Once again, I will be presenting at Pine Crest’s Teachers Teaching Teachers but this time, I will be modeling what it feels like to be in an AP Art History class of mine. The subject? None other than Mark Rothko and his work.
Abstract art is not a whole lot of fun for most audiences, and abstract expressionism seems to be a challenge for those choosing to take on the course of study, let alone to audiences that may pass through that part of the gallery or museum. Considering Mark Rothko’s color-field style, most will turn heel muttering words of frustration or even the infamous “I could do that” mantra.
It will be no small task to introduce an audience to, and hopefully walk away with, a deeper appreciation for Rothko and his work as well as the field of art history. I would be delusional to think that everyone will emerge experts of Rothko after a 45 minute introduction as well because, honestly, is anyone really an expert on Rothko anyway?
If you are around and interested, stop on by room 205 at 1:00pm this Tuesday to see what I am up to. I will be trying out some of the latest approaches I picked up at Project Zero this summer and hopefully gaining converts to both PZ as well as art history!
Last year, I was given the tremendous opportunity to serve as a reader for AP Art History for the first time in Salt Lake City, Utah. It was an eye-opening experience as I got to meet the various readers from all around the country for Art History, all of whom have tremendous passion and dedication to our field.
I felt it was a great honor to be counted among those who help process those tests for millions of students across the country and around the world. The sheer planning and logistics of the week long event was impressive as thousands of AP teachers from various subjects descend on Salt Lake City with one objective in mind – to grade the various essays that have been submitted by students. It was fun and just a sheer pleasure to be involved in such a large-scale project while also getting excellent professional development along the way.
I am also excited, and honored, to be invited back and have confirmed my travel plans to return to the AP reading this summer in Salt Lake. I look forward to reconnecting with my peers and helping contribute to the undertaking of grading millions of essays for College Board and our AP Art History tests.
The AP Art History exam is going to be undergoing a change. In 2016, there will be more of a focus on the global contributions to art and the exam will reflect that.
This is a tremendous professional development opportunity for myself as I get to peak behind the scenes on how the exam is developed and how the new format is being retooled.
Entering my 5th year teaching AP Art History, I have already gained tremendous insight and experience as a reader this past June in Salt Lake. As a group, we graded tens of thousands of essays from all students who participated in the AP Art History exam and the experience has helped me re-think the way I teach the course and ways I can be more efficient with my students. Having an understanding for the upcoming changes to the exam also gives me a great advantage in being prepared for the new format slated to take shape in only a few years, which also benefits my students tremendously.
To get a sense of what we are doing with art history in my classes, please visit my site RicardAcademy.info.