{"id":132,"date":"2020-07-16T20:49:46","date_gmt":"2020-07-16T20:49:46","guid":{"rendered":"https:\/\/www.lizself.com\/?page_id=132"},"modified":"2020-07-16T21:17:16","modified_gmt":"2020-07-16T21:17:16","slug":"history-of-chinese-art","status":"publish","type":"page","link":"https:\/\/www.lizself.com\/?page_id=132","title":{"rendered":"History of Chinese Art"},"content":{"rendered":"\n

This upper-level art history class was outside of my area of specialization, but I enjoyed stretching my teaching muscles. I taught around 40 students, many of whom were not majors. This included a large population of international students. I made a number of innovations when compared to a typical History of Chinese Art. First, I structured the class thematically, rather than strictly chronologically. For example, we had a section on the growth of social hierarchy and another on ‘art and empire.’ Second, our final project was a scaffolded virtual exhibition project. Students had to select multiple objects, come up with a solid theme, and plot out a visual map or description of how the exhibition would be organized. <\/p>\n\n\n\n