...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 ...
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...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...
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...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...
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...Syllabus ARH 4470/5482 Contemporary Art Spring 2013 Tuesday and Thursday 2:00-3:15pm Chemistry and Physics, Room 197 Instructor: Dr. Alpesh Kantilal Patel Assistant Professor, Department of Art + Art History Director, Master of Fine Arts Program in Visual Arts Contact information for instructor: Department of Art + Art History MM Campus, VH 235 Preferred mode of contact: alpesh.patel@fiu.edu Office hours: By appointment on Tuesdays and Thursdays (preferably after class). Course description: This course examines major artists, artworks, and movements after World War II; as well as broader visual culture—everything from music videos and print advertisements to propaganda and photojournalism—especially as the difference between ‘art’ and non-art increasingly becomes blurred and the objectivity of aesthetics is called into question. Movements studied include Abstract Expressionism, Pop, and Minimalism in the 1950s and 1960s; Post-Minimalism/Process Art, and Land art in the late 1960s and 1970s; Pastiche/Appropriation and rise of interest in “identity” in the 1980s; and the emergence of Post-Identity, Relational Art and Internet/New Media art in the 1990s/post-2000 period. We will focus primarily on artistic production in the US, but we will also be looking at art from Europe, South and East Asia, Africa, and the Middle East. Emphasis will be placed on examining artworks and broader visual culture through the lens of a variety of different contextual frameworks:...
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...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...
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...IWT1 Task 1 Romantic and Realist Visual Art Romanticism Romanticism first began as an artistic movement in the early decades of the nineteenth century in France and Britain, it continued to flourish until the mid-century. One of the biggest social conditions that contributed to the Romantic Movement in Europe was the British Industrial Revolution. Manufacturing, business, and the amount of wage laborers began to soar. This period was also largely a revolt against the aristocratic social and political norms. The Romantic Period was significantly associated with liberalism and radicalism, and the long-term effect of nationalism was probably much more significant. Romantics feared the oppression and conformity that they felt was brought on by Enlightenment, and so this period is thought to be a direct reaction to the dominance of it. They strongly believed that no person could ever understand or know everything about human personality or the world. The Romantic Period focused its main emphasis on the imagination and emotion. The romantic artists’ nature gave an alternative to the ordered world of enlightening thought. Romanticism painting is not generally identified with any one single style, attitude, or technique. It is more defined by a highly subjective and imaginative approach, a visionary or dreamlike quality and intense emotions. Romantic artists tried to express with suggestion, states of feeling that were too mystical, or too intense too define. Self expression...
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...Division of Fine Arts, Speech and Commercial Music Northwest College ARTS 1303 – Art History I CRN 42838 – Spring 2015 SPBR Campus - Room 602 / 8:00-9:30am / T,R Credit:3 / 3 hour lecture course / 48 hours per semester Course length : 16 weeks/ Type of Instruction Traditional (Face-to-Face) Instructor: David Swaim Instructor Contact Information: Email: david.swaim@hccs.edu Phone: (713) 718-5674 Due to changes in the state core curriculum this syllabus is subject to change!!!! Office location and hours SPBR room AD4 hours: 7:15-8:00 am and as per class discussion Please feel free to contact me concerning any problems that you are experiencing in this course. You do not need to wait until you have difficulties or have received a poor grade before asking for my assistance. Your performance in my class is very important to me. I am available to hear your concerns and just to discuss course topics. Feel free to come by my office anytime during these hours. Course Description This course is a global investigation of the styles and methods of artistic production covering Prehistoric through Gothic periods. Media studied include: drawing, painting, sculpture, architecture, printmaking, textiles, ceramics, and metal arts. Using this framework, universal themes are studied within their historical, political, economic, theological, sociological, and ethnic contexts. Prerequisites Must be placed into college-level reading and college-level writing Academic...
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...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...
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...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 the impact of the museum space in framing your experience, discussing and analyzing the placement of these works in the museum – what dialogue might be facilitated by these works’ proximity to each other? What relationship might the curators have been considering when they hung these works? Note that this is not a research paper. You will be graded on your analysis of the visual material, and the conclusions you can draw from your analysis. Some background information will be necessary to relay, but the majority of the paper should be based on your own observation and analysis. Formatting...
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...paper, three to five pages in length, on four pieces of artwork you have seen in person by visiting Detroit Institute of Arts, Toledo Museum of Art or University of Michigan Museum of Art (You have to attach the ticket or museum sticker with your paper to demonstrate your museum trip). The paper is due no later than Thursday, April 12, 2012. In order to articulate your point of view more effectively, you might want to attach pictures of the artworks you are talking about. The bulk of this assignment is about writing paragraphs that visually describes the piece, using terms and concepts learning in class. Consider the subject, medium, technique, and composition. Also consider the design elements and principles that we have learned in class. Try to be complete. You must use the vocabulary that we have learned. Choose four works of art each created in a different media. Types of media could be oil painting, ink wash painting, wood carving, metal casting, photography, video, cloth tapestry, or other media. Typical questions to consider about each work of art include: -Describe what you have seen. -Explain your reaction to the work. -What do you think the artist’s intent was for creating this work? -How would interpret the work? -For contemporary art works, how would the theme be rendered if it was created several centuries earlier? For example, included in your visual description of the piece shall be commentary on: Form Composition Style Focal Points Line How is focal emphasis achieved...
