art history ab - national university virtual high school history... · architecture, sculpture, ......

COURSE SYLLABUS

ART HISTORY A/B

COURSE DESCRIPTION:

Art History A/B is a full year art history course designed to help students develop critical thinking skills

while developing an understanding and knowledge of diverse historical and cultural contexts of

architecture, sculpture, painting and other art media. Students will analyze major forms of artistic

expression from the past through present and from various cultures. While visual analysis is a

fundamental tool of the art historian, art history emphasizes an understanding of how and why works of

art function in historical context, taking into account patronage, gender, culture, religion, events, politics

and more. A meaningful way to experience works of art is learning to frame an understanding that

relates how and why works of art communicate visual meaning. In this course, students will pay

particular attention to five areas for class discussion: subject matter, function, artistic decision making,

contextual analysis, and cultural impact. Contemplating these five factors will help students to see art as

a meaningful part of their lives.

We will cover the following eras/cultures:

Art History A Art History B

Prehistoric

Near Eastern

Ancient Egyptian

Ancient Aegean

Ancient Greece

Etruscan and Roman

Jewish, Early Christian, and Byzantine

Islamic

South and Southeast Asian

Chinese and Korean

Japanese

American

African

Medieval

Romanesque

Gothic

14th

Century

15th

Century

Italian Renaissance

16th

Century

Northern European

17th

Century

18th

Century

19th

Century

Modern European and American

COURSE OBJECTIVES

Upon completion of this course, students will be able to:

1. apply fundamental art and art historical terminology.

2. appreciate the process of making and displaying art.

3. understand the purpose and function of art.

4. analyze works of art in context of historical evidence and interpretation, examining such issues

as politics, religion, patronage, gender, and ethnicity.

5. understand the cross-cultural and global nature of art.

6. perform higher order thinking skills and articulate visual and art historical concepts in verbal and

written forms.

PREREQUISITES / CO-REQUISITES

• English / Language Arts

• World History

• Geography

Primary Text:

Author: Marilyn Stokstad and Michael W. Cothren

Title: Art History(Combined Volume)

Edition: 4th

Edition

Publisher: Prentice Hall

Year: 2011

ISBN-10: 0205744222

ISBN-13: 978-0205744220

Supplementary Materials:

Notebook / Sketchbook

Supplies for course project (will vary)

COURSE METHODOLOGY

This is an inquiry-based course where you will discover and utilize knowledge of art history via the

textbook, videos, and other readings, and class discussions discussions with other students and the

instructor.

Acting as a facilitator, your instructor will guide you through the process; however, as the learner, you

are responsible for actively acquiring and constructing knowledge by completing all assigned readings

and activities.

Both formal and informal assessment will be used in evaluating your performance throughout the

course. Informal assessment will include an evaluation of the quality and timeliness of your participation

in class activities. Formal assessment will involve multiple-choice quizzes, written essays, major writing

assignments, a midterm, a final exam and a course project.

COURSE PARTICIPATION OBJECTIVES

This course for which you are registered is a college preparatory, academically rigorous course that

covers an entire year’s worth of material (both Art History A and B). As such, it is important that you

adhere to the following guidelines as you manage your time and commit to successfully completing all

required coursework:

1. The requirements for this course are equivalent to completion of minimum of 90+ hours of class

instruction at a traditional on-site high school.

2. Assignments must be submitted for each unit as they are completed so that the teacher may

review and assess your performance. Do not hold your work, you must submit each unit’s

homework as it is completed, demonstrating weekly assignment completions.

3. You participate regularly in your course to demonstrate not only continued participation, but

also completion of all course requirements, including assignments, assessments and class

discussion forums.

4. You must complete your individual work and any incident of suspected cheating, plagiarism or

collaboration on assignments violates the academic integrity expectations outlined at the time

of your enrollment and can result in failure of the course or further action as deemed

appropriate.

COURSE OUTLINE

Art History A

Unit Activities

Pre-work

Objectives:

Students will...

