Art History Program Planning 2011-2012
I. Background, Evaluation and Analysis
Program Description
The Cabrillo College Art History Program offers a wide variety of lower division transfer
courses in the history of the visual arts in Western and Non-Western culture for students
majoring in Art History and for students requiring humanities credits in other majors.
Cabrillo College Art History courses provide students with opportunities to explore the
meaning and purpose of art within their physical and social settings. Since the late 1960s
Art History has existed as one program within Art Studio. Students learn about artists,
patrons, and audiences who viewed and appreciated works of art. The subjects, forms,
and purposes of art are studied within a specific cultural and historical period. Western
and Non-Western multicultural courses are offered to provide students a balanced
curriculum and global analysis of the art world. Students are taught to identify and
describe known and unknown art works and to use art objects as evidence to solve
problems in Art History that require critical thinking. Traditional and contemporary
approaches to the study of Art History are revealed as an additional source of discussion
and critical thinking. Art History courses utilize slide presentations in a lecture and
distance learning format, text and Internet readings, class discussions, films, and visits to
galleries and museums.
Cabrillo College Art History complies with the College Mission Statement by teaching
courses that require students to utilize critical and independent thinking to solve problems
involving art in multicultural contexts on an ever-changing world stage. The newly
completed VAPA Forum lecture hall coupled with six outstanding Art History faculty,
one fulltime and five adjunct, create an accessible and effective learning environment for
students in their quest for transfer, career preparation, and personal fulfillment. At our
Watsonville site Art History has enjoyed 24 years of unbroken success by providing
courses that offer a balanced curriculum, utilizing varied teaching methods for a diverse
community.
The goals of the Art History program encompass student success in achieving transfer
and career objectives for all students at the college within an environment of lifelong
learning. All Art History courses transfer as three units of credit in the Arts and
Humanities. Students in Art History can achieve an Associate in Arts degree with a
minimum of 18 units of core courses and prepare for transfer to UC, CSU, and private
college programs in Art history. In addition, five courses in Art History in the fields of
Asian Art and traditional arts of the Americas fulfill the Multicultural graduation
requirement for a Cabrillo degree, and the diversity requirement for many transfer
universities. Every Art History course is a Core course that transfers either as general
education or as a transfer requirement to UC and CSU. Art History courses are also
required for the college’s Associate in Arts degree in Studio Art, and for major
preparation at the transfer universities in Studio Art.
Relationships
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Cabrillo College VAPA Division - Art Studio majors must complete two of four core
courses in Western Art History for the A.A. degree requirements. The visual resources of
the slide library support both the Art History and the Art Studio programs. A recent
implementation of digital images for lectures has improved both programs. Planning,
budget and curriculum of both programs are integrated under the Art Studio Program
Chair, the Art History Program Coordinator, and the VAPA Dean. The Music course
M77, Correlation of the Arts, integrates Art History, Music and Theater Arts, exploring
the creative links between disciplines. This course has been an important resource and
requirement for California schoolteachers. The Arts of China, Korea and Japan (AH 17)
and the Art of India and Southeast Asia (AH 16) are listed as recommended electives in
the Asian Studies Program. AH 11H, Honors Ancient Art, provides the Art History
Program with a vital link to the Cabrillo College Honors Program and has aided students
in transfer to California universities.
California Public Universities - All Art History courses at Cabrillo have been designed to
transfer to UC and CSU campuses, which provide students with general education and
major preparation coursework that can be used at many other institutions. Each
university has its own articulation agreements with Cabrillo and may require slightly
different course-to-course equivalency. Art History majors have transferred in greatest
numbers to UC Santa Cruz, UC Santa Barbara, UC Berkeley, UC San Diego, CSU San
Jose, CSU Monterey Bay, and CSU Humboldt. In the last two years, Spring 2011 and
2010, Cabrillo Art History majors have had unusually high success in transferring to
UCLA and Berkeley.
C-ID – California Course Identification Numbering System – Two of our Art History
courses (AH 20A and AH 20B) have been granted C-ID numbers through the common
course numbering project to ease transfer for students.
Articulation Agreements Examples
University of California, Santa Cruz - Cabrillo Art History majors fulfill their lower
division requirements by completing Western and multicultural courses according to the
articulation agreement with the “Visual Culture” emphasis of the Art History program at
UCSC. AH 53, Contemporary Art and Visual Culture, have been added to the Cabrillo
curriculum and AH 14, Modern art, has been modified to include a greater emphasis on
visual culture.
University of California, Davis - An articulation agreement with UCD enables transfer
for Cabrillo students who select three Art History courses from the following four
cultural periods, Ancient, Medieval and Renaissance, Modern, and Asian (China, Korea
and Japan). All but Medieval and Renaissance articulate as equivalents. Medieval and
Renaissance can be taken at Cabrillo as separate courses or as one course at UCD.
University of California, Santa Barbara - A course to course articulation agreement
exists with UCSB that allows Art History majors to select one course from Non-Western
courses, Asian courses, or Arts of the Americas, as well as one course from period
surveys in either Ancient, Medieval, Renaissance or Modern Art. Students are
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encouraged to take as many lower division major requirements as possible prior to
enrolling in UCSB.
Costs
Over the past five years enrollment and FTES has increased at a greater pace than the
college. From the graph below the increase in Art History FTES over five years shows a
28% increase for the fall (54.9-69.1 FTES) and a 43% increase in spring (53.4-76.4
FTES). The dramatic leap in enrollment and FTES from 2006/07 to 2007/8 is partly due
to increased TUs for one year and the move to a new facility within the VAPA arts
complex. For the same years the college average increased its FTES by 14.5% for the
fall and by 13% in the spring.
Art History Program Load Tables
College Load Tables
Over a five-year span the WSCH/FTEF load factor for the Art History Program increased
from 727.1 to 776.1 or an increase of 6.7% in the fall and from 639.4 to 948.6 or an
increase of 48% for the spring. Over the same years the college average load increased
9.6% from 571.9 to 627.0 for the fall, and in the spring it experienced an increase of
12.5% from 536.9 to 604.0. The Art History Program load is 24% higher than the college
average for fall in 2009/2010 and 57% greater in the spring. The Art History Program
load began significantly higher than the college average five years ago and increased over
the years because Art History FTEF remained stable while its FTES increased
dramatically.
The increase in FTES is due to a variety of factors. Student demand is one factor.
Retention, student success and fill rates have made slight advances along with a reduction
in the number of multiple competing sections. Over the last three and one half years the
Art History Program has taught most of its classes in a new lecture hall with fewer seats
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but a new higher enrollment cap (70-75 students). The Art History Program has one of
the highest averages per class enrollments on campus.
The high efficiency of the Art History program is best described by examining total
Program cost per FTES.
Art History vs. College Efficiency Expenditures/FTES Tables
Academic Year Total Program
Program
College Based
College
Expenditures
Cost per FTES Expenditures
Cost per FTES
2009/10
$160,667
$1104.24
$27,072,480
$2324.93
2008/09
$177,206
$1342.46
$28,658,802
$2398.10
2007/08
$199,431
$1591.62
$29,023,043
$2724.40
2006/07
$172,504
$1628.93
$26,934,725
$2694.68
2005/06
$142,593
$1316.64
$25,688,668
$2510.62
The Art History Program cost per FTES is less than one half the college average over
the last five years. Art History remains one of the most efficient programs on campus
and that analysis has been reaffirmed by the recent Task Force Matrix findings that
place Art History #5 in overall ranking that involves efficiency as the most significant
factor.
