http://www.hccs.edu/programs/programs-a-z/art/
Course Syllabus Art History I ARTS 1303
CRN 88560 – Spring 2016
SPBR Campus - Room 602 / 8:00-9:30am / M,W
Credit:3 / 3 hour lecture course / 48 hours per
semester
Course length : 16 weeks/ Type of Instruction
Traditional (Face-to-Face)
Instructor: David Swaim
Instructor Contact Information:
Email: david.swaim@hccs.edu
Phone: (713) 718-5674
Office location and hours SPBR room AD4 hours: 7:15-8:00
am Mon - Thu and as per class discussion
Please feel free to contact me concerning any problems that you are
experiencing in this course. You do not need to wait until you have
difficulties or have received a poor grade before asking for my assistance.
Your performance in my class is very important to me. I am available to
hear your concerns and just to discuss course topics. Feel free to come by
my office anytime during these hours.
REQUIRED TEXTBOOK: Gardner’s Art Through the Ages,
Volume One, 15th edition by: Fred Kleiner
Course Description:
This course is a global investigation of the styles and methods of artistic
production covering Prehistoric through Gothic periods. Media studied
include: drawing, painting, sculpture, architecture, printmaking, textiles,
ceramics, and metal arts. Using this framework, universal themes are
studied within their historical, political, economic, theological, sociological,
and ethnic contexts.
Course
Prerequisite(s)
PREREQUISITE(S):
Must be placed into college-level reading and college-level
writing.
Academic Learning
Outcomes for Program
Lecture Courses
Course Student
Learning Outcomes
(SLO): 4 to 7
1.
2.
Identify the formal elements and principles of design.
Apply critical thinking when comparing works of art.
1. Identify and describe works of art based on their chronology and style,
using standard categories and terminology.
2. Investigate major artistic developments and significant works of art from
prehistoric times to the 14th century.
3. Analyze the relationship of art to history by placing works of art within
cultural, historical, and chronological contexts.
4. Critically interpret and evaluate works of art.
Learning Objectives
(Numbering system
should be linked to SLO
- e.g., 1.1, 1.2, 1.3, etc.)
1. Identify and describe works of art based on their chronology and
style, using standard categories and terminology.
1.1 Define the formal elements and principles of design and identify them
in artworks from each of the selected cultures and period styles.
1.2 Compare and contrast the formal elements and principles of design in
selected artworks.
1.3 Evaluate the stylistic characteristics of various cultures and then
develop critical analyses through discussions, journals, presentations, and
essays.
1.4 Distinguish between the period styles from Prehistoric times through
the Gothic period.
2. Investigate major artistic developments and significant works of
art from prehistoric times to the 14th century.
2.1 Define the functions of art within Prehistoric through Gothic times.
2.2 Compare and contrast the function of art within various cultures and
selected time periods.
2.3 Interpret the significance of selected artworks within their broader
cultural context and then develop critical analyses through discussions,
journals, presentations, and essays
2.4 Classify and examine technological development of artistic media
demonstrated by the selected artworks.
3. Analyze the relationship of art to history by placing works of art
within cultural, historical, and chronological contexts.
3.1 Examine the way the role of the artist changed from Prehistoric times
through the Gothic period.
3.2 Compare and contrast the roles of artists’ audiences and patrons.
3.3 Appraise the effects of various social, political, technological, ethnic
and theological forces on artists throughout the selected periods.
3.4 Examine how major artistic developments and significant works of art
impacted prehistoric times to the 14th century.
4. Critically interpret and evaluate works of art.
4.1 Employ vocabulary terms while interpreting and evaluating works of
art.
4.2 Examine the functions of art within various cultures and time periods.
4.3 Compare and contrast the function of art within various cultures and
time periods.
4.4 Evaluate the relationship of form to function of selected artworks in
their historical context.
Core Curriculum
Objectives: If applicable
Core Curriculum Objectives:
Critical Thinking Skills
[HCC: to include creative thinking, innovation, inquiry and analysis,
synthesis of information]
Art history is an investigation and analysis of the styles and modes of
artistic production from prehistoric times to our own. Through the study of
artistic media, universal themes are explored and students will develop an
appreciation for the creative process as one that represents an evolving
synthesis of cultural, personal, and technological influences. Assessment
of critical thinking in course work will count for no less than 10% of the
final grade.
Communication Skills
[HCC: to include effective development, interpretation and expression of
ideas through written, oral, and visual communication]
Art History students will learn to interpret the language of visual
communication through the study of selected artworks. Students will
demonstrate effective writing skills as they fulfill instructor specific writing
assignments. In addition, students will develop verbal communication
skills as they participate in discussions and presentations throughout the
semester. Assessment of verbal and written communication in course
work will count for no less than 10% of the final grade and may be
combined with other core assignments.
