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FNAR 100
Art Appreciation
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Benedictine Hallmarks 2011-2012
STABILITY  STEWARDSHIP
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course syllabus
Addresses the educational
needs of adult students by
developing and providing
engaging, relevant and
accelerated programs.
blended model
FNAR 100
Enhances scholarship,
leadership skills, social
responsibility, and promotes
life-long learning.
Provides high-quality, easily
accessible educational
opportunities for adult
learners.
Enables adults to earn
specific undergraduate and
graduate degrees while
maintaining their personal and
professional commitments.
Art Appreciation
instructor version
Develops new degree and
non-degree programs that
address the expressed needs of
the professional community.
content links index
about this document
about Moser College
about blended learning
hallmarks of a Benedictine education
student expectations
attendance policy
financial aid
submission of work
library resources
services for students with disabilities
Academic Honesty Policy
APA formatting and style
netiquette
course overview
required textbooks
grading scale
IDEA objectives
IDEA description
learning outcomes
course schedule
Moser College Mission
Statement: Moser College
embodies the values of respect,
excellence, collaboration, and
professionalism. We are
committed to delivering
innovative and dynamic
programs designed for adult
students who are dedicated to
enhancing their professional,
local, and global communities.
Moser College Vision
Statement: To be one of the
premier university colleges in
the nation.
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience
Discipline  Humility  Stewardship  Hospitality  Community
Benedictine University
Margaret and Harold Moser Center
1832 Centre Point Circle
Naperville, IL 60563
Phone: (630) 829-6289
Fax: (630) 829-1375
http://www1.ben.edu/programs/a
dult_cohorts/mission_vision.asp
2
Content Links
FNAR 100 | Art Appreciation
About Your Program at Benedictine University – Moser College
About This Document
This is a hypermedia document – it has been built to mimic navigation on the
web. This document can also be viewed as a presentation or it can be printed
like a traditional document. We use this sort of document because it allows for
navigation links (hyperlinks) to text, graphics, audio/video, and the web. This
type of document also allows you to navigate in a nontraditional, nonlinear way
– by following the page links you are not bound to read or flip through the
document in any sort of order. This is yet another example of Moser College’s
commitment to advancements in technology and blended learning.
About Moser College
The Moser College of Adult & Professional Studies delivers its curricular
programs in a specifically designed structure deliberately oriented for working,
adult learners. The Moser College is committed to providing a learning
environment which extends beyond the classroom and is designed specifically
to meet the needs of its students and their employers by bringing a quality
educational experience without requiring the student to relocate or travel
extensively beyond their home area. Benedictine University's Moser College of
Adult & Professional Studies is fully accredited by the Higher Learning
Commission of the North Central Association of Colleges and Schools*.
* http://www.ben.edu/academic_programs/moser/about/index.cfm
About Blended Learning
Blended learning is the integration of different learning environments: mainly the
online format with the face-to-face format, but may also include mobile learning.
Blended learning, also referred to as hybrid learning, relies on both the advantages
of digital/technology innovation and the methods of face-to-face instruction. At
Moser College, we use blended learning by combining asynchronous online
classroom sessions with a face-to-face classroom environment. We alternate
between the online session and the face-to-face session in 5-week courses, with
the A session being face-to-face and the B session being online.
hallmarks of a Benedictine Education:
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
3
About
FNAR 100 | Art Appreciation
The Ten Hallmarks of a Benedictine Education
A Benedictine Education
Based on the Rules of Saint Benedict, a Benedictine
Education is based on the Benedictine Wisdom
Tradition that sets as its goals the transformation of the
Human mind AND Heart and has at its foundation “The
Ten Hallmarks of a Benedictine Education”.
The Ten Hallmarks
Each academic year Moser College will be celebrating
two of the Hallmarks. This academic year 2011-2012,
the Hallmarks Stability and Stewardship have been
chosen. The ten hallmarks are:
1. Love of Christ and Neighbor
2. Prayer: a Life marked by liturgy, lection and
Mindfulness
3. Stability: commitment to the daily life of this place,
its heritage and tradition
4. Conversatio: the way of formation and
transformation
5. Obedience: a commitment to listening and
consequent action
6. Discipline: a way toward learning and freedom
7. Humility: knowledge of self in relation to God,
others and creation
8. Stewardship: responsible use of creation, culture
and the arts
9. Hospitality: openness to others
10. Community: call to serve the common good
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Portrait (1926) by Herman Nieg
(1849–1928); Heiligenkreuz Abbey, Austria
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
4
Hallmarks
FNAR 100 | Art Appreciation
Student Expectations
Expectations of Students
In order to get the maximum use of the time available, it is expected that you
will:
•
Read the material to be covered in the class and complete required
assignments prior to attending the class/session;
•
Arrive/login to class/session prepared to participate actively;
•
Be prepared to actively participate in the collaborative activities of each
class/session; and
•
Always feel free to seek additional help from the instructor when the need
arises.
Attendance Policy
Students may not miss more than 25% of the live classroom sessions. Doing so
will result in an F for the course.
financial aid information
Submission of Work
All assignments are to be submitted into Desire 2 Learn (D2L) unless otherwise noted by instructor.
Assignments must be submitted by due date. Any assigned work submitted late for any unexcused
reason will receive a lowered grade. Please refer to your instructor’s late work policy located in D2L.
In the event that you miss an examination for due cause, arrangements must be made with the
instructor for a make-up examination. Important criteria concerning the submission of work:
•
Make-up examinations may differ from the original class examination.
•
Per University policy, assignments cannot be accepted by an instructor after the last day of the course.
