This document explores the visual arts and the role of the artist, emphasizing that art is more than just its visual representation; it influences our understanding of the human condition. It outlines learning outcomes for students, which include identifying roles of visual artists, significant movements, and the impact of technology on art. Additionally, it provides guidelines for an essay assignment focused on significant cultural representations within the American context.

1. Week 3
The Visual Arts
This week we look at the visual arts and the role of the artist.
Sometimes, people look at a painting by Jackson Pollack and
say, "My kid could have done that." However, the visual arts are
about much more than the actual piece of art itself. Pollack was
doing more than just splashing paint on a canvas, much more
than a kid could have done. Visual art is not only about what is,
so to speak, on the canvas. It can often be about impacting the
way we think about the world around us and the world inside of
us.
After this week, students will be able to:
· Describe the possible roles of visual artists within their
communities
· Identify several significant visual artists, movements and/or
styles of visual art
· Identify the impact of technological advances on visual art and
artists
Introduction
This week, we will look at the visual arts and the role of the
artist. Sometimes, people look at a painting by an artist such as
Jackson Pollock and say, "My kid could have done that."
However, the visual arts are about much more than the piece of
art itself. Pollock was doing more than just splashing paint on a
canvas, much more than a kid could have done. Visual art is not
only about what is on the canvas. It speaks to the ways in which
we think about the world around us and the world inside of us.
When you look at this week's materials, think about not only
how the works of art appear visually, but what they say about
the human condition, as well as how they impacted the
communities out of which they emerged.
Outcomes
After this week, you should be able to
· describe the possible roles of visual artists within their

2. communities
· identify several significant visual artists, movements, and
styles of visual art
· identify the impact of technological advances on visual art and
artists
Cultural Diversity Paper
Instructions
For this essay, pick a significant of piece of art, literature, or
music that represents a particular ethnic or racial group in
America. Alternately, you could pick a specific philosopher,
religious leader or theologian, political leader or writer who
represents an ethnic or racial group in America. Write a 500-
800 word essay in which you
1. Offer a brief description of the work or the person's point of
view.
2. Argue for the importance and relevance of the work or
person's point of view in communicating the experience of a
particular ethnic or racial group within the American context.
For instance, you could discuss how Elijah Muhammad’s view
on race relations expressed the early 19th century post-slavery
African American experience, or discuss how an Amy Tan novel
represents the female Chinese American experience, or how a
sculpture by Hank Willis Thomas communicates something
about the history of the African American experience, or how a
Sherman Alexie poem communicates the Native American
experience.
Make sure that your essay has a main point and that you offer
enough evidence to support that main point in the form of
specific examples or descriptions.
Be sure to cite your sources!
This assignment is due by end of the third week of class on
Sunday by 11:30 PM Eastern time.

3. COMMENTARY on the visual arts
Art is not merely decoration.
See for yourself in the two-part video "Paolithic Art: Movement
and Ritual." (Scroll down for Part 2)
If the embedded films don't work for you, cut and paste these
two links into your browser. The film credits are in Part 3.
Part 1 is https://www.youtube.com/watch?v=UX-XPM36NKE
Part 2 is https://www.youtube.com/watch?v=hy3P4gHsV2o
Week 3 Learning Resources
Below are the required learning resources for this week.But Is It
Art? An Introduction to Art Theory
Your instructor will point out which chapters/selections to read
from this book.
http://site.ebrary.com/lib/umuc/detail.action?docID=10681969T
he Role of the Artist
In this podcast, the panelists discuss the poem “In Memoriam
A.H.H” and the role of the artist in society.
http://www.bbc.co.uk/podcasts/series/iotc/all#playepisode80The
Work of Art in the Age of Mechanical Reproduction
In this translation of a 1936 Walter Benjamin piece, the author
argues that as art becomes capable of being reproduced, it loses
its authenticity and that viewers no longer contemplate while
viewing it, but rather rely on distraction when consuming it.
http://www.marxists.org/reference/subject/philosophy/works/ge/
benjamin.htmArt History Timelines
Your instructor may point out some more specific things to look
at here.
http://www.artyfactory.com/art_appreciation/timelines/art_histo
ry_timelines.htmWhy Look at Art?
Watch as several people explain why they look at art.
Why Look at Art?The Skill of Describing
This video gives some good examples of artistic descriptions.
The Skill of DescribingDuchamp’s Shovel: Art as Concept
This video discusses the significance of Duchamp’s shovel in
art.
Duchamp’s Shovel: Art as ConceptArt and Context: Monet and

