ART201 Syllabus


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ART201 Syllabus

  1. 1. Instructor:  Ms.  Beka  Ruíz   Email:    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 spanning  the  thematic  unit,  each  work  to  determine   its  contextual  elements  and  its  respective  historical  content.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:  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  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.      
  2. 2. 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   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   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‐entry-­‐1-­‐reading-­‐your-­‐brain­‐entry-­‐1-­‐18218833   Entry  #2:  Changing  Paradigms  (Collaboration  Activity)  –  Due  before  Session  5     Answer  Questions  2Q1-­‐2Q10  of  Homework  Assignment:  Changing  Paradigms­‐entry-­‐2   Entry  #3:  Gallery  Visit  Reflection  –  Due  before  Session  9­‐entry-­‐3   Entry  #4:  An  Art  Explosion  –  Due  before  Session  11     Answer  Questions  4Q1-­‐4Q5  of  Reading  Assignment:  An  Art  Explosion­‐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?­‐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  
  3. 3. (b) 3%  –  engagement  of  other  students   (c) 3%  –  coverage  of  relevant  material   (d) 1%  –  completed  team  evaluation  form­‐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‐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.­‐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.­‐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?­‐creative-­‐section  
  4. 4. 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.­‐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   § 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  
  5. 5. 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  
  6. 6. 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  
  7. 7. 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