• learn the language of art

• will have an understanding of form,

content, style, medium and technique

• will be able to define what art is

• will be able to define what art history is

and its significance

• will understand visual elements of pictorial

expression: line, light, form and color

• learn the significance of iconography

• learn about art restoration in reference to

Rogier Van Der Weyden’s Philadelphia

Crucifixion

Warm-up: Art Fraud Detective

Reading Assignment: Starter Kit and Introduction

Lecture: Introduction to Art History

Film Short: Iconography

Film Short: Visual Elements

Vocabulary Flashcards

Assignment 1: Think About It questions

Questions to Ponder and Discuss: Class Discussion

Unit Review Interactivity

Quiz

Prehistoric Art

Objectives:

Students will...

• Examine the origins of art in the

prehistoric era

• Discover the location and motifs of

Paleolithic cave art and assess the

range of scholarly interpretations

for them

• Investigate the early use of

architecture in domestic and

sacred contexts, including

megalithic monuments such as

Stonehenge

• Explore the use and meaning of

human figurines in Paleolithic and

Neolithic periods

• Trace the emergence of pottery

making and metalworking and

examine the earliest works made

of fired clay and hammered gold.

Prehistoric Art Timeline

Reading Assignment : Chapter 1 (p 1-25)

Lecture: The Birth of Art

Presentation: Prehistoric Art

Film Short: Megaliths

Film Short: Post and Lintel

Film Short: Corbel Construction

Film Short: Prehistoric Art



Journal Assignment: Review and Critique works of

art


Unit Review

Practice Quiz

Quiz

The Near East

Objectives:

Students will...

• Explore the development of visual

narrative conventions to tell stories of

gods, heroes, and rulers in the sculpted

reliefs of the ancient near east.

• Discover how artists of the ancient near

east used colorful and precious materials

to create dazzling effects in art and

architecture.

• Survey the various ways rulers in the

ancient near east expressed their power in

Reading Assignment: Chapter 2 (p. 27 – 47)

Presentation: Near Eastern Art

Film Short: Cuneiform

Film Short: Assyrian Archers

Film Short: Ishtar Gate

Film Short: Ziggurat of Ur

Film Short: Stele of Naram-Sin


portraits, historical narrative and great

palace complexes.

• Appreciate the distinctive form of

architecture that evolved for worship.


Journal Assignment: Review and Critique of works

of art


Unit Review

Practice Quiz

Quiz

Ancient Egypt

Objectives

Students will...

• Explore the pictorial conventions for

representing the human figure in ancient

Egyptian art, established early on and

maintained for millennia.

• Trace the evolution of royal portrait styles

from the Old Kingdom through the New

Kingdom and assess the differences

between depictions of royalty and

ordinary people.

• Analyze how religious beliefs were

reflected in the funerary art and

architecture of ancient Egypt.

• Appreciate the complexity of construction

and decoration brought to New Kingdom

temple architecture rooted in the same

post-an-lintel architecture tradition that

had been used since that Old Kingdom.

Reading Assignment: Chapter 3 (p.49-79)

Presentation: Ancient Egypt

Film Short: Mastaba to Pyramid

Film Short: Akhenaten and His Family

Film Short: Queen Hatshepsut

Film Short: Palatte of Namer



Journal Assignment: Review and Critique Works of

Art


Unit Review

Practice Quiz

Quiz

Ancient Aegean

Objectives:

Students will...

• Compare and contrast the art and

architecture developed by three Aegean

Bronze Age cultures.

Challenge Question


Presentation: Ancient Aegean Art

Film Short: Flotilla Fresco

• Evaluate how archaeology has recovered,

reconstructed, and interpreted ancient

Aegean material culture despite the lack of

written documents.

• Assess differences in the designs and use

of the large architectural complexes

created by the Minoans and the

Mycenaean’s.

• Investigate the relationship between art

and social rituals or communal practices in

the ancient Aegean cultures.

