ART 112.02: The Renaissance Through the Present Day
9/10/15-12/17/15 • Thursday 6:00-9:07 PM, Justin Whiting Hall, Room 103
Course Syllabus • 3 Credit Hours • Prerequisite: ENG 085
Sarah Shirk, M. Liberal Studies • shirksarahj@jccmi.edu
@ShirkSarahJ • Facebook: ShirkSarahJ@jccmi.edu
Sunflower Seeds, AI Weiwei, 2010, porcelain, paint, 100 million sunflower seeds, Tate Modern, London
Course Description:
This course is a survey of art history and aesthetics covering art from the Renaissance through the
20th century. This course will provide students with a broad overview of the path art has taken
and a context within which to view the arts from these periods.
Textbook
Gardner’s Art Through the Ages: A Concise Global History,
Third Edition
Author: Fred S. Kleiner, Boston University
ISBN-10: 0495503460. ISBN-13: 9780495503460
Publisher: Pearson
Copyright: 2012
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Educational Objectives
1. Work in small groups in order to facilitate an atmosphere of respectful and productive
discussion and collaboration. (Associate Degree Outcome 9)
2. Analyze art and architecture for their essential formal elements.
3. Understand aesthetic experience and artistic creativity. (Associate Degree Outcome 6)
4. Recognize the critical components of each artistic style.
5. Define and use art historical vocabulary terms.
6. Describe the historical, cultural and social aspects of the arts.
7. Demonstrate interpretation and critical analysis skills in writing.
Student Responsibilities
1. Work in accordance with the course calendar. Late work is not accepted.
2. Be aware of the required components of each assignment. Rubrics are located in the
Syllabus for each assignment. Rubrics are also located on the course home page in each
assignment link.
3. Allow yourself to seek assistance when you need it. Go directly to the instructor if you
have a question. Ask for clarification.
4. Limit your online research to academically appropriate resources. Plagiarism is the
copying of another’s words or ideas and presenting it as your own. Plagiarism is not
acceptable in any college class. The repercussions are found in the Plagiarism Policy
section of the Syllabus.
5. Manage your time well. You are the only person who can do this.
Course Activities and Methods of Evaluation
Formal Analysis (80 points)
This activity meets the following Course Objectives: 1, 2, 3, & 7.
“Students who can identify the elements and principles and evaluate their role in the composition
of a work of art will be better able to understand an artist’s choices. They will be equipped to
address whether a work of art is successful, and why” (J. Paul Getty Museum).
Activity: While collaborating in small groups, students will learn how to conduct a
formal analysis. Small group roles will be assigned to ensure active and equitable
participation. (Facilitator, timekeeper, checker, and runner.)
The formal analysis process is broken down into four simple steps. Worksheets have been
designed to facilitate mastery of each step.




Worksheet 1: Description of Formal Elements and Principles of Design
Worksheet 2: Analysis of a Work of Art
Worksheet 3: Interpretation of a Work of Art
Worksheet 4: Judgment of a Work of Art
Assessment: Worksheets will be reviewed in class, and students will be provided with an
opportunity to learn from one another and strengthen their formal analyses. After the
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fourth Worksheet is completed, students will choose a work of art from the textbook and
conduct a thorough formal analysis, which will be graded and award up to 80 points.
Small Group Presentations (50 points)
This activity meets the following Course Objectives: 1, 2, 3, 4, 5, 6, & 7.
Activity: Students will be assigned a small group, an artist or artistic style, and a
presentation date during Week 1. Together, students will create a PowerPoint or Prezi of
8-10 slides in which they share what they have learned about the artist’s biography (only
include relevant biographical information) and artistic style in which he/she works. Three
guiding questions must be formulated and answered in support of the analysis of at least
one work of art created by the artist. The questions must be relevant, challenging, and
demonstrate depth of effort and understanding. Relevant themes, motifs, and/or topics
must be adequately examined. Two relevant vocabulary words must be incorporated into
the presentation, and they must be defined alongside visual examples of each. Five large
and clear images of relevant art must be logically integrated. (Include titles in italics, and
include dates of creation.) An active learning strategy must be implemented to engage
classmates in a game, activity, debate, etc.
Presentations must be uploaded the night before via the assignment drop box beneath the
Syllabus on the course home page.
Assessment: Small Group Presentations will be graded in accordance with the following
rubric, and will award up to 50 points.
Small Group Presentation Rubric
Slides
Guiding Questions:
Relevance
Guiding Questions:
Challenging
5
3
1
The PowerPoint or
Prezi contains 8-10
slides.
