TOURO COLLEGE COURSE SYLLABUS
LANDER COLLEGE
DEPARTMENT:
COURSE TITLE:
COURSE NUMBER:
PREREQUISITES:
CREDIT HOURS:
DEVELOPER:
LAST UPDATE:
Art
Art of Western Civilization
COA 101
None
3
Atara Grenadir
January 20, 2004
COURSE DESCRIPTION
Survey course of historical periods of ancient to contemporary Western art including painting,
sculpture, architecture and music. The life, artistic style and technique of influential artists are
studied. By observing famous works and creating their own artworks, students learn the
principles of organization of form.
COURSE/DEPARTMENTAL OBJECTIVES
· identify the major periods and movements of art history and well-known artists and their works
via slide and video presentations
· develop an understanding of how art is a reaction to the cultural and sociological aspects of the
artist's environment
· appreciate how creating art affects both the artists and those who see their art and how the
artists' needs are met by expressing themselves through their work
· use an art vocabulary to evaluate and critique classical and contemporary art
· recognize how artworks utilize the seven basic art elements
· create hands-on drawing sessions based upon and express his/her personal life history via the
content of the class lectures and discover the artist within herself
COURSE/INSTITUTIONAL OBJECTIVES
1.
2.
3.
4.
5.
6.
7.
8.
9.
To enrich students’ appreciation of the Jewish heritage;
To promote study of traditional liberal arts and sciences;
To foster an appreciation of scholarship and enhance research skills in Art;
To further professional and pre-professional career interests of students in the field(s) of
Art;
To develop critical reading and listening skills;
To develop students’ critical reasoning skills;
To foster analytical and quantitative thinking;
To prepare students to communicate clearly and effectively in written form;
To prepare students to communicate clearly and effectively in spoken form;
10. To foster students’ abilities to access and evaluate information objectively and
effectively;
11. To foster a respect for and appreciation of cultural diversity
COURSE CONTENT
Content Area 1 – The Ancient World: Prehistoric Art, Egypt and Babylon
An example of cave painting motivates the question - why do people make art? The art of Egypt
and Babylon, major ancient cultures glorifying human achievement and the afterlife, is discussed
and compared. The elements of art are introduced.
Content Area 2 - Jewish Art and the Art of Persia
How is making art viewed by the Torah, and how has that shaped the content and form of Jewish
art? How is Jewish art influenced by the art of the surrounding culture?
Content Area 3 – Aegean and Greek Art
The styles of vase painting distinguish the periods of early Greek art. The architectural orders
(styles of columns) of Greek architecture are studied.
Content Area 4 – Etruscan and Roman Art
Roman art is based upon both Greek and Etruscan elements. In Roman art, the types of arches
and vaults are identified. Examples of Republic and Imperial styles are displayed in architecture
and sculpture.
Content Area 5 - The Middle Ages: Byzantine and Medieval Styles
Mosaics and manuscripts express religious themes.
Content Area 6 – Romanesque and Gothic
Architectural innovations (flying buttresses and groin vaults) enabled construction of buildings
that expressed spiritual values.
Content Area 7 –Early and High Italian Renaissance, Northern Renaissance
The factors that influenced the development of the Renaissance are discussed. Perspective is a
new way of seeing the world. The new humanism stresses reverence for the classical Greek and
Roman works. The High Renaissance places emphasis on the period of creativity of the artist
and expression of emotion in art as opposed to copying the real world. The life and works of
Leonardo DaVinci, Michelangelo and Raphael are presented. Printmaking is introduced with the
work of Durer.
Content Area 8 - Baroque and Rococo (1600 – 1790)
In the Baroque masters Caravaggio, Velasquez and Rembrandt, we observe the emphasis on the
dramatic. Reubens is the primary Baroque master in Flanders. In music, the opera was invented
in this period, a fusion of music and words. Versailles and the gardens of King Louis XIV
express Baroque values. Rococo displays the fancifulness of lighthearted imagination.
2
Content Area 9 – The Modern World – Neoclassicism and Romanticism
The revolution of the mind known as Enlightenment thought, together with the discovery of the
ruins of Pompeii, led to the art style of Neoclassicism. Jean-Louis David was the major artist of
this period, in which the French Academy was the primary judge of artistic quality. Ultimately,
the emphasis upon moral, political and social reforms among the masses ultimately lead to the
political upheaval of the French Revolution.