Student Learner Outcomes
All Art History courses include Student Learner Outcomes through curriculum review,
program planning, and periodic assessment. All four Core Competences:
Communication, Critical Thinking and Information Competency, Global Awareness, and
Personal Responsibility and Professional Development have been incorporated into the
Art History curriculum.
The transition to adopting these Core Competencies has been a natural outgrowth of the
Art History philosophy since the adoption of the program in the late 1960s. From the
beginning, the variety of world cultures and periods have taught the importance of Global
Awareness in courses including the Ancient Near East, Europe, Asia, and the Americas.
Communication is at the heart of a successful Art History program. Lecture based
classes utilize oral comprehension, verbal discussions, and exchange of ideas. Exams
and assignments require written essays of varying length that require comprehension of
lectures, text and outside readings, as well as personal discovery.
Art History courses have always involved Critical Thinking and Information
Competency. Students are required to research topics, analyze the information, and apply
their knowledge in problem solving. The multiple aspects of problem solving, including
the identification of problem issues, and the plan of action required, are a regular part of
lecture pedagogy.
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Students are advised of the importance and benefits of Personal Responsibility and
Professional Development in Art History courses. Students are consistently required to
assess their knowledge and preparation for their classes. At the beginning of each course
a discussion about degree preparation, transfer, program major goals, and counseling is
given in order to remind students of the importance of self assessment. These discussions
have proven to be very fruitful and include both Art History and non Art History majors.
Student Learner Outcomes have been regularly incorporated into Art History courses for
individual student activities with measurable results and have included:
1. Write an essay that synthesizes the vocabulary terms and concepts included in the
study of Ancient art.
2. Analyze the identity of known and unknown Ancient art works in terms of period and
iconography.
3. Distinguish between different works of Ancient art in terms of form and style.
4. Utilize works of Ancient art to explain their social, economic and archaeological
contexts.
The SLOs are altered to reflect the subjects of each course period and culture and have
been included in all Art History course syllabi. While all four of these outcomes have
previously been included in the normal course of studies, the last two SLOs were omitted
from course curriculum changes in the spring of 2012 but will soon be resubmitted to all
Art History courses. This Program Plan will not reflect any temporary changes to the four
Student Learner Outcomes stated above.
Over the past five years Student Learner Outcomes have been the first item of Art
History meetings. We assess the results of our assignments and suggestions are made to
improve our results. The discussions of the four outcomes listed above, including
discussions of the Core Competencies are given below:
1. The most challenging assignments utilizing analysis and problem solving have
proven to be only marginally less successful than content comprehension exams.
The extra effort involved in critical thinking exercises frequently requires students
to better prepare their Art History basic skills. Information comprehension and
analysis have become two parts of the whole that feed off one another. Students
are unable to write an essay synthesizing the interplay of individual traits and
attributes of the Greek gods without first being able to identify the names and
appearances of the divinities themselves.
2. Identifying unknown works of art during exams has proven to be the most
enduring challenge for art history students and the most consistent measureable
SLO in all our classes. Art that has never before been seen in class but which is
related to works previously seen requires students to analyze and relate their
knowledge of known artworks in order to identify unknowns. Overall, students
tend to answer these types of questions with 70-85% accuracy. The success is
due to overall preparation.
3. Individual tutoring by Art History instructors improves the performance of
students. Lately, with class sizes averaging 75 students per course, individual
tutoring has proven to be a daunting task. From our perspective, outside tutoring
in Art History classes has not proven to be effective unless the tutors are trained
art historians. The use of the Art History Slide Librarian for tutoring will greatly
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improve the potential for student success. Student study groups have also been
effective for some classes.
4. Online support has increased in all Art History courses. Instructor websites with
course material, including assignments, lectures and course schedules have
become a common thread within the program. The information contained in
online format assists students who regularly attend class and those that must miss
class due to illness or work and results in improved student success.
5. Recently the greatest challenge facing student performance is not the lack of
support materials or personnel but in outside employment. The burden of everincreasing job responsibilities has depleted the focus of many students taking Art
History courses. All the individual tutoring and support services that can be
brought to the student’s attention are of no use to the student who has no time to
study. Increases in student fees will not only deprive more learners from
attending college, but will also cause an increase in work hours that compete with
study time.
6. Students praise the Art History lecture hall yet slight improvements in furnishings
could enhance the efficiency of teaching in the lecture hall and in the adjoining
seminar room.
Student Success
The student success rate for those who take Art History courses is slightly above the
college average and has increased steadily by small increments over the past five years.
Art History Student Success Tables
College Student Success Tables
Student Retention rates for Art History students are likewise slightly ahead of the
college average and have also experienced slightly increasing rates over the same
period. Art History courses are rigorous and demanding for all students but are
particularly difficult for those whose work schedules are excessive. One to one tutoring
from course instructors or tutors trained in Art History would be of considerable help.
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Student Survey
Only one class in Art History was surveyed for the student survey. That one class
included 72 students out of 700 that take Art History each semester. The survey
indicated that 21% of the students were Art History declared majors and 75% of the class
were taking between 6-12 units that semester. One explanation for taking a reduced load
is that some students appear to be working more hours at jobs outside of school. With
less time for school one would expect that students would opt for online classes but 84%
responded that they preferred face-to-face instructors. Currently, 20% of Art History
courses are taught online and these are taken by those who cannot travel to campus.
Nearly 50% selected an Art History course because it fulfilled a requirement and because
it was offered at the right time. Art History classes are offered primarily in the morning
and evening. Forty-seven per cent of the students responded that they would take another
Art History course; many favorable evaluations were expressed. The students by a wide
margin believed that the syllabus reflected the actual content of the course and that they
were sufficiently assessed. They also mentioned that the quality of instruction, classroom
equipment, and the Art History lecture hall were of a high level. In terms of support, 60%
of the students surveyed had met with a counselor. This may be related to the fact that a
high percentage of students who take Art History courses say they have intentions of
transferring to a four-year institution within two years. The survey reiterates the trend of
Art History student age statistics. Eighty per cent are under 30 years of age. They enjoyed
learning about another culture within a visual history environment. Negatives ranged
from those who felt the course was too demanding and work intensive to those who
wished there were more Art History classes taught at the times they could take them.
Curriculum Review
Summary of changes – Ancient Art, AH11 H, is new but all other courses have been
revised or updated. Pre-requisites and co-requisites were brought up to date. SLOs were
reviewed and altered to more closely reflect actual activities. Course objectives and
outlines were revised to become clearer. Methods of evaluation were updated to reflect
actual practices. Textbooks were updated, and selected in part to reduce student costs.
All courses provide credit for an AA degree as well as transfer to CSU and UC. Art
History courses comply with all Title V credit course criteria, including critical thinking,
college level learning skills, essay writing, cultural diversity and more.
