This resource is a complete text on the visual arts for a low level art appreciation course. It is most comprehensive on media, techniques, and methods, and less so on the art history timeline specifically. Material is commensurate with most art appreciation texts for college undergraduates on a 100 or 101 level course. The course is licensed under a Creative Commons Attribution 3.0 Unported License, with material credited to Washington State Board for Community and Technical Colleges, Smarthistory, and Khan Academy. The sections can be used individually and edited to suit specific class requirements. All images show licenses or credits, but might also be sourced separately.

Students will learn about the process of making pre-Columbian ceramics and the history surrounding the collection that this lesson plan is based on. Students will also create their ceramics which will bridge the gap between basic understanding while incorporating a hands-on activity. The purpose of this lesson is to teach the students about a different culture that they would have otherwise not been exposed to at a young age. By examining pre-Columbian ceramics and creating their own ceramics, students will develop skills on how to appreciate and better understand the traditions of cultures besides their own while learning about fields of study that may be of interest to them in the future.

This art history video discussion looks at Claus Sluter's (with Claus de Werve) "The Well of Moses", 1395-1405 (calvary finished 1399, prophets 1402-05, painted by Jean Malouel c. 1402), Asnières stone with gilding and polychromy, slightly less than 7 meters high, originally close to 13 meters with cross. Located on the grounds of the former Chartreuse de Champmol, a Carthusian monastery in Dijon, France established by Philip the Bold, Duke of Burgundy. The prophets depicted include: Moses, David, Jeremiah, Zachariah, Daniel, and Isaiah.

This book contains all of Smarthistory’s content for Italian art in the 1300s.

This book contains all of Smarthistory’s content for Italian art in the 1400s.

This is one of the primary online resources for art history. It can be assigned as a text or used modularly. There are over 1800 essays and videos with most art historical periods covered. There are no dedicated segments on materials, techniques, and media, however. These elements are sometimes covered as part of the discussion on discrete objects. The information and images are very good and are often linked to Khan Academy videos. Dr. Beth Harris and Dr. Steven Zucker are contributors and presences on many videos.

smARThistory.org is a free multi-media web-book designed as a dynamic enhancement (or even substitute) for the traditional and static art history textbook.

This OER is a Pacific Northwest remix of the Digital Public Library of America's Primary Source Set on the social realism art movement in America during the Great Depression. The content has been updated to include content from Northwest artists and to focus on themes specific to the region. SEE the original OER record here: https://oercommons.org/courses/social-realism. Original OER author: Amy Rudersdorf, DPLA.The Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

This art history video discussion examines the "Standard of Ur", c. 2600-2400 B.C.E. (British Museum).

How do we define Public Art? This course focuses on the production of projects for public places. Public Art is a concept that is in constant discussion and revision, as much as the evolution and transformation of public spaces and cities are. Monuments are repositories of memory and historical presences with the expectation of being permanent. Public interventions are created not to impose and be temporary, but as forms intended to activate discourse and discussion. Considering the concept of a museum as a public device and how they are searching for new ways of avoiding generic identities, we will deal with the concept of the personal imaginary museum. It should be considered as a point of departure to propose a personal individual construction based on the concept of defining a personal imaginary museum - concept, program, collection, events, architecture, public diffusion, etc.

Course syllabus that outlines the first course in a survey of Western Art. Includes an outline of a 10-week course with readings, videos, and other resources.

This teaching packet discusses artistic movements of the late 20th century, including abstract expressionism, pop art, minimalism, conceptualism, process art, neo-expressionism, and postmodernism, with attention to their critical reception and theoretical bases. The packet considers works by 27 painters and sculptors including Jackson Pollock, Jasper Johns, Mark Rothko, David Smith, Martin Puryear, Anselm Kiefer, Susan Rothenberg, and Roy Lichtenstein (see full list below).

This seminar is open to graduate students, and is intended to offer a synoptic view of selected methodologies and thinkers in art and architectural history (with many theorists from other fields). The syllabus outlines the structure of the course and the readings and assignments for each week; the goal is to become aware of the apparatuses of discourse, and find your own voice within them.

This art history video discussion looks at Titian's "Venus of Urbino" 1538, oil on canvas (Galleria degli Uffizi, Florence).

This art history video discussion examines Verrocchio's (with Leonardo) "Baptism of Christ", 1470-75.

This module talks about an interesting facet of board games (chess, chaupar, snakes and ladder) in India. It not simply traces their trajectory through the centuries but also locates these games as a legitimate site of visual culture in India. What is the politics of these board games? How did they travel across centuries? How have they evolved into their present models?

This art history video discussion examines "The Unicorn in Captivity" (one of seven woven hangings popularly known as the Unicorn Tapestries or the Hunt of the Unicorn), 1495-1505, South Netherlandish, wool, silk, silver, and gilt (The Cloisters, The Metropolitan Museum of Art).

This art history video discussion examines Jan Van Eyck's "Portrait of Giovanni Arnolfini and his Wife", tempera and oil on wood, 1434 (National Gallery, London).

This art history video discussion looks at Jan van Eyck's "The Madonna in the Church", c. 1438, oil on oak (Gemaldegalerie, Staatliche Museen zu Berlin).

This art history video discussion looks at Rogier van der Weyden's "The Crucifixion, with the Virgin and Saint John the Evangelist Mourning", c. 1460, oil on panel (Philadelphia Museum of Art).