•
Only discussions threads posted by 11:59 pm CST on the due date will count for grading purposes.
information concerning netiquette:
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
5
Expectations
FNAR 100 | Art Appreciation
Financial Aid Information
Applying for Financial Aid
A college education is one of the largest financial investments a family will make. We believe that an education
from Benedictine University will provide valuable returns throughout a student's lifetime. The Office of Financial
Aid is dedicated to helping students and their families make a Benedictine University education affordable. We
view the process of financing an education as a partnership. Although the student and his/her family have primary
responsibility for meeting college costs, Benedictine University, as well as the federal and state governments have
a variety of financial aid programs available to students who need financial assistance.
Types of Financial Aid
Benedictine University's Office of Financial Aid administers a variety of federal, state
and institutional programs of student financial assistance. All financial aid recipients
must maintain satisfactory academic progress in accordance with the published,
"Satisfactory Academic Progress Policy for Financial Aid Recipients.“
•
After completing the financial aid application process, the student will receive a
financial aid award notification letter. The award letter will include the
program(s) that the student is eligible to receive and the award amount(s).
•
Grants/Scholarships - Grants and scholarships are considered to be gift
assistance. This means the awards do not have to be repaid.
•
Loans - Loans are considered to be a form of self-help assistance. Loan programs
provide funds for educational purposes and are paid back with interest.
•
Employment - Part-time jobs on campus are available to students through the
University and Federal Work-Study program. Students working on campus
receive a bi-weekly paycheck.
•
Applying for Financial Aid – All students applying for financial aid are asked to
complete the Free Application for Federal Student Aid (FAFSA).
FAFSA – Free Application for Federal Student Aid
The FAFSA is required for all federal, state (Illinois residents) and Benedictine University need-based assistance.
It should be completed as soon as possible after January 1st. Applying online with FAFSA on the Web at
www.fafsa.gov is faster and easier than using a paper FAFSA. Have your completed U.S. Federal Income Tax
returns readily available when completing the FAFSA. Include Benedictine University's school code:
001767 so the results of your FAFSA application will automatically be sent to our financial aid office. Sign you
FAFSA with a Federal Student Aid PIN. Apply for a PIN at www.pin.ed.gov. If you are providing parent
information, one parent must also sign you FAFSA.
home
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course
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learning
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IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
6
Financial Aid
FNAR 100 | Art Appreciation
About Netiquette
What is Netiquette?
"Netiquette" stands for "Internet Etiquette", and refers to the set of practices which help to make the online
experiences pleasant for all involved. As you might expect, netiquette, like other forms of etiquette, is about
courtesy, manners, codes of behavior, protocols and respect. Netiquette primarily focuses on how we interact with
one another online, by being aware of: our use of language, others’ cultural background, conventional norms, and
other behaviors. Below you will find guidelines concerning the basics of online interaction. If it isn’t something you
would say or do in the face-to-face classroom, it is probably inappropriate in the online class as well.
Netiquette Basics
1. Follow the Golden Rule (“One should treat others as one would like others to treat oneself”)
2. Be ethical, fair, tolerant and mindful of others – avoid stereotyping, judgment and prejudice
3. Know the boundaries of particular cyberspaces – what is acceptable in a text or chatroom with friends may
not be appropriate in a classroom or in an online conversation with an instructor
4. Respect the time of others by: 1) using descriptive subject lines, 2) resizing images for the web, 3) providing
links instead of copying and pasting content, 5) using white space by inserting blank lines between paragraphs
and headers and 6) limiting your use of attachments
5. Copy the minimum number of people – it is tempting to send “email” or “message blasts” because it is easier
for the poster, but it is not easier for the reader
Inappropriate Online Usage
1. Avoid “flaming” – flaming is sending offensive, insulting or criticizing messages. This happens more often
online then in face-to-face interaction, because there is an illusion of anonymity.
2. Flaming is neither productive nor appropriate for the learning environment
3. Always avoid flaming when it comes to content and opinions, but also avoid it when it comes to grammar,
punctuation and spelling corrections
4. Avoid using CAPS if possible and never type messages in ALL CAPS – this is considered yelling and is often
seen as a form of aggression
5. Use emoticons ( :) , :( , :-) ) sparingly and avoid the use of JK, BRB, LOL and other text language
Confidentiality and Privacy
1.
2.
3.
4.
Email, messaging and posting are forms of written record and are just as permanent as a letter or document
Do not publicize your own or others’ personal information (such as email, phone numbers, last names etc.)
Respect copyright and cite any and all sources
Do not expect that your communications are private, instead assume all communications are public
For more information please review Netiquette by Virginia Shea
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
7
Netiquette
FNAR 100 | Art Appreciation
Resources for Success
Benedictine’s Library Resources
Benedictine University Libraries strive to provide the resources for all of your academic and research
needs. Providing access to over 120 databases, 200,000 books and eBooks, and helpful librarians 7
days a week, we are here to assist you in person and online.
The primary mission of the Benedictine University Library is to provide library resources and services
that support the Benedictine University community and meet its academic and research needs. To
support our mission, the Library has made provisions for all students to gain access to important
academic resources through the Benedictine Library Website. As you begin your academic journey
please take note of these key concepts that will affect that access:
•
Entry into academic databases and most Library resources must be made through the Benedictine
Library Website at www.ben.edu/library
•
Within one week of your official enrollment your patron information will be automatically entered
into the library system, where once entered, you will be able to check out books and access
databases
•
When off-campus you will be prompted by authentication software (a proxy server) to provide
your Library ID number and last name to access article databases and request books. This software
proxy server confirms that you are a current Benedictine University student and thus allowed
access
•
Your Library ID number is a combination of the Benedictine Library prefix 2281100 and your
seven-digit student ID number (also called your “b” number). Thus 2281100XXXXXXX is
the Library ID number with X’s being the seven digit student number. This number is prominently
located just below the barcode on your Benedictine ID card
•
For further information on any aspect of Library resources and access please call or write the
Benedictine Library Reference Desk at 630-829-6057 or libref@ben.edu. Please take note of
Library hours and staff directory located on the Library Website under About the Library and feel
free to contact us about any concern or need you might have
additional resources for student success:
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
8
Library
FNAR 100 | Art Appreciation
Resources for Success
University Academic Honesty Policy
The search for truth and the dissemination of knowledge are the central missions of a university.