II. New Directions
The mission of the Art History Program has evolved over the past ten years along with
changes in the college, the county and the state as a whole. Economics and new
educational priorities have created a different emphasis for all California Community
Colleges. Five years ago, the mission of Art History was to serve both the community as
well as the needs of transfer students. Even at that time, there had been a five-year trend
toward fewer community and continuation/enrichment students vs. transfer students. The
average age of students in Art History courses has dropped dramatically. The results of
the student survey, while narrow, appear to reflect the overall trend: 80% of the students
in the Art History courses are under the age of 30 and many are in the traditional fouryear college spectrum of 18-21.
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While some students take Art History for personal enrichment, the vast majority has
made choices based on transfer requirements. The college research and planning
department is undergoing a study of what percentage of all college transfer students take
Art History.
Art History majors have shown an increasing success in transfer to top tier universities
within the state of California. Over the last two years a high percentage of our Art
History majors have been admitted to UCLA and Berkeley. Students have experienced a
different approach to their transfer counseling. Students over the past three years who
thought they had no options other than local universities have been encouraged to widen
their choices. They have been rewarded not only with a broader range of university
acceptances, but scholarships as well.
Beginning in the spring of 2011 an Art History honors course in Ancient Art was offered.
Thirty-nine students completed the course. The Cabrillo College honors program has
been a clear success in the few years it has been in operation. The two honors program
students who declared Art History majors both were accepted to UC Berkeley. At
present only one course, Ancient Art Honors, has been approved as part of the honors
program and it is offered every other year. Additional honors Art History courses are
under consideration.
III. PROGRAM GOALS AND RECOMMENDATIONS
1.
Goal: Improve student transfer success and Art History major degree
choices . Add two course sections for the 2012-2013 academic year.
Activity: Add Medieval Art (AH 12) in the fall term of 2012 and Ancient Art
(AH 11) in spring 2013.
Cost: $10.927.50
Rationale: Medieval and Ancient Art courses promote Global Awareness of
Europe and the Near East. Medieval Art is offered only once a year. Offering it every
semester will allow Art History majors a maximum opportunity to take this course and
provide greater opportunities for non-majors to take this popular transfer course. In the
spring term of 2013 the only Ancient Art course will be in the honors program. Adding a
section of Ancient Art will allow non-honors program students the opportunity to take
this course.
2.
Goal: Improve the planning and developmental capabilities of the Art
History Program by establishing an independent program with an Art
History Program Chair.
Activity: Remove Art History from the varied programs of Art Studio and
establish the Art History Program as a separate entity complete with its own
Program Chair.
Cost: $10.927.50 per year (1 course released per semester)
Rationale: An Art History Program Chair will facilitate SLO Assessment
throughout the program. Art History as a Program has different goals and course
requirements when compared with Art Studio. Art History courses have more curriculum
structure similarities with the lecture courses in the programs of History, Sociology,
8
Philosophy and Anthropology. Art History is an AA degree program, given separate
status in the College Catalogue, Schedule of Classes, academic hiring priority and given
statistical analysis by the college as a separate program.
Art Studio and Art History have been bound together more by past tradition than need.
The administration of the Art History Program has been carried out by the Art History
Program Coordinator for the past 10 years yet is technically under the supervision of the
Art Studio Program Chair. The Art Studio Program Chair responsibilities have become
exclusively Art Studio and not Art History.
The Art History Program has grown faster than the college average over the last ten years
and has not received contract faculty support. Cabrillo College Art History produces
more FTES than many programs on campus with two and some with three contract
faculty members. Recognition of the evolving status of the program requires
improvement in the administration of Art History.
3.
Goal: Improve student success and instructor efficiency. Establish full
technical support for the delivery of Art History and Art Studio courses.
Activity: Restructure the Slide Librarian from half to full time status.
Cost: $27,104.27 (Maintenance of programs)
Rationale: Art History tutoring has become an increasing important
responsibility of the Slide Librarian and was outlined in the discussions of Student
Learner Outcomes (3) above. The current Slide Librarian’s responsibilities have grown
over the past five years with the move to the new VAPA complex. What was once a
support staff for Art History has evolved to include Studio Art. The present librarian is
responsible for training of all individuals in the use of the equipment in Art History and
Studio. The duties of this position directly support the students in the classroom by
tutoring. The proximity to the lecture hall, the adequate teaching space, and the visual
support materials facilitate the tutoring goals of the Slide Librarian.
4.
Goal: Assist faculty in the delivery of digital and computer-assisted
presentations.
Activity: Fund two laptops for instruction.
Cost: $2798.00
Rationale: Online support of Art History courses has been discussed in SLO
assessments of student success in (4) above. The digital delivery of complex media
presentations requires up to date equipment. Laptops provide mobility from office to
classroom. The current laptops are now five years old and are falling behind in accessing
software and Internet capabilities for classroom use. The high tech classroom facilities in
VAPA 1001 will require laptops equal to their performance. Currently laptops serve duel
use as both office computer and lecture hall computer.
5.
Goal: Assist faculty in the delivery of classroom lectures for Art History,
Music, Theater and Dance lectures.
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Activity: Purchase classroom furniture never ordered in original building
plan
Cost: $3000
Glass exhibition case in classroom for display of art or special exhibit.
Table in classroom
Stool for podium
Seminar room black board
Seminar room chairs
Rationale: Improvements to the classroom increase overall effectiveness of lectures
and discussions as mentioned in SLO section number (6) above. Students have
requested a place to display student papers or artwork. A lockable glass case would
provide the security necessary in a non-gallery setting of the classroom. A table is
needed next to the podium for papers and daily lecture needs. A stool for the podium is
essential in a class that can be as long as three hours. The seminar room has no
blackboard and it would be useful for students and administrative meetings. Six extra
chairs for the seminar room would allow a larger meeting with students and can be
brought into the lecture hall for extra seating.
6.
Goal: Assist faculty in the delivery of classroom lectures.
Activity: Purchase a macro copy lens for the copy stand in the Slide Library.
Cost: $600
Rationale: Digital media and their inclusion in lectures and online support have
been mentioned in SLO assessments above (4). A copy lens allows faculty to make
digital copies of illustrations from books and flat media for use in lectures. The current
lens distorts images.
APPENDIX
Transfer and Basic Skills
Departmental Assessment Analysis Form
Department
Art History
Meeting Date
February 4, 2005 – Initial Planning
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August 25, 2005 and February 3, 2006 – Discussion of Data
FULLTIME
ADJUNCT
Number of Faculty/Staff
participating in dialogue
One Full Time and Three Adjuncts
Number of Faculty/Staff sharing
Assessment Results
3
Total number of faculty/staff in
department
5
Core Competency or Course
SLOs measured
Write an essay that synthesizes the vocabulary terms and
concepts included in the study of art.
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
Art Appreciation – In class essay that synthesizes the vocabulary
in a film on the work of Pablo Picasso with the vocabulary used
for other artists of the same era in lectures.
Assessment Results
(Summarize the overall results
of your department
What student needs and issues
were revealed?
Were there any areas where
student performance was
outstanding?
Any areas where it can be
improved?
Next Step in the Classroom
to Improve Student Learning
How might student performance
be improved?