The PowerPoint or
Prezi contains 5-7
slides.
The PowerPoint or
Prezi contains 1-4
slides.
5
3
1
Three relevant
guiding questions
are included.
Two relevant
guiding questions
are included.
One relevant
guiding question is
included.
5
3
1
Three challenging
guiding questions
are included.
Two challenging
guiding questions
are included.
One challenging
guiding questions
is included.
3
Guiding Questions:
Depth of Effort and
Understanding
Vocabulary Terms
Images
Biographical
Information
Artistic Style
5
3
1
Three guiding
questions
demonstrate depth
of effort and
understanding.
Two guiding
questions
demonstrate depth
of effort and
understanding.
One guiding
questions
demonstrate depth
of effort and
understanding.
5
3
0
Two relevant
vocabulary terms
are defined and
accurately
exemplified in a
work of art.
One relevant
vocabulary terms
are defined and
accurately
exemplified in a
work of art.
No relevant
vocabulary terms
are defined and
accurately
exemplified in a
work of art.
5
3
1
Five large and clear
images are
included, and are
labeled with the
title in italics and
the date of creation.
Three or four large
and clear images
are included, and
are labeled with the
title in italics and
the date of
creation.
One or two large
and clear images
are included, and
are labeled with
the title in italics
and the date of
creation.
5
3
0
Relevant,
substantial, and
accurate
biographical
information on the
artist is included.
Biographical
information on the
artist is included,
but is either not
entirely relevant, is
insubstantial, or is
partially
inaccurate.
Biographical
information on the
artist is entirely
inaccurate, is
excessively
insubstantial, or is
missing altogether.
5
3
0
Relevant,
substantial, and
accurate
information on the
style is included.
Information on the
style is either not
entirely relevant, is
insubstantial, or is
partially
inaccurate.
The style in which
the artist works is
entirely inaccurate,
is excessively
insubstantial, or is
missing altogether.
4
Themes, Motifs,
and/or Topics
Active Learning
Strategy
5
3
0
Relevant,
substantial, and
accurate
information on the
themes, motifs,
and/or topics
addressed in this
artist’s body of
work are
adequately
examined.
Themes, motifs,
and/or topics are
examined, but is
either not entirely
relevant,
insubstantial, or
partially
inaccurate.
Themes, motifs,
and/or topics are
entirely inaccurate,
excessively
insubstantial, or
are missing
altogether.
5
3
0
An active learning
strategy is
implemented to
great effect and
engages classmates
in a game, activity,
debate, etc.
An active learning
strategy is
implemented to a
lesser effect in an
attempt to engage
classmates in a
game, activity,
debate, etc.
An active learning
strategy is not
implemented to
engage classmates
in a game, activity,
debate, etc.
5 = Superior (no mistakes, comprehensive, well organized, includes critical thinking and
analysis)
3 = Average (follows minimum requirements of assignment, in other words adequate but
not challenging, organized)
0 = Unacceptable (failed to follow assignment, inadequate information, is an unserious
attempt)
Article Summary (30 points)
This activity meets the following Course Objectives: 3, 6, & 7.
Activity: Students will compose a 2-page summary of Craig Harbison’s article Sexuality
and Social Standing in Jan van Eyck’s Arnolfini Double Portrait. Students will compose a
2-page summary of James Housefield’s article Marcel Duchamp’s Art and the
Geography of Modern Paris.
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Students must first carefully read the article and take notes. Many students have found it
helpful to begin their study of this article by first reading the conclusion, followed by the
abstract. Also, it is recommended that you take note of the fact that the article is
organized into subsections. I encourage you to read each section actively (take notes, jot
down questions, underline and highlight interesting or unfamiliar words or ideas), and
then take a short break. It’s important that you understand each section before moving on
to the next. If you don’t feel as though you understood the section you just read, you may
want to review your notes, look up the definitions to unfamiliar words, or re-read that
section of the text.
Do not be surprised if you find this article difficult to comprehend. It is an advanced text,
and a very specific form of writing. Take your time, be as patient as you can, and reread
the article after taking a break. As a college student, it is important to be regularly
challenged by difficult texts.
After reading the article, students will be organized into small groups, and each group
will hold its own discussion. This discussion is intended to provide students with an
opportunity to collaborate so that everyone’s comprehension of the article’s content can
be strengthened. If a student is not contributing to the discussion in an informed,
thoughtful, and propitious manner, they will be asked to depart from the group without
further opportunity to participate in discussion on the text.
