YU BONG KO
Yu Bong Ko is a Lecturer in Art History at Dominican College in N.Y. Previously, he taught AP Art History for 26 years at Tappan Zee High School, his alma mater. As a presenter and session leader at College Board endorsed AP Teacher Conferences and Summer Institutes since 1995, his travels have taken him to schools, colleges and museums coast to coast, where he has worked with hundreds of outstanding and dedicated teachers. Yu Bong has scored the AP examinations since 1994, having served as Reader, Table Leader and Question Leader. He is a past Co-Chair of the College Board’s AP Art History Test Development Committee, and recently completed service on the Curriculum Re-Design Committee to develop the new curriculum framework. In addition, as former College Board Advisor to AP Art History Content and Professional Development, Yu Bong has contributed to two Curriculum Modules publications for teachers on concept-mapping strategies and thematic and cross-cultural approaches to teaching AP Art History. He is a graduate of Brown and Columbia Universities where he studied Painting, Art History and Art Education.
Yu Bong Ko is a Lecturer in Art History at Dominican College in N.Y. Previously, he taught AP Art History for 26 years at Tappan Zee High School, his alma mater. As a presenter and session leader at College Board endorsed AP Teacher Conferences and Summer Institutes since 1995, his travels have taken him to schools, colleges and museums coast to coast, where he has worked with hundreds of outstanding and dedicated teachers. Yu Bong has scored the AP examinations since 1994, having served as Reader, Table Leader and Question Leader. He is a past Co-Chair of the College Board’s AP Art History Test Development Committee, and recently completed service on the Curriculum Re-Design Committee to develop the new curriculum framework. In addition, as former College Board Advisor to AP Art History Content and Professional Development, Yu Bong has contributed to two Curriculum Modules publications for teachers on concept-mapping strategies and thematic and cross-cultural approaches to teaching AP Art History. He is a graduate of Brown and Columbia Universities where he studied Painting, Art History and Art Education.
COURSE DESCRIPTION
This in-person Marin by the Bay AP Art History workshop will focus on preparing, sustaining and teaching the redesigned curriculum, while reflecting on the lessons learned and anticipating the road ahead for maximizing student success. Whether you are experienced or new to teaching the course, together we will acquire new andinsightful ideas and model best teaching practices to immediately promote active student-centered learning both in and out of the classroom.
Workshop Goals/Objectives:
In addition, teachers will complete a digital activation process to access AP Art History Classroom Resources provided by the College Board: AP Daily, AP Classroom, Unit Guides, Personal Progress Check, Progress Dashboard, AP Question Bank. Please follow the link to the College Board’s AP Central Art History to learn more:
https://apcentral.collegeboard.org/courses/ap-art-history/course
Please also do the following ahead of time:
this, then as a group, we can concentrate more on pedagogical issues (i.e. teaching
strategies) than we do reviewing content. If you have questions relating specifically to the AP Art History session content,
please write me at:
yubongko@gmail.com OR yubong.ko@dc.edu OR yubongko@yahoo.com
This in-person Marin by the Bay AP Art History workshop will focus on preparing, sustaining and teaching the redesigned curriculum, while reflecting on the lessons learned and anticipating the road ahead for maximizing student success. Whether you are experienced or new to teaching the course, together we will acquire new andinsightful ideas and model best teaching practices to immediately promote active student-centered learning both in and out of the classroom.
Workshop Goals/Objectives:
- Acquire familiarity with the newly updated Course and Exam Description (CED) that organizes AP Art History into 10 commonly taught units – 1 foreach of the 10 content areas.
- Understand the course framework that defines specific Art Historical Thinking Skills, Big Ideas, and Learning Objectives and how they are tied to specific Enduring Understandings and Essential Knowledge statements.
- Develop a fundamental understanding of the standardized free response section of the exam that uses a stable analytic rubric, as well as performance tasks that are defined for students.
- Provide insights into how the AP Examination Readings are conducted, including identifying and explaining how course content and skills areassessed on the exam. Participants will be able to practice applying the scoring guidelines from the recent AP exams to samples of student works.
- Develop a pacing guide by unit/topic to incorporate the full scope of the AP course into school’s academic calendar.
- Walk-away with ready-to-use strategies and pedagogical tools shared by experienced teachers within the AP community.
- Incorporate a wide array of reading, writing and review practice consistent with educational philosophy concerning approaches to teaching of AP Art History.
- Practice “culturally responsive teaching” while making Art History relevant to students as a course in high school.