Asian Art – Field trip essay assignment that requires students to
examine and synthesize the vocabulary of Chinese bronzes they
had observed in person against the works of similar objects seen
in their textbook.
Modern Art – An essay on an exam that synthesizes the
vocabulary on Cubism in lectures and text reading.
The students in Art Appreciation received an average of B+ on
their essays with few low scores. The Asian Art field trip essay
had an average of B- for the students who attended. The
Modern Art students earned an average of C+ in this
challenging topic.
The film essay on Picasso had higher scores because the material
was fresh and recently discussed.
The vocabulary and concepts expressed in Chinese bronzes and
Cubism is challenging. Challenging topics require greater
preparation.
o
o
o
Check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
o
o
o
When filling out this form
on a computer, please
indicate selections by
deleting unselected items.
o
o
o
State goals or objectives of assignment/activity more
explicitly
Revise content of assignment/activities
Revise activities leading up to and/or supporting
assignment/activities
Increase in-class discussions and activities
Increase student collaboration and/or peer review
Provide more frequent or more comprehensive
feedback on student progress
Increase guidance for students as they work on
assignments
Use methods of questioning that encourage the
competency you measured
Collect more data
11
Next Step in the Department
to Improve Student Learning
Check all that the department
felt would help them improve
student learning.
When filling out this form
on a computer, please
indicate selections by
deleting unselected items.
Priorities to Improve Student
Learning
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
Implementation
(List the departmental plans to
implement these priorities)
o Encourage faculty to share activities that foster
competency
o Visit classrooms to provide feedback (mentoring)
o Create bibliography of resource material
o Have binder available for rubrics and results
o Analyze course curriculum,, so that the department
can build a progression of skills as students advance
through courses
1. Lecture reviews on vocabulary brought up in the
text would be helpful.
2. A pre-field trip orientation lecture would
facilitate the on site time for students.
3. A special lecture and film on Cubism would aid
in the understanding of the vocabulary.
1. Art Appreciation vocabulary lecture reviews are
under planning with the support of the students.
2. The Asian Art instructor is receiving feedback
from fellow instructors on methods for pre-trip
orientations.
3. Cubism vocabulary reviews are planned for next
semester.
Transfer and Basic Skills
Departmental Assessment Analysis Form
Department
Meeting Date
Art History
February 2, 2007 – Initial Planning
August 30, 2007 – Discussion of Data
12
FULLTIME
ADJUNCT
Number of Faculty/Staff
participating in dialogue
One Full Time and Two Adjunct Faculty
Number of Faculty/Staff sharing
Assessment Results
Two
Total number of faculty/staff in
department
Five
Core Competency or Course
SLOs measured
Communication
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
Assessment Results
(Summarize the overall results
of your department
1.
Latin American Art – Group Project and Essay. Students
were broken up into small groups and asked to organize a
small exhibit illustrating the skills and influence of Aztec
artists on Catholic Colonial Art. The results were given orally
in class and students were required to write an in class paper
utilizing works of Aztec Latin American Art in order to
explain their social, economic and archaeological contexts.
2. Renaissance Art – Group Discussion and Essay follows the
viewing of a clip from the 1968 film of Romeo and Juliet. The
in class paper is meant to synthesize the vocabulary terms and
concepts included in the film portrayal of a royal palace with
the factual knowledge of such palaces as presented in course
lectures and readings.
3. Ancient Art – Group Discussion and Essay related to a
discussion of the archetypal principles of Egyptian Art. The
paper requested students to distinguish between works of
Egyptian art in terms of form and style.
The Latin American art students excelled in-group discussions with A
grades but struggled in their essays with Bs and Cs. The Renaissance
architecture papers averaged B+ in a narrow range of A- to C+ grades.
The Ancient Art papers averaged B- in this challenging topic.
What student needs and issues
were revealed?
Student note taking of class lectures was not adequate to the task.
Were there any areas where
student performance was
outstanding?
The group cooperation and creativity exhibited in the Latin American
Art course far exceeded their written statements.
Any areas where it can be
improved?
Next Step in the Classroom
to Improve Student Learning
Comprehension of complex assignments dealing with two or more
interrelating factors requires student training.
How might student performance
be improved?
Check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
When filling out this form
o
o
o
o
o
o
State goals or objectives of assignment/activity more
explicitly
Revise activities leading up to and/or supporting
assignment/activities
Increase in-class discussions and activities
Increase student collaboration and/or peer review
Increase guidance for students as they work on
assignments
As an instructor, increase your interaction with
students outside of class
13
on a computer, please
indicate selections by
deleting unselected items.
Next Step in the Department
to Improve Student Learning
Check all that the department
felt would help them improve
student learning.
o Encourage faculty to share activities that foster
competency
o Visit classrooms to provide feedback (mentoring)
o Create bibliography of resource material
o Have binder available for rubrics and results
When filling out this form
on a computer, please
indicate selections by
deleting unselected items.
Priorities to Improve Student
Learning
1.
2.
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
3.
Improve assignment clarity with in class discussions and
online examples.
Select texts that are cost effective for students so that a greater
proportion of students will purchase them.
Increase online support for students in order to help those
who attend class and those who miss class due to illness or
work.
14
Transfer and Basic Skills
Departmental Assessment Analysis Form
Department
Art History
Meeting Date
February 8, 2008 – Initial Planning
August 28, 2008 – Discussion of Data
FULLTIME
ADJUNCT
One Full Time and Three Adjunct Faculty
Number of Faculty/Staff
participating in dialogue
Number of Faculty/Staff sharing
Assessment Results
2
Total number of faculty/staff in
department
5
Core Competency or Course
SLOs measured
Decide the identity of known and unknown art works in terms of
period and iconography.
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
Assessment Results
(Summarize the overall results
of your department
What student needs and issues
were revealed?
Were there any areas where
student performance was
outstanding?
Any areas where it can be
improved?
Next Step in the Classroom
to Improve Student Learning
How might student performance
be improved?
1. Ancient Art – Decide the identity of known and
unknown art works of Egyptian, Mesopotamian,
Minoan, Mycenaean, Greek, Etruscan, and Roman art
in terms of period and iconography on examinations.
2. Renaissance Art - Decide the identity of known and
unknown art works of Trecento, 14th and 15th Century,
Baroque, and Rococo art in terms of period and
iconography on exams.
3. Art of America to 1900 - Decide the identity of known
and unknown art works of Native American and
Colonial art from the US in terms of period and
iconography.
The results from all three classes were similar. The average
score on this most challenging part of an exam was about a
C+/B-. Many students did well with A grades on this part.
Students generally feared unknown art works but were
surprised to learn they were able to successfully analyze and
identify works with a greater success than expected.
The culture and periods of objects had the highest success and
the identification of the artist the lowest scores on these exams.
o
o
o
State goals or objectives of assignment/activity more
explicitly
Revise content of assignment/activities
Revise activities leading up to and/or supporting
assignment/activities
15
Check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
When filling out this form
on a computer, please
indicate selections by
deleting unselected items.
Next Step in the Department
to Improve Student Learning
Check all that the department
felt would help them improve
student learning.
