Student name: _____________________________________
email address: _____________________________________
Art Appreciation 1301
Fall 2013, Collin College, Spring Creek
____ 1301 – S08, 1‐2:15, T/TH
____ 1301 – S09, 2:30‐3:45, T/TH
____ 1301 – S10, 4‐5:15, T/TH
1
Table of Contents
Exercises
1. Syllabus
………………………………………………………
4
2. Collin SL forms ………………………………………………..
23
3. Critique exercises ……………………………………………
30 ‐ 31
4. Visual element ………………………………………………..
33
5. SL – Stakeholders …………………………………………….
35 ‐ 36
6. Media
37
………………………………………………………
8. Art period ……………………………………………………….
39 ‐ 40
9. SL – To do’s Report …………………………………………..
41
10. Artist
………………………………………………………..
43 ‐ 46
12. Art
…………………………………………………………
48 ‐ 51
13. SL – Class Discussion from critique …………………….
52
14. Banksy
…………………………………………………………
53
15. Self‐assessment …………………………………………………
55
16. Time‐line
57 ‐ 59
…………………………………………………………
17. SL – Deliverables ……………………………………………….
66
18. Art reflections …………………………………………………... 67 ‐ 71
Forms & Resources
‐ Presentation tests
…………………………………………….
72 ‐ 81
‐ MLA formatting sample page ………………………………..
82 ‐ 86
‐ Sample S.L. letter
…………………………………………….
63 ‐ 65
‐ Past S.L. projects
…………………………………………….
87 ‐ 89
‐ Final presentation grading rubric ………………………….
2
9
3
Collin College Division of Fine Arts
2013 Fall Syllabus
COURSE SYLLABUS
Course Information
Course Number: ARTS 1301.S08, S09, S10
Course Title: Art Appreciation
Course Description: Introduction to the visual arts, emphasizing the understanding and appreciation of art. Reviews
two- and three-dimensional art forms, methods, and media; examines the visual elements and principles of
design; and briefly surveys art styles from the prehistoric to the 21st century.
Credit Hours:
Lecture Hours:
3
3
Placement Assessment: Placement in READ 0310
Student Learning Outcomes: Upon successful completion of this course, students should be able to do the
following:
1. Use effective oral, written or visual means to communicate an informed personal reaction to creative
aesthetic processes or works of visual art and/or artists. (Communication Skills)
2. Demonstrate critical thinking by correlating a creative aesthetic process or style or visual work of art with
an artist, school, region, historical period or culture. (Critical Thinking)
3. Recognize essential terminology and concepts relevant to the creation of visual art works of a stylistic
period or culture, or media and process. (Communication Skills)
4. Synthesize different points of view while working effectively as part of a team. (Teamwork)
5. Show social responsibility through intercultural study and discovery of regional, national and/or global
artistic traditions in the visual arts and creative aesthetic processes. (Social Responsibility)
6. Show individual responsibility through participation and/or attendance of visual art events, exhibitions,
forums, lectures, group/club meetings, or other personal research, readings and investigations related to
the visual arts. (Person Responsibility)
Withdrawal Policy: See the current Collin Registration Guide for last day to withdraw.
Collin College Academic Policies: See the current Collin Student Handbook
Americans with Disabilities Act Statement: Collin College will adhere to all applicable federal, state and local laws,
regulations and guidelines with respect to providing reasonable accommodations as required to afford equal
educational opportunity. It is the student’s responsibility to contact the ACCESS office, SCC-D140 or
972.881.5898 (V/TTD: 972.881.5950) to arrange for appropriate accommodations. See the current Collin
Student Handbook for additional information.
4
INSTRUCTOR INFORMATION
Instructor’s Name:
Office Number:
Office Hours:
Phone Number:
Email:
Scott Trent
B103 – check art lobby on 2nd floor first
By appointment, Tuesday/Thursday, 12:30 – 1pm
214.202.7325 cell
strent@collin.edu
Class Information:
Section Number:
Meeting Times:
Meeting Location:
S08, S09, S10
T/TH 1:00 – 2:15, 2:30 – 3:45, 4 – 5:15 pm
A264
Minimum Technology Requirement:
Basic computer skills, including the ability to use MS Word, PowerPoint, some type of graphic
application, such as Adobe Photoshop, and create a pdf file.
Minimum Student Skills:
Ability to follow directions, articulate ideas, and work within groups. Since a service learning project
will be involved with the class curriculum, a professional appearance and demeanor will be
expected when interacting with community partners.
Netiquette Expectations:
All electronic communication is expected to be professional, courteous and appropriate for
classroom discussion. Sign all email correspondences and files submitted via email must have the
student’s name in the title. If uncertain whether the instructor will have the appropriate application
to view the file, convert all submitted documents to a pdf format.
Course Resources: None
Supplies:
A three‐ringed binder, “journal” for documenting your service learning experience. The class
handouts organized in the journal will be handed in for a grade at the end of the semester.
Text book: Prebles’ Artforms, Patrick Frank. (Any addition is fine)
Attendance Policy:
Attendance is expected. Attendance is essential for success in this class. A class presentation quiz
grade requires students to be present and complete a questionnaire about student presentation.
Students’ must be in attendance to submit quiz. This counts 20% to student’s final grade. In class
assignments will not be able to be made up or provided in advance. If you miss a class, please find a
fellow student to provide the lesson for that day. Do not contact the instructor for the assignments
for that day. In class assignments are designed to be done in class and help evaluate the student’s
overall participation in the course.
5
Additional Student Learning Outcomes:
A creative based service learning project will count for 40% of the student’s overall grade. This will
be a group endeavor developing a community based project that integrates learning aspects of the
art appreciation curriculum. The course content will be an integral aspect of the overall project
design, and a thorough understanding of the textbook content, and classroom discussion will be
necessary to complete a successful project.
Method of Evaluation:
Grades are based on the scale of 100 points. Each assignment is worth 100 points which apply to
the final grade based on the percentage listed below. No late work is accepted! Since most work is
presented as a class presentation, there are no opportunities to submit work late.
Service Learning Project
-
40%
Group participation
Journal grade
Poster
Event – Community partner
Final presentation
S.L. poster ceremony
Class Presentation quizzes
20%
Class Presentations [ 8 ]
40%
-
critique
visual elements
art
artist
media
art period
time-line
Banksy
_______
Total
100%
Class notes:
‐ Presentations will be evaluated based on depth of content, effectiveness of delivery,
and effective use of visual aids.
‐ Class participation is important for the class experience as well as developing any group projects.
This grade will include the student’s attendance record, engagement in class discussions,
6
and attention to fellow classmates. Presentation tests can only be taken if present the day of
the presentation.
‐ Journals will be graded based on completion of the weekly journaling assignment, and depth of
description and analysis of the service learning experience.
Grade scale
A = (90-100)
B = (80- 89)
C = (70- 79)
D = (60- 69)
F = (Below 59)
Service Learning Project:
Requirements for Participation in Collaborative Activities:
All students will be expected to participate in the assigned service learning project for the semester.
This will be a group project.
Criteria Used To Evaluate Participation In Such Activities:
Evaluation will be based on a combination of group assessment, class participation, and self‐
evaluation. In addition to the final presentation, each group member will be required to turn‐in a
journal documenting the experience.
Delivery Method of Feedback and/or Graded Material:
All submitted material will be returned with comments and a grade, while weekly check‐ins will
serve to provide feedback and monitor the group’s progress.
Standards for Instructor Response and Availability:
All assignments will be graded and returned to students within one week. Email responses can be
expected within 48 hours. Face to face meetings can be scheduled twice a week during office hours
or before/after class. Email is the quickest way to reach me, use strent@collin.edu
Service Learning Objective:





Promote art
Explore the value of art to community and society
Create opportunities for art appreciation
Expand the course subject and explore practical applications
Find creative solutions for community issues
7
Course Calendar:
Tue., Aug. 27
Introduction
Thr., Aug. 29
SL – Introduction
Tue., Sept. 3
Art lecture – critique exercise
Thr., Sept. 5
Present critique papers (Select visual element/design principle)
Tue., Sept. 10
Visual element presentation
Thr., Sept. 12
SL ‐ Discussion – journal work ‐ Form groups
Tue., Sept. 17
Visual element presentation
Thr., Sept. 19
SL ‐ Discussion – journal work (Select media)
Tue., Sept. 24
Media presentation
Thr., Sept. 26
SL ‐ Discussion – journal work
Tue., Oct. 1
Media presentation
Thr., Oct. 3
SL ‐ Discussion – journal work (Select art time period/movement)
Tue., Oct. 8
Art period presentation
Thr., Oct. 10
SL – Discussion – journal work
Tue., Oct. 15
Art period presentation
Thr., Oct. 17
SL ‐ Discussion – journal work (Select artist)
Tue., Oct. 22
Artist presentation
Thr., Oct. 24
SL – Discussion – journal work
Tue., Oct. 29
Artist presentation
Thr., Oct. 31
SL ‐ Discussion – journal work (Select art)
Tue., Nov. 5
Art presentation
Thr., Nov. 7
SL – Discussion – journal work
Tue., Nov. 12
Art presentation
Thr., Nov. 14
SL – Discussion – journal work
Tue., Nov. 19
Time‐line exercise
Thr., Nov. 21
Banksy ‐ exercise
Tue., Nov. 26
Thr., Nov. 28
No Classes – Thanksgiving
Tue., Dec. 3
SL presentations – Journals due
Thr., Dec. 5
SL – group work
Tue., Dec. 10
Thr., Dec. 12
1‐2:15 & 4‐5:15 classes
Final exam
2:30 – 3:45 class
8
Service Learning Exercises
Grading Criteria
[each exercise is worth 100 pts.]
Form groups ‐ (Submit one page per group)
[missing elements 5, all elements‐needs work 8, all aspects considered 10]
Stakeholders ‐ (One page per group – group grade)
[1 stakeholder 5, Less than 5 stakeholders 8, 10+ stakeholders 10]
Organization contact – (Each group member should have a contact)
[1 contact 5, 2‐3 contacts 8, 4+ contacts 10]
To Do’s list ‐ (Turn‐in one sheet per group)
[less than 5 to do’s 5, at least 5 to individuals 8, 10+ items assigned to all members 10]
Prototype ‐ (Present to class, group grade to those present for presentation)
[missing elements 5, all elements‐needs work 8, Ready to print 10]
Group critique ‐ (Class discussion, each student turns in notes)
[incomplete comments 5, 1 comment per group 8, insightful for all groups 10]
Posters (20” x 14”) – (One poster per group)
[missing elements 5, all elements‐needs work 8, Ready to print 10]
Think & Articulate (There will be 10 reflection questions for students to complete)
[10 points per question]
Final Presentation (All groups required to present)
[Considerations: Informative, Interesting, visually supported with images, clearly describe
the concept, process, partners and outcomes, personal narrative, describe community
collaboration.]
9
10
Collin College Student Service Learning
Requirements
1. All students are required to complete an online orientation for credit.
Go to http://www.collin.edu/academics/servicelearning
2. Fill‐out liability waiver form and return to instructor. (leave in S.L. binder)
3. Complete a photo release waiver form.
4. At the end of the project, students are required to complete an Online End of project Assessment.
Go to http://www.collin.edu/academics/servicelearning for survey.
5. All students are required to complete a log & submit to instructor at the end of the semester.
Service Learning Mission – Art Appreciation 1301
The mission for our Service Learning projects was to explore the value of art to society. Each group is
tasked to find creative solutions to community‐based issues. Art Appreciation curriculum must remain the
foundation for all projects. Projects are group work, include scholarship, and consider as many
stakeholders as possible, including art, artists and the community.
11
Collin College Service Learning Project
Art Appreciation 1301
What: Service Learning project that integrates creative projects into the Art Appreciation curriculum.
Why: To explore the value and impact of art on society.
How: A semester long project, classroom based, team oriented, instructor facilitated that extends the Art
Appreciation 1301 curriculum and applies course learning into practical applications: community
endeavors.
Mission: Student driven group work within the Art Appreciation curriculum to explore the value of art to
society. Each group is tasked to find unique ways to integrate classic art into creative solutions for
community‐based projects.
Art: Only established artists and recognized visual art is allowed to be used in service learning projects.
Criteria‐
1. Must fulfill mission
2. Group project
3. Art, artists, and community must be stakeholders who benefit from project
4. Areas of emphasis:
‐ Art Appreciation lessons applied
‐ Benefits All stakeholders (equal does not mean the same)
Requirements‐
1. Weekly, in‐class progress reports expected.
2. All aspects of project must be documented in journal by each participant.
3. Journals (3‐ring binders) will be turned in for final grade.
4. All participating groups will be expected to present a class presentation at end of semester.
12
Outcomes‐
1. Concept paper with prototype
2. Formal poster summarizing project
3. Event with documented results
Grade‐
Journal: What’s expected in journal‐binder






Name
Introduction provided by me: What, Why, How, Mission, Model, Criteria
Weekly entries as provided by instructor
Initial thoughts
Progress reports throughout the semester
Final thoughts
Final Presentation: (10‐15 minutes)