• Discover the technical sophistication of

Bronze Age artists working in metal, stone

and ceramics.




Art


Unit Review

Practice Quiz

Quiz

Ancient Greece

Objectives:

Students will...

• Trace the emergence of a distinctive style

and approach to art and architecture

during the early centuries of Greek

civilization.

• Compare and contrast the black figure and

red figure techniques of ceramic painting.

• Assess the differences between the three

order systems used in temple architecture.

• Explore the nature and meaning of the

High Classical style in ancient Greek art.

• Discover the ways Hellenistic sculptors

departed from the norms of High

Classicism.

Challenge Question

Reading Assignment: Chapter 5 (p. 101-157)

Presentation: Ancient Greek Art

Film Short: Funerary Vase

Film Short: Euphronios Krater




Art


Unit Review

Practice Quiz

Quiz

Etruscan and Roman Art

Objectives:

Students will...

• Examine the ways that Etruscan funerary


Presentation: Etruscan Art

Presentation: Ancient Roman Art

art celebrates the vitality of human

existence.

• Trace the development of portraiture as a

major form of artistic expression for the

Romans.

• Investigate the various ways Romans

embellished the walls of their houses with

illusionistic painting.

• Explore the structural advances made the

Romans in the construction of large civic

architecture.

• Assess the ways Roman emperors used art

and architecture as an arm of imperial

propaganda.

Film Short: Dish from Mildenhall

Film Short: Sarcophagus with the Indian Triumph

of Dionysus

Film Short: Column of Trajan

Film Short: Forum Romanum




Art


Unit Review

Practice Quiz

Quiz

Midterm Review Activity: Curator of Ancient Art

Lecture: How to Write a Comparative Essay

Midterm Part 1: Comparative Essay

Midterm Part 2: Exam

Jewish, Early Christian and Byzantine Art

Objectives:

Students will...

• Investigate how aspects of Jewish and

Early Christian art developed from the

artistic traditions of the Roman world.

• Interpret how Early Christian and

Byzantine artists used narrative and iconic

imagery to convey the foundations of the

Christian faith for those already initiated

into the life of the Church.

• Analyze the connection between form and

function in buildings created for worship

• Assess the central role of images in the

Challenge Question


Presentation Early Christian Art

Presentation: Byzantine Art

Film Short: Baptism of Christ and Procession of

Apostles

Film Short: Sant Apollinaire Nuovo

Film Short: Mosaic Floor of Beth Alpha

Film Short: Sarcophagus of Junius Bassus

devotional practices of the Byzantine

world and explore the reasons for and

impact of the brief interlude of

iconoclasm.

• Trace the growing Byzantine interest in

conveying human emotions and

representing human situations when

visualizing sacred stories.


Assignment 8: Think About it questions


Art


Unit Review

Practice Quiz

Quiz

Islamic Art

Objectives:

Students will...

• Discover Islamic art's eclecticism and

embrace of other cultures.

• Compare and contrast the variety of art

and architecture in the disparate areas of

the Islamic world.

• Interpret art as a reflection of both religion

and secular society.

• Explore the use of ornament and

inscription in Islamic art.

• Recognize the role of trade routes and

political ties in the creation of Islamic

artistic unity.

Documentary: Paradise Found: Islamic Art and

Architecture


Presentation: Islamic Art

Film Short: Mamluck Oil Lamp




Art


Unit Review

Practice Quiz

Quiz

South and Southeast Asian Art

Objectives:

Students will...

• Recognize the characteristic differences

between a Hindu temple and a Buddhist

stupa.

• Appreciate the diffusion of religion in


Presentation: South and Southeast Asian Art

Film Short: Descent of the Ganges

Films Short: Great Stupa at Sanchi


Southeast Asia.

• Understand the correlation between

religious worldviews and architectural

form.

• Assess the variety of ways in which

storytelling can be accomplished in

pictorial art.

• Identify the distinguishing features of a

Buddha image.



