Course Syllabus

Renaissance through Modern Art  -  Syllabus

FINA-A102

Online/Asynchronous Course

Spring 2015

 

 

Instructor:        Professor Kimberly M Street

Email: kimberlymstreet@gmail.com or kfaust@iuk.edu

Virtual office Hours:  Mondays and Wednesdays 8am – 4pm, Eastern Standard Time, USA

 

Background:              After receiving an MA in Art History and an MA in Art Education, I instructed students from grades K-8 in art.  After four years of instruction, I missed working as an Adjunct Professor of Art History teaching adults.  My first professorial position was granted to me during my second master’s degree.  I currently instruct adult students in the classroom and online in the areas of art appreciation and art history.

 

Accolades:                  I was granted two scholarships while an Undergraduate at Indiana University –Indianapolis at Herron School of art for my contributions to the art history department.  In graduate school I won a travel grant to conduct research for my master’s thesis about the private and public imagery of Queen Elizabeth I.  I have presented art historical papers at graduate symposiums and at the Midwest Art History Conference.

 

Passion:                      My first class in art history opened my world to the possibilities of investigating the art and culture behind some of the world’s most impressive works.  I haven’t turned back since.  Whether it was teaching younger kids or adults, I feel fortunate to be able to teach what I truly love.  Art is all around you, even in the mundane objects you see everyday like stop signs and bulletin boards.

Discovering what art means to the contemporary society in which it resided and how it is read today fascinates me.  My dreams have been realized by teaching students about the wonders of art history.

 

Required Textbooks:

Kleiner, Fred S.  Gardner Art through the Ages, Volume II, 14^th edition.  (If you would like to purchase the book or ebook, the accompanying software components are not required for this course.  If you visit the publisher’s website – Pearson Higher Education – you should be able to purchase a cheaper version online in the form of an etextbook.)

ISBN: 978-1111771522

 Lucie-Smith, Edward.  World of Art: Thames and Hudson Dictionary of Art Terms. 

ISBN: 978-0-500-20365

 

Recommended but not required textbooks:

Wyman, Marilyn. Looking and Writing: A Guide for Art History Students.

  ISBN: 0-13-098359-4

Sayre, Henry M.  Writing About Art.

  ISBN: 0-13-959917-7

Course Description: This course is a survey of the history of art beginning with Renaissance and ending with Post-modern art.  Students are not required to have any previous study in art history to be successful in this course.  Assessment of student understanding of the subject matter will be given with weekly journals, three exams, and a museum paper covering a work of art from the time periods discussed in class. 

This is a great deal of material to cover within one semester.  It is important that you keep up with the reading assignments and attend all lectures.

Course Objectives:
At the conclusion of this course students should be able to:

·       Describe stylistic characteristics of historical art and architecture

·       Develop a critical lens in viewing, discussing, and writing about art

·       Explain the spiritual, social, political, and economic influences on historical art and architecture

·       Distinguish artworks from different periods concurrent with a basic theoretical framework.

·       Compare and contrast artworks from different periods

·       Describe regional differences between art and architecture from the same period

·       Utilize appropriate art and theoretical terminology in the description of artworks

·       Identify artwork from major and minor artists including women artists

·       Describe the function of historical art and architecture

·       Analyze the influence of art on subsequent cultures

·       Ability to recognize the significance in the developments of art history

This course meets the following General Education Learning Outcomes:

-Appreciation through experience in the fine and performing arts

-Articulate how intellectual traditions have helped shape present cultures.