Informative
Interesting
Visually supported
Clearly describe the concept, process and outcomes
Personal narratives
Community Collaboration
Group participation and contribution: This will be evaluated by peer review and personal evaluations.
web sites:
(Case study) Henderson Art Project: www.hendersonartproject.com
(Course Service Learning site) www.collinart.com
13
14
Past projects: www.collinart.com
Service learning is service‐based experiential application of knowledge in real‐world situations in
which the service benefits the community. Service learning projects are a component of a credit‐
bearing class, aligned with specific academic learning objectives, and associated with a grade. This
unique method of education connects a student’s personal, career, and civic interests to learning in
the classroom.
15
Collin Online Service Learning Survey Information
Take online survey – submit final page to instructor after completion
How do I get started?
1.Find out if your professor offers service‐learning as extra credit, an option for another assignment, as a
team project, or as a mandatory requirement.
3.Complete this online Orientation.
4.Download the Service Learning Student Documentation Log from the link provided at the end of this
orientation.
5.Download the Liability Form from the link provided at the end of this orientation, sign, and submit to
professor immediately.
6.Download the Photo Release Form from the link provided at the end of this orientation, sign, and submit
to professor immediately.
7.Work with your professor, your service‐learning team members, or the Center for Scholarly and Civic
Engagement to secure a service‐learning site. All projects and sites must be approved by your professor
prior to beginning the assignment.
8.Go online at www.collin.edu/academics/servicelearning to obtain a list of community partners in the area
who are engaged in service learning. You may also access several regional volunteer data bases from our
webpage, including Volunteer Center of McKinney, Volunteer North Texas, Hands On North Texas and
many more.
9.Contact the Center for Scholarly and Civic Engagement with any other comments, questions, and/or
concerns about service‐learning or your community partner. Please direct all comments, questions, and/or
concerns about your assignment to your course professor.
10.Document all of your service‐learning participation hours on your Student Documentation Log, and have
the community partner sign the log each time you go to your site and/or complete an assignment on behalf
of your community partner.
11.At the end of the semester, tally your hours and sign your Student Documentation Log.
12.Turn in the Student Documentation Log to your professor. Your professor should forward the log to the
Center for Scholarly and Civic Engagement at the end of the semester.
13.Should you need a Service Learning Resume to include on applications for other higher educational
16
institutions, or as an attachment for a scholarship or job application, please contact the Center for Scholarly
and Civic Engagement at csce@collin.edu with your name and Collin College CWID #.
In order to be recognized as a student engaged in service‐learning at Collin College, you must review this
form.
The following are criteria that qualify service projects as service‐learning, as thus eligible for
recognition.
1. Service project is academically based and associated with a particular credit class.
2. The minimum number of service‐learning project hours required for recognition is 20 hours. Mini‐
projects must be minimum of 5 hours.
3. Service project is associated with a grade.
a. Extra credit or Option for a grade (instead of a test or research paper)
b. Mandatory for a grade (required as part of curriculum)
4. Service project must produce a deliverable (reflection project, paper, or end product such as a data base
or website, DVD recap).
5. Service‐learning hours must be documented on the Student Documentation Log and, at the end of the
semester, turned into your course professor.
6. Students must complete a mandatory online Service Learning Orientation and turn in the Confirmation of
Orientation Completion form to their professor at the beginning of each semester.
7. Student must complete a mandatory Service Learning Student On‐line Assessment at the end of each
semester. The link to the assessment is found at www.collin.edu/academics/servicelearning.
8. Service project/community partner must be approved by professor prior to start of project.
9. Student may attend end of year Service Learning Reflections program.
10. Student must adhere to all policies and protocols of service‐learning engagement, and must act in
accordance with the Collin College Student Code of Conduct.
11. Students must sign a Liability Waiver Form and submit to professor.
12. Students must sign a Photo Release Form and submit to professor.
17
Students are encouraged to access more information at http://www.collin.edu/academics/servicelearning
THINGS TO CONSIDER WHEN VOLUNTEERING
1.Research the causes or issues important to you, then choose a cause that you are passionate about.
2.Consider the skills you have to offer, and find an opportunity that matches your interests and schedule.
RESPECT VOLUNTEER ETIQUETTE and PROTOCOLS
1.Be professional at all times.
2.Take responsibility to contact the agency where you would like to volunteer.
3.Provide a resume to the agency to showcase your skills, including your contact information.
4.Follow up promptly with the nonprofit after you have referred yourself to an opportunity.
5.Cooperate promptly with all agency background checks.
6.Honor your volunteer commitments.
7.Thank the agency for training or professional development you receive while volunteering.
8.Maintain all confidentialities.
9.Treat all people with consideration, respect and dignity.
10.Provide for the general welfare, health and safety of all.
11.Dress, act, and speak in an appropriate manner at all times.
12.Follow the established rules and guidelines of agency.
13.Report any emergencies to the appropriate authorities.
14.Abstain from the consumption or use of all alcohol, tobacco products and illegal substances.
15.Do not engage in any inappropriate contact or relationship with staff, clients, volunteers or participants.
16.Be on time and dependable. Work hard.
17.When in doubt, ask questions of your volunteer supervisor.
18.Enjoy the experience.
19.Journal your thoughts, feelings and impressions regarding the volunteer experience.
20.Document your hours on the Student Documentation Log with appropriate signatures.
18
Please copy and paste the following weblink
http://www.collin.edu/academics/servicelearning/
to download the following Student Documentation and Waiver Forms.
This "packet" contains the following three mandatory forms.
1. Service Learning Documentation Log
Keep this form with you for documentation of all service learning activity. You must submit the log to your
professor at the end of the project.
2. Liability Waiver Form
If you are a minor, you must complete both the Minor Form w/ parent signature and the Adult Form. Sign
and turn in form to your professor immediately.
3. Photo Release Form
Sign and turn in form to your professor immediately.
YOU MUST DOWNLOAD THE NECESSARY FORMS BEFORE CONTINUING
Confirmation page
This confirms completion of the Student Service Learning Online Orientation.
*****
Please PLEASE PRINT THIS PAGE and submit it to your professor.
Sign your name and indicate your CWID number on this verification page.
STUDENT NAME: ______________________________________
CWID: ______________________________________
19
Service Learning Project
Art Appreciation 1301
Project Title: _______________________________________________________________________
Group Participants
1. ______________________________________
2. ____________________________________
3. ______________________________________
4. ____________________________________
5. _______________________________________
6. ____________________________________
7. ________________________________________
8. ____________________________________
9. ________________________________________
10. ___________________________________
Idea Description: ______________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Issue Addressing: ______________________________________________________________________
Proposed Solution – Purpose ____________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
20
Who benefits?
Audience?
Partners: (stakeholders)
1. Art ‐
2. Artists –
3. Community –
4.
5.
6.
7.
8.
9.
10.
Possible forms of expression: (Exm: video, painting, performance, photographs, event, experience, book)
1.
2.
3.
4.
5.
21
22
Service Learning Student Documentation Log
Art Appreciation 1301, Fall 2013, ( S08, S09, S10 )
Project Name __________________________________ Print Student Name __________________________
DATE
AGENCY
DESCRIPTION
HOURS
8‐29‐2013
Class Discussion
Class/Group work
1.25
SUPERVISOR
SIGNATURE
TRENT
9‐12‐2013
Class Discussion
Class/Group work
1.25
TRENT
9‐19‐2013
Class Discussion
Class/Group work
1.25
TRENT
9‐26‐2013
Class Discussion
Class/Group work
1.25
TRENT
10‐03‐2013
Class Discussion
Class/Group work
1.25
TRENT
10‐10‐2013
Non class
Group work
1.25
TRENT
10‐17‐2013
Class Discussion
Class/Group work
1.25
TRENT
10‐24‐2013
Class Discussion
Class/Group work
1.25
TRENT
10‐31‐2013
Class Discussion
Class/Group work
1.25
TRENT
11‐07‐2013
Class Discussion
Class/Group work
1.25
TRENT
11‐14‐2013
Class Discussion
Class/Group work
1.25
TRENT
12‐03‐2013
Class Discussion
Class/Group work
1.25
TRENT
Non class
Research
TRENT
Non class
Poster Ceremony
TRENT
Non class
TRENT
Non class
TRENT
Total Student Service Learning Hours for the Semester
Student Signature ___________________________________________ Date ______________________
Faculty Signature ___________________________________________
August 29, 2013
23
Collin College: Service-Learning Student Documentation Log
1. In order to be recognized as a student engaged in service-learning at Collin College, you must complete
this form.
2. You must turn in this original form to your professor at the END of the semester and/or project.
3. If you wish to establish a service-learning/civic engagement resume for use in job applications,
scholarship applications, and college applications, copy this completed form and, at the end of the semester, send
to:
The Center for Scholarly and Civic Engagement
2800 E. Spring Creek Parkway, Suite F102
Plano, Texas 75074
4. *Please complete one (1) form for each class where you engage in service-learning.
Student Last
Name Student
First Name
Student CWID #
Student Cougar Email Address
Add’l Email Address
Faculty Last Name
Faculty First Name
Course #
Scott Trent
Art Appreciation 1301
S08, S09, S10
Section #
SCC
C01) Campus (CPC / PRC / SCC)
Fall 2013
Semester (i.e. FALL 2010)
Agency:
Name Agency:
Address Agency:
Telephone
Agency:
Supervisor
Agency: Supervisor Email
24
(i.e. LEAD 1301
(i.e.
Liability Waiver Form – Adult Student (18 yrs/Older)
In order to be recognized as a student engaged in service-learning at Collin College, you must
complete this form. If you are under 18, you must complete both an Adult Waiver and a Minor
Waiver.
Turn in this original form to your professor at the beginning of the semester.
Student Last Name
Student First Name
Student CWID
Faculty Last Name
Faculty First Name
Course # and Section #
Trent
Scott
Art Appreciation 1301, S08, S10 S09,
(i.e. LEAD 1301 C01)
Agency Name
STUDENT RELEASE STATEMENT
The undersigned, being over the age of 18 years, hereby acknowledges that there are risks of physical
harm and injury inherent in service activities including, but not limited to, working with people,
participating in sports and recreation activities, cleaning and maintenance projects, preparing and serving
food, other service activities, and in transportation to and from service work sites. In consideration of
Collin County Community College District (CCCCD) allowing me to participate in the service-learning
program, I hereby assume all risks associated with the service program and/or activity and with the travel
related thereto. I assume full and complete responsibility for any injury or accident that may occur to me
or the vehicle in which I am driving or riding in connection with the service program and/or activity. I
knowingly and intentionally hereby release and waive any and all claims, of whatsoever kind or nature
that I may have against CCCCD, its board of trustees, employees, agents and representatives, resulting,