Teamwork
[HCC: to include the ability to consider different points of view and to work
effectively with others to support a shared purpose or goal]
In Art History courses we use discussion, group assignments and projects
to analyze artistic production within various cultures and time periods.
This exploration of culture through art allows students to connect with a
variety of viewpoints and then exchange viewpoints with others. Each
semester students will participate in at least one collaborative assignment
designed to expand their experience in developing skills essential to
working effectively with others to support a shared purpose or goal.
Assessment of teamwork activities and assignments will count for no less
than 10% of the final grade and may be combined with other core
assignments.
Social Responsibility
[HCC: to include intercultural competency, knowledge of civic
responsibility, and the ability to engage effectively in regional, national,
and global communities]
By its very nature Art History is intercultural. As a subject it explores
various historical, political, economic, theological, sociological, and ethnic
contexts. Using this framework, students consider the community’s
responsibility in such issues as art destruction/defacement and
restoration, art acquisition and public display, public funding of art and
censorship. Students observe current events and how they influence or
change art history, as new discoveries may change our perception about
art. Students make use of the local art community (including museums,
galleries, etc.) to augment their knowledge of and participation in their
community. Assessment of social responsibility activities and
assignments will count for no less than 10% of the final grade and may be
combined with other core assignments.
Core Curriculum
Assessment
Students will work in teams to explore and analyze a given topic that deals
with how an aspect of visual art and social responsibility relate. Student
teams will then create a written, oral, and visual project that effectively
communicates the given topic. The responsibility of each team member is
to research and analyze the gathered material, and contribute to the
creation of the resulting project. Each team is responsible for submitting a
written, oral, and visual project that outlines their findings, analysis, and
interpretation of the material.
Instructional Methods
Methods of instruction may include: lecture, media/video/film
presentations, media and technique demonstration, readings (from
textbooks, peer-reviewed articles, books and original source seminal
texts), field trips, discussions and critiques.
Student Assignments
Assignments/Activities may include: group and/or individual projects;
verbal critiques; exams and/or quizzes; field trips; various assigned
readings from textbooks, peer-reviewed articles, books, original source
seminal texts; mandatory discussions based on various topics related to
the major time periods of study in art history; writing papers including
critiques, essays, analyses, reviews, research, comparing and contrasting
art historical perspectives; service learning projects; and presentations.
This course requires a minimum of 2,000 words in a combination of writing
assignments and/or projects.
Student Assessment(s)
Methods of Assessment/Evaluation may include: projects, tests and
quizzes which may include: definitions, matching, multiple choice,
true/false, short answer, essay, lists; writing assignments, discussions
and/or critiques; written papers including critiques, essays, analyses,
reviews, research, comparing and contrasting art historical perspectives;
service learning projects; presentations; group and/or individual projects;
other methods as may be determined by individual instructors.
Instructor's
Requirements
(Additional instructor
requirements may be
placed here)
It is the teacher’s responsibility to:
 Provide the grading scale and detailed grading formula
explaining how student grades are to be derived
 Facilitate an effective learning environment through
lectures, activities, discussions and critiques
 Provide a clear description of projects or assignments
 Inform students of policies such as attendance,
withdrawal, tardiness and make up work
 Provide the course outline and class calendar which will
include a description of any special projects or
assignments
 Arrange group work
To be successful in class it is the student’s responsibility to:

Participate in class, respect deadlines, and be prepared
for each class meeting

Use time wisely to focus on assignments, projects and
exams

Keep and organize copies of all materials, including the
syllabus, articles, links and online resources

Respect other class members
Art Program
Requirements:
By the end of the semester the student who passes with a final grade of
“C” or above will have demonstrated the ability to:




Complete and comprehend the objectives of all graded
assignments
Arrive at class promptly and with the required materials for that
day’s session
Be prepared for and participate in small group or class
discussions
Complete assignments through inquiry, analysis, evaluation and
synthesis of information

Express knowledge of the historical role and cultural impact of
artists in society
 Effectively work on a team/collaborative project
 Exhibit knowledge of intercultural competence through engaging
effectively with issues of social responsibility
 Communicate in clear, coherent, and persuasive language
 Communicate effectively by completing a minimum of 2,000
words in writing assignments and/or projects
 Differentiate between the various materials, techniques, and
processes traditionally used by artists
 Compare and contrast works of art using the terminology and
iconography of art
 Identify stylistic characteristics of each of the various cultures
and styles included in the course syllabus
 Explain the function and significance of art within its historical
and cultural contexts
Additional requirements for Honors students.
