I. ASCRC General Education Form (revised 1/27/11)
Use to propose new general education courses (except writing courses), to change existing
gen ed courses and to remove designations for existing gen ed courses.
Note: One-time-only general education designation may be requested for experimental courses
(X91-previously X95), granted only for the semester taught. A NEW request must be
submitted for the course to receive subsequent general education status.
Group
III. Language
VII: Social Sciences
(submit
III Exception: Symbolic Systems * VIII: Ethics & Human Values
separate forms
IV: Expressive Arts
IX: American & European
if requesting
V: Literary & Artistic Studies
X: Indigenous & Global
more than one
XI: Natural Sciences
X VI: Historical & Cultural Studies
general
w/ lab  w/out lab 
education
group
*Courses proposed for this designation must be standing requirements of
designation)
majors that qualify for exceptions to the modern and classical language
requirement
Dept/Program School of Theatre & Dance
Course #
THTR 335H (same as
ARTH 333H)
Course Title
Architectural History to 1850
Prerequisite
Credits
none
3
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Instructor
Phone / Email
Michael Monsos
x5138
michael.monsos@umontana.edu
Jere Hodgin
Dr. Stephen Kalm
Date
Program Director
Dean
III. Type of request
New
One-time Only
Renew
Change
Remove
X
Reason for Gen Ed inclusion, change or deletion
Description of change
IV. Description and purpose of new general education course: General Education courses
must be introductory and foundational within the offering department or within the General
Education Group. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://umt.edu/facultysenate/archives/minutes/gened/GE_preamble.aspx
This course is designed to introduce and develop an understanding of architecture from pre-history to the
start of the modern age and how the most monumental of arts reflects each society. Students will study
architectural design, the evolution of style, and the major influences of structures through a series of
PowerPoint lecture-discussions and papers that show major buildings and sites throughout history.
Students will discover the significance of architectural details and styles and how they form the foundation
of our built environment. It is the intent of this course that students will learn not only about architecture
but also—more importantly—what architecture says about who we were. This class presents architecture
from major civilizations that have had an impact on architecture throughout our world history. From the
megalithic architecture of Stonehenge and Egypt to the unrestrained decoration of the 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 shows distinctive,
informative patterns about who we are and who we have been. 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!”
V. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
Presents ideas and information with a view to
The students will learn, through architecture and
understanding the causes, development, and
the choices of builders and architects through
consequences of historical events.
time, that the built environment is a tangible,
accurate record of our history, one that under
close examination honestly portrays historical
events and time periods. Students will discuss,
both in class and through a series of short
essays, how to speak about architecture and the
significance it bears on history.
Evaluates texts or artifacts within their
Through the study of thousands of images (both
historical and/or cultural contexts.
historic and contemporary) of the built
environment in our world’s history, students will
learn to evaluate and understand architecture,
individuals, societies, and any other entity that
constructs an edifice by noting details, styles, and
design choices within that structure.
Analyzes human behavior, ideas, and
Buildings offer a unique and honest interpretation
institutions within their respective historical
of the builders and society that created them. It is
and/or cultural contexts.
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.
VI. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
Students will be able to synthesize ideas and
Students will understand, through our
information with a view to understanding the
architecture, how we have progressed, evolved
causes and consequences of historical
and developed by recognizing that design choices
developments and events.
and built environments speak volumes 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.
Students will be able to evaluate texts or
Students will be able to recognize individual
artifacts within their historical and/or cultural
styles and structures not only as components of
contexts.
history but as examples of an individual period
and society. Architecture speaks to
characteristics of communities, technical
advances, and the connections between
societies. The Minoan civilization, for example,
while existing in an isolated environment and
being 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.
Students will be able to analyze human
We are what we create; nothing is more
behavior, ideas, and institutions within their
monumental than architecture. A study of the
respective historical and/or cultural contexts
built environment is, in fact, a study of the human
condition. It speaks to who we were, what we
believe, and how we see ourselves. It is an
amazingly accurate reflection of ourselves.
VII. Justification: Normally, general education courses will not carry pre-requisites, will carry
at least 3 credits, and will be numbered at the 100-200 level. If the course has more than one
pre-requisite, carries fewer than three credits, or is upper division (numbered above the 200
level), provide rationale for exception(s).
The expectations of this course are not based on a student’s needing to pass a series of prerequisite
courses in order to be adequately prepared. There is no need for prior knowledge of architecture or art to
enroll or succeed in this course. The content is designed to teach students the artistic and cultural history
of architecture from pre-history to the start of the modern age. It is a survey course with respect to the
breadth of material that needs to be covered to include as much of architectural history as possible.
However, it has been evident over the years that in general, freshman and sophomore students have not
been as successful in this course. The amount of material presented, the communication and study skills
required, and the level of discussion generated has been more suited to advanced students.