in whole or in part, from participation in the service program and/or activity. This release and waiver shall
be binding on my heirs, administrators, and assigns. I specifically acknowledge that in performing these
activities, I am doing so in the status of a service/volunteer for the community agency, and not a
service/volunteer, employee or agent of CCCCD. I acknowledge that workers compensation benefits are
not extended to me in my capacity as a service/volunteer and hold CCCCD harmless from any of my
negligent acts. I further state that I am not in any way an employee of CCCCD in any capacity.
PRINT NAME
DATE
STUDENT SIGNATURE
25
(Under 18 yrs old)
In order to be recognized as a student engaged in service-learning at Collin College, you must
complete this form. If you are under 18, you must complete both an Adult Waiver and a Minor
Waiver.
Turn in this original form to your professor at the beginning of the semester.
Student Last Name
Student First Name
Student CWID
Faculty Last Name
Faculty First Name
Course # and Section #
(i.e. LEAD 1301 C01)
Agency Name
PARENT OR GUARDIAN RELEASE STATEMENT
The undersigned, Parent or Guardian of
,
(Student) being under the age of 18 years, hereby acknowledges that there are risks of physical harm and
injury inherent in service activities including, but not limited to, working with people, participating in
sports and recreation activities, cleaning and maintenance projects, preparing and serving food, other
service activities, and in transportation to and from service work sites. In consideration of Collin County
Community College District (CCCCD) allowing the student to participate in the service-learning
program, I hereby assume all risks associated with the service program and/or activity and with the travel
related thereto. I assume full and complete responsibility for any injury or accident that may occur to the
student or the vehicle in which the student is driving or riding in connection with the service program
and/or activity. I knowingly and intentionally hereby release and waive any and all claims, of whatsoever
kind or nature that I or the student may have against CCCCD, its board of trustees, employees, agents and
representatives, resulting, in whole or in part, from participation in the service program and/or activity.
This release and waiver shall be binding on my heirs, administrators, and assigns.
I specifically acknowledge that in performing these activities, the student is doing so in the status
of a service/volunteer for the community agency, and not a service/volunteer, employee or agent of
CCCCD. I acknowledge that workers compensation benefits are not extended to the student in his/her
capacity as a service/volunteer and hold CCCCD harmless from any of his/her negligent acts. I further
state that neither I, nor the student is in any way an employee of CCCCD in any capacity.
Parent or Guardian Name (Please Print)
Parent or Guardian Signature
Date
26
Photography, Imaging and Interview Release Form
In order to be recognized as a student engaged in service-learning at Collin College, you must
complete this form. Turn in this original form to your professor at the beginning of the semester.
I hereby give Collin County Community College District, their successors and assigns and those
acting under their permission or upon their authority or those by whom they are commissioned, the
unqualified right and permission to reproduce, copyright, publish, circulate or otherwise use
photographs of or comments from me, alone or in conjunction with other persons or characters real or
imaginary, in any media of advising, publicity or trade in any part of the world for an unlimited
period, and I hereby waive the opportunity or right to inspect or approve the finished text or
photograph or the use to which it may be put or the advertising copy or photograph caused by
optical illusion, distortion, alteration or made by retouching or by using parts of several
photographs or by any other method.
I hereby assign and transfer to Collin County Community College District all my rights, title and
interest in and to all negatives, prints and reproductions thereof; and I hereby warrant and state that I
have not limited, restricted or excepted to the use of my quotes or photograph with any organization
or person; and do hereby release the said Collin County Community College District and their
successors and assigns of and from any and all rights, claims, demands, actions or suit which I may or
can have against them on account of the use of publication of said photographs or text.
Signature
Signed in the presence of:
Print
Scott Trent
Date:
August 29, 2013
I, the undersigned, being the parent or guardian of the above person, do hereby consent to the
above release and signature thereto.
Signature
Print
Signed in the presence of:
Date:
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Student name _________________________ S08, S09, S10
Critique Exercise
Pop Culture
Critique Favorite Show: Present next class and turn in one page paper. <Use this one!>
Use the following criteria to critique your favorite show.
‐ Formal theories ‐ attention to the composition (How the work is done), and how it
may have been influenced by earlier works.
‐ Contextual theories – considers art as a product and of a cultural and value system.
(environmental influences, economic systems, cultural & political values)
‐ Expressive theories ‐ attention to the artist’s expression of a personality or worldview.
(personal intent, emotional state, mind‐set, and gender)
Show Name ___________________________________
Why is it good?
What works?
What doesn’t work?
Imagine each theory and critique your show.
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Student name _________________________ S08, S09, S10
Critique Exercise
Classic Art
Critique the work of art – fill‐in this page (to turn in) – present to class
Use the following criteria to critique the work of art.
‐ Formal theories ‐ attention to the composition (How the work is done), and how it
may have been influenced by earlier works.
‐ Contextual theories – considers art as a product and of a cultural and value system.
(environmental influences, economic systems, cultural & political values)
‐ Expressive theories ‐ attention to the artist’s expression of a personality or worldview.
(personal intent, emotional state, mind‐set, and gender)
Art title: ___________________________________
Artist: _____________________________________ year completed ___________________
Art period: _________________________________
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S08, S09, S10
Visual Elements/Design Principles
Select a classic work of art from the list of art works on page
Find your visual elements within this work of art.
Presentation: Show an example of all 3 elements to class by presenting one work of art.
Include: Art title, artist’s name, year completed, and art period created.
Shape
_____________________________________________
Volume
_____________________________________________
Mass
_____________________________________________
Balance
_____________________________________________
Line
_____________________________________________
Light
_____________________________________________
Value
_____________________________________________
Chiaroscuro
_____________________________________________
Color
_____________________________________________
Texture
_____________________________________________
Space
_____________________________________________
Time & Motion _____________________________________________
Perspective
_____________________________________________
Proportion
_____________________________________________
Scale
_____________________________________________
Rhythm
_____________________________________________
Emphasis
_____________________________________________
Focal Point
_____________________________________________
Symmetry
_____________________________________________
Unity
_____________________________________________
Variety
_____________________________________________
Content
_____________________________________________
Medium
_____________________________________________
Style
_____________________________________________
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Form
_____________________________________________
Repetition
_____________________________________________
Scale
_____________________________________________
Contrast
_____________________________________________
Color schemes _____________________________________________
Primary colors _____________________________________________
Secondary colors ____________________________________________
Intermediate/tertiary colors ___________________________________
Subordination _______________________________________________
Directional forces ____________________________________________
Pattern
_______________________________________________
Spatial depth _____________________________________________
Vanishing point _____________________________________________
Eye level
_____________________________________________
Hatching
_____________________________________________
One pt. perspective _________________________________________
Two pt. perspective _________________________________________
Tone
_____________________________________________
Pigment
_____________________________________________
Hue
_____________________________________________
Saturation
_____________________________________________
Warm colors ____________________________________________
Atmospheric perspective ___________________________________
Subject
Tone
____________________________________________
_____________________________________________
Figure‐ground reversal ______________________________________
Void areas
Cool colors
_____________________________________________
_____________________________________________
Select three of the visual elements and print your first and last name on the line next to your selection.
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Organization Contact Information
1.
Name _________________________________________
Contact ____________________________________
Phone ________________________________ Email __________________________________
Address ________________________________________________________________________
2.
Name _________________________________________
Contact ____________________________________
Phone ________________________________ Email __________________________________
Address ________________________________________________________________________
3.
Name _________________________________________
Contact ____________________________________
Phone ________________________________ Email __________________________________
Address ________________________________________________________________________
4.
Name _________________________________________
Contact ____________________________________
Phone ________________________________ Email __________________________________
Address ________________________________________________________________________
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8
5.
Name _________________________________________
Contact ____________________________________
Phone ________________________________ Email __________________________________
Address ________________________________________________________________________
6.
Name _________________________________________
Contact ____________________________________
Phone ________________________________ Email __________________________________
Address ________________________________________________________________________
7.
Name _________________________________________
Contact ____________________________________
Phone ________________________________ Email __________________________________
Address ________________________________________________________________________
8.
Name _________________________________________
Contact ____________________________________
Phone ________________________________ Email __________________________________
Address ________________________________________________________________________
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S08, S09, S10
Media
9 groups of 3
Use text book + two other sources (cite your sources)
Sections:
1. Drawing
2. Painting
3. Printmaking
4. Visual Communication Design
5. Photography
6. Film/Video and Digital Art
7. Alternative Media and Process
8. Craft
9. Sculpture
Areas to address in class presentation:

Define – Explain art category

(3) sample images (Include: title, artist, year completed)

Tools

Introduce (1) accomplished artist in specific area

Materials used

Medium (exm: canvas, wood, marble, digital screen)

What’s unique about the medium and how does it complement the art?
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Doonesbury, 02/2012
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S08, S09, S10
Art Periods/Movements
Create a presentation answering the following questions:
1.
2.
3.
4.
5.
6.
7.
Name and dates of art period
Previous & post periods
Characteristics of the era
Associated visual elements
Social influences of time
3 artists & samples of their work of the time
Noteworthy item about art period
Support all information with images, i.e., image of art work
Hellenistic
_____________________________________________
Prehistoric
_____________________________________________
Egyptian
_____________________________________________
Roman Empire _____________________________________________
Byzantium
_____________________________________________
Renaissance
_____________________________________________
Baroque
_____________________________________________
Minimalism
_____________________________________________
Rococo
_____________________________________________
Gothic
_____________________________________________
Neo‐Classicism _____________________________________________
Art Nouveau _____________________________________________
Romanticism _____________________________________________
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Medieval
_____________________________________________
Realism
_____________________________________________
Bauhaus
_____________________________________________
Impressionism _____________________________________________
Japanese Art _____________________________________________
Chinese Art
_____________________________________________
Islamic Art
_____________________________________________
Native Art of the Americas ___________________________________
African Art
_____________________________________________
Post‐Impressionism ________________________________________
Feminist Art
_____________________________________________
Cubism
_____________________________________________
DaDa
_____________________________________________
Surrealism
_____________________________________________
Abstract Expressionism ______________________________________
Pop Art
_____________________________________________
Post‐Modernism _____________________________________________
Select one of the art periods and print your first and last name on the line next to your selection.
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REFLECTION
Provide insight into your Service Learning experience.
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Artist List
Select two artists. Identify and present three works of art by the two artists selected. Note the
following information for each work of art:
‐ Title work
‐ Year completed
‐ Medium & scale
‐ Theme of work – is this a common theme?
‐ Dominant visual element
‐ What art period is the artist associated
‐ Something interesting about the artist
‐ 2 contemporaries
Present three works to class.
1. Jeff Koons
2. Marcel Duchamp
3. Louise Nevelson
4. Claes Oldenburg
5. Frida Kahlo
6. Marc Chagall
7. Andrew Wyeth
8. Martin Puryear
9. Felix Gonzalez‐Torres
10. Rene Magritte
11. Andy Warhol
12. Giotto
13. Honore Daumier
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14. Gustave Courbet
15. Thomas Eakins
16. Edouard Manet
17. William Kentridge
18. Le Corbusier
19. Romare Bearden
20. Paul Cezanne
21. Paul Gauguin
22. Joan Mitchell
23. Paul Klee
24. LeRoy Neiman
25. M.C. Escher
26. Susan Rothenberg
27. Edvard Munch
28. Donald Judd
29. Grant Wood
30. Gustav Klimt
31. Georgia O’Keefe
32. Santiago Calatrava
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33. Jackson Pollock
34. Willem De Kooning
35. Mark Rothko
36. Francis Bacon
37. Robert Rauschenberg
38. Jasper Johns
39. James Abbott McNeill Whistler
40. Christo & Jeanne‐Claude
41. Frank Gehry
42. Banksy
43. Norman Rockwell
44. Vincent Van Gogh
45, Pablo Picasso
46. Henri Matisse
47. Damien Hirst
48. Edward Hopper
49. Salvador Dali
50. William Eggleston
51. Jan Van Eyck
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52. Jacques‐Louis David
53. Michelangelo Merisi da Caravaggio
54. Raphael
55. Sandro Botticelli
56. Leonardo da Vinci
57. Gian Lorenzo Bernini
58. Michelangelo Buonarroti
59. Diego Velasquez
60. Donatello
61. Eugene Delacroix
62. Piet Mondrian
63. David Smith
64. Georges Seurat
65. Claude Monet
66. Francisco Goya
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Art Appreciation 1301 ‐ Art work exercise
1. Select two works of art: Sign name next to two different works of art. Make a copy of the name!
2. Research and answer the following questions (details) about your two works of art:
1.
2.
3.
4.
5.
6.
7.
Artist’s name
Art period associated with art work
Dominant visual elements
Theme of work (message)
Title of art
Social influence on work
Unusual fact associated with work
3. Find two similar works of art to compare with your art
4. Create a document that displays works next to each other that can be presented to class.
(Create a pdf through Word, PowerPoint, graphic application, or exhibit on web page)
5. Consider best sequence to present details about each work of art to get the most points.
GRADE (x2)
Display 3 images side by side and present 3 details about art work.
Allow the class to guess which is your work of art. (Answer Yes or No)
42 points
Present detail one at a time allowing the class to guess which art by the provided detail.
(Total 4 details, each worth 2 pts.)
If the class guesses the art with the initial 3 details, then the challenge is to see if the class can answer the
remaining details. If they don’t know the art, then the details become clues.
The presenter receives additional points for every question the class can’t answer or does not give away their
selected work of art. (The presenter must honestly respond, “yes” or “no,” to the class guess.)
One guess per detail for the class.
The presenter can get points two ways:
1. The class can’t guess the art
2. The class does not know the answers to the art detail questions.
8 points possible
Presenter’s Challenge: Present accurate details about the art, while providing the least obvious details that give
away which work of art is the selected one. It is helpful to find similar art that shares common details and
makes it more difficult for the class to guess the correct work of art. Order the 7 details are presented can
provide an effective strategy.
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List of works of art
Mona Lisa, Leonardo Da Vinci, 1503‐1505
______________________________________
I and the Village, Marc Chagall, 1911
______________________________________
Composition with Red, Blue, and Yellow, Piet Mondrian, 1930
______________________________________
Cubi XVIII, David Smith, 1964
______________________________________
Guggenheim Museum, Bilbao, Spain, Frank Gehry, 1997
______________________________________
Liberty Leading the People, Eugene Delacroix, 1830
______________________________________
Blue, Orange, Red, Mark Rothko, 1961
______________________________________
The Persistence of Memory, Salvador Dali, 1931
______________________________________
White Iris, Georgia O’Keeffe, 1930
______________________________________
Guernica, Pablo Picasso, 1937
______________________________________
Les Demoiselles d’Avignon, Pablo Picasso, 1907
______________________________________
Arrangement in Black and Gray, James Abbott McNeill Whistler, 1871 ______________________________________
The Boating Party, Mary Cassatt, 1893‐1894
______________________________________
The Scream, Edvard Munch, 1893
______________________________________
The Starry Night, Vincent Van Gogh, 1889
______________________________________
Still Life with Basket of Apples, Paul Cezanne, 1895
______________________________________
A Sunday Afternoon on La Grande Jatte, Georges Seurat, 1884‐1886 ______________________________________
The Rehearsal, Edgar Degas, 1877
______________________________________
Le Moulin de la Galette, Pierre‐Auguste Renoir, 1876
______________________________________
Impression: Sunrise, Claude Monet, 1872
______________________________________
______________________________________
Le Dejeuner sur L’Herbe (Luncheon on the Grass), Edouard Manet, 1863
The Stone Breakers, Gustave Courbet, 1849
______________________________________
The Third‐Class Carriage, Honore Daumier, 1862
______________________________________
The Third of May, Franciso Goya, 1808, 1814‐1815
______________________________________
The Death of Sardanapalus, Eugene Delacroix, 1826
______________________________________
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The Oath of the Horatii, Jacques‐Louis David, 1784
______________________________________
Happy Accidents of the Swing, Jean‐Honore Fragonard, 1767
______________________________________
Young Woman with a Water Jug, Jan Vermeer, 1665
______________________________________
Self‐Portrait, Rembrandt Van Rijn, 1652
______________________________________
Las Meninas (The Maids of Honors), Diego Velazquez, 1665
______________________________________
Judith and Holofernes, Michelangelo de Merisi Caravaggio, 1598 ______________________________________
The Conversion of St. Paul, Michelangelo de Merisi da Caravaggio,______________________________________
1601
David, Michelangelo, 1501‐1504
______________________________________
David, Donatello, 1408
______________________________________
David, Gian Lorenzo Bernini, 1623
______________________________________
David, Andrea Del Verrocchio, 1470
______________________________________
The School of Athens, Raphael, 1508
______________________________________
The Last Supper, Leonardo Da Vinci, 1495‐1498
______________________________________
Birth of Venus, Sandro Botticelli, 1486
______________________________________
Madonna Enthroned, Giotto, 1310
______________________________________
Madonna Enthroned, Cimabue, 1280‐1290
______________________________________
Giovanni Arnolfini and His Bride, Jan Van Eyck, 1434
______________________________________
Landscape with Yellow Birds, Paul Klee, 1923
______________________________________
Sky and Water I, M.C.Escher, 1938
______________________________________
Kindred Spirits, Asher Brown Durand, 1849
______________________________________
Large Reclining Nude, Heri Matisse, 1935
______________________________________
Madonna and Child with the Chancellor Rolin, Jan Van Eyck, 1434______________________________________
Rue Transnonain, April 15, 1834, Honore Daumier, 1834
______________________________________
Le Boulevard du Temple, Louis Jacques Mande Daguerre, 1839 ______________________________________
______________________________________
Paul Preaching at Athens, Raphael, 1515‐1516
The Arnolfini Portrait, Jan Van Eyck, 1434
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50
______________________________________
The Kitchen Maid, Jan Vermeer, 1658
______________________________________
Terra Cotta Warriors, 210 BCE
______________________________________
Oath of the Horatii, Jacques‐Louis David, 1784
______________________________________
The Third of May, 1808, Francisco Goya, 1814
______________________________________
The Death of Sardanapalus, Eugene Delacroix, 1827
______________________________________
The Thinker, Auguste Rodin, 1910
______________________________________
Mont Sainte‐Victoire, Paul Cezanne, 1902‐1904
______________________________________
Mahana no Atua (Day of the God), Paul Gauguin, 1894
Der blaue Berg (Blue Mountain), Wassily Kandinsky, 1908‐1909
______________________________________
______________________________________
Self‐Portrait with an Amber Necklace, Paula Modersohn‐Becker, 1906
______________________________________
Les Demoiselles d’Avignon, Pablo Picasso, 1907
______________________________________
The Liberation of the Peon, Diego Rivera, 1931
______________________________________
The Two Fridas, Frida Kahlo, 1939
______________________________________
Nighthawks, Edward Hopper, 1942
______________________________________
American Gothic, Grant Wood, 1930
______________________________________
Recumbent Figure, Henry Moore, 1938
______________________________________
Autumn Rhythm. (Number 30), Jackson Pollock, 1950
______________________________________
Marilyn Diptych, Andy Warhol, 1962
______________________________________
Drowning Girl, Roy Lichtenstein, 1963
Two Cheeseburgers with Everything, Claes Oldenburg, 1962
______________________________________
______________________________________
Untitled, Donald Judd, 1967
______________________________________
Stone Age Waiter, Banksy, 2006
______________________________________
Senecio, Paul Klee, 1922
______________________________________
The Kiss, Gustav Klimt, 1907‐1908
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Banksy Exercise
Form 8 groups of 4 students
As a group select one Banksy image (0nly one per group – no shared images)
& explain meaning. Present to class addressing the following areas:
1.
2.
3.
4.
5.
Message of work
Title
Explain symbolism & icons used in work
Potential or actual back story
Personal commentary
Each student must submit a one page paper explaining interpretation. <use this one!>
See images:
http://creativityconsortium.com/Banksy_exercise.html
Include in paper:
‐ Title: Banksy paper
‐ Name: _________________________________________
‐ Class: S08, S09, S10 (circle class section number)
‐ Summary of group’s interpretation of Banksy image
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S08
Self‐critique/review/assessment
S09
S10
Name __________________________________________
Group name _____________________________________
Expected Grade _____________
Describe work completed for Service Learning Project:
Areas of consideration








