HISTORY OF ART 1 - ARTO106- ONLINE SYLLUBUS
Instructor -Diana Hansen
Office 209
Ph. 618-5453337
HISTORY OF ART 1 is a historical survey of significant artwork and forms.
Includes painting, sculpture, architecture, and minor arts; various schools,
movements, and developments from Prehistoric Art through Gothic through Art.
Credit: 3 hours - Three
lecture hours per week.
OBJECTIVES OF THE COURSE
1.To understand the artistic styles
and achievements of Western culture from Prehistoric
Art through
Gothic.
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
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 guides
5. web based activities
6. cdrom activities
Attendance online-
1. Each student is expected to log onto the website regularly. A
minimum of 3 times per week should be sufficient in order not to miss new information.
2. The online orientation must be completed in order to take the class.
3. If you do not contact me within the first week of class I WILL not
now 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.
4. I WILL ALSO BE LOGGING IN ABOUT 3 TIMES A WEEK. ONLINE OFFICE HOURS
WILL BE POSTED ON THE CALENDAR.
Grading Policy:
1. Final grades will be
determined with the following grading scale and will be based upon the total
number of points accumulated on the unit exams, mid-term, final,and any extra credit earned.
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 generally worth 60 points, 20 for ea. Of
the 3 assignments. 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. The additional study material is for extra credit and again
worth the effort.
A = 90% or above
B = 80 - 89%
C = 70 - 79%
D = 60 - 69%
COURSE OUTLINE
PAPERS 106
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 CompletePoetry 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.
Dateaccessed. 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.
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 show their intentions.
3. Understand how visual forms of communication differ
from talking and writing.
4.
Appreciate the different contributions artists have made in their fields .
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 need for knowledge and criteria used in criticism.
4. Make informed
judgments by observing, comparing, and 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?