When filling out this form
on a computer, please
indicate selections by
deleting unselected items.
o
o
o
o
o
o
Increase in-class discussions and activities
Provide more frequent or more comprehensive
feedback on student progress
Increase guidance for students as they work on
assignments
State criteria for grading more explicitly
As an instructor, increase your interaction with
students outside of class
Provide practice sessions on unknowns in class.
o Encourage faculty to share activities that foster
competency
o Visit classrooms to provide feedback (mentoring)
o Create bibliography of resource material
o Have binder available for rubrics and results
o Analyze course curriculum, so that the department
can build a progression of skills as students advance
through courses
Priorities to Improve Student
Learning
1.
2.
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
3.
Implementation
1.
(List the departmental plans to
implement these priorities)
2.
3.
Provide practice sessions for exams in class.
Museum website practice can be helpful for students
with home Internet.
One on one tutorials work best with students who are
having the greatest problems.
The preparation of practice sessions of unknown art
objects requires building a digital lecture for in class
use.
Museum website practice for students necessitates the
proper selection of sites for ease of use and appropriate
material.
Tutorials provide the greatest challenge in a program
with four adjuncts and one full time faculty member.
Outside tutorials from non-art historians are not
possible. Discussions with our Slide Librarian have
proven fruitful.
16
Timeline for Implementation
1.
(Make a timeline for
implementation of your top
priorities)
2.
3.
Practice sessions for unknown art identification have
been planned for spring term.
The selection of the Metropolitan Museum of Art in
New York City and the National Gallery of Art in
Washington DC will be available for students to
practice next term.
On an experimental basis tutorials with our Slide
Curator will be planned for the spring term.
Transfer and Basic Skills
17
Departmental Assessment Analysis Form
Department
Art History
Meeting Date
February 5, 2009 Initial Planning
August 27, 2009 Discussion of Data
FULLTIME
ADJUNCT
One Full Time and Three Adjunct Faculty
Number of Faculty/Staff
participating in dialogue
Number of Faculty/Staff sharing
Assessment Results
Total number of faculty/staff in
department
3
5
Core Competency or Course
SLOs measured
Personal Responsibility and Professional Development
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
Student preparation for examinations in Ancient, Medieval,
Renaissance, and Art of America to 1900.
Assessment Results
(Summarize the overall results
of your department
Eighty five – ninety percent of the students used the online exam
reviews.
What student needs and issues
were revealed?
Were there any areas where
student performance was
outstanding?
Any areas where it can be
improved?
Next Step in the Classroom
to Improve Student Learning
How might student performance
be improved?
Check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
Examination reviews were given to students online and their use
of the study guides was tabulated after the exams were given.
Students performed far better when all detailed study guidelines
were followed. Ten percent of the students did not have access
to internet at home.
Examination performances were stronger than quizzes once
students realized how to utilize the online study guides.
Achieving nearly universal internet access would greatly
improve the overall performance of the class.
o
o
o
o
o
State goals or objectives of assignment/activity more
explicitly
Revise activities leading up to and/or supporting
assignment/activities
Increase in-class discussions and activities
Provide more frequent or more comprehensive
feedback on student progress
Increase guidance for students as they work on
assignments
Use methods of questioning that encourage the
competency you measured
As an instructor, increase your interaction with
students outside of class
When filling out this form
on a computer, please
indicate selections by
deleting unselected items.
o
Next Step in the Department
o Encourage faculty to share activities that foster
o
18
to Improve Student Learning
Check all that the department
felt would help them improve
student learning.
When filling out this form
on a computer, please
indicate selections by
deleting unselected items.
Priorities to Improve Student
Learning
o
o
o
o
competency
Visit classrooms to provide feedback (mentoring)
Create bibliography of resource material
Have binder available for rubrics and results
Analyze course curriculum, so that the department
can build a progression of skills as students advance
through courses
1.
2.
3.
Universal Access to Online Examination Reviews.
Students following all guidelines in reviews explicitly.
Develop alternate avenues for distribution of
information to the students about examinations and
assignments.
Implementation
1.
(List the departmental plans to
implement these priorities)
2.
Locate all students without Internet access at home and
provide alternate access on campus.
Implement better instructions online and carry out in
class demonstrations on the use of the study guides.
Investigate the use of student mobile devices for exam
review distribution.
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
3.
Timeline for Implementation
1.
(Make a timeline for
implementation of your top
priorities)
2.
3.
Students without Internet access are located within the
first few weeks of each class.
After the first quiz the students become better
accustomed to studying from the online exam reviews.
With changes in technology, mobile device distribution
of information is an ongoing responsibility of faculty to
study and comprehend.
19
Transfer and Basic Skills
Departmental Assessment Analysis Form
Department
Art History
Meeting Date
February 5, 2009 – Initial Planning
August 27, 2009 – Discussion of Data
FULLTIME
ADJUNCT
One Full Time and Three Adjunct Faculty
Number of Faculty/Staff
participating in dialogue
Number of Faculty/Staff sharing
Assessment Results
3
Total number of faculty/staff in
department
5
Core Competency or Course
SLOs measured
Distinguish between different works of art in terms of form and
style.
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
Ancient Art – Examination problem solving questions.
Distinguish between different works of art of the Ancient World
in terms of form and style.
Medieval Art – Distinguishing between different works of art of
the Middle Ages in terms of form and style occurs during
examinations where qualitative analysis is required.
Latin American Art – Students are asked to write an essay by
distinguishing between different works of art by Diego Rivera
and Frida Kahlo that reveal in terms of form and style their
personal emphasis in art.
Assessment Results
(Summarize the overall results
of your department
What student needs and issues
were revealed?
Were there any areas where
student performance was
outstanding?
Any areas where it can be
improved?
The average grade of the examination problem solving and the
essay was a C+/B-.
The examination problems were often related to students whose
text reading habits were lacking.
Those students who never missed a lecture tended to do better
on the exams. The best Latin American essays selected objects
that portrayed the same subjects in different styles so that their
comparisons were better organized for a sound paper.
Problem solving on exams is improved when students prepare
thoroughly for the exam material. The essays are improved in
many cases when students talk with their instructor about their
paper outlines.
20
Next Step in the Classroom
to Improve Student Learning
How might student performance
be improved?
Check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
When filling out this form
on a computer, please
indicate selections by
deleting unselected items.
Next Step in the Department
to Improve Student Learning
Check all that the department
felt would help them improve
student learning.
o
o
o
o
o
o
o
State goals or objectives of assignment/activity more
explicitly
Revise content of assignment/activities
Revise activities leading up to and/or supporting
assignment/activities
Increase in-class discussions and activities
Provide more frequent or more comprehensive
feedback on student progress
Increase guidance for students as they work on
assignments
Use methods of questioning that encourage the
competency you measured
o Encourage faculty to share activities that foster
competency
o Visit classrooms to provide feedback (mentoring)
o Create bibliography of resource material
o Have binder available for rubrics and results
When filling out this form
on a computer, please
indicate selections by
deleting unselected items.
Priorities to Improve Student
Learning
1.
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
2.
Implementation
1.
(List the departmental plans to
implement these priorities)
2.
3.
3.
Encourage students to prepare properly for
examinations using a multiple communication
approach.
Emphasize the relationship between attendance and out
of class work with exam proficiency.