- Recognize and obtain the most effective resources materials from texts, readers, online sources and other multi-media platforms.
- Know about AP Audit protocols for the coming year.
In addition, teachers will complete a digital activation process to access AP Art History Classroom Resources provided by the College Board: AP Daily, AP Classroom, Unit Guides, Personal Progress Check, Progress Dashboard, AP Question Bank. Please follow the link to the College Board’s AP Central Art History to learn more:
https://apcentral.collegeboard.org/courses/ap-art-history/course
Please also do the following ahead of time:
- If possible, have installed on your computer MS Office PowerPoint 2011 or better; for Mac users, Keynote 2012 or better.
- Familiarize yourself with file sharing programs such as Google Drive, Drop Box, or other cloud platforms. They will be used to deliver documents and resources to participants.
- Recommended: purchase a new (virus free) flash-drive or portable back-up storage unit (at least 128 GB) for ease in transferring large electronic files, especially if you are short on the computer’s hard-drive capacity.
this, then as a group, we can concentrate more on pedagogical issues (i.e. teaching
strategies) than we do reviewing content. If you have questions relating specifically to the AP Art History session content,
please write me at:
yubongko@gmail.com OR yubong.ko@dc.edu OR yubongko@yahoo.com
WORKSHOP CONTENT and OUTLINE:
1. Course Updates
The updated Course and Exam Description (CED) is now more clearly presented and outlines all required course content and defines how content will be assessed on the exam:
• Acquire familiarity with how CED organizes AP Art History into 10 commonly taught units – 1 for each of the 10 content areas
• Understand the course framework defines skills and specific learning objectives for students and how each learning objectives is tied to specific enduring understandings and essential knowledge statements
• Learn about suggestions for pairing content with skills and throughout the course framework and how course content and skills will be assessed on the exam
• Develop a pacing guide by unit/topic to incorporate the full scope of the AP course into school’s academic calendar
2. College Board Resources and Supports
“AP Classroom” is a dedicated online platform to access newly developed resources designed to support the teacher and students throughout the AP experience, including registering for the exam.
• AP Daily Videos: are short on-demand segments, led by expert AP teachers that cover all course content and skills
• Unit Guides: suggest sequence and pacing of content, scaffold skill instruction across units, and provide tips on taking the exam
• Personal Progress Check: these formative AP questions for each unit will give students feedback on the areas they need to focus, measuring
knowledge and skills through multiple-choice and free-response questions • Progress Dashboard: allow teachers to review individual student and class progress throughout the year. Students are able to view their own progress over time to improve performance
• AP Question Bank: an online library of real AP Exam questions indexed by course topic and skills. Teachers can create customized tests that can be assigned online or on paper
3. Strategies for Teaching AP Art History
Walk-away with ready-to-use strategies, model best teaching practices and pedagogical tools shared by experienced AP teachers to promote active student centered classroom learning environment:
• Identifying and Applying the Learning Objectives
• Assessing Student Skills and Knowledge
• Addressing Form, Function, Content, Context
• Reflective Questioning and Thinking
• Developing Learning-Objective Based Activities
• Making thematic and trans-cultural connections throughout the year • Techniques for helping students become independent thinkers and learners • Interactive Notebooks and effective ways to take notes by hand
• Blended Learning and Flipping the Classroom
• Ideas for Activators and Summarizers (formative assessments)
• Engaging student interests
• Develop a pacing guide by unit/topic
4. Resources for Teachers and Students
How to filter, build, and utilize the best of the teacher resources to support the curriculum framework:
• Recognize and obtain the most effective resource materials from texts and readers
• Strategies for conducting historical research for acquiring resources • Working with customized electronic file share points of valuable and useful resources for teaching content knowledge and skills
• Museum Connections
Address ways to seamlessly utilize computer-based technology into the AP Art History course:
• Digital images and pathways to literacy and learning
• Recognize and obtain the most effective online resources and web-based applications for Art Historians
• Multimedia platforms in support of visual literacy
5. Reading/Writing Across the Curriculum
Incorporate a wide array of reading, writing and review practices consistent with educational philosophy concerning approaches to teaching AP Art History: • Concept-mapping strategies to construct meaning
• Working with Interactive Notebooks and Sketchbook pages
• Improving student writing of essay responses
• Taking notes effectively and getting students to do homework
6. Strategies for Preparing for the Exam
Insights into AP Examination construction and scoring process, including identifying and explaining how course content and skills are assessed on the exam:
• Exam Updates: starting with the 2021 exam, the free response questions section now includes use of a stable analytic rubric as well as performance tasks that will be more tightly defined for students
• Practice applying the scoring guidelines from the recent AP exams to student sample essays – analysis of previously administered exams
• Identification of common student errors and implications for teaching • Identification of the skills and concepts assessed on MCQs and FRQs • Learning to write exam questions in the new format
7. Teacher Participant Presentations (optional)
Planned sharing of best practices through group or individual presentations: • Present sample lesson plans/units of study from the new curriculum • Present two works of art, each from different content areas
• Open topic: making “connections” in AP Art History
8. Reflection: Improving the AP Art History Program
• Practice “culturally responsive teaching” while making Art History relevant to students as a course in high school
• Identification of the benefits of AP Art History in high school
• Stay current; continue to attend conferences and summer institutes • Network with other AP teachers through online Teacher Community • Become an AP Exam Reader
• Develop vertical teams
• Improve equity and access to the program
• Know about AP Audit protocols for the coming year
PARTICPANTS SHOULD DO THE FOLLOWING THINGS PRIOR TO THE FIRST DAY OF THE SUMMER INSTITUTE:
STATEMENT OF ATTENDANCE:
If you are taking the course for credit, no absences are permitted. You must attend all five days all day to receive graduate credit.