Romanticism was fueled by the revolutions in America and Greece and the emotionalism
released as the power of rational thought lost its grip. The work of Delacroix and Ingres and
Goya shows emotionalism. In music, the symphonies of Mozart and Beethoven express
Romanticism.
Content Area 10 – Realism and Impressionism (1855 – 1900)
Realism was a reaction against the emotionalism of Romanticism and was influenced by the
rising stature of science and the new technique of photography. They often portrayed farmers
and were viewed as subversive by their upper-middle-class clientele. Courbet represents the
naturalistic approach to subject and form – painters should only paint what they can see and
touch. Impressionism was a radical movement rejecting Classicism and the Salon. They saw the
world in terms of color and light instead of depth and volume. The following Impressionists are
studied: Manet, Monet, Pisarro, Renior, Degas, Marisot and Mary Cassatt. In music, nineteenthcentury nationalism was the inspiration for many ethnic –influenced composers such as Dvorak
and Tchaikovsky.
Content Area 11 – Neoimpressionism and Post Impressionism
Artists influenced by the Impressionists are: Seurat, Van Gogh, Gaugiun and Cezanne.
Content Area 12 – Early Twentieth Century Art: Fauvism; Picasso and Cubism
The Fauve movement used bold coloring and wildly exaggerated figures to portray emotional
excitement. Matisse developed a personal style that explored economy of line and shape.
Modern art was transformed by Pablo Picasso. He developed and excelled in several styles
including Analytic and Synthetic Cubism.
Content Area 13 – The Emigre Artists and Russian Abstraction
The Emigre Artists who painted in France include Chaim Soutine, Marc Chagall and Modigliani.
The Supremitism movement was best known through the work of Malevich. Other
Abstractionists include Piet Modrian, who developed a minimal palette and simple forms.
Content Area 14 – Surrealism and Abstract Expressionism
Surrealism mixes the vision of the conscious and unconscious levels of the mind. Artists
working in this style include Miro, Salvadore Dali, Magritte and Henri Rousseau.
The goal of Abstract Expressionism was the expression of the individual's emotional and
spiritual state without referring to representational form. It was a movement without a common
style. Famous artists of this movement are Kandinsky, Jackson Pollock and Willem De
Kooning.
Content Area 15 – Late Twentieth Century Art: Color Field Painting
3
In the 1950’s artists began experimenting with translucent color washes that express
contemplative stillness. Acrylic was a favorite medium. Rothko, Helen Frankenthaler and
Morris Louis are the masters of this style.
Content Area 16 - Pop Art, Minimal Art, Performance Art and Sculpture
Art of the late 20th Century is influenced by technological innovations. It often plays on the
contradiction of scale and commonly accepted reality. Andy Warhol uses images from popular
culture (like soup cans) in unexpected ways. Minimalism is used by Barnett Newman and Agnes
Martin. The elongated sculptures of Giacometti and the glass sculptures of Dale Chihuly are
discussed.
HARDWARE/SOFTWARE/MATERIALS REQUIREMENTS:
Hardware/Software - not relevant
11" by 14" Strathmore drawing pad (regular surface)
1 ebony pencil
1 #F drawing pencil
3 small paper stumps
1 small art gum eraser
1 kneaded eraser
1 small pencil sharpener
Sakura Cray-Pas junior artist oil pastels 25 colors
COURSE REQUIREMENTS
Attendance in the lectures and participation in drawing exercises.
Field trip to the Metropolitan Museum of Art.
An essay examining the work of one of the artists covered in the course.
Midterm and final exam.
GRADING GUIDELINES
Evaluation of the student’s ability to meet the stated learning objectives will be based upon
completion of the following assignments:
Modules - 60% - attendance and participation in the art activities in class; visiting the
Metropolitan Museum of Art
Midterm - 10%
Essay – 10% - write and present in class an essay based upon a period artist from the course
modules.
Final Exam - 20%
4
METHODOLOGY
Lectures include viewing art slides and professional art videos to provide visual context for the
artwork of the various periods. Drawing exercises will give first-hand experience with the art
elements and design principles and how they are used in the various periods of art history. The
field trip to a museum will teach how art is valued in society and to observe great masterworks in
person.
COURSE TEXT(S)
Title:
Author:
Pub. Date:
Publisher:
ISBN #:
History of Art, 6th Edition
Janson, H.W.