Art
Scholarship
Support/Contribution to group project
Contribution to final project
Research – Art Appreciation
Communication with group members
Effort to understand, explore and develop a project that creatively addresses a social issue
utilizing classic art.
From your work are you able to answer the question: What is the value of art to society?
List your contributions:
1.
2.
A
3.
B
4.
C
5.
D
Excelled in all areas. Led project & engaged
all group members.
Completed quality work – opportunities
for improvement
Completed less than required work.
Never completely understood the project.
6.
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Showed up for class.
REFLECTION
Provide insight into your Service Learning experience.
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Signature ______________________________________ Date ___________________
Time-line
exercise
Possible 100 points, each category is worth 20 points.
Fill‐in details throughout semester:





All art period names
One artist who lived during each art period
List the title of your work of art during the art period
Description of art influences during each art period
Predominant design element for each art period
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Art Appreciation 1301
Time‐line Exercise
Match the following art periods to the appropriate time period on the art time‐line on the page
 Abstract Expressionism
 Baroque
 Cubism
 DaDa
 Greek & Roman
 Hellenistic
 Impressionism
 Minimalism
 Modernism
 Pop Art
 Post‐impressionism
 Post‐modernism
 Realism
 Renaissance
 Rococo
 Roman Empire
 Romanticism
 Surrealism
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REFLECTION
Provide insight into your Service Learning experience.
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Resources, Samples & Forms
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CCCC contact list
Fall 2013
Jenny Warren
Professor of Communication Studies &
Undergraduate Interdisciplinary Student Research Conference Coordinator
http://www.collin.edu/conference/studentresearch/
Spring Creek Campus, B‐109
972.881.5968
The Arts Gallery
2800 E. Spring Creek Parkway
Plano, TX. 75074
972‐881‐5873
Linda J. Adams, Ph.D.
Wellness Program Coordinator/Professor
Collin College
2800 East Spring Creek Pkwy.
Plano, Texas 75074
email: ladams@collin.edu
Michael L Gregorash
Program Coordinator, Student Life
Collin College
Preston Ridge Campus
9700 Wade Boulevard
Frisco, TX 75035
P: 972‐377‐1789
F: 972‐377‐1540
MGregorash@collin.edu
Carter J. Scaggs
Professor of Art
Chair, Art Department
Collin County Community College
2800 E. Spring Creek Pkwy.
Plano, Texas 75074
(P) 972.881.5867
(F) 972.881.5103
Office: A249
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Sample stakeholder letters
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[Teacher Name/School]
I am a student at Collin College. This semester in our Art Appreciation class we are conducting a
Service Learning project. The project objective is to find creative solutions to utilize classic art in
addressing social and community issues.
Our group is creating a curriculum for a high school art class where we are exploring video games and
identifying classic art that has influenced the environment and character design. It is surprising how
many classic artists, art periods, and recognizable art styles have inspired video games. Our curriculum
will bring these historical influences to the attention of the users. We are creating a unit to show how
classic art is still very much influential and applicable to the lives of teenagers.
This unit will include: lecture discussion on artists/time periods, side by side comparisons of classical
artwork and video games, discussion topics to engage student participation, and assignments. We are
also considering the possibility of including some student examples of said assignments.
Our plan is to create content that complements a current art curriculum. We believe when students
understand how art is applicable to their lives, a greater appreciation for the classics will naturally
occur. We are seeking a partner (school/teacher) to review our assignment, approve and ideally
present our work to their class with feedback on effectiveness and impact to the class.
Please let us know if you’re interested or if we can provide additional information.
Thank you for your time and consideration.
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Service Learning Group: Dropout Awareness
Collin College Plano, TX
October 24, 2012
[Insert Name Here]:
Our Art Appreciation 1301 class at Collin College, Plano is conducting a Service Learning project
to address the dropout rate of high school students. By creating an awareness campaign utilizing
classic works of art, we plan to address the issue of teens dropping out and creatively promoting the
benefits of staying in school.
We will develop a presentation that can be delivered during a school function; such as a pep‐rally, and
design a complementary pamphlet to distribute to parents.
The premise of our work is that high school students each year are giving up on a future that will
provide a fulfilling career and settling for underpaying jobs, while having to live at home with their
parents, just to make ends meet. Although, the message is not unique, our objective is to find a
creative way to get this message out to the students and make a lasting impression on the parents.
We’ll have successfully achieved our goal if we can create an awareness campaign that your school
finds valuable. In the mean time, if you have suggestions or can connect us with any school
organizations that would benefit from partnering on this endeavor we would like to explore
opportunities to promote this positive message. Thanks so much for your consideration and we look
forward to further discussion in keeping students engaged, invested and connected.
[List all participants name here]
Dropout Awareness Group
Collin College Art Appreciation Class 1301, Fall 2012
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Service Learning Deliverables
1. Poster (One per group)
20”x14” poster summarizing project with sample classic art image and description.
2. Service Learning Poster Ceremony (All groups expected to be represented)
Group members attend ceremony with poster and explain project to attendees.
3. Community Partner Event (Required for potential of “A”)
This can be an event, accepted proposal, rejected final project with explanation, delivered
product with feedback.
5. Final Presentation (All groups required to present)






Informative (describing group project)
Interesting
Visually supported with images
Clearly describe the concept, process, partners and outcomes.
Personal narrative
Describe community collaboration
6. Journal (One per student)
All entries answered, reflections on S.L. process, and forms completed.
7. Thank you cards to community partner (Expected by all groups!)
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artREFLECTION
Answer the following questions about the classic work of art for the day. (Total 10)
1
1. Title: ____________________________________________________________________________________
2. Artist’s name: _____________________________________________________________________________
3. Art period: __________________________________________ 4. Year completed: ____________________
5. Dominant visual element: ____________________________________________________________________
6. Message or art:
7. How does the art make you feel or make you think?
2
1. Title: ____________________________________________________________________________________
2. Artist’s name: _____________________________________________________________________________
3. Art period: __________________________________________ 4. Year completed: ____________________
5. Dominant visual element: ____________________________________________________________________
6. Message or art:
7. How does the art make you feel or make you think?
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3
1. Title: ____________________________________________________________________________________
2. Artist’s name: _____________________________________________________________________________
3. Art period: __________________________________________ 4. Year completed: ____________________
5. Dominant visual element: ____________________________________________________________________
6. Message or art:
7. How does the art make you feel or make you think?
4
1. Title: ____________________________________________________________________________________
2. Artist’s name: _____________________________________________________________________________
3. Art period: __________________________________________ 4. Year completed: ____________________
5. Dominant visual element: ____________________________________________________________________
6. Message or art:
7. How does the art make you feel or make you think?
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5
1. Title: ____________________________________________________________________________________
2. Artist’s name: _____________________________________________________________________________
3. Art period: __________________________________________ 4. Year completed: ____________________
5. Dominant visual element: ____________________________________________________________________
6. Message or art:
7. How does the art make you feel or make you think?
6
1. Title: ____________________________________________________________________________________
2. Artist’s name: _____________________________________________________________________________
3. Art period: __________________________________________ 4. Year completed: ____________________
5. Dominant visual element: ____________________________________________________________________
6. Message or art:
7. How does the art make you feel or make you think?
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7
1. Title: ____________________________________________________________________________________
2. Artist’s name: _____________________________________________________________________________
3. Art period: __________________________________________ 4. Year completed: ____________________
5. Dominant visual element: ____________________________________________________________________
6. Message or art:
7. How does the art make you feel or make you think?
8
1. Title: ____________________________________________________________________________________
2. Artist’s name: _____________________________________________________________________________
3. Art period: __________________________________________ 4. Year completed: ____________________
5. Dominant visual element: ____________________________________________________________________
6. Message or art:
7. How does the art make you feel or make you think?
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9
1. Title: ____________________________________________________________________________________
2. Artist’s name: _____________________________________________________________________________
3. Art period: __________________________________________ 4. Year completed: ____________________
5. Dominant visual element: ____________________________________________________________________
6. Message or art:
7. How does the art make you feel or make you think?
10
1. Title: ____________________________________________________________________________________
2. Artist’s name: _____________________________________________________________________________
3. Art period: __________________________________________ 4. Year completed: ____________________
5. Dominant visual element: ____________________________________________________________________
6. Message or art:
7. How does the art make you feel or make you think?
4471
Presentation Tests
Complete 6 tests per presentation: 3 tests per class. (Must be in attendance to complete test.)
Visual Elements
List 3 visual elements & title of artwork associated with element