VIII. 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
History of Architectural Design, Pre-History to 1850
Course #:
Time:
Room:
Instructor:
THTR 335H, Art 336H
M, W 8:10-9:30
GBB L13
Mike Monsos
PARTV Building Room 192
243-5138
michael.monsos@umontana.edu
Office Hours: MW 1:00-2:00, T 8-9 (full schedule on Moodle)
Text:
Architecture, From Prehistory to Postmodernity, by Marvin Trachtenberg
Materials:
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 and how the built environment contributes to and explains human history.
Students will also study the motivating forces and feelings behind architecture
and how design is influenced.
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. Absences are considered unexcused if
the instructor does not receive notification of the absence PRIOR to start of
class. Each unexcused absences can result in a loss of ten points.
Grading:
Grading will be based on total points earned on tests, and each assignment. The
plus/minus system will be used. The final test will be worth 200 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. Total
points available for the entire semester will be 600. There will be opportunities
for Extra Credit throughout the semester.
93-100%
90-92%
88-89%
83-87%
80-82%
78-79%
73-87%
70-72%
68-69%
63-67%
60-62%
59% and lower
A
AB+
B
BC+
C
CD+
D
DF
(558-600 points)
(540-557 points)
(528-539 points)
(498-527 points)
(480-497 points)
(468-479 points)
(438-467 points)
(420-437 points)
(408-419 points)
(378-407 points)
(360-377 points)
(359-lower)
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.
Extra Credit:
Students can receive extra credit by reading one or both of the books listed
below and submitting a five page paper (double spaced) reflecting on the
material. The two books are Brunelleschi’s Dome, and Michelangelo and the
Pope’s Ceiling by Ross King.
Class schedule
Date
Topic
Assignment (2nd ed)
Aug 27
Introduction
Pre-History-Megalithic
Read pp. 57-61
Aug 29
Egypt-Old Kingdom
Read pp. 62-71
Sept 3
Labor Day-NO CLASS
Sept 5
Egypt-New Kingdom
Thought paper #1 assigned
Read pp. 71-76
Sept 10
Architecture before Greece
Thought paper #1 due
Read pp. 76-89
Sept 12
Greek-Doric Order
Read pp. 91-99
Sept 17
Greek-Ionic Order
Read pp. 99-115
Sept 19
Greece
Sept 24
Test #1
Sept. 26
Ancient Rome
Read pp. 117-125
Oct 1
Ancient Rome
Thought paper #2 assigned
Read pp. 125-139
Oct 3
Ancient Rome-Pantheon, Baths
Read pp. 139-157
Oct 8
Early Christian
Thought paper #2 due
Read pp. 161-170
Oct 10
Byzantine
Read pp. 171-183
Oct 15
Early Romanesque
Read pp. 185-196
Oct 17
High and Regional Romanesque
Read pp. 196-211
Oct 22
Test #2
Oct 24
Early Gothic
Read pp. 223-227
Oct 29
High Gothic-France
Read pp. 227-233
Oct 31
Gothic in Europe
Read pp. 233-247
Nov 5
Medieval
Thought paper #3 assigned
Read pp.247-262
Nov 7
Renaissance 1
Thought paper #3 due
Read pp. 262-273
Nov 12
Veteran’s Day-NO CLASS
Nov 14
Renaissance 2
Read pp. 277-286
Nov 19
Renaissance 3
Read pp 287-303
Nov 21
Thanksgiving Holiday
Nov 26
Test #3
Nov 28
Baroque
Thought paper #4 assigned
Read pp 303-325
Dec 3
Baroque
Baroque-Rococo
Thought paper #4 due
Read pp. 327-358
Read pp. 358-371
Dec 5
Final Review
Final Exam- 8:00-10:00
(proxy instructor)
Friday, December 14th
University and School Policies
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 disciplinary sanction by
the University. All students need to be familiar with the Student Conduct Code.
The Code is available for review online at
http://life.umt.edu/vpsa/student_conduct.php.
From the School of Theatre & Dance
All Theatre & Dance students must have an in-depth knowledge of the practices
and procedures outlined in the School of Theatre & Dance Student Handbook.
The Handbook is available online at
http://www.umt.edu/theatredance/about/handbook.
There is inherent risk involved in many Theatre & Dance classes as they are
very physical in nature. Please proceed through class, shop time, or rehearsal
with caution. Always be mindful of your personal safety and the safety of others.
Students participating in class/shop/rehearsal/performance do so at their own
risk.
Due to safety considerations, at no point during a student’s time spent in class or
serving on a production (in any capacity) should non-enrolled persons be guests
of that student without my consent. Presence of such unauthorized persons in a
class, shop, or any backstage/off-stage area will negatively affect a student’s
grade.
From the EO/AA Office:
Students with disabilities may request reasonable modifications by contacting
me. The University of Montana assures equal access to instruction through
collaboration between students with disabilities, instructors, and Disability
Services for Students (DSS). “Reasonable” means the University permits no
fundamental alterations of academic standards or retroactive modifications. For
more information, please consult http://life.umt.edu/dss/.
Please note: Approved general education changes will take effect next fall.
General education instructors will be expected to provide sample assessment items and
corresponding responses to the Assessment Advisory Committee.