Benedictine University pursues these missions in an environment guided by our Roman Catholic
tradition and our Benedictine Heritage. Integrity and honesty are therefore expected of all University
students. Actions such as cheating, plagiarism, collusion, fabrication, forgery, falsification,
destruction, multiple submission, solicitation, and misrepresentation are violations of these
expectations and constitute unacceptable behavior in the University community.
To access the complete Academic Honesty Policy, which includes student responsibility, responsibility
and authority of faculty, violations, reporting and communicating, responsibilities of the provost,
appeals, composition of the academic appeals board, procedures of the academic appeals board, and
records, please select the following link: www.ben.edu/ahp
APA Formatting and Style
All course assignments must use APA citation and formatting. This is a
mandatory requirement for all assignments, including discussions, if a
publication or other work is being referenced. For more information on
APA, please see the APA Style section at the website of the American
Psychological Association, linked here: www.apa.org/
APA resources for students: www.apa.org/about/students.aspx
Services for Students with Disabilities
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990
prohibit discrimination against individuals with disabilities by standing provision of reasonable
accommodations to make programs and activities accessible to qualified individuals with disabilities.
If you have a documented learning, psychological, or physical disability, you may be eligible for
reasonable academic accommodations or services. To request accommodations or services, please
contact the Student Success Center, Krasa Center - 012A, 630-829-6340. All students are expected to
fulfill essential course requirements. The University will not waive any essential skill or requirement
of a course or degree program.
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
9
Other Resources
FNAR 100 | Art Appreciation
Individual Development and Educational Assessment
IDEA Objectives
•
Acquiring skills in working with others as a member of a team.
•
Developing creative capacities (writing, inventing, designing,
performing in art, music, drama, etc.)
•
Gaining a broader understanding and appreciation of intellectual/
cultural activity (music, science, literature, etc.)
•
Developing skill in expressing oneself orally or in writing.
•
Learning how to find and use resources for answering questions or
solving problems.
•
Developing a clearer understanding of, and commitment to, personal
values.
•
Learning to analyze and critically evaluate ideas, arguments, and
points of view.
•
Acquiring an interest in learning more by asking questions and
seeking answers.
IDEA Description
The IDEA student survey focuses on the instructor’s learning objectives for the course and on the
progress each student made toward achieving those objectives. By answering thoughtfully and
honestly, your ratings and comments will be much more helpful – to the instructor, the department
chair, and the dean of the college. As students, you should also know that student ratings and
comments have been used to help evaluate courses and to improve the educational experience at
Benedictine University. The appropriate standard of conduct with respect to student surveys is
thoughtful comments and constructive criticism – respectfully communicated.
A Focus on Learning
“The IDEA Student Ratings system looks at instruction in terms of its endgame. Rather than
emphasizing teaching style or personality, the IDEA system focuses on student learning and the
methods used to facilitate it.” – from the IDEA website: www.theideacenter.org/node/5
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
10
IDEA
FNAR 100 | Art Appreciation
Faculty Weekend Course Overview
Course Description
Introduction to the visual arts through lectures, discussions and field trips.
Course Materials
Required Textbook and Materials
• Sayre, H. M. (2008). A world of art (6th ed .). Upper Saddle River, NJ: Pearson-Prentice Hall.
ISBN 9780132221863
Suggested Course Materials
•
Additional information is available online: www.prenhall.com/sayre.
•
Weekly news article from scholarly or other accredited source.
Technological Computer Requirements
Students in the Blended program will need: High-speed Internet access; a sound card and speakers;
Windows XP (minimum)/Windows 7 (recommended) or Mac OS X 10.5 or higher; and Firefox 3.6 or
higher. It is also highly recommended that students have access to a microphone or webcam for
optional audio/videoconferencing.
Discussion Forum Guidelines
The Course Grading Scale
A
=
4.00
90 - 100%
EXCELLENT
B
=
3.00
80 – 89%
GOOD
C
=
2.00
70 – 79%
SATISFACTORY
D
=
1.00
60 – 69%
PASS
F
=
0.00
BELOW 60%
FAIL
I
=
INC
INCOMPLETE
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To receive a minimum passing grade, students must
make a post to each discussion question for that
week by day 4 of each week and respond to at least
two other postings by the end of the week. Individual
Posts are worth up to 5 points and the total
Response Posts are worth up to 5 points total. Each
discussion will total up to 10 points.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
11
Course Overview
FNAR 100 | Art Appreciation
Faculty Weekend Learning Outcomes Based in Bloom’s Taxonomy
Learning Outcomes
Assignments
Points
•
Define the history surrounding different styles of art.
Individual Weekly
“Developing Course Materials”
•
•
•
•
•
Analyze the value of art.
Develop a vocabulary of terms used.
Differentiate the tools and their uses in creating art.
Define the process involved in creating art.
Define the history surrounding different styles of art.
Individual Textbook Chapter
Summary and Discussion
20 pts each
•
•
Describe the elements and principles of art.
Analyze the elements and principles of art throughout history.
Individual Case Studies
50 pts each
•
Emulate major works of art in terms of artist, style, and historical Group Art Lessons/Practical
background.
Create pieces of artwork that reflect the concepts studied in class
and throughout the text.
•
•
Engage in creative processes and create artwork.
5 pts each
25 pts each
Group Creativity Exercises
25 pts each
Become aware of cultural differences in expectations of art.
Study Group Art History/World
Explore periods of art/artists.
Culture Presentation
Articulate the relationship between artists and the history of their
time.
