...HUMANITIES: FINE ARTS Section D M/W/F 11:15 AM–12:10 PM Section classrooms: Art: Goodman 204 Music: PPAC135 Theatre: Elder 146 Prof Anne Greeley anne.greeley@indwes.edu Beard, Office 115 Office hours: M/W 1:00–5:00 PM T/TH by appointment Prof Davy Chinn davy.chinn@indwes.edu PPAC, Office 164 Office hours: M/W 1:00–3:00 PM T/TH 10:30 AM–12:30 PM All others by appointment COURSE DETAILS Description MUS180 is an integrated arts appreciation course. It is part of the Humanities Core Curriculum. Each week, you will rotate between classes in art, music, and theatre appreciation (see p. 11 for course rotation schedule). Classes will be structured around a common topic or theme, enabling you to make connections between the different art forms. Required Course Texts Erwin Raphael McManus, The Artisan Soul: Crafting Your Life Into a Work of Art, HarperOne, 2014. Other texts as assigned, available via Learning Studio. Required Course Fee Our class field trip to the BSU David Owsley Museum on Jan. 22 will cost $10, due by Jan. 20 to Amanda Dyer in the BAC office. Prof Katie Wampler katie.wampler@indwes.edu Elder, Office 140E Office hours: M/W/F 12:10–1:25 PM W 2:30–3:30 PM T/TH 11:00 AM–1:30 PM Syllabus Contents Course details Learning outcomes Policies & expectations Course evaluation Museum Artwork Analysis paper Museum Art & Music Integration paper Mix-tape project Concert reports Theatre critiques Mix-tape project Arts Integration ...
Words: 5600 - Pages: 23
...Academic Standards for the Arts and Humanities Pennsylvania Department of Education 22 Pa. Code, Chapter 4, Appendix D (#006-276) Final Form-Annex A July 18, 2002 Academic Standards for the Arts and Humanities XXV. TABLE OF CONTENTS Introduction………………………………………….……. XXVI. THE ACADEMIC STANDARDS Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts…………..……………… A. Elements and Principles in each Art Form B. Demonstration of Dance, Music, Theatre and Visual Arts C. Vocabulary Within each Art Form D. Styles in Production, Performance and Exhibition E. Themes in Art Forms F. Historical and Cultural Production, Performance and Exhibition G. Function and Analysis of Rehearsals and Practice Sessions H. Safety Issues in the Arts I. Community Performances and Exhibitions J. Technologies in the Arts K. Technologies in the Humanities Historical and Cultural Contexts..……………………….. A. Context of Works in the Arts B. Chronology of Works in the Arts C. Styles and Genre in the Arts D. Historical and Cultural Perspectives E. Historical and Cultural Impact on Works in the Arts 9.1. F. Vocabulary for Historical and Cultural Context G. Geographic regions in the arts H. Pennsylvania artists I. Philosophical context of works in the arts J. Historical differences of works in the arts K. Traditions within works in the arts L. Common themes in works in the Arts Critical Response…………………………………………. A. Critical Processes B. Criteria C. Classifications D. Vocabulary for...
Words: 4526 - Pages: 19
...ARTS 105 Art Appreciation Summer 2016 Session (15-55) May 30 , 2016 – July 23, 2016 Course Description Introduction to the place of visual art in modern society, to the vocabulary used in discussing a work of art, and the studio techniques artists use to produce two and three-dimensional works Prerequisite: None Proctored Exams: None Instructor Information Dr. Patricia Rooney, PhD American Studies-Visual Culture, St. Louis University M.A. Art History, Webster University parooney@cougars.ccis.edu Textbooks Frank, Patrick. Prebles’ Artforms 11th Edition. 2014. Upper Saddle River, NJ: Pearson, 2014. ISBN: 978-0-205-96811-4 Textbooks for the course may be ordered from MBS Direct. You can order * online at http://direct.mbsbooks.com/columbia.htm (be sure to select Online Education rather than your home campus before selecting your class) * by phone at 800-325-3252 For additional information about the bookstore, visit http://www.mbsbooks.com. Course Overview Art Appreciation is an introduction to the principles and concepts used in the study and analysis of the fine arts, in order to achieve a basic understanding of art and artistic concerns. Art Appreciation studies the major cultural achievements and significant artistic works that have shaped Western culture. The approach to this course is to study the arts in an historical context beginning with the earliest artistic expressions of ancient societies...