Art


Unit Review

Practice Quiz

Quiz

Chinese and Korean Art

Objectives:

Students will...

• Examine the interaction of art and ritual in

early periods of Chinese and Korean

history.

• Discuss the development of Confucian

philosophy and its impact on the pictorial

art of China.

• Analyze the Daoist elements in early

landscape motifs of China.

• Assess the introduction and spread of

Buddhism, and its adherents as patrons

(including the court) in both China and

Korea.

• Discuss the development of naturalistic

depiction and the achievement of

verisimilitude in both landscapes and

figures in the painting and sculpture of

China before 1279.

Challenge Question

Reading Assignment: Chapter 10 (p. 325- 353)

Presentation: Chinese and Korean Art

Film Short: Large Seated Buddha

Film Short: Stone Relief




Art


Unit Review

Practice Quiz

Quiz

Japanese Art

Objectives:

Students will...

• Recognize the native elements in early

Japanese art.

• Understand Japan's cultural relationship


Presentation: Japanese Art

Film Short: Tale of Genji


with China and Korea.

• Summarize the transformation of Japanese

Buddhist sculpture.

• Discuss the ways Shinto influences

Japanese aesthetic perceptions.

• Distinguish different uses of Buddhist

paintings in connection with the different

sects of Buddhism for which they were

made.



Art


Unit Review

Practice Quiz

Quiz

Art of the Americas

Objectives:

Students will...

• Recognize how differences in

environmental conditions affected the

artistic output of Mesoamerica, South

America, and North America.

• Explore how the role or function of an

object is critical to understanding its

meaning in ancient American visual arts.

• Compare and contrast the use of urban

planning in ancient American cultures.

• Examine how Maya writing functions, and

how it relates to Maya images.


Presentation: Art of the Americas

Film Short: Lintel 24

Film Short: Maya Stela




Art


Unit Review

Practice Quiz

Quiz

African Art

Objectives:

Students will...

• Identify and summarize the key roles that

the visual arts play in sub-Saharan Africa.

• Explore how African arts mediate and

support communication between the

temporal and the supernatural worlds of

various spirit forces.

• Specify how African visual arts are only


Presentation: African Art

Film Short: Roped Pot on a Stand




Art

fully realized in their context of use.

• Contrast the role of African arts related to

leadership as compared to the role of

leadership arts in Western cultural

traditions.


Unit Review

Practice Quiz

Quiz

Final Exam Course Review: Museum Director

Final Exam Part 1: Exam

Final Exam Part 2: Research and Presentation of

Cultural Art

Art History B

Unit Activities

Pre-Work

Objectives

Students will…

Students will...

• learn the language of art • will have an understanding of form,

content, style, medium and technique • will be able to define what art is • will be able to define what art history

is and its significance • will understand visual elements of

pictorial expression: line, light, form and color

• learn the significance of iconography • learn about art restoration in

reference to Rogier Van Der Weyden’s Philadelphia Crucifiction

Interactivity: They Said What?

Lecture: Introduction to Art History


Assignment 1: Think About It Questions


Review

Medieval Art

Objectives

Reading Assignment p.423-451

Presentation: Medieval Art

Students will…

• Investigate how barbarian ornamental styles became the basis for illustrating Christian manuscripts in Ireland and Northumbria, and learn how these manuscripts were made and used.

• Assess the Carolingian revival of Roman artistic traditions in relation to the political position of the rulers as emperors sanctioned by the pope.

• Appreciate and understand the variety of styles used to illustrate early medieval sacred books.

• Discover the distinctive style of manuscript painting developed by Christian artists in Spain.

• Analyze the planning and function of monasteries in the early Middle Ages.

Film Short: Psalm 23

Film Short: Purse Cover




Art


Review

Practice Quiz

Quiz

Romanesque Art

Objectives

Students will…

• Explore the emergence of Romanesque

architecture--with its emphasis on the

aesthetic qualities of a scupltural wall--out

of early masonry construction.