2001
Harry N. Abrams
0-8109-3446-9
Title:
Author:
Pub. Date:
Publisher:
ISBN #:
Art Fundamentals - Theory and Practice, 9th Edition, paperback
Ocvirk et. al.
2001
McGraw Hill
0-07-240700-X
BIBLIOGRAPHY
Title:
Author:
Pub. Date:
Publisher:
ISBN #:
Jewish Art
Roth, Cecil ed.
1961
McGraw-Hill, Masada –PEC Press
N/A
Title:
Author:
Pub. Date:
Publisher:
ISBN #:
Ancient Jewish Art
Sed-Rajna, Gabrielle
n.d.
Chartwell Books, Inc.
0-671-67007-7
Title:
Author:
Pub. Date:
Publisher:
ISBN #:
Art of the Western World from Ancient Greece to Post-Modernism
Cole, Bruce and Gealt, Adelheid
1989
Summit Books/Simon & Schuster Inc.
N/A
Title:
Author:
Pub. Date:
Publisher:
ISBN #:
Modern Art - Painting, Sculpture, Architecture, third edition
Hunter, Sam et. al
1992
Harry N. Abrams, Inc.
N/A
5
Title:
Author:
Pub. Date:
Publisher:
ISBN #:
The Yale Dictionary of Art & Artists
Langmuir, Erika and Lynton, Norbert.
2000
Yale University Press
0-300-06458-6
Title:
Author:
Pub. Date:
Publisher:
ISBN #:
Essential Modern Art
Blake, Robin
2001
Bath, England: Parragon
0-75255-350-x
Title:
Author:
Pub. Date:
Publisher:
ISBN #:
Matisse and Picasso, A Friendship in Art
Gilot, Francoise
1990
Doubleday
0-385-26044-X
Title:
Author:
Pub. Date:
Publisher:
ISBN #:
The Humanist Tradition
Fiero, Gloria K.
2002
McGraw-Hill Higher Education
0-07-288549-1
RELATED WEB SITES
http://www.ibiblio.org/wm/paint WebMuseum, Paris
ENTRANCE COMPETENCIES
Ability to do research and analyze topics related to the visual arts.
COURSE EXPECTATIONS
By observing famous works and creating their own artworks, students learn the principles of
organization of form. Students are expected to relate famous works of art to their own hand-on
examples of the principles and organization of form.
EXIT COMPETENCIES
Identify the major periods and movements of art history and well-known artists; gained ability to
create basic artworks using the elements of art.
6
TOURO COLLEGE COURSE OUTLINE
LANDER COLLEGE
DEPARTMENT:
COURSE TITLE:
COURSE NUMBER:
PREREQUISITES:
CREDIT HOURS:
SEMESTER
Art
Art of Western Civilization
COA 101
None
3
Fall, 2003
CLASS INFORMATION
CLASS CODE:
COA 101
SCHEDULE:
LOCATION:
FINAL EXAM DATE:
INSTRUCTOR CONTACT INFORMATION
Instructor Name:
Atara Grenadir
Email Address:
Contact Phone:
Office Location/Hours:
COURSE DESCRIPTION
Survey course of historical periods of ancient to contemporary Western art including painting,
sculpture, architecture and music. The life, artistic style and technique of influential artists are
studied. By observing famous works and creating their own artworks, students learn the
principles of organization of form.
COURSE/DEPARTMENTAL OBJECTIVES
· identify the major periods and movements of art history and well-known artists and their works
via slide and video presentations
· develop an understanding of how art is a reaction to the cultural and sociological aspects of the
artist's environment
· appreciate how creating art affects both the artists and those who see their art and how the
artists' needs are met by expressing themselves through their work
· use an art vocabulary to evaluate and critique classical and contemporary art
· recognize how artworks utilize the seven basic art elements
· create hands-on drawing sessions based upon and express his/her personal life history via the
content of the class lectures and discover the artist within herself
1
COURSE REQUIREMENTS
Attendance in the lectures and participation in drawing exercises.
Field trip to the Metropolitan Museum of Art.
An essay examining the work of one of the artists covered in the course.
Midterm and final exam.
GRADING GUIDELINES
Evaluation of the student’s ability to meet the stated learning objectives will be based upon
completion of the following assignments:
Modules - 60% - attendance and participation in the art activities in class; visiting the
Metropolitan Museum of Art
Midterm - 10%
Essay – 10% - write and present in class an essay based upon a period artist from the course
modules.
