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AR 316 Modern Art
Buckingham, Leslie Lynn


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

AR 316 Modern Art

Semester

SP 2009 HO

Faculty

Buckingham, Leslie Lynn

Title

Senior Instructor of Art and Design

Degrees/Certificates

M.A. in Art History
B.A. in Art History

Office Hours

I do not maintain regular office hours on campus, but can meet a student on the Parkville campus by appointment.

Daytime Phone

816-987-2654 (fax and answering machine)

E-Mail

Leslie.Buckingham@park.edu

Leslie.Buckingham@yahoo.com (for Yahoo Instant Messenger)

Semester Dates

1/12/09 - 5/8/09

Class Days

--T-R--

Class Time

11:35 - 12:50 PM

Prerequisites

none

Credit Hours

3


Textbook:
History of Modern Art, by H.H. Arnason.  5th edition.  2004.  ISBN 0-13-184069-x

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
AR 316 Modern Art (LL): The study of modern painting, sculpture and architecture from the late nineteenth century to the present. Gallery tours are combined with slide-lecture instruction. 3:0:3

Learning Outcomes:
  Core Learning Outcomes

  1. Use the specialized vocabulary of art and architecture to discuss, both orally and in writing, their responses to art.
  2. Recognize and identify the special stylistic characteristics of the arts from the late nineteenth, twentieth, and twenty-first centuries.
  3. Recognize artistic quotations as used in a wide variety of contemporary American media (film, advertisements, and product design).
  4. Connect modern/contemporary art to specific historical events, culture, religion, and literature.
  5. Observe art with greater perception (a “trained eye”) and an ability to begin interpreting both its form and its content.
  6. Respond critically to works of art.


Core Assessment:
PAPER ASSIGNMENT 
  • The paper should be 5 –10 pages in length. (double-spaced, 12 pt Arial or Times New Roman font)
  • Your focus will be on a single artist, and preferably focused on a single work of art by that artist, though other objects may be discussed comparatively.
  • RESEARCH is necessary, as well as a trip to the museum of your choice. If you have a slightly different type of subject in mind, you must clear this with me first.

Your Trip to the Museum:

You will choose a work of art from the Nelson-Atkins Museum of Art or the Kemper Museum of Contemporary Art. You can find directions to the museums and a list of their operating hours at http://www.nelson-atkins.org/ or www.kemperart.org. The Nelson-Atkins museum is NOT open on Mondays. You will need to bring:

  • a pad of paper
  • a pencil - The museum will not allow you to use a pen in the gallery. 
  • a few extra sheets of paper for sketching. Your sketches do not need to be professional or finished, so any blank sheet of paper will do. 
  • the handout I will give you, copied from A Survival Guide for Art History Students, by Christina Maranci. Chapter 3, “Putting Words to Images: Mastering the Response Essay,” pp. 33 –70. This will help you with note-taking particularly.

Choose an appropriate work of art! The date, period, and place of origin should be relevant and fall within the parameters of our class. Choose a work of art that engages you intellectually or emotionally.

Plan on spending a minimum of 40 minutes with the object you choose.  This is 40 minutes of quality looking, not discussion with a friend. My suggestions will take you 45 minutes to 1 hour:

  • 1.      look at the object for at least 15 minutes (no notes yet)
  • 2.      then take as many notes as you can (to make things easier, the Survival Guide handout has listed questions to ask yourself while taking notes)
  • 3.      take a break to walk around, stretch, get a drink
  • 4.      look at the object again for another 15 minutes (you will be more perceptive the second time around)
  • 5.      take notes again
  • 6.      try sketching the object (this doesn’t have to be good but will miraculously seem to point out to you additional observations about the object) 

It is often helpful to come back another day to look again, but this is not necessary to complete the assignment, particularly if you follow my suggestions and take good notes.

The Paper Itself:

This exercise is partly a response essay and partly a research paper. You will visit the museum, choose a work of art, and write an analytical essay based on what you can see, and then place that work within the artist’s overall career. 

Looking is not as simple as you may think. Rather than merely describe the object, you will want to analyze its form. You need to ask yourself the questions:

  • “What is this doing?”
  • “Why do I have this response?”