 

This course meets the following Humanities Learning Outcomes:

-Critically view artistic works from multiple perspectives

-Articulate how intellectual traditions have helped shape present cultures

-Evaluate experiences in the fine or performing arts

Structure of the Course:

This course is taught 100% online.  Your attendance to campus is not required, however, you need to be online in the classroom five out of seven days each week.  The course is set up to provide important announcements concerning the class, be sure to view these before beginning any coursework.  All of the instructional materials are located in the Modules tab.  The modules have a header illustrating what each module contains for each week, the Learning Guide for that module, specific assignments explained, along with information to get you started with each chapter within each section of the module.  There are 16 weeks of the class and coursework is complemented with the textbook.  All the assignment explanations are spelled out in each module.  Much of the work involved in the course will guide you to visit the Forums, Assignments, Tests and Surveys, and one project in the Wiki tab on the left of the screen.  Under this you will find the gradebook with your up-to-date grades for the course.  Messages can be sent between the students and the professor or from students to students.  You must check the course to receive your messages as they may not be sent to your email account.  The Resources tab will provide helpful information with a few examples of being successful in an online class, how to contact the library, links to student services, along with accessing the universities website. 

Netiquette

In the online classroom, people cannot see your face, they cannot hear the tone or inflection of your voice, and they cannot observe your body language to determine your intention.  Therefore, when responding to another student's post, or even in creating your own, it is very important to write your thoughts out and take a few minutes away from them.  Then reread what you wrote and make sure it answers the question(s) and is worded in a way that is not likely to offend others.  

• It is okay to disagree, but do so in a manner that is constructive, rather than destructive, encouraging rather than denigrating. 
• It is very easy to say the right words, but for them to be "heard" incorrectly.  Take the time to review what you type.  This is one of the benefits of online education: you have the ability to wait and rethink what you will say before you say it.
• USING ALL CAPITAL LETTERS IS THE SAME AS SHOUTING!!!!!  Use capitals only to emphasize a point; do not type full posts in capital letters.

Expectations

Instructor Expectations of Students

• Submit assignments on time. If there are circumstances beyond your control, discuss possible options for completion with your instructor. 
• Accomplish work on your own unless otherwise instructed (i.e., do not cheat or plagiarize). 
• Contribute substantively to discussions according to assignment guidelines provided. 
• Contribute to discussions throughout each workshop rather than waiting until the end of the workshop. 
• Contribute substantively to group assignments (if required in course). 
• After spending a reasonable amount of time on it, ask your instructor if you do not understand content or instructions. Ask for help early while there is time to fix problems. 
• Every time you enter Canvas, read and abide by postings made in the Announcements and Questions Forum. These postings are critical. 

Students' Expectations of Instructor

• Set a friendly, open, and encouraging learning environment. 
• Guide discussions as needed. 
• Set clear rules, standards, and expectations. 
• Provide workshop grades and feedback within seven days of assignment due date.
• Provide final grades and feedback within seven days after the last day of class. 
• Ensure students treat each other respectfully. 
• Respond to student inquiries within 48 hours.

Policies

No late work will be accepted for this course.  If you have an emergency which prevents you from completing coursework by the due dates, proof of the emergency such as a doctor's note, hospital report, death announcement may be accepted for makeup purposes.  It is at the discretion of the professor whether make up assignments will be given. 

Plagiarism

Ignorance of IU rules and definition of terms is NOT an acceptable excuse for engaging in any kind of misconduct. Indiana University definitions of student misconduct and student rights and responsibilities related to that code may be found at http://www.iu.edu/~code/code/responsibilities/academic/index.shtml

Requirements:  Reading each chapter of the textbook, participating in the discussion forum, completing assignments which are written papers, quizzes for each chapter, one wiki assignment, and one final museum paper. 

1)   Textbook: 

You will be prompted in the Assignments or Discussions tab when to read the chapter for each week.  Be aware, you may use the textbook to complete the quizzes online, however, they are in essay format so reading the information in the textbook before the quiz will assist in improving your grade.  You are only given one chance to complete the quizzes and only provided an hour.  No additional chances will be given to obtain a higher grade for the quizzes.

2) Participating in the Discussion Forum:

Each module, with an exception of only one or two, will require you answer the question posted in the discussion forum following that week’s instruction.  Be sure to complete the questions completely.  There is a word count expected for each initial post.  You need to post your response to the question by Wednesday of each week.  You will also be required to comment on at least two classmate’s posts for that week.  Be sure to ask questions and contribute to the discussion at hand.  Simply stating something is interesting or how a student performed well on the post is not sufficient for earning a high grade.  The comments to student posts are due each Sunday.  Each module begins on a Monday and ends on a Sunday.  The following module will begin on Monday and so on.  The rubric for the discussion forum is listed here for your reference on the following page.

