ART 111.02: Prehistory through 1400 C.E.
1/18/16-5/8/16 • Wednesday 6:00-9:00 PM • Justin Whiting Hall, Room 104
Course Syllabus • 3 Credit Hours • Prerequisite: ENG 085
Sarah Shirk, M. Liberal Studies • shirksarahj@jccmi.edu
Bronze handle attachment in the form of a mask, Late Hellenistic or Early Imperial, 1st century B.C.E. – 1st
century A.D., Greek or Roman, bronze, 10 in., Metropolitan Museum of Art, NYC
Course Description:
This course is a survey of art history and aesthetics covering art from the Prehistoric era through
the Middle Ages. 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 and in each assignment drop box.
3. Allow yourself to seek assistance when you need it.
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. (See page 9.)
5. Manage your time well.
Course Activities and Methods of Evaluation
Formal Analysis (100 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. Students will then conduct an independent formal analysis on a chosen
work of art. The formal analysis process has been broken down into four 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: The four worksheets will be graded in accordance with the following rubric,
and will award up to 100 points.
Worksheet 1: Description
1
0
15 points
2
1-3 sentences are composed
on the following formal
elements (1-6) and
principles of design (7-15),
describing how each is used
in the work of art.
1-3 sentences are not
composed on the following
formal elements (1-6) and
principles of design (7-15),
describing how each is used
in the work of art, OR the
description is not accurate.
Worksheet 2: Analysis
5 points
0 points
25 points
Composed 1 paragraph of
5-8 sentences on each.
Content is either inaccurate
or insufficient (less than 5
sentences).
Line
Shape
Forms
Space
Color
Texture
Balance
Emphasis
Movement
Pattern
Repetition
Proportion
Rhythm
Variety
Unity
What is your emotional
reaction to the object?
What are the iconographic
(symbolic) elements found
within the work? What do
they mean?
What is the most distinctive
formal element (1-6) in this
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work of art, and how does it
impact the viewer's
experience of the piece?
What is the most distinctive
principle of design (7-15),
and how does it impact the
viewer's experience?
Analyze the composition.
How does it lead the viewer
toward a particular
experience or
interpretation?
Worksheet 3:
Interpretation
10 points
5 points
0 points
One lengthy
paragraph of at
least 8 sentences
is composed in
response to each
question.
One paragraph of
5-7 sentences is
composed in
response to each
question, OR the
paragraphs
contain minor
logical or
interpretive
inaccuracies.
Less than 5
sentences are
composed, OR
the paragraphs
are largely
illogical or
inaccurate.
Worksheet 4: Judgment
20 points
10 points
0 points
40 points
Two lengthy and
accurate
paragraphs of at
least 8 sentences
are composed in
response to each
question.
Two paragraphs
of 5-7 sentences
are composed in
response to each
question, OR the
paragraphs
contain minor
inaccuracies.
Less than 5
sentences are
composed, OR
the paragraphs
are largely
inaccurate.
20 points
What is the main idea or
overall meaning of the
work?
State your interpretation in
one clear, logical, and
assertive sentence. Identify
and discuss two points of
evidence inside the artwork
that support your
interpretation.
4
Identify two style-specific
criteria that you think are
most appropriate for
judging the artwork.
Describe the stylistic
and/or theoretical
significance of each.
What evidence inside the
artwork relates to each
criterion? How do they
relate to the criteria? What
do they reveal about the
choices made by the
artist?
Small Group Presentations (45 points)
This activity meets the following Course Objectives: 1, 2, 3, 4, 5, 6, & 7.
Activity: Students will be assigned a small group, an artistic style, and a presentation
date during Week 2. Together, students will create a PowerPoint or Prezi of 8-10 slides.
Three guiding questions must be formulated and answered in support of the analysis of at
least one work of art. 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 45 points.
Small Group Presentation Rubric
Slides
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
Guiding Questions:
Relevance
Guiding Questions:
Challenging
Guiding Questions:
Depth of Effort and
Understanding
Vocabulary Terms
Images
Artistic Style
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.
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
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.
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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 Summaries (60 points each; 120 points total)
This activity meets the following Course Objectives: 3, 6, & 7.