4. Malevech
In this video, three panelists discuss the context and art of
Monet and Malevich.
Art and Context: Monet and MalevechRepresentation and
Abstraction
In this video, three panelists discuss representation and
abstraction as they relate to Ophelia and Vir Heroicus Sublimis.
Representation and Abstraction Why Is That Important?
Looking at Jackson Pollack
This video examines Jackson Pollock's Number 1A.
Why Is That Important? Looking at Jackson PollackWhy Is This
Art? Andy Warhol’s Campbell's Soup Cans
Can soup cans be art? Watch this video to find out about how
Campbells soup cans were made into canvasses.
Why Is This Art? Andy Warhol’s Campbell's Soup CansHirst's
Shark: Interpreting Contemporary Art
This video discusses how to examine contemporary art.
http://smarthistory.khanacademy.org/hirsts-shark-interpreting-
contemporary-art.htmlSmart History
Your instructor may point out some more specific things to look
at here.
http://smarthistory.khanacademy.org
Week 3 Discussions: The Visual Arts
Read, listen, and watch the assigned material, including my
commentaries, before participating in this discussion.
Many people don't have a lot of experience really LOOKING at
art.
We kind of look at it--maybe we like the colors, or what's
depicted (my husband might say, "Cool! It's a soldier with a
gun!" because he's a soldier). But looking at art is like anything
else: the more you practice, the more you see.
The assigned material on the visual arts and the link in this
assignment give some ideas of HOW to look--what to look for,
what to pay attention to.
ASSIGNMENT:

5. Browse the paintings, drawings, and sculptures at this link:
https://www.khanacademy.org/humanities/art-history
Or look at a web site from any art museum. Here are a few good
ones to get you started.
Metropolitan Museum of Art, New York:
http://www.metmuseum.org/collection
National Gallery of Art, Washington D.C.:
http://www.nga.gov/content/ngaweb.html
Louvre, Paris: http://www.louvre.fr/en
Museum of Modern Art (MOMA), New York:
http://www.moma.org/
Choose one painting, drawing or sculpture that depicts or tries
sends a message about a political or social event.
Then choose another that interests you, but does not seem to be
trying to “send a message.”
Begin by looking carefully at the two works you'll be
discussing. Note the content, composition, style, colors,
technique...This link will help you with ideas of what to look
for.
Khan Academy: The Skill of Describing
For the discussion:
Identify the works and include links where we can view them.
(You may find a better view of the image by searching online.)
Try to embed an image of the works by going to the "insert
stuff" icon at the top of your text box (the first one on the left,
with four little objects in it). Scroll down for more detailed
instructions on "inserting stuff."
Describe what you see in the two art works. You may have to
do a bit of research to understand these art works. Be sure to
include links to any resources you consult.
Do you think the work that tries to convey a political or social
“message” is effective at communicating a position, evoking an
emotion, or inspiring a particular reaction that might affect
people’s opinions or actions?
What about the “apolitical” artwork, the one without an overt
social or political message. Do you see any message at all in