Analyze art’s purpose in world cultures.
175 pts
•
Attend an art museum and gain a greater appreciation of art on
several levels.
Individual Museum Paper and
Presentation
175 pts
•
•
Differentiate between elements and principles
Attribute points of view, values and intents in various artistic
periods/movements
Classify and summarize art concepts
Final Exam
175 pts
•
•
•
•
•
Total Points for course
about Bloom’s Taxonomy
1000 pts
about the assignments
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12
Learning Outcomes
FNAR 100 | Art Appreciation
Assignment Overview
Individual Textbook Chapter Summary and Discussion
Each week students should prepare a summary of key ideas,
important concepts, key terms and other vocabulary from the
chapter readings. These points should outline and summarize
the chapter, helping students make connections to class
discussions and other materials. Students will then share
these summaries in class helping to lead discussion and
Q&A.
Individual Case Studies
Students will complete a Case Study Weeks 1 – 3 in groups
or individually (up to the instructor’s discretion). A Case
Study is a method of evaluating a piece of artwork. This is a
formal assessment of a piece of artwork and should not focus
on general, universals but should emphasize specific details
about that work. Students can select from any of the works
showcased in a particular week’s readings (ie. in week one a
student could focus on Claude Monet’s Le Pont de l’Europe,
Gare Saint-Lazare, 1877, as this piece is illustrated in the first
part of Chapter 1).
Individual Museum Paper and Presentation
The students will complete a final research paper during
Week Four. Students will attend a museum; this can include
an online museum or virtual tour (please see examples of
virtual tours below). The student will describe his/her
experience, give an overview of the collections and analyze
an artwork within one of these collections. The research paper
is divided into five sections: narrative section, analytical
section, supporting research, conclusion & summary,
bibliography illustrations. The student will present this paper
to the class in Week Four.
Detailed breakdown of the parts of the research paper:
1.
2.
There are four formal parts to an Art History Case Study.
They are:
1.
Description: In this section, begin by identifying the work’s title,
artist, subject, media, and year it was created. Describe the
elements and principles of design used within the artwork. Avoid
words such as “beautiful,” “ugly,” “pretty” etc.
2.
Analysis: Think about the content and context. How does this
work reflect the time period and social climate? How does the
work compare to the artist’s other works?
3.
Interpretation: Put yourself in the artist’s shoes. Explain what
the work means – not what it is of, but what it is about. Describe
the mood or feelings the artwork inspires. Relate the work to
other art you have seen. Did the work remind you of any
experiences you may have had? If so explain, if not explain why
not.
3.
4.
5.
Narrative Section
•
Introduce the museum or gallery that you attended
•
Explain why you chose this location
•
Describe your general experience –What exhibits did
you attend? What were the most enjoyable parts of
your day? Why? What were the least enjoyable? Why?
Analytical Section
•
Case Study of a specific work (Use the four part
model: Describe, Analyze, Interpret and Judge)
•
Photograph or sketch from museum/gallery visit
•
Reference illustration (be sure to cite)
•
Other illustrations supporting claims (ie. other works in
the series or from the movement)
Supporting Research
•
Research confirming your claims about the work
•
Brief biographical and contextual information
concerning the artist
•
Brief description of cultural or societal issues/events
impacting the work of art , artist and/or movement
•
Opinions and judgments made by other critics, artists
etc.
Conclusions & Summary
Bibliography & Illustrations
Online Museums and Virtual Tours:
Judgment: Discuss the work’s successes and failures. Explain
your opinions and justify your claims. If the work is strong, tell
us why we should agree with you. If the work is weak, tell us
what could have been done better.
1.
The Art Institute of Chicago
2.
The Museum of Modern Art (MoMA), New York
3.
The Museum of Contemporary Art, Chicago
It is recommended that students start with the Works in
Progress sections of the text for the first couple of Case
Studies, as these parts of the text have thorough descriptions
and background information concerning particular pieces of
artwork.
4.
The Oriental Institute of the University of Chicago
5.
The Guggenheim, New York
6.
The Baltimore Museum of Art
7.
The Louvre – Paris, France
4.
•
•
•
about
expectations
•
•
•
more assignments
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•
resources
course
overview
www.artic.edu/pathfinder/php/pathfinder.php
www.moma.org/explore/multimedia
www.mcachicago.org/exhibitions/collection.php
http://oi.uchicago.edu/museum/virtual/tours.html
http://www.guggenheim.org/new-york/interact/listen
http://www.artbma.org/
http://www.louvre.fr/llv/commun/home.jsp?bmLocale=en
learning
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schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
13
FNAR 100 | Art Appreciation
Assignment Overview
Museums that Can Be Visited in Person:
Study Group Art History/World Culture Presentation
Each study group will develop a creative presentation on a
selected art movement, art group, or world culture, and give a
presentation on this selected topic in Class Five. This
presentation does not need to be a PowerPoint, but instead
can include a variety of creative productions such as: a skit
acted out by the group members, a short movie made by the
group members, a mock tour through history by group
members (acting as tour guides), a travel guide or brochure, a
museum exhibit, or other creative presentation ideas.
1. Oriental Institute of Chicago
1155 East 58th Street
Chicago, Illinois 60637
773-702-9520
www.oi.uchicago.edu
2. Art Institute of Chicago
111 South Michigan Avenue
Chicago, Illinois 60603
312-443-3600
www.artic.edu
Group Creativity Exercises
These exercises are designed to encourage, creativity. Many
of them look like “art lessons” but these exercises are really
focused on developing a new language – one that uses
artistic concepts to express ideas and challenge the ways we
think. Students will be graded on participation, effort, learning
the lesson, applying the lesson and developing problem
solving. These will be completed in class.
