For This Day
January 2016, Vol.3 Issu.4
Hagia Sophia, interior, Constantinople (Istanbul) 6th century
A World Imaginable! The Benefits and Beauty of a Classical Education as Seen Through the Eyes of an Art Teacher by Rebecca Kendall
This is my sixth year teaching art classes at CDA and my second year teaching AP Art History. The second of these requires much time and preparation, but it is unbelievably rewarding to provide an opportunity for students to connect the dots between their various CDA classes, and see what their education has given them. So, first I want to make a case for why CDA students should take AP Art History and then I want to encourage you. Our students see things because of their rich
lege, no matter what your major.” Perhaps it requires some years of life experience to realize this class isn’t just for artists. Not surprisingly, many adults even ask if they can take my class. But I would argue the best time to take Art History is actually before college. In a time when we are constantly bombarded with visual material, I can think of no better place where students are given the tools truly to see and decipher images and their realities in culture. Aptly dubbed a cornerstone class, art history links to every course or discipline. CDA students are quick to pick up on these relationships. The sciences are no exception and offer many connections to art history. APAH students recently studied how the complex ideas of physics and geometry enable the Hagia Sophia’s dome (shown above) to float mysteriously and the
classical foundation that others simply miss.
height of Gothic cathedrals to soar. Additionally, we
Why take art history? How would someone really use
much more do we appreciate the work of the Bishop
that in life? Many conclude it is for art majors but not for others. USA Today recently included Art History in the list for the “top five classes you should take in col-
would not have paint if it weren’t for chemistry. How of Lindisfarne when we learn he mixed over 90 different pigments from just 6 local minerals and vegetable extracts to decorate and copy the medieval parchments of the incomparable Lindisfarne Gospels?
Michelangelo’s Pieta, 1498-1500
Michelangelo created his mas-
I personally think the artist
terpiece sculpture, the Pietà
captures this scene of forgive-
with more than artistic vision
ness more beautifully than any
and skill. Not only did he have
other. Though we were short on
an incredible understanding of
time, I had one of the students
anatomy, he employed specific
read the passage from Luke 15.
geological knowledge in select-
Little did I know, Mrs. Powell
ing the perfect portion of the
had them write a sonnet on that
rock from the quarry. The Par-
same passage earlier that week.
thenon required nothing less and involved mathematical
Their depth of insight blew me
precision that is still admired today. Then there’s the
away. There are multiple oppor-
science of dendrochronology, which makes it possible to date wooden sculptures and artwork painted on
tunities to talk about matters of The Return of the Prodigal Son, Rembrandt, 1665
wooden panels.
faith within art history. Luke 6:35 says it well, “Out of overflow of
the heart, the mouth speaks”, as does any form of exThere are countless examples of overlap with art and
pression. Art history reveals our humanity and demon-
the subjects of history, literature and music. Having such
strates what people worship, whether it is a “religious”
a thorough background in history uniquely prepares
work or not. It allows us to see the visual scope of
CDA students for my class. They are able to grasp the
history through art and architecture. As a global course,
context of a work and situate it culturally within the flow
we see the hand of God throughout the history of the
of chronology. Students recognize some of the narra-
world. Discovering the context and symbolism within art
tives they have studied in other classes as they come
requires a depth and familiarity that allows us to engage
to life in living color or marble- depending on the era.
with people of all backgrounds and beliefs.
For instance, in the study of the quintessential Neoclassical work Oath of Horatii by David, the students
It occurs to me often that CDA students may not fully
were already familiar with the story, as told by Ms. Loe.
appreciate how well they have been educated. It is
Not only did they know what happened in the scenes
simply normal to know Latin, speak in front of an audi-
before and after the one captured in the painting, they
ence and write essays routinely. Students, parents and
could see more deeply into the work than many college
teachers collaborate together in a striking way. As a
students would. Of course, writing about art is much
CDA parent, I know home days can be challenging. But
easier for our students because of the great instruction
from where I’m standing let me tell you…it is worth it. In
from our English teachers. The parallels in art and music
class, I am blessed to see the fruit of your years of hard
throughout history are fascinating as well. The height-
work and support. The pay off isn’t measured merely
ened drama of the Baroque period in music mirrors
in high AP test scores, although those do happen.
the art of the day. I really could go on, but you get the
But rather this holistic approach provides opportunity
idea…
for your students to see the world more completely, broadly, accurately, and beautifully.
Probably the connection to art I love the most is theology. I never take for granted what a gift it is teach at a
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Christian school. Once, I showed my students a painting
For more information about registering for AP Art His-
by Rembrandt that they wouldn’t likely see on the AP
tory, please see the Elective Brochure.
exam, The Return of the Prodigal’s Son.