AR 215 Art History I
F2T 2012 DLA
B.A. Art History, William Smith College, Geneva, New YorkM.A. Art History, University of Missouri in Kansas CityFour-year Post-Baccalaureate Designation in Interior Architecture and Design from the University of California, Los Angeles
October 22 - December 16, 2012
AR115 or per approval
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
Additional Resources: amazon.com secondary market
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The instructor's educational philosophy is one of interactiveness based on lectures, readings, quizzes, examinations, and gallery/museum tours. The instructor will engage each learner in what is referred to as disputatious learning to encourage the lively exploration of ideas, issues and contradictions.
Art History IS fun. But you must understand the foundations first.
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:
Each week, you will have regular learning activities:
Refer to the Course Schedule in the Course Home menu for more detailed information on the learning assignments and assessments.
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). Students may NOT make up quizzes or exams missed because of an unexcused absence.
Classroom Rules of Conduct:
Be respectful of one another, please. And respect the rules of the syllabus.
The Announcements tool in eCollege is an important way we communicate with you during the course. Please read each of the Weekly Announcements, including the FAQ's and the Home Page for each week in the course. I will be posting updates on that page.
Follow the procedures for submission of electronic assignments.
About the Discussions
At least one substantial response (i.e. NOT just a simple statement) to each discussion topic must be posted by midnight Thursday of each week. I will deduct several points if you do not. In addition, each student should respond to at least one other posting per topic by midnight Sunday. I will have to deduct a point if you do not. You will get more out of the class in this way and I strongly suggest you log in preferably every other day to keep up with the discussions -- even if you do not post. Discussion postings should reflect your opinion of the topics. Provide research and reference/citation for critical information that you obtained to back up and support your thoughts. Please give thoughtful substance to your contribution -- brief comments such as "awesome" won't apply.
In addition, each student should respond to at least one other student posting per discussion board offering substantial topic-related content, data, new research and/or ideas to the discussion. It is also helpful to add a critical question for the other student. Responding to more students and to the professor may increase your grade only if you add even more substantial content to the discussion. No points are earned by simply responding “Yes,” “Good work,” or “I agree,” etc.
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 95-96
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 95
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 98
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:This is largely a self-study and self-guided class. There is an enormous about of information to learn in a VERY short time. Self motivation is important. I am here to assist and guide you in learning. Please do not hesitate to ask me any questions.
Last Updated:10/17/2012 1:56:45 PM