3. Museum of Contemporary Art
220 East Chicago Avenue
Chicago, Illinois 60611
312-280-2660
www.mcachicago.org
4. Chicago Cultural Center
78 E. Washington St.
Chicago, IL 60602
312-744-6630
http://explorechicago.org/city/en.html
Group Art Lessons/Practical Experiences and Reflections
These exercises are more formal art lessons in media and
technique. The instructor will show use of art mediums and
lead the students through hands-on demonstrations. The
students will be graded on participation, effort, technique, and
artistic skill. These will be done in groups in class or out of
class with study groups.
Individual Weekly “Developing Course Materials”
Each week students will select an article from contemporary
sources, such as: newspaper articles, magazine articles,
academic blogs, radio broadcasts and podcasts, periodicals
tailored to specific subjects, etc. Connecting course material
to current events or culture, not only adds to the richness of
the course itself, but it diversifies the sources. Each student
brings in this article or media source to share with the class.
This article or media source needs to connect somehow to
this week’s readings. The student should be prepared to
summarize and share the information with the class, leading
an informal discussion.
Final Exam
A final examination of course materials and concepts will be
given in Week Five. This final can be multiple choice,
true/false, short answer, essay or some combination of the
latter. Although Pearson offers Chapter Exams, the instructor
can develop his/her own test to suit the needs of the course.
Total Points for Course: @ 200 points (this may increase
depending on how many Creativity Exercises and Practical
Experiences are completed each week)
sample creativity assignments and art lessons
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14
FNAR 100 | Art Appreciation
Sample Creativity Assignments & Art Lessons
Mind Merging with Imaginative People
“Mind-merging” refers to surrounding yourself with the right
influences and allowing those influences to impact you.
Students can surround themselves with creative people and
emulate their behaviors and/or ideas. They can keep a journal
of these experiences.
flOw exercise
Go to Thatgamecompany’s website:
http://thatgamecompany.com/games/flow/pc/. Read about
Mihaly Csikszentmihalyi’s psychological theory: flow. Follow
the link to the official game site:
http://jenovachen.com/flowingames/implementations/flowing/c
ore.html . Play flOw - there are no instructions, you are to
simply use your mouse and play the game. If you are
unfamiliar with online games, do not worry, you are only being
asked to try your best! When you are done, you may quit
playing.
“everyone is an artist”
Go to Peter Blaskovic’s website:
http://www.escapemotions.com/experiments.html. Choose
one of his “Experiments” such as Flame (“everybody’s an
artist”). Follow the instructions and create a piece of artwork –
experiment, play, discover, investigate until you are satisfied.
Save this image. A new window will pop-up (this may take
some time). Right click the image and hit SAVE-AS.
Complete at least three different works using the various
experiments on this site.
Creating a Collage to Establish Context
Have students choose two pictures that are similar. Then,
have students write down two ways this image could be
interpreted. Have students use these images as the center of
two different collages. Use different images and text to
establish context. Compare and contrast the different
contexts.
Symbol Usage
Provide students with examples of symbols from around the
world (pictographs, pictograms, hieroglyphics, alchemical
symbols, tattoos, horoscope symbols, signs, etc.). Discuss
how symbols use image to represent complex ideas. Have
the students write a list of things or traits that are important to
them. Then have them represent each of these using different
symbols. Then have the student combine these symbols into
a single sign which could stand for them.
Textbook Scavenger Hunt
Provide students with a list of concepts or ideas. Have them
look through their text to locate examples of each of these.
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Drawing Insight: Betty Edwards' Analog Drawing
Draw a 4 x 4 grid and write down an emotion or concept in
each box. Draw this emotion without using any
representations or symbols. How does this exercise help you
think in abstractions?
Create an Elements and Principles Sampler
Draw a nine by nine grid and label each box with an element
or principle of design. Draw or take a photograph highlighting
each rule. How does visualizing and creating the separate
rules help you think visually?
Daniel H. Pink’s Five Line Self Portrait
Observe yourself in the mirror. Turn your head back and forth
and examine your features, the contours of your face and
details such as: direction of your hair, size of your eyes
compared to your nose, and where your lips are in relation to
your ears. Use only five lines - a line being defined as a
beginning point connected to an end point and once the pencil
is lifted off the paper, the line is done. Create a likeness of
yourself using the five lines but remembering the details and
observations you made earlier. Continue to use the mirror to
make sure your representation is accurate.
Create five to eight of these drawings. Do you see similarities
in your drawing and cave drawings done by prehistoric
peoples? What about Australian Aborigines or Amerindians?
How does representation and symbol work in your drawing?
Actual Line and Implied Line
Use lines to create value. Have students draw basic forms or
simple objects and have them explore how hatching,
crosshatching and other forms of lines can be used to create
value, texture, pattern and detail.
Create Visual Texture
Have students complete texture rubbings of various objects in
the classroom. Then have students trace these textures with a
marker. Explain the difference between physical texture (the
actual way things feel) and visual texture (the illusion of the
way things feel).
Paper Cutout Designs
Have students create designs using three colors of paper
(white, black and gray). Have them use different shapes and
lines. Help students create visual interest and use strong
design principles.
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15
FNAR 100 | Art Appreciation
Sample Creativity Assignments & Art Lessons
Synesthesia Music Painting
Using a large piece of paper create an abstract piece of art
Listen to a piece of classical music. Try to capture the rhythm
and power of the piece. Use color, line and shape with
purpose. How does this exercise create an art experience?
Contour Line Drawings
Find a household item that you would like to draw (keep it
simple at first, like a coffee mug or vase). Complete four
contour line drawings of this object (contour line drawings
simply mean there is no shading and you use line to create
the shape and edges of the object). For the first one, do a
continuous line drawing – do not pick your pencil up from the
paper. For the second one, complete a blind contour line
drawing without looking at the paper but just the object. For
the third one, complete a blind continuous line drawing. And
for the fourth one, try to draw the object upside down. How
does this help your observation or visual thinking skills?
