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AR 216 Art History II
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 216 Art History II

Semester

U1T 2010 DL

Faculty

Buckingham, Leslie Lynn

Title

Senior Instructor of Art and Design

Degrees/Certificates

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

Office Hours

I will not be keeping regular hours this semester.  However, I can arrange to be available at a convenient time for you.  Please email me to make arrangements.

Daytime Phone

816-987-2654 (This is a fax number, but it does have an answering machine.)

E-Mail

Leslie.Buckingham@park.edu

Semester Dates

June 7, 2010 - August 1, 2010

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:

Art History, Volume 2, 3/E
Marilyn Stokstad, University of Kansas

Publisher: Prentice Hall
Copyright: 2008
Format: Paper; 736pp

 

ISBN-10:013199140X
ISBN-13:9780131991408

You can also buy this book broken down into 3 paperback volumes (and easier to carry around).  They are sometimes packaged together by the publisher, but can also be purchased separately, as shown below. 

Art History Portable Edition, Book 4: 14th - 17th Century Art, 3/E
Marilyn Stokstad, University of Kansas

Publisher: Prentice Hall
Copyright: 2009
Format: Paper; 304 pp

ISBN-10:0205657494
ISBN-13: 9780205657490 


Art History Portable Edition, Book 5: A View of the World, Part Two, 3/E
Marilyn Stokstad, University of Kansas

Publisher: Prentice Hall
Copyright: 2009
Format: Paper; 160pp

ISBN-10: 0205671942
ISBN-13: 9780205671946


Art History Portable Edition, Book 6: 18th - 21st Century, 3/E
Marilyn Stokstad, University of Kansas

Publisher: Prentice Hall
Copyright: 2009
Format: Paper; 288pp

ISBN-10:0205664156
ISBN-13: 9780205664153


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/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
AR216 Art History II (MGE): A chronological survey of the history of art from the Renaissance through the twentieth centruy. Insturction is not limited to the western tradition but incudes sections on Asia, Oceania, India, Africa and the Americans. Gallery tours augment slide-lecture instruc- tion. 3:0:3

Educational Philosophy:

I believe education is a life-long pursuit, and I believe everyone can learn something about art that relates to their own personal experience.

Learning Outcomes:
  Core Learning Outcomes

  1. Recognize and identify the special stylistic characteristics of the arts from the wide range of civilizations and cultures addressed in this course.
  2. Discuss some of the ways specific civilizations and cultures are directly reflected in their art and architecture.
  3. Use the specialized language of art and architecture, both orally and in writing, to discuss and respond to art.
  4. Observe art with greater perception (a “trained eye”) and an ability to begin interpreting both its form and its content.


Core Assessment:

For a due date, please check the course syllabus or course overview. 

·         The paper should be approximately 750 words in length. (give or take 10% - absolutely no more than 1250)

·         Your focus will be on a single work of art.

·         NO RESEARCH is necessary.

Your Trip to the Museum:

You will choose a work of art from a local museum. (If you do not have access to a museum near you, please choose an object that interests you from a museum or gallery website on-line. If you must work from a photo found on-line, try looking for multiple views or details on multiple sites.) 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.

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 called a response essay. You do not need to research anything. You will visit the museum, choose a work of art, and write the essay based only on what you can see. 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.

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.      Discuss the Medium, the medium’s traits, and the artist’s use of the medium.

b.      Discuss the relevant formal elements (i.e.: line, shape and space, composition and relative scale, light and color, style)

c.      Discuss the composition (i.e.: unity/variety, balance, emphasis, focal point)

d.      Discuss the relationship the formal elements and composition have to the subject’s meaning (or overall effect).

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. Your own sketch does not need to be professional quality.)