Assessment Criteria for Discussion Forums:

	- 10 Points	7 - 8 Points			5 - 6 Points	0 - 4 Points
Quality	Exemplary (20 points) Your postings are well developed and answers provide clear evidence of critical thinking.   Your questions or observations add greater depth to the discussion by introducing new ideas.		Accomplished (15 Points) Your postings show some development and some critical thinking is evident in your answers.   Your questions and observations add to the discussion by expanding the ideas of others.	Developing (10 Points) Your postings show nominal development and only the beginnings of critical thinking.   Your contributions (questions or observations) do not clearly add to the discussion.		Beginning (5 Points) Your postings show no development and are mostly a reiteration of what the textbook or others have said.   Your questions and observations detract from the discussion.
Criteria	4 Points		3 Points	2 Points		1 Point
Timeliness	(4 Points) Your initial posting to the question or topic assigned in the workshop activity is made by the third day (Wednesday) of the workshop.		(3 points) Your initial posting to the question or topic assigned in the workshop activity is made by the fourth day of the workshop.	(2 Points) Your initial posting to the question or topic assigned in the workshop activity is made by the fifth day of the workshop.		(1 point) Your initial posting to the question or topic assigned in the workshop activity is made by the sixth or seventh day of the workshop.
Criteria	5 - 6 Points		3 - 4 Points	1 - 2 Points		0 Points
Interaction	(15 points) You respond to a minimum of two other classmates as well as all follow-up instructor questions directed to you.    You are clearly collaborative by taking the initiative to respond to classmates’ questions, providing clarification and insight on issues in the discussion.    You demonstrate engagement in the discussion by posting on three different days of the workshop.		(10 Points) You respond to two classmates and some of the instructor follow-up questions directed to you.    You are collaborative in some situations and show some initiative in workshop discussions.   You participate in the discussion by posting on two different days of the workshop.	(5 Points) You respond to two classmates but do not respond to instructor follow-up questions directed to you.    You show little initiative in discussions and your presence is not collaborative.   You are not engaged in the discussion if posting on only one day of the workshop.		(0 Points) You do not respond to the postings of others in the discussion.

 

3)  Museum Paper:

There will also be a museum paper (due date is in the Course Schedule).  You will be required to write a 1200 word paper by visiting a local art museum of your choice.  Please feel free to ask me of the location of art museums if needed.  Important: Provide proof of attending the museum and seeing works of art in person by attaching a post card or taking a picture with you next to the art work in the museum.  Some housekeeping notes about visiting an art museum.  You may bring a notebook and pencil, but pens, markers, etc. are not allowed on the premise.  You may use a camera without the flash in some museums.  I would recommend checking the museum’s website before attending to learn more about these restrictions before you visit.  If you have any large bags or coats, you may put them at the coat check of the museum. 

Analysis of Art/Art Historical Museum Paper Guidelines

Knowing how to write a formal analysis of a work of art is a fundamental skill learned in an introductory art history class. Use this sheet as a guide when writing a formal analysis paper along with historical, economic, and/or cultural information aligned with the art you chose from the museum from the time periods covered in this class.  Consider the following when analyzing a work of art. Not everything applies to every work of art, nor is it always useful to consider things in the order given. In any analysis, keep in mind the following: HOW and WHY this is a significant work of art?

Part I – General Information

Your museum paper will be uploaded digitally via MS Word to the Submission point in Canvas.  Please provide your name, course name, professor’s name and date in the heading of your paper.  Give your paper/essay a title, centered in the top of your first page.  Remember to begin any essay with an introduction which includes a thesis statement before moving on to the body of your text.  The body should further explain items listed in your thesis statement.  Part I, II, III, and IV are part of the body of your essay.