After discussion, students will independently compose a 2-page summary on the article
Here is a link that will provide you with more information on how to write a summary:
https://owl.english.purdue.edu/owl/resource/976/1/. Please keep in mind that a summary
does not include your opinion, nor does it require that you conduct additional research. A
summary is simply a reiteration of what the author said. Avoid “I”, “me”, or “my”
statements. (e.g. - “I thought the author did a great job,” “My opinion is that the paper
made a lot of sense,” etc..) In very clear language, simply paraphrase what you read.
The Article Summary must be two full pages in length, adhere to MLA guidelines
(including a Works Cited page, in-text citations, 12-point Times New Roman font, and 1”
margins), and also adhere to grammar mechanics and writing conventions.
Assessment: The Article Summary will be graded in accordance with the following
rubric, and will award up to 30 points.
Article Summary Rubric
Accuracy of
Summarization
10
5
0
The article is
completely and
accurately
summarized.
The summary is
partially accurate.
The summary is not
at all accurate.
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Clarity and Format
10
5
0
Writing is somewhat
clear, logical, is
mostly free of errors
and meets length and
format requirements.
Lacks clarity and
logic in structure, has
errors and does not
meet all length and
format requirements.
10
5
0
Demonstrates
thoughtful and
careful consideration
of the assigned text.
Writing reflects
moderate
understanding of the
assigned text.
Writing does not
reflect an
understanding of the
assigned text.
Writing is clear,
logical, is free of
errors and meets
length and format
requirements.
Reading Proficiency
Field Trip (40 points)
This activity meets the following Course Objectives: 3 & 8.
Activity: On Saturday, September 26th, students will take a field trip to the Kelsey
Museum of Archaeology and the University of Michigan’s Museum of Art. Both are
located in downtown Ann Arbor.
We will carpool from the Burt Walker parking lot on JC’s Main Campus at 10:00 a.m.
sharp. Please arrive at least 15 minutes prior to departure in order to sign in and receive
the Field Trip Worksheet, printed driving directions, and a JC Art History sign for the
back window of every vehicle.
UMMA is located at 525 South State Street, Ann Arbor, MI 48109. UMMA’s phone
number is 734.764.0395. There is no general admission fee. The museum is open from 11
am to 5 pm on Saturdays.
The Kelsey is located at 434 S. State St., Ann Arbor, MI 48109. The Kelsey’s phone
number is 734.764.9304. There is no general admission fee. The museum is open from 1
pm to 4 pm on Saturdays.
Upon arrival, students will tour the Museums and complete the Field Trip Worksheet and
submit it to the instructor before leaving. The worksheet contains one assignment, which
will ask students to describe, consider, and sketch their favorite work of art. Students
must bring a pencil to complete the Worksheet, and a clipboard upon which to write.
PENS ARE NOT PERMITTED IN THE MUSEUM.
Students are welcome to have lunch in downtown Ann Arbor. An estimated cost for
lunch would be $10-15.
We will depart as a group at 2:00. Estimated arrival time is 3:00 p.m.
Assessment: Completion of the Field Trip Worksheet will award students up to 40
points. The Field Trip Worksheet will be graded in accordance with the following rubric.
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Field Trip Rubric
10
5
0
A chosen work of
art is noted, but the
description of
details and/or
description of its
appeal to the viewer
could be elaborated
upon.
The chosen work is
not adequately
considered.
10
5
2.5
Upon initially
observing the work
of art, 5 thoughtful
questions are
formulated and
examined in
response to the
work of art and
reflect authentic
inquiry.
Upon initially
observing the work
of art, 3 or 4
thoughtful questions
are formulated and
examined in
response to the
work of art and
reflect authentic
inquiry.
Upon initially
observing the work
of art, 1 or 2
thoughtful question
are formulated and
examined in
response to the work
of art and reflect
authentic inquiry.
10
5
0
A formal analysis is
conducted using
Worksheets 1-4 as a
guide.
A formal analysis is
attempted using
Worksheets 1-4 as a
guide.
A formal analysis is
not conducted, or
does not utilize
Worksheets 1-4.
10
5
2.5
A detailed, colored
sketch is completed
using colored
pencils and drawing
paper. Particular
attention is paid to
an accurate
rendering of the
composition.
A colored sketch is
created, but lacks
detail and/or does
not accurately
recreate the
composition.
A sketch is created,
but is excessively
underdeveloped.
Initial Response
A chosen favorite
work of art is
described in detail,
along with a
description of its
appeal to the
viewer.
5 questions
Formal Analysis
Sketch
Contemporary Art Essay (40 points)
This activity meets the following Course Objectives: 3, 5, 6, and 7.