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...writing and speech, but also through visual and digital mediums. In this class, you will develop skills to analyze the way rhetoric, in its various forms, addresses audiences. By paying attention to the strategies that good writers and speakers use to persuade their particular audiences, you will learn to reason better and to persuade others in your own writing, both through rhetorical appeals and through analysis of audience, purpose, and exigency that is at the heart of the study of rhetoric. For RHET 1302, you will read and reread texts and write multi-draft essays. Practically speaking, you will learn skills that you can use in your future course work regardless of your major. Student Learning Objectives • Students will be able to write in different ways for different audiences. • Students will be able to write effectively using appropriate organization, mechanics, and style. • Students will be able to construct effective written arguments. • Students will be able to gather, incorporate, and interpret source material in their writing. Required Texts Rosenwasser, David and Stephen, Jill. Writing Analytically with Readings. Second edition. Thomson/Wadsworth, 2011. Fall 2011 Assignments and Academic Calendar |Wed, Aug 24 |Introduction to the Course | | |Quick review of course syllabus and class expectations (We'll review this more...
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...Bryant University LCS270 Introduction to Cultural Studies, Fall 2012 T,Th 2:00-3:15 Professor Elizabeth Walden Office: Suite C, #226, x6332 ewalden@bryant.edu Office Hours: T, Th 12:00-2:00, 3:30-4:00, Course Description “Culture” is one of the most complicated words in the English language. It refers to world cultures, the whole way of life of a people, as well as great works of art and literature, and even the ordinary artifacts and practices of modern life like skateboarding and instant-messaging. Cultural Studies is an interdisciplinary field that inquires into the meaning and significance of “culture” in its various contemporary forms and considers what is at stake, socially, politically and culturally in its various meanings. It asks, what is culture and how has it changed over time? What is the relation of culture to politics, the economy and structures of power? What is the relevance of culture to our everyday lives? What is popular culture and is it good for us? It addresses these questions not to give definitive answers but to engage the students in critical inquiry into the culture(s) in which they are embedded. As should be evident, LCS 270 is not an introduction to anthropology or global cultures. Rather, it is an introduction to methods of reading, interpreting and creating cultural texts in relation to broad political, ideological and historical contexts. The course understands "text" in the broadest of terms: any form of cultural production...
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...TRANSPORTATION UNIT LESSON PLAN XXXXXX National University In partial fulfillment for the requirements for TED 635 William Pine May 3, 2012 Abstract This unit plan incorporates educational standards from the history/social science, physical education, and visual and performing arts content areas. The lesson surrounds a theme on transportation in which Kindergarten students will learn about the different forms of transportation in the present and in the past. The plan spans over a week and involves the children’s imaginations, physical abilities, community awareness, and requires them to work and share with their peers in order to accomplish a task. It also accesses prior knowledge of names of vehicles which the students have been learning about in the prior week. Although the content areas are distinct from each other many of the lessons are connected as they share the same concept. Student will learn how to express and explain a concept in different ways. Performance, physical fitness, posters, and using new vocabulary are all tools that students will gain from their participation in the week’s lessons. There are other academic areas briefly visited in the plan. Math and Literacy are involved; the ideas provide a great base to creating lesson plans that addresses time and the letters T for traffic and M for map. The plan is a great tool to providing students with depth of the topic. ...
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...the students will post the school newspaper on the school website. In the standard NYS Learning Standards: English Language Arts students will read, write, speak, and listen for information and understanding. Intermediate. Students will-compare and synthesize information forms different sources and use a wide variety of strategies for selecting, organizing, and categorizing information. They will distinguish between relevant and irrelevant information and between fact and opinion. The students will relate new information to prior knowledge and experience. They will understand and use the text features that make information accessible and usable, such as format, sequence, level of diction, and relevance of details and establish an authoritative stance on the subject and provide references to establish the validity and verifiability of the information presented. Develop information with appropriate supporting material, such as facts, details, illustrative examples or anecdotes, and exclude extraneous materials and use the process of pre-writing, drafting, revising, and proofreading (the "writing process") to produce well-constructed informational texts. Students will read, write, speak, and listen for literary response and expression. Intermediate Students will-use standard English effectively. Students will read, write, speak, and listen for critical analysis and evaluation. Intermediate. Students will:-analyze, interpret, and evaluate information, ideas, organization, and language...
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...Paper Assignment I Art and Society: Renaissance to Modern Art University of Houston Dr. Sandra Zalman Due: September 18 by midnight via turnitin on Blackboard (http://www.uh.edu/blackboard/) This assignment asks you to visit the Museum of Fine Arts, Houston. You will be describing and analyzing a painting in the collection of the museum, paying particular attention to the relationship between the form, composition, and culture of the society from which this painting originated. Then you will contrast that with what you’ve learned about the Northern style of painting, especially considering different Northern priorities in depicting religious themes. First, locate the painting: Giuliano Bugiardini, Madonna and Child with St. John the Baptist, 1510 in room 216 of the Audrey Jones Beck building of the Museum of Fine Arts. Discuss how the painting is representative of the Southern Italian style. How does the artist’s use of color, light and shadow, and composition (relationship of figures and space) affect your interpretation of the narrative? How is the human body rendered, and in what sort of environment? What priorities does this artist have in visualizing the narrative for the audience? After describing the painting, consider the cultural differences represented by Southern and Northern painting. How might this theme look differently had it been painted by a Northern artist? How might a Northern artist have interpreted the same scene differently? How might you recognize...
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