Instructor: Ms. Beka Ruíz Email: email@example.com Catalog Description A broad introduction to concepts, vocabulary, media and history of western art that reveals universal qualities in human aesthetic responses, as well as the unique qualities that define societies and cultures through examining the past, the present, and diverse cultures. Opportunities for experimental learning in workshop activities with various media are an integral part of the course. Course Description Gives a thematic synopsis of the history of western art. Instead of a purely chronological approach, this course will not only survey masterpieces of the past, but also explore the why and how. Students will be able to develop critical thinking skills that will improve their ability to not only enjoy art, but also to evaluate and articulate opinions and observations. Students will develop collaboration skills to practically apply this course to their own lives. Student Learning Outcomes Upon completion of the course, through tests, journals, assigned readings, presentations, collaboration activities, and class discussion, students will be able to: § Analyze, given a set of reproductions spanning the thematic unit, each work to determine its contextual elements and its respective historical content. § As a collaborative team, lead class discussions as per Talkback Time requirements. § As a collaborative team, develop information fluency, critical thinking skills, and creative thinking skills and practically apply this course to their personal lives. § Demonstrate the acquisition of relevant art vocabulary covered in class and assigned readings by responding correctly to short answer and/or multiple-‐choice questions on the midterm and the final exam. § Produce a 5-‐part Journal reflecting upon assigned reading and course content. These papers must be original work, not copied and pasted directly from the Internet. Course Expectations § Students are expected to attend every class. Please, arrive before class starts. Ten minutes after the official start time, students will not be permitted to enter that hour’s lecture. Students are responsible to check the syllabus (workbook) for assignments given or due. Arriving late or leaving early (without approval) will count as an absence. The instructor will not repeat a class lecture or covered material for absent students. § Lecture materials can be found online at: http://www.slideshare.net/bekabiw for reviewing and for absent students to catch up. § There are no make up times for the final exam or the midterm (unless in the case of a valid excused absence: doctor’s note, family funerals, auto accidents). § All assigned readings must be read and studied prior to class, as we will discuss them in class. § Journal entries must be handed in or emailed at the beginning of the 1st hour of the due date. If students will be absent on the due date because of an excused absence, please email the journal entry before the due date to firstname.lastname@example.org or absent students can hand in their entries early or with another classmate. § Due to the brevity of this course, no extensions will be given for any writing or reading assignments unless student has a valid excused absence. § Clarification on Đơn Xin Nghỉ Học will be given in the first session.
Course Policies STATEMENT ON EQUAL OPPORTUNITIES In accordance with the Americans with Disability Act, students who have documented disabilities will be provided with appropriate accommodations. These must be requested in a timely manner. I encourage any student who has a disability to discuss with me how I might best help him/her learn and what type of services he/she might need. The office of Special Services in the Academic Support Program can also provide help. Your notification will be kept confidential. COURSE GUIDELINES § No headphones and no cellphones are to be used or seen during class hours. § Laptops and tablets will be permitted for note taking or viewing posted online course material. If a student is caught misusing this privilege (by visiting unrelated websites, such as www.facebook.com or by playing games online), that student will loose the privilege of using his/her laptop in class. § Drinks or snacks are allowed in class provided students dispose of them properly after class. § If students need to use the restroom, students may leave and reenter the room quietly. § Email email@example.com to schedule a meeting outside class time to discuss an area not clear or if you wish to further discuss specific issues. Examinations, Assignments, and Grading Overview EXAMINATIONS § The Final Exam (session 14): The Final will be a short-‐answer, multiple-‐choice, and matching exam, a comprehensive test covering all of the course content and readings. § The Midterm (session 8): The midterm will cover material from sessions 1-‐7. ASSIGNMENTS § Journal: Entry #1: Your Brain – Due before Session 3 Answer Questions 1Q1-‐1Q5 of Reading Assignment: Your Brain http://www.slideshare.net/bekabiw/journal-‐entry-‐1-‐reading-‐your-‐brain http://www.slideshare.net/bekabiw/journal-‐entry-‐1-‐18218833 Entry #2: Changing Paradigms (Collaboration Activity) – Due before Session 5 Answer Questions 2Q1-‐2Q10 of Homework Assignment: Changing Paradigms http://www.slideshare.net/bekabiw/journal-‐entry-‐2 Entry #3: Gallery Visit Reflection – Due before Session 9 http://www.slideshare.net/bekabiw/journal-‐entry-‐3 Entry #4: An Art Explosion – Due before Session 11 Answer Questions 4Q1-‐4Q5 of Reading Assignment: An Art Explosion http://www.slideshare.net/bekabiw/journal-‐entry-‐4 Entry #5: Due before Session 12 – Course Reflection: Reflect upon any content of this course: How does this class build on your previous education (Western Civilization, Philosophy, Ethics, History Classes, Art Classes, Business Classes, etc.)? How do you think this class will prepare you for your future? http://www.slideshare.net/bekabiw/journal-‐entry-‐5 § Talkback Time: Each team is responsible to lead the class in a 30-‐minute discussion regarding material covered in the previous class session and/or assigned reading. Teams decide the format of this Talkback Time Please, be creative! Teams will be graded on these three areas: (a) 3% all leading team members’ participation
