St. Cloud State University
General Education Goal Area 5
History and the Social & Behavioral Sciences
Academic Affairs Use Only:
Response Date:
Effective Date:
1.
Prepared by: David Sebberson
Phone: 8-4283
Proposal Number:
Email: sebberson@stcloudstate.edu
2.
Requesting Unit: Art
3.
Department, Course Number, Title: Art 231 Art History Survey II
4.
New Course
5.
Will this course be flagged as a diversity course?
Already Designated as Diversity
6.
Will this course also satisfy another General Education Goal Area?
If “Yes” specify which goal area.
Goal 6 Humanities and Fine Arts
Existing Course
No
Diversity Proposal Accompanying This Form
No
Yes
7.
Course bulletin description, including credits and semesters to be offered:
Painting, sculpture and architecture from the Italian Renaissance to the Contemporary Period. Stylistic
classification of major works of art. Course designed for majors. 3 Cr. F.
8.
Indicate the clientele for whom this course is designed. Is the course for general education only, or
does it fulfill general education and other program needs for this or another department? Obtain
signatures from any affected departments.
This is a required course for the following majors: BA Art, BA Art History, BS Art Education, BFA
Studio Art (all emphases) and the art minor. This major course is being designated as a general education course
to meet the 120-credit limit mandated by the state legislature and the 40-credit general education minimum
mandated by MnSCU. This is consistent with the general education guideline that states "Courses used in the
major may be designated as General Education." Because the Minnesota Transfer Curriculum is about the
"seamless" transfer of credit between two-year and four-year institutions, it is important to keep in mind NASAD
standards distinguishing between curricular offerings as an "element of liberal education without the training for
art or design occupations" and those that lead "toward either liberal arts or professional baccalaureate degrees in
art or design." Hence the phrase "Course designed for majors" in the bulletin description.
9.
Indicate any changes that must be made in offerings or resources in your department or other
departments by offering this course.
None. The course is currently offered.
10.
For new courses or courses not yet approved for General Education, indicate any other SCSU departments
12/11/2009
or units offering instruction that relates to the content of the proposed course.
No other department offers courses whose content is art history and that meet both major requirements
and general education requirements.
11.
Courses designated as General Education are included in the assessment plan for the Goal Area(s)
for which they are approved. Courses for which assessment is not included in the annual GE
assessment report for two years will be removed from the General Education Program.
The Requesting Unit understands and recognizes the above conditions.
12.
Provide a concise explanation of how the following goal is a “significant focus” of the proposed course.
Goal Area 5: History and the Social & Behavioral Sciences
Develop understanding of human societies and behaviors, and of the concepts, theories, and methods of
history and the social sciences.
The course description indicates that the primary focus of the course is historical periodicity. According
to its original curriculm documents, Art History Survey II has the following goals, which focus directly on the
production of visual culture by human societies and require concepts, theories, and methods of history:
1.
To develop the student’s appreciation of the creative spirit and of the variety of human cultures.
2.
To develop an understanding of the cultural and ideological context out of which artistic styles and
movements have developed.
3.
To show the impact the art of the past has had and continues to have on the art of the present.
4.
To serve as a source of images, ideas and standards for those involved in creative production and
evaluation.
5.
To enable students to recognize, analyze and place in their historic context major works of the art
production of the past.
Students develop an understanding of human societies from the Renaissance to contemporary times through
visual cultures, their periodization, and sequences crucial to historical coherence and to the capacity for assessing
relationships between past and present. Students learn to interpret change and continuity, analyze, assess, and use
historical artifacts including paintings, sculptures, prints, drawings and photographs, and consider different
historical interpretations. Students view art in terms of historical developments that relate to form historical
periods and to discern changes in art that distinguish one historical period from another. Students contextualize
art as a balance of major facets of the human experience in the past – social, cultural, economic, technological,
and political – and their mutual relationships in the historical production of art, architecture, and artifacts.
13. In order for a course to be designated as fulfilling Goal Area 5, it must address at least 4 of the 5 student learning
outcomes (SLOs) below. Check the SLOs below that are focused on in the proposed general education course.
1. Describe or use the methods and data by which historians, social scientists, or behavioral scientists investigate
human conditions.
2. Analyze human behavior, cultures, and social institutions and processes from the perspectives of history or the
social and behavioral sciences.
3. Develop explanations for and explore solutions to historical or contemporary social problems.
12/11/2009
4. Reflect upon themselves in relation to family, communities, society, culture, and/or their histories.
5. Apply and critique alternative explanatory systems or theories about human societies and behaviors.
14.
Discuss how each Student Learning Outcome checked above is achieved in this course. (Note: Although
descriptions of typical assignments or types of assignments may be part of this discussion, it is not
appropriate to submit copies of actual assignments.)
1. Through tests, papers, presentations, responses, or field trips students
-Identify and categorize art, architecture, and artifacts according to culture and historical period.
-Describe, analyze and interpret art, architecture, and artifacts from the past in the context of historical
developments and periodization.
-Conduct primary research by observing and responding to objects in museum collections
-Research, read, and summarize scholarship in art history.
2. Through tests, papers, presentations, responses, or field trips students analyze relationships between human
behavior and social institutions through the study of visual cultures from the Renaissance to the contemporary
period. How, for example, are Enlightenment institutions that construct rationality, science, and technology
criticised by Blake or Goya, celebrated by David, reacted against by Pre-Raphaelites and Nabis, deliberately
rejected by the Arts and Crafts movement and deliberately appropriated by the Bauhaus? How are social
institutions of modern urban life represented in Impressionism? How does Dada express the destruction of social
institutions caused by WWI? How are social institutions that construct power and identity criticized in
contemporary art?
3. Through tests, papers, presentations, responses, or field trips students explain and interpret how historical and
contemporary social problems are expressed or addressed through the artifacts of visual cultures and periods
identified in the course outline. Historical social problems range from the creative and destructive effects of
technological change, celebrated in 20th-century Futurism, for example, and indicted in Picasso’s Guernica, to
issues of censorship and repression -- e.g. the Spanish and Roman Inquisitions' effects on El Greco, the Nazi
attack on "degenerate art," and American conservative attacks in the 1980s and 1990s on "pornographic" art (e.g.
Mapplethorpe's photography on homoeroticism and AIDS) or art that confronts attitudes claiming "traditional"
values (e.g. Serrano's Piss Christ, and Olfi's Madonna). Similarly, contemporary art addresses a full array of
social problems from global warming to global poverty by making problems visible, critquing responses to those
problems, or suggesting solutions to them.
4. As majors in art, art history, and art education, students formulate and develop their own perspectives about
art in relation to historical developments and cultural differences. As the course's fourth goal indicates, this class
provides students with a source of images that enables them to reflect upon themselves as creators and analyzers
of visual culture in relation to the history and visual cultures of art.
15.
List or attach the Course Outline (adequately described and including percentage of time to be allocated
to each topic). Curriculum Committees may request additional information. Topics larger than 20% need
to be broken down further. Indicate in your course outline where the Student Learning Outcomes
12/11/2009
checked above are being met.
The original outline for this course as it was approved through the curriculum process consists of 10
topics, listed below with their percentages. The course outline is not being changed. The SLOs are based on
practices that will be undertaken through the study of the 10 topics in the course outline. SLO 1 requires that
students methods of historians. Students identify, describe, and analyze art in terms of historical periods through
tests, papers, responses, or presentations that cover all of the topics listed below. SLO 2 requires that students
analyze cultures and societies from historical perspectives. Students must do this, through tests, papers, responses
or presentations for all of the topics listed below. SLO 3 requires that students explain and explore solutions for
historical or contemporary social problems. Students do this through tests, papers, responses, or presentations that
cover all of the topics listed below. SLO 4 requires that students tests, papers, responses, or presentations that
cover all of the following topics.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
The Late Gothic Style and early Renaissance in Italy (10%)
The High Renaissance in Italy (10%)
The Northern Renaissance (10%)
The Baroque and Rococo (10%)
Neoclassicism (10%)
Romanticism (10%)
Realism (10%)
Impressionism and Post-Impressionism (10%)
Twentieth Century Painting (10%)
Twentieth Century Sculpture and Architecture (10%)
12/11/2009
St. Cloud State University
General Education Transmittal Form
Academic Affairs Use Only:
Response Date:
Effective Date:
Proposal Number
Department: Art
Course or Course(s): Art 231 Art History Survey II
David Sebberson
Department or Unit Chair Signature
January 31, 2010
Date
Department forward to Academic Affairs for publication and electronically to Chair of General Education Committee, Chair
of College Curriculum Committee, College Dean
Recommendation of General Education Committee:
Approve
Remarks:
Disapprove
Chairperson
Committee
Signature
Date
Recommendation of University Curriculum Committee:
Approve
Remarks:
Disapprove
Chairperson
Committee
Signature
Date
Recommendation of Faculty Association:
Approve
Remarks:
Disapprove
FA Senate
Signature
Date
Action of Academic Vice President:
Approve
Disapprove
Signature
Entered in Curriculum Data File
12/11/2009
Remarks:
Date