Art ON War landscapesWhy Art forms of war landscapes W.docx

Art ON War landscapes
Why Art forms of war landscapes
War landscapes represent not only just history but also passion
and determination.
Most researchers and art enthusiasts agree that historical.
Im interestedin learning the artists description of war and what
they saw.
Landscape war : Introduction
Its used to document all aspects of conflict from the violence
of fighting fronts.
Landscape painting has existed since 1500 .
My focus will be on war around the world from 1400 to 1800.
Harry Dix, War Landscape, ca. 1940-1949, gouache and pencil
on paper, Smithsonian American Art Museum, Bequest of Olin
Dows, 1983.90.33
Paolo Uccello, The Battle of San Romano, c. 1438–40

Albrecht Altdorfer, The Battle of Alexander at Issus, 1529
Diego Velázquez, The Surrender of Breda, 1634-1635
Peter Paul Rubens, Consequences of War, 1638-1639
John Singleton Copley, The Death of Major Peirson, 1783
References
Saunders, R. H. (1990). Genius and Glory: John Singleton
Copley's" The Death of Major Peirson". American Art
Journal, 22(3), 5-39.
LEVY, B. S., SHAHI, G. S., & LEE, C. (1997). Consequences
of War. War and Public Health, 51.
Moffitt, J. F. (1982). Diego Velázquez, Andrea Alciati and the
Surrender of Breda. Artibus et Historiae, 75-90.
Hammond, N. G. L. (1998). The genius of Alexander the Great.
The University of North Carolina Press.
Griffiths, G. (1978). The Political Significance of Uccello's
Battle of San Romano. Journal of the Warburg and Courtauld

Institutes, 313-316.
ART 1301, Art Appreciation I 1
Course Learning Outcomes for Unit III
Upon completion of this unit, students should be able to:
3. Interpret artworks using the elements of design.
3.1 Interpret the type of visual expression using different media
and forms.
3.2 Name technical devices used to render space and volume in
painting.
3.3 Classify the physical properties and relationship of color.
Reading Assignment
Chapter 3: The Visual Elements
Click here to access the Unit III video titled “Introduction to
Color: Using Color in Your Presentation.”
Click here to access the printable transcript.
In Unit III and IV of this course, you will watch a video on
visual elements.
Click here to access the segment for Unit III.

Mouton, M. (2013). Visual literacy elements and principles
[YouTube video]. Retrieved from
https://www.youtube.com/watch?v=zqdA9YnxyoM&feature=yo
utu.be
Click here to access the video transcript.
Unit Lesson
Chapter 3: The Visual Elements
Artists typically do not go through the visual elements as a
checklist when they create their work. However,
the terms that we will be discussing in this chapter are a great
way to dissect how we look at art. You might
not realize it, but you already see and understand the visual
elements although you may not know the correct
terminology for what you see in the artwork. In this chapter,
you will look further into the visual elements that
make up an artwork. Artworks usually contain most of these
because this is literally how we see objects and
artwork.
Line: The line is the primary means of visual communication,
and we see lines everywhere. You may not
realize it, but your eyes are constantly following lines. We are
always “reading” our surroundings. We “draw”
with our eyes whenever we see the edges of objects as lines.
The edges of walls are lines that guide our path
around the room, lines on the road direct us where to go, and
when we are waiting, we wait in lines. In art and
nature, lines are considered to be a path of action; they are

records of energy left by moving points. Lines can
also have many characteristics. The edges of a rose are soft and
round whereas, the lines that make up
lightning are very irregular and jagged. If you were to think of a
line as being aggressive, would the line be
jagged and irregular or soft and curvy? We also know when a
line is calm and at rest or when the line is
alert—think of the ocean. When an ocean is calm, the waves and
horizon are horizontal, but when the ocean
is not calm, the horizon is jagged, and the waves are vertical.
Another type of line is an implied line—similar to edges of
objects. Think of desks in a classroom. They are
lined up, but there is no outline; it is an implied line. Our eyes
connect objects that are in a row. If you hang a
few pictures on the wall, you can usually tell if one does not
line up because our eyes are always drawing
UNIT III STUDY GUIDE
The Visual Elements
https://online.columbiasouthern.edu/CSU_Content/courses/Gene
ral_Studies/ART/ART1301/14B/UnitIII_Video.mp4
ral_Studies/ART/ART1301/14B/UnitIII_Videoscript.pdf
ral_Studies/ART/ART1301/14B/UnitIII_VisualElements.mp4
ral_Studies/ART/ART1301/14B/UnitIII_VisualElementsVideoTr
anscript.pdf

