I. ASCRC General Education Form
Group
VI: Historical & Cultural Studies
Dept/Program
Course #
Drama/Dance
(cross-listed with Art)
Course Title
History of Architectural Design, Pre-History to 1850
Prerequisite
Credits
DRAM U 336H
ART U 336H
3
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Date
Mike Monsos
x5138
michael.monsos@umontana.edu
Program Chair
Mark Dean
x2879
Dean
Dr. Stephen Kalm
x4970
III. Description and purpose of the course: General Education courses must be introductory
and foundational. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://www.umt.edu/facultysenate/gened/GEPreamble_final.htm
Requestor
Phone / Email
This course is designed to introduce and develop an understanding of the built environment from prehistory to the start of the modern age. Students will study architectural design, the evolution of style and
the influences of society towards structures through a series of PowerPoint lecture/discussions that show
major buildings and sites throughout history. It is the intent of this course that students will learn not only
about architecture but also about what architecture says about us and who we were. In the words of John
Ruskin, “We may live without her, and worship without her, but we cannot remember without her. How
cold is all history, how lifeless all imagery, compared to that which the living nation writes, and the
uncorrupted marble bears!”
IV. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://www.umt.edu/facultysenate/ASCRCx/Adocuments/GE_Criteria5-1-08.htm
Courses teach students how to present ideas and The students will learn, through architecture and
information with a view to understanding the
the choices of builders and architects through
causes, development, and consequences of
time, that the built environment is a tangible,
historical events.
accurate record of our history, one that under
close examination honestly portrays historical
events and time periods.
Courses teach students how to evaluate texts or Through the study of thousands of images of the
artifacts within their historical and/or cultural
built environment in our world’s history, students
contexts.
will learn to evaluate and understand individuals,
societies and any other entity that constructs an
edifice by noting details, styles, and design
choices within that structure.
Buildings offer a unique and honest interpretation
of the builders and society that created them. It is
in these choices that human behavior can often
be understood and recognized. Architecture is
often considered the mother art: without
architecture, we have no soul.
The course justification should explain the
This class presents architecture from major
approach and focus with respect to its
civilizations that have had an impact on
chronological, geographical, and/or topical
architecture throughout our world history. From
content. A methodological component (e.g.
the megalithic architecture of Stonehenge and
historiography or ethnography) must be
Egypt to the unrestrained decoration of the
apparent.
Baroque, we learn how architecture brings
meaning to our lives, creates lasting impressions
by its association to periods in history like the
classical age of Greece, and how the evolution of
these styles show distinctive, informative patterns
about who we are and who we have been.
V. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://www.umt.edu/facultysenate/ASCRCx/Adocuments/GE_Criteria5-1-08.htm
Upon completion of this perspective, students
Students will understand, through our
will be able to synthesize ideas and information architecture, how we have progressed, evolved
with a view to understanding the causes and
and developed, by recognizing that design
consequences of historical developments and
choices and built environments speak volumes
events.
about our society. This is in no way a study of
individual structures and individual design
choices. It is a comprehensive look at the history
of our world by studying the most monumental
artifacts we have ever created.
Upon completion of this perspective, students
Students will be able to recognize individual
will be able to evaluate texts or artifacts within
styles and structures not only as a component of
their historical and/or cultural contexts.
history but as an example of an individual period
and society. The Minoan civilization, for
example, while existing in an isolated
environment and one that carried a very unique
approach to structures of the time, still influenced
others and was itself operating from a skill set
and technological advances that were already in
place.
Upon completion of this perspective, students
We are what we create, and nothing is more
will be able to analyze human behavior, ideas,
monumental than architecture. A study of the
and institutions within their respective historical built environment is, in fact, a study of the human
and/or cultural contexts.
condition.
VII. Syllabus: Paste syllabus below or attach and send digital copy with form. ⇓ The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus
preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
Courses teach students how to analyze human
behavior, ideas, and institutions within their
respective historical and/or cultural contexts.
History of Architectural Design, Pre­History to 1850 Course #:
Time:
Room:
Instructor:
Text:
Materials
Needed:
Drama 336, Art 336
M, W 8:10-9:30
GBB 108
Mike Monsos
PARTV Building Room 192
243-5138
michael.monsos@umontana.edu
Architecture, From Prehistory to Postmodernity, by Marvin Trachtenberg
None
Course Description:
This course is designed to offer students a knowledge and understanding of architecture
styles, designs and choices of the built environment from prehistoric megalithic architecture
to the start of the modern age. Students will view presentations in each class and participate
in discussions about architectural styles and design. Students will have additional research
assignments that will study architectural choices in more depth.
Course Objectives:
Students will gain an understanding of architecture, architectural styles and details.
