AR 215 Art History I
S1T 2012 DL
Ricci, Glenn A.
Adjunct Faculty Art & Humanities
UNIVERSITY OF CENTRAL FLORIDA – Doctorate in EducationCARNEGIE MELLON UNIVERSITY – Master of Art TeachingUNIVERSITY OF WYOMING - Master of Fine Arts
Monday, Wednesday, Friday 8 - 11 a.m. or by appointment set up via email
Jan. 16 - March 12, 2012
Art History, Volume 1, 4/E
Marilyn Stokstad, University
Michael Cothren, Swarthmore
Format: Paper; 648 pp
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
The Oxford Art Online website is searchable for any work of art by artist,
title, or period and returns information by subject entry, images of the actual
works, and offers other tools and resources. So virtually any work of art is
accessible to students to observe and become familiar with the stylistic
This web-based reference is for the internet public library and is broadly
searchable for most any artistic works from many various civilizations and
cultures covered in the AR 216 course. The site also includes sub-headings
for the following areas:
Arts & Humanities News, Classics, Culture, Fine Arts, History, History
of Arts & Humanities, Museums, Philosophy, and Religion &
This is the Getty Art and Architecture Thesaurus online of the Getty Research
Institute for study. The Institute is dedicated to furthering knowledge and
advancing understanding of the visual arts. The Research Library has special
collections of rare materials and digital resources serving as an international
community of scholars and the interested public.
This is a very easy to use glossary of art and architectural terms that is
extremely comprehensive and includes specific glossary categories for painting,
architecture, printmaking, color in art, and art movements.
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The instructor's educational philosophy
is one of interactiveness based on lectures, readings, quizzes, examinations,
and gallery/museum tours. I believe learning can occur when students allow
themselves to be open to new content and actively engage with the subject
matter. When that is done students will find something
unique and intriguing in art history. By investing energy
toward learning in this class students may get information and knowledge
that will enrich the rest of their lives and how they see the world.
Learning Outcomes: Core Learning Outcomes
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.
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 RubricClass Assessment:
Course Assessments Rubric
Proctored Final Exam
Letter Grade Policy
Number of Points
450 - 500
400 - 449
350 - 399
300 - 349
299 or below
Late Submission of Course Materials: Please read this carefully - The online course is open virtually 7 days
per week, 24 hours per day for a total of 168 hours access with
internet. Thus, there should be no reasonable excuse for not
completing and getting work in on time if you start early each week.
It is highly recommended that you not wait until late in the week or up to the
last hours and minutes to complete discussions, quizzes, exams,
and papers that are due by set deadlines established well in advance for
this course. Waiting may only allow unexpected circumstances to
interfere with your course work that can be detrimental to your
score. For example, assignments will be accepted up to one
week after their due date but will be penalized one letter grade (10 percentage
points). No DQ (discussion question) posting
assignments or DQ participation replies are accepted after the end of each week
(Sunday) in which they are due. Students may NOT make up quizzes or exams as
resets can affect other student’s ability to view their exams for
study. Lastly, exception requests are not fair to classmates who
work responsibly or overcome their own adverse circumstances to meet
Classroom Rules of Conduct: While the instructor will ask for students'
opinions of some of the art presented in class, please be respectful.
Abusive and disrespectful commentary will not be tolerated. Good classroom
etiquette must always be followed. Student thoughts are
necessary for any successful class discussions. In this class your
instructor will encourage and may even demand your thoughts or opinions based
on course readings and material. However, any discussion centered on the
highly subjective world of art has the potential to incite heated debate.
Class discussions may rise to a passionate level, while remaining
respectful to others. Any abusive or offensive behavior will not be
PAPER ASSIGNMENT! Begin working
on your paper assignment. Due in Week 7!
Prepare for Final
Find a proctor and schedule your appointment (deadline on
Friday of Week 6)
You MUST schedule your final by Friday of this week!
Response Essay. Paper due by midnight Wednesday (100 pts)
Arranged through proctoring sevice (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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 93
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. from Park University 2011-2012 Undergraduate Catalog Page 93
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2011-2012 Undergraduate Catalog Page 96
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 .
Additional Information:Students are highly encouraged to post early in
weekly discussions and definitely before the Thursday midnight deadline to be
eligible to earn the full 10 points.
Last Updated:12/11/2011 11:42:18 AM