REQUIREMENTS FOR GRADUATE CREDIT (if applicable):
The assignment for "credit" is designed so that the work can be completed during the week and submitted to me before you leave. You will choose ONE from a list of possibilities and keep in mind that the work you turn in could be a start to a sustained work-in-progress, which you could continue on your own beyond the institute. I will discuss the scope and depth of the assignments when we meet as a group. The expectations are very reasonable given the time we have during the week.
• Preparing resources for one of the content areas in the new curriculum framework and best practices for conducting historical research
• Comparison of major art history textbooks for the APAH course; including a review of the companion multimedia online resources to these textbooks (and implications for teaching the course)
• Strategies for incorporating global contemporary art throughout the year • Strategies for making thematic and trans-cultural connections throughout the year • Ways to connect to museums and architectural foundations relevant to the new curriculum
• Best practices: examples include: infusing computer-based technology in teaching APAH; hands-on and student-centered activities in the classroom; how to teach architecture; "flipping the classroom"; innovative reading and writing strategies; elevating student’s critical thinking skills, etc.
• Other open topics are encouraged: prior consultation with the instructor regarding the assignment format is required
Evaluations are based on:
Kleiner, Fred S.,
Gardner's Art Through the Ages, A Global History, 16th edition.
Cengage Learning, 2018
Stokstad, Marilyn (and Cothren, Michael W.)
Art History, 5th edition.
Prentice Hall/Pearson 2013
DeWitte, Debra J., Larmann, Ralph M., and Shields, Kathryn M.,
Gateway to Art, (AP Edition).
Thames & Hudson, 2015
Lazzari, Margaret and Schlesier, Dona,
Exploring Art: A Global, Thematic Approach. 5th edition
Cengage Learning, 2014
NOTE: This summer institute is designed for both first year and experienced AP Art History teachers. The session will encourage active participation by discussing works of art. Participants are strongly encouraged to read one of the major art history textbooks BEFORE attending so that they can receive maximum benefit from the institute. If participants are able to do this, then as a group, we can concentrate more on pedagogical issues (i.e. teaching strategies) than we do reviewing content.
This workshop meets the following program standards and outcome College Board Advanced Placement Teacher Standards:
1. Content Knowledge
2. Pedagogy and Student Learning
3. Analysis and Reflection
4. Ongoing Professional Development
Graduate Programs in Education Outcomes:
1. Knowledge – Theory: Apply knowledge of educational theory research, and/or philosophy related to the area of specialization or certification
2. Knowledge – Assessment: Demonstrate understanding and use of types of assessments appropriate to the area of specialization or certification
3. Knowledge – Diversity: demonstrate knowledge of concepts related to diversity, and the interaction between concepts related to diversity in the area of specialization or certification
4. Skills – Theory: demonstrate the ability to incorporate theory and research into practice related to the area of specialization
5. Skills – Problem-Solving: Use problem solving/critical thinking strategies appropriate to the area of specialization
6. Skills – Reflection: Use reflective practice within the area of specialization
7. Skills – Communication: Demonstrate effective communication and presentation skills related to the area of specialization
8. Skills – Technology: Use a variety of technologies appropriate for working in the area of specialization
9. Dispositions – Diversity: Demonstrate positive disposition toward diversity and equity
10. Disposition – Professionalism: Demonstrate professionalism in one’s demeanor, behavior, conduct, decision-making and interaction with colleagues.
