Art Appreciation 1301
The University of Texas of the Permian Basin
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Arts 1301.
Course description:
ARTS 1301 Art Apprecia on (3)† The study of art, its role in society, the creative process and standards of artistic judgment..
Learning Objectives and Outcomes:
Upon completion of this course, students should be able to:

Identify and describe a body of art works (individually and collectively) in the creative
arts.
Methods for assessing this expected learning outcome:
multiple-choice tests/quizzes, art projects, discussions, written assignments and group
activities

Analyze and summarize the elements of art and the principles of design
Methods for assessing this expected outcome:
multiple-choice tests/quizzes, art projects, discussions, and written assignments

Explain and differentiate creative works as expressions of values within cultural and
historical contexts
Methods for assessing this expected outcome:
Written assessments, discussions, and group activities
Learn about individual artists and their role in society.
Methods for assessing this expected outcome:
Exams, Quizzes, and Written assessment.
Appraise the role of diversity (gender, nationality, ethnicity, politics, and religious beliefs)
in the development of visual culture-past, present, and future.
Methods for assessing this expected outcome: Written assessments and group
activities.



Core Curriculum Objectives for Visual and Performing Art:
Core Objective
Core Objective Goal
Learning Strategies,
Activities
and Learning Outcomes
(Assessable Outcomes)
Critical Thinking Skills
Students will draw wellreasoned logically
supported conclusions
from information.
Communication Skills
Students will
demonstrate effective
written, oral, and visual
communication skills.
Social Responsibility
Students will
demonstrate intercultural
competence, civic
responsibility, and the
ability to engage
effectively in regional,
national and global
communities.
Teamwork
Students will
demonstrate the ability
to consider different
points of view and to
work effectively with
others to support a
shared purpose or goal.
Core Objective Lecture
The Core Objective
Persuasive Essay
The Core Objective
Teamwork Project
These assignments will
be assessed using the
Critical Thinking Core
Objective Rubric.
The Core Objective
Persuasive Essay
The Core Objective
Teamwork Project
This assignment will be
assessed using the
Communication Skills
Core Objective Rubric.
Core Objective Lecture
The Core Objective
Persuasive Essay
The Core Objective
Teamwork Project
This assignment will be
assessed using the
Social Responsibility
Core Objective Rubric
The Core Objective
Teamwork Project
This assignment will be
assessed using the
Teamwork Core
Objective Rubric
(CATME)
Text: Required:
Understanding Art, by Fichner-Rathus, 10th Edition
Lois Fichner-Rathus
ISBN‐10: 1111836957 ISBN‐13: 9781111836955
Grading: 1. Students will complete 4-5 formal assessments (tests) during the semester
2. Students will complete 1-3 formal essays, one of which will be part of a larger
assignment assessing the Core Objectives for the Visual Arts.
3. Creative Art Assignments
4. One Teamwork presentation
5. Attendance
6. Class discussions (web/in class)
7. Unit projects for web class
Grading Scale:
100% - 90%
A
89%-80%
79%-70%
69%-60%
59%-0%
B
C
D
F
The student who earns an ‘A’ (90-100%) demonstrates his / her ability to produce
excellent work. The student has exceeded the limitations in relation to research, and has been
able to demonstrate his / her skill, technique, craftsmanship and knowledge of subject matter in
the assigned projects.
The student who earns a ‘B’ (80-89%) demonstrates his / her ability to produce work that is
above the average requirement. The knowledge of technique and craftsmanship must be
improvised. The student is committed to the assignments and course work and is a positive
influence within the classroom.
The student who earns a ‘C’ (70-79%) demonstrates his / her ability to produce adequate work,
completes assignments on time and has demonstrated adequate growth.
The student who earns a ‘D’ (60-69%) demonstrates the lack of understanding, growth and skill.
There is little evidence of participation in class discussions and negligence of assignments. The student who earns an ‘F’ (less than 60%) demonstrates a failure to meet the
requirements expected from a student.
