Professor of Art History
PhD Boston University
Peter Barr teaches eight different subjects in the history of art from Ancient Egypt to Postmodernism. His specializations are in the History of Photography and the History of Architecture. He also teaches the Art Department’s Junior Portfolio seminar, in which students plan for their futures as artists and designers, as well as team-teaches two Freshman Foundations art courses and the University's Liberal Arts Studies course, "Contemplation & Action."
Recently, Peter collaborated with Studio Angelico's Assistant Professor of Art Mad Mohre to present a paper on "Purposeful and Ethical Innovation in the Remix Era," at the Foundations: Art and Theory in Education conference in Kansas City, Missouri.
My courses reflect my interests in art, visual culture theory, history, languages, spirituality, politics, and the various ways students learn. I strive to create learning environments that help students develop historical perspective, visual literacy, critical thinking, communication skills, and a creative and purposeful direction.
The discipline of art history more closely resembles detective work than a lecture. The former is much more mysterious, fun, engaging and intellectual. I want students to understand the challenges and pleasures of looking at, researching, and thinking about art. When I develop courses or revise them, I am constantly experimenting with new methods of instruction that provide opportunities for students of various skill-levels, learning styles, and interests to find out about both the history of art and the discipline of art history.
I attempt as much as possible to design courses that ask students to:
participate in discussions about works of art
act out artworks physically, for example: to stand as a figure stands in Polykleitos's Spearbearer
search for information about works of art online and in the library
connect disparate bits of information into a conceptual whole
collaborate with others
read challenging essays by some of the key scholars in the field
consider the subjectivity inherent in historical pursuits
debate significant issues within the discipline of art history, and
think for themselves.
In these ways, my students not only learn about art and artists, but also the various contexts that give them meaning.