Honors students will write an additional 2,000 words. They will complete a
project or oral presentation that shows a higher level of analytical thinking
and satisfies the requirement of the honors contract
HCC Grading Scale:
A = 100- 90
4 points per semester hour
B = 89 - 80:
3 points per semester hour
C = 79 - 70:
2 points per semester hour
D = 69 - 60:
1 point per semester hour
59 and below = F
0 points per semester hour
FX (Failure due to non-attendance)
0 points per semester hour
IP (In Progress)
0 points per semester hour
W (Withdrawn)
0 points per semester hour
I (Incomplete)
0 points per semester hour
AUD (Audit)
0 points per semester hour
IP (In Progress) is given only in certain developmental courses. The
student must re-enroll to receive credit. COM (Completed) is given in noncredit and continuing education courses.
FINAL GRADE OF FX: Students who stop attending class and do not
withdraw themselves prior to the withdrawal deadline may either be
dropped by their professor for excessive absences or be assigned the
final grade of "FX" at the end of the semester. Students who stop
attending classes will receive a grade of "FX", compared to an earned
grade of "F" which is due to poor performance. Logging into a DE course
without active participation is seen as non-attending. Please note that
HCC will not disperse financial aid funding for students who have never
attended class.
Students who receive financial aid but fail to attend class will be
reported to the Department of Education and may have to pay back their
aid. A grade of "FX" is treated exactly the same as a grade of "F" in terms
of GPA, probation, suspension, and satisfactory academic progress.
To compute grade point average (GPA), divide the total grade points by
the total number of semester hours attempted. The grades "IP," "COM"
and "I" do not affect GPA.
Health Sciences Programs Grading Scales may differ from the approved
HCC Grading Scale. For Health Sciences Programs Grading Scales, see
the "Program Discipline Requirements" section of the Program's syllabi.
Instructor
Grading Criteria
Instructor Grading Criteria: Tentative Grading Profile: This
may change due to new Core requirements.
Grading Profile:
3 100 point chapter tests, 1 teamwork assignment 100 points, 1
100 point paper, 1 100 point final exam, optional quizzes ( as
per first day discussion ) Total: 600 possible points. Your final
grade % equals your points divided by 6. (Quizzes would add to the total
possible points.)
GRADES: Your grade is based on the average of the grades
you earn on tests, quizzes, paper, teamwork assignment and
your MANDATORY Final Exam. I will also give you an
opportunity to earn extra credit. There will be no make-up
tests given. Instead, at the end of the semester I will drop
your lowest unit test score. This does not include your
final exam. If you plagiarize in any way in your paper you
will fail the course.
TESTS: You will have four unit tests during the semester.
(Please see the semester calendar for the scheduled dates.)
These tests will be comprised of a variety of questions.
Questions may include multiple choice, vocabulary, short
answer, and essay. These tests will not be cumulative. Your
Final Exam is a multiple choice test that is cumulative. We will
review for each test.
Your test grades will be determined as follows: # of correct
responses / # of questions= % grade.

EXTRA CREDIT: This is worth 2 points to your semester
average and will not be discussed in class. You will only know
about this if you have read your syllabus! Go to the Menil
Collection or the MFAH and select two pieces from a time
period and culture that we have learned about this semester.
Write a brief visual description of each piece. If your pieces
are from the Menil, you must staple the gray pamphlet to your
paper, if from the MFAH, put on the entrance sticker. If this is
not included, you will not receive credit!
HCC Policy Statement: Academic Honesty
A student who is academically dishonest is, by definition, not
showing that the coursework has been learned, and that student
is claiming an advantage not available to other students. The
instructor is responsible for measuring each student's individual
achievements and also for ensuring that all students compete
on a level playing field. Thus, in our system, the instructor has
teaching, grading, and enforcement roles. You are expected to
be familiar with the University's Policy on Academic Honesty,
found in the catalog. What that means is: If you are charged
with an offense, pleading ignorance of the rules will not help
you. Students are responsible for conducting themselves with
honor and integrity in fulfilling course requirements. Penalties
and/or disciplinary proceedings may be initiated by College
System officials against a student accused of scholastic
dishonesty. “Scholastic dishonesty”: includes, but is not limited
to, cheating on a test, plagiarism, and collusion.
Cheating on a test includes:





Copying from another students’ test paper;
Using materials not authorized by the person giving
the test;
Collaborating with another student during a test without
authorization;
Knowingly using, buying, selling, stealing, transporting,
or soliciting in whole or part the contents of a test that
has not been administered;
Bribing another person to obtain a test that is to be
administered.
Plagiarism means the appropriation of another’s work and the
unacknowledged incorporation of that work in one’s own written
work offered for credit.
Collusion mean the unauthorized collaboration with another
person in preparing written work offered for credit. Possible
punishments for academic dishonesty may include a grade of 0
or F in the particular assignment, failure in the course, and/or
recommendation for probation or dismissal from the College
System. (See the Student Handbook)
Please note that collusion also applies to test taking.
In this class, if you plagiarize in any way in your paper you
will fail the course. (Whether or not it is intentional.)