Words: 5065 - Pages: 21
...Visualizing Research This page intentionally left blank Visualizing Research A Guide to the Research Process in Art and Design Carole Gray and Julian Malins © Carole Gray and Julian Malins 2004 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior permission of the publisher. Carole Gray and Julian Malins have asserted their right under the Copyright, Designs and Patents Act, 1988, to be identified as the authors of this work. Published by Ashgate Publishing Limited Gower House Croft Road Aldershot Hants GU11 3HR England Ashgate website: http://www.ashgate.com British Library Cataloguing in Publication Data Gray, Carole Visualizing research : a guide to the research process in art and design 1.Art – Research 2.Design – Research 3.Universities and colleges – Graduate work I.Title II.Malins, Julian 707.2 Library of Congress Cataloging-in-Publication Data Gray, Carole, 1957Visualizing research : a guide to the research process in art and design / by Carole Gray and Julian Malins. p. cm. Includes index. ISBN 0-7546-3577-5 1. Design--Research--Methodology--Handbooks, manuals, etc. 2. Art--Research--Methodology-Handbooks, manuals, etc. 3. Research--Methodology--Handbooks, manuals, etc. I. Malins, Julian. II. Title. NK1170.G68 2004 707’.2--dc22 ISBN 0 7546 3577 5 Typeset by Wileman Design Printed and bound...
Words: 81106 - Pages: 325
...Paper Assignment II Art and Society: Renaissance to Modern Art University of Houston Dr. Sandra Zalman Due: November 13 by midnight via turnitin on Blackboard - http://www.uh.edu/blackboard/ This paper asks you to compare two works of art at the Museum of Fine Arts, Houston, to consider how nineteenth-century artists departed from past academic works to take interest in the new urban spaces of modernity. Go the MFAH and find the following two paintings: Berthe Morisot, The Basket Chair, 1885 (Room 222) Gustave Caillebotte, The Orange Trees, 1878 (Room 222) In your paper, you will analyze the visual relationship between modernism, class and gender, considering both the formal characteristics and subject matter of the paintings you will examine. While attending to the formal characteristics of each work, analyze the ways in which gender and class may play a role in relation to subject matter, composition, and the intended audience. How are the spaces of modernity depicted in these scenes? If the flânuer is the quintessential modern artist, but cannot be embodied by a woman, what is the role of gender in these works? How does the representation of gender factor into the aims of these artists? Construct your argument based on a visual analysis of these two paintings, paying particular attention to how the artist constructs the spaces of modernity, who is depicted and in what way, and how the viewer is, or is not, accounted for. In your a conclusion, consider...
Words: 710 - Pages: 3
...A Formal Analysis of Art Darlene Traci Kepner ART/101 February 17, 2013 Karen Witt A Formal Analysis of Art The visual literacy of line usage by both artists is extremely different from one another. Van Gogh's "The Starry Night" Sayre, H. M, (2010) (Fig.73) and LeWitt's "Wall Drawing No. 681” Sayre, H. M, (2010) (Fig.77) portray subject matter of different compositions. However, both depictions of art, also express, different qualities, styles, and eras. Van Gogh is from the eighteenth century and LeWitt’s is from the Late nineteenth century; whereas, Van Gogh’s work is a masterpiece, and LeWitt’s is contemporary art, even though both artists possess intellectual and expressive qualities from within their era's that had a fundamental element whether historical or contemporary, they are both works of art. Van Gogh's painting is a masterpiece with a dynamic nature. The contoured lines appear to outline the moon, stars, and kinetic nature of the night air. In contrast to LeWitt's actual lines that portrays analytical and geometric qualities that are static in nature. In Contrast with Van Gogh's painting that depicts an intense energy with expressive qualities. LeWitt's work is juxtaposing (actual) lines that are precise with an isometric projection. Nevertheless, the compositions of Van Gogh and LeWitt’s are the visual aspects of line usage in a formal analysis. Each composition plays a significant role; according to Sayre, H.M, (2010) “LeWitt’s line is precise...
Words: 986 - Pages: 4
...ART AS A MIRROR OF SOCIETY Art is seen as mirror of our society. It is therefore a source of communication put into meaning by ones ideology and inspiration, which allows us to related to Art in our own way. Visual Arts evokes conversation and seeks to solve problems of creativity and visual communication which has become a dominant global, social, racial, political, religious and capitalist force. The commercialization and commodification of this Visual Art shapes perceptions of visual cultures and visual communication. Art is therefore a reflection of a society influenced by ones own self concepts and experiences. – Differences + Value = Meaning society puts to define differences. Though Art is popular culture, John Stoy defines popular culture as an empty conceptual category, one that can be filled in a wide variety of often conflicting ways, depending on the context of use (Cultural Theory and Popular Culture Pg. 1. 1998) Process of defending popular culture. * Smaller number of people engaging in what the way of life is. * Raymond Williams – ‘Popular’ term developed as a kind of negative condition, of the ‘Common People’ – ‘loud, vulgar based’ by the late 18th century associated with widespread usage.’ Shift-negaive to (positive) popular of definition to (culture) popular culture. * Inference that popular culture is negative (initially) * Issues of authenticity very important * Issues of comodification and commercial item...
