HISTORY OF WESTERN ART 2 - ARTO107- SYLLUBUS

Kaskaskia College

Instructor -Diana Hansen

Office 209

Ph. 618-5453337

dhansen@kaskaskia.edu

           
HISTORY OF WESTERN ART 2 is a historical survey of significant artwork and forms. Includes painting, sculpture, architecture, and minor arts; various schools, movements, and developments from Gothic through present day; and cultural backgrounds and influences.

Credit: 3 hours - Three lecture hours per week.

OBJECTIVES OF THE COURSE

 

1.To understand the artistic styles and achievements of Western culture from its Gothic through the present day.

2. To develop an understanding of the interactions of art and society.

3.To develop an understanding of historical events and their effects of the arts.

4.To become aware of various mediums, techniques, and subjects, in art.

5. To apply understanding of art in western culture in service learning opportunities.

 

REQUIRED TEXTBOOK(S)

TITLE:GARDENER’S ART THROUGH THR AGES/THE WESTERN PERSPECTIVE

VOLUME 2

AUTHOR(S): KLEINER MAMIYA, TANSEY

COPYRIGHT DATE: 2003 EDITION:  11 

PUBLISHING COMPANY:  THOPMSON  WADSWORTH

 

METHODS OF EVALUATION OF STUDENTS ENROLLED IN THE COURSE

1. Quizzes, exams

2. image identification

3. papers

4. homework/ study guide

5. web based activities

6. cdrom activities

 

Each student is expected to log onto website REGULARLY AT LEAST 2 OR 3 TIMES A WEEK in order not to miss new information. Attendance online: If you do not contact me within the first week of class I do not know if you intend to start the class. If I do not hear from you by week 2 you will be dropped as is the policy for classes that meet face to face.

 

Student Evaluation:

 

Final grades will be determined with the following grading scale and will be based upon the total number of points accumulated on the unit ASSIGNMENTS,, mid-term, final, and any extra credit earned.

 

1. There will be approx. 6 to 8 MAJOR TESTS –each will cover a particular theme. Each test is worth between 50 and 100 points.

2.There will be 4 major papers. Each of these papers will be at least 3 pages long.   Each paper is worth 75 points.The first paper will be comparing and contrasting an ancient religion to a current religion/ or ancient to ancient. There are a lot of possibilities but this is limited to religions in the Western world. EXAMPLES: Roman to Greek, Druid to Persian, Egyptian to Early Christianity and so forth. The following 3 papers are to compare and contrast an object from one culture to a similar object (painting, sculpture, stele, fresco, temple, etc.)  in another culture each from the same time period. EXAMPLES : AN ETRUSCAN STATUE TO AN AEGEAN,  The student may opt to do a longer paper on 1 theme

 

3. with each unit there are assigned terms or vocabulary, short answer /short essay questions and matching. These are due at the end of the assigned week by Sunday at midnight. Each unit is worth 75 points,  20 TO 25 for ea. Of the 3assignments. This homework may feel burdensome but it is the only way to prepare for the exams. You may get extra credit on the discussion board as topics appear, for a visit to a museum or extra paper on art film we have selected together.

 

PAPERS 107

 

A writing component is fundamental in any class and while the papers do not have more emphasis  they are one of the main grading components. I have found that as students move through material they may have a genuine spark ignite regarding a particular time or culture and of course my hope would be that the papers come from genuine interest rather than simply a requirement. So the guides for the papers are general and open to possibilities as long as they meet the minimum requirements of at least 12 pages in total and we have discussed the subject.

 

PLEASE NOTE: Plagiarism

Plagiarism is the failure to enclose borrowed language in quotation marks and to document the source of borrowed material, whether it’s words or ideas. Borrowed material includes information published in other venues, including books, journals and the Internet. Plagiarism also includes copying someone else’s work or allowing someone else to write/revise all or part of your writing.  It is comparable to theft or cheating and may result in penalties ranging from points deducted to a zero for the assignment to an F for the course.

 

Short MLA Style Sheet

THE WORKS CITED PAGE

Books:

Author.  Title.  Any information on edition. Place: Publisher, Year.

Story/essay/poem in a book:

Author of story/essay/poem.  “Title of story/essay/poem.” Translator or editor o

compiler.  Title of book. Place: Publisher, Year. Page numbers.)