Include art title
Artist’s name
Year completed
Student’s name _____________________________________, class date ________________
1. Visual element ______________________________________________________________
Art title
Artist’s name
Year completed
Student’s name _____________________________________, class date ________________
2. Visual element ______________________________________________________________
Art title
Artist’s name
Year completed
Student’s name _____________________________________, class date ________________
3. Visual element ______________________________________________________________
Art title
Artist’s name
Year completed
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Student’s name _____________________________________, class date ________________
4. Visual element ______________________________________________________________
Art title
Artist’s name
Year completed
Student’s name _____________________________________, class date ________________
5. Visual element ______________________________________________________________
Art title
Artist’s name
Year completed
Student’s name _____________________________________, class date ________________
6. Visual element ______________________________________________________________
Art title
Artist’s name
Year completed
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Media
1. Student’s name _____________________________________, class date ________________


Define – Explain art category
(3) examples of art work (Include: title, artist, year completed)
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________





Tools
Accomplished artist in specific area
Materials used
Medium (exm: canvas, wood, marble, digital screen)
What’s unique about the medium and how does it complement the art?
2. Student’s name _____________________________________, class date ________________


Define – Explain art category
(3) examples of art work (Include: title, artist, year completed)
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________





Tools
Accomplished artist in specific area
Materials used
Medium (exm: canvas, wood, marble, digital screen)
What’s unique about the medium and how does it complement the art?
3. Student’s name _____________________________________, class date ________________


Define – Explain art category
(3) examples of art work (Include: title, artist, year completed)
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________





Tools
Accomplished artist in specific area
Materials used
Medium (exm: canvas, wood, marble, digital screen)
What’s unique about the medium and how does it complement the art?
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4. Student’s name _____________________________________, class date ________________


Define – Explain art category
(3) examples of art work (Include: title, artist, year completed)
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________





Tools
Accomplished artist in specific area
Materials used
Medium (exm: canvas, wood, marble, digital screen)
What’s unique about the medium and how does it complement the art?
5. Student’s name _____________________________________, class date ________________


Define – Explain art category
(3) examples of art work (Include: title, artist, year completed)
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________





Tools
Accomplished artist in specific area
Materials used
Medium (exm: canvas, wood, marble, digital screen)
What’s unique about the medium and how does it complement the art?
6. Student’s name _____________________________________, class date ________________


Define – Explain art category
(3) examples of art work (Include: title, artist, year completed)
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________





Tools
Accomplished artist in specific area
Materials used
Medium (exm: canvas, wood, marble, digital screen)
What’s unique about the medium and how does it complement the art?
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Art Period/Movements
1. Student’s name _____________________________________, class date ________________






Name and dates of art period
Previous & post periods
Characteristic of the era
Associated visual elements
Social influences of time
3 artists – title of their work
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________

Noteworthy item about art period
2. Student’s name _____________________________________, class date ________________






Name and dates of art period
Previous & post periods
Characteristic of the era
Associated visual elements
Social influences of time
3 artists – title of their work
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________

Noteworthy item about art period
3. Student’s name _____________________________________, class date ________________






Name and dates of art period
Previous & post periods
Characteristic of the era
Associated visual elements
Social influences of time
3 artists – title of their work
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49
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________

Noteworthy item about art period
4. Student’s name _____________________________________, class date ________________






Name and dates of art period
Previous & post periods
Characteristic of the era
Associated visual elements
Social influences of time
3 artists – title of their work
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________

Noteworthy item about art period
5. Student’s name _____________________________________, class date ________________






Name and dates of art period
Previous & post periods
Characteristic of the era
Associated visual elements
Social influences of time
3 artists – title of their work
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________

Noteworthy item about art period
5077
6. Student’s name _____________________________________, class date ________________






Name and dates of art period
Previous & post periods
Characteristic of the era
Associated visual elements
Social influences of time
3 artists – title of their work
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________

Noteworthy item about art period
Artist
1. Student’s name _____________________________________, class date ________________







Name of artist
Years alive & art period associated
Influences
Associated visual style
Social influences
Contemporary artists
Noteworthy item
2. Student’s name _____________________________________, class date ________________







Name of artist
Years alive & art period associated
Influences
Associated visual style
Social influences
Contemporary artists
Noteworthy item
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3. Student’s name _____________________________________, class date ________________







Name of artist
Years alive & art period associated
Influences
Associated visual style
Social influences
Contemporary artists
Noteworthy item
4. Student’s name _____________________________________, class date ________________







Name of artist
Years alive & art period associated
Influences
Associated visual style
Social influences
Contemporary artists
Noteworthy item
5. Student’s name _____________________________________, class date ________________







Name of artist
Years alive & art period associated
Influences
Associated visual style
Social influences
Contemporary artists
Noteworthy item
6. Student’s name _____________________________________, class date ________________







Name of artist
Years alive & art period associated
Influences
Associated visual style
Social influences
Contemporary artists
Noteworthy item
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Art
1. Student’s name _____________________________________, class date ________________








Title of art work
Date completed
Influences (1)
Style (Visual elements)
Art movement associated
Social influences
Contemporary artists
Noteworthy item
2. Student’s name _____________________________________, class date ________________








Title of art work
Date completed
Influences (1)
Style (Visual elements)
Art movement associated
Social influences
Contemporary artists
Noteworthy item
3. Student’s name _____________________________________, class date ________________








Title of art work
Date completed
Influences (1)
Style (Visual elements)
Art movement associated
Social influences
Contemporary artists
Noteworthy item
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4. Student’s name _____________________________________, class date ________________








Title of art work
Date completed
Influences (1)
Style (Visual elements)
Art movement associated
Social influences
Contemporary artists
Noteworthy item
5. Student’s name _____________________________________, class date ________________








Title of art work
Date completed
Influences (1)
Style (Visual elements)
Art movement associated
Social influences
Contemporary artists
Noteworthy item
6. Student’s name _____________________________________, class date ________________








Title of art work
Date completed
Influences (1)
Style (Visual elements)
Art movement associated
Social influences
Contemporary artists
Noteworthy item
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MLA formatting
Works Cited Page: Basic Format
According to MLA style, you must have a Works Cited page at the end of your research paper. Works Cited
page preparation and formatting is covered in chapter 5 of the MLA Handbook, and chapter 6 of the MLA Style
Manual. All entries in the Works Cited page must correspond to the works cited in your main text.
Basic Rules





Begin your Works Cited page on a separate page at the end of your research paper. It should have the
same one-inch margins and last name, page number header as the rest of your paper.
Label the page Works Cited (do not underline the words Works Cited or put them in quotation marks) and
center the words Works Cited at the top of the page.
Double space all citations, but do not skip spaces between entries.
List page numbers of sources efficiently, when needed. If you refer to a journal article that appeared on
pages 225 through 250, list the page numbers on your Works Cited page as 225-50.
If you're citing an article or a publication that was originally issued in print form but that you retrieved
from an online database, you should provide enough information so that the reader can locate the article
either in its original print form or retrieve it from the online database (if they have access).
Capitalization and Punctuation