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

Mechanics of the Paper:

·         The paper should be approximately 750 words in length. (give or take 10% - absolutely no more than 1250). This will turn out to be 3-5 pages in length

·        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.  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

Class Assessment:

Assignment

Points

Total
Points

Total %

Quizzes (12)

10

120

24% Discussion Questions (8)

10

80

16%

Exams (2)

50

100

20%

Response Essay (Core Assessment)

 

100

20%

Proctored Final Exam

100

20%

Total

500

100%

Grading:

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 after their due date, but will be penalized one letter grade (10 percentage points). 

Course Topic/Dates/Assignments:

Course Schedule

WEEK 1

Introductions Post
  • Introduce yourself in the INTRODUCTIONS tab under COURSE HOME.

Readings

  • read pages 552 - 617 in your book

Multimedia Presentations

  • Chapter 17 - 14th-Century Art in Europe
  • Chapter 18 - 15th-Century Art in Northern Europe and the Iberian Peninsula

Assessments

  • Quiz over Chapter 17 (10 points)
  • Quiz over Chapter 18 (10 points)

PAPER ASSIGNMENT! Begin working on your paper assignment. Due in Week 7!

Discussions

  • Discussion Question 1 (Chapter 10 points)


WEEK 2

 

Readings

  • read pages 618 -705 in your book

Multimedia Presentations

  • Chapter 19 - Renaissance Art in 15th Century
  • Chapter 20 - 16th-Century Art in Italy

Assessments

  • Chapter 19 quiz (10 points)
  • Chapter 20 quiz (10 points)
  • Exam 1 (50 points)

Discussions

  • Discussion Question 2 (10 points)

Prepare for Final

  • Find a proctor and schedule your appointment (deadline on Friday of Week 6)

WEEK 3

Readings

  • read pages 706 - 807 in your book

Multimedia Presentations

  • Chapter 21 - 16th-Century Art in Northern Europe and the Iberian Peninisula
  • Chapter 22 - Baroque Art

Assessments

  • Quiz over Chapter 21 (10 points)
  • Quiz over Chapter 22 (10 points)

Discussions

  • Discussion Question 3 (10 points)


WEEK 4

 

Readings

  • read pages 808 - 829 in your book

Multimedia Presentations

  • Chapter 23 - Art of South Asia and Southeast Asian after 1200

Assessments

  • Chapter 23 quiz (10 points)

Discussions

  • Discussion Question 4 (10 points)

WEEK 5

Readings

  • read pages 830 - 849 in your book

Multimedia Presentations

  • Chapter 24 - Chinese and Korean Art after 1279

Assessments

  • Quiz over Chapter 24 (10 points)
  • Exam 2 (50 points)

Discussions

  • Discussion Question 5 (10 points)

WEEK 6

Readings

  • read pages 940 - 1063 in your book

Multimedia Presentations

  • Chapter 29 - 18th-Century Art in Europe and the Americas
  • Chapter 30 - 19th-Century Art in Europe and the United States

Assessments

  • Chapter 29 quiz (10 points)
  • Chapter 30 quiz (10 points)

Discussions

  • Discussion Question 6 (10 points)

Prepare for Final

  • You MUST schedule your final by Friday of this week!

WEEK 7

Paper Assignment

  • Response Essay. Paper due by midnight Wednesday - 100 pts

Readings

  • read pages 1064 - 1191 in your book

Multimedia Presentations

  • Chapter 31 - Modern Art in Europe and the Americas 1900-1945
  • Chapter 32 - The International Scene Since 1945

Assessments

  • Quiz over Chapter 31 (10 points)
  • Quiz over Chapter 32 (10 points)

Discussions

  • Discussion Question 7 (10 points)

WEEK 8

Assessments

  • Proctored Final Exam (100 points - see below)

Discussions

  • Discussion Question 8 (10 points)

Proctored Exam

  • Arranged through proctoring service - 100 pts 

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 2009-2010 Undergraduate Catalog Page 92

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 2009-2010 Undergraduate Catalog Page 92

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.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2009-2010 Undergraduate Catalog Page 95

