
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Comments |
| B1. The online course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course.* |
Fully Met
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| B2. The online course expectations are consistent with course-level objectives or competencies, are representative of the structure of the course, and are clearly stated. |
Fully Met
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| B3. The online course content is aligned with accepted state and/or other accepted content standards, where applicable.* |
Fully Met
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| B4. Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum.* |
Fully Met
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| B5. Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned to the specific content being delivered.* |
Fully Met
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| B6. The online course content and supporting materials reflect a culturally diverse perspective that is free of bias.* |
Fully Met
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| B7. The online course materials (e.g., textbooks, primary source documents, OER) that support course content standards are accurate and current. |
Fully Met
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| B8. The online course is free of adult content and avoids unnecessary advertisements.* |
Fully Met
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| B9. Copyright and licensing status for any third-party content is appropriately cited and easily found. |
Fully Met
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| B10. Documentation and other support materials are available to support effective online course facilitation.* |
Fully Met
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Rating
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| C1. The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring.
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Fully Met
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| C2. The online course’s content and learning activities promote the achievement of the stated learning objectives or competencies. |
Fully Met
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| C3. The online course is organized by units and lessons that fall into a logical sequence. |
Fully Met
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| C4. The online course content is appropriate to the reading level of the intended learners.* |
Fully Met
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| C5. The online course design includes introductory assignments or activities to engage learners within the first week of the course. |
Fully Met
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| C6. The online course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways. |
Fully Met
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| C7. The online course provides regular opportunities for learner-learner interaction. |
Fully Met
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| C8. The online course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress.* |
Fully Met
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| C9. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.* |
Fully Met
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Rating
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| D1. Learner assessments are linked to stated course, unit, or lesson-level objectives or competencies. |
Fully Met
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| D2. Valid course assessments measure learner progress toward mastery of content. |
Fully Met
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| D3. Assessment practices provide routine and varied opportunities for self-monitoring and reflection of learning.* |
Fully Met
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| D4. Assessment materials provide the learner with the flexibility to demonstrate mastery in a variety of ways.* |
Fully Met
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| D5. Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners.* |
Fully Met
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Rating
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| E1. Online course navigation is logical, consistent, and efficient from the learner’s point of view.* |
Fully Met
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| E2. The online course design facilitates readability.* |
Fully Met
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| E3. The online course provides accessible course materials and activities to meet the needs of diverse learners.* |
Fully Met
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| E4. Course multimedia facilitate ease of use.* |
Fully Met
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| E5. Vendor accessibility statements are provided for all technologies required in the course.* |
Fully Met
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Rating
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Comments |
| F1. Educational tools ensure learner privacy and maintain confidentiality of learner information in accordance with local, state, and national laws for learner data. |
Fully Met
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| F2. The online course tools support the learning objectives or competencies.* |
Fully Met
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| F3. The online course provides options for the instructor to adapt learning activities to accommodate learners’ needs and preferences.* |
Fully Met
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| F4. The course allows instructors to control the release of content.* |
Fully Met
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| F5. The course provides the necessary technical functionality to score and record assessments and calculate earned course points or grades.* |
Fully Met
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Rating
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Comments |
| G1. The online course uses multiple methods and sources of input for assessing course effectiveness. |
Fully Met
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| G2. The online course is reviewed to ensure that the course is current. |
Fully Met
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| G3. The online course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews. |
Fully Met
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Review Conducted By: Edison Learning
Date of Review:
03/03/2022
Key Topics:
- Prehistoric art of Europe and Mesopotamia
- Ancient art of Egypt and Rome
- Medieval architecture and Gothic paintings
- Renaissance architecture, painting, and sculpture
- European and American art of the nineteenth century
- Classifications of modern art
- Art of the Indus Valley
- Art of Southeast Asia
- Japanese art
- Chinese art
- Art of Micronesia and Polynesia
- Australian art
| Term Type |
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Potential Additional Costs |
| Drop Policy |
Completion Policy |
Term Type |
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Enrollment Ends |
This is an asynchronous course. Instructor will send a course intro announcement with their expectations.