Daniel H. Pink’s New Hieroglyphics
Write a “mini-saga” – that is an extremely short story (about
50 words) which still has a strong beginning, middle and end.
It will still have a plot, setting and characters, but is just told in
a very compact manner. If you get stumped, look up some
examples of “mini-sagas.” Daniel H. Pink lists some
resources on his website:
www.danpink.com/archives/2009/03/are-you-ready-for-the50-word-challenge. Now start looking at the components and
words of your story. Create a set of pictographs or symbols to
represent the key nouns, verbs and adjectives. Remember
you can use established pictographic languages if you would
like. Language uses repetition, so make sure you repeat
symbols for the same noun or verb. Write your mini-saga in
your personal pictographic language. This may take a few
tries, so experiment with images and words. Make sure to
include a key when you submit your assignment!
Cranium ®
In the popular board game, Cranium ®, the Creative Cat
(blue) cards are creative activities which rely on drawing and
sculpting. Divide the class by Study Groups. Have them play
with only the Creative Cat cards and keep score on the
board. Cloodle cards require team members to guess based
on drawings like Pictionary ®. Sensosketch cards have the
drawer create a drawing with their eyes closed. And
Sculpturades have the team member sculpt something
instead of draw something, also similar to Pictionary ®.
Have the students reflect on their experience. How hard was it
for them to create a visual of a concept? How hard was it to
communicate ideas visually?
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Daniel H. Pink's Digital Storytelling
Develop a simple story. Break your story down into ten short
paragraphs (two to three sentences each). For each
paragraph take a picture or draw a picture, creating an image
which illustrates the characters, setting, action etc. Your story
may be fiction or nonfiction but should have a clear sequence.
Place the images in a PowerPoint or some other form of
slideshow. On the last slide include a table with each of your
short paragraphs. This will serve as a key. How does telling a
story using pictures help you think visually?
Pink’s Redesign the Annoying Household Item
Find a household item that bothers you – maybe it does work
right or maybe it is just annoying. Go to a secluded area
without distractions with just a pen and paper (bring nothing
else!). Brainstorm on how you could improve the item.
Complete some sketches of how the item could look. How
does this help encourage innovation?
Roleplaying and Skits
There are a great number of free roleplaying games or free
scripts that you can use to roleplay. If you are unsure where
to start, try http://www.great-murder-mystery-games.com/.
Murder Mystery Parties are an easy and fun way to being
roleplaying . Gather a group and assign each person a role in
either the game or script – then let the fun begin! How does
roleplaying help you think differently? Reflect on the adage:
“walking in someone else’s shoes”; how does roleplaying
encourage this sort of practice?
Daniel H. Pink's Time & Longevity
Begin with the Time-Spent Exercise. Make a list of things that
are important to you: people, activities, and values. Now make
a list of how you spent your time last week. Be honest with
yourself and as detailed as possible. Include these categories:
WORK, SLEEP, EAT, FRIENDS/FAMILY, HOBBIES,
ENTERTAINMENT, CHORES and AT HOME WORK. Add
up how many hours you spend for each category. Determine
where you have successfully aligned your time with things
you feel are important to you. Now try the Longevity Exercise.
Imagine yourself as a ninety-years-old. Put yourself in a
ninety-year-old version of yourself: mentally, physically and
emotionally. What does your life look like? What have you
accomplished? What have you contributed to the world, to the
culture, and/or to society?
Soap Carving
Students can carve a bar of soap using a butter knife, Xacto
knife, or utility knife. Show them examples of scrimshaw, and
Inuit soapstone carvings. Have them develop a small “fetish”
representing parts of their lives or personalities.
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
16
FNAR 100 | Art Appreciation
Faculty Weekend Course Schedule
Session
Loc.
Class Title
Assignments
01 A
F2F
The Visual
Vocabulary of Art
and Design 1
•
•
•
•
•
Read Sayre Chap 1 – 3 (Part I)
Summary of Chap 1
Review selected source (ie. Creativity/Art in the News)
Case Study 1
in class creativity exercises and in class “art lessons”
01 B
F2F
The Visual
Vocabulary of Art
and Design 2
•
•
•
•
•
Read Sayre Chap 4 & 5 (Part II)
Summary of Chap 4 & 5
Review selected source (ie. Creativity/Art in the News)
Case Study 2
in class creativity exercises and in class “art lessons”
02 A
online
An Introduction
to Drawing and
Design 1
•
•
•
•
•
•
Read Sayre Chap 6 – 8 (Part II)
Summary of Chap 6 – 8 (Part II)
Review selected source (ie. Creativity/Art in the News)
online creativity exercise – in D2L
online “art activity” – in D2L
short reflection on activities
02 B
online
An Introduction
to Drawing and
Design 2
•
•
•
•
Case Study 3
online creativity exercise – in D2L
online “art activity” – in D2L
short reflection on activities
03 A
F2F
The Use of 3D
Space: Sculpture,
Handicrafts and
Architecture 1
•
•
•
•
•
Read Sayre Chap 9, 11, 12, 16
Summary of Chap 9, 11, 12, 16
Review selected source (ie. Creativity/Art in the News)
Case Study 3
in class creativity exercises and in class “art lessons”
03 B
F2F
The Use of 3D
Space: Sculpture,
Handicrafts and
Architecture 2
•
•
•
•
Read Sayre Chap 13 – 15
Summary of Chap 13 – 15
Review selected source (ie. Creativity/Art in the News)
Group Presentation
04 A
online
Art Through
Time and World
Cultures 1
•
•
•
•
•
Read Sayre Chap 17 – 21 (Part 4)
Summary of Chap 17 – 21 (Part 4)
Review selected source (ie. Creativity/Art in the News)
Museum Paper
Museum Paper online presentation
04 B
online
Art Through
Time and World
Cultures 2
•
•
•
online creativity exercise – in D2L
online “art activity” – in D2L
Final Exam
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Course Schedule
FNAR 100 | Art Appreciation
Faculty Weekend Session 1A
Learning Objectives
1.