1. Course Updates
The updated Course and Exam Description (CED) is now more clearly presented and outlines all required course content and defines how content will be assessed on the exam:
• Acquire familiarity with how CED organizes AP Art History into 10 commonly taught units – 1 for each of the 10 content areas
• Understand the course framework defines skills and specific learning objectives for students and how each learning objectives is tied to specific enduring understandings and essential knowledge statements
• Learn about suggestions for pairing content with skills and throughout the course framework and how course content and skills will be assessed on the exam
• Develop a pacing guide by unit/topic to incorporate the full scope of the AP course into school’s academic calendar
2. College Board Resources and Supports
“AP Classroom” is a dedicated online platform to access newly developed resources designed to support the teacher and students throughout the AP experience, including registering for the exam.
• AP Daily Videos: are short on-demand segments, led by expert AP teachers that cover all course content and skills
• Unit Guides: suggest sequence and pacing of content, scaffold skill instruction across units, and provide tips on taking the exam
• Personal Progress Check: these formative AP questions for each unit will give students feedback on the areas they need to focus, measuring
knowledge and skills through multiple-choice and free-response questions • Progress Dashboard: allow teachers to review individual student and class progress throughout the year. Students are able to view their own progress over time to improve performance
• AP Question Bank: an online library of real AP Exam questions indexed by course topic and skills. Teachers can create customized tests that can be assigned online or on paper
3. Strategies for Teaching AP Art History
Walk-away with ready-to-use strategies, model best teaching practices and pedagogical tools shared by experienced AP teachers to promote active student centered classroom learning environment:
• Identifying and Applying the Learning Objectives
• Assessing Student Skills and Knowledge
• Addressing Form, Function, Content, Context
• Reflective Questioning and Thinking
• Developing Learning-Objective Based Activities
• Making thematic and trans-cultural connections throughout the year • Techniques for helping students become independent thinkers and learners • Interactive Notebooks and effective ways to take notes by hand
• Blended Learning and Flipping the Classroom
• Ideas for Activators and Summarizers (formative assessments)
• Engaging student interests
• Develop a pacing guide by unit/topic
4. Resources for Teachers and Students
How to filter, build, and utilize the best of the teacher resources to support the curriculum framework:
• Recognize and obtain the most effective resource materials from texts and readers
• Strategies for conducting historical research for acquiring resources • Working with customized electronic file share points of valuable and useful resources for teaching content knowledge and skills
• Museum Connections
Address ways to seamlessly utilize computer-based technology into the AP Art History course:
• Digital images and pathways to literacy and learning
• Recognize and obtain the most effective online resources and web-based applications for Art Historians
• Multimedia platforms in support of visual literacy
5. Reading/Writing Across the Curriculum
Incorporate a wide array of reading, writing and review practices consistent with educational philosophy concerning approaches to teaching AP Art History: • Concept-mapping strategies to construct meaning
• Working with Interactive Notebooks and Sketchbook pages
• Improving student writing of essay responses
• Taking notes effectively and getting students to do homework
6. Strategies for Preparing for the Exam
Insights into AP Examination construction and scoring process, including identifying and explaining how course content and skills are assessed on the exam:
• Exam Updates: starting with the 2021 exam, the free response questions section now includes use of a stable analytic rubric as well as performance tasks that will be more tightly defined for students
• Practice applying the scoring guidelines from the recent AP exams to student sample essays – analysis of previously administered exams
• Identification of common student errors and implications for teaching • Identification of the skills and concepts assessed on MCQs and FRQs • Learning to write exam questions in the new format
7. Teacher Participant Presentations (optional)
Planned sharing of best practices through group or individual presentations: • Present sample lesson plans/units of study from the new curriculum • Present two works of art, each from different content areas
• Open topic: making “connections” in AP Art History
8. Reflection: Improving the AP Art History Program
• Practice “culturally responsive teaching” while making Art History relevant to students as a course in high school
• Identification of the benefits of AP Art History in high school
• Stay current; continue to attend conferences and summer institutes • Network with other AP teachers through online Teacher Community • Become an AP Exam Reader
• Develop vertical teams
• Improve equity and access to the program
• Know about AP Audit protocols for the coming year
PARTICPANTS SHOULD DO THE FOLLOWING THINGS PRIOR TO THE FIRST DAY OF THE SUMMER INSTITUTE:
- Bring a laptop (and extension chord) in order to download materials, take notes, and check out online resources. You will be receiving tons of valuable electronic files from me. Please be sure to free up at least 100 gigabytes of storage space on your computer’s hard-drive OR a portable back-up storage unit
- If possible, have installed on your laptop MS Office PowerPoint 2011 or better; for Mac users, Keynote 2012 or better
- Familiarize yourself with file sharing programs such as Dropbox, Google Drive, etc., so that time spent copying files can be kept to a minimum • Access to your school calendar for 2023-24, so that you can begin to develop a draft of the pacing guide
- Go to the College Board “AP Central” website and take time to explore all of the official College Board material and updates to the recently redesigned CED and new resources. Doing this in advance will save us a lot of time during the week (copy and paste the link below):
- Join the AP Art History Teacher Community. All you need is an email address and answering a few questions about you. You will be connected to colleagues throughout the country and you will be glad that you did (copy and paste the link below):
STATEMENT OF ATTENDANCE:
If you are taking the course for credit, no absences are permitted. You must attend all five days all day to receive graduate credit.