Create essay assignments that foster organizational
skills for the successful synthesis of topic material.
In a busy life students appear to respond to multiple
cues for course requirements. A printed syllabus needs
to have an online adjustable syllabus and schedule.
Syllabi and oral instructions need to emphasize the
impact of missed classes and tardiness to overall student
success.
Students will be encouraged to speak with their
instructors about their essay outlines before writing.
21
Timeline for Implementation
1.
(Make a timeline for
implementation of your top
priorities)
2.
3.
Course websites are being prepared and updated
semester by semester to reflect the needs of students in
weekly requirements.
Syllabi will reflect the importance of attendance as it
relates to student success.
The essay assignment instructions will now include
explicit remarks about the advantages of speaking with
the instructor about thesis topics, organization and
sources before writing the paper.
22
Transfer and Basic Skills
Departmental Assessment Analysis Form
Department
Art History
Meeting Date
February 5, 2010 – Initial Planning
August 26, 2010 – Discussion of Data
FULLTIME
ADJUNCT
One Full Time and 3 Adjunct Faculty
Number of Faculty/Staff
participating in dialogue
Number of Faculty/Staff sharing
Assessment Results
Total number of faculty/staff in
department
Core Competency or Course
SLOs measured
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
Assessment Results
(Summarize the overall results
of your department
What student needs and issues
were revealed?
Were there any areas where
student performance was
outstanding?
Any areas where it can be
improved?
Next Step in the Classroom
to Improve Student Learning
2
5
Critical Thinking and Information Competency
1.
Utilize the works of Ancient Art to explain the social,
economic and archaeological contexts in an essay that
selects and describes seven new Wonders of the Ancient
World based on the original seven.
2. Distinguish between different works of Art of the
Americas in terms of form and style in the process of
writing a paper analyzing the distinct Mesoamerican
features in Olmec, Maya, Teotihuacan and Aztec
civilizations.
3. Write an essay that synthesizes the vocabulary terms
and concepts of Renaissance Art in Northern Europe
that has been influenced by Italy.
The average grade for these essays involving critical thinking
was between a B and a B+. The essays were uneven in respect to
quality. The critical thinking parts were of a higher caliber than
the writing, organization and documentation.
The students have difficulty writing an Introduction and
Conclusion as well as using proper sources and their
documentation.
The pure critical thinking ideas were the best parts of each
paper.
As students begin to focus their research with web-based
information, a lack of source quality predominates.
o State goals or objectives of assignment/activity
more
23
How might student performance
be improved?
o
o
Check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
o
o
o
When filling out this form
on a computer, please
indicate selections by
deleting unselected items.
Next Step in the Department
to Improve Student Learning
Check all that the department
felt would help them improve
student learning.
o
o
o
o
o
o
explicitly
Revise content of assignment/activities
Revise activities leading up to and/or supporting
assignment/activities
Increase in-class discussions and activities
Provide more frequent or more comprehensive
feedback on student progress
Increase guidance for students as they work on
assignments
State criteria for grading more explicitly
As an instructor, increase your interaction with
students outside of class
Visit classrooms to provide feedback (mentoring)
Create bibliography of resource material
Have binder available for rubrics and results
Analyze course curriculum, so that the department
can build a progression of skills as students advance
through courses
When filling out this form
on a computer, please
indicate selections by
deleting unselected items.
Priorities to Improve Student
Learning
1.
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
2.
3.
Implementation
1.
(List the departmental plans to
implement these priorities)
2.
3.
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities)
Students would benefit from more practice writing
Introductions and Conclusions and understanding the
concept of a hypothesis.
Since essays are based on elaborate sets of instructions,
class discussions of the various components required in
each essay would be valuable.
Course lists of acceptable online sources would be of
great value to students.
Class discussions on essay writing thesis topics are
planned in most classes.
Extra time in class will be spent on explanation of each
component within an essay assignment.
Web acceptable and non-acceptable site lists are
planned.
The next semester will provide opportunities to implement
clarification of essay components including hypothesis,
Introduction, Conclusions, and web based sources.
24
Transfer and Basic Skills
Departmental Assessment Analysis Form
Department
Art History
Meeting Date
February 5, 2010 – Initial Planning
August 26, 2010 – Discussion of Data
FULLTIME
ADJUNCT
Number of Faculty/Staff
participating in dialogue
One Full Time and Three Adjunct Faculty
Number of Faculty/Staff sharing
Assessment Results
2
Total number of faculty/staff in
department
5
Core Competency or Course
SLOs measured
Utilize works of art to explain their social, economic and
archaeological contexts.
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
Middle Ages – In an essay utilize works of art of the Gothic
Period to explain their social, economic and archaeological
contexts when compared to the earliest art of the Renaissance
Period.
Art of the Americas – In a final course paper students are asked
to utilize works of art of Mesoamerican Mexico to explain their
social, economic and archaeological contexts based on time and
geography.
Latin American Art – Students are required to formulate an
essay that utilizes works of art of 20th century Latin American
artists to explain their social, economic and archaeological
contexts within a twenty-year period.
Assessment Results
(Summarize the overall results
of your department
Average grades of between B to B+ on these assignments suggest
that students appear to understand and flourish within the
boundaries of this topic.
What student needs and issues
were revealed?
In a complex set of assignment instructions the challenge is to
follow all the rules. No students were 100% complete.
Were there any areas where
student performance was
outstanding?
Any areas where it can be
improved?
The overall positive accomplishments in these essays appear to
be due to the connection of social history with art. When art is
connected to a structure, it is better understood.
Honest attempts in these essays were rewarded. Those students
who wrote less than the minimum number of pages and also who
failed to include the essential essay elements were given lower
grades.
25
Next Step in the Classroom
to Improve Student Learning
How might student performance
be improved?
o
Check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
o
o
o
o
State goals or objectives of assignment/activity more
explicitly
Revise the amount of writing/oral/visual/clinical or similar
work
Revise activities leading up to and/or supporting
assignment/activities
Increase in-class discussions and activities
Increase guidance for students as they work on assignments
State criteria for grading more explicitly
Provide an online checklist of assignment elements.
o
o
o
o
Encourage faculty to share activities that foster competency
Visit classrooms to provide feedback (mentoring)
Create bibliography of resource material
Have binder available for rubrics and results
o
o
When filling out this form
on a computer, please
indicate selections by
deleting unselected items.
Next Step in the Department
to Improve Student Learning
Check all that the department
felt would help them improve
student learning.
When filling out this form
on a computer, please
indicate selections by
deleting unselected items.
Priorities to Improve Student
Learning
1.
2.
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
3.
Implementation
1.
(List the departmental plans to
implement these priorities)
2.
3.
Devise assignments with clearer instructions that permit
students to complete their topics without omissions.
Write lectures that reinforce concepts that relate to
essay topics such as the archaeological consistency of
Mesoamerican art over 3500 years.
Create an online source of reliable Web based art
history materials for student papers.
The process of writing clearer assignments should
include online support and classroom discussion in
addition to the written list of instructions from the
syllabus.
While most lectures introduce concepts that support
exams and essays directly, greater emphasis is needed to
focus on key concept relationships.