Activity: Students will compose a summary of John Elsner's 1996 article Image and
Ritual: Reflections on the Religious Appreciation of Classical Art, and another 2-page
summary on Laura Spitzer’s 1994 article The Cult of the Virgin and Gothic Sculpture:
Evaluating Opposition in the Chartres West Façade Capital Frieze.
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After reading the article, students will be organized into small groups for discussion.
Discussions provide students with an opportunity to collaborate so that everyone’s
comprehension of the article can be strengthened.
After discussion, students will independently compose a 2-3 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.")
The Article Summary must adhere to MLA guidelines (including a Works Cited page, intext 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 60 points.
Article Summary Rubric
Accuracy of
Summarization
Clarity and Format
20
10
0
The article is
completely and
accurately
summarized.
The summary is
partially accurate.
The summary is not
at all accurate.
20
10
0
Writing is clear,
logical, is free of
errors and meets
length and format
requirements.
Reading
Proficiency
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.
20
10
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.
8
Field Trip (60 points)
This activity meets the following Course Objectives: 3 & 8.
Activity: On Saturday, April 30th, students will take a field trip to the Detroit Institute of
Art.
We will leave from JW 104 at 8:30 a.m. sharp. Please arrive at least 15 minutes prior to
departure in order to sign in and receive the Field Trip Packet, printed driving directions,
and a JC Art History sign for the back window of every vehicle.
The DIA is located at 5200 Woodward Ave, Detroit MI 48202. The DIA's phone number
is 313.833.7900. The admission fee is $12.50 for an adult, and $7 for college students
with a valid student photo ID. The museum is open from 10 am to 5 pm on Saturdays.
Upon arrival, students will respectfully participate in a guided tour of the Museums.
Following the Guided Tour, we will have lunch in the museum cafe. Students will then
have until 3:00 to complete the Field Trip Packet and submit it to the instructor. Students
must bring a pencil and a set of colored pencils to complete the assignment, and a
clipboard upon which to write. PENS ARE NOT PERMITTED IN THE MUSEUM.
We will depart as a group at 3:00, and return to JC at 4:30.
Assessment: Completion of the Field Trip Packet will award students up to 60 points,
and will be graded in accordance with the following rubric.
Field Trip Rubric
Initial Response
5 questions
20
10
0
A chosen favorite
work of art is
described in detail,
along with a
description of its
appeal to the
viewer.
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.
20
10
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
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.
9
reflect authentic
inquiry.
Sketch
20
10
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.
Final Project (40 points)
This activity meets the following Course Objectives: 3 & 8.
Activity: This project will require students to select 6 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 week of the semester 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.
Choose ONE work of art from each of the following categories, for a total of six. 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.
E.
One work from the Prehistoric Era
One work from the Ancient Near East OR Ancient Egypt
One work from Ancient Greece
One work from Ancient Rome
One work from the Medieval Era (Byzantine, Early or Late Medieval,
Romanesque, OR Gothic)
F. 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
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available to you, such as Microsoft Word, Paint, Photoshop, or another program
that will allow you to cut/crop/edit images.
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.
Final Project Rubric
Works of Art
5
3
1
0
Six works of art
are presented
and represent
each of the
required
categories listed
in the
assignment
description.
4-5 works of art
are presented
and represent the
required
categories listed
in the
assignment
description.
2-3 works of art
are presented
and represent the
required
categories listed
in the
assignment
description
0-1 works of art
are presented
and represent the
required
categories listed
in the
assignment
description
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Museum Labels
Images
5
3
1
0
Six museum
labels meet the
length and
content
requirements
listed in the
assignment
description.
4-5 museum
labels meet the
length and
content
requirements
listed in the
assignment
description.
2-3 museum
labels meet the
length and
content
requirements
listed in the
assignment
description.
0-1 museum
labels meet the
length and
content
requirements
listed in the
assignment
description.
5
3
1
0
Six images of
works of art are
accurate and
clear, and
represent each of
the required
categories listed
in the
assignment
description.
4-5 images of
works of art are
accurate and
clear, and
represent each of
the required
categories listed
in the
assignment
description.
2-3 images of
works of art are
accurate and
clear, and
represent each of
the required
categories listed
in the
assignment
description.
0-1 images of
works of art are
accurate and
clear, and
represent each of
the required
categories listed
in the
assignment
description.
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
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).
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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
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.
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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 in class.
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