HCC Policy Statements
TARDINESS: I will take roll five at the scheduled start of class.
Prior to this we will have informal discussion about the material
that we have just covered and the material that we will cover
that day. Students who arrive after role has been taken will be
marked late. Three such tardies will be counted as one
absence. While being tardy might be unavoidable once or
twice, do not make it a habit. Coming in late invariably causes a
disruption and is unfair to your peers and the instructor. If you
do arrive late please come in quietly and join class with as little
disruption as possible. If you come in late you must see me at
the end of class that same day so that I can mark you late
and not absent. Tardies and leaving early add up to your
percentage of missed class and can be a cause of
withdrawal from this course. This is a simple matter of
Social Responsibility.
Access Student
Services Policies on
their Web site:
http://hccs.edu/student-rights
HCC Policy Statement - ADA
Services to Students with Disabilities
Students who require reasonable accommodations for disabilities
are encouraged to report to the Disability Support Service
Office at (713) 718-5422 to make necessary arrangements.
Faculty are only authorized to provide accommodations by the
Disability Support Service Office.
Title IX of the Education Amendments of 1972 requires that
institutions have policies and procedures that protect students’
rights with regard to sex/gender discrimination. Information
regarding these rights are on the HCC website under Students-Antidiscrimination. Students who are pregnant and require
accommodations should contact any of the ADA Counselors for
assistance.
It is important that every student understands and conforms to
respectful behavior while at HCC. Sexual misconduct is not
condoned and will be addressed promptly. Know your rights and
how to avoid these difficult situations.
Classroom Behavior
As your instructor and as a student in this class, it is our shared
responsibility to develop and maintain a positive learning
environment for everyone. Your instructor takes this responsibility
very seriously and will inform members of the class if their
behavior makes it difficult for him/her to carry out this task. As a
fellow learner, you are asked to respect the learning needs of your
classmates and assist your instructor achieve this critical goal.
ALL CELLULAR PHONES MUST BE TURNED OFF IN THE
CLASSROOM!!!!!!!!
Exceptions to this rule will only be made for people “on call” and
parents of young children. Proof is required.
Children in the Classroom:
The following is from the College
Guidelines.
"The college system does not allow children into the
collegiate educational process. ...the purpose of students being
here is to be educated. The presence of children is not
appropriate in this situation." There will be no exceptions to this
rule.
Students will not be allowed to bring children into the classroom,
nor will they be allowed to bring visitors or friends to class with
them.
EGLS3 -- Evaluation for
Greater Learning
Student Survey System
At Houston Community College, professors believe that thoughtful student
feedback is necessary to improve teaching and learning. During a
designated time near the end of the term, you will be asked to answer a
short online survey of research-based questions related to instruction. The
anonymous results of the survey will be made available to your professors
and department chairs for continual improvement of instruction. Look for
the survey as part of the Houston Community College Student System
online near the end of the term.
HCC Calendar:
Per specific Semester
Classes Begin
1/19/2016
Last day for drop/add
1/18/2016
Holidays and Breaks
2/15 Pres. Day 3/14 & 3/16 Spring Break
Last day to file for graduation
2/12/2016
Last day to drop classes with a grade of W
4/5/2016
Instruction ends
5/4/2016
Final examination
5/11/2016 see Final Exam Schedule online
Lectures / Topics / Assignments / Projects / Assessments
ARTS 1303 Art History I
16 week calendar:
Class
And
Date
Class 1
1/20
Class 2
1/25
Class 3
1/27
Class 4
2/1
Class 5
2/3
Orientation, grading policies, syllabus; Introduction
Assign Opposing Opinions/ Social Responsibility Paper – This is in your syllabus
Introductory vocabulary and Chapter 1 Stone Age
Class 6
2/8
Class 7
2/10
Class 8
2/15
Class 9
2/17
Class 10
2/22
Class 11
2/24
Class 12
2/29
Class 13
3/2
Class 14
3/7
Class 15
3/9
Chap 4 Aegean & test review
Chap 1 Stone Age During this unit your Teamwork assignment will be assigned and you will be assigned to a
team. This will be done when we have extra time after a scheduled lecture. YOU NEED TO BE HERE.
Chaps 2 Mesopotamia & Persia & Chap 3 Egypt
Chap 3 Egypt
Test One
President’s Day Holiday
Chap 5 Greece
Chap 5 Greece
Chap 6 Etruscans & Chap 7 Roman Empire
Chap 7 Roman Empire
Chap 8 Late Antiquity, Romans, Jew & Christians Chap 9 will be started
Chap 9 Byzantium & review Test Two
Test Two & Opposing Opinions Papers due Late papers minus 5 points each class
period
3/14 & 3/16 Spring Break
Class 16
3/21
Class 17
3/23
Class 18
3/28
Class 19
3/30
Teamwork Day – minus ten points from your personal teamwork grade if you are
absent and minus 5 points if you are up to 5 minutes late. More than 5 minutes = minus 7 pts
Chap 11 Early Medieval Europe
Class 20
4/4
Class 21
4/6
Class 22
4/11
Class 23
4/13
Chap 13 Gothic Europe
Chap 12 Romanesque Europe Last class period to turn in paper. If not in by 9:30
am you will receive a zero.