Final Exam - 20%
COURSE TEXT(S)
Title:
Author:
Pub. Date:
Publisher:
ISBN #:
History of Art, 6th Edition
Janson, H.W.
2001
Harry N. Abrams
0-8109-3446-9
Title:
Author:
Pub. Date:
Publisher:
ISBN #:
Art Fundamentals - Theory and Practice, 9th Edition, paperback
Ocvirk et. al.
2001
McGraw Hill
0-07-240700-X
BIBLIOGRAPHY
Title:
Author:
Pub. Date:
Publisher:
ISBN #:
Jewish Art
Roth, Cecil ed.
1961
McGraw-Hill, Masada –PEC Press
N/A
Title:
Author:
Pub. Date:
Publisher:
Ancient Jewish Art
Sed-Rajna, Gabrielle
n.d.
Chartwell Books, Inc.
2
ISBN #:
0-671-67007-7
Title:
Author:
Pub. Date:
Publisher:
ISBN #:
Art of the Western World from Ancient Greece to Post-Modernism
Cole, Bruce and Gealt, Adelheid
1989
Summit Books/Simon & Schuster Inc.
N/A
Title:
Author:
Pub. Date:
Publisher:
ISBN #:
Modern Art - Painting, Sculpture, Architecture, third edition
Hunter, Sam et. al
1992
Harry N. Abrams, Inc.
N/A
Title:
Author:
Pub. Date:
Publisher:
ISBN #:
The Yale Dictionary of Art & Artists
Langmuir, Erika and Lynton, Norbert.
2000
Yale University Press
0-300-06458-6
Title:
Author:
Pub. Date:
Publisher:
ISBN #:
Essential Modern Art
Blake, Robin
2001
Bath, England: Parragon
0-75255-350-x
Title:
Author:
Pub. Date:
Publisher:
ISBN #:
Matisse and Picasso, A Friendship in Art
Gilot, Francoise
1990
Doubleday
0-385-26044-X
Title:
Author:
Pub. Date:
Publisher:
ISBN #:
The Humanist Tradition
Fiero, Gloria K.
2002
McGraw-Hill Higher Education
0-07-288549-1
RELATED WEB SITES
http://www.ibiblio.org/wm/paint Web Museum, Paris
COURSE CONTENT
3
Lesson 1
Date
Topics Covered
The Ancient World
Prehistoric Art, Egypt and Babylon An example of cave painting motivates the
question - why do people make art? The art of Egypt and Babylon, major
ancient cultures glorifying human achievement and the afterlife, is discussed
and compared. The elements of art are introduced.
Lesson 2
How is making art viewed by the Torah, and how has that shaped the content
and form of Jewish art? How is Jewish art influenced by the art of the
surrounding culture?
Jewish Art and the Art of
Persia
Lesson 3
The styles of vase painting distinguish the periods of early Greek art. The
architectural orders (styles of columns) of Greek architecture are studied.
Aegean and Greek Art
Lesson 4
Etruscan and Roman Art
Roman art is based upon both Greek and Etruscan elements. In Roman art, the
types of arches and vaults are identified. Examples of Republic and Imperial
styles are displayed in architecture and sculpture
Lesson 5
Mosaics and manuscripts express religious themes.
The Middle Ages:
Byzantine and Medieval
Styles
Lesson 6
Architectural innovations (flying buttresses and groin vaults) enabled
construction of buildings that expressed spiritual values.
Romanesque and Gothic
Lesson 7
Early and High Italian
Renaissance, Northern
Renaissance
Lesson 8
Baroque and Rococo
(1600 – 1790)
The factors that influenced the development of the Renaissance are discussed.
Perspective is a new way of seeing the world. The new humanism stresses
reverence for the classical Greek and Roman works. The High Renaissance
places emphasis on the period of creativity of the artist and expression of
emotion in art as opposed to copying the real world. The life and works of
Leonardo DaVinci, Michelangelo and Raphael are presented. Printmaking is
introduced with the work of Durer.
In the Baroque masters Caravaggio, Velasquez and Rembrandt, we observe the
emphasis on the dramatic. Reubens is the primary Baroque master in Flanders.
In music, the opera was invented in this period, a fusion of music and words.