6. that art work? Does it evoke an emotion or inspire a particular
reaction in you? Are there particular aspects of the images that
speak to you--color, line, form, content, style...?
What is your overall reaction to these works? Would you
expect people’s reactions to these two artworks to be fairly
universal? Or would you expect big differences in how the art is
perceived, based on the cultural background of the observer?
Explain your thinking.
To answer this question, start a thread in this discussion and
give it a unique title. Your main post should be at least 250
words.
Comment on the contribution of at least one other student.
HOW TO INSERT IMAGES, HYPERLINKS, AND VIDEOS
To edit and correct your contributions to discussions.
1. Got to your post.
2. Click the little triangle to the right of your post title or your
name.
3. Click "edit thread" or "edit post."
4. After you've made changes, click the blue "update" button at
the bottom.
To insert a live link. There's more than one way to do this. I
prefer the easy way.
1. Copy the link location (right click and highlight it with your
mouse).
2. In the page where you're posting, look at the upper left icon
in the editing toolbar just above where you're typing. Those
four little thingies are the "insert stuff" icon.
3. Click "insert stuff"
4. Choose "insert link"
5. Follow instructions. Insert your link, scroll down and click
"next," insert your link (or a title) again, then submit.
To embed an image or video.
1. Usually you can just right-click on the image, "copy image,"
then paste it into your post!
2. Sometimes inserting the link will also make the image show
live (especially for videos). I don't know how this works.

7. Magic, probably.
For full credit, initial discussion posts are due by Thursday at
11:30 pm Eastern time, with at least one response to a classmate
by 11:30 pm on Sunday.
Shitty First Drafts
-- Anne Lamott
from Bird by Bird : Some Instructions on Writing and Life
Anne Lamott is a professional writer whose book Bird by Bird:
Some
Instructions on Writing and Life considers not only writing but
also the
writer’s habits of mind. Her title comes from a family story.
When her
brother, at age 10, became overwhelmed while writing a report
on birds,
her writer father’s comforting advice was, “Bird-by-bird,
Buddy. Just take
it bird by bird.” In the following selection, Lamott writes about
the power
and the usefulness of first drafts, of getting ideas on paper just
for the
purpose of later expanding, clarifying, and organizing them. For
many
writers, just as for Lamott’s brother, there’s reassurance in
allowing
yourself to write a messy first draft, knowing each subsequent
draft will
refine what’s already there.
Lamott’s advice on “Shitty First Drafts” also reminds us that all
first drafts
are terrible. Coherence and, yes, brilliance come from revision.

8. Now, practically even better news than that of short
assignments is the idea of shitty first drafts. All good writers
write them. This is how they end up with good second drafts
and terrific third drafts. People tend to look at successful
writers, writers who are getting their books published and
maybe even doing well financially, and think that they sit down
at their desks every morning feeling like a million dollars,
feeling great about who they are and how much talent they have
and what a great story they have to tell; that they take in a few
deep breaths, push back their sleeves, roll their necks a few
times to get all the cricks out, and dive in, typing fully formed
passages as fast as a court reporter. But this is just the fantasy
of the uninitiated. I know some very great writers, writers you
love who write beautifully and have made a great deal of
money, and not one of them sits down routinely feeling wildly
enthusiastic and confident. Not one of them writes elegant first
drafts. All right, one of them does, but we do not like her very
much. We do not think that she has a rich inner life or that God
likes her or can even stand her. (Although when I mentioned
this to my priest friend Tom, he said you can safely assume
you've created God in your own image when it turns out that
God hates all the same people you do.)
Very few writers really know what they are doing until they've
done it. Nor do they go about their business feeling dewy and
thrilled. They do not type a few stiff warm-up sentences and
then find themselves bounding along like huskies across the
snow. One writer I know tells me that he sits down every
morning and says to himself nicely, "It's not like you don't have
a choice, because you do--you can either type or kill yourself."
We all often feel like we are pulling teeth, even those writers
whose prose ends up being the most natural and fluid. The right
words and sentences just do not come pouring out like ticker
tape most of the time. Now, Muriel Spark is said to have felt
that she was taking dictation from God every morning--sitting
there, one supposes, plugged into a Dictaphone, typing away,