Sources in Medieval and Latin American art are
esoteric and difficult to find for students. The safest
locations for online research in Art History are museum
websites in these fields.
26
Timeline for Implementation
1.
(Make a timeline for
implementation of your top
priorities)
2.
3.
Assignments with improved instructions are being built
in to the next syllabi for these courses.
Notations have been made to lectures in these three
courses that will lead to emphasizing key concepts that
will appear in exams and essays.
Students will be directed to the British Museum in
London and the Museo Nacional de Antropología,
Mexico City, websites.
27
Transfer and Basic Skills
Departmental Assessment Analysis Form
Department
Art History
Meeting Date
August 25, 2011 – Presentation of Results
February 4, 2011 - Initial Planning
Number of Faculty/Staff
participating in dialogue
One Full Time and Four Adjunct
Number of Faculty/Staff sharing
Assessment Results
Three
Total number of faculty/staff in
department
Five
Core Competency or Course
SLOs measured
Global Awareness
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
1.
2.
3.
Assessment Results
(Summarize the overall results
of your department
Analyze an unknown work of Medieval Art on an exam,
identifying artist, period and style by comparing the
work with known works of art.
Utilize the works of the Rococo artist, Elizabeth Vigee le
Brun, to explain their social, economic and gender
related issues.
Write an essay that synthesizes the vocabulary terms
and concepts of the audience of a Maya artist.
Unknown works of art identification is the most challenging yet
useful task of art analysis. On an exam the grades range from
As to Cs with the average grade a B-.
Students revealed their increased confidence in successfully
identifying unknown works and appreciated the extra clarity
that SLO assignments provided them in the precise nature of the
evaluation.
The unknowns need to be practiced more in class before given in
an examination environment.
What student needs and issues
were revealed?
The documentation of sources for written papers requires
greater clarification in internet research.
Written essays involving the social and historical relationships
with art works provided the clearest path to success. Students
exhibit greater success when they can relate Art History to other
courses and experiences in their lives.
Were there any areas where
All of the assignments given can be improved by better
preparation in class and out of class instructions and exercises.
28
student performance was
outstanding?
Any areas where it can be
improved?
Next Step in the Classroom
to Improve Student Learning
How might student performance
be improved?
Check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
Encourage students to prepare outlines or rough drafts of
assignments for pre-assessment.
o
o
o
o
o
State goals or objectives of assignment/activity more
explicitly
Revise activities leading up to and/or supporting
assignment/activities
Increase in-class discussions and activities
Increase guidance for students as they work on
assignments
Use methods of questioning that encourage the
competency you measured
State criteria for grading more explicitly
As an instructor, increase your interaction with
students outside of class
Other (please describe) Instructor based tutoring
within small groups or on an individual basis.
When filling out this form
on a computer, please
indicate selections by
deleting unselected items.
o
o
Next Step in the Department
to Improve Student Learning
o Encourage faculty to share activities that foster
competency
o Create bibliography of resource material
o Analyze course curriculum, so that the department
can build a progression of skills as students advance
through courses
o Other (please describe) Bring new adjunct faculty up
to date on SLO requirements.
Check all that the department
felt would help them improve
student learning.
o
Priorities to Improve Student
Learning
1.
2.
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
3.
Outside tutorials for exams and papers.
Superior class preparation for assignments with
examples discussed in class and online.
Additional readings made available to support lectures,
exams and assignments.
29
Implementation
1.
(List the departmental plans to
implement these priorities)
2.
3.
Timeline for Implementation
1.
(Make a timeline for
implementation of your top
priorities)
2.
3.
Tutorials have been planned and implemented in the
adjoining seminar room by instructors. A more
ambitious plan would include tutorials organized by
instructors but implemented by the Slide Librarian.
The examples used in exam and assignment preparation
can be implemented with digital media in class and
online. The outside tutorials can also play a part in this
preparation.
Additional reading materials are now available in
reliable online resources.
Tutorials have become a successful part of our
instruction over the past three years yet are limited by
the time of the instructor. Implementation will increase
with the new funding of the Slide Librarian to full time.
Digital media preparations for exams and assignments
have included online backup in nearly every Art History
class. The goal will be to provide that service to every
class.
The Art History Program will provide a list of reliable
online sources for reading within the next year.
30
Art History Catalogue Pages
ART HISTORY
Visual, Applied, and Performing Arts Division
John Graulty, Division Dean
Division Office, Room VAPA1007
Tobin Keller, Co-Program Chair, (831) 479-6323
Rebecca Ramos, Co-Program Chair, (831) 477-3364
Brian Legakis, Art History Program Coordinator,
(831) 479-6368
Aptos Counselor: (831) 479-6274 for appointment
Watsonville Counselor: (831) 786-4734
Call (831) 479-6464 for more information
http://www.cabrillo.edu/programs
Program Description:
Transfer Credit in Art History:
All Cabrillo College art history courses are given 3 units of Transfer
Credit. There are no limits in Transfer Credit when students complete one
course of art history. Limits apply after completing one course in
Western art. AH 11, AH 12, AH 13, AH 14 are courses in Western art for
all students, and especially, for those who transfer to a UC campus. AH
20A and AH 20B are courses in Western art for all students, especially
for those who transfer to a CSU campus. After completing one of these
courses, students who enroll in a second course should follow the information
listed under the specific courses below. Because UC and CSU
may differ in transfer requirements, be sure to see a counselor about
31
which courses are required for your transfer institution.
The Art History Program offers a course of study for students to learn
the subject of art history and how it relates to the study of works of art.
Students enrolled in art history courses learn about the subjects, forms,
and purposes of art within each historical period that they study. They
learn about the artists, the patrons, and the audiences who viewed the
works of art. Students learn to accurately identify and describe works of
art, as well as to use the principles of art history in their critical writing
about art. They also learn about related approaches of visual analysis
which reflect changes in the discipline of art history, and which become
an additional basis to critical thinking and writing about art. Learning
experiences in art history are presented through illustrated lectures, discussions,
readings, films, video and slide viewing, gallery exhibit activities,
and art museum visits.
The student with a transferable Associate in Arts Degree in Art History
is prepared for upper-division work in the major at four-year institutions.
The major is available at UC and CSU systems, and at other colleges and
universities.
Career Opportunities:
Career opportunities include: art history teacher, art slide librarian, art
critic, art history researcher/author, art conservator, art appraiser, art
therapist, gallery director, museum curator, and arts administrator. All art
history courses are transferable to UC and CSU systems, and most meet
the general education requirements in humanities and fine arts.