Chap 13 Gothic Europe
Chap 14 Late Medieval Europe / test review and finalize Team presentations
Test Three
Chap 10 Islamic World TEAM 1
Instructor will teach the Africa chapter and the unit review after
teams have presented their chapters. If you are not here you will miss that information. I will not be going over that
information again!! Not coming to class during Team Presentations will count against your personal Teamwork
grade!!!!
Class 24
Chap 15 South & Southeast Asia TEAM 2
4/18
Class 25
Chap 16 China & Korea TEAM 3
4/20
Class 26
Chap 17 Japan TEAM 4
4/25
Class 27
Chap 18 Americas TEAM 5 (and Chap 19 Africa – Instructor) review for test four
4/27
Class 28
Test Four
5/2
Class 29
Semester review
5/4
Class 30
Final Exam Week: Final Exam-Check Calendar
Cumulative Mandatory Final Exam
8:00 AM! You must be on time for the Final!!!!
5/11
Please Note: It is possible that these dates might change slightly due to various circumstances.
You will be notified of changes and requirements
Official HCC Attendance Policy:
Students are expected to attend classes regularly. Students are responsible for material covered during their absences, and it
is the student’s responsibility to consult with instructors for makeup assignments. Class attendance is checked daily by
instructors.
Although it is the responsibility of the student to drop a course for non-attendance, the instructor has the authority to
drop a student for excessive absences.
A student may be dropped from a course for absenteeism after the student has accumulated absences in excess of 12.5
percent of the hours of instruction (including lecture & laboratory time).
For example:
For a 3 credit lecture class, meeting 3 hours per week (48 hours of instruction), a student may be dropped when their
absence exceeds 6 hours)
For a 3 credit lecture/lab class, meeting 6 hours per week (96 hours of instruction, a student may be dropped when their
absence exceeds 12 hours)
Administrative drops are at the discretion of the instructor. If you are doing poorly in the class, but you have not
contacted your professor to ask for help, and you have not withdrawn by the official withdrawal date, it will result in you
receiving a grade of “F” in the course
NOTE: LAST DAY FOR STUDENT/ADMINISTRATIVE DROP THIS SEMESTER:
4/5/2016
Course Withdrawals-First Time Freshmen Students-Fall 2007 and Later:
Effective 2007, section 51.907 of the Texas Education Code applies to first-time in college freshman students who enroll in a Texas
public institution of higher education in the fall semester of 2007 or thereafter. High school students currently enrolled in HCC Dual
Credit and Early College are waived from this requirement until they graduate from high school.
Based on this law, HCC or any other Texas Public institution of higher education may not permit students to drop after the
official day of record more than six college level credit courses for unacceptable reasons during their entire undergraduate
career.
Course Withdrawals:
Be sure you understand HCC policies about dropping a course. It is the student’s responsibility to withdraw officially from a course
and prevent an “F” from appearing on the transcript. If you feel that you cannot complete this course, you will need to withdraw from
the course prior to the final date of withdrawal. Before, you withdraw from your course; please take the time to meet with the
instructor to discuss why you feel it is necessary to do so. The instructor may be able to provide you with suggestions that would
enable you to complete the course. Your success is very important
If you plan on withdrawing from your class, you MUST contact a HCC counselor or your professor prior to withdrawing (dropping)
the class for approval and this must be done PRIOR to the withdrawal deadline to receive a “W” on your transcript. **Final
withdrawal deadlines vary each semester and/or depending on class length, please visit the online registration calendars, HCC
schedule of classes and catalog, any HCC Registration Office, or any HCC counselor to determine class withdrawal deadlines.
Remember to allow a 24-hour response time when communicating via email and/or telephone with a professor and/or
counselor. Do not submit a request to discuss withdrawal options less than a day before the deadline. If you do not
withdraw before the deadline, you will receive the grade that you are making in the class as your final grade.
Introductory vocabulary – A Brief Summary – Art History 1
Art Through the Ages
You need to be able to define these terms and to understand how to use them. We will be using them
every day. They are in the Introduction of your text, the glossary, and some are from your Professor.
B.C.E. - C.E.
Form: “refers to an object’s shape and structure “ the formal elements of art: –
line, shape, color, light,
texture, space, mass, volume, & composition.
Style: “a distinctive artistic manner” - the combination of form and composition
that makes a work
distinctive
Composition: “refers to how an artist composes (organizes) forms in an
artwork.”