9. humming. But this is a very hostile and aggressive position.
One might hope for bad things to rain down on a person like
this.
For me and most of the other writers I know, writing is not
rapturous. In fact, the only way I can get anything written at all
is to write really, really shitty first drafts.
The first draft is the child's draft, where you let it all pour out
and then let it romp all over the place, knowing that no one is
going to see it and that you can shape it later. You just let this
childlike part of you channel whatever voices and visions come
through and onto the page. If one of the characters wants to say,
"Well, so what, Mr. Poopy Pants?," you let her. No one is going
to see it. If the kid wants to get into really sentimental, weepy,
emotional territory, you let him. Just get it all down on paper,
because there may be something great in those six crazy pages
that you would never have gotten to by more rational, grown-up
means. There may be something in the very last line of the very
last paragraph on page six that you just love, that is so beautiful
or wild that you now know what you're supposed to be writing
about, more or less, or in what direction you might go--but there
was no way to get to this without first getting through the first
five and a half pages.
I used to write food reviews for California Magazine before it
folded. (My writing food reviews had nothing to do with the
magazine folding, although every single review did cause a
couple of canceled subscriptions. Some readers took umbrage at
my comparing mounds of vegetable puree with various ex-
presidents' brains.) These reviews always took two days to
write. First I'd go to a restaurant several times with a few
opinionated, articulate friends in tow. I'd sit there writing down
everything anyone said that was at all interesting or funny. Then
on the following Monday I'd sit down at my desk with my notes,
and try to write the review. Even after I'd been doing this for

10. years, panic would set in. I'd try to write a lead, but instead I'd
write a couple of dreadful sentences, XX them out, try again,
XX everything out,and then feel despair and worry settle on my
chest like an x-ray apron. It's over, I'd think, calmly. I'm not
going to be able to get the magic to work this time. I'm ruined.
I'm through. I'm toast. Maybe, I'd think, I can get my old job
back as a clerk-typist. But probably not. I'd get up and study my
teeth in the mirror for a while. Then I'd stop, remember to
breathe, make a few phone calls, hit the kitchen and chow down.
Eventually I'd go back and sit down at my desk, and sigh for the
next ten minutes. Finally I would pick up my one-inch picture
frame, stare into it as if for the answer, and every time the
answer would come: all I had to do was to write a really shitty
first draft of, say, the opening paragraph. And no one was going
to see it.
So I'd start writing without reining myself in. It was almost just
typing, just making my fingers move. And the writing would be
terrible.I'd write a lead paragraph that was a whole page, even
though the entire review could only be three pages long, and
then I'd start writing up descriptions of the food, one dish at a
time, bird by bird, and the critics would be sitting on my
shoulders, commenting like cartoon characters. They'd be
pretending to snore, or rolling their eyes at my overwrought
descriptions, no matter how hard I tried to tone those
descriptions down, no matter how conscious I was of what a
friend said to me gently in my early days of restaurant
reviewing. "Annie," she said, "it is just a piece of chicken. It is
just a bit of cake."
But because by then I had been writing for so long, I would
eventually let myself trust the process--sort of, more or less. I'd
write a first draft that was maybe twice as long as it should be,
with a self-indulgent and boring beginning, stupefying
descriptions of the meal, lots of quotes from my black-humored
friends that made them sound more like the Manson girls than

11. food lovers, and no ending to speak of. The whole thing would
be so long and incoherent and hideous that for the rest of the
day I'd obsess about getting creamed by a car before I could
write a decent second draft. I'd worry that people would read
what I'd written and believe that the accident had really been a
suicide, that I had panicked because my talent was waning and
my mind was shot.
The next day, though, I'd sit down, go through it all with a
colored pen, take out everything I possibly could, find a new
lead somewhere on the second page, figure out a kicky place to
end it, and then write a second draft. It always turned out fine,
sometimes even funny and weird and helpful. I'd go over it one
more time and mail it in.
Then, a month later, when it was time for another review, the
whole process would start again, complete with the fears that
people would find my first draft before I could rewrite it.
Almost all good writing begins with terrible first efforts. You
need to start somewhere. Start by getting something--anything
down on paper. A friend of mine says that the first draft is the
down draft--you just get it down. The second draft is the up
draft--you fix it up. You try to say what you have to say more
accurately. And the third draft is the dental draft, where you
check every tooth, to see if it's loose or cramped or decayed, or
even, God help us, healthy.
What I've learned to do when I sit down to work on a shitty first
draft is to quiet the voices in my head. First there's the vinegar-
lipped Reader Lady, who says primly, "Well, that's not very
interesting, is it?" And there's the emaciated German male who
writes these Orwellian memos detailing your thought crimes.
And there are your parents, agonizing over your lack of loyalty
and discretion; and there's William Burroughs, dozing off or
shooting up because he finds you as bold and articulate as a