• Assess the impact of pilgrimage as a

cultural phenomenon on the design and

embellishment of church architecture.

• Compare and contrast Romanesque

architectural styles in different regions of

Europe.

• Investigate the integration of painting and

scuplture within the Romanesque building,

and consider the implecations of placing

art on the church exterior and what

theological themes were emphasized.

• Explore the eleventh and twelfthe

century interest in telling stories of human

frailty and sanctity in scuplture, textiles,

and manuscript painting--stories that were

Reading Assignment: p. 453-489

Presentation: Romanesque Art

Film Short: Bayeux Tapestry

Film Short: Last Judgement

Film Short: Medieval Castle




Art


Review

Practice Quiz

Quiz

meant to appeal to the feelings as well as

to the minds of viewers.

Gothic Art

Objectives

Students will...

• Investigate the ideas, events, and technical innovations that led to the development of Gothic architecture.

• Contrast English and German styles of Gothic with their French prototypes.

• Trace the development of stained glass as the major medium of monumental Gothic painting.

• Appreciate how artists were able to communicate complex theological ideas in stained glass, sculpture, and illustrated books.

• Analyze the relationship between the Franciscan ideals of empathy and the emotional appeals of sacred narrative painting and sculpture in Italy.

Reading Assignment: p.491-527

Presentation: Gothic Art

Film Short: Rose Window

Film Short: Opening of Psalm One




Art

Questions to Ponder or Discuss

Review

Practice Quiz

Quiz

Fourteenth Century Art

Objectives

Students will:

• Assess the close connections between

works of art and their patrons in

fourteenth century Europe.

• Compare and contrast the Florentine

and Sienese narrative painting

traditions as exemplified by Giotto and

Duccio.

• Discover the rich references to

everyday life and human emotions that

begin to permeate figural art in this

period.

• Explore the production of small-scale

works, often made of precious

Reading Assignment : 529-559

Presentation: 14th

Century Art

Presentation: Early Renaissance Art

Film Short: The Hours of Jeanne d’Evreux

Film Short: Scrovegni Chapel




Art


materials and highlighting

extraordinary technical virtuosity, that

continues from the earlier Gothic

period.

• Evaluate the regional manifestations of

the fourteenth century Gothic

architectural style.

Review

Practice Quiz

Quiz

Fifteenth Century Art

Objectives

Students will:

• Analyze how Flemish painters gave

scrupulous attention to describing the

textures and luminosity of objects in

the natural world and in domestic

interiors.

• Trace the development of an

extraordinary interest in evoking

human likeness in portraits, unlike

anything seen since ancient Rome.

• Explore how paintings in northern

Europe of the fifteenth century

captured in concrete form visions of

their meditating donors.

• Uncover the complex symbolic

meanings that saturated the settings of

Flemish paintings.

• Investigate how prints developed into a

major pictorial medium.

Reading Assignment p. 561-591

Challenge Question

Presentation: 15th

Century Art

Film Short: Goldsmith and His Shop

Film Short: Ghent Altarpiece

Film Short: Arnolfini Wedding Portrait

Film Short: Life in the Country

Film Short: Deposition

Film Short: Merode Altarpiece




Art


Review

Practice Quiz

Quiz

Italian Renaissance

Objectives

Students will:


Presentation: Renaissance Art in the 15th

Century

Film Short: Brunellechi’s Dome

• Explore the development and use of

linear perspective in fifteenth century

Florentine painting.

• Examine how sculptors were

instrumental in the early development

of the Italian Renaissance by increasing

the lifelike qualities of human figures

and drawing inspiration from ancient

Roman sculpture.

• Assess the role of wealthy merchants

and condottieri in driving the

development of Renaissance art and

architecture.

• Consider how the new focus on artistic

competition and individual

achievement created a climate for

innovative and ambitous works.

• Evaluate the importance of the

Classical past to the development of

early Renaissance architecture.

Film Short: Massacio’s Tribute Money

Film Short: Primavera




Art


Review

Practice Quiz

Quiz

Midterm Museum Visit

What Happened When?

