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5.5 Unit 5 Required Works

7 min readjune 18, 2024

Laurie Accede

Laurie Accede


AP Art History 🖼

34 resources
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Chavín de Huántar

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Image Courtesy of Smart History

Form:
  • The architectural complexes were made from stone.
  • The sculptures and Lazón Stela were made from granite.
  • The jewelry was made from hammered gold.
Function:
  • Chavín de Huántar was the religious capital of the Chavín people, and it had a temple people used for worship. It was also a pilgrimage site.
  • The Lazón (means blade in Spanish) Stone was symbolic of a diety
  • The relief sculptures were primarily decorative
  • The nose ornament was probably worn during religious ceremonies to allowed the wearer to undergo a spiritual transformation
Content:
  • The temple interior is filled with sacred maze-like tunnels and chambers. It consists of two sections: the Old and New Temple
  • The inner-most chamber of the temple held the Lazón Stela which displayed a composite human-animal figure with jaguar characteristics
  • The relief sculpture also featured similar animal motifs (symbols), primarily of jaguars and snakes
  • The nose ornament had snake heads on both ends
Context:
  • The Chavín civilization occupied in coastal Peru from 1200-500 BCE.
  • This civilization was named after its main architectural site, Chavín de Huántar
  • Most of the artwork is symmetrical and features composite figures

Mesa Verde Cliff Dwellings

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Image Courtesy of Khan Academy

Form:
  • Sandstone
Function:
  • This structure housed families. It had living quarters, ceremonial rooms, and a farming area.
Content:
  • The structure was divided into multiple housing units.
  • Contains kivas, which were pits in that ground that people gathered around to interact or conduct rituals
Context:
  • The Mesa Verde Cliff dwellings inhabited the Ancient Puebloans, who were also known as the Anasazi, which means the “ancient ones.”

Yaxchilán

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Image Courtesy of Wikipedia

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Image Courtesy of Khan Academy

Form:
  • The architectural complex was made from limestone
Function:
  • This was a temple complex that also contained a main plaza that was surrounded by other buildings
Content:
  • Both Structure 33 and Structure 40 had arched interiors and contained decorative reliefs sculptures
  • Lintel 25 was placed above a doorway and depicted a narrative
    • Lady Xook (Mayan Queen) manifesting a serpent to have a spiritual vision
    • Lady Xook is also holding bloodletting materials as she prepares for a ritual
Context:
  • The Mayans occupied the Yucatán peninsula from 1200-1500 CE
  • Structure 23 is dedicated to Lady Xook
  • Bloodletting was central to Mayan life, and the blood rituals were common for members of the royal family

Great Serpent Mound

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Image Courtesy of The College Board

Form:
  • Earthwork
Function:
  • The intent is unclear, but it is possible that the site was used for astrological purposes
Content:
  • An effigy mound (a mound in the shape of an animal) that represents a snake
Context:
  • These mounds were very popular in Mississippian culture

Templo Mayor

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Image Courtesy of Worldh History Encyclopedia

Form:
  • The temple was made from stone.
  • The Coyolxauhqui Stone was made from volcanic stone
  • The Olmec-style mask was made form jadeite
  • The Calendar Stone was made from basalt
Function:
  • Each temple was dedicated to a deity
  • The relief sculptures display narratives and were decorative
  • The calendar was also used to coordinate rituals with the Aztecan calendar
Content
  • Stepped pyramids, which used stacked platforms to build the pyramid shape (this contrasts the flat, smooth-surfaced Egyptian pyramids).
  • The Coyolxauhqui Stone is depicting an Aztec mythological event
    • Coyolxauhqui, the moon goddess, is plotting the death of her mother, Coatlicue, a "mother-earth" goddesss in Aztecan culture
    • When Coatlicue is killed, Huitzilopochtli, the brother of Coyolxauhqui, emerges and kills Coyolxauhqui, who falls down the shrine
  • The Calendar stone reflects the cycle of time (which is important in Aztec culture) and depicts motif traditional to Aztecan cosmology
  • The Olmec-style mask has frowning facial features
Context:
  • The Aztecs were also known as the Mexica, and they inhabited Mexico from 1375-1520 CE
  • They followed a polytheistic religion
  • The temple was believed to be the center of the Aztec's universe, which is known as axis mundi
  • One temple was dedicated to Tlaloc, the god of rain and agriculture. The other was dedicated to Huitzilopochtli, the god of war, fire, and the sun.
  • The story of Coyolxauhqui is representative of how the Aztecs threw the bodies of sacrificed people down the temples
  • The Olmec masks primarily demonstrates how the Aztecs developed a system of trade with other civilizations, and they also embraced artwork from previous cultures
  • The temples were destroyed by the Spanish in 1520, who viewed Aztecan traditions as barbaric

Ruler’s Feather Headdress

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Image Courtesy of Daily Art Magazine