Activity: Students will compose their last essay of the semester on the work of
the contemporary artist Ai Weiwei. The essay must be five full pages in length,
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adhere to MLA guidelines (including a Works Cited page, in-text citations, 12point Times New Roman font, and 1” margins), as well as grammar mechanics
and writing conventions.
In the essay, students will reflect upon the following topics, which are often raised in
discussions about the Ai Weiwei’s work.
1. Examine the differences that exist between the role of the arts in contemporary
American culture and the role of WeiWei’s art in contemporary China?
2. Explore the concerns related to freedom of speech and freedom of expression that
are raised in Weiwei’s work.
3. Analyze Weiwei’s installation piece Sunflower Seeds, and identify the issues,
traditions, and ideas that are raised within this piece.
4. Reflect on the way that Weiwei uses social media as a tool. Does he use it as an
artistic device, or does he use it as a catalyst for social change?
5. To what extent do you believe the role of the artist should include social
activism. Should art be altruistic?
Students need to integrate into their essay information from the following assigned
sources. Each source will explore the intersections that exist in Weiwei’s iconoclastic
art and activism.





The Tate Museum’s video titled “Sunflower Seeds” (2011)
Weiwei’s TEDtalk (2011)
The BBC’s 2011 documentary “Ai Weiwei: Without Fear or Favor” (2011)
The BBC’s Hard Talk interview (2011)
The Smithsonian’s article “Why is Ai Weiwei Breaking Into Alcatraz?” (2014)
Assessment: The essay will be graded in accordance with the following rubric.
Contemporary Art Essay Rubric
Clarity and Format
10
Writing is clear,
logical, free of errors,
and meets length and
format requirements.
Use of Evidence
10
Uses adequate
information in
answering all assigned
questions, and
carefully cites all
5
Writing is somewhat
clear, logical, is
almost free of errors,
is at least two pages
long, and/or almost
meets all format
requirements.
5
Uses adequate
information in
answering three
assigned questions,
and cites some
0
Writing lacks clarity
and logic to an
unacceptable degree,
contains multiple
errors, is less than two
pages long, and/or
does not meet most
format requirements.
0
Inadequate use of
information in
answering any of the
assigned questions,
and/or fails to cite
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quotations and
paraphrases.
Reading Proficiency
10
Demonstrates
thoughtful and careful
consideration of the
assigned information
on the artist's work.
Depth of Analysis
quotations and
paraphrases.
5
Writing reflects
moderate
understanding of the
assigned information
on the artist's work.
10
Writing and thinking
go beyond restatement
of facts and
demonstrate depth
through formal and/or
conceptual analyses of
Weiwei’s art.
most quotations and
paraphrases.
0
Writing does not
reflect an
understanding of the
artist's work.
5
Writing and thinking
restate facts and
demonstrate some
depth through formal
and/or conceptual
analyses of Weiwei’s
art.
0
Writing and thinking
simply restate facts
and demonstrate no
depth through formal
and/or conceptual
analyses of Weiwei’s
art.
Final Project (20 points)
This activity meets the following Course Objectives: 3 & 8.
Activity: This project will require students to select 5 works of art from various regions
and time periods, and create “museum labels” concisely discussing the works. Each
“label” should be 200-250 words in length and include an image or link to the image.
This final product should demonstrate what the student has gained from the course and
utilize relevant terms and concepts covered throughout the semester.
During the last two weeks you will complete your final project: a virtual art museum.
You will select one work of art from each of the following categories. Each work of art
will be explored and a “museum label” will be created for each image. You will have the
option of compiling this information in a Microsoft Word document or Microsoft
PowerPoint presentation. Follow the format below.
1. Choose ONE work of art from each of the following categories, for a total of five. You
may choose paintings, sculptures, architecture, photography, decorative arts, or mixed
media. Feel free to select one from the textbook or use one you have researched for a
previous assignment.
A.
B.
C.
D.
One work from the Renaissance, Baroque, or Rococo period
One work from the Neoclassical, Romantic, Realist, or Impressionist period
One work from the Post-Impressionist period through 1945
One work from 1945 through today
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E. Your creation appropriating two works: Find two works of art that really caught
your attention and/or had an impact on you. Appropriate elements from both
works to create something new--something you! You can use various programs
available to you, such as Microsoft Word, Paint, Photoshop, or another program
that will allow you to cut/crop/edit images. Your image must be saved as a .jpg
and included in this assignment.
