I was thinking about my 4 current preparations as to how I could flip them. For my math book I use Mathematics: A Human Endeavor by Harold Jacobs and it is an avatar of the self-paced learning days of the early '70's when I student taught. But that doesn't mean it is out dated; I have found no better text of mathematical problem solving that would be of interest to art students. Intro to computers more than likely could be flipped. Students could find presentations on-line for the skills for that week's project, and then do them in-class with myself as their guide by their side. So this one is definitely flip-feasible. The Physics of Light class I teach is a very "sage on a stage" experience. I schlepp literally a ton of demonstration objects from my basement prep room to my classroom over the course of a semester, and just turning on a video of these demos seems like a good idea. But it isn't the real thing! You can make all the demos run smoothly after multiple takes, or totally fake them, or worse yet, totally computer graphics and have nothing real! But because the students can see someone sweat actually trying to make something happen, and then do it themselves, and look through optical contraptions and what-not, makes this class not amenable to flipping. History of Photographic Technology also has its share of process demonstrations in class, and viewing of antique specimens, so it is similar to the Physics class above, although there are plenty of demos and tutorials on the process topics on-line. What could be useful for the student is to have a good selection of historical videos to show what life was like in each of the different photographic eras as far as how people lived and the politics of the time. Which brings up the most depressing point of relying on on-line media; what I have seen in the fields of optics is that most of it is not very well done! Maybe Khan Academy should hire me to do their optics units!