Volume: “the space that mass organizes, divides, or encloses” may be either
solid or hollow
Mass: the bulk density and weight of matter in space (3-D solid)
Content: includes subject matter and or meaning in a work of art
Iconography: refers to both the content, or subject, of a work of an artwork, and the study of content.
(includes the symbolism in an artwork)
color terms: hue: color
primary colors: red, yellow, blue
secondary colors:orange, green, violet
value: the degree of lightness or darkness of a color (or a gray)
intensity / saturation: the purity of a color
picture plane: the theoretical plane corresponding with the actual surface of a
2-D image
linear perspective: as parallel lines recede into space they appear to get closer together until they
would meet at the horizon line.
composite view or twisted perspective - the combination of multiple viewpoints in a work of art. “a part
of the figure is shown in profile and another part of the same figure is shown frontally”
Architectural drawing terms:
Plan: essentially a map of the floor
Section: “a kind of vertical plan” a vertical slice of a building
Elevation: a head-on view of an external or internal wall
Sculpture terms:
relief: sculpture that is attached to a background
High relief: the images project boldly- half or more of
their depth
Low relief / bas relief: the projection is slight -less than half
of their depth
Sunken relief:” the design is cut into the surface“ the image
is literally below the front surface of the picture plane
freestanding or "in the round": independent of a background
subtractive vs. additive vs. casting
casting - lost wax casting – creates a hollow metal sculpture
proportion – the relationship in size of the parts of objects
scale - the overall size of an object
canon of proportions: a set of ideal mathematical ratios in art based on measurements, particularly
those of the human body
-----------------------------------------------------------------------------------------------------------representational: describes the appearance of recognizable subject matter
nonrepresentational / nonobjective: works of art that do not aim to produce recognizable natural
imagery
realism and naturalism: attempts to represent the observable world in a manner that appears to
describe its visual appearance accurately .
idealization : strives to create images of physical perfection according to the prevailing values of a
culture
abstraction: departs from mimicking lifelike appearance to capture the essence of a form ( a stylized
image that does not portray the subject in a visually realistic way)
Principles of Design
Balance is the equilibrium of formal elements in a work of art. Broad categories include symmetry,
asymmetry, overall balance, and radial balance.
Scale is the size of an object in relation to things around it. Proportion is the size relationship of parts
belonging to one object or figure.
Unity refers to a coherent total effect that creates a sense of harmony in a work of art. Variety refers to
diversity or difference which acts as visual counterpoints to unity.
Emphasis is the principle that states that the viewer's attention will be drawn to some parts of the
composition more than others. Those points of attention are called focal points.
Rhythm is the measured repetition of accented elements that move the eye through a composition.
Elements
Line is the path of a moving point that provides direction and detail to a work of art. An implied line is a
series of points that the eye connects.
A shape is a two-dimensional area that stands out from the surrounding space because of an identifiable
boundary. The shape itself occupies positive space, while the surrounding area is the negative
space.
A mass is a three-dimensional solid, and a volume is a three-dimensional form that may be hollow.
Space is the implied or real sensation of three dimensions.
Texture is the tactile surface qualities of a work of art that appeal (vicariously) to the sense of
touch. These can be actual or visual.
Value is the light and dark in a work of art independent of color. Light is the measure of illumination or
shadow in a full range of colors.
Color is a property of light determined by specific light wavelengths, known as the hues. A color will
have a hue, a value, and a saturation/intensity.
Opposing opinions / Self Debate Art History 1 Arts 1303
Core Components addressed: Social Responsibility / Critical Thinking / part of Written
Communication. You will also be conducting research for this assignment.
100 points
Length: 1000 words minimum of essay – this does not include Critical Thinking outline
questions nor Analysis/ Evaluation/ Synthesis answers. You must include the word
count at the end of your essay and remember that this does not include your outline
questions nor your summary of how outline questions were examined from both points
of view.
LATE PAPERS: minus five points for each class period late.
The 3rd class after the due date is the last class period to turn in your
assignment! After the end of class that day you will receive a zero for your paper. TURN
IT IN EARLY!!!!!!!!!!!!!
Your Essay will be in MLA Format. Typed double spaced Times New Roman 12 point
font. Please remember that any plagiarism in this course will result in an “F” for
the semester whether it is intentional or not. DO NOT PLAGIARIZE! You must site
your sources correctly! Do not forget the plagiarism statement in your syllabus
and our discussion at the beginning of the semester!
For this assignment you will select a topic that could be considered controversial or
viewed very differently by different people in society. Your topic must relate to visual
art that we will cover this semester! Anything B.C.E. to 1400 C.E. that is visual art
related.You will begin the essay portion by giving a thorough explanation of the topic /
issue and will then write two opposing views on this issue. Your paper will then
conclude with a personal conclusion about this issue and how both sides of the
argument affected your conclusion. You do not have to reach a conclusion that one
argument is superior to the other (wouldn’t that show a lack of understanding both
sides?) but you must justify your conclusion.