Midterm

Sixteenth Century Art

Objectives

Students will:

• Trace the shift in the artistic center of

Italy from Florence to Rome, and

recognize the efforts of Pope Julius II

to create a new "golden age."

• Understand the Vatican as a site for the

creative energies of the most important

artists of the Italian Renaissance.

• Explore the intentional subversion of

Classical style and decorum in the work

of Mannerist artists.

• Compare and contrast the emphasis on

drawing and clearly structured

compositions in the work of Roman


Film Short: Assumption of the Virgin

Film Short: The Tempest

Film Short: Michelangelo’s Pieta

Film Short: Bacchus and Ariadne

Film Short: Pastoral Concert

Film Short: Titian’s Pieta

Film Short: Feast at the House of Levi


and Florentine painters with the

expressive potential of color that

characterizes the work of their Venetian

counterparts.

• Examine the architectural creativity

lavished on the design of both grand

churches and pleasurable retreats for

the wealthy in sixteenth century Italy.



Art


Review

Practice Quiz

Quiz

Northern European Art

Objectives

Students will...

• Investigate the broadening of regional

interaction in the art of European courts

as artists traveled across Europe to

work for wealthy patrons and study

with acclaimed masters.

• Evaluate the impact of Italian ideas on

the traditions of northern art and

architecture, including the developing

notion of artists as uniquely gifted

individuals.

• Analyze the developments that led to

the creation of an art market in the

Netherlands.

• Assess the relationship between the

religious conflicts in northern Europe

and the growing interest in new secular

subjects in works of art.

• Recognize the continuing interest

among northern European artists and

patrons in the virtuosity of works in

media such as wood and gold.

Reading Assignment: Chapter 21 p.676

Challenge Question

Presentation: Northern Renaissance

Film Short: Durer’s Adam and Eve

Film Short: Burial of Count Orgaz

Film Short: The Ambassadors

Film Short: Return of the Hunters



Review

Practice Quiz

Quiz

Seventeenth Century Art

Objectives

Students will...

Reading Assignment: Chapter 22, p.710

Challenge Question

• Assess the impact of the Council of

Trent's guidelines for the Counter-

Reformation art of the Roman Catholic

Church.

• Explore how the work of Bernini and

Caravaggio established a new dramatic

intensity, technical virtuosity, and

unvarnished naturalism that blossomed

into the Baroque.

• Trace the broad influence of

Caravaggio's style on art across Europe

during the seventeenth century.

• Assess the resurgence of Classicism,

especially in the work of seventeenth

century French artists and architects.

• Analyze the way that seventeenth-

century artists created works that

embodied the power and prestige of the

monarchy.

• Examine the development of

portraiture, still life, landscape, and

grenre scenes as major subjects for

painting, especially within the

prosperous art market of the

Netherlands.

Presentation: Baroque: Italy and Spain

Presentation: Baroque: Northern Europe

Film Short: Allegory of Sight

Film Short: Louis XIV

Film Short: The Anatomy Lesson

Film Short: Las Meninas




Art


Review

Practice Quiz

Quiz

Eighteenth and Early Nineteenth Century Art

Objectives

Students will...

• Discover how the ornate style of the

Rococo era was a reflection of salon

life among the aristocracy in

eighteenth-century France.

• Investigate Neoclassicism as a

reflection of Enlightenment values with

roots in the study of Classical antiquity

in Rome.

• Explore the many subjects of

Romanticism, from the sublime in

nature to the cruelty of the slave trade

with a common interest in emotion and

feeling.


Challenge Question

Presentation: Rococo

Presentation: Art of the Enlightenment

Presentation: Romanticism

Film Short: Europe’s Chinoiserie Craze

Film Short: The Sleep of Reason Produces

Monsters

Film Short: Georgian Silver

Film Short: The Family of Charles IV

• Examine the Grand Manner in history

painting and portraiture and the role of

art academies.