When visiting the art museum, be sure to bring a pencil and paper to make notes about the art work first hand.  No pens are allowed on the grounds of many art museums.  Check the local art museum listings for days and times to visit.  You must visit an art museum.  The following are acceptable examples of an art museum to visit: The Indianapolis Museum of Art,http://www.imamuseum.org/, Ball State University Art Museum http://cms.bsu.edu/Web/MuseumofArt.aspx.  If there is an art museum not listed here, you will need approval from the instructor before visiting the art museum.  Once you are in the museum and have chosen a work of art you desire to write about, be sure to check out the museum label next to the art work.  There may be an artist’s statement available in the gallery. If so, indicate in your text or by a footnote or endnote to your paper where you got the information.  You will need to provide a non-flash picture of you in front of the art work you are describing as proof of visiting the museum.  Attach the photo of you and the work to your final paper, which should be at least 3 pages in length, 1200 words total.  Be sure to use word count on your document.

Answer the following questions regarding general information about the work of art you chose from the museum:

1.      Subject Matter (Who or What is Represented?)

2.      Artist or Architect (What person or group made it? Often this is not known. If there is a name, refer to this person as the artist or architect, not “author.” Refer to this person by their last name, not familiarly by their first name.)

3.      Date (When was it made? Is it a copy of something older? Was it made before or after other similar works?)

4.      Provenance (Where was it made? For whom? Is it typical of the art of a geographical area?)

5.      Location (Where is the work of art now? Where was it originally located? Does the viewer look up at it, or down at it? If it is not in its original location, does the viewer see it as the artist intended? Can it be seen on all sides, or just on one?)

6.      Technique and Medium (What materials is it made of? How was it executed? How big or small is it?)

Part II – Brief Description

In a few sentences describe the work. What does it look like? Is it a representation of something? Tell what is shown. Is it an abstraction of something? Tell what the subject is and what aspects are emphasized. Is it a non-objective work? Tell what elements are dominant. This section is not an analysis of the work yet, though some terms used in Part III might be used here. This section is primarily a few sentences to give the reader a sense of what the work looks like.

Part III – Form

This is the key part of your paper. It should be the longest section of the paper. Be sure and think about whether the work of art selected is a two-dimensional or three-dimensional work.

Art Elements

1.      Line (straight, curved, angular, flowing, horizontal, vertical, diagonal, contour, thick, thin, implied etc.)

2.      Shape (what shapes are created and how)

3.      Light and Value (source, flat, strong, contrasting, even, values, emphasis, shadows)

4.      Color (primary, secondary, mixed, complimentary, warm, cool, decorative, values)

5.      Texture and Pattern (real, implied, repeating)

6.      Space (depth, overlapping, kinds of perspective)

7.      Time and Motion

Principles of Design

1.      Unity and Variety

2.      Balance (symmetry, asymmetry)

3.      Emphasis and Subordination

4.      Scale and Proportion (weight, how objects or figures relate to each other and the setting)

5.      Mass/Volume (three-dimensional art)

6.      Rhythm

7.      Function/Setting (architecture)

8.      Interior/Exterior Relationship (architecture)

Part IV – Art Historical Analysis

Answer the following questions when researching the art historical period surrounding the piece you’ve chosen from the museum:

1.       How does this artist’s work fit within the larger art historical period?  For example, how does Vincent van Gogh’s work reflective of the Post-Impressionist movement?

2.       Have you considered how the historical events of the era have affected the artist’s work you’ve chosen?  For example, Vincent van Gogh worked at the end of the 19th century.  During this period the Eiffel Tower was built and was a visual representation of the Second Industrial Revolution.

3.      To answer these questions, you will need to reference the text book and at least two additional sources.  One of these must be a book source on the artist or period of art you chose.  The other may be another book or website.

Part V – Opinions and Conclusions

This is the part of the paper where you go beyond description and offer a conclusion and your own informed opinion about the work. Any statements you make about the work should be based on the analysis in Part II above.