Step one: Learn about your topic
Step two: Write outline of Critical Thinking & Social Responsibility questions
(refer to rubrics)
Body of Paper:
Step three: write introduction to topic
Step four: write first argument / position
Step five: write second argument / position
Step six: final conclusion / personal conclusion/ synthesis of information
Step seven: works cited / bibliography page in MLA format as per class
discussion
Step eight: Handwritten plagiarism statement
Step nine: Analysis/ Evaluation/ Synthesis of information –summary of how
Outline of Critical thinking Questions were answered / addressed (refer to rubric) It
is possible that you may wind up with a set of original questions and a slightly different
set of final questions that have resulted from your learning/research but in that case you
will need to explain why they have changed. Be very careful in this scenario and be sure
to completely provide your analysis and rational for this change.
Steps 3-7 are the portion that must be in MLA format and a minimum of 1000
words
If your grammar is so bad that I cannot understand your argument you will fail this
assignment.
DO NOT PLAGIARIZE Please remember our discussion at the beginning of the semester.
If you plagiarize you will fail the semester. It does not matter if it was intentional or a
“mistake”. You must include the following statement on a separate sheet and attach the page to
the end of your paper. The statement must be handwritten, not typed, and must be signed. Points
will be taken off for not following this procedure.
Statement: “I have read the college policy on scholastic dishonesty and the policy on my
syllabus. I understand this policy and I understand that if I have plagiarized in my paper that I
will fail this course.”
I strongly encourage you to make a check list to make sure that you have completed the
minimum requirements to pass. Remember that this is to pass, not the requirements to
write an exceptional paper. (Refer back to the college grading system.)
Turn in format: Staple all pages together in the upper left hand corner.
Cover page , Outline of Critical Thinking and Social Responsibility questions (Step 2), Step 9
Analysis / Evaluation and Synthesis of information, Steps 3-8 (body of paper, works cited,
mandatory plagiarism statement) Any visual images that you wish to include. (You do not have
to include any.)
Please seek assistance from me, the Writing Center, Ask Online and Campus Tutors. We are here
to help you succeed.
Topic examples are listed below but I strongly encourage you to come up with your own
topic:
Parthenon / Elgin Marbles- England’s position and Greece’s position
Rosetta Stone – England’s position and Egypt’s position
Museum acquisitions – who rightfully owns a work
Repatriating artworks: Euphronius Vase: Death of Sarpedon – US vs Italy
Amarna Period: Traditional Egyptian vs Akenaten
Byzantine Art: Icons and Iconoclasts
Roman Empire and Jerusalem: Titus / Temple of Solomon: civil war / break away area/ conquest
Blood Sacrifice
Reliquaries: scientific proof of authenticity?
Introduction of a new religion to an area (2 specific religions)
Gothic Cathedrals: Roman Catholic Church / Archdiocese vs townspeople (Chartres and Reims
etc.)
Native American artifacts and European interpretations
Excavations of burials
If choosing a religious topic, be very careful of sources of info. Points will be taken off if you
use biased information and do not note / recognize that it is biased.
Teamwork Assignment Art History 1, ARTS 1303
For this assignment students will teach the rest of the class a chapter from our textbook
and will work as a unified team to accomplish this goal. You will either select a chapter
to teach or will be assigned to one. I suggest selecting one ASAP so that you will be
focusing on a subject area that is already interesting to you. You may sign up for a team
the first day of the semester! (There will be numerical limits to team members so that
each chapter is covered.) Your team will create a visual and oral presentation that you
will present to the class. There will also be a written component. Students will have one
class period to work on this and to decide their plan of action and the rest of the work
will be done outside of class.
Once you sign up with or are assigned to a team you may not change teams.
You will be participating in the grading of your teammates so keep a record of their and
your contributions to the project.
The students in your group will also be the ones that you will contact if you have missed
class and need to know what was covered the day that you were absent. Your team is
creating an intimate learning environment and you must be an active participant. Do not
be a freeloader and remember that they will be participating in your grade on this
assignment. (Again, see system rubric)
Group #
Chapter #
Subject
1
10
Islamic Art
2
15 (Indus Valley, Buddhist and
South & Southeast Asia
Hindu Art)
(Indian subcontinent)
3
16
Chinese & Korean Art
4
17
Japanese Art
5
18
The Americas
African Art is also part of this unit but your Instructor will teach that so that we can be
sure to stay on schedule.
Format:
minimum 65 minutes maximum : includes set up, handouts, any
quizzes etc.
-style presentation (PowerPoint/ PDF/Google docs) You may
also use video clips etc. but they should not interfere with the flow of your presentation.