Capitalize each word in the titles of articles, books, etc, but do not capitalize articles, short prepositions, or
conjunctions unless one is the first word of the title or subtitle: Gone with the Wind, The Art of War, There
Is Nothing Left to Lose
Use italics or underlining for titles of larger works (books, magazines) and quotation marks for titles of
shorter works (poems, articles)
Listing Author Names
Entries are listed by author name (or, for entire edited collections, editor names). Author names are written
last name first; middle names or middle initials follow the first name:
Burke, Kenneth
Levy, David M.
Wallace, David Foster
Do not list titles (Dr., Sir, Saint, etc.) or degrees (PhD, MA, DDS, etc.) with names. A book listing an author
named "John Bigbrain, PhD" appears simply as "Bigbrain, John"; do, however, include suffixes like "Jr." or
"II." Putting it all together, a work by Dr. Martin Luther King, Jr. would be cited as "King, Martin Luther, Jr.,"
with the suffix following the first or middle name and a comma. For additional information on handling names,
consult section 3.8 of The MLA Handbook and sections 6.6.1 and 3.6 of the MLA Style Manual.
Books
First or single author's name is written last name, first name. The basic form for a book citation is:
Lastname, Firstname. Title of Book. Place of Publication: Publisher, Year of Publication.
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55
Book with One Author
Gleick, James. Chaos: Making a New Science. New York: Penguin Books, 1987.
Henley, Patricia. The Hummingbird House. Denver: MacMurray, 1999.
Book with More Than One Author
First author name is written last name first; subsequent author names are written first name, last name.
Gillespie, Paula, and Neal Lerner. The Allyn and Bacon Guide to Peer Tutoring. Boston: Allyn,
2000.
If there are more than three authors, you may list only the first author followed by the phrase et al. (the
abbreviation for the Latin phrase "and others"; no period after "et") in place of the other authors' names, or
you may list all the authors in the order in which their names appear on the title page.
Wysocki, Anne Frances, et al. Writing New Media: Theory and Applications for Expanding the
Teaching of Composition. Logan, UT: Utah State UP, 2004.
or
Wysocki, Anne Frances, Johndan Johnson-Eilola, Cynthia L. Selfe, and Geoffrey Sirc. Writing New
Media: Theory and Applications for Expanding the Teaching of Composition. Logan, UT: Utah
State UP, 2004.
MLA Works Cited Example Page
Works Cited
This handout provides an example of a Works Cited page in MLA format.
Works Cited
"Business Coalition for Climate Action Doubles." Environmental Defense. 8 May 2007.
Environmental Defense Organization. 24 May 2007
<http://www.environmentaldefense.org/article.cfm?ContentID=5828>.
Clinton, Bill. Interview. New York Times on the Web. May 2007. 25 May 2007
<http://video.on.nytimes.com/>. Keyword: Climate.
Dean, Cornelia. "Executive on a Mission: Saving the Planet." New York Times on the Web 22 May
2007. 25 May 2007 <http://www.nytimes.com/2007/05/22/science/earth/22ander.html>.
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56
Ebert, Roger. "An Inconvenient Truth." Rev. of An Inconvenient Truth, dir. Davis Guggenheim.
rogerebert.com. 2 June 2006. 24 May 2007 <http://rogerebert.suntimes.com>.
Global Warming. 2007. Cooler Heads Coalition. 24 May 2007 <http://www.globalwarming.org/>.
Gowdy, John. "Avoiding Self-organized Extinction: Toward a Co-evolutionary Economics of
Sustainability." International Journal of Sustainable Development and World Ecology 14.1
(2007): 27-36.
An Inconvenient Truth. Dir. Davis Guggenheim. Perf. Al Gore. Lawrence Bender, 2006.
Leroux, Marcel. Global Warming: Myth Or Reality?: The Erring Ways of Climatology. New York:
Springer, 2005.
Milken, Michael, Gary Becker, Myron Scholes, and Daniel Kahneman. "On Global Warming and
Financial Imbalances." New Perspectives Quarterly 23.4 (2006): 63.
Nordhaus, William D. "After Kyoto: Alternative Mechanisms to Control Global Warming." American
Economic Review 96.2 (2006): 31-34.
---. "Global Warming Economics." Science 9 Nov. 2001: 1283-84. 24 May 2007.
Shulte, Bret. "Putting a Price on Pollution; Climate change laws seem inevitable, but their
economic impact is unknown." US News & World Report 14 May 2007. 24 May 2007.
Uzawa, Hirofumi. Economic Theory and Global Warming. Cambridge: Cambridge UP, 2003.
Basic Style for Citations of Electronic Sources
Here are some common features you should try and find before citing electronic sources in MLA style. Always
include as much information as is available/applicable:







Author and/or editor names
Name of the database, or title of project, book, article
Any version numbers available
Date of version, revision, or posting
Publisher information
Date you accessed the material
Electronic address, printed between carets ([<, >]).
Web Sources
Web sites (in MLA style, the "W" in Web is capitalized, and "Web site" or "Web sites" are written as two words)
and Web pages are arguably the most commonly cited form of electronic resource today. Below are a variety
of Web sites and pages you might need to cite.
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An Entire Web Site
Basic format:
Name of Site. Date of Posting/Revision. Name of institution/organization affiliated with the
site (sometimes found in copyright statements). Date you accessed the site [electronic
address].
It is necessary to list your date of access because web postings are often updated, and information available
on one date may no longer be available later. Be sure to include the complete address for the site. Here are
some examples:
The Purdue OWL Family of Sites. 26 Aug. 2005. The Writing Lab and OWL at Purdue and Purdue
University. 23 April 2006 <http://owl.english.purdue.edu>.
Felluga, Dino. Guide to Literary and Critical Theory. 28 Nov. 2003. Purdue University. 10 May
2006 <http://www.cla.purdue.edu/english/theory>.
For course or department websites, include "Course home page" or "Dept. home page" after the name of the
professor or department and before the institution's name, followed by the date of access and URL.
English. Dept. home page. Purdue University. 31 May 2007 <http://www.cla.purdue.edu/english/>.
Felluga, Dino. Survey of the Literature of England. Course home page. Aug. 2006-Dec. 2006. Dept.
of English, Purdue University. 31 May 2007
<http://web.ics.purdue.edu/~felluga/eng241/index.html>.
Long URLs
URLs that won't fit on one line of your Works Cited list should be broken at slashes, when possible.
Some Web sites have unusually long URLs that would be virtually impossible to retype; others use frames, so
the URL appears the same for each page. To address this problem, either refer to a site's search URL, or
provide the path to the resource from an entry page with an easier URL. Begin the path with the word Path
followed by a colon, followed by the name of each link, separated by a semicolon. For example, the
Amazon.com URL for customer privacy and security information is <http://www.amazon.com/exec/obidos/
tg/browse/-/551434/104-0801289-6225502>, so we'd need to simplify the citation:
Amazon.com. "Privacy and Security." 22 May 2006 <http://www.amazon.com/>. Path: Help; Privacy &
Security.
A Page on a Web Site
For an individual page on a Web site, list the author or alias if known, followed by the information covered
above for entire Web sites. Make sure the URL points to the exact page you are referring to, or the entry or
home page for a collection of pages you're referring to:
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58
"Caret." Wikipedia: The Free Encyclopedia. 28 April 2006. 10 May 2006
<http://en.wikipedia.org/w/index.php?title=Caret&oldid=157510440>.
"How to Make Vegetarian Chili." eHow.com. 10 May 2006 <http://www.ehow.com/
how_10727_make-vegetarian-chili.html>.
Stolley, Karl. "MLA Formatting and Style Guide." The OWL at Purdue. 10 May 2006. Purdue
University Writing Lab. 12 May 2006 <http://owl.english.purdue.edu/owl/resource/557/01/>.
Note: Individuals using Wikipedia should use the "cite this article" link located in the "toolbox" area on the
right side of the navigation. The link will provide a stable URL that wikipedia recommends using when citing.
An Image, Including a Painting, Sculpture, or Photograph
For works housed outside of an online home, include the artist's name, the year the work was created, and
the institution (e.g., a gallery or museum) that houses it (if applicable), followed by the city where it is
located. Include the complete information for the site where you found the image, including the date of
access. In this first example, the image was found on the Web site belonging to the work's home museum:
Goya, Francisco. The Family of Charles IV. 1800. Museo del Prado, Madrid. 22 May 2006
<http://museoprado.mcu.es/i64a.html.>.
In this next example, the owner of the online site for the image is different than the image's home museum:
Klee, Paul. Twittering Machine. 1922. Museum of Modern Art, New York. The Artchive. "Klee:
Twittering Machine." 22 May 2006 <http://artchive.com/artchive/K/
klee/twittering_machine.jpg.html>.
For other images, cite as you would any other Web page, but make sure you're crediting the original creator
of the image. Here's an example from Webshots.com, an online photo-sharing site ("brandychloe" is a
username):
brandychloe. Great Horned Owl Family. 22 May 2006 <http://image46.webshots.com/
47/7/17/41/347171741bgVWdN_fs.jpg>.
The above example links directly to the image; but we could also provide the user's profile URL, and give the
path for reaching the image, e.g.
brandychloe. Great Horned Owl Family. 22 May 2006
<http://community.webshots.com/user/brandychloe>. Path: Albums; birds; great horned owl
family.
Doing so helps others verify information about the images creator, where as linking directly to an image file,
like a JPEG (.jpg) may make verification difficult or impossible.
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Value of Art to the community
David Smith, Australia, 1951
Claes Oldenburg, Clothespin, 1976
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Solar as Art




Make solar panels aesthetically appealing
Students
Collin College, Spring Creek campus
Classic works that brand space, reflect mood, use grid
formatting, such as mosaic tiles or stain glass
Living4Zachary




Bring attention to campaign using classic art
Young athletes, parents and organizations
Living4zachary.org
Classic works that attract attention and expand
message.
Art as Expression




Utilizing classic art to promote personal expression
Children in the social system and volunteers
CASA
Classic works which inspire emotions
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