1.      In this section, discuss how and why the key elements and principles of art used by the artist create meaning.

2.      Support your discussion of content with facts about the work.

General Suggestions

1.      You should allow time to view the work you plan to write about and take notes.

2.      Always italicize or underline titles of works of art. If the title is long, you must use the full title the first time you mention it, but may shorten the title for subsequent listings.

3.      Use the present tense in describing works of art.

4.      Be specific: don’t refer to a “picture” or “artwork” if “drawing” or “painting” or “photograph” is more exact.

5.      Remember that any information you use from another source, whether it be your textbook, a wall panel, a museum catalogue, a dictionary of art, the internet, must be documented with a footnote. Failure to do so is considered plagiarism, and violates the behavioral standards of the university.

6.      For proper footnote form, refer to Barnet’s A Short Guide to Writing About Art, which is based on the Chicago Manual of Style. You may also use the MLA style however, APA is not acceptable for papers in art history.

7.      Allow time to proofread your paper. Read it out loud and see if it makes sense. Your paper must have an introduction with a thesis statement, body of the text, and a conclusion wrapping up all the ideas specified in the paper.

8.      Ask your professor for help if needed.  Use the writing center on campus for guidance with writing if needed.  It’s free and they are nice and quite helpful.

9.      All papers/essays must be printed out, stapled together with the picture of you in front of the art work and a bibliography page.  I will not accept late papers or papers which are emailed to me.  If you desire to put your paper in a folder, this is acceptable.  Loose papers will get lost, so don’t risk it, staple i

Further Information

For further information and more discussions about writing a formal analysis, see the following. Some of these sources also give a lot of information about writing a research paper in art history, that is, a paper more ambitious in scope than a formal analysis.

§  M. Getlein, Gilbert’s Living with Art (8th edition, 2008), pp. 144-147 is a very short analysis of one work.

§  M. Stokstad, Art History (Revised 2nd edition, 2005), “Starter Kit,” pp. xxiii-xxviii is a brief outline.

§  S. Barnet, A Short Guide to Writing About Art (9th edition, 2008), pp. 113-134 is about formal analysis; the entire book is excellent for all kinds of writing assignments.

§  H. M. Sayre, Writing about Art (3rd edition, 1999).

4)  Assignments

You will also have short papers to write on topics specified in the Module for that week.  Be sure to answer the question completely and use proper grammar and spelling.  Create your response in a word document to upload to the Assignment location or type directly into the submission point under the assignment for the module you are working within and save the submission.  You will have one Wiki assignment which is explained in the module in which it accompanies.  The rubric for the assignments is listed below for your reference:

	Exemplary 40 pts	Accomplished 30pts	Developing 20 pts	Beginning 10 pts
Focus/Thesis	Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.	Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.	Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.	Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
Content/Subject Knowledge	Exemplary Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.	Accomplished Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.	Developing The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.	Beginning Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
Criticial Thinking Skills	Exemplary Student demonstrates a higher-level of critical thinking necessary for 300-400 level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment. Student presents a genuine intellectual development of ideas throughout assignment.	Accomplished Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with 2 or fewer errors.	Developing Student takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. However, student presents a limited perspective on key concepts throughout assignment. Student appears to have problems applying information in a problem-solving manner.	Beginning Student demonstrates beginning understanding of key concepts, but overlooks critical details. Learner is unable to apply information in a problem-solving fashion. Student presents confusing statements and facts in assignment. No evidence or little semblance of critical thinking skills.
Organization of Ideas/Format	Exemplary Student thoroughly understands and excels in explaining all major points. An original, unique, and/or imaginative approach to overall ideas, concepts, and findings is presented. Overall format of assignment includes an appropriate introduction (or abstract), well- developed paragraphs, and conclusion. Finished assignment demonstrates student’s ability to plan and organize research in a logical sequence. Student uses at least of 5-7 references in assignment.	Accomplished Student thoroughly understands and excels in explaining all major points. An original, unique, and/or imaginative approach to overall ideas, concepts, and findings is presented. Overall format of assignment includes an appropriate introduction (or abstract), well- developed paragraphs, and conclusion. Finished assignment demonstrates student’s ability to plan and organize research in a logical sequence. Student uses at least of 5-7 references in assignment.	Developing Learner applies some points and concepts incorrectly. Student uses a variety of formatting styles, with some inconsistencies throughout the paper. Assignment does not have a continuous pattern of logical sequencing. Student uses less than 3 sources or references.	Beginning Assignment reveals formatting errors and a lack of organization. Student presents an incomplete attempt to provide linkages or explanation of key terms. The lack of appropriate references or source materials demonstrates the student’s need for additional help or training in this area. Student needs to review and revise the assignment.
Writing Convention (Grammer & Mechanics	Exemplary Student demonstrates an excellent command of grammar, as well as presents research in a clear and concise writing style. Presents a thorough, extensive understanding of word usage. Student excels in the selection and development of a well-planned research assignment. Assignment is error-free and reflects student’s ability to prepare a high-quality academic assignment.	Accomplished Student provides an effective display of good writing and grammar. Assignment reflects student’s ability to select appropriate word usage and present an above average presentation of a given topic or issue. Assignment appears to be well written with no more than 3-5 errors. Student provides a final written product that covers the above-minimal requirements.	Developing Assignment reflects basic writing and grammar, but more than 5 errors. Key terms and concepts are somewhat vague and not completely explained by student. Student uses a basic vocabulary in assignment. Student’s writing ability is average, but demonstrates a basic understanding of the subject matter.	Beginning Topics, concepts, and ideas are not coherently discussed or expressed in assignments. Student’s writing style is weak and needs improvement, along with numerous proofreading errors. Assignment lacks clarity, consistency, and correctness. Student needs to review and revise assignment.

 

Grading:                  

Discussion Forum                                         25%

Assignments                                                  25%

Quizzes (Under Tests and Surveys)               20%

Final Museum Paper                                      30%

 

Grading Scale:                       100-93                 A

                                                92-90                  A-

                                                89-87                   B+

                                                86-83                   B

                                                82-80                   B-

                                                79-77                   C+

                                                76-73                   C

                                                72-70                   C-

                                                69-67                   D+

                                                66-63                   D

                                                62-60                   D-

                                                59 or below    F

Letter Grade Equivalencies

Grade	Description of Work
A	Clearly stands out as excellent performance. Has unusually sharp insights into material and initiates thoughtful questions. Sees many sides of an issue. Articulates well and writes logically and clearly. Integrates ideas previously learned from this and other disciplines. Anticipates next steps in progression of ideas. Example "A" work should be of such nature that it could be put on reserve for all cohort members to review and emulate. The "a" cohort member is, in fact, an example for others to follow.
B	Demonstrates a solid comprehension of the subject matter and always accomplishes all course requirements. Serves as an active participant and listener. Communicates orally and in writing at an acceptable level for the degree program. Work shows intuition and creativity. Example "B" work indicates good quality of performance and is given in recognition for solid work; a "B" should be considered a good grade and awarded to those who submit assignments of quality less than the exemplary work described above.
C	Quality and quantity of work in and out of class is average. Has marginal comprehension, communication skills, or initiative. Requirements of the assignments are addressed at least minimally.
D	Quality and quantity of work is below average. Has minimal comprehension, communication skills, or initiative. Requirements of the assignments are addressed at below acceptable levels.
F	Quality and quantity of work is unacceptable and does not qualify the student to progress to a more advanced level of work.

 

Code of Ethics:

Per the Indiana University-Kokomo code of ethics.  Plagiarism is prohibited and is illegal if the material is copyright protected.  Plagiarism is the word-for-word duplication of another person’s writing without giving proper credit and citation to said written work.  It’s against the law, please don’t do it.

Student Success Center:

The Student Success Center provides support and tutoring for students in Writing. English-as-a-Second-Language (ESL), Computer usage, and Study Skills. Students can drop in or make appointments for tutoring in Elementary Composition (W131), as well as support with term papers for other courses. Computers are available for word processing. The Center is located in the Library. Call 455-9425 for hours and more information.