Words: 686 - Pages: 3
...during the 1870s to observe and portray what had happened to the lives of former slaves in the first decade of the Reconstruction. His visual effects in differentiating the Civil War and Reconstruction era presents the shift in Homer’s own approach and his viewers. It is assumed that these current events affected Homer and his art. Nonetheless, Homer provides visual evidence to the social and cultural history that leads to his “non-political” views of the American black citizen. The purpose to this catalogue is to explore the historical, and subjective context of race relations in America through the visual interpretations throughout Homer’s career, and to expand the discussion on the images of blacks painted by Homer. Homer’s visual images of blacks in art fall into three categories: the Civil War, Reconstruction and later years of blacks in the Caribbean. Homer was well known for his variety of art subjects, the most prominent being a reclusive spirit and interest...
Words: 601 - Pages: 3
...Anne D’Alleva The Fundamentals of Art History Third Edition Prentice Hall Boston Columbus Indianapolis New York San Francisco upper saddle River Amsterdam cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico city sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo chapter 1 introducing art history Art is long, life is short. Prouerb attributed to Hippocrates (c. 4 6 0 -3 5 7 bce) This chapter will introduce you to art history as an academic discipline. It distinguishes the aims and methods o f art history from related disciplines like anthropology and aesthetics. It also attempts to answer two questions that are more complicated than they appear at first glance: What is art? and What is history? what do art historians do? The object of art history Art historians do art. But we don’t make it, we study it. We try to understand what artists are expressing in their work, and what viewers perceive in it. We try to understand why some thing was made at the time it was made, how it reflected the world it was made in, and how it affected that world. We talk about individual artists and their goals and intentions, but also about patrons (the people who commission artworks), viewers, and the kinds o f institutions, places, and social groups in which art is made and circulates—whether that’s an art school, temple, or government agency. What is “art”? “Art” is one o f those words that people use all the time but that...
Words: 4204 - Pages: 17
...compares perceptively art from different cultures and times, and considers it thoughtfully for its function and significance. • Demonstrates the development of an appropriate range of effective skills, techniques and processes when making and analysing images and artifacts. • Demonstrates coherent, focused and individual investigative strategies into visual qualities, ideas and their contexts, an appropriate range of different approaches towards their study, and some fresh connections between them. • Demonstrates considerable depth and breadth through the successful development and synthesis of ideas and thoroughly explained connections between the work and that of others. • Demonstrates effective and accurate use of the specialist vocabulary of visual arts. • Uses an appropriate range of sources and acknowledges them properly. • Presents the work effectively and creatively and demonstrates effective critical observation, reflection and discrimination. • Presents a close relationship between investigation and studio. Outline and Explanation: • Introduction Page- introduce the studio work you plan on investigation, brainstorming and creating. Explain why you are interested in that specific studio work creation. Give a few minor sketches of how you visualize the project. • Brainstorming Page- brainstorm your ideas. The brainstorming page may turn into two pages depending on how simple or complex the studio work idea is. Write about...
Words: 5490 - Pages: 22
...Abstract This essay employs a visual analysis to compare and contrast Andy Warhol’s ‘Blue Marilyn’ with Roy Lichtenstein’s ‘In the Car’ in association to the postmodernist theme of Consumer Culture and more explicitly, the introduction of Pop Art, born from post-war consumerist societies. The argument refers to eight scholarly research sources, three of which are scholarly journal articles. POSTMODERNITY AND CONSUMERISM: WIT, INVENTION AND THE AFTERMATH OF WAR Research Statement: Using a visual analysis, compare and contrast Andy Warhol’s Blue Marilyn with Roy Lichtenstein’s In the Car in association to the postmodernist theme of Consumer culture and more explicitly the introduction of Pop Art; born through post-war materialisation. The Postmodernist Cannon of the latter twentieth and twenty-first Century Art is a crucial anthology, signifying radical and innovative movements that differentiated from Modernist art practices. It signifies a period of time whereby practitioners sought to contradict the rebellious experimentational aspects of Modernist art through re-visioning and revitalising media to fit the metamorphosing culture. Incorporated within the Cannon were several movements that were heavily influenced by the rise of Consumer cultures, dictated by the post-war explosion of advertisement in the 1950’s, compelling practitioners to manipulate and transform their style in either awe of the perpetually adapting society or in rebellion towards the mass produced...