UNIT x STUDY GUIDE
Title
connections. This is how a line can guide us through an artwork.
Our eyes follow the lines and points of an
artwork; this is what holds our attention longer and makes us
look deeper.
Shape: Lines are at edges of objects or shapes. Shapes are
probably not a new term or topic for most of you.
In the art world, we think of the characteristics of shapes. Does
the shape have angles? Does it look
geometric like the stars, circles, and squares we saw when we
were toddlers, or is the shape organic? Are the
edges irregular, are the sides imperfect, and does it look as if
we might find it in nature?
When referring to two-dimensional (2-D) art, the shape takes up
space in the picture plane or flat artwork that
we are looking at. Most of the time, when we talk about picture
planes, we are discussing the scene in a
painting, drawing, movie, or photo. The picture plane is
basically what is going on inside the frame. In the
picture plane of a painting of flowers in a vase, the flowers and
the vase take up space. They are the objects
in the painting, and they make up the positive space. The
background, or space behind the flowers in the
vase, would be our negative space because it is not taking up
visual room; it is allowing the flowers to do that.
Many artists take advantage of the figure and ground in
paintings; they like to reverse it slowly. When we look
at the work of M. C. Escher (page 41 of your textbook and
included below), this provides us with a great

definition of figure ground reversal, and this might help you
understand the figure and ground relationship
better. The objects in the artwork slowly turn in to the
background, and the background becomes the object.
How does your perception change what you see in the artwork?
The objects, or mass, in a 2-D artwork must be implied;
however, the shape of a 3-D artwork is mass. Mass of
a 3-D object can have numerous characteristics. Egyptian
sculptures tend to be closed forms; they do not
interact with the space around them. Egyptians did this in order
for the sculpture to be stronger, and since
Egyptian sculptures were usually representing gods, they
wanted the sculpture and what it represents to be
immortal. If a sculpture interacts with the space around it, it is
an open form. Open forms tend to make us
think about our own space and how the sculpture interacts with
it and us (Frank, 2014b). When a sculpture or
mass is so large that it encloses space, the space is called
volume.
Buildings, for example, take up mass and enclose space. When
we are outside of a building, it has mass.
Inside of the building, we are in space, and this can be difficult
to convey with words and pictures (Frank,
2014b). To experience 3-D space, we must be in it. Architects
are very concerned with space. Will a person
feel comfortable within it? Will the space be adequate for the
building? How well will the space work? When
we see space on a 2-D surface, we see all the space at once.
Space in a 2-D work is the picture surface, or picture plane, and
a variety of spaces can be implied within
these boundaries. For an artist to show correct space in a 2-D
surface, they must show clues to imply depth.

Artists can use simple overlapping and size differences to imply
depth, or they can use linear perspective to
show space that involves many lines. During the Renaissance,
artists began using mathematical systems of
M. C. Escher, Sky and Water I, 1938, Woodcut, 17 1/8 inches
by 17 1/4 inches
(Frank, 2014a, slide 23)
UNIT x STUDY GUIDE
Title
perspective; they wanted their 2-D art to be a window on the
world (Frank, 2014b). Linear perspective uses
lines that converge to show depth and space. When you look
around the inside of a room, lines make up the
edges of walls and furniture. All of these lines and edges in the
room are at angles that are converging to
meet at our eye level/vanishing point. Looking at the diagram in
your textbook on page 46, notice that the
lines meet at a vanishing point. We perceive this to be correct
because this is how we see in reality. When we
drive down the road, the lines of the road meet out in front of
us, we know that the road is not ending; it is just
an optical illusion. Our point of view is how we see things, and
the horizon line is our eye level. There is