Tentative Course Outlines:
Sixteen Week Course Week
Understanding Art
Week 1
Introduction
What is Art?
Week 2
Visual Elements of Art
Principles of Design
Style, Form and Content
Week 3
Drawing
Painting
Printmaking
Imaging, Photography, Film,
Video, and Digital Arts
Week 4
Week 5
Week 6
Test 1:
Sculpture
Site-Specific Art
Week 7
Architecture
Week 8
Test 2:
Craft and Design
Week 9
The Art of the Ancients
Classic Art: Greece and
Roman
Week 10
Age of Faith
Renaissance Art
Week 11
Age of Baroque
Non-Western Perspective
Week 12
Modern Art
Twentieth Century: Early
Years
Test 3:
Twentieth Century: Post War
to Post Modern
Twentieth Century: Post War
to Post Modern
Art in the Twenty-First
Century: Global Perspective
Test 4:
12:30 - 2:30 pm
Week 13
Week 14
Week 15
Art Department Attendance Policy
“Attendance is required and will be checked. A student who is late to class or leaves class early will be marked
absent and it is up the student to check with the instructor to have that absence changed to a tardy. Three tardies
will be counted as an unexcused absence”.
Two unexcused absences will be allowed per semester. Additional absences will result in a lowering of the
semester grade. Every unexcused absence after two will result in a 5% reduction of the final grade. This is the
equivalent to 1/2 a letter grade. Students who miss 7 classes during the semester will automatically fail the class.
Sleeping in class is unacceptable behavior and will result in the student being marked absent for the class session.
Excused absences include:
1. A University sponsored extra-curricular activity (please notify the instructor in advance).
2. Personal injury or illness. A doctor’s note is required.
3. A death in the immediate family. Documentation is required.
Policy On Scholastic Dishonesty:
The integrity of a university degree depends on the integrity of the work done for that degree by
each student. The University expects a student to maintain a high standard of individual honor
in all scholastic work (Rules and Regulations of the Board of Regents).
Scholastic dishonesty includes, but is not limited to cheating, plagiarism, collusion, the
submission for credit of any work or materials that are attributable in whole or in part to another
person, any act designed to give unfair advantage to a student, or the attempt to commit such
acts. Detailed information on scholastic dishonesty along with disciplinary procedures is
outlined in the Handbook of Operating Procedures, Part 5, Section 1, and the Student Guide.
Student Classroom Conduct:
All students are expected to exercise self-discipline and a respect for the rights of others at all
times. Behavioral disruptions that interfere with the business of the classroom or with an
individual’s ability to learn may be referred to the Vice President of Student Services for
resolution.
Please be sure that cell phones and beepers are off or silent. If you expect to have to get up,
please select an inconspicuous position to minimize disruptions. Courtesy to others is
important. That means respecting the opinions of others, and in general, doing your part to
make this a positive learning environment for all students. Food or beverage, while acceptable
should be as quiet as possible, and you must clean up after yourself.
Special Needs:
Americans with Disabilities (ADA) Notice: The University of Texas of the Permian Basin intends
to make reasonable accommodation for its students with special learning requirements. You
may document your special needs through the University Office for Programs Assisting
Students Study (PASS). (432) 552‐2630 Intercultural art essay and Teamwork Project:
Covering
Critical Thinking
Communications
Social Responsibility
Teamwork
The students will participate in a Core Objective Lecture, after which they will be required to
create a two (2) page double spaced Persuasive (Intercultural) essay following the assignment
prompt from the assigned Core Objective Lecture.
Example Topics for the Core Objective Lecture (C.O.L.) may include but are not limited to:
 Iconoclastic Controversies and the Destruction of Art
 The Repatriation of Art Looted by the Nazi’s during the Second World War
 The destruction of Hindu Art and Architecture by Muslims, and the retaliation in the
destruction of Muslim Art and Architecture by the Hindus.