2.
3.
4.
5.
6.
7.
8.
9.
Define artistic ways of "seeing."
Define the term "art."
Identify themes used in art.
Analyze the value of art.
Identify terms related to art.
Develop a vocabulary of basic art terms.
Develop visual literacy.
Identify representational, abstract, and nonobjective art.
Evaluate form and content in art.
Activities, Assignments and Agenda
Reading: Chapter 1 – 3 (Part I)
Individual Assignments
Developing Course Materials: weekly news article connected to this week’s readings
Chapter summaries
Case Study 1 (can also be done as a group – instructor discretion)
Study Group Assignments
Meet for preliminary discussion of Week 5 creative presentation
Case Study 1 (can also be done in class as an in class group assignment – instructor discretion)
In Class Assignments
Complete Creativity Exercise (see list of suggested activities here)
Complete Practical Experience (see list of suggested activities here)
Complete Case Study 1 (if not done individually – instructor discretion)
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18
Session 1A
FNAR 100 | Art Appreciation
Faculty Weekend Session 1B
Learning Objectives
1. Identify the elements and principles of art.
2. Identify and describe the principles of design.
3. Analyze the varieties of line.
4. Identify two-dimensional space.
5. Identify distortions in space.
6. Identify three-dimensional space.
7. Understand light and color.
8. Develop a vocabulary of art terms.
9. Identify other formal elements in art.
10. Describe unity in a work of art.
Activities, Assignments and Agenda
Readings: Chap 4 & 5 (Part II)
Individual Assignments
Developing Course Materials: weekly news article connected to this week’s readings
Chapter summaries
Case Study 2 (can also be done as a group – instructor discretion)
Study Group Assignments
Share with the instructor/class the topic selected for Week 5
Complete Practical Experiences (if needed)
In Class Assignments
Complete Creativity Exercise (see list of suggested activities here)
Complete Practical Experience (see list of suggested activities here)
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19
Session 1B
FNAR 100 | Art Appreciation
Faculty Weekend Session 2A
Learning Objectives
1. List and define the elements and principles of design. The elements consist of: line, contour line,
direction and movement, shape & mass, geometric and organic shapes, value (light), color and
color properties, texture, pattern, and space. The principles consist of: unity, variety, balance,
emphasis, proportion, and rhythm.
2. Summarize the use of and interpret the meaning of the elements and principles of design through
composition.
3. Apply the language of art to the practice of art by creating examples and illustrating samples of the
elements and principles.
4. Analyze and explain the use of the elements and principles in various artworks.
5. Compose a description or communication using the elements and principles. Compare visual
communication with others forms of expression.
6. Compare the elements to the principles. Understand, explain and demonstrate how the principles
govern the elements. Experiment by rearranging these properties to better understand their uses.
Activities, Assignments and Agenda
Readings: Chap 6 – 8 (Part II)
Individual Assignments
Developing Course Materials: weekly news article connected to this week’s readings
Chapter summaries
Discussion Question
Throughout history, various techniques and methods have been developed for the drawing and painting medias. These time-tested
methods have been passed on from master to apprentice. Through this system, paradigms formed within art periods. How do you think
this transpired? Why? Analyze the different methods and developments within painting. What methods and techniques, do you think,
work best with specific styles? Explain how some methods might have developed from others. Explain how certain movements might
have developed from prior ones. Then explore the relationship of drawing, printmaking and painting. How do you think these different
medias inform one another?
•
respond this post with a quality, comprehensive answer
•
remember to cite all sources
Online Creativity Exercise and Reflection
•
complete online creativity exercise (see list of suggested activities here)
•
submit any and all images to the Dropbox
•
instructor will post in a FLICKR or other online gallery
•
reflect on the experience in the Discussion Forum
Peer Response Post
•
review peer posts to: Discussion Topic, Creativity Exercise, Reflection or Online Gallery
•
respond to one of these posts engaging in a virtual conversation
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Session 1A
FNAR 100 | Art Appreciation
Faculty Weekend Session 2B
Learning Objectives
1. Identify and describe the different drawing, painting and printmaking medias: graphite, metalpoint,
charcoal, crayon, pastel, pen & ink, fresco, tempera, watercolor, acrylic, oil, woodcut, linocut,
engraving, drypoint, mezzotint, etching, monotype and screen-printing.
2. Explain how to use various medias with proper technique. Examine how masters used the media
and developed these techniques.
3. Demonstrate and experiment with the various two-dimensional materials in order to better
understand and explore the media techniques.
4. Discriminate between the different techniques and medias and select the correct media and
technique for the desired outcome.
5. Formally critique a master's work using the four part criticism: Describe, Analyze, Interpret, and
Judge. Support opinions using the language of art.
6. Create a two-dimensional drawing and interpret its meaning. Apply the principles and elements of
design within the parameters of a media and its technique-set.
Activities, Assignments and Agenda
Individual Assignments
Case Study 3
Discussion Question
Kandinsky is known for his abstract artworks and his use of the elements of design through formal composition. But he
also wrote many treatises on the psychic and spiritual effect of art within the context of the human experience. Think of art
as a form of language (such as writing or mathematics): the elements are the letters, phrases, or symbols and the
principles are the grammar, syntax and equations. Explain in your own words how this might work. How can you use
shapes, colors and the other elements to describe? How can use rhythm, pattern and the other principles to organize the
elements? How is the process of art comparable to writing or mathematics, when viewed in this way? How does
Kandinsky work in this way both in his paintings and in his treatises?