another kind of perspective technique that shows space—
atmospheric perspective (Frank, 2014b). Artists can
show space without lines merging toward the vanishing point
because the artists use color or shading to show
space. When we look out at landscape, we know objects are
farther away because the color changes.
Brighter colors tend to be closer, and objects that are farther
away become lighter and dull.
Time and motion: Not all aspects of reality can be easily shown
in artwork. Our environment combines time
and motion, which can be hard to convey. Passage of time can
be shown through comics, calendars, and
movies, but showing time in other forms of art can result in the
artwork’s meaning being confused. There are
many sculptures that have actual motion, such as kinetic
sculptures by Alexander Calder called mobiles
(page 53 and shown below). These sculptures actually move
with air currents. Other sculptures that cannot
move have to show implied motion. Another way of showing
time is the actual versus perceptual use of time
in a film (Frank, 2014b).
Light: Light illuminates objects and is a constant in art, but we
may not realize how the artist controls light to
affect our mood. Basically, light can change our perspectives.
Value, in art, refers to the lightness or darkness
of a surface. In order for a 2-D artwork to be clear, the artist
needs to have objects lit but also shaded, so we
know when the object changes. If a portrait was all extremely
light, it would be hard to see the characteristics
on the face. Sculptors control light with the way they sculpt the
object. Light hits the surfaces and creates
shadows or highlights, and we can see the changes on the
surface (Frank, 2014b). Two-dimensional artists

need to show implied light in their artwork because most 2-D
artwork is not lit from within. Chiaroscuro is a
term used to refer to how an artist shows shape by shading it
from light to dark. Value in an artwork can also
affect our moods; a very dark artwork can seem depressing or
dramatic. Artists can also use light itself as a
medium, and some artists use neon lights to “draw” their
artwork. The neon lights can work as lines that our
eyes follow, so light not only effects how we see an artwork,
but it can also be the artwork.
Color: How do you respond to color in your day-to-day life?
Does everyone respond the same way to colors?
Sometimes we even use colors to describe how we feel. How an
artist uses color can affect our moods,
thoughts, and actions. Have you noticed that logos for cold
drinks are blue or that fast food places usually use
yellow, orange, or red (warm colors to make us think of warm
food)? Color exists only in light, yet light has no
color. When we see a prism reflect light, all of a sudden we can
see all of the colors that make up light. We
can see a yellow vase because of light, and the reason that the
vase looks yellow is because it reflects the
Alexander Calder. Untitled, 1972, aluminum and steel, 358 3/8
inches by 911 5/8 inches.
(Frank, 2014a, slide 63)
UNIT x STUDY GUIDE

Title
color yellow and absorbs the other colors that are in light. Light
has no color, but objects do, right? Objects
reflect the color that they do not absorb.
References
Frank, P. (2014a). Chapter 3: The visual elements [PowerPoint
slides]. Boston, MA: Pearson
Frank, P. (2014b). Prebles’ artforms: An introduction to the
visual arts (11th ed.). Boston, MA: Pearson
Suggested Reading
If you would like to study the content from the required reading
further, consider reviewing the below
PowerPoint presentations. The presentations include images of
the artwork discussed in the chapter and
explanations:
Click here to access the Chapter 3 PowerPoint Presentation.
Click here for a PDF version of the presentation.
Learning Activities (Nongraded)
Nongraded Learning Activities are provided to aid students in
their course of study. You do not have to submit

them. If you have questions, contact your instructor for further
guidance and information.
Before completing your graded work, consider practicing with
the learning activities provided below.
Use of Color
Below is Keith Haring’s artwork, Monkey Puzzle. Explain the
use of color in this artwork.
The Ingredients of an Artwork
Just as a good cook assembles the perfect ingredients for a
delicious recipe, an artist assembles the right elements for a
successful artwork. Contemplate an artwork and make a recipe
of
the composition. For example, Chagall’s artwork I and the
Village
(page 40) contains implied lines, organic shape, complementary
colors, arbitrary color, and shallow space.
Choose a piece of artwork from Chapter 3, and explain the
elements (or ingredients) that create this work of art. Be sure to
utilize the terminology covered in this unit.
https://online.columbiasouthern.edu/CSU_Content/Courses/Gen
eral_Studies/ART/ART1301/14B/Chapter3_Presentation.ppsx
https://online.columbiasouthern.edu/CSU_Content/Courses/Gen
eral_Studies/ART/ART1301/14B/Chapter3_Presentation.pdf

Course Description
Presents a diverse array of art works to help students
distinguish artistic form, content, and importance in society.
Original
art works are analyzed through their historic style, elements of
design process, and impact on cultural heritage.
Course Textbook
Frank, P. (2014). Prebles’ artforms: An introduction to the
visual arts (11th ed.). Boston, MA: Pearson.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Justify visual arts in relation to history and culture.
2. Examine the characteristics of works of art, including the
purpose and structure of the work.
3. Interpret artworks using the elements of design.
4. Analyze artworks using the application of media, techniques,
and processes.
5. Recognize an artwork or artist by style and time period.
Credits

Upon completion of this course, the students will earn three (3)
hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides
students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes
that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which
discusses lesson material.
4. Reading Assignments: Each unit contains Reading
Assignments from one or more chapters from the textbook
and/or outside resources.
5. Suggested Reading: Suggested Readings are listed in each
unit’s study guide. Students are encouraged to read
the resources listed if the opportunity arises, but they will not
be tested on their knowledge of the Suggested
Readings.
6. Learning Activities (Nongraded): These nongraded Learning
Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all CSU
term courses. More information and specifications
can be found in the Student Resources link listed in the Course

Menu bar.
8. Unit Assessments: This course contains eight Unit
Assessments, one to be completed at the end of each unit.
Assessments are composed of multiple-choice questions and
matching questions.
9. Unit Assignments: Students are required to submit for
grading Unit Assignments in Units I-VIII. Specific
information and instructions regarding these assignments are
provided below. Grading rubrics are included with
each assignment. Specific information about accessing these
rubrics is provided below.
ART 1301, Art Appreciation I
Course Syllabus
10. Ask the Professor: This communication forum provides you
with an opportunity to ask your professor general or
course content related questions.
11. Student Break Room: This communication forum allows for
casual conversation with your classmates.
CSU Online Library
The CSU Online Library is available to support your courses
and programs. The online library includes databases,
journals, e-books, and research guides. These resources are
always accessible and can be reached through the library

webpage. To access the library, log into the myCSU Student
Portal, and click on “CSU Online Library.” You can also
access the CSU Online Library from the “My Library” button on
the course menu for each course in Blackboard.
The CSU Online Library offers several reference services. E-
mail ([email protected]) and telephone
(1.877.268.8046) assistance is available Monday – Thursday
from 8 am to 5 pm and Friday from 8 am to 3 pm. The
library’s chat reference service, Ask a Librarian, is available
24/7; look for the chat box on the online library page.
Librarians can help you develop your research plan or assist you
in finding relevant, appropriate, and timely information.
Reference requests can include customized keyword search
strategies, links to articles, database help, and other
services.
LibGuides
Click here for the LibGuide for this course.
Think of a LibGuide (a Library Guide) as a mini-website to help
you with your assignments. It has relevant information
such as databases, ebooks, and websites specific to your
courses. If you have any questions, please reach out to your
friendly library staff.
Unit Assignments
Unit I Essay

Experiencing Public Art
For this assignment, you will select a public sculpture that
interests you. Public sculptures include any work displayed in
public with the goal of being accessible to everyone outside of a
museum or building. Write an essay about an outdoor
sculpture that you have seen in person. If you are unable to
photograph a local sculpture, please locate one from your
community or neighboring city using the Internet, and be sure to
visit it.
You must be sure to choose a sculpture that you have seen in
person so that you can give your description of what you
felt when you experienced it. Take a photograph of the
sculpture, and include your photo with this essay. If you are
unable
to take a photograph, locate one from the Internet. Include the
photograph of the artwork on the fourth page by pasting the
image into a Word document along with your written essay.
Address the following points in your essay:
nd location of the artwork.
el the same about it now?
Example paper:

Click here to view an example essay. This example paper is for
a similar assignment. It shows the APA formatting
described below. Please notice that it has an introductory
paragraph and a conclusion paragraph. This example will show
you formatting and the level of detail required. Be sure that
your essay must meets the criteria listed above.
mailto:[email protected]
http://libguides.columbiasouthern.edu/artappreciation
ral_Studies/ART/ART1301/14B/UnitI_EssayExample_CSU.pdf
Formatting:
Use Times New Roman font. Double space all lines, and indent
the first line of each paragraph. Your title page should be
correctly formatted with a running head and page number listed
in the header area. Include your title, name, and school
centered on the title page. Your written essay should contain at
least three paragraphs (including introductory and
conclusion paragraphs). Your last page will have the word
"References" centered at the top.

All sources used, including the textbook, must be cited and
included on the reference page. When you use a statement
from a source, you need to credit the source in this format: (last
name of author(s), year) at the end of the sentence before
the period.
For direct quotes, use quotation marks, and add the page number
to your citation. An example of a citation for a quotation
from page 5 of our textbook would be (Frank, 2014, p. 5).
Additionally, information you obtain from an outside source
must be included on the reference page. If you would like
additional assistance with APA, click here to access the CSU
Citation Guide.
Click here to access a research guide that contains information
on available resources from the CSU Library to aid you in
completing your coursework.
Information about accessing the Blackboard Grading Rubric for
this assignment is provided below.
Unit II Assignment
Art Gallery: Selecting a Theme and Gallery Pieces
Throughout this course, you will be working toward completing
your course project, an art gallery. This project will be a
PowerPoint presentation that you will build upon with each
unit. After each unit, you will review your instructor’s feedback
and revise your presentation accordingly.
For your first assignment, you will select a theme and five
works of art for your art gallery. You will carry this theme
throughout the course, and your additions for each unit will all
relate back to this selected theme.

Using your textbook, select a theme. You can select an artist, a
historical period, or a type of art. It can be modern or
traditional. Select a theme that interests you—one that you
would be interested in learning more about. Once you have a
theme selected, select five works of art that fall under that
theme. You can use multiple works of art created by the same
artist.
You will find a few examples of themes in the list below:
as murals or sculptures
Begin by opening the “Course Resources” tab to find the
template provided for your art gallery. In the course, you should
see a tab on the left blue bar labeled “Course Resources”
located under the COURSE CONTENT heading. Once you
open the template, save it to your computer to complete. You
will use this template throughout the course as you build
your art gallery. Read the instructions for each assignment
carefully to see which slides to complete. Be sure to add your
own creative elements, including the background and graphics.
You may also add more slides.
For this portion of the presentation, you should complete at
least nine slides of the template that include the following:
presentation, your name,

the university’s name, and the date.
what you hope to learn, using complete sentences.
brief overview of the theme. Use supporting facts and
complete sentences.
http://www.columbiasouthern.edu/downloads/pdf/success/citatio
n-guide
ve artwork slides. Include a
visual of the artwork along with its title, artist, date,
media (materials used in the artwork), and artwork citation.
outside source. Be sure to follow APA format for all
sources used, including the textbook and artwork.
To access the art gallery template and other PowerPoint
resources, click on the “Course Resources” link in the course
menu bar of Blackboard.
Click here to access an example of this presentation segment.
Click here to view this example in PDF format.
If you would like to learn more about using PowerPoint,
consider watching the Success Center’s Webinar here.
Click here for examples of proper artwork citations.

Unit III Assignment
Art Gallery: Visual Elements
For Unit III of your art gallery presentation, you will be adding
descriptions of the visual elements you observe in the
artworks you placed in your art gallery. The purpose of this unit
assignment is to demonstrate that you can apply what you
learned about visual elements to your gallery artworks.
necessary revisions.
describes.
Chapter 3 using complete sentences. Questions to
consider are included below:
o Line: Describe what kind of lines are in the artwork (vertical,
horizontal, diagonal, thick, thin, etc.). What do the
lines do? Do they lead your eye to something?
o Shape: Describe what kind of shapes are in the artwork and
where they appear. Are there circular shapes in
clouds, rectangular shapes in buildings?
o Light: Where is the light coming from? What is it
highlighting?

o Color: What colors are used? Are the colors bright, tints,
muted? Are they different shades of one hue?
o Texture: Is there a pattern on some area in the artwork? Is
there a paint texture such as impasto?
o Mass: Is the artwork heavier in one area?
o Time: Is there anything in the artwork that gives the sense of
time? Is it a daytime or nighttime scene?
o Motion: Is motion depicted? Are people walking, running,
floating, or climbing toward something?
sure to follow APA format for all sources used,
including the textbook. When adding your own opinion or
observation, you will not need a citation as it is an
original thought.
include the updated previous segments and the
segment for this unit.
t must include a minimum of five PowerPoint
slides.
To access the art gallery template, an example presentation, and
other PowerPoint resources, click on the “Course
Resources” link in the course menu bar of Blackboard.
Click here to access a research guide that contains information
on available resources from the CSU Library to aid you in
completing your coursework.

ral_Studies/ART/ART1301/14B/UnitII_Example.ppsx
ral_Studies/ART/ART1301/14B/UnitII_Example.pdf
https://www.youtube.com/v/YyOBClOA72w
ral_Studies/ART/ART1301/14B/Citation_Reference.docx
ral_Studies/ART/ART1301/14B/UnitIII_Example.ppsx
ral_Studies/ART/ART1301/14B/UnitIII_Example.pdf
Unit IV Assignment
Art Gallery: Principles of Design
For Unit IV of your art gallery presentation, you will be adding
descriptions of the principles of design you observe in the
artworks you placed in your art gallery. The purpose of this unit
assignment is to demonstrate that you can apply what you
learned about design principles to your gallery artworks.
necessary revisions to the descriptions of the visual
elements.
elements in Chapter 4 of your
textbook.

Elements slide describing each artwork.
artwork, using full and complete sentences. For
design principles, make sure you describe how the artist used
most or all of the ones in Chapter 4: unity and
variety, balance, emphasis, directional forces, contrast,
repetition and rhythm, and scale and proportion.
Questions to consider are included below:
o Unity: What elements work together to make a harmonious
whole?
o Variety: What creates diversity?
o Balance: Is it symmetrical or asymmetrical?
o Emphasis: What is the focal point?
o Directional forces: What are the paths for the eye to follow?
o Contrast: Where do you see contrasting elements in the
artwork?
o Repetition and rhythm: Is an element repeated?
o Scale and proportion: Are the objects in proportion to each
other?
tion.
Only cite a source if you are using information that
someone published. Be sure to use APA formatting for all
outside sources.
include the updated previous segments and the
slides.

Unit V Assignment
Art Gallery: Critique
For Unit V of the art gallery presentation, you will again be
adding to your PowerPoint presentation.
For this segment, you will be adding a critique of your gallery
pieces and explaining how and if they fit into each of the art
criticism theories discussed in this course. Art criticism theories
(formal, contextual, and expressive) help art historians
and critics categorize art. An artwork will not represent a
theory, but a theory can lead to a better understanding of the
artwork.
reviewing your Unit IV feedback and making any
necessary revisions.
Chapter 5 of your textbook and the Unit V Lesson. Be sure
to use APA format.
icism Theories.”

theories: formal, contextual, and expressive.
For each slide, address the following:
t fit for the artwork.
this theory.
ral_Studies/ART/ART1301/14B/UnitIV_Example.ppsx
ral_Studies/ART/ART1301/14B/UnitIV_Example.pdf
include the previous updated segments and the

Unit VI Assignment
Art Gallery: Background
For Unit VI of your art gallery presentation, you will be adding
a written description of the background information on your
artworks to your PowerPoint presentation.
Be sure to review your Unit V feedback and make any necessary
revisions. Next, research the background and details of
your artworks using your textbook, the course content, and the
CSU Online Library.
For this segment, use the slides in the art gallery template
labeled “Background.” You will need one for each artwork. You
may include more than one idea on each slide, but please do not
overload the slides with information. Be sure to address
the following:
example, if your artwork depicts a war, it may be helpful to
give information about that war.
Be sure to use APA format during this assignment. It is
important to give credit to the source that provided your
information. At the end of a sentence where you have
information from a source, add a citation. The citation should
consist of the author or authors’ last name(s) and the year of
publication. For our textbook, it would be (Frank, 2014). If it
is a quotation, add a page or paragraph number. For example, an

in-text citation for a quote from your textbook would
look like this: (Frank, 2014, p. 119). Place the full reference for
the source on the References slide at the end.
Please submit your full presentation thus far, which should
include the five artworks and the description of their visual
elements, design principles, the art criticism theories, and the
Unit VII Essay
For the Unit VII Essay, you will visit an art museum of your
choice. You may visit one in person or take a virtual tour via
the Internet. Below is a list of museums that offer virtual tours
that you may want to review for this assignment. Please
note that you are not limited to this list:
You may select a virtual tour from this list or use the list
included under the Websites tab in the Art Appreciation
Libguide
in the CSU Library at this link. Please include the name and
location of your museum in your introductory paragraph.