The challenge is to analyze a work of art, separating its parts in order to understand the whole. You must resist the urge to merely describe, and instead evaluate the object.   Further insights and instructions can be found in A Survival Guide for Art History Students, by Christina Maranci. Chapter 3, “Putting Words to Images: Mastering the Response Essay,” pp. 33 –70.

The research is going to be fairly straightforward and simple. Research the artist’s life and other works of art you can find by that artist. Relate your work to others by that artist and/or by other artist’s in his time period.

If you already had something else in mind, please advance your ideas to me by e-mail. I am flexible regarding this paper as long as you have a special interest in changing the subject type or format. Some of you have already discussed these ideas with me.

Your book Looking and Writing will be extremely helpful to you in this enterprise!

Sample Organization of the Paper: (further explanations and examples can be found in the Survival Guide handout)

1.      The Introduction

a.      Write a Short Description of the Work You Have Chosen. Include identifying subject matter or forms, setting or space, color, and medium.  
b.      State Your Main Argument. A thesis statement related to the overall effect or meaning of the object.
c.      State (Briefly) the Ways in Which You Will Prove It.
2.      The Main Body (a detailed description/analysis including, but not limited to, the following):

a.      The work of art you are focusing on

i.      Discuss the Medium, the medium’s traits, and the artist’s use of the medium
ii.      Discuss the relevant formal elements (i.e.: line, shape and space, composition and relative scale, light and color, style)
iii.      Discuss the composition (i.e.: unity/variety, balance, emphasis, focal point)
iv.      Discuss the relationship the formal elements and composition have to the subject’s meaning (or overall effect).

b.      The artist
         i.      Brief discussion of artist’s life and career
         ii.      Comparison to a few other works of art by our artist (if relevant)
         iii.      Comparison of his work to the work of other artists (if relevant)

3.      The Conclusion.

a.      Restate the Main Argument
b.      Place this work of art into the big picture. Relate it to a larger issue, art-historical movement, etc.

4.      Attach an image of the object (This can be a postcard purchased from the museum bookstore, a photograph, or your sketch.)

 

Don’t forget to include the objective information somewhere within the paper: creator (artist/culture/period); date; medium; size; exhibition/museum/collection. Most, if not all, will be available on the museum label found near the object.

 Mechanics of the Paper:

  • 5 –10 pages in length
  • Double-spaced
  • 12 pt. font, Arial or Times New Roman
  • Pages numbered
  • Proper organization, complete sentences, grammar, punctuation, spelling and word choice

Remember that less-than-graceful writing will count strongly against you, as well as misspellings and typos and other signs of carelessness. Nothing puts a grader in a worse mood than the evidence that the writer has so little self-respect or respect for the reader that she or he hasn’t bothered to correct the smallest of mistakes.  Proofread.  It helps to have someone read over your “final” version before you print it out.  You’d be amazed at what you miss. 

You can find further hints on writing art papers from these sources on reserve:

A Short Guide to Writing about Art, by Sylvan Barnet. 3rd edition.

A Survival Guide for Art History Students, by Christina Maranci. Chapter 3, “Putting Words to Images: Mastering the Response Essay,” pp. 33 –70.

Look! The Fundamentals of Art History, by Anne D’Alleva. Chapter 3, “Writing art-history papers,” pp. 64 –69.

Link to Class Rubric

Grading:
 

Course Assessments Rubric

Assignment

Points

Total %

Exams (3)

300

60%

Response Paper

100 

20%

Final Exam

100

20%

Total

500

100%

Letter Grade Policy

Letter

Number of Points

Percent

A

450 – 500

90-100

B

400 – 449

80-89.9

C

350 - 399

70-79.9

D

300 - 349

60-69.9

F

299 or below

Below 59.9

Late Submission of Course Materials:
Assignments will be accepted up to one week late, but will be penalized one letter grade.

Missed exams cannot be made up unless the absence was pre-approved and excused by the instructor.

Classroom Rules of Conduct:
Be respectful of others.