12. houseplant; and so on. And there are also the dogs: let's not
forget the dogs, the dogs in their pen who will surely hurtle and
snarl their way out if you ever stop writing, because writing is,
for some of us, the latch that keeps the door of the pen closed,
keeps those crazy ravenous dogs contained.
Quieting these voices is at least half the battle I fight daily. But
this is better than it used to be. It used to be 87 percent. Left to
its own devices, my mind spends much of its time having
conversations with people who aren't there. I walk along
defending myself to people, or exchanging repartee with them,
or rationalizing my behavior, or seducing them with gossip, or
pretending I'm on their TV talk show or whatever. I speed or
run an aging yellow light or don't come to a full stop, and one
nanosecond later am explaining to imaginary cops exactly why I
had to do what I did, or insisting that I did not in fact do it.
I happened to mention this to a hypnotist I saw many years ago,
and he looked at me very nicely. At first I thought he was
feeling around on the floor for the silent alarm button, but then
he gave me the following exercise, which I still use to this day.
Close your eyes and get quiet for a minute, until the chatter
starts up. Then isolate one of the voices and imagine the person
speaking as a mouse. Pick it up by the tail and drop it into a
mason jar. Then isolate another voice, pick it up by the tail,
drop it in the jar. And so on. Drop in any high-maintenance
parental units, drop in any contractors, lawyers, colleagues,
children, anyone who is whining in your head. Then put the lid
on, and watch all these mouse people clawing at the glass,
jabbering away, trying to make you feel like shit because you
won't do what they want--won't give them more money, won't be
more successful, won't see them more often. Then imagine that
there is a volume-control button on the bottle. Turn it all the
way up for a minute, and listen to the stream of angry,
neglected, guilt-mongering voices. Then turn it all the way

13. down and watch the frantic mice lunge at the glass, trying to get
to you. Leave it down, and get back to your shitty first draft.
A writer friend of mine suggests opening the jar and shooting
them all in the head. But I think he's a little angry, and I'm sure
nothing like this would ever occur to you.
Journal Instructions
Journals need to be in proper MLA format, typed in 12 pt.
Times New Roman font. ABSOLUTELY NO HANDWRITTEN
PAPERS will be accepted. No exceptions. Double spaced,
indented paragraphs, and one page length. Reading responses
are worth 10 points each. Responses should be thoughtful
commentary in response to the readings we have read. I want
you to focus on the content of what you are saying and not
merely try to meet the length requirement by summarizing an
article. Summarizing says absolutely nothing new or interesting
at all, and shows that you were unable to formulate an opinion
or think critically about this topic. In other words, you are not
merely summarizing what you have read--I know what the
reading is about because I have read it--I am more interested in
what YOU THINK about them, so you should be expressing
your opinion on the articles and arguments that are being
presented to you. Please note that you do not have to like a
reading/topic, or even agree with a reading to formulate an
opinion; some of the most interesting and thought provoking
responses I have read have been from students who have
disagreed with the readings. There is no right answer, just offer
your perspective and HAVE SOMETHING TO SAY. Reading
Responses are a type of informal writing where you are
practicing expressing an opinion on certain topics as opposed to
an essay which will be heavily analytical. Reading Responses
also help to prepare you for your essays, and most often
students will use them to expand ideas into a full length

14. analytical essay. Most often, response will be geared toward a
specific reading or question. Although response papers are
informal, and do not require a specific structure, they must be in
proper MLA format, meet the length requirement (1 page) and
have no proofreading errors in order to receive full credit.