AR 115 Introduction to the Visual Arts
S2Z 2013 MLH
Fontana, Leslie J.
BS Degree Elementary Education; K-12 Certification in Art; Western Montana College, 1976Master of Interdisciplinary Studies, University of Montana, 1997
Office at home
Mar 18 to May 10, 2013
7:45 - 10:15 PM
The Art of Seeing; Zelanski & Fisher, Eighth Edition; Copyright 2011; Pearson Education, Inc; Prentice Hall, Upper Saddle River, NJ ISBN 978-0-205-74834-1
The Annotated Mona Lisa; A Crash Course in Art History from Prehistoric to Modern Second Edition; Copyright 2007 Andrews McMeel Publishing, LLC, Kansas City, MO. ISBN=10: 0-8362-8005-9
Video Series Art of the Western World; Anneberg Media. Available at McCaffee Memorial Library.
The Power Of Myth Video Series; Bill Moyers and Joseph Campbell: PBS Video; 1976
The Artchive Website
Various online resources including virtual gallery tours and examples of visual art
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 email@example.com or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Blended Course Guidelines (Link to guidelines page) – A blended course must meet a minimum percentage of time in the classroom, as specified by University and department guidelines.
The Instructor's educational philosophy is one of interactiveness based on lectures, readings, class discussions, videos, internet websites, and examples of visual art. The instructor makes every attempt to keep the subject matter relevant to world history and current events. This is a "blended" course, meaning 60% takes place face to face, and 40% occurs online. It is the philosophy of the instructor that the use of the internet for the teaching of Art History opens up unlimited resources in the form of Galleries, Video resources and art examples. Since this is a blended class, and much of the instruction takes place online, it is mandatory that students complete ALL of the reading. Focus questions, guided reading lessons, and assignments will be completed within the course shell online.
Learning Outcomes: Core Learning Outcomes
A comprehensive final exam of 100 multiple choice questions derived from the first three exams. The majority of the questions are vocabulary or concept based. The exam is worth 100 points out of 500 points in the course (20%).
Coverage of the course topic will be accomplished in a variety of ways: Reading assignments, lecture, discussion, slide shows and videos. Assessment will be based on midterm and final examinations,reflective essays (f tof), guided reading lessons (online), threaded discussions (online) If essays, reading lessons, and discussions as means of review and assessing the material prove to be ineffective, a quiz of equal value will be substituted. Additionally, participation points will be awarded for each class session. A rubric identifying quality participation and guidelines for reflective writing are attached to this syllabus.
Coverage of the course topic will be accomplished in a variety of ways: Reading assignments, lecture, both online and f to f, discussion, both verbal and as threaded discussions through the course shell on the Park Website, slide shows and videos, available online and through the course shell. Assessment will be based on a midterm and final exam comprised of multiple choice. Identification of artworks,and essay question. Additionally, participation points will be awarded for each face to face and online class session. A rubric identifying quality participation both face to face and online is included here as an appendix
Examinations: midterm exam 125 points
final exam 125 points
Online assignments 9 assignments @ 10 pts each: 90 points
Face to face writing assignments @ 10 points each: 90 points
Participation points: 14 sessions @ 5 pts each - 70 pts
Total points available: 500 points
Late Submission of Course Materials:
Because this is a blended class, and assignments may be posted online, there is little tolerance for late assignments. Students must post responses to weekly discussions initially by Tuesday, with responses to discussion postings occurring by Sunday of the week in question. The flexibility is built into the class by the nature of an online class. Students who miss f to f classes because of duty will be able to turn in assignments online. In cases of true emergency, the student should contact the instructor by email or by phone to make arrangements for makeup.
Classroom Rules of Conduct:
Because this is a reading and discussion course, keeping up with the assigned reading and participating in class are critical to both the students understanding of the material and the grade. Excused absences are only given in cases of duty assignments, verified by the proper paperwork, or documented emergency. The instructor should be notified in advance of such absences. In cases of unexcused absence, make up is at the discretion of the instructor. Arriving late to class is both disruptive and rude. Participation points will be deducted for coming late to class. Leaving class early is treated similarly to tardies, with participation points being deducted.
Students who are also parents often have babysitting problems. While I sympathize with the parent, I do not allow children in the classroom, so parents should have a backup plan for babysitting.
Week l; Session 1: Learning to See: The Art of Seeing Ch. 1 pp 11-53
Week l; Session 2: The Art of Seeing Ch. 2 pp 56-160 Visual Elements: Quiz
Mona pp I, II
Week 2; Session 1: The Art of Seeing Ch. 15 pp 427-439 Ancient Art
Mona pp 2-11
Power of Myth
Week 2; Session 2: The Art of Seeing Ch. 15 pp 440-442 Greece and Rome
Week 3; Session 1: The Art of Seeing Ch. 15 pp 448-450 Medieval Art
Mona pp 24-28
Week 3; Session 2: The Art of Seeing Ch. 15 pp 450-463 Renaissance Art
Mona pp 32-45
AWW # 3& #4
Week 4; Session 1:The Art of Seeing Ch. 15 pp 464-468 Baroque Art
Mona pp 46-64
Week 4; Session 2: Review Activities; Midterm Exam
Week 5: Session 1: Age of Revolution Art of Seeing pp 468-471
Week 5; Session 2: The Art of Seeing Ch. 15 pp 472-476 Later 19th cen. Art
Mona pp 83-84 &96-112
Week 6; Session 1 & 2: The Art of Seeing Ch. 15 pp 481- The 20th Cen. art
Mona pp 123
Week 7; Session 1:The Art of Seeing, Ch 4: Survey of 2 D Media & Methods pp 197-322
Internet and video
Week 7; Session 2: The Art of Seeing Survey of 3 D Media Methods pp 325-371
Week 8; Session 1: Review for midterm
Week 8; Session 2 Final Examination
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 2012-2013 Undergraduate Catalog Page 97
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 2012-2013 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 2012-2013 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 .
Appendix I: Rubric for Participation (Face to Face Class)
8 to 10 points: The quality and quantity of participation are superior. The student arrives on time, and is fully prepared with questions and comments from the reading as well as from the field. While actively, participating, the student is never intrusive. She/he allows others to have their complete say; actively and intensely listens to others and response to them on an intellectual, not personal, basis The student does not use profanity in class.
5 to 7 points: The quality and quantity of participation is significant, although quantity is sometimes substituted for quality. The student has read the assigned material, and this is evident from the observations and questions the student raises during the course of the discussions. When participating, the student most of the time observes the rules of common courtesy, buy may at times simply blurt out comments or interrupt others. Profanity may have been inadvertently used.
4 to 6 points: The quality and quantity of participation is common. Neither is noteworthy. The student generally shows up for class and may or may not be prepared for class. (It would be difficult to tell from the quantity or quality of questions and comments. He/she does not relate the material to the field. Infrequent participation is the norm, and the student usually only responds when called upon. Participation is in the form of short responses to questions or brief assertions. While willing to state a point of view, the student is unable to support this view with facts. Listening is not done carefully, and the points of view of others are not seemingly appreciated. The student is present but inattentive during video/audio presentations. Profanity was deliberately used.
1 to 3 points: The student comes to class unprepared. There is little quality or quantity of participation, comments are rarely offered. Listening is done poorly, if at all.
0 points: The student is absent and unexcused. The participation points may not be made up for unexcused absence. In the case of true emergency (excused absence), points may be made up by acquiring lecture and discussion notes from a classmate and writing a reaction paper to them.
Participation Points, Online portion of the class:
Students must log on during the assigned window of time. (Example: Midnight on Wednesday to Midnight on Sunday of the assignment week). Students must answer or participation so that the responses reflect that the student has read and understands the material.) In a threaded discussion, comments should refer to the material. “Way to go!” and “I totally agree”. Do not demonstrate that the student has read and understand the material.
Appendix II : Tips for writing evening assessment essays. Face to Face class
I. These essays are to assess your understanding of the material, not the class. Refer to the text or your lecture notes for subject matter.( If I write something on the board, it is probably worthy of mentioning in your essay.) If you feel the need to evaluate the evening’s content, or the class in general, add a paragraph at the end of the class or see me personally. Such evaluations to not substitute for the processing or reaction to the information given. Other than your midterm or final, this is the only assessment I have of your understanding of the content. Remember that these essays replace a quiz on the material.
2. “A one page essay” is a subjective term. In the past, size of paper has ranged from 6 x 9” steno paper to college ruled notebook paper. Regular notebook paper has 27 lines, while college ruled has 33. Right hand margins range from one-half inch, inch to a huge inch and a half. Some people leave spaces between paragraphs, and some students have even gone as far as to skip lines. Size of handwriting also varies. I once had to enlarge an essay on the photocopy machine to read the microscopic handwriting. Average handwriting fits 8-10 words per line.
So let’s be more objective. I do not wish to be in the business of weighing and measuring essays, rather than evaluating the content, but a two hour discussion should be covered by at least 300 words. More honestly, if you cover the important points of an evening’s material, you would comfortably fill a page and would not have to count words, lines, or even worry about it. I would advise against using your word counter on your computer. I count the number of words per line, leave out small words such as “a”, “an” and “the”. After counting three or four lines, I take an average and multiply by the number of lines. I only bother to count if there is a question as to best effort. I would rather evaluate your paper on its content and merit.
3. Use proper writing techniques. An introductory sentence should state the topic for the entire essay, while each separate concept covered would have its own topic sentence and paragraph which supports it. If you are stating a strong opinion, (“Van Gogh’s brush strokes show his emotional state” or “Architecture is not art, only functional”) you must support you assertion with research or facts. Since these essays are open book, these facts will not be hard to find.
4. Even though the essay’ is open book, do not rewrite the book. I know you were here for the covered material, and am interested in your reaction to the content, not a restating of it.
Online portion of the class: The question should be referred to, quoted or referenced in your answer. The instructor should not have to reread the question to interpret your answer.
Last Updated:2/16/2013 11:42:17 PM