Course Topic/Dates/Assignments:
 

Week 1:

1/13 – Chapter 1 – The Sources of Modern Painting

1/15 – Chapter 2 – Realism, Impressionism, and Early Photography

Week 2:

1/20 – Chapter 3 – Post-Impressionism

1/22 – Chapter 4 – The Origins of Modern Architecture and Design

Week 3:

1/27 – Chapter 5 – Art Nouveau and the Beginnings of Expressionism

1/29 – Chapter 6 – The Origins of Modern Sculpture

Week 4:

2/3 – Chapter 7 – Fauvism

2/5 – Exam 1 (50 pts)

Week 5:

2/10 – Chapter 8 – Expressionism in Germany

2/12 – Chapter 9 – The Figurative Tradition in Early Twentieth-Century Sculpture

Week 6:

2/17 – Chapter 10 – Cubism

2/19 – Chapter 11 – Futurism, Abstraction in Russia, and de Stijl

Week 7:

2/24 – Chapter 12 – Early Twentieth-Century Architecture

2/26 – Chapter 13 – From Fantasy to Dada and the New Objectivity

Week 8:

3/3 – Chapter 14 – The School of Paris after World War I

3/5 – Exam 2 (50 pts)

Spring Break!!  If you haven't done so already, write your first draft of your paper, due in week 14.

Week 9:

3/17 – Chapter 15 – Surrealism

3/19 – Chapter 16 – Modern Architecture between the Wars

Week 10:

3/24 – Chapter 17 – International Abstraction between the Wars

3/26 – Chapter 18 – American Art before World War II

Week 11:

3/31 – Chapter 19 – Abstract Expressionism and the New American Sculpture

4/2 – Chapter 20 – Postwar European Art

Week 12:

4/7 – Chapter 21 – Pop Art and Europe’s New Realism

4/9 – Exam 3 (50 pts)

Week 13:

4/14 – Chapter 22 – Sixties Abstraction

4/16 – Chapter 23 – The Second Wave of International Style Architecture

Week 14:

4/21 – Chapter 24 – The Pluralistic Seventies

4/23 – Chapter 25 – Postmodernism in Architecture

Response Essay Due!!

Week 15:
 
4/28 – Chapter 26 – The Retrospective Eighties

4/30 – Chapter 27 – Resistance and Resolution

Week 16:

Final Exam, May 7, 10:15am-12:15am

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2008-2009 Undergraduate Catalog Page 87

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2008-2009 Undergraduate Catalog Page 87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2008-2009 Undergraduate Catalog Page 89-90

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation                                                                                                                                                                                                                                                 
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Discusses all relevant formal elements: line, shape and space, composition and relative scale, light and color, style. Discusses all relevant composition or design principles most significant for work: unity/variety, balance, emphasis, focal point. Discusses some formal elements.







Discusses some composition or design principles.



 
Mentions some formal elements, no discussion.







Mentions some composition or design principles, no discussion.



 
Does not mention formal elements.







No mention of composition or design principles.



 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Introduction contains good brief overall description: identifying subject matter or forms, setting or space, color, medium, and main argument Introduction contains both description and main argument, but description is missing basic components or main argument is inappropriate. Introduction is missing either the description or the main argument altogether. No description or argument. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Explains special properties of the medium and analyzes the artist's use of medium. Explains properties of medium but no analysis of artist's use of medium. No understanding of medium employed; incorrect facts. No discussion of medium (even if mentioned). 
Application                                                                                                                                                                                                                                                
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
All 3 are relevant



Appropriateness of the object: date, period, and place of origin are relevant and fall within parameters of class.



 
2 of the 3 are relevant. 1 of the 3 is relevant. No relevance. 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
All objective information included: creator (artist/culture/period), date, medium, size, exhibition/museum/collection.



Image included by postcard, photo, or sketch.



 
Only one omission from the objective information. Two or more omissions from the objective information. No objective information. 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Met all the parameters of the paper: 2-5 pages, double-spaces, 12 pt Arial or Times font.



Complete sentences, grammar, punctuation, spelling and word choice. Meaningful organization of content: clear introduction, main body, and conclusion.



 
2 of the 3 parameters met.







2 to 3 errors







1-2 errors



 
1 of the 3 parameters met.







4 to 5 errors







3 or 4 errors



 
No parameters met.







Over 5 errors







More than 4 errors.



 

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Last Updated:1/12/2009 11:06:18 PM