• Trace the complex political climate of

the times through the work of Francisco

Goya.

Film Short: The Lictors Returning to Brutus the

Bodies of His Sons

Film Short: William Blake

Film Short: The Rainbow




Art


Review

Practice Quiz

Quiz

Mid to Late Nineteenth Century Art

Objectives

Students will...

• Evaluate the role played by academic

art and architecture in the art world of

the late nineteenth century.

• Examine the early experiments that led

to the emergence of photography as a

new art form.

• Analyze the ways in which the moment

toward realism in art reflected the

social and political concerns of the

nineteenth century.

• Investigate the origins of

Impressionism and describe its form

and content.

• Compare and contrast the several

manifestations of Post-Impressionism.


Presentation: Post Impressionism

Film Short: Luncheon on the Grass

Film Short: Bar Folies Bergere

Film Short: Water Lilies

Film Short: Saddled

Film Short: Rehearsal of the Ballet

Film Short: Sunday on La Grande Jatte

Film Short: In the Loge

Film Short: Still Life with Plaster Cast

Film Short: Starry Night




Art


Review

Practice Quiz

Quiz

Modern European and American Art

Objectives

Students will...

• Assess the impact of Cubism on abstract

art in the early 20th century.

• Examine the different ways that artists in

the Modern period responded directly or

indirectly to the violence of war.

• Investigate how Dada and Surrealism

changed the form, content, and concept of

art.

• Analyze the relationship between function,

form, and technology in early 20th century

architecture.

• Determine the political and economic

impact of the Great Depression on

interwar European and American art.

• Assess how and why Abstract

Expressionism transformed painting after

1940.


Challenge Question

Presentation: Early 20th

Century Art

Presentation: Cubist Legacies

Presentation: Dadaism and Photography

Presentation: Surrealism

Presentation: Post-War Europe

Presentation: Before and After the Armory Show

Presentation: Abstract Expressionism

Presentation: 20th

Century Architecture

Film Short: Portrait of a German Officer

Film Short: Street, Berlin

Film Short: Cut with the Kitchen Knife

Film Short: Autumn Rhythm

Film Short: Nude Descending a Staircase

Film Short: Luncheon in Fur

Film Short: Les Demoiselles d’Avignon

Film Short: Picasso’s Collages

Film Short: Guernica

Film Short: Persistence of Memory

Film Short: The Battleship Potemkin




Art

Questions to Ponder and Discuss

Review

Practice Quiz

Quiz

Course Project Students will choose one option:

Option 1: Webquest

Option 2: Research Paper

Option: Presentation

Final Exam Interactivity: What Happened When?

Review: Art Curator

Final Exam

ACADEMIC HONESTY

The following are forms of academic dishonesty. These practices will not be tolerated.

Plagiarism: Plagiarism consists of using another author's words without proper

identification and documentation of that author. Plagiarism takes the form of direct

quotation without the use of quotation marks and/or documentation, or paraphrasing

without proper identification and documentation. The fabrication of sources, or the act,

deliberately or unconsciously, of passing another author's work off as your own are also

considered to be plagiarism.

Falsification: Falsification consists of deliberately changing results, statistics, or any

other kind of factual information to make it suit your needs. It also consists of

deliberately changing a source’s intent by misquoting or taking out of context.

Multiple submission: If you wish to turn in the same work or use the same research, in

whole or in part, for more than one course, you must obtain permission to do so from

all instructors involved. Failure to obtain this permission constitutes academic

dishonesty. This course is a chance for you to explore your own creativity.

GRADING POLICY

Final Grades for this class will be based on your performance, participation in all class activities, group

discussions, unit assignments, course projects, a midterm and a final exam. Weightings will be applied as

follows:

Group Discussions/Class Participation 10%

Homework Assignments 20%

Individual Project 20%

Midterm Exam 15%

Final Exam 20%

Journals 15%

Total 100%

HOW YOU WILL BE GRADED:

Grade Skills

A Demonstrates excellence in grasping key concepts; critiques the work of others; provides ample

evidence of support for opinions; readily offers new interpretations of discussion material.