List your five choices (artist, title, date, culture, and link to image or text figure
number) in the Group Discussion.
2. For each artwork selected you will create a “museum label” in the format below. For
assistance in understanding how to generate museum labels, you can visit the sites listed
below or recall your own experience during your museum visit. Do note, however, that
the word requirement for this project is somewhat longer than recommended in these
sites. Each label needs to be 200-250 words in length.
"Museum Practice." Further Resources: Labels. Web. 1 Sept. 2015.
<http://www.museumsassociation.org/museum-practice/exhibition-labels/17102011further-resources-labels>.
"Australian Museum." Writing Text and Labels -. Web. 1 Sept. 2015.
<http://australianmuseum.net.au/Writing-Text-and-Labels>.
FORMAT FOR MUSEUM LABELS
Title of Artwork
Artist
Date Completed
Dimensions
Current Location of Object
Image or link to image of object
Write a 200-250 word summary discussing the work of art. Explore aspects such as the
iconography, historical context, medium/technique, and formal elements. When writing a
museum label, consider the audience (a museum-goer that may or may not have any
experience in the arts) and write to develop interest. It is recommended that you virtually
visit several museums and review their labels for inspiration!
Use this assignment to demonstrate what you have learned in this course.
Writing Standards
In this course, students are required to utilize the Modern Language Association (MLA)
style for all formal writing assignments, such as the Critical Evaluation and art museum
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paper. It is not necessary to use the MLA format for Informal Discussions and Peer
Responses; however, ALL work must be free from spelling, grammatical, and
punctuation errors.
Time Commitment
In a typical course taken on campus, you spend approximately 3 hours per week in class
(depending on the credit hours) plus travel time, and an additional six+ hours each week
reading, researching, and completing assignments. The flexibility we have in this online
environment allows you to work anytime of the day, but the time commitment remains
the same. Plan to spend 9-10 hours each week reading, researching, communicating with
your instructor and classmates, and completing assignments (while enjoying the
opportunity to work around your daily schedule).
Plagiarism Policy
If any student writing contains data, quotations, or paraphrases from other sources
without adequate documentation in MLA, the assignment will be issued a grade of ‘zero’,
with no further opportunity for resubmission. In addition, the student’s name will be
reported to the Dean. Students who plagiarize may be failed from the course.
Furthermore, if an assignment has been graded by the instructor and is then discovered to
contain plagiarized content, the grade will be revoked and replaced with a zero, with no
further opportunity for resubmission, and a report will be issued to the Dean.
* The instructor is more than willing to help a student understand what constitutes
plagiarism, and also how to avoid it through the proper use of MLA citation. If feelings
of uncertainty regarding citation occur, students are encouraged to contact the instructor
prior to beginning or submitting any writing assignment.
Writing Skills
As stated in the JCC Catalog, “(c)ollege courses often demand strong writing skills. To
ensure your success you may receive assistance with your papers, essays, lab reports,
documentation of sources and other written assignments. Find help to get you started with
your writing assignments including brainstorming topics, organizing ideas, writing rough
drafts, editing, proofreading, citing sources and more. Reference materials,
encouragement and computers are available. Both faculty and peer tutors are available on
a drop-in basis or by appointment” (22). http://www.jccmi.edu/Success/
Center For Student Success
At the Center for Student Success (CSS), we are committed to providing all students the
opportunity to achieve academic success by providing a variety of support services free
of charge to Jackson College students. This includes, but is not limited to, peer and
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faculty tutoring, mental health referral, temporary assistance with transportation, various
workshops/seminars, and the TRiO program.
In addition, the CSS staff is committed to adapting the College’s general services to meet
the individual needs of otherwise qualified students with disabilities, for the purpose of
providing equal access to all programs and facilities.
http://www.jccmi.edu/success/
Late Work Policy
Late work is not acceptable. Deadlines are firm, and must be adhered to. In the event of a
documented emergency, students must contact the instructor via e-mail as soon as is
reasonably possible. Late work may not be submitted via e-mail. Late work will not
receive credit, and may be deleted from public forums such as Discussion Boards.
Final Grade Breakdown
4.0
100-93%
2.0
3.5
92-85%
3.0
84-80
1.0
64-59
2.5
79-75
0.0
58-0
1.5
74-70
69-65
Calendar
The JetNet course home page will function as our course calendar. Assignments will be
released over the course of the semester. Unless otherwise approved by the instructor,
students may not work ahead.
*The Syllabus and Calendar may be subject to change. Any changes that occur will be
clearly communicated by the instructor to all students enrolled in the course via e-mail.
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