Versailles and the gardens of King Louis XIV express Baroque values. Rococo
displays the fancifulness of lighthearted imagination.
4
Lesson 9
The Modern World –
Neoclassicism and
Romanticism
Lesson 10
Realism and
Impressionism (1855 –
1900)
Lesson 11
The revolution of the mind known as Enlightenment thought, together with the
discovery of the ruins of Pompeii, led to the art style of Neoclassicism. JeanLouis David was the major artist of this period, in which the French Academy
was the primary judge of artistic quality. Ultimately, the emphasis upon moral,
political and social reforms among the masses ultimately lead to the political
upheaval of the French Revolution.
Romanticism was fueled by the revolutions in America and Greece and the
emotionalism released as the power of rational thought lost its grip. The work
of Delacroix and Ingres and Goya shows emotionalism. In music, the
symphonies of Mozart and Beethoven express Romanticism.
Realism was a reaction against the emotionalism of Romanticism and was
influenced by the rising stature of science and the new technique of
photography. They often portrayed farmers and were viewed as subversive by
their upper-middle-class clientele. Courbet represents the naturalistic approach
to subject and form – painters should only paint what they can see and touch.
Impressionism was a radical movement rejecting Classicism and the Salon.
They saw the world in terms of color and light instead of depth and volume.
The following Impressionists are studied: Manet, Monet, Pisarro, Renior,
Degas, Marisot and Mary Cassatt. In music, nineteenth-century nationalism
was the inspiration for many ethnic –influenced composers such as Dvorak and
Tchaikovsky.
Artists influenced by the Impressionists are: Seurat, Van Gogh, Gaugin and
Cezanne.
Neo Impressionism and
Post Impressionism
Lesson 12
Early Twentieth Century
Art: Fauvism; Picasso and
Cubism
Lesson 13
The Emigre Artists and
Russian Abstraction
Lesson 14
Surrealism and Abstract
Expressionism
Lesson 15
Late Twentieth Century
Art: Color Field Painting
The Fauve movement used bold coloring and wildly exaggerated figures to
portray emotional excitement. Matisse developed a personal style that
explored economy of line and shape. Modern art was transformed by Pablo
Picasso. He developed and excelled in several styles including Analytic and
Synthetic Cubism.
The Emigre Artists who painted in France include Chaim Soutine, Marc
Chagall and Modigliani. The Supremitism movement was best known through
the work of Malevich. Other Abstractionists include Piet Modrian, who
developed a minimal palette and simple forms.
Surrealism mixes the vision of the conscious and unconscious levels of the
mind. Artists working in this style include Miro, Salvadore Dali, Magritte and
Henri Rousseau.
The goal of Abstract Expressionism was the expression of the individual's
emotional and spiritual state without referring to representational form. It was
a movement without a common style. Famous artists of this movement are
Kandinsky, Jackson Pollock and Willem De Kooning.
In the 1950’s artists began experimenting with translucent color washes that
express contemplative stillness. Acrylic was a favorite medium. Rothko,
Helen Frankenthaler and Morris Louis are the masters of this style.
5
Lesson 16
Pop Art, Minimal Art,
Performance Art and
Sculpture
Art of the late 20th Century is influenced by technological innovations. It
often plays on the contradiction of scale and commonly accepted reality. Andy
Warhol uses images from popular culture (like soup cans) in unexpected ways.
Minimalism is used by Barnett Newman and Agnes Martin. The elongated
sculptures of Giacometti and the glass sculptures of Dale Chihuly are
discussed.
ATTENDANCE & MAKE-UP POLICIES
Attendance is mandatory for all classes
Professor is required to schedule a make-up date\s or arrange a substitute Professor for missed
classes.
HOMEWORK ASSIGNMENTS
Evaluation of the student’s ability to meet the stated learning objectives will be based upon
completion of the following assignments:
Field Trip: the Metropolitan Museum of Art
Essay: write and present in class an essay based upon a period artist from the course modules.
ENTRANCE COMPETENCIES
Ability to do research and analyze topics related to the visual arts.
COURSE EXPECTATIONS
By observing famous works and creating their own artworks, students learn the principles of
organization of form. Students are expected to relate famous works of art to their own hand-on
examples of the principles and organization of form.
EXIT COMPETENCIES
Identify the major periods and movements of art history and well-known artists; gained ability to
create basic artworks using the elements of art.
6