St. Cloud State University
General Education Goal Area 6
Humanities & Fine Arts
Academic Affairs Use Only:
Response Date:
Effective Date:
1.
Prepared by: David Sebberson
Phone: 8-4283
Proposal Number:
Email: sebberson@stcloudstate.edu
2.
Requesting Unit: Art
3.
Department, Course Number, Title: Art 230 Art History Survey I
4.
New Course
5.
Will this course be flagged as a diversity course?
Already Designated as Diversity
6.
Will this course also satisfy another General Education Goal Area?
If “Yes” specify which goal area.
Goal 8 Global Perspectives
Existing Course
No
Diversity Proposal Accompanying This Form
No
Yes
7.
Course bulletin description, including credits and semesters to be offered:
Painting, sculpture and architecture from Paleolithic to the end of the thirteenth century. Stylistic
classification of major works of art throughout the world. Course designed for majors. 3 Cr. S.
8.
Indicate the clientele for whom this course is designed. Is the course for general education only, or
does it fulfill general education and other program needs for this or another department? Obtain
signatures from any affected departments.
This is a required course for the following majors: BA Art, BA Art History, BS Art Education, BFA
Studio Art (all emphases) and the art minor. This major course is being designated as a general education course
to meet the 120-credit limit mandated by the state legislature and the 40-credit general education minimum
mandated by MnSCU. This is consistent with the general education guideline that states "Courses used in the
major may be designated as General Education." Because the Minnesota Transfer Curriculum is about the
"seamless" transfer of credit between two-year and four-year institutions, it is important to keep in mind fhe
NASAD distinction between curricular offerings as an "element of liberal education without the training for art or
design occupations" and those that lead "toward either liberal arts or professional baccalaureate degrees in art or
design." Hence the phrase "Course designed for majors" in the bulletin description.
9.
Indicate any changes that must be made in offerings or resources in your department or other
departments by offering this course.
None. The course is currently offered.
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10.
For new courses or courses not yet approved for General Education, indicate any other SCSU departments
or units offering instruction that relates to the content of the proposed course.
No other department offers courses whose content is art history and that meet both major requirements
and general education requirements.
11.
Courses designated as General Education are included in the assessment plan for the Goal Area(s)
for which they are approved. Courses for which assessment is not included in the annual GE
assessment report for two years will be removed from the General Education Program.
The Requesting Unit understands and recognizes the above conditions.
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12.
Provide a concise explanation of how the following goal is a “significant focus” of the proposed course.
Goal Area 6: Humanities & Fine Arts
Expand appreciation and critical understanding of changing modes of human expression and systems of
thought in the arts and humanities, and develop abilities in the creation and performance of meaning.
According to its original curriculm documents, Art History Survey I has the following goals, which
clearly focus on "changing modes of human expression" and "systems of thought in the arts":
1.
To develop the student’s appreciation of the creative spirit and of the variety of human cultures.
2.
To develop an understanding of the cultural and ideological context out of which artistic styles and
movements have developed.
3.
To show the impact the art of the past has had and continues to have on the art of the present.
4.
To serve as a source of images, ideas and standards for those involved in creative production and
evaluation.
5.
To enable students to recognize, analyze and place in their historic context major works of the art
production of the past.
13. In order for a course to be designated as fulfilling Goal Area 6, it must address at least 5 of the 7 student learning
outcomes (SLOs) below. Check the SLOs below that are focused on in the proposed general education course.
1. Demonstrate awareness of the scope and variety of works in the arts and humanities.
2. Describe and appreciate works in the arts and humanities as expressions of individual and collective values
within an intellectual, cultural, historical and social context.
3. Interpret and respond critically to works from various cultures in the arts and humanities.
4. Explore intellectually the ideas expressed in works in the arts and humanities.
5. Engage in creative processes or interpretive performance.
6. Articulate an informed personal response to works in the arts and humanities.
7. Analyze the diverse means of communication in the arts and humanities.
14.
Discuss how each Student Learning Outcome checked above is achieved in this course. (Note: Although
descriptions of typical assignments or types of assignments may be part of this discussion, it is not
appropriate to submit copies of actual assignments.)
1. As indicated in the bulletin description, students study a variety of works, e.g., painting, sculpture, and
architecture. Variety and scope is amplified as students study art from a variety of cultures and historical periods
(See course outline).
2. When students study the bodily ease of a Praxitelian sculpture and the spiritual formality of the Madonna
Enthroned by Cimabue, they are studying not simply individual expressions of significant artists, but also the
collective values expressed in those works, contextualized by pre-Helenistic Greece in the first case, and late
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medieval Christian Europe in the second. As students work through the different historical periods and variety of
cultures listed in the course outline, they study the intellectual, cultural, historical, and social contexts that both
shape art and architecture and that are given material form and expression in art and architecture. What gives
shape to and is expressed in the Roman Temple of Fortuna Virilis (2nd C. BCE)? The ziggurat attached to the
Great Mosque at Samara (848-852 CE)? The nave of Chartres Cathedral (1192 - 1220 CE)? What intellectual
ideas about belief do they embody? What aspects of cultural identity do they give shape to? What historical
forces caused them to be built and enabled their formal, technological, or aesthetic dimensions? What social
practices did they house? These sorts of questions are typical in the study of art history throughout different
periods and cultures.