Gore, Sam. “The Moth and the Flame.” Trans. Margaret Hathaway. The Complete

Poetry of Sam Gore. New York: TimeLife, 1999.  67-68.

(abbreviation for editor is Ed., for compiler is Comp., for translator is Trans.)

Web site:

Author of page, site. “Title of page/article.” Title of web site or homepage or host page.

Sponsor of web site (if there is one). Date posted/revised/updated. Date accessed.

Website address.

Paul, Edmond. “Flood Stories of Ancient Mesopotamia.” University of California

Berkeley Classics Dept.  23 Mar. 2001. University of California. 12 Feb. 2004.

http://www.ucberkely.edu/classics/~edmond/flood.html.

IN-TEXT CITATIONS

Whenever you quote or paraphrase from another source, you should provide an in-text citation.  This usually means putting the author’s last name and the page number you found the information on in parentheses, thusly: (Barnes 86).

There are exceptions: 

If you are quoting from a poem (even an epic poem like the Epic of Gilgamesh), you need cite only the line number of the poem. So the citation for a poem by Sam Gore (see above) might be (13) if it’s line 13 of his poem I’m quoting. Mention the title early in the paper and then whenever you need to make it clear that you refer to this poem and not something else. For example, you might say, “In Gilgamesh, the opposite is true: “Quote blah blah blah” (13).

If you are quoting from the Bible, then use an abbreviation of the book along with the chapter and verse numbers.  For example, chapter 4, verse 11 of Genesis is Gen. 4:11 (use a colon between the chapter and verse). 

If a work has no author, then use a shortened version of the title in place of the author’s name in your citation; ALWAYS use at least the first word unless it’s a, an or the. Then use the first two words.

 

Grading Policy

A = 90% or above

B = 80 - 89%

C = 70 - 79%

D = 60 - 69%

 

COURSE OUTLINE

 

Late Gothic and International Style

Early Renaissance

High Renaissance and Mannerism

Baroque

Neoclassical  / Idealism

The Nineteenth Century

Romanticism /Realism

Impressionism and Post-Impressionism

Fauvism and Expressionism

Cubism, Futurism, and Abstract Art

Dada, and Surrealism

Modern Architecture 

     

 

Learning Outcomes for the Art Program

 

The diverse art courses have as cohesiveness an underlying philosophical pedagogy, based on the Getty Foundation and the Rand Corporation's report on art in the Humanities.  We think the instruction of art should encompass four major categories:  Studio, History, Criticism, and Aesthetics.  Only by incorporating all four areas will true appreciation emerge and that is why KC believes in the discipline-based approach to art education.

Ultimately, the student will be able to produce, describe, interpret, and assess art.  More specifically, the students will be able to do the following:

 

I. Studio (ARTO 101,102, 111, 112, 204, 214,103,118,116,117)

            1. Consider what material--clay, paper, metal, stone, etc.--best depict their subject.

2. Decide what visual elements--lines, colors, shapes--best communicate their intentions.

            3. Understand how visual forms of communication differ from talking and writing.

4. Appreciate the different contributions and achievements artists have made in their fields and in cultural history.

5. Apply understanding of  studio foundations in service learning opportunities.

6. Demonstrate competence in foundation  studio  skills.

II. History  (ARTO 105, 205,107,106)

            1. Know specific information about the artists' personal lives.

            2. Understand the function and contributions of various art works.

            3. Appreciate the cultural contexts in which they were made.

            4. Explain how art has changed over the years.

            5. Apply understanding of art history in service learning opportunities.

III. Criticism  (All ARTO)

            1. Understand the process of analyzing, interpreting, and evaluating art.

            2. Critique the underlying biases and judgments we have about art.

3. Appreciate, however, the fundamental need for knowledge and objective criteria used in criticism.

            4. Make informed judgments by observing, discriminating, comparing, and contrasting various works of art.

            5. Use expressive language to explain their assessments.

IV. Aesthetics (All ARTO)

            1. Pursue answers to questions such as the following:

            A. What is art?

            B. What do artworks offer which other objects do not?

            C. What is the unique nature of the experience that can result from looking at art?

            D. How do individual cultures and religious traditions determine definition of aesthetics?