Students will also study the motivating forces and feelings behind architecture and how
design is influenced.
Academic Misconduct and the Student Conduct Code
All students must practice academic honesty. Academic misconduct is subject
to an academic penalty by the course instructor and/or a disciplinary sanction by
the University.
All students need to be familiar with the Student Conduct code. The Code is
available for review online at: www.umt.edu/SA/VPSA/Index.cfm/page/1321.
Grading:
Grading will be based on total points earned on tests, term paper and each assignment.
The plus/minus system will be used. The final test will be worth 125 points, each of the
three tests throughout the semester will be worth 100 points each. “Thought” papers will be
worth 25 points each for a total of 100 points. The term paper will be worth 75 points.
Total points available for the entire semester will be 600. There will be opportunities for
Extra Credit throughout the semester.
93-100%
A
(558-600 points)
90-92%
A-
(540-557 points)
88-89%
B+
(528-539 points)
83-87%
B
(498-527 points)
80-82%
B-
(480-497 points)
78-79%
C+
(468-479 points)
73-87%
C
(438-467 points)
70-72%
C-
(420-437 points)
68-69%
D+
(408-419 points)
63-67%
D
(378-407 points)
60-62%
D-
(360-377 points)
59% and lower
F
(359-lower)
Attendance policy:
Attendance is extremely important; it is assumed students will attend all classes. If a class
is going to be missed, please contact the instructor and make arrangements for making up
the work. Each unexcused absence where a student makes no attempt to make up work or
does not do the assigned make-up will result in the drop of ten points from the student’s
total grade.
Class schedule
Date
Topic
Assignment
Aug. 25
Introduction
Read pp. 57-61
Pre-History-Megalithic (disc 1)
Aug. 27
Egypt-Old Kingdom (disc 2)
Sept. 1
Labor Day-NO CLASS
Sept. 3
Egypt-New Kingdom (disc 3)
Read pp. 62-71
Read pp. 71-76
Sept. 8
Architecture before Greece (disc 4)
Read pp. 76-89
Sept. 10
Greek-Doric Order (disc 5)
Read pp. 91-99
Sept. 15
Greek-Ionic Order (disc 6)
Read pp. 99-115
Sept. 17
Test #1
Sept. 22
Ancient Rome (disc 7)
Read pp. 117-125
Sept. 24
Ancient Rome (disc 8)
Read pp. 125-139
Sept 29
Ancient Rome-Pantheon, Baths (disc 9)
Read pp. 139-157
Oct. 1
Early Christian (disc 10)
Read pp. 161-170
Oct. 6
Byzantine (disc 11)
Read pp. 171-183
Oct. 8
Early Romanesque (disc 12)
Read pp. 185-196
Oct. 13
High and Regional Romanesque (disc 13)
Read pp. 196-211
Oct. 15
Test #2
Oct. 20
Early Gothic (disc 14)
Read pp. 223-227
Oct. 22
High Gothic-France (disc 15)
Read pp. 227-233
Oct. 27
Gothic in Europe (disc 16)
Read pp. 233-247
Oct. 29
Medieval (disc 16A)
Read pp.247-262
(Term paper topic due!)
Nov. 3
Renaissance (disc 17)
Read pp. 262-273
Nov. 5
Renaissance (disc 18)
Read pp. 277-286
Nov. 10
Renaissance (disc 19)
Read pp 287-303
Nov. 12
Test #3
Nov. 17
Baroque (disc 20)
Read pp 303-325
Nov. 19
Baroque (disc 21)
Read pp. 327-358
Nov. 24
Baroque theatre (disc 22)
None
Nov. 26
Thanksgiving Holiday
Dec. 1
Baroque-Rococo (disc 24)
Dec. 3
Final Review
Final Exam-
8:00-10:00
Read pp. 358-371
Tuesday, Dec. 9th
Essays
There will be four “thought” papers assigned over the term. These papers will be on both
assigned and found buildings. Students will write approximately one page essays on an
architectural description of the building as well as an opinion of the building’s design with
respect to mass, period, aesthetics, function, context, and style.
Term Paper
There will be one term paper required for this course. Due date will be Dec. 1st. Topics will
be chosen by the student but need to encompass an aspect of architectural history covered
within this course. Topics need to be submitted to the instructor, for approval, by Oct. 15th.
The paper needs to be a minimum of five pages in length, double-spaced.
All Drama/Dance students must have an in-depth knowledge of the
practices and procedures outlined in the Department of Drama/Dance
Handbook. The Handbook is available online at
http://www.sfa.umt.edu/drama/index.html.
*Please note: As an instructor of a general education course, you will be expected to provide
sample assessment items and corresponding responses to the Assessment Advisory Committee.