REQUIREMENTS FOR GRADUATE CREDIT (if applicable):
The assignment for "credit" is designed so that the work can be completed during the week and submitted to me before you leave. You will choose ONE from a list of possibilities and keep in mind that the work you turn in could be a start to a sustained work-in-progress, which you could continue on your own beyond the institute. I will discuss the scope and depth of the assignments when we meet as a group. The expectations are very reasonable given the time we have during the week.
• Preparing resources for one of the content areas in the new curriculum framework and best practices for conducting historical research
• Comparison of major art history textbooks for the APAH course; including a review of the companion multimedia online resources to these textbooks (and implications for teaching the course)
• Strategies for incorporating global contemporary art throughout the year • Strategies for making thematic and trans-cultural connections throughout the year • Ways to connect to museums and architectural foundations relevant to the new curriculum
• Best practices: examples include: infusing computer-based technology in teaching APAH; hands-on and student-centered activities in the classroom; how to teach architecture; "flipping the classroom"; innovative reading and writing strategies; elevating student’s critical thinking skills, etc.
• Other open topics are encouraged: prior consultation with the instructor regarding the assignment format is required
Evaluations are based on:
- Completion of assignments and projects
- Written analysis and reviews
- Oral presentation
- Active participation in small group work
- Attendance
Kleiner, Fred S.,
Gardner's Art Through the Ages, A Global History, 16th edition.
Cengage Learning, 2018
Stokstad, Marilyn (and Cothren, Michael W.)
Art History, 5th edition.
Prentice Hall/Pearson 2013
DeWitte, Debra J., Larmann, Ralph M., and Shields, Kathryn M.,
Gateway to Art, (AP Edition).
Thames & Hudson, 2015
Lazzari, Margaret and Schlesier, Dona,
Exploring Art: A Global, Thematic Approach. 5th edition
Cengage Learning, 2014
NOTE: This summer institute is designed for both first year and experienced AP Art History teachers. The session will encourage active participation by discussing works of art. Participants are strongly encouraged to read one of the major art history textbooks BEFORE attending so that they can receive maximum benefit from the institute. If participants are able to do this, then as a group, we can concentrate more on pedagogical issues (i.e. teaching strategies) than we do reviewing content.
This workshop meets the following program standards and outcome College Board Advanced Placement Teacher Standards:
1. Content Knowledge
2. Pedagogy and Student Learning
3. Analysis and Reflection
4. Ongoing Professional Development
Graduate Programs in Education Outcomes:
1. Knowledge – Theory: Apply knowledge of educational theory research, and/or philosophy related to the area of specialization or certification
2. Knowledge – Assessment: Demonstrate understanding and use of types of assessments appropriate to the area of specialization or certification
3. Knowledge – Diversity: demonstrate knowledge of concepts related to diversity, and the interaction between concepts related to diversity in the area of specialization or certification
4. Skills – Theory: demonstrate the ability to incorporate theory and research into practice related to the area of specialization
5. Skills – Problem-Solving: Use problem solving/critical thinking strategies appropriate to the area of specialization
6. Skills – Reflection: Use reflective practice within the area of specialization
7. Skills – Communication: Demonstrate effective communication and presentation skills related to the area of specialization
8. Skills – Technology: Use a variety of technologies appropriate for working in the area of specialization
9. Dispositions – Diversity: Demonstrate positive disposition toward diversity and equity
10. Disposition – Professionalism: Demonstrate professionalism in one’s demeanor, behavior, conduct, decision-making and interaction with colleagues.