Words: 2088 - Pages: 9
...ASSESSMENT – A Culture of Inquiry Please work with your department faculty to develop a graduate profile that reflects common goals among all departments and in relationship to our mission statement. This graduate profile should be ready prior to our next Program Chairs meeting on October 7th, when we will discuss and come to agreement about what we believe is our “ultimate” graduate profile. Following program chairs’ agreement, the material will go to the full faculty for discussion and vote. I will also gather input from Student Affairs so that we understand their contribution to the success of our students. Readings about assessment and what it is are attached.* As I mentioned earlier, we will be working our way through this process together, and developing our assessment program in relationship to the goals and values unique (and/or integral) to this institution. Additional readings are on reserve in the library, and an enormous amount of information is available on the web. *Distributed at the Program Chairs meeting on 9.9.2008 MISSION Maine College of Art delivers a demanding and enlivening education in visual art and design within an intimate learning community. We teach each student how to transform aspirations and values into a creative practice that serves as the foundation for a lifelong pursuit of personal and professional goals. VALUES o Maine College of Art’s educational philosophy is built on the premise that focused individual attention and...
Words: 6365 - Pages: 26
...by reading this book and what learning targets you have mastered. Special attention should be paid to the final chapters of the book in order to understand the scope of the project. You will need a visual and a written component. 70% of your focus will go to one component and 30% to the other. Part 1: Read through the list of learning targets and identify all the learning targets you feel you have met throughout the course of this unit. Write a proposal in which you explain what you plan to do and how you will meet the learning targets you plan to focus on. Note: those of you who have kept up with the work will find you have met quite a few targets. Refer to rubric to see how many you should cover in your project. Part 2: Do project. Artists- the art will be the main focus of your project (70%) while the written portion is meant to elaborate on and support the art (30%). The art should be broad in scope (think murals) and the written piece could be an explanatory analysis or a proposal to get the work commissioned. In either you would need to explain the point of your art. Writers- the writing will be the main focus (70%) and could look like a research paper, a literary analysis paper, a persuasive letter, or a series of poems. The art should be fine art or visual aids which deepen our understanding of the ideas presented in your writing. Part 3: Reflection Everyone will write a paragraph reflection for each learning target you are aiming to show proficiency...
Words: 365 - Pages: 2
...Log My Personal Interest Project topic was chosen with my micro world in mind, due to my interest in art as well as being a Visual Art student. Through studying gender roles during my Visual Art course and exploring social exclusion in Society and Culture, it compelled me to want to learn more about the representation of women within the art world. As a socially aware individual with an interest in art, I felt the need to explore these inequalities to see if they still exist and how this may impact on other young artists. The research methods that I chose were interview, statistical analysis and content analysis, which would provide me qualitative results, as well as quantitative by being able to collect data and statistics. Originally, I planned on conducting a focus group discussion, however as my project progressed, I decided on content analysis as it allowed me to observe a variety of sources and immerse myself in the art world. By choosing an interview I was able to gain insightful knowledge from four females who were either art curators or historians and one male who is an art historian. This gave me qualitative results as I was able to receive in-depth answers from numerous people and allowed and exploration of my cross-cultural by interviewing both genders and gaining their perspectives on this. However, there were some limitations such as by completing my interviews through e-mail, I was not able to ask any follow up questions for answers to be further elaborated...
Words: 5041 - Pages: 21
...Santa Ana College ART 100 ---- Winter Intersession 2016 --- Intersession INTRODUCTION TO ART CONCEPTS Instructor: Michael Fremont Redfield Email: redfield_michael@sac.edu Office Phone: 714-564-5600 Mobile Phone: 949-293-9737 Office Location: by appointment ART 100 --- Introduction to Art An introductory course for both the general interest and art major student: a survey of the nature and role of the visual arts in society. Art theory, art practices and an overview of art history will be required. The Medias of art will also be explored. Field trips are required. This course will enable the student to understand the historical, social, and psychological factors involved in the creation of works of art through an analysis of the language, media, and rationale of visual communication. Prerequisites: None. Units: Three Required Text: Artforms, 11th Edition, Patrick Frank, Pearson Prentice/Hall, Upper Saddle River, New Jersey, 07458. Method of Presentation: Lectures with PowerPoint presentations and class discussion. Student Learning Outcomes: Art 100 – Introduction to Art Concepts is a survey course whose purpose is to develop the ability of students to see an art object or building on objective, perceptual, and interpretive levels. The student will learn the vocabulary of art; recognize the materials and techniques of art processes and learn to recognize the historical styles and changing tastes of the public and the art market. To evaluate...
Words: 1313 - Pages: 6