The vast majority of slides should have images of artworks and/or maps with basic text
information.
Text only slides should only be used for introduction, summary & important vocabulary
that is new to classmates. Perhaps a study/ review sheet might be more helpful?
ral format: all group members must speak for a minimum of 4 minutes. Students
MUST: paraphrase information from the textbook, memorize your presentations or use
note cards (4 x 6 in. max.) as guides for speech
Students MAY NOT: copy information directly from the textbook onto note cards
(unless it is for basic identification of a work or if a specific term needs to be
defined.), use their textbooks during the presentation, or use any other type of
notes/books during their presentations. ( other than their 4”x 6” or smaller note cards.)
Content:
I will give your group a list of artworks that must be covered and your group will then
select additional works to discuss. These additional works may be from your text as well
as relevant images that are not in your text. Superior presentations will include artworks
that are not included in our text. However, don’t go overboard and lose the context of
your presentation.
Presentation:
y, loud and clear
Your team’s entire digital presentation must be given to the instructor for Assessment
and must include files of any study sheets etc. This is for System wide assessment as is
required by the state of Texas.
Chapters 1-4
Worksheet and Review Vocabulary - As you do your reading define these terms and understand
them. I have also included cultures and time periods relevant to the artworks. You need to know this
information. You will need to be able to place artworks into their time periods and cultures throughout the
semester. (Don’t forget the Introductory vocabulary) Consult the glossary & index as you read the
chapters. You actually do need to read your textbook. This is why you bought it! I have included some
definitions to help you understand what you need to know.
Chap. 1 THE ANCIENT WORLD Time Periods: Paleolithic, Mesolithic, Neolithic: know their
characteristics
Megalith
Pictograph
Post and lintel
Passage grave
Zoomorphic- animal forms, Anthropomorphic- human forms
Chap. 2 ANCIENT NEAR EAST Artworks will be placed to culture
Mesopotamia – “land between two rivers” Tigris and Euphrates rivers
Lost wax casting / cire-perdue more detail in Greek chapter
Ziggurat - Near Eastern temple structure, bridge between the heavens and the earth, physical center of
the city-state, link between the gods and the King. Tall stepped earthen tower often topped by a shrine to
the gods. These are found in the ancient Near East.
Cuneiform
Stele – a carved stone slab used to mark graves or commemorate historical events
Hierarchy of scale
Lamassu – Assyrian guardian in the form of a man-headed winged bull or lion
Chap. 3 ANCIENT EGYPT Time Periods: Predynastic, Early Dynastic, Old Kingdom, Middle
Kingdom, New Kingdom, Amarna Period
Necropolis
Rosetta stone
Hieroglyphics
Ka
Mastaba
Stepped pyramid
Imhotep
Fresco
True fresco / Buon fresco
Fresco secco
Atlantid
Caryatid
Hypostyle hall: a hall with a roof resting on columns
Clerestory
Amarna Period: Akenaton, monotheism, Nefertiti
Howard Carter 1922
Chap. 4 Cultures: Cycladic, Minoan, Mycenean
Potter’s wheel – (c. 4,000 BCE, Egypt – instructor information)
Repousse
Corbeled vault / corbeled arch
citadel
Unit Two: again, define these terms etc.: some things are concepts rather than terms
Ancient Greece: Time periods: Geometric, Early & High Classical, Late Classical (Time of Alexander
the Great), Hellenistic
Polis: an independent city state
Doric, Ionic, Corinthian orders & temple components- you need to know these architectural components
of a Greek temple – I will give you a hand-out of temple parts that you must know
Kouros: an Archaic Greek statue of a young man
Kore: an Archaic Greek statue of a young woman
foreshortening
contrapposto
Parthenon: Iktinos, Phedias, Athena, Great Panathenaia
canon of Proportions-Polykleitos-Doryphorus
pathos
Roman copies: why are they important?
THE ETRUSCANS: Greek influences, Etruscan influences on the Romans? What concepts do you think
are the most important?
THE ROMAN EMPIRE:
Common subjects: imperial power & portraiture – why? Contrast with Greek subjects.
concrete
arches, vaults & domes: round arch, barrel vault, groin vault, dome
Pompeii, Mount Vesuvius, 79 C.E.
aqueduct
triumphal arch
commemorative column
forum
basilica
Pantheon – Temple to all the Gods – 7 Dieties of the 7 planets
portico – rotunda – coffers – oculus - architecture of space
tetrarchy, Diolcetian
Edict of Milan, 313 C.E. Constantine
diptych
triptych
LATE ANTIQUITY, EARLY JEWISH & CHRISTIAN
catacomb
cubiculum – a chamber in a catacomb that served as a mortuary chapel
loculi
basilica plan church
central plan church
BYZANTINE ART
pendentive
squinch
codex
manuscript illumination
vellum – calfskin, parchment - lambskin
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