Form:
  • Contains gold and feathers from quetzal and cotinga birds
Function:
  • This headdress was worn by Motecuhzoma II during ceremonies
Content:
  • Multiple long, green feathers (about 400) attached together
Context:
  • 400 feathers symbolizes eternity

City of Cusco, including Qorikancha, Santo Domingo, and Walls at Saqsa Waman

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Image Courtesy of Smart History

Form:
  • Andesite
Function:
  • Qorikancha was the city's main temple, it was originally used by priests to as an observatory (used to observe the night sky)
  • The City of Cuzco was the capital of the Inca Empire
Content:
  • The plan of the City of Cuzco was in the shape of the puma, which was a royal animal in Incan culture
    • The walls at Saqsa Waman were located at the "head" of the puma-shaped city
  • The temple used special stone masonry and the interior was once decorated in gold
    • This was to represent sunshine as the temple originally honored the sun
Context:
  • The Incans were masters of masonry

Maize Cobs

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Image Courtesy of Khan Academy

Form:
  • Metal alloys
Function:
  • This may have been a part of a "garden" of corn, and was possibly used as a good luck charm to ensure a successful harvest
Content:
  • Life-size replication of corn
  • Uses the repoussé technique which is when a piece of metal is hammered to create texture
Context:
  • Maize (corn) was a stable crop of the Incans in the Andes mountains

City of Machu Picchu

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Image Courtesy of Khan Academy

Form:
  • Granite
Function:
  • The structure was used by members of the ruling class
  • The observatory was used to chart the sun movements especially during the solstices
  • The Intihuatana Stone aligns with the sun and was used for ceremonies
Content:
  • Ashlar masonry consisting of many carved pieces of stone grooved together to fit the terraces in the cliffs
Context:
  • Maccu Picchu include numerous other buildings. It was located in the central highlands of Peru, during the Incan Empire from 1450-1540 CE

All-T’oqapu Tunic

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Image Courtesy of Smart History

Form:
  • Camelid fiber and cotton
Function:
  • These were garments worn by individuals to demonstrate their status and accomplishments in society
Content:
  • Contains t'oqapu, which are are squares that decorate the garment. Each square symbolizes a particular person, event, or place.
  • There are small slits in the fabric that are cut for the person's arms
Context:
  • Acllas were the women who were chosen to weave textiles and fabrics, such as this tunic
  • This piece demonstrates the Incan use of abstract designs and motifs

Bandolier Bag

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Image Courtesy of Khan Academy

Form:
  • Beadwork on leather
Function:
  • This was a status symbol worn by both men and women
Content:
  • A colorful beaded pouch with floral designs
Context:
  • This bag comes from the Lenape Tripe who inhabited Eastern Delaware in the US
  • The bags were made by women, and were typically worn across the shoulders
  • The various materials used to make the bag, such as glass beads and silk ribbons from Europe, indicate the various trade networks that were present

Transformation Mask

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Image Courtesy of Smart History

Form:
  • Wood, paint, and string
Function:
  • These masks were part of costumes that were used for dance performances and ceremonies
Content:
  • A bird exterior with a human face on the inside
Context:
  • This mask comes from the Kwakwaka’wakw people of the northwest coast of Canada
  • The mask wearer would pull the strings to open and close the mask
  • The human faces on the masks would sometimes show the faces of an ancestor; and these masks were also inherited by family members
  • The birds had cultural significance

Painted Elk Hide

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Image Courtesy of Khan Academy

Form:
  • Painted elk hide
Function:
  • This was worn by a warrior to demonstrate their accomplishments and display important battles
  • These were also hung on walls as decoration
Content:
  • Various animals were displayed with some being hunted
  • The ritual Sun Dance, that was used to celebrate a hunt and honor the Creator deity is also displayed
Context:
  • These elk hides depict the lives of communities living in the Plains located in Wyoming

Black-On-Black Ceramic Vessel

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Image Courtesy of Khan Academy

Form:
  • Blackware ceramic
Function:
  • This was mainly a decorative vessel
Content:
  • Various finishes on the vessel: some areas have shine, others are more matte
  • Contains symmetrical abstract elements
Context:
  • The vessel was made with a special technique that involved forming coils out of organic materials to form the shape, and then firing the pottery at high-temperatures. The suface was polished to give it the different finishes.
Browse Study Guides By Unit
🗿Unit 1 – Global Prehistoric Art, 30,000-500 BCE
🏛Unit 2 – Ancient Mediterranean Art, 3500-300 BCE
⛪️Unit 3 – Early European and Colonial American Art, 200-1750 CE
⚔️Unit 4 – Later European and American Art, 1750-1980 CE
🌽Unit 5 – Indigenous American Art, 1000 BCE-1980 CE
⚱️Unit 6 – African Art, 1100-1980 CE
🕌Unit 7 – West and Central Asian Art, 500 BCE-1980 CE
🛕Unit 8 – South, East, and Southeast Asian Art, 300 BCE-1980 CE
🐚Unit 9: The Pacific, 700–1980 ce
🏢Unit 10 – Global Contemporary Art, 1980 CE to Present
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