Student Disability Center:

If you need accommodations in this class, please see me [or communicate with me via email] as soon as possible to discuss your needs.  The direct link to the Disabilities Services is listed here: http://www.iuk.edu/admin-services/disability-services/index.shtml  If you have a disability, please contact Tracey Springer’s office to officially document the disability and ensure you are receiving the accommodations you need to be successful in this course.  I cannot provide you specified assistance without approval from the Disability Center.

A102 Renaissance to Modern Art Schedule:

Each Module contains a Learning Guide which explains all the assignments and reading required for each week.  The schedule for each week is listed below for your convenience:

Module One:  January 12 - January 18

Topics Covered: Introduction: What is Art History and Module One: Late Medieval Italy

Initial Discussion due Wednesday and your comments to classmate’s discussions along with the remaining assignments for this module are due by Sunday

Module Two:  January 20 - January 25

Topics Covered: Late Medieval Early Renaissance Art in the North

Note: Class will not be held online Monday, January 19th for the Dr. Martin Luther King, Jr. holiday.  Initial Discussion for this week only are due Thursday and your comments to classmate’s discussions along with the remaining assignments for this module are due by Sunday

Module Three:  January 26 - February 1

Topics Covered: The Renaissance in Quattrocento Italy

Initial Discussion due Wednesday and your comments to classmate’s discussions along with the remaining assignments for this module are due by Sunday

 

Module Four:  February 2 - February 8

Topics Covered: Renaissance and Mannerism in Cinqucento Italy

Initial Discussion due Wednesday and your comments to classmate’s discussions along with the remaining assignments for this module are due by Sunday

 

Module Five: February 9 - February 15

Topics Covered: High Renaissance and Mannerism in the North and Spain

Initial Discussion due Wednesday and your comments to classmate’s discussions along with the remaining assignments for this module are due by Sunday

 

Module Six: February 16 - February 22

Topics Covered: The Baroque in Italy and Spain

Initial Discussion due Wednesday and your comments to classmate’s discussions along with the remaining assignments for this module are due by Sunday

 

Module Seven: February 23 - March 1

Topics Covered: Baroque in Northern Europe

Initial Discussion due Wednesday and your comments to classmate’s discussions along with the remaining assignments for this module are due by Sunday

 

Module Eight: March 2 - March 8

Topics Covered: Rococo and Neo-Classicism

Initial Discussion due Wednesday and your comments to classmate’s discussions along with the remaining assignments for this module are due by Sunday

 

Module Nine: March 9 - March 14

Topics Covered: Romanticism, Realism and Photography

Initial Discussion due Wednesday and your comments to classmate’s discussions along with the remaining assignments for this module are due by Saturday

 

 Spring Break - No classes - March 15 - 22

 

Module Ten: March 23 - March 29

Topics Covered: Impressionism and Post-Impressionism

Initial Discussion due Wednesday and your comments to classmate’s discussions along with the remaining assignments for this module are due by Sunday

 

Module Eleven:  March 30 - April 5

Topics Covered: Modernism in Europe and America 1900-1945

Initial Discussion due Wednesday and your comments to classmate’s discussions along with the remaining assignments for this module are due by Sunday

 

Module Twelve:  April 6 - April 12

Topics Covered: Modernism and Post-Modernism in Europe and America 1945-1980

Initial Discussion due Wednesday and your comments to classmate’s discussions along with the remaining assignments for this module are due by Sunday

 

Module Thirteen:  April 13 - April 19

Topics Covered: Contemporary Art Worldwide

Initial Discussion due Wednesday and your comments to classmate’s discussions along with the remaining assignments for this module are due by Sunday

 

Module Fourteen: April 20 - April 26

Topics Covered: Art of South and Southeast Asia, China and Korea

Initial Discussion due Wednesday and your comments to classmate’s discussions along with the remaining assignments for this module are due by Sunday

 

Module Fifteen:  April 27 - May 2

Topics Covered: Japanese Art and Art of the Americas

Initial Discