This document provides information for the Honors Art History 1 course at Palm Beach State College. The course will cover art, architecture, and design from the Paleolithic period to the European Gothic. It will be taught by Professor Jacques de Beaufort on Tuesdays and Thursdays from 5:00-6:15pm in room LL 00236. Students will analyze artworks within their historical and cultural contexts and develop skills in visual analysis, art historical terminology, and writing about art. Grades will be based on tests, slide identifications, written assignments, and a museum visit critique. Students are expected to attend class regularly and complete all assignments by the deadlines provided.
This document provides information about an Honors Art History 2 course offered at Palm Beach State College. The 3-sentence summary is:
The course is a 3-credit lecture course that provides a comparative exploration of European and American art from the Late Gothic to early 20th Century periods, examining works critically in their formal qualities and cultural contexts. Students are expected to write a minimum of 2000 words, complete assignments individually and in groups, and will be evaluated based on tests, assignments, and group and individual projects. The Honors section encourages more active, analytical and comprehensive learning with an emphasis on critical thinking, leadership, cooperation and making connections across disciplines.
This 3 sentence summary provides the essential information about the document:
This document is a course syllabus for an Art History class at Palm Beach State College covering art from the Ancient to Renaissance periods. The syllabus outlines the course details including objectives, assignments, grading policies, and attendance policy. Students will learn about major artworks and styles through lectures, discussions, and assignments analyzing artworks formally and within their socio-cultural contexts.
This document provides an overview of an Art Appreciation course at Palm Beach State College, including information about the professor, required text, course description, student learning outcomes, methods of instruction and evaluation, grading procedures, class policies, and expectations. The course is a global survey of art history from early civilizations to contemporary art, examining the social contexts and roles of art. Students will develop skills in formal analysis, critical thinking, and written assignments to demonstrate their understanding of art in different cultures and time periods.
This document provides the syllabus for an Art Appreciation 1010 course at Tennessee State University. It outlines the course details including instructor information, required materials, course description and objectives, assignments and assessments, policies, and grading criteria. The main assignments include two art criticism papers, three tests, bi-weekly quizzes and in-class assignments, a group presentation at the end of the semester, and maintaining an art appreciation blog. The course aims to help students identify and analyze different artistic styles, periods and media, and demonstrate an understanding of art through written analysis and discussion.
This 3 sentence summary provides the essential information about the document:
This document is a course syllabus for an Art History 2 class at Palm Beach State College. It outlines the course details including dates, credit hours, required textbook, learning outcomes, assignments, grading procedures, class policies on attendance and electronic device use. The course is a comparative exploration of European and American art from the Late Gothic to early 20th Century focusing on the formal qualities of art and larger social and historical contexts that influenced various art forms.
Students visited a museum and engaged in an art assessment task involving ceramic vase making. They used coiling techniques and designed patterns related to their museum experiences. Students were assessed on their ability to relate ideas from outside learning to their artwork, show the process through sketches, structure an oral presentation, and present effectively. Prior lessons involved developing problem solving, communication, and aesthetic skills. Students engaged in activities before, during, and after the museum visit to prepare, including journaling and group discussions. They made ceramic vases by applying coiling techniques and colors, then gave oral presentations and displayed their work in a school gallery. Formative assessment was used to improve student learning based on their performance in communicating ideas, developing creativity, and presenting
The document provides examples of questions that could be used to assess student understanding of visual arts. It discusses the importance of including questions that test higher-order thinking skills like analysis, evaluation and synthesis. Sample questions test students' ability to describe techniques, infer context, compare works, and apply art terminology. Guidelines are provided for writing questions that examine creating, performing and responding to art. The document aims to demonstrate how assessment can promote deeper engagement with concepts in the visual arts.
This document provides information for a Painting I course offered at Tennessee State University during the Fall 2012 semester. It outlines the course description, objectives, requirements, policies, materials, and grading criteria. The course is designed to teach introductory painting skills and techniques over the semester through various painting projects and assignments. Students will learn proper use of painting tools and materials, techniques, terminology, and gain a basic understanding of painting historically and critically. Regular attendance, completed assignments, and participation in critiques are expected for a passing grade.
This document provides information about an Honors Art History 2 course offered at Palm Beach State College. The 3-sentence summary is:
The course is a 3-credit lecture course that provides a comparative exploration of European and American art from the Late Gothic to early 20th Century periods, examining works critically in their formal qualities and cultural contexts. Students are expected to write a minimum of 2000 words, complete assignments individually and in groups, and will be evaluated based on tests, assignments, and group and individual projects. The Honors section encourages more active, analytical and comprehensive learning with an emphasis on critical thinking, leadership, cooperation and making connections across disciplines.
This 3 sentence summary provides the essential information about the document:
This document is a course syllabus for an Art History class at Palm Beach State College covering art from the Ancient to Renaissance periods. The syllabus outlines the course details including objectives, assignments, grading policies, and attendance policy. Students will learn about major artworks and styles through lectures, discussions, and assignments analyzing artworks formally and within their socio-cultural contexts.
This document provides an overview of an Art Appreciation course at Palm Beach State College, including information about the professor, required text, course description, student learning outcomes, methods of instruction and evaluation, grading procedures, class policies, and expectations. The course is a global survey of art history from early civilizations to contemporary art, examining the social contexts and roles of art. Students will develop skills in formal analysis, critical thinking, and written assignments to demonstrate their understanding of art in different cultures and time periods.
This document provides the syllabus for an Art Appreciation 1010 course at Tennessee State University. It outlines the course details including instructor information, required materials, course description and objectives, assignments and assessments, policies, and grading criteria. The main assignments include two art criticism papers, three tests, bi-weekly quizzes and in-class assignments, a group presentation at the end of the semester, and maintaining an art appreciation blog. The course aims to help students identify and analyze different artistic styles, periods and media, and demonstrate an understanding of art through written analysis and discussion.
This 3 sentence summary provides the essential information about the document:
This document is a course syllabus for an Art History 2 class at Palm Beach State College. It outlines the course details including dates, credit hours, required textbook, learning outcomes, assignments, grading procedures, class policies on attendance and electronic device use. The course is a comparative exploration of European and American art from the Late Gothic to early 20th Century focusing on the formal qualities of art and larger social and historical contexts that influenced various art forms.
Students visited a museum and engaged in an art assessment task involving ceramic vase making. They used coiling techniques and designed patterns related to their museum experiences. Students were assessed on their ability to relate ideas from outside learning to their artwork, show the process through sketches, structure an oral presentation, and present effectively. Prior lessons involved developing problem solving, communication, and aesthetic skills. Students engaged in activities before, during, and after the museum visit to prepare, including journaling and group discussions. They made ceramic vases by applying coiling techniques and colors, then gave oral presentations and displayed their work in a school gallery. Formative assessment was used to improve student learning based on their performance in communicating ideas, developing creativity, and presenting
The document provides examples of questions that could be used to assess student understanding of visual arts. It discusses the importance of including questions that test higher-order thinking skills like analysis, evaluation and synthesis. Sample questions test students' ability to describe techniques, infer context, compare works, and apply art terminology. Guidelines are provided for writing questions that examine creating, performing and responding to art. The document aims to demonstrate how assessment can promote deeper engagement with concepts in the visual arts.
This document provides information for a Painting I course offered at Tennessee State University during the Fall 2012 semester. It outlines the course description, objectives, requirements, policies, materials, and grading criteria. The course is designed to teach introductory painting skills and techniques over the semester through various painting projects and assignments. Students will learn proper use of painting tools and materials, techniques, terminology, and gain a basic understanding of painting historically and critically. Regular attendance, completed assignments, and participation in critiques are expected for a passing grade.
This document provides information about the Creative Writing 1 course offered at the University of Aberdeen during the 2009-2010 academic year. The 15-credit course is taught over 6 weeks with classes on Mondays and Thursdays. It aims to help students develop their creative writing skills through workshops, peer feedback, and guidance from the course convener. Students will write pieces based on personal experience, narrative voice, and unfamiliar topics. The course will be assessed through seminar participation (25%) and a portfolio of 1,000-3,500 word prose, a dramatic scene, or 50-75 lines of poetry. Regular attendance is required to receive the full seminar assessment mark.
This document outlines a scheme of work for an art department project on self-identity and portraiture for students in Form 1-3. Over the course of 10 weeks, students will explore ways to represent themselves visually through self-portraits, examining the work of other artists. They will develop drawing skills like proportions and shading, experimenting with different materials and compositions. Students will create preliminary studies before finishing a final self-portrait, and complete a self-evaluation to assess their learning and development. Homework assignments provide additional practice of techniques learned in class.
The document provides an overview of the skills and assessments for AS Level History. It discusses two units that make up the AS course, each assessed through a written exam. Unit 1 focuses on historical themes in breadth, requiring students to answer two essay questions on different topics from an option paper. Unit 2 focuses on British history depth studies, requiring students to answer two source-based questions on their chosen topic. The document also outlines the key skills students will develop in AS History over the first two weeks, including demonstrating historical knowledge and understanding, analysis and evaluation, and assessing significance. It emphasizes understanding the nature of historical study. Finally, it discusses what examiners expect students to understand, such as historical interpretation, enquiry, and organization and
This document provides an introduction and overview for an Introduction to Art course at Riverwood International Charter School. It outlines key details such as instructors, prerequisites, units of study, requirements, grading, and policies. The course aims to develop students' artistic skills and techniques while exploring artistic ideas and their relationship to various subjects and cultures. It also supports the fundamental concepts of the International Baccalaureate Middle Years Program by fostering holistic learning, intercultural awareness, and communication. The course is divided into three units on 2D design, making 3D connections, and areas of interaction. Students are assessed through studio assignments, journals, tests, and applying MYP assessment criteria.
This document provides information about the Drawing & Painting 2 course at Riverwood International Charter School. The course builds on skills developed in Drawing & Painting 1 and further develops fundamental painting and composition skills. Students will study color sensitivity and a variety of media and techniques while incorporating art history, criticism, and aesthetics into studio projects. Grades are based on class projects, journal assignments, participation, and a final exam. Students must complete assignments on time to receive full credit and have opportunities for recovery if they meet course requirements. The course covers three units on medium exploration, color sensitivity, and expression through color.
This document provides information about a survey course on the history of fashion and décor from the 20th to 21st centuries. It outlines the course objectives, which include defining key vocabulary, differentiating between styles of different time periods, and relating styles to cultural contexts. It also provides tips for how to navigate the course material, which includes slides, images, and assignments requiring written analysis and journal entries. The material is meant to help students investigate and evaluate sources of information on period styles.
IND314 Furniture Design Course File Spring 2021Siniša Prvanov
This course introduces to the students the art and the science used in designing furniture. Topics include Fundamental ideas of function and social use; Form, spatial organization, and typological orders; Structural integrity and composition; design principles and design process; Materials selection and fabrication processes; Marketing and professional practice; and a historical overview of furniture design. Students will be given various hands-on design projects to fully understand the whole process of furniture design.
Humans are facing an existential threat from advanced artificial intelligence and must act now to ensure their long-term survival and prosperity. Researchers are developing increasingly powerful AI systems that could automate many human jobs and have impacts we cannot predict or control. We must guide the development of AI and emerging technologies with wisdom and care to benefit humanity.
Repetition involves using an element or object more than once in a work to structure how the viewer experiences it. Variety provides visual diversity to avoid a monotonous composition that could lose the viewer's interest. These principles of scale, repetition and variety are important for designing artifacts that effectively engage viewers.
The document discusses the importance and history of liberal arts education. It describes how liberal arts aims to impart general knowledge and develop critical thinking skills, covering topics like literature, languages, philosophy, history, mathematics and science. The origins of liberal arts can be traced back to Ancient Greece and Rome, where the term referred to education worthy of a free person. More recently, liberal arts is characterized by exposing students to multiple disciplines and learning strategies in addition to in-depth study in at least one field. While definitions may vary, liberal arts education cultivates skills like open-mindedness, reflection, and awareness of one's role in society and the world.
Values exist on a spectrum rather than in absolute terms. While some values like nonviolence and compassion are universally good, how they are applied can vary in different circumstances and cultures. Determining the ethical course of action often requires carefully considering context and balancing competing values and priorities.
Fictional Products is a company that sells imaginary goods. They have a wide range of make-believe items for sale including potions, spells, and magic wands. While the products don't actually exist, they encourage creative play and spark children's imaginations.
Color unity is explored further in this document. The concepts of accented and analogic colors are discussed as ways to achieve color unity. The document is authored by Lisa Ruyter and provides a link to her website for more information on her approach to color.
This document discusses color theory and the color wheel. It examines "near complement" color pairs on the wheel and shows how they can be used together in a spectral gradation. Examples are given of the original near complements and how those hues have been further modified through toning, tinting, and shading to create additional color combinations.
Unity and inclusion require understanding differences while also finding our shared hopes. Though the path is not always easy, choosing to engage respectfully across perceived divisions allows our common humanity to emerge. With open and honest dialogue, communities can strengthen bonds and work as one to ensure opportunity and justice for all people.
The document provides information about art galleries and restaurants in the Wynwood Art District of Miami, Florida. It recommends staying within certain boundaries for safety and lists several art galleries and their addresses, phone numbers, and hours. Suggested galleries include the Rubell Family Collection, Bernice Steinbaum Gallery, Fredric Snitzer Gallery, and Gary Nader Gallery. It also lists some recommended restaurants in the area like Lost & Found Saloon, La Fama Cafeteria, and Mai Tardi. Contact information is provided for Professor de Beaufort in case of emergency.
The document lists the names Jennifer Fortnash, Sean Guenette, Juan Doncel, Brandon Duffer, Katrina Giangarra, Sean Rochefort, Andrew Gilmore, Sam McGowan, Stephanie Rice, OvenyDhaiti, Paul Theodoris, and Elisa Lopez repeatedly without any other text. It appears to be a list of names but provides no additional context or information.
This document provides an overview of European art from the 15th through 17th centuries, covering major artistic periods and styles including the Renaissance, Baroque, and Rococo. It discusses influential Northern European artists like Jan van Eyck who pioneered oil painting techniques to achieve brilliant color. It also covers major works by artists such as Robert Campin, Jan van Eyck, Rogier van der Weyden, and others that advanced realism and secular subjects in painting during this period.
Color is an important element in design. For this final project, students will create a color scheme for a room of their choice. They should pick 3-5 colors that work well together based on color theory principles and submit color swatches, photos, or drawings showing how the colors would be used in the room.
Human powered vehicles are bicycles that are designed to maximize speed and efficiency. They are lightweight with aerodynamic frames and often have multiple gears and carbon composite materials. Riders of human powered vehicles participate in races and competitions to see who can achieve the highest speeds over certain distances using only human muscle power.
Complementary color schemes pair colors directly across from each other on the color wheel, such as red and green, or blue and orange. These color combinations create high contrast and visual interest. Complementary colors are often used to draw attention or create dynamic designs.
This document provides information about the Creative Writing 1 course offered at the University of Aberdeen during the 2009-2010 academic year. The 15-credit course is taught over 6 weeks with classes on Mondays and Thursdays. It aims to help students develop their creative writing skills through workshops, peer feedback, and guidance from the course convener. Students will write pieces based on personal experience, narrative voice, and unfamiliar topics. The course will be assessed through seminar participation (25%) and a portfolio of 1,000-3,500 word prose, a dramatic scene, or 50-75 lines of poetry. Regular attendance is required to receive the full seminar assessment mark.
This document outlines a scheme of work for an art department project on self-identity and portraiture for students in Form 1-3. Over the course of 10 weeks, students will explore ways to represent themselves visually through self-portraits, examining the work of other artists. They will develop drawing skills like proportions and shading, experimenting with different materials and compositions. Students will create preliminary studies before finishing a final self-portrait, and complete a self-evaluation to assess their learning and development. Homework assignments provide additional practice of techniques learned in class.
The document provides an overview of the skills and assessments for AS Level History. It discusses two units that make up the AS course, each assessed through a written exam. Unit 1 focuses on historical themes in breadth, requiring students to answer two essay questions on different topics from an option paper. Unit 2 focuses on British history depth studies, requiring students to answer two source-based questions on their chosen topic. The document also outlines the key skills students will develop in AS History over the first two weeks, including demonstrating historical knowledge and understanding, analysis and evaluation, and assessing significance. It emphasizes understanding the nature of historical study. Finally, it discusses what examiners expect students to understand, such as historical interpretation, enquiry, and organization and
This document provides an introduction and overview for an Introduction to Art course at Riverwood International Charter School. It outlines key details such as instructors, prerequisites, units of study, requirements, grading, and policies. The course aims to develop students' artistic skills and techniques while exploring artistic ideas and their relationship to various subjects and cultures. It also supports the fundamental concepts of the International Baccalaureate Middle Years Program by fostering holistic learning, intercultural awareness, and communication. The course is divided into three units on 2D design, making 3D connections, and areas of interaction. Students are assessed through studio assignments, journals, tests, and applying MYP assessment criteria.
This document provides information about the Drawing & Painting 2 course at Riverwood International Charter School. The course builds on skills developed in Drawing & Painting 1 and further develops fundamental painting and composition skills. Students will study color sensitivity and a variety of media and techniques while incorporating art history, criticism, and aesthetics into studio projects. Grades are based on class projects, journal assignments, participation, and a final exam. Students must complete assignments on time to receive full credit and have opportunities for recovery if they meet course requirements. The course covers three units on medium exploration, color sensitivity, and expression through color.
This document provides information about a survey course on the history of fashion and décor from the 20th to 21st centuries. It outlines the course objectives, which include defining key vocabulary, differentiating between styles of different time periods, and relating styles to cultural contexts. It also provides tips for how to navigate the course material, which includes slides, images, and assignments requiring written analysis and journal entries. The material is meant to help students investigate and evaluate sources of information on period styles.
IND314 Furniture Design Course File Spring 2021Siniša Prvanov
This course introduces to the students the art and the science used in designing furniture. Topics include Fundamental ideas of function and social use; Form, spatial organization, and typological orders; Structural integrity and composition; design principles and design process; Materials selection and fabrication processes; Marketing and professional practice; and a historical overview of furniture design. Students will be given various hands-on design projects to fully understand the whole process of furniture design.
Humans are facing an existential threat from advanced artificial intelligence and must act now to ensure their long-term survival and prosperity. Researchers are developing increasingly powerful AI systems that could automate many human jobs and have impacts we cannot predict or control. We must guide the development of AI and emerging technologies with wisdom and care to benefit humanity.
Repetition involves using an element or object more than once in a work to structure how the viewer experiences it. Variety provides visual diversity to avoid a monotonous composition that could lose the viewer's interest. These principles of scale, repetition and variety are important for designing artifacts that effectively engage viewers.
The document discusses the importance and history of liberal arts education. It describes how liberal arts aims to impart general knowledge and develop critical thinking skills, covering topics like literature, languages, philosophy, history, mathematics and science. The origins of liberal arts can be traced back to Ancient Greece and Rome, where the term referred to education worthy of a free person. More recently, liberal arts is characterized by exposing students to multiple disciplines and learning strategies in addition to in-depth study in at least one field. While definitions may vary, liberal arts education cultivates skills like open-mindedness, reflection, and awareness of one's role in society and the world.
Values exist on a spectrum rather than in absolute terms. While some values like nonviolence and compassion are universally good, how they are applied can vary in different circumstances and cultures. Determining the ethical course of action often requires carefully considering context and balancing competing values and priorities.
Fictional Products is a company that sells imaginary goods. They have a wide range of make-believe items for sale including potions, spells, and magic wands. While the products don't actually exist, they encourage creative play and spark children's imaginations.
Color unity is explored further in this document. The concepts of accented and analogic colors are discussed as ways to achieve color unity. The document is authored by Lisa Ruyter and provides a link to her website for more information on her approach to color.
This document discusses color theory and the color wheel. It examines "near complement" color pairs on the wheel and shows how they can be used together in a spectral gradation. Examples are given of the original near complements and how those hues have been further modified through toning, tinting, and shading to create additional color combinations.
Unity and inclusion require understanding differences while also finding our shared hopes. Though the path is not always easy, choosing to engage respectfully across perceived divisions allows our common humanity to emerge. With open and honest dialogue, communities can strengthen bonds and work as one to ensure opportunity and justice for all people.
The document provides information about art galleries and restaurants in the Wynwood Art District of Miami, Florida. It recommends staying within certain boundaries for safety and lists several art galleries and their addresses, phone numbers, and hours. Suggested galleries include the Rubell Family Collection, Bernice Steinbaum Gallery, Fredric Snitzer Gallery, and Gary Nader Gallery. It also lists some recommended restaurants in the area like Lost & Found Saloon, La Fama Cafeteria, and Mai Tardi. Contact information is provided for Professor de Beaufort in case of emergency.
The document lists the names Jennifer Fortnash, Sean Guenette, Juan Doncel, Brandon Duffer, Katrina Giangarra, Sean Rochefort, Andrew Gilmore, Sam McGowan, Stephanie Rice, OvenyDhaiti, Paul Theodoris, and Elisa Lopez repeatedly without any other text. It appears to be a list of names but provides no additional context or information.
This document provides an overview of European art from the 15th through 17th centuries, covering major artistic periods and styles including the Renaissance, Baroque, and Rococo. It discusses influential Northern European artists like Jan van Eyck who pioneered oil painting techniques to achieve brilliant color. It also covers major works by artists such as Robert Campin, Jan van Eyck, Rogier van der Weyden, and others that advanced realism and secular subjects in painting during this period.
Color is an important element in design. For this final project, students will create a color scheme for a room of their choice. They should pick 3-5 colors that work well together based on color theory principles and submit color swatches, photos, or drawings showing how the colors would be used in the room.
Human powered vehicles are bicycles that are designed to maximize speed and efficiency. They are lightweight with aerodynamic frames and often have multiple gears and carbon composite materials. Riders of human powered vehicles participate in races and competitions to see who can achieve the highest speeds over certain distances using only human muscle power.
Complementary color schemes pair colors directly across from each other on the color wheel, such as red and green, or blue and orange. These color combinations create high contrast and visual interest. Complementary colors are often used to draw attention or create dynamic designs.
The Venetian School of the 16th century preferred a softer, more sensual style of oil painting compared to Florentine art. Artists such as Giorgione and Titian used warm tones and were less constrained by the Catholic Church, depicting some erotic themes. Mannerism developed as a reaction against the balance of the High Renaissance, featuring exaggerated colors, proportions, and distortions of space and perspective. Notable Mannerist artists included Pontormo, Parmigianino, Bronzino, Tintoretto, Veronese, and Michelangelo.
Oswald Spengler was a German historian who developed a cyclical theory of the rise and decline of civilizations over approximately 1,000-1,200 years. He analyzed six major civilizations and identified their "prime symbols" or dominant worldviews. Spengler believed Western civilization was already in an advanced state of decline in the early 20th century. Arnold Toynbee also studied the rise and fall of civilizations but rejected Spengler's deterministic view. Toynbee argued civilizations thrive when they successfully address challenges and decline when leaders stop responding creatively. Joseph Tainter's theory is that societies become more complex to solve problems but eventually reach a point of diminishing returns, leading to
VISUAL ANALYSIS PAPER One of the more traditional as.docxjessiehampson
VISUAL ANALYSIS PAPER
One of the more traditional assignments that students encounter in an introductory Art
History class is to go to a museum to observe an object(s) and write a paper that details its stylistic
features. Since the Lowe Art Museum on the University of Miami campus has a very fine
collection of Renaissance to Rococo paintings, select one painting from this time span to
concentrate on.
Once having selected the painting from the Lowe’s collection, pay close attention to
stylistic features (i.e., composition, color, use of light/shadow, perspective, figures, pose, gestures,
et al). Describe the object and compare/contrast it to pieces we have studied in class, whether in
the PowerPoint lectures or in the textbook. When selecting objects to compare the museum piece
to, be discerning. That is, try to find objects that share more characteristics than not. The aim of
this assignment is for students to develop an eye for style and to locate the subtle differences that
distinguish one technique or tendency from another.
Organize the paper, which should be five to seven (5-7) pages in length, into an
introductory paragraph, body, and conclusion. The introduction may include some general
information (e.g., historical, economic, cultural) about the object's specific time period, the
technique utilized to create the object, etc. More importantly, the introduction should include a
thesis statement about the object's overall aesthetic. Then organize the body in a logical, analytic
fashion, and conclude the paper with some remarks about the significance of the object -- that is,
how it fits into a larger Renaissance to Rococo art historical framework.
Remember, this is NOT a research paper; however, if you quote a source (e.g., a placard
or web site from the museum), be sure to cite it.
JH
SYLLABUS
ART HISTORY 132
Fall 2020
Section: E
Lecturer: Joel Hollander, Ph.D.
Credits: 3
Class Time: M/W/F 12:20 – 1:10 PM
Location: Whitten Learning Center (LC) 130
Telephone: (305) 284-5438
E-mail: [email protected]
Office: 309-A Merrick Building
Office Hours: Wednesdays 11:00 AM - 12:00 PM (or by appointment)
Course Description:
The Survey of Western Art History 2 is designed to provide students with both a
thorough introduction to the evolution of style and an analysis of aesthetic qualities. We
will be concerned with the meaning of the work by focusing on cultural and historical
contexts as well as on iconography. Unit 1 concentrates on the Renaissance; whereas
Unit 2 investigates the pan-European 17th century developments during the Baroque
period, along with 18th century Rococo and Neoclassical art movements. Unit 3
addresses 19th century developments, including Romanticism and Realism, followed by
later 19th century avant-garde movements (i.e., Impressionism, Post-Impressionism,
Symbolism). Unit 4 completes the introduction by dis ...
This document provides information about an online Art Appreciation course offered in the Fall 2015 semester. The course is a survey of Western art history from prehistory to the present. It will be taught online by instructor Lydia Dorsey and aims to help students develop an appreciation and understanding of art across time periods and cultures through analyzing stylistic elements, iconography, and historical contexts of key works. Students will complete weekly readings, discussions, and writing assignments, as well as a midterm exam, essay, and final exam. The course materials, requirements, and learning outcomes are outlined to provide an overview of what students can expect to gain from the class.
This document provides a syllabus and schedule for an art history course on contemporary art taught at Florida Atlantic University in Spring 2011. It outlines the course details including meeting times, assignments, grading criteria, and expectations. The course will cover developments in art from 1950 to 2000 using different interpretive models. Students will complete readings, presentations, quizzes, and an 8-10 page research paper in stages. The purpose is to provide an overview of contemporary art history and develop writing and analytical skills. Graduate students have additional reading assignments.
This document provides the syllabus for an art history course surveying art from the Renaissance to modern era. The course is divided into three parts covering Renaissance to Baroque art, 18th-19th century art with an emphasis on French Revolution, and 20th century avant-garde movements. Students will take a midterm and final exam, complete a critical comparison essay analyzing two artworks, and participate in class for a portion of their grade. The syllabus outlines learning outcomes, assignments, grading policies, and a tentative schedule of topics.
This document outlines the syllabus for an introductory art history course. The course will provide a visual and historical survey of art from the Paleolithic era through the Proto-Renaissance period. Students will analyze paintings, sculptures, architecture and examine the relationship between artists and their societies. The course requires writing assignments and students will be evaluated based on attendance, quizzes, assignments, a research project and exams.
This document provides an overview of an introductory art history course including the course description, objectives, required text, student evaluation criteria, schedule, guidelines, and policies. The course offers a visual and historical survey from prehistoric art through the Proto-Renaissance period. Students will be evaluated based on attendance, quizzes, journals/writing assignments, a research project, and exams. The schedule outlines the topics and assignments for each class meeting throughout the semester.
This document provides an introduction and overview for an Introduction to Art course at Riverwood International Charter School. It outlines key details such as instructors, prerequisites, units of study, requirements, grading, and policies. The course aims to develop students' artistic skills and techniques while exploring artistic ideas and their relationship to various subjects and cultures. It also supports the fundamental concepts of the International Baccalaureate Middle Years Program by fostering holistic learning, intercultural awareness, and communication. The course is divided into three units on 2D design, making 3D connections, and areas of interaction. Students are assessed through studio assignments, journals, tests, and applying MYP assessment criteria.
This course is a survey of art history from the Paleolithic era through the Proto-Renaissance period. Students will analyze paintings, sculptures, and architecture and their relationship to contemporary societies. The course requires writing assignments and has various assessments including quizzes, exams, projects, and journal entries. Students will be evaluated on attendance, participation, quizzes, written assignments, a research project, and exams. The syllabus outlines the schedule, assignments, policies, and resources for the course.
This course is a survey of art history from the Paleolithic era through the Proto-Renaissance period. Students will analyze paintings, sculptures, and architecture and their relationship to contemporary societies. The course requires writing assignments and has various assessments including quizzes, exams, projects, and journal entries. Students will be evaluated on attendance, participation, quizzes, written assignments, a research project, and exams. The syllabus outlines the schedule, assignments, policies, and resources for the course.
VPSA62H3 Foundation Studies in Studio • Fall 2015 • Department.docxdickonsondorris
VPSA62H3 Foundation Studies in Studio • Fall 2015 • Department of Arts, Culture and Media | Studio
1 of 10
Course Outline
Course: FOUNDATION STUDIES in STUDIO
Course Number: VPSA62H3
Co-requisite: VPSA63H3 (But Why is it Art?)
Class Hours: Tuesday 2pm – 5pm
Lecturer: Professor Tanya Mars
Office: AA324
Office hours: Tuesday, 11am to 1pm or by appointment
Email: [email protected]
Foundation Studies in Studio is an introduction to the importance of content and context in the making of contemporary
art. You will be expected to draw on a variety of methods/practices and to mine your own experiences to create works.
Readings, presentations, gallery visits and class discussions will provide a foundation for your investigations.
Along with content/context and methods/practice, the goals of this course are to challenge your preconceptions about art;
to help you develop a rigorous, independent work ethic; and to teach you to develop a critical eye and a sophisticated art
vocabulary. You will be given a series of projects that are designed to challenge you and your imagination. Finding
creative solutions to these projects may take more time and thought than you are accustomed to putting into art projects.
You will not be given examples of how to solve assignments because the point is to learn how to find your own solutions
to the problems. Don’t panic. Open your mind. Learn to take chances. Learn to experiment. Be sure to remember to
use library resources, as well as the Internet to do research. Foundation Studies in Studio is intended to prepare you for
further study in Studio.
Important Dates
Project 1: Modular Material September 22
Project 2: Text as Image/Language as Art October 20
Project 3: Site-specific Art November 10
Project 4: Performance Art (For One) December 1
Quiz on the reading “Art and Difficulty” October 27
Field Trip October 6
Draft of Critical Response October 27
Critical Response November 17
Research Assignment 1 September 15
Research Assignment 2 October 20
Research Assignment 3 November 10
Research Assignment 4 November 24
Research Notebook December 1
Grading Scheme
Modular Material 15%
Text as Image/Language as Art 15%
Site 15%
Performance 15%
Quiz 5%
Critical Writing 10%
Research Notebook 10%
Fabrication Studio Lab Service 2%
Participation/Development 13%
100%
VPSA62H3 Foundation Studies in Studio • Fall 2015 • Department of Arts, Culture and Media | Studio
2 of 10
Grading Scale
For grading scales and an explanation of what grades mean, please refer to the Academic Handbook available on line at
the U of T website.
What is your mark based on?
A mark will be given to you for each project after it is critiqued. Work not critiqued in class will not be graded. Critical
writing and quizzes will be marked in a timely fashion. Marks are based on adherence to project parameters, clarity of
concept and effect ...
This document provides the syllabus for an art theory and criticism course taught at Malone University in fall 2016. It outlines the course objectives to help students understand different approaches to art history and develop original arguments. Students are expected to attend class regularly, complete weekly reading response papers, and a research paper applying a methodology like social history or feminism to analyze an artwork. The course aims to improve students' skills in visual analysis, writing and research in art history.
Art 2100 online syllabus summer ii 2016Lydia Dorsey
This document provides information about an online art history course titled ART 2100: Introduction to Art and Architecture. The following key details are provided:
1. The course is a survey of Western art history from prehistory to the present taught online over the summer semester. Required materials include two volumes of an art history textbook.
2. Students will study major periods and styles of art and architecture and learn to analyze works formally, iconographically, and contextually. Coursework includes weekly readings, discussions, and writing assignments culminating in a midterm and final exam.
3. The instructor provides an overview of student learning outcomes, grading criteria, class components like discussions and essays, exam information, and course policies on late work
Art 2100 Online syllabus summer i 2016Lydia Dorsey
This document provides information about an online art history course titled ART 2100: Introduction to Art and Architecture offered during the summer semester. The course is a survey of Western art history from early human civilization to the present day. It will be taught online from May 11th to June 17th by instructor Lydia Dorsey. Students will analyze paintings, sculptures, architecture and other art forms within their historical and cultural contexts. Assessment will include online discussions, essays, a midterm exam and a final exam. The course aims to fulfill general education and cross-cultural awareness requirements at Clemson University.
This 3-sentence summary provides the essential information about the document:
This syllabus addendum outlines the course objectives, requirements, policies, and grading scale for HIS 101 Western Civilization to 1689 taught by Professor Stephen Campbell at Trident Technical College. The course is a survey of Western Civilization from ancient times to 1689 that will develop students' critical thinking skills through exams, quizzes, and writing assignments. Grades will be determined by exams (25%), quizzes (50%), and writing assignments (25%), with letter grades assigned based on total points earned throughout the semester.
This document provides the course syllabus for a Literary Criticism class required for fourth-year English students at the University of Costa Rica. The course introduces students to basic literary criticism approaches and their application to literature. It aims to foster understanding, enjoyment, and appreciation of literature. Over the course of the semester, students will learn about and apply formalist, mythic, feminist, structuralist, post-structuralist, new historicist, cultural studies, and reader response approaches through analyzing assigned texts. Students will be evaluated based on midterm exams, quizzes, an annotated outline, an oral presentation, classwork, and a final critical paper applying one approach.
1 ART 101 FORM AND IDEA MUSEUM ES.docxmayank272369
1
ART 101:
FORM AND IDEA
MUSEUM ESSAY
All students will be required to visit the Tampa Museum of Art, the St. Petersburg Museum of Fine Arts, the
Dali Museum in St. Petersburg, or the Ringling Museum of Art in Sarasota. Students will write a minimum
1500 word research paper (approx. 5 pages in length) based on one artwork of their choosing from the
museum to investigate in further detail. The completed paper is due at the beginning of class on the assigned
due date (see course syllabus for deadlines).
This assignment will require students to a thoughtful analysis based on accepted research as well as your own
developed point of view. Completed essays will be sustained thesis-driven interpretations of a single artwork
based on scholarly research (three sources minimum are required).
When selecting your artwork, pick the one that appeals to you and that you want to further examine. (Keep in
mind that you may want to select an object that has already had significant scholarly research within art
history.) A brief visual analysis of the selected artwork will ultimately support your thesis and lend credence to
your research. Meaning, your discussion of the artist’s selection and use of the visual elements and principles
of design should connect to your broader knowledge of style and pictorial culture, as we have discussed them
in class lecture. Your analysis should also move from description to interpretation as it relates to your central
argument – i.e., the particular qualities of the medium (ceramic, sculpture, painting, etc.) and how this relates
to the artist’s content or culture; how the visual elements found in the artwork reflect (or were affected by)
important cultural values found in the society in which it was made; how the work confronts the human
condition or experience of its culture; the expressive significance of formal elements, spatial design, or motifs
and their interaction; or how the artist has used visual elements to communicate a particular
message/experience to his/her viewers.
MUSEUM INFORMATION
For more information on the Tampa Museum of Art, its location, hours of operation and collections, please see
its website: http://tampamuseum.org. College student admission (with ID) is FREE, or Pay-as-you-will
admission on Fridays between 4–8 PM.
For more information on the St. Petersburg Museum of Fine Arts, its location, hours of operation and
collections, please see its website: http://www.fine-arts.org. Regular student admission (with ID) is $10, and
$5 after 5:00 PM on Thursdays.
For more information on the Salvador Dali Museum, its location, hours of operation and collections, please
see its website: http://thedali.org. Regular student admission (with ID) is $15 and is $10 after 5:00 PM on
Thursdays. Note: on-site parking at the Dali costs $10, but is within walk-able distance of downtown parking.
For more information on the Ringling Museum of Arts, its l ...
This document provides an overview of an Introduction to Humanities course taught by Professor Will Adams. The course is a three-credit hour course that explores concepts in art, religion, architecture, music, language, politics, and philosophy and how they continue to impact the contemporary world. The course objectives are to understand humanity's development through critical thinking, learn about diverse civilizations' contributions that shaped today's world, develop critical thinking skills through research and essays, and analyze philosophical development. Students are required to purchase a textbook, attend class, participate in discussions and activities, take four exams, and write a paper evaluating a cultural event. The class meets weekly and coursework includes readings, lectures, films, assignments, quizzes and exams
The document outlines the assessment requirements for Units 3 and 4 of the English subject. It discusses the outcomes, assessment tasks or SACs, and weightings for each unit. In Unit 3 there are three outcomes related to reading and responding, creating and presenting, and using language to persuade. Students complete SACs such as essays and oral presentations. 50% of their study score comes from SAC performance, 25% from the exam, and 25% from Unit 4. Unit 4 has two outcomes and SACs involving analyzing texts and creating written pieces. Performance on Unit 4 SACs and the exam determine students' final English study score.
The document discusses an extended pose called the "Extended Child's Pose" which is a variation of the traditional Child's Pose yoga position. This extended version involves stretching the arms forward on the ground with the head resting on or between the hands. Holding this pose for several minutes provides benefits such as lengthening the spine, opening the shoulders and chest, and relaxing the mind.
This document outlines the objectives and content for a design fundamentals class. The class will (1) identify and define the principles and elements of design, including line, shape, color, texture, value, space, and time/motion. It will also cover principles like balance, contrast, emphasis, proportion, unity, and rhythm. Students will (2) analyze examples of these principles and elements in media and artworks, and (3) create compositions demonstrating principles of design using different mediums. Additional objectives include developing conceptualization, professional, and original works, as well as participating in design critiques.
This document outlines the objectives and concepts for Drawing 1. The 14 objectives include learning to draw simple objects from observation with an understanding of foreshortening and spatial relationships. Students will draw a still life demonstrating scale, proportion and compositional balance. They will also learn to use different drawing media like pen, charcoal and the grid method of reproduction. The goals are to develop technical skills to produce finished works meeting professional standards while demonstrating originality and creativity. Students will perform critiques to identify uses of design principles and elements.
This document provides a list of recommended materials for a drawing 2/life drawing class, including pencils, charcoal, pens, paper, and other drawing tools. Students are advised to purchase graphite and charcoal pencils in various grades, as well as charcoal powder and white pencils. For pens, the list includes various sizes of Sharpie pens and micron pens. The recommended paper is Strathmore toned gray paper. Additional recommended supplies include fixative, erasers, blending sticks, sharpeners, sandpaper, a rag, T-square, tape, portfolio case, canned air or broom, triangle, art supply box, and eraser stick.
This document provides a list of materials needed for a drawing class, including pencils, charcoal, pens, paper, and other drawing tools. Graphite and charcoal pencils in various grades are recommended, as well as vine and compressed charcoal. Specific brands and types of drawing paper, fixative, erasers, blending sticks, and other supplies are called out. Purchase locations and additional details are provided.
This document provides a list of essential materials needed for a design fundamentals class, including specific brands and sizes of bristol paper, pens, acrylic paints, paint brushes, a paint palette, tape, and other drawing tools. Key supplies are a Strathmore Bristol Pad, various sizes of Sharpie and Micron pens, a set of Daler-Rowney acrylic paints, glass jars for paint storage, a Scholastic brush set, freezer paper or plastic plates for a paint palette, blue painter's tape, rulers, pencils, erasers, and various other small tools. Additional supplies may be assigned later.
The document lists the 2023 finalists for the Helen M Salzberg Visiting Artist Fellowship as Gabino Abraham Castelán, Diane Arieta, and Dia Munoz. For each finalist, it provides 10 images from their body of work that were considered for the fellowship.
The document discusses a new paint job for a home. It details that the exterior of the house will be repainted a light blue color to freshen up its appearance. All trim, shutters, and doors will also be repainted the same off-white color to match and provide a unified look. The project is scheduled to begin next week and take approximately 10 days to complete once started.
This document provides guidance for designing a book cover, noting that an effective cover should have appropriate emphasis, fonts, and texture used. It also cautions against unsatisfactory emphasis and designs that are "so bad it's good."
This document discusses repetition, variety, and gestalt as principles of visual design. It defines repetition as using elements more than once to structure a viewer's experience, and variety as incorporating visual diversity to avoid monotony and hold interest through alternating scale, color, or other features. Gestalt is described as an aspect of psychology referring to how the mind perceives unity and closure, relating to the overall feeling or sense of completeness evoked by an artifact for viewers.
point, line, shape, mass, volume, texture, value DEBEAUFORTJacques de Beaufort
This document discusses key elements of art and design including point, line, shape, mass, volume, texture, and value. It defines each element and provides examples. Point is the simplest element that can suggest lines or density. Line can be actual, implied, gestural, contour, or variations thereof. Shape can be geometric, organic, figure/ground, positive/negative. Mass refers to physical bulk while volume is the measurable space an object occupies. Texture can be actual, implied, or invented. Value refers to degrees of lightness and darkness, with contrast being the difference in values.
Contrast refers to the use of opposing elements of art to produce an intensified effect. Visual contrast is the degree of visual difference between elements to emphasize certain parts, while conceptual contrast is an implied opposition of ideas to emphasize unexpected differences.
Balance and weight refer to both the actual and visual equilibrium of elements in a work of art. There are different types of visual balance, including symmetrical balance where visual elements are evenly sized, shaped, and placed, as well as asymmetrical balance where equilibrium is almost but not exactly symmetrical. Visual balance can be achieved through techniques like varying the size, color, shape or frequency of elements to create a sense of equilibrium and tension in a composition.
Rhythm is defined as the movement or variation marked by a regular recurrence of related elements, while an irregular rhythm omits or adds unexpected stresses. Pattern refers to a systematic repetition of an element in a work.
This document discusses principles of visual design including unity, gestalt, repetition/variety, chaos, and proximity. Unity refers to a composition holding together visually as a whole. Gestalt psychology investigates how the mind seeks closure and unity. Repetition and variety use repeating or diverse elements to structure a viewer's experience without becoming monotonous.
This document discusses three principles of design: emphasis, which is using arrangement to make some areas the primary focus; subordination, which also uses arrangement to create a focal point; and focal point, which is the area that grabs and holds a viewer's attention.
Forces can be categorized as either line forces or directional forces. Line forces have magnitude and direction but no line of action, while directional forces have magnitude, direction, and a specific line of action where they apply to an object. Common examples of line forces include tension, compression, and friction. Directional forces include gravity, normal, applied, and reactive forces.
Directional force refers to the compositional means artists use to arrange design elements to move a viewer's eye in a intended way through a work of art. Key directional forces include vertical, horizontal, diagonal, circular and triangular lines or shapes that imply visual lines leading the eye to the focal point. Effective works of art often combine multiple directional forces.
This document discusses size, scale, and proportion in art. It defines scale as the comparative size of elements in relation to other elements or objects. Proportion is defined as the relationship between the sizes of parts and the whole. The document discusses classical proportions like the Golden Rectangle and Golden Section, which are ratios used in art. It also discusses Vitruvian Man, in which Leonardo da Vinci illustrated the harmonious proportions of the human body. The document notes that while Vitruvius defined average body proportions, there is variability between individuals.
Light travels in straight lines until it encounters a new medium, like air and glass, where it can either pass through (refraction) or bounce off of (reflection). Reflection occurs when light hits a smooth surface like a mirror, bouncing at the same angle, while refraction happens when light passes from one medium to another of different density, changing direction as it enters the new medium at a different speed. The bending of light that occurs during refraction can be described using Snell's law, which relates the angle of incidence and refraction based on the densities of the materials.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Constructing Your Course Container for Effective Communication
Arthistory 1 Syllabus
1. HONORS ART HISTORY 1
PALM BEACH STATE COLLEGE
Palm Beach Gardens- Eissey Campus
Professor Jacques de Beaufort
Course number : ARH2050 / Reference Number : 157452
8/19/11-12/15/11
T R, 5:00pm-6:15pm
Room: LL 00236
Credit Hours: 3 Lecture Hours: 48
Transferability : Conditional. Requires a C or better for transfer for AA degree credit.
Prerequisites : Students must satisfy College Prep Reading and College Prep English requirements through course
completion or appropriate placement test scores.
Gordon Rule : YES. Professor requires a minimum of 2000 words to be written through assignments and research.
Students are expected to write at the college level using MLA format for research.
This course meets the needs of the General Education program in the Humanities.
FULL COURSE OUTLINE
To Link directly to this course outline please click on the following:
http://www.palmbeachstate.edu/asp/IE_ShowOutline.asp?show=Y&CourseID=ARH20510
Required Text: Kleiner, Fred .S. Gardner’s Art Through the Ages: The Western Perspective (13th edition)
2010. Wadsworth Publishing. ISBN-13: 978-0-495-57355-5.
Note: This is the single volume textbook NOT the same as Gardner’s of the same
title published in two separate volumes.
http://www.cengage.com/us/index.html
PROFESSOR’S CONTACT INFORMATION
Jacques de Beaufort
Office hours: By appointment, see schedule on AA 107
Email: DEBEAUJ@palmbeachstate.edu
Phone: 561-207-5374
Fax: 561-207-500
Class website:
http://pbscarthistory1.blogspot.com/
DEPARTMENT CONTACT INFORMATION
Dr. Robert Gingras
Palm Beach State College-Eissey Campus
3160 PGA Blvd. Palm Beach Gardens, FL 33410
ph: 561.207.5420 , fax: 561.207.5009
email address: gingras@palmbeachstate.edu
COURSE DESCRIPTION
A comparative exploration of art, architecture, and design from the Paleolithic period to the
European Gothic. Painting, sculpture and architecture from this time period will be studied
critically with regards to the formal qualities of art, as well as the larger context of world events
and philosophy. Emphasis will be placed on the artist’s role in society and how social factors give
rise to various art forms. Students will evaluate and examine contextual and cultural factors and
their influence on the patronage and production of formal and stylistic visual languages that arises
out of a specific time, place, and culture. Art History 1 requires the acquisition of a critical and
formal language in which students come to identify, describe, analyze and compare the visual
characteristics of various works using the correct art historical terminology and vocabulary. Art
History cultivates a deeper and more expansive awareness of Art, images, and the vast cultural
histories we have inherited.
This HONORS section of ART HISTORY 1 encourages students to think critically,
demonstrate leadership, work cooperatively with other classmates, make
correlations between Art and other disciplines and write about art using a visual
vocabulary. Honors Art HISTORY encourages a more active and interactive
2. learning environment in which the students take greater responsibility for attaining
a more personalized and comprehensive understanding of basic art concepts and
perspectives. The Honors course provokes a deeper analytical interpretation of
course concepts and their applications in a cultural context.
Students must satisfy College Prep Reading and College Prep English requirements through
course completion or appropriate placement test scores and must have a minimum GPA of
3.5 before enrolling in this General Education course.
Each student will write a minimum of 2000 words. The 2000 words will consist of essay
examination, written reports, research papers or any other form of written expression the
instructor considers relevant to the content and purpose of the course. The essential skills
outlined in ENC ll0l and ENC ll02 will be reinforced.
STUDENT LEARNING OUTCOMES/OBJECTIVES
1. Students will be able to describe, analyze, interpret and judge a work of art using the visual
elements and design principles as a foundation of their discussion.
2. Discuss the form or design of a work of art dependent in relationship to the personality of the artist,
and the socio cultural environment/context.
3. Recognize examples of each of the major art styles as they are presented and discussed.
4. Identify major historical periods in Western art, and identify the styles, and major artists, from those
periods
5. Name individual artists/civilizations and identify representative works of their art.
6. Be able to discuss and write about artists and works of art in an objective/critical manner using an
appropriate vocabulary, develop and apply aesthetic criteria to discussions of works of art.
7. Be able to use research and critical thinking skills in analyzing and comparing periods, styles,
artists, and works of art.
8. Understand cultural and historical influences that affect art and make comparisons
between art and other disciplines for each of the historical periods.
METHODS OF INSTRUCTION
1. Lectures.
2. Slide, film, and video presentation.
3. Class discussions.
4. Written assignments (individual and group)
6. Guest lectures and field trips.
METHODS OF EVALUATION (your grade will be based on the following):
Multiple Choice Tests Consist of 25 questions graded on a scan-tron that you will need to
purchase. Usually 25 multiple choice questions, including 5 true/false, and 5 period-identification.
Slide Identification I will chose up to 15-20 works for you to memorize (artists last name and
title of work) but will only ask you to identify 10 for each section test. Half credit is given for partial
answers. Spelling mistakes are my discretion. It is wise to create flash cards for success with
identification tests.
Written assignments will be handed in on both an individual and group basis. For these essay
questions, pay special attention to the questions asked, and answer completely, thoroughly, and
with clarity using specific examples as frequently as possible. Please refrain from vague
generalities, opinions, or statements that lack supporting evidence. A directed individual paper
will be assigned in association with a trip to a museum, this assignment will require research and
supporting documentation on the students part.
Written assignments should demonstrate an effective understanding of 2 basic forms of analysis/
criticism:
(1)Formal: analyze/understand given works of art with respect to its formal qualities:
composition, medium, materials, technique, color, line, mood, style, etc.
3. (2)Socio- cultural: analyze/understand the historical, religious, economic, philosophical,
social determinants that affect and dictate the meaning of each art work.
Museum Visit/ Art Criticism Assignment You will be required to visit a nearby museum with
the class and select a specific painting or sculpture that you found interesting. Write an
essay/critique containing a description, analysis, interpretation, and evaluation of the piece you
have chosen. You must attach proof of visit to receive credit (ticket stub, etc.)
Group Assignments Are opportunities for discussion and interaction as you and fellow
classmates analyze iconographic elements of specific work. The group will hand in one collective
response that a member of your team will type up. E-mail communication is necessary for
successful completion of group projects.
Individual Assignments Will be described as they are given. You should treat these
assignments with the same importance as any work that you do and do not neglect to complete.
GRADING PROCEDURES:
Late Work Policy:
Work handed in a 1-6 days late -10%.
Work handed in 7-13 days late -15%.
Work handed in 14-20 days late -30%.
Work handed in 21-27 days late -45%
NO WORK WILL BE ACCEPTED AFTER OUR FINAL CLASS MEETING, NO EXCEPTIONS!
PLEASE COMPLETE ALL GIVEN ASSIGNMENTS
Failure to complete an assignment will result in a 0 grade being given, which is far worse than an
F of 59%. It is much preferred to hand in projects late than to not hand them in at all.
NO MAKEUP TESTS WITHOUT VALID, VERIFIED EXCUSE
Only one make- up exam will be given and must be taken within one week.
Most assignments are worth 100 points.
TEST 1a (Chapters TBA) multiple choice 100 points
TEST 1b (Chapters TBA ) slide identification100 points
TEST 2a (Chapters TBA) multiple choice 100 points
TEST 2b (ChapterS TBA) slide identification 100 points
TEST 3a (Chapters TBA) multiple choice 100 points
TEST 3b (Chapters TBA) slide identification 100 points
TEST 4a (Chapters TBA) multiple choice 100 points
TEST 4b (Chapters TBA) slide identification 100 points
Museum Visit Writing Assignment (200 points)
Group Assignment 1 100 points
Group Assignment 2 100 points
Group Assignment 3 100 points
Individual Assignment 1 100 points
Individual Assignment 2 100 points
Individual Assignment 3 100 points
TOTAL: 1600 points
To determine your final grade, I add all the points you have earned and then divide this
number by the total number of points possible (1600).
GRADING SCALE
A=90- 100 B=80- 89 C=70- 79 D=60- 69 F=below 59
CLASS POLICIES:
4. ATTENDANCE:
1. Attendance will be taken in each and every class.
2. Absences are usually detrimental to a student’s grade.
3. “Incomplete” grades are assigned only in cases where severe illness or emergency has prevented
the student’s being present at the final examination.
4. Late arrivals or early departures count as 1/3 of an absence.
5. Excused absences due to extenuating circumstances or family emergencies must be verified. An
e- mail the day of/before your absence explaining your circumstances is usually
sufficient.
6. More than 3 unexcused absences will result in a failing (F) grade.
7. Family and personal vacations DO NOT COUNT AS EXCUSED
ABSENCES. I will NOT administer make- up tests for these absences.
8. STUDENTS WHO DO NOT ATTEND THE FIRST CLASS WILL BE
DROPPED FROM THE COURSE.
CLASSROOM CONDUCT:
1. Eating, drinking or smoking is not permitted in any of the classrooms.
2. Cell- phones, laptops, electronic devices, must be turned off during class time NO
TEXTING !!!!!! NO EXCEPTIONS!!!!!!
Although websites such as Wikipedia are often helpful tools for research, studies have shown that
multi- tasking results in lower overall performance and retention. Please take handwritten notes
and then conduct supplemental research outside of class.
3. If student is caught disrupting the class, talking, sleeping or text messaging during a lecture, he/she
may be asked to leave for the rest of the class period and/or sent to the department chair.
Class Contacts:
It is strongly encouraged to get at least three classmates’ phone numbers/ e-mail. If you miss a lecture
and/or class schedule changes occur, you can call your a classmate and obtain any missed information. I
teach several classes and cannot personally respond to ALL inquiries as quickly as I would like.
Email Policy: Students may contact/receive class information through their Palm Beach State e-mail
account.
Field Trips
I have scheduled at least one field trip for this semester. You must sign the liability/release form to attend
with the class. If you absolutely cannot find transportation to the site, you may attend an art exhibit or
cultural event closer to you and retain proof of your visit. Additionally, you must complete the assignment
for the trip, but adapt the questions to the exhibit you have attended.
Professor’s Expectations:
Respect towards your classmates and instructor is expected and essential for keeping a positive and
friendly environment throughout the course. It is important that you demonstrate a willingness to learn and
consider ideas and concepts that may be unfamiliar to you. Expression of genuine enthusiasm and
curiosity is the most direct path to an excellent grade. Learning and the acquisition of knowledge and
skills are an important part of personal and professional development, which is the ultimate goal of our
time here.
Unique Requirements of the Class:
Students must have access to a digital camera and printer. If this will be a problem please see me.
Internet access is strongly advised. Remember that the library is there for this purpose.
COURSE OUTLINE
A. Introduction - The Birth of Art: Africa, Europe, and the Near East in the Stone Age
B. The Rise of Civilization: The Art of the Ancient Near East
5. C. Pharaohs and the Afterlife: The Art of Ancient Egypt
D. Gods, Heroes, and Athletes: The Art of Ancient Greece
E. From Seven Hills to Three Continents: The Art of Ancient Rome
F. Pagans, Christians, and Jews: The Art of Late Antiquity
G. Rome in the East: The Art of Byzantium
H. Europe after the Fall of Rome: Early Medieval Art in the West
I. The Age of Pilgrims and Crusaders: Romanesque Art
J. The Age of the Great Cathedrals: Gothic Art
PALM BEACH STATE COLLEGE
Academic Dishonesty *
Academic dishonesty will not be tolerated. Any student who commits academic dishonesty will receive a grade of
zero for the assignment or test. A second instance of cheating will culminate in a student being given an F or failure
for the class. Instructors may also pursue disciplinary action in accordance with the Student Handbook. Academic
dishonesty includes the following actions, as well as other similar conduct aimed at making false representation with
respect to the student’s academic performance:
(1) cheating on an exam,
(2) collaborating with others on work to be presented, if contrary to the stated rules of the course,
(3) submitting, if contrary to the rules of the course, work previously submitted in another course,
knowingly and intentionally assisting another student in any of the above actions, including assistance in an
arrangement whereby work, classroom performance, examination, or other activity is submitted or performed by a
person other than the student under whose name the work is submitted or performed
Academic dishonesty includes the following actions, as well as other similar conduct aimed at making false
representation with respect to the student’s academic performance:
(4) cheating on an exam,
(5) collaborating with others on work to be presented, if contrary to the stated rules of the course,
(6) submitting, if contrary to the rules of the course, work previously submitted in another course,
(7) knowingly and intentionally assisting another student in any of the above actions, including assistance in an
arrangement whereby work, classroom performance, examination, or other activity is submitted or performed by
a
person other that the student under whose name the work is submitted or performed,
(8) plagiarism.
Please refer to the Palm Beach Community College Student Handbook for further information.
CLASSROOM ETIQUETTE AND STUDENT BEHAVIOR GUIDELINES
The purpose of this information is to assist students in understanding proper classroom behavior. The classroom
should be a learning centered environment in which faculty and students are unhindered by disruptive behavior. You
are a college student and are expected to act in a mature manner. Unfortunately, we are finding students who seem
to be disrespectful of the learning process and their fellow students. Faculty have the authority to manage
their classroom to ensure an environment conducive to learning . Florida Statute Title XLVIII, Chapter
1006.61 and PBCC Board Rule 6Hx-18-3.35 state:
Any person who shall accept the privilege (emphasis added) extended by
Florida laws of attendance or employment at any state college, state junior
college or state university shall by so attending or working at such institution, be
deemed to have given consent to the policies of the institution, the Board of
Regents and the laws of this state. Such policies shall include prohibition against
disruptive activities at state institutions of higher learning.
Take responsibility for your education - There is a common myth among students that because they
pay tuition they deserve to receive credit for the class. This is not true. In fact, students pay approximately
30 percent of the cost of their education; taxpayers pay the rest. Instructors are here to create a learning
environment. Whether you learn depends on your willingness to listen, ask appropriate questions, and do
the work necessary to pass the course. If your academic preparation from high school is weak or if you
have been out of school for a period of time, you may have to work harder and seek more help in order to
succeed.
Attend every class - You will find that students who attend every class, listen to the instructor and take
good notes will be more likely to pass (with a higher grade). If you have an emergency or illness, contact
your instructor ahead of time to let her/him know that you will be absent. A local study showed that students
who missed the first class meeting were more likely later to withdraw or fail. Important note: if you miss a
class it is your responsibility to meet with the instructor, outside of regular class time, to determine a plan to
make up the missed work.
Get to class on time and do not leave class early – Students who enter class late or leave class
early distract their classmates and the instructor. This is seen as disruption and cannot be tolerated.
6. Do not have private conversations - The noise is distracting and disruptive to other students.
Turn all cellular phones off - It is very distracting to hear someone’s cellular phone go off in class.
Do not dominate other students’ opportunity to learn by asking too many questions - It’s good
to ask questions and make comments, but if you dominate the class time with too many questions and/or
comments, the instructor and other students cannot participate in class discussions. When asking questions
and making comments, keep them related to the discussion at hand.
Respect your instructor - Openly challenging the instructor’s knowledge or authority in the classroom is
not proper. If you take issue with the instructor’s information or instructional methods, make sure that your
comments are made with respect and without confrontation or antagonism. You may want to discuss your
issues with her/him privately.
Instructors’ classroom policies, procedures and teaching styles vary - Some instructors enforce
attendance policies vigorously; other instructors are more lenient about attendance. Assignments and
classroom activities are at the prerogative of the instructor. Instructors have the freedom and authority to set
the guidelines and policies for their individual classroom (within the overall policies of the college). Faculty
have the right to remove disruptive students from their class.
Your classmates deserve your respect and support - Others may have different ideas and opinions
from yours, they may ask questions you perceive to be “stupid,” but they deserve the same level of respect
from you as you wish from them.
Come to class prepared - Students who forget common classroom supplies such as a pencil, paper,
books, test materials, etc. usually waste class time. Students who have not completed their assigned
homework many times ask questions that could have been answered through their assignments.
Turn in your work on time - It is important to plan ahead. Students who wait until the last minute to do
their work usually make lower grades and are more likely to miss deadlines. Study and do your
assignments every day. If a problem occurs at the last minute such as a computer malfunction, you will still
be prepared.
Do not bring children to class - Children in classrooms are distracting to the instructor, other students,
and you. You need to plan ahead for child care.
When having academic difficulty seek assistance - Your instructors are willing to assist you
however, there are other ways to get help. The Student Learning Center (SLC) has tutorial assistance
available for many courses, student services can assist with course scheduling and career development and
specific courses, such as SLS1501 Strategies for College Success, are offered to help you succeed.
If you have questions or need assistance, please make an appointment to see your academic advisor or call
207-5340. She/he is willing to assist you so you can succeed.
Computer Competency Statement:
Each student will, to the satisfaction of the professor, demonstrate a fundamental understanding
of basic computer operations through various professor-determined exercises and/or
assignments. These assignments are listed in the methods of evaluation.
Disability Support Services:
College-Wide Coordinator Susan Lang langs@pbcc.edu 868-3375
Belle Glade John Pierson piersonj@pbcc.edu 993-1125
Boca Raton Susan Mills millss@pbcc.edu 862-4316
Lake Worth Jelecia Kirk kirkj@pbcc.edu 868-3046
Palm Beach Gardens Ken Swain swaink@pbcc.edu 207-5345
Eating, Drinking and Smoking
Eating and drinking are confined to (specific to campus). Smoking is not permitted in any College building.
Student Responsibility Policy
When a student attends the College, s/he becomes subject to its jurisdiction. Students are expected to conduct
themselves in a responsible manner, in all areas of campus life. By enrolling, they pledge to obey the rules and
regulations of the College and are responsible for observing all College policies and procedures as published in the
student handbook, the College catalog and other College publications. The student will be responsible for preparing
for class, participating in class, and completing assignments on time.
PBCC Websites of Interest
7. Home Page http://www.pbcc.edu
Advising http://www.pbcc.edu/advising.xml
Catalog http://www.pbcc.edu/catalog.xml
Career Center http://www.pbcc.edu/career.xml
Disability Support Services http://www.pbcc.edu/disabilities.xml
Distance Learning http://www.pbcc.edu/dl.xml
Financial Aid http://www.pbcc.edu/financialaid.xml
Honors http://www.pbcc.edu/honors.xml
Library Learning Resource Center http://www.pbcc.edu/library.xml
PantherWeb/Registration http://www.pbcc.edu/pantherweb.xml
Programs of Study http://www.pbcc.edu/programs.xml
SLC/VPI http://www.pbcc.edu/slc.xml
Student Services http://www.pbcc.edu/studentservices.xml
Testing Center http://www.pbcc.edu/testing.xml