A.A. Degree: Art History
A.A. General Education 30 Units
Art History Core Courses (18 Units)
AH 11 Ancient Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
AH 11H Honors Ancient Art. . . . . . . . . . . . . . . . . . . . . . 3
AH 12 Middle Ages: Art/Mediterranean World & Europe
(A.D. 300-1400). . . . . . . . . . . . . . . . . . . . . . . . 3
AH 13 Renaissance to Mid-19th Century . . . . . . . . . . 3
AH 14 Modern Art. . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
AH 20A Survey of Art from Prehistoric
Through Medieval Periods . . . . . . . . . . . . . . . . 3
and
AH 20B Survey of Art from the
Renaissance to the Present . . . . . . . . . . . . . . . 3
Multicultural Art History Courses (6 Units) Units
AH 16 Art of India and Southeast Asia . . . . . . . . . . . . 3
AH 17 Art of China, Korea and Japan . . . . . . . . . . . . . 3
AH 18 Art in America to 1900. . . . . . . . . . . . . . . . . . . 3
AH 19 Art of the Americas . . . . . . . . . . . . . . . . . . . . . 3
AH 52 Latin American Art . . . . . . . . . . . . . . . . . . . . . . 3
Art History Electives (3-9 Units) Units
AH 10 Appreciation/Introduction to the Visual Arts . . 3
AH 53 Contemporary Art and Visual Culture . . . . . . . 3
AH 77 Correlation of the Arts . . . . . . . . . . . . . . . . . . . 3
Studio Art Courses (6 Units) Units
ART 2A Drawing and Composition . . . . . . . . . . . . . . . . 3
ART 4 Beginning Design: Design and Color . . . . . . . . 3
ART 5 Beginning Design: 3-Dimensional Form. . . . . . 3
Recommended from Related Disciplines: Units
Four semesters of French or German;
HIST 4AB, AP 45,
and one multicultural course in history. . . . . . . . . . . . . . . . . . . . . . 3
Electives (Transfer):
(Any Course Number 1-99) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Total Units 60
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AH 10
Appreciation/Introduction to the Visual Arts
3 units; 3 hours Lecture
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Introduces the forms, processes and styles of the visual arts. May be
offered in a Distance-Learning format.
Transfer Credit: Transfers to CSU, UC.
AH 11
Ancient Art
3 units; 3 hours Lecture
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Studies the Art of Prehistory, Ancient Near East, Egypt, Crete, Greece,
and Rome through art historical analysis and related approaches to viewing
art and images.
Transfer Credit: Transfers to CSU, UC, with limits: Students who enroll in AH
11/11H should not enroll or have credit in AH 20A. See “Transfer Credit in Art
History” above, for more detailed information on transfer of Art History courses.
AH 11H
Honors Ancient Art
3 units; 3 hours Lecture
Prerequisite: Honors standing
Recommended Preparation: ENGL 1A/1AH/1AMC/1AMCH; Eligibility for
READ 100.
Studies the Art of Prehistory, Ancient Near East, Egypt, Crete, Greece,
and Rome through art historical analysis and related approaches to viewing
art and images. Highlights student research, writing, and reporting,
both individually and as part of a learning community, and will often meet
in a seminar format.
Transfer Credit: Transfers to CSU, UC, with limits: Students who enroll in AH
11/11H should not enroll or have credit in AH 20A. See “Transfer Credit in Art
History” above, for more detailed information on transfer of Art History courses.
AH 12
Middle Ages: Art/Mediterranean World & Europe
(A.D. 300-1400)
3 units; 3 hours Lecture
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
This is a foundation course to the study of European art (A.D. 3001400). It studies the development of Christian art in the Mediterranean
World and in Europe during the Early Medieval, Romanesque and Gothic
eras. Islamic art is studied.
Transfer Credit: Transfers to CSU, UC, with limits: Students who enroll in AH
12 should not enroll or have credit in AH 20A. See “Transfer Credit in Art
History” above, for more detailed information on transfer of Art History courses.
AH 13
Renaissance to Mid-19th Century
3 units; 3 hours Lecture
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Studies the Art of the Renaissance in Europe, including the art of the
Baroque, Rococo, and early Modern eras through art historical analysis
and related approaches to viewing art and images.
Transfer Credit: Transfers to CSU, UC, with limits: Students who enroll in AH
13 should not enroll or have credit in AH 20B. See “Transfer Credit in Art
History” above, for more detailed information on transfer of Art History courses.
AH 14
Modern Art
3 units; 3 hours Lecture
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Studies the art of Europe and the United States from the mid-19th century
to the present through historical analysis and related approaches to viewing art and images.
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Transfer Credit: Transfers to CSU, UC, with limits: Students who enroll in AH
14 should not enroll or have credit in AH 20B. See “Transfer Credit in Art
History” above, for more detailed information on transfer of Art History courses.
AH 16
Art of India and Southeast Asia
3 units; 3 hours Lecture
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Surveys the history of the visual arts of India and Southeast Asia,
including Tibet and Nepal, from ancient to modern times.
Transfer Credit: Transfers to CSU, UC.
AH 17
Art of China, Korea and Japan
3 units; 3 hours Lecture
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Surveys the history of the visual arts of China, Korea and Japan from
ancient to modern times.
Transfer Credit: Transfers to CSU, UC.
AH 18
Art in America to 1900
3 units; 3 hours Lecture
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Surveys the native arts of the Eastern Mound Builders, Southwest
Anasazi, Northwest Coast and Eskimo cultures as well as European art
traditions in colonial United States and Canada to 1900.
Transfer Credit: Transfers to CSU, UC.
AH 19
Art of the Americas
3 units; 3 hours Lecture
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Surveys the history of the visual arts of Pre-Colombian cultures in
Latin America, especially Mexico.
Transfer Credit: Transfers to CSU, UC.
AH 20A
Survey of Art from Prehistoric Through Medieval
Periods
3 units; 3 hours Lecture
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Surveys Prehistoric, Ancient, Classical, Early Christian, Islamic, and
Medieval art. Includes a selection of representative art works from each
period. Illustrated lectures. May be offered in a Distance-Learning
Format.
Transfer Credit: Transfers to CSU, UC, with limits: Students who enroll in AH
20A should not enroll or have credit in AH 11/11H or 12. See “Transfer Credit
in Art History” above, for more detailed information on transfer of Art History
courses.
AH 20B
Survey of Art from the Renaissance to the
Present
3 units; 3 hours Lecture
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Surveys art of the Renaissance, Baroque, 19th and 20th centuries.
Includes a selection of representative art works from each period.
Illustrated lectures. May be offered in a Distance-Learning Format.
Transfer Credit: Transfers to CSU, UC, with limits: Students who enroll in AH
20B should not enroll or have credit in AH 13 or 14. See “Transfer Credit in
Art History” above, for more detailed information on transfer of Art History
courses.
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AH 52
Latin American Art
3 units; 3 hours Lecture
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Surveys the visual arts of Mexico, Central and South America from
colonial to contemporary times. Course includes topics in Chicano and
Mexican American art.
Transfer Credit: Transfers to CSU, UC.
AH 53
Contemporary Art and Visual Culture
3 units; 3 hours Lecture
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Presents topics in contemporary art and introduces visual culture as a
field of study. Artworks are presented in relation to contemporary themes
and world-wide media. Variability of perception and interpretation is presented
and discussed.
Transfer Credit: Transfers to CSU, UC.
AH 77
Correlation of the Arts
3 units; 3 hours Lecture, 1 hour Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Studies similarities and differences in the visual arts, music, and theatre
arts from an interdisciplinary perspective. Presents topics in creativity,
aesthetics, style, and historical context are presented from a variety
of viewpoints. Develops an awareness, understanding, and respect for
diverse cultures through lecture, performance, and demonstration.
Transfer Credit: Transfers to CSU, UC.
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