• respond this post with a quality, comprehensive answer
• remember to cite all sources
Online Creativity Exercise and Reflection
• complete online creativity exercise (see list of suggested activities here)
• submit any and all images to the Dropbox
• instructor will post in a FLICKR or other online gallery
• reflect on the experience in the Discussion Forum
Peer Response Post
• review peer posts to: Discussion Topic, Creativity Exercise, Reflection or Online Gallery
• respond to one of these posts engaging in a virtual conversation
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21
Session 1B
FNAR 100 | Art Appreciation
Faculty Weekend Session 3A
Learning Objectives
1.
2.
3.
4.
5.
6.
7.
8.
Identify the different media used in creating art.
Identify the different tools used in creating art.
Identify a print.
Define a fresco.
Analyze the camera and photography.
Explore the various methods and techniques of 2D media.
Recognize different media used in major art works.
Define visual communication and the principles of design.
Activities, Assignments and Agenda
Readings: Chap 9, 11, 12, 16 (2d Media Chapters)
Individual Assignments
Developing Course Materials: weekly news article connected to this week’s readings
Chapter summaries
Case Study 3 (can also be done as a group – instructor discretion)
Study Group Assignments
Continue preparation for Week 5 Presentation
Complete Practical Experiences (if needed)
In Class Assignments
Complete Creativity Exercise (see list of suggested activities here)
Complete Practical Experience (see list of suggested activities here)
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22
Session 1A
FNAR 100 | Art Appreciation
Faculty Weekend Session 3B
Learning Objectives
1.
2.
3.
4.
5.
6.
7.
8.
Identify architectural styles from history.
Describe architectural methods of building.
Identify the international style of architecture.
Describe the processes used in 3D art media.
Define organic/geometric design.
Define how space is used in 3D artworks.
Explore how crafts can be seen as an artform.
Analyze mass production design.
Activities, Assignments and Agenda
Readings: Chap 13 – 15 (3d Media Chapters)
Individual Assignments
Developing Course Materials: weekly news article connected to this week’s readings
Chapter summaries
Study Group Assignments
Group Presentation
In Class Assignments
Complete Creativity Exercise (see list of suggested activities here)
Complete Practical Experience (see list of suggested activities here)
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23
Session 1B
FNAR 100 | Art Appreciation
Faculty Weekend Session 4A
Learning Objectives
1.
2.
3.
4.
5.
6.
7.
8.
9.
Analyze the development of ancient art.
Identify characteristics of objects from the ancient world.
Define traditional forms and styles of art from the Christian era.
Describe the philosophical ideas created in the Renaissance and Baroque periods.
Identify stylistic choices of subject matter by artists during the 18th and 19 centuries.
Differentiate ideas and motives that inspired art in the Eighteenth and Nineteenth Centuries.
Analyze social and cultural influences on art in the Eighteenth and Nineteenth Centuries.
Identify Twentieth Century artists and their work.
Identify artwork from periods of: Rococo, Neoclassicism, Romanticism, Realism, Impressionism,
Post-Impressionism, Cubism, Fauvism, Expressionism, Futurism, Dada, Surrealism, Modernism,
Abstract Expressionism, Pop Art, Minimalism, Postmodernism and Contemporary Art.
10. Define major art movements before and after post-modernism.
Activities, Assignments and Agenda
Readings: Chap 17 – 21 (Part 4)
Discussion Question
Dr. Betty Edwards discusses, extensively, in her work Drawing on the Artist Within, the importance of spatial
awareness and the role of creative processes in understanding space, perception, and holism. How does
understanding three dimensions relate to Edwards' discussion on perception? What if humans could not perceive
three-dimensions, but only two? How would this change our art, our culture or our society? Picasso, and Cubism in
general, tried to show viewers more than three-dimensions. How does this change sculpture and art in general?
How does this change the use of space? How does Cubism force the viewer to challenge traditional perception and
think in new ways?
• respond this post with a quality, comprehensive answer
• remember to cite all sources
Individual Assignments
Developing Course Materials: weekly news article connected to this week’s readings
Chapter summaries
Museum Paper Due (see criteria here)
Online Assignments
Museum Paper Online Presentation using Web 2.0 media: Penzu, Vyew, Voki, Wordpress, Zotero, and/or Jing.
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24
Session 1A
FNAR 100 | Art Appreciation
Faculty Weekend Session 4B
Learning Objectives
1. Identify artwork from: prehistoric people, Mesopotamian cultures, Egyptian civilization, ancient
India and China, Amerindian cultures, Antiquity, Australian Aboriginal cultures and African cultures.
Understand how studying artists and art gives insight into a particular people and time period.
2. Explain the role of the artist in society and how the artist interacts with the society. Explain how
cultures develop from art and artists.
3. Analyze art's function within a society through its culture, history and everyday life.
4. Describe how the arts are used celebration/ritual, as occupations, as entertainment and as a
means of communicating within a specific culture and time.
5. Interpret the meanings of artworks within the context of history, culture and a specific society's
everyday life. Describe how art tells the narrative of specific people, places and events.
6. Compare the functions of art in ceremony, technology and communication and contrast these
functions with aesthetic and entertainment purposes.
Activities, Assignments and Agenda
Discussion Question
The earliest pieces of art, artwork created in indigenous cultures and child's art all have a particular element in
common: the symbol. Each of these cultures (be it groups from our personal past, historical past or cultural
neighbors) engages art by representing the real world in symbolic ways. How? Can you find evidence for these
claims?
• respond this post with a quality, comprehensive answer
• remember to cite all sources
Online Assignments
• Final Exam (instructor may use exam provided by Textbook Publishing Co. or develop his/her own)
Peer Response Post
• review peer posts to: Discussion Topic, Creativity Exercise, Reflection or Online Gallery
• respond to one of these posts engaging in a virtual conversation
• be sure to keep up positive dialogue with peers
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25
Session 1B