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)
Application-Content                                                                                                                                                                                                                                        
Outcomes
1                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
  Topic chosen is appropriate; work of art is relevant to course; time AND place fall within parameters of course subject matter Time or place of work of art does not fall within parameters of class 
Application-Objective Info                                                                                                                                                                                                                                 
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
 Mentions all: artist's name (if known); culture of origin; date and era; medium; size; name of museum Missing 1 element of the subject's objective info Missing 2 or more elements 
Synthesis-Introduction                                                                                                                                                                                                                                     
Outcomes
1-3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
Introduction grasps reader's attention (engages the reader) and forecasts major points; includes brief overall description and thesis Some introduction; missing no more than one of the following elements: description, thesis, forecast Some introduction; only one of the following elements included: description, thesis, forecast No or poor introduction 
Synthesis-Articulation of Thesis                                                                                                                                                                                                                           
Outcomes
3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
 Clear articulation of thesis or argument Some articulation of thesis No or poor articulation of thesis 
Application-Paragraph Development                                                                                                                                                                                                                          
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
 Paragraphs are consistently well developed, w/ a clear  topic sentence & appropriate number of sentences that provide examples & develop points Some structure and development of paragraphs and/or some with clear topic sentences or focus, but not consistently Poor paragraphs with no clear topic sentence; multiple topics; little or no development 
Application-Use of Examples                                                                                                                                                                                                                                
Outcomes
1,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
 Frequent or consistent use of examples & evidence; example or evidence appears whenever the reader asks, “For instance?” Some use of examples or evidence, but not consistent; no examples or evidence in places where they are needed Little or no use of examples 
Analysis-Coherence                                                                                                                                                                                                                                         
Outcomes
1,3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
 Every paragraph works to support the thesis; “linked” paragraphs Occasional tangents; repetition Lack of coherence; i.e. mismatch between the thesis and the body; tangents 
Analysis-Conclusion                                                                                                                                                                                                                                        
Outcomes
2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
 A conclusion going beyond summary of what was written in the body of the essay Some summary of points made, but nothing beyond summary; no broad conclusions/lessons No or poor conclusion or summary of argument 
Application-Organization                                                                                                                                                                                                                                   
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Writing has a compelling opening, an informative middle, and a satisfying conclusion Writing has a beginning, a middle, and an end Organization is rough but workable; may sometimes get off topic Writing is aimless and disorganized 
Skill in Communication-Transitions                                                                                                                                                                                                                         
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
 Strong and/or consistent transition between points in essay; strong flow Some transition or flow between paragraphs; partial structure to argument Little or no transition between paragraphs; poor flow 
Skill in Communication-Sentence                                                                                                                                                                                                                            
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Sentences are clear and complete Sentences are well-constructed; some awkward sentences do appear Sentences are often awkward, run-ons, or fragments Run-on sentences and sentence fragments make essay hard to read 
Skill in Communication-Word Choice                                                                                                                                                                                                                         
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Words are striking but natural, varied and vivid Some fine and some routine word choices Words often dull or uninspired, or sound like trying too hard to impress Same words over and over; some words may be confusing or used incorrectly 
Skill in Communication-Conventions                                                                                                                                                                                                                         
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Correct grammar, punctuation, and spelling; page numbers on bottom of page A few errors to fix, but generally use correct conventions (1-2) Enough errors in essay to make paper distract a reader (3-4) Numerous errors make paper hard to read (5 or more) 
Application-Accuracy                                                                                                                                                                                                                                       
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
  No factual errors 1 or more facts wrong 
Application-Length                                                                                                                                                                                                                                         
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
 675 – 1250 words in length 600 – 675 words; over 1250 words Less than 600 words 
Application-References                                                                                                                                                                                                                                     
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
  All references correctly cited; includes image References cited incorrectly or no image included 

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Last Updated:6/1/2010 3:21:41 PM