For this essay, write about two artworks from the periods we
read about in Unit VII: Renaissance, Baroque, Impressionist,
or Post-Impressionist periods.
For each piece, address the following:
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the artist’s role in his or her society/community.
Formatting:
Your essay will be at least five pages in length and include the

following:
Use Times New Roman 12-point font. Double space all lines,
and indent the first line of each paragraph. Your title page
should be correctly formatted with a Running Head and page
number listed in the Header area. Include your title, name,
and school centered on the title page. Your written essay should
contain at least three paragraphs (including an
introductory and conclusion). Your last page will have the word
"References" centered at the top.
All sources used, including the museum, must be cited and
included on the reference page. When you use a statement
from any outside source, you need to credit the source in this
format: (last name of author(s), year) at the end of the
sentence before the period.
For direct quotes, use quotation marks and add the page number
to your citation. An example of a citation for a quotation
from page 5 of our textbook would be (Frank, 2014, p. 5).
If you would like additional assistance with APA, click here to
access the CSU Citation Guide.
Click here to access an example of this essay. Please note that
this example essay does not follow the above directions,
but it does provide guidance on formatting and style.

Note: If you are having trouble researching your museum
artworks, you may find it helpful to search e-books for
additional
information. By choosing the fine arts topic first, then typing in
a specific style of art (such as Renaissance or Baroque
artists), you will find several options in the Art Appreciation
Libguide.
Unit VIII Course Project
Art Gallery: Commentary
For Unit VIII, the last segment of your art gallery course
project, you will be adding a comprehensive statement to your
PowerPoint presentation and finalizing your segments from the
previous units. You will submit the entire presentation,
including those portions from previous units, for a final grade.
Begin by reviewing your Unit VI feedback and making any
necessary revisions. In your comprehensive statement, present
the last words on your art gallery. Summarize your thoughts and
convey the larger implications of your art gallery. This is
an opportunity to succinctly answer the "So what?" question by
placing the presentation within the context of research
about the topic you have investigated. Be sure to demonstrate
the importance of your ideas. Do not be shy. The
comprehensive statement offers you a chance to elaborate on the
significance of your findings.
For this segment, use the slides in the art gallery template
labeled “Comprehensive Statement.” A minimum of three
PowerPoint slides are required; however, you are welcome to

add as many as you feel you need. You may include more
than one idea on each slide, but please do not overload the
slides with information.
Be sure to address the following in your comprehensive
statement:
n-guide
ral_Studies/ART/ART1301/14B/UnitVII_ExampleAssignment_
CSU.pdf
section, but if you choose to use outside sources, they
must be cited and referenced accordingly.
commentary section, you will need to ensure all APA
guidelines are followed for the presentation as a whole.

APA Guidelines
The application of the APA writing style shall be practical,
functional, and appropriate to each academic level, with the
primary purpose being the documentation (citation) of sources.
CSU requires that students use APA style for certain
papers and projects. Students should always carefully read and
follow assignment directions and review the associated
grading rubric when available. Students can find CSU’s Citation
Guide by clicking here. This document includes examples
and sample papers and provides information on how to contact
the CSU Success Center.
Grading Rubrics
This course utilizes analytic grading rubrics as tools for your
professor in assigning grades for all learning activities. Each
rubric serves as a guide that communicates the expectations of
the learning activity and describes the criteria for each
level of achievement. In addition, a rubric is a reference tool
that lists evaluation criteria and can help you organize your
efforts to meet the requirements of that learning activity. It is
imperative for you to familiarize yourself with these rubrics
because these are the primary tools your professor uses for
assessing learning activities.

