AHTR Lightning Round: Assessing Lesson Plans

As a professor at a teaching-focused small Liberal Arts College in Kentucky, I have always gravitated towards pedagogical sessions at SECAC and CAA. My interest in pedagogy has only grown through my four-year service on the CAA Education Committee (2021-2025) and in my current role on the Editorial Board for the journal Art History Pedagogy and Practice. Through my work in these capacities, I have come to appreciate that the best pedagogical practices are collaborative ones, and I have come to relish every opportunity to engage in sharing and dialogue about teaching strategies.

I am particularly interested in participating as a panelist because of the wide array of lesson plans that could be critiqued and enhanced during this session. As one of only two art historians in my institution—and the only Western Art Historian—the breadth of the topics on the AHTR lesson plan site have always been useful for my teaching. I teach primarily non-majors in courses ranging from surveys to special topics, while also meeting the needs of studio art and art history majors as they progress towards their capstone projects. Because of the breadth of subjects and students that I teach, I feel I can offer a lot of nuance and insight into how to approach these topics for and with different populations.