(b) 3% – engagement of other students (c) 3% – coverage of relevant material (d) 1% – completed team evaluation form http://www.slideshare.net/bekabiw/team-‐talkback-‐time-‐starters-‐18218857 § Collaborative Work: COLLABORATIVE PROPOSAL and INQUIRY Your group will present your team’s Practical Section to the class Session 13 or 14. Your classmates’ can ask you any questions about your Proposal. Ms. Beka will also ask questions (not only about your Proposal, but also about the rest of your team paper sections). TEAM PAPER http://www.slideshare.net/bekabiw/collaborative-‐paper-‐outline INFORMATION FLUENCY SECTION I.F.1) Research: Choose 2 things to research: an artist/architect/famous piece of artwork/time period in Western art history from your group’s list of choices. (Do not choose 2 artists or 2 pieces of artwork, etc. Choose 2 things from separate categories.) Research what interests you most about your choices. I.F.2) Summary: Submit a 1,000-‐1,500-‐word essay on each chosen item. (So, your team will submit 2 essays, totally 2,000-‐3,000 words.) I.F.3) Application: In addition to the 1,000-‐1,500 words written for each item, write an additional 100-‐500 words summarizing your team’s personal opinions and reactions of your research. How can each team member personally apply what he/she has learned from researching this first item. Repeat the additional 100-‐500 words application for the second item. I.F.4) Cite all your sources. Do not plagiarize. Include a bibliography at the end of each essay. http://www.slideshare.net/bekabiw/collaborative-‐information-‐fluency CRITICAL THINKING SECTION C.T.1) As a team, discuss your Journal Entries #1 and #5. How can this class practically enrich the projected future of each team member? C.T.2) As a team, watch and read through Sir Ken Robinson’s Changing Paradigms. Answer questions 2Q1-‐2Q10 together (Journal Entry #2). C.T.3) As a team, discuss each member’s answers to 4Q3 and 4Q5 of Journal Entry #4. Collaborate on a team answer to 4Q5, “What is your team’s solution to the article’s problem?” C.T.4) Submit your answers for C.T.1-‐C.T.4. http://www.slideshare.net/bekabiw/collaborative-‐critical-‐thinking-‐section CREATIVE SECTION C.R.1) Choose at least 1 Creative Activity to complete. You will not be graded on whether or not it looks good, but on whether or not you attempted the task and documented your attempt. C.R.2) Attempt a Creative Activity and document your work as a group (yes, take pictures). If you can’t arrange for your whole group to work together (of if members want to do different activities), each group member is responsible to document his or her own work. C.R.3) Reflect upon your creation and answer the following individually (include these 2 answers for each of your group members in your final group paper: Do you feel more “artistic” after completion and thus, more creative? What value does cultivating a creative life have in the business world or in your foreseeable future? http://www.slideshare.net/bekabiw/collaborative-‐creative-‐section
PRACTICAL SECTION P.R.1) Review the list of art uses in Hanoi and choose one (or choose another art use in Hanoi you find on your own). Research more on this organization/group/location/whatever or whomever is using art constructively or even as social affirmation in Hanoi or in Vietnam. If you can, visit these people and learn more. Visit their website and learn more. Contact employees who can help you learn more. Write 200-‐500 words about what you discover. P.R.2) What are some practical and helpful ways to use art in Hanoi or in Vietnam? Can you help give social affirmation through art here? Can art and business be used together in Hanoi? P.R.3) What possible futures do each of your team members represent? Do you all want to be businessmen and women? Do you see yourself in another profession? After taking into consideration all your members, brainstorm ideas for a practical way members of your team may get involved in socially affirming the down-‐trodden in your own city using art, or in other constructive methods. For example, you may imagine opening your own company/organization/location in town that looks similar to the opportunities already listed for you. You may think of a completely new way to help others! You may think of ways people who need help can create art, or ways you can create art to help others. You may just think of relevant ways art can add value to Hanoi or Vietnam. The sky is the limit! P.R.4) Write a 300-‐800-‐word proposal for your ideas that answer the questions above in P.R.2 and P.R.3. Submit this written proposal before Session 12 (if you will present Session 13) or before Session 13 (if you will