Lesson Design
1. Students will be introduced to the C.O.L. topic.
2. Students will answer all embedded questions in the C.O.L. lecture (Bloom’s Taxonomy
Knowledge through Synthesis type questions) (average about ten questions per lecture)
3. Students will be guided through a short lesson on the development of a Persuasive
essay using the following tools
Cornell Notes (see attached)
The Critical Thinking Rubric (see attached0
The Persuasive Essay Organizer Tool (see attached)
Persuasive Essay Rubric (see attached)
An example assignment:
Persuasive Essay on The Repatriation of Nazi Art.
(see attached writing prompt)
4. Written assignments will be graded using the Persuasive Essay Rubric, The Critical
Thinking Rubric, the Communication Rubric, and the Social Responsibility Rubric. (see
attached)
5. Teamwork: Students will be divided into groups of 4-5 students.
a. Each group will share their essays and come up with one or two artifacts on which to
base a group persuasive speech/presentation.
6. An example:
If the teacher uses the C.O.L. on the Repatriation of Nazi looted Art, the
speech/presentation would be focused on several artifacts and a point-counter point
discussion on what is in the best interest for the involved parties. This project will be
peer evaluated and teacher graded using the CATME rubric tool.
Persuasive (Intercultural) essay: (From The Student Success Center/ Ms. Manning) Learning Module and Assignment Prompt The persuasive essay differs from the argument essay inasmuch as the former tries to convince the reader to do or think something – take some sort of action by persuading the audience to agree with the writer’s opinion. The argument essay tries to prove something also, but it is more formal and typically avoids appeals to emotion. Whereas argument attempts to move the reader closer to your position, persuasion attempts to move the reader ALL THE WAY over to you. Thus, you must sell yourself, sell your view. While the persuasive also tries to prove something, the tone is more personal in nature, relies more on logic than fact, and typically ends in an appeal for the reader to do something. Writing from personal conviction is the hallmark. Facts, evidence, and data are very important in both genres, but the persuasive essay appeals not only from the personal but to the personal. That is, I ask you to agree with me, to accept my opinion. So you might consider using phrases such as: How could we possibly allow… I appeal to you today because… If these plans are allowed to come into being… Surely there are other ways to… No other path is better because… Letters to the editor, political speeches, news analysis (opinion journalism), and most advertisements are forms of persuasive communication. Here are some important points and actions to consider as you plan your persuasive essay: 1. Identify your audience. You cannot successfully get a plan accepted to harvest excess wildlife for food banks if the person or people you are writing to are vegans…unless you know that in advance. 2. Understand and empathize with your audience – a shared sense of values is a basic tool of persuasion (we’re all reasonable people and have great respect for wildlife, so we can agree that…). 3. Back your opinion with logic; it is essential to give your position credibility. You might want to look up syllogism and Toulmin logic and other sources on logic in discourse. Your ideas must make sense. 4. Get passionate about the subject; if your audience becomes emotionally attached to the same issues, you’ll win. If you are indifferent, so will they be, and you’ll lose. 5. Honesty is imperative; you may not have data or other factual support, but personal anecdotes or examples from experience can bolster your position. If the information is not credible, neither will you be. 6. Allow for an obvious counter‐argument. I cannot hope to persuade the vegans if I don’t allow their most valiant counter point the respect it’s due. Thus, I must respect the opposition by fairly presenting their argument. I do not have to prove it for them. Rather, I show how their reasonable position can be undone, rationalized away, or in some other way neutralized. 7. Sum up your positions using new words (not new arguments) and appeal to the reader to do what it is you want the reader to do. The action can be anything from changing the way they think about something to marching on city hall. Your best emotional appeals should leave the reader rather charged up about the topic; at the very least they should be satisfied with your presentation. 8. Use language that is matched to the subject and the reader. Using high‐flown academic language will not be helpful to a convention of auto body repairmen; using the language of hip hop will not persuade a senior bible study class. In all things, remember your manners and respect the people with whom you communicate. Prompt: In a two‐page, typed, double‐spaced essay, persuade your readers that (the destruction of the Buddhas by the Taliban; the repatriation of art looted by the Nazis; the destruction of Hindu art by the Muslims and the subsequent retaliation) was justified/unjustified based on your opinion. You will derive your opinion from learning about the reasons for the controversy, the cultural context of the destruction, and as a result, why the opposing view is incorrect, misguided, or mistaken. You must understand both sides of the issue in order to argue your point effectively. You must cite the resources you use to support your view. Your objective is to convince those who oppose you – through the force of your logical appeal – that your position is the one they should adopt. Grading for the Persuasive (Intercultural)Essay (See attached) http://www.docstoc.com/docs/69276805/PERSUASIVE‐ESSAY‐GRADING‐RUBRIC Art Appreciation Teamwork Project Prompt and Rubric Your goal for this project is to prepare a proposal based on the Core Objective Lecture and Teamwork project chosen by your instructor. You will be placed into groups containing 4‐5 students. You will assemble your research from your Core Objective Persuasive Essays and select two artifacts from which you will argue a point/counter point group discussion to the rest of the class. This presentation will use the 4c’s (Clarify, Collect, Consider, Conclude) to enhance critical thinking This presentation will take the form of an outline of key points, collected from all project members and their Core Objective Persuasive Essays, including a formal bibliography of all sources used. The presentation must be at least 10 and no more than 15 minutes long. All group members must be involved in some capacity. Your group outline must be in Times New Roman 12 point font, be double spaced and have 1” margins. Your formal bibliography may originate from your group’s Core Objective Lecture. The Grading rubric for this project will be the CATME teamwork assessment tool. Peer grading will count for 25% of the total assignment grade. As outline in the Communication Assignment assessment rubric, both Verbal and Non‐Verbal components of the presentation will be judged. On‐line sections will use media tools such as Skype, Face Time, or Adobe Collaborate. *We are looking for appropriate technology which could be used in the class with smart phones for peer evolutions! Teamwork Persuasive Essay Embedded Questions (C.O.L.) Lecture Items which will be formally graded for this assessment 1. You will assemble your research from your Core Objective Persuasive Essays and select two artifacts from which you will argue a point/counter point group discussion to the rest of the class. 2. This presentation will use the 4c’s (Clarify, Collect, Consider, Conclude) to enhance critical thinking 3. This presentation will take the form of an written outline of key points, collected from all project members and their Core Objective Persuasive Essays, including a formal bibliography of all sources used. 4. The presentation must be at least 10 and no more than 15 minutes long. All group members must be involved in some capacity. 5. Your group outline must be in Times New Roman 12 point font, be double spaced and have 1” margins. 6. Your group’s formal bibliography will originate from your group’s Core Objective Lecture. A project earning a grade of A will: Meet all of the standards of a B project Have no serious errors in grammar, spelling, and punctuation. Anticipate reasonable objections to the proposal and respond to them before being asked Properly cite a minimum of 16 sources with at least 8 of those being from formal academic sources A project earning a grade of B will: Meet all of the standards of a C project Have no more than 2 serious errors in grammar, spelling, and punctuation. Discuss major alternative approaches and identify why the group’s selections are superior Properly cite a minimum of 12 sources with at least 6 of those being from formal academic sources A project earning a grade of C will: Meet all of the standards of a D project Be substantially free of serious errors in grammar, spelling, and punctuation. Be properly formatted (outline) and sufficiently rehearsed (presentation) to present a feeling of practiced preparation Anticipate reasonable objections to the proposal and respond to them before being asked Properly cite a minimum of 8 sources with at least 4 of those being from formal academic sources A project earning a grade of D will: Meet all of the standards identified for formatting (above) Clearly present a single preferred alternative as the best option for their presentation