3. Students learn to interpret and respond critically to works of art, not only from the contexts indicated under
SLO 2 but also as they meet course goals regarding standards, analysis, and impact on art of the present. Through
tests, papers, reports, or presentations, students demonstrate their ability to interpret and respond critically to
works of art, analyzing formal, aesthetic, or cultural and other content elements that enable them to identify and
situate work in historical contexts.
4. Through slide lectures and readings students engage ideas and issues that surround art and are realized in art.
What differing human values are expressed in a Greek freize or a Romanesque tympanum? What differing
attitudes towards pattern and representation are expressed in a carpet page from the Lindisfarne Gospels and the
aniconistic patterns of Islamic design? A common element of art history is iconography, which connects motifs
with themes and concepts with images. Another element is iconology, which explains both visible event and
intelligible significance, "ascertaining those underlying principles which reveal the basic attitude of a nation, a
period, a class, a religious or philosophical persuasion--qualified by one personality and condensed into one
work" (Erwin Panofsky, cited in David C. Miller, American Iconology, Yale UP, 1993, the source for these
summary descirptions). More recently, according to Miller, WJT Mitchell has argued that 1) the visual and the
verbal distill themselves only in relation to one another, that 2) "values and interests … inform any representation
of reality" and , given 1) and 2), that 3) iconology is the study of both "what images say" and "what to say about
images." And all of this is to say that basic disciplinary practices of art history require students to "explore
intellectually the ideas expressed in works of art."
6. By accomplishing SLOs 1,2,3,4 students develop a knowledge of a variety of works, the contexts that inform
those works, and the critical abilities to interpret them. Consequently, students are taught to move beyond a
visceral response of personal taste --"I like that; I don't like that; that's boring" -- to an informed personal response
based on analysis and demonstrated through tests, papers, responses, or presentations.
15.
List or attach the Course Outline (adequately described and including percentage of time to be allocated
to each topic). Curriculum Committees may request additional information. Topics larger than 20% need
to be broken down further. Indicate in your course outline where the Student Learning Outcomes
checked above are being met.
The original outline for this course as it was approved through the curriculum process consists of 15
topics, listed below with their percentages. The course outline is not being changed. The SLOs are based on
practices that will be undertaken through the study of the 15 topics in the course outline. SLO 1 requires that
students demonstrate awareness of scope and variety. Students demonstrate that understanding of scope and
variety through tests, papers, responses, or presentations that cover all of the topics listed below.
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SLO 2 requires that students describe and appreciate individual expression and collective values within contexts.
Students must do this, through tests, papers, responses or presentations, for all of the topics listed below. SLO 3
requires that students interpret and respond critically to works of art. Students do this through tests, papers,
responses, or presentations that cover all of the topics listed below. SLO 4 requires that students explore
intellectual the ideas of art. Students do this by attending lectures and reading about all of the topics listed below.
SLO 6 requires that students articulate informed personal responses to art. They demonstrate this through tests,
papers, responses, and presentations that cover all of the following topics.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Prehistoric and Ethnographic Art (6.66%)
Egyptian Art (6.66%)
Ancient Near Eastern Art (6.66%)
Aegean and Greek Art (6.66%)
Greek Art (6.66%)
Etruscan and Roman Art (6.66%)
Early Christian and Byzantine Art (6.66%)
Islamic Art and Early Medieval Art (6.66%)
Romanesque Art (6.66%)
Gothic Art (6.66%)
Indian Art (6.66%)
Chinese Art (6.66%)
Japanese Art (6.66%)
The Americas (6.66%)
African Art (6.66%)
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St. Cloud State University
General Education Transmittal Form
Academic Affairs Use Only:
Response Date:
Effective Date:
Proposal Number
Department: Art
Course or Course(s): Art 230 Art History Survey I
David Sebberson
Department or Unit Chair Signature
1/29/10
Date
Department forward to Academic Affairs for publication and electronically to Chair of General Education Committee, Chair
of College Curriculum Committee, College Dean
Recommendation of General Education Committee:
Approve
Remarks:
Disapprove
Chairperson
Committee
Signature
Date
Recommendation of University Curriculum Committee:
Approve
Remarks:
Disapprove
Chairperson
Committee
Signature
Date
Recommendation of Faculty Association:
Approve
Remarks:
Disapprove
FA Senate
Signature
Date
Action of Academic Vice President:
Approve
Disapprove
Signature
Entered in Curriculum Data File
12/11/2009
Remarks:
Date