present Session 14). P.R.5) Present your Proposal to the class (Session 13 or Session 14). Please, keep us interested in your proposal (Use any media available and suitable for class–the whiteboard, PowerPoint, bring in items of interest or examples of products, lead us in an example, etc.). You will be given 20-‐30 minutes to present. Your classmates and I will ask you follow-‐up questions. http://www.slideshare.net/bekabiw/collaborative-‐practical-‐section GRADING OVERVIEW Your final ART201 grade is broken up into these percentages. If you have any questions about your grade, please feel free to contact Ms. Beka at firstname.lastname@example.org. § Journal 30% § Talkback Time 10% § Midterm 5% § Final Exam 20% § Collaborative Paper 30% § Collaborative Proposal and Inquiry 5% Course Outline Session 1: Course Orientation Course Syllabus Introduction, Team Formation Divergent Thinking A Human Phenomenon The Language of Art and Architecture Media Reading Assignment: Course Syllabus and Student Workbook, Assign Team Tasks for Collaborative Work Session 2: Course Orientation Deriving Meaning Making Art
Example Talkback Time Example Unpack Talkback Time Example Class Discussion Re: Talkback Reading Assignment: Your Brain: The Right and Left of It by Betty Edwards The New Drawing on the Right Side of the Brain Answer these Questions (use your answers for the Journal Entry, Your Brain): 1Q1: Do you agree with neuroscientist J.Z. Young that the right hemisphere of your brain isn’t really important? Why or why not? 1Q2: Each of our hemispheres gathers in the same sensory information, but each half may handle the information in different ways. Which hemisphere do you default to or rely upon the most? Why? 1Q3: If students who learn how to draw become more “artistic” and therefore creative, do you see any use in you becoming more creative? Why or why not? 1Q4: What was your education most like: (a) concerned with the importance of intuitive and creative thought or (b) structured in the left-‐hemisphere mode? Why? 1Q5: Read the chart on page 44, using the 9 characteristics, which mode sounds like you, left-‐ mode or right-‐mode? Why? Session 3: Survival and Beyond Food and Shelter Discussion (+ Journal Entry: Your Brain) Reproduction and Sexuality Homework Assignment: Changing Paradigms by Sir Ken Robinson (Read and Watch) 2Q1: The arts are victims of what mentality? 2Q2: How can the arts wake students up to what’s inside themselves? 2Q3: How do you think we should educate our children to take their place in the economies of the 21st Century? 2Q4: How do you think we should educate our children so they have a sense of cultural identity and so that we can pass on the cultural genes of our communities while being part of the process of globalization? 2Q5: Do you believe this story: “If you work hard, do well, and get a college degree, you will have a job.” Why or why not? 2Q6: What’s important about yourself? Do you feel as though on your journey to get a diploma you’ve marginalized what is important about yourself? 2Q7: Do you feel as though today’s situation is similar to or different from the intellectual culture of the Enlightenment and the economic circumstances of the Industrial Revolution? How so? 2Q8: Do you agree with the intellectual model of the mind (deductive reasoning and knowledge of the classics=Academic Ability) as the definition of smart and non-‐smart people? Why or why not? 2Q9: Have you ever been penalized for being distracted in the classroom? Give an example. 2Q10: Have you ever felt “fully alive” in the classroom? Give an example. Session 4: Survival and Beyond Survival and Beyond Lecture (concluded) Team A: Talkback Time Theme Related Influential Art Session 5: The State Power, Politics and Glory
Discussion (+ Journal Entry: Changing Paradigms) Social Protest/Affirmation Session 6: The State The State Lecture (concluded) Team B: Talkback Time Theme Related Influential Art Session 7: Mandatory Class Gallery Visit Gallery Visit (Check-‐In and Browse) Gallery Discussion at Café Return to Gallery and Reflect *If students cannot attend for excused absence reasons, an alternative gallery visit will be assigned. Session 8: Midterm Midterm Information Review Team Progression Check Midterm Part 1: Content Midterm Part 2: Share Journal Reading Assignment: An Art Explosion: The Economics of Art by Douglas Piper Word Magazine 4Q1: What kind of art do you prefer: (a) contemporary art or (b) endlessly rehashed styled art? 4Q2: What kind of art is in your house: (a) contemporary art or (b) endlessly rehashed styled art? 4Q3: “Vietnamese just don’t buy contemporary art.” Why not? Do you think Vietnamese should buy contemporary art? If so, how will they start? 4Q4: Which featured artist interests you the most? Why? 4Q5: What are some solutions to this article’s problem? Session 9: Religion Deities and Places of Worship Mortality and Immortality Session 10: Religion Religion Lecture (concluded) Team C: Talkback Time Theme Related Influential Art Session 11: Self and Society Mind and Body Discussion (+ Journal Entry: An Art Explosion) Race, Gender, Clan and Class Nature, Knowledge and Technology Session 12: Self and Society Entertainment and Visual Culture Team D: Talkback Time
Theme Related Influential Art Session 13: Review Day Comprehensive Course Review Collaborative Proposal #1 Collaborative Proposal #2 Session 14: Final Exam Day Collaborative Proposal #3 Collaborative Proposal #4 Comprehensive Course Exam