B Shows evidence of understanding most of the major concepts; is able to agree or disagree when

prompted; is skilled in basic level of support for opinions; offers an occasional divergent viewpoint.

C Has mostly shallow grasp of the material; rarely takes a stand on issues; offers inadequate levels of

support.

D or F Shows no significant understanding of material.

CLASS DISCUSSION RUBRIC

Initial posts….

Score 3 2 1 0

Initial Response Response

completely

addresses the

prompt with a

well---

developed

paragraph of at

least five

to seven

sentences.

Response

adequately

addresses the

prompt with a

paragraph

of five to

seven sentences.

Response

somewhat

addresses the

prompt with a

paragraph

less than five to

seven

sentences.

Response

Does not

Address the

prompt.

Or

No response.

Responses to classmates…

Score 2 1 0

Follow-up posts Responses are

Thoughtful and create

discussion.

And:

One response given

to two classmates.

Responses only agree

Or disagree with no

Thoughtful discussion.

And/or:

Only one response to

One classmate.

No response given

*If there is more than one prompt, students must reply to all prompts. All prompts are worth a total of 5

points. Scoring is detailed above.

WRITING STANDARDS

"A" Range: Outstanding achievement, significantly exceeds

standards.

• Unique topic or unique treatment of topic,

takes risks with comment; fresh approach

• Sophisticated/exceptional use of examples

• Original and "fluid" organization; all sentences

and paragraphs contribute; sophisticated

transitions between paragraphs

• Integration of quotations and citations is

sophisticated and highlights the author's

argument

• Confidence in use of Standard English,

language reflects a practiced and/or refined

understanding of syntax and usage

• Sentences vary in structure, very few if any

technical errors (no serious mechanical errors)

"B" Range: Commendable achievement, exceeds standards for the

course.

• Specific, original focus, content well handled

• Significance of content is clearly conveyed;

good use of examples; sufficient support exists

in all key areas

• Has effective shape (organization), effective

pacing between sentences or paragraphs

• Quotations and citations are integrated into

argument to enhance the flow of ideas

• Has competent transitions between all

sentences and paragraphs

• Conveys a strong understanding of Standard

English; the writer is clear in his/her attempt to

articulate main points, but may demonstrate

moments of "flat" or undefined language

• May have a few minor mechanical errors

(misplaced commas, pronoun disagreement,

etc.). but no serious mechanical errors

(fragments, run-ons, comma-splices, etc.)

"C" Range: Acceptable, solid achievement, meets standards for

the course.

• Retains overall focus, generally solid command

of subject matter

• Subject matter well-explored but may show

signs of under-development

• Significance is understood, competent use of

examples

• Structure is solid, but an occasional sentence

or paragraph may lack focus

• Quotations and citations are integrated into

argument

• Transitions between paragraphs occur but may

lack originality

• Competent use of language; sentences are

solid but may lack development, refinement,

style

• Occasional minor mechanical errors may occur,

but do not impede clear understanding of

material

• No serious mechanical errors (fragments, run-

ons, comma-splices, etc.)

"D" Range: Marginal achievement; only meets minimum

standards.

• Significance of content is unclear

• Lacks sufficient examples or relevance of

examples may be unclear

• Support material may not be clearly

incorporated into argument

• Expression is occasionally awkward

(problematic sentence structure)

• Mechanical errors may at times impede clear

understanding of material

• May have a few serious mechanical errors, but

no recurring serious mechanical errors

(fragments, run-ons, comma-splices, etc.)

"F" Range: Failure to meet minimum standards.

• Ignores assignment

• Lacks significance

• Lacks coherence

• Includes plagiarized material (intentional or

unintentional)

• Lacks focus

• Difficult to follow due to awkward sentence or

paragraph development

• Mechanical errors impede understanding

• Problems with writing at the high school level

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