Rubric categories include: (1) Discussion Board, (2) Assessment
(Written Response), and (3) Assignment. However, it is
possible that not all of the listed rubric types will be used in a
single course (e.g., some courses may not have
Assessments).
The Discussion Board rubric can be found within Unit I’s
Discussion Board submission instructions.
The Assessment (Written Response) rubric can be found
embedded in a link within the directions for each Unit
Assessment. However, these rubrics will only be used when
written-response questions appear within the Assessment.
Each Assignment type (e.g., article critique, case study,
research paper) will have its own rubric. The Assignment
rubrics
are built into Blackboard, allowing students to review them
prior to beginning the Assignment and again once the
Assignment has been scored. This rubric can be accessed via the
Assignment link located within the unit where it is to be
submitted. Students may also access the rubric through the
course menu by selecting “Tools” and then “My Grades.”
Again, it is vitally important for you to become familiar with
these rubrics because their application to your
Discussion Boards, Assessments, and Assignments is the
method by which your instructor assigns all grades.
Communication Forums
These are non-graded discussion forums that allow you to
communicate with your professor and other students.
Participation in these discussion forums is encouraged, but not

required. You can access these forums with the buttons in
the Course Menu. Instructions for subscribing/unsubscribing to
these forums are provided below.
Click here for instructions on how to subscribe/unsubscribe and
post to the Communication Forums.
ral_Studies/ART/ART1301/14B/UnitVIII_Example.ppsx
ral_Studies/ART/ART1301/14B/UnitVIII_Example.pdf
n-guide
https://online.columbiasouthern.edu/CSU_Content/common_file
s/instructions/DB/Create_New_Thread_Subscribe.pdf
Ask the Professor
This communication forum provides you with an opportunity to
ask your professor general or course content questions.
Questions may focus on Blackboard locations of online course
components, textbook or course content elaboration,
additional guidance on assessment requirements, or general
advice from other students.
Questions that are specific in nature, such as inquiries regarding
assessment/assignment grades or personal
accommodation requests, are NOT to be posted on this forum. If
you have questions, comments, or concerns of a non-
public nature, please feel free to email your professor.
Responses to your post will be addressed or emailed by the
professor within 48 hours.

Before posting, please ensure that you have read all relevant
course documentation, including the syllabus,
assessment/assignment instructions, faculty feedback, and other
important information.
Student Break Room
This communication forum allows for casual conversation with
your classmates. Communication on this forum should
always maintain a standard of appropriateness and respect for
your fellow classmates. This forum should NOT be used to
share assessment answers.
Grading
Discussion Boards (8 @ 2%) = 16%
Assessments (8 @ 3%) = 24%
Essays (2 @ 8%) = 16%
Assignments (5 @ 7%) = 35%
Unit VIII Course Project = 9%
Total = 100%
Course Schedule/Checklist (PLEASE PRINT)
The following pages contain a printable Course Schedule to
assist you through this course. By following this schedule,
you will be assured that you will complete the course within the
time allotted.

ART 1301, Art Appreciation I Course Schedule
By following this schedule, you will be assured that you will
complete the course within the time allotted. Please keep this
schedule for reference as you progress through your course.
Unit I What is Art, and How Does it Function?
Review:
Read:
ns of Art
Discuss:
Discussion Board question by Saturday,
11:59 p.m. (Central Time)
d Comment: Comment on another student’s
Discussion Board response by
Tuesday, 11:59 p.m. (Central Time)
Submit:

Notes/Goals:
Unit II Drawing and Painting
Review:
Read:
Discuss:
Discussion Board question by
Saturday, 11:59 p.m. (Central Time)

Submit:
Notes/Goals:
Unit III The Visual Elements
Review:
Read:

Discuss:
ion Board Response: Submit your response to the
Submit:
sment by Tuesday, 11:59 p.m. (Central Time)
Notes/Goals:
Unit IV The Principles of Design and Evaluating Art

Read:
f Design
Discuss:
Submit:
Notes/Goals:

Unit V Design Disciplines and Photography
Read:
es
Discuss:
ent: Comment on another student’s
Submit:
Notes/Goals:

Unit VI Art beyond the West
Read:
Discuss:
Submit:
Notes/Goals:

Unit VII Renaissance and Baroque Europe
Read:
Discuss:

Submit:
Notes/Goals:
Unit VIII Twentieth Century Art
Review:
Guide
Read:

Discuss:
Submit:
e Project by Tuesday, 11:59 p.m. (Central Time)
Notes/Goals:

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