HISTORY OF WESTERN ART 2 -
ARTO107- SYLLUBUS
Instructor -Diana Hansen
Office 209
Ph. 618-5453337
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
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.
(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,
http://www.ucberkely.edu/classics/~edmond/flood.html.
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?