MIDTERM EXAM
THURSDAY 2:30 P.M. IN OUR
CLASSROOM
BRING 1 LARGE BLUE BOOK
THE EXAM ITSELF – 100 POINTS
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Part One: Short Answer
You will have a choice of 6 out of 8
 About 25 minute (4 minutes each question)
 However, Remember …Quality over Quantity)
 10 points each (60 points) 60% of grade
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Part Two: Long Essay
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You will choose to answer ONE long essay from a choice of
TWO.
About 25 minutes
(40 points) 40% of grade
PART ONE: SHORT ANSWER
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Part One: Short Answer. Answer SIX of the following
EIGHT questions. You should spend about 20 minutes
on this section of the exam (about 4 minutes per
answer). Answer thoroughly and include detailed and
specific reference to the course material being tested
including texts, lecture and discussion. Your answer
must show knowledge of the texts and images in
question. (60 points)
SHORT ANSWER- LET’S REVIEW
 1)
who/what is it (when it took place, general
information identifying the individual, what event
was it, etc.)
 2) whenever possible provide an example of or
elaborate on the term, etc. from a text we read,
from lecture, from discussion (or express what
the individual was known for)
 3) express why this person or thing was important
(especially with respect to the themes of our
course)
 4) Use specific details from lecture, texts,
discussion as support rather than personal opinion.
FAIR GAME…
I
may ask any questions based on:
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Lectures
All assigned readings (including the Writer’s Handbook)
Any materials assigned or discussed in section
Images of my choice (you may or may not have seen)
 One
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of the short answer questions may:
Ask you to identify and discuss a short passage
Come directly from your reading questions
Come directly from your posted lecture guru questions
Come from class discussions of writing and revision
strategies
ON THE DAY OF THE EXAM…
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Select the identification questions you know the best first
(this will help relieve some test anxiety).
Budget your time accordingly (4 min each Short
Answer)
 Get to the point (Don’t waste your time with wordiness or
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tangential/unnecessary information).
Don’t repeat yourself
 It is the QUALITY of the answer that matters (long answers
don’t necessarily mean full credit).
 Be specific! Give explicit details from the text and lecture
and section!·
 Count your answers to make sure you have answered 6
questions (you don’t want to lose 10 points).
 Write in complete sentences.
 Use academic English- avoid slang.
 Please write legibly – If I can not read it, it will not count.
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LET’S PRACTICE AND REVIEW WRITING…
SHORT ANSWER
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What is a warrant and what does explication mean?
(the long answer, but great for review)
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A well-structured paragraph consists of a claim, evidence and
warrant.
A warrant explains how a claim is connected or related to the
textual evidence used to support the claim.
Explication occurs when a writer explains what particular words
in the evidence mean or signify and also explains how (based
on the textual evidence) a writer arrives at his/her conclusions.
A warrant’s goal is to effectively and thoroughly dig in to the
quoted material and is a key feature in writing because it allows
a reader a full and complete understanding of the writer’s logic.
Great writers always explain themselves!
LET’S REVIEW TUESDAY’S LECTURE
1.
2.
3.
4.
According to Professor Moeller, can a
maker ever NOT be a doer? Explain.
What is the common form and function of
the Agitprop Theater?
According to the “international”
movement of Marxism how are workers
related more to each other than to their
nation? Why?
What did the Bolshevik Revolution seek to
accomplish in Russia, how, and to what
extent did it influence Germany?
LET’S TRY AN EASY ONE FOR REVIEW
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Compare how individuals from different academic
disciplines go about “reading” a work of art. What
different strategies do they employ and to what ends?
POSSIBLE QUESTIONS…
1.
2.
Write an informative
and interpretive
caption for this
image based on
the 6 C’s of Primary
Sources.
What is the
difference between
primary and
secondary source?
How would a
historian make use
of the image to the
left?
HOW ABOUT THIS ONE?
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According to Alberti
what is the function
of pathos and how
might he react to the
painting to the left
with regard to its
appeal to pathos?
HOW ABOUT THESE ONE?
According to Professor Lupton and class
discussion, why did Alberti write, “For their own
enjoyment artists should associate with poets
and orators ... These could be very useful in
beautifully composing the istoria whose
greatest praise consists in the invention”? (90)
 How did Alberti’s work impact the artist and
the study of art?
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1.
What is a manifesto? How
does the below quote illustrate
George Grosz’ manifesto?
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2.
“Art is in danger. Today’s artist, unless he
wants to be useless, an antiquated misfit,
can only choose between technology or
class war propaganda. In both cases he
must give up “pure art”. Either he joins the
ranks of architects, engineers, and ad men
who develop industrial strength and who
exploit the world, or he, as depicter and
critic of the face of our time, as
propagandist and defender of the
revolutionary ideas and its followers, enters
into the army of the oppressed who fight
for their just share of the worth of the world
and for a sensible social organization of
life.”(3) George Grosz, 1925
How would you interpret the
image to the right? In your
answer be sure to explain what
you think the “istoria” is and
what the image conveys about
the times during which it was
made.
•“The Hero”
by George Grosz
SHORT ANSWER QUESTION POSSIBILITIES TO REVIEW
1. Given your knowledge of
Alberti’s theories of art, in
what respect does the image
to the left meet his
qualifications as art? Use
language specific to Alberti in
your answer.
2. Identify and describe the art
movement the image to the
left belongs to and apply to a
reading of the text’s istoria?
3. Is this work of art political? In
what regard? According to
those who “made” it?
According to those who
consume it?
PART ONE: LONG ESSAY
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Long Essay. Answer ONE of the following two
choices in a substantial, well-organized essay
that takes into account each part of the
question. Be sure to provide specific
information about the texts and “makers” that
you discuss. Your opinions are always
interesting, but an examination requires
detailed reference to the material being
tested, so answers that do not demonstrate
knowledge of the material will not receive
credit. This segment of the exam should take
about 25 minutes and is worth 40% of your
grade (40 pts).
LONG ESSAY: LET’S PRACTICE
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“Read” and interpret the following two images according to the
strategies of image analysis modeled in the classroom. Also, in
your discussion make specific and interpretive connections
between understanding the “istoria” of the painting and the
trends and developments, as well as the socio-political, historical
and art theory or temper of the time.
In your answer you may wish to consider the following questions:
 When was each work made? How does this influence the art
work’s purpose or function?
 What is the context of each work?
 Who produced and judged it?
 What groups controlled it?
 How would the different disciplines “read” it?
 How does your reading of the text and times inform this
quarter’s theme of “making?”
“READ” AND INTERPRET THE FOLLOWING TWO IMAGES ACCORDING TO THE STRATEGIES OF IMAGE
ANALYSIS MODELED IN THE CLASSROOM. ALSO, IN YOUR DISCUSSION MAKE SPECIFIC AND INTERPRETIVE
CONNECTIONS BETWEEN UNDERSTANDING THE “ISTORIA” OF THE PAINTING AND THE TRENDS AND
DEVELOPMENTS, AS WELL AS THE SOCIO-POLITICAL, HISTORICAL AND ART THEORY OR TEMPER OF THE TIME.
SEE YOU ALL ON THURSDAY…. (WELL, AND ON TUESDAY OF
COURSE)
Bring 1 large blue
book to class
 Don’t try to cram
everything into one
night!
 Get a little sleep in
between!
 Don’t forget the 20
minute rule!
 Study Tips
 List of Key Terms…
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