Chronology

A key concept in the study of art history is chronology. Having an understanding of the relationships between historical events, political, social and economic contexts and the art produced in a given period is pretty crucial. Many History of Art text books are structured chronologically, enabling the authors to tell a story about changes and developments over time. Of course, there are recent examples of galleries and museums re-structuring their collections thematically, rather than chronologically and we will certainly be whizzing around in history on this blog to keep things interesting. Nevertheless, the internet contains lots of useful resources for students trying to get a grip on some basic chronology. One really good example is the Heilbrunn Timeline of Art History on the Metropolitan Museum of Art website. Here is a brief description of the resource:

The Heilbrunn Timeline of Art History is a chronological, geographical, and thematic exploration of the history of art from around the world, as illustrated especially by the Metropolitan Museum of Art's collection. The Museum's curatorial, conservation, and education staff—the largest team of art experts anywhere in the world—research and write the Timeline, which is an invaluable reference and research tool for students, educators, scholars, and anyone interested in the study of art history and related subjects. First launched in 2000, the Timeline now extends from prehistory to the present day. It will continue to expand in scope and depth, and also reflect the most up-to-date scholarship.

Given that the AS course begins with classical Greek art from approximately 500 BCE, it might make sense for us to check out this period on the timeline and the associated resources that include examples of works of art and thematic essays. If you are planning a trip to a gallery this weekend, may I suggest a quick trip to see Poussin's Adoration at the National Gallery, followed by the Parthenon Marbles at the British Museum.

Here are a couple of questions for you to consider:

• What does the word "classical" mean in the context of art history?
• Why do you think the exam board have selected 500 BCE as the historical starting point of the course?
• What do you already know about the ancient Greek civilisation?
• What evidence can you see around you that the language of "classical" art and architecture is still very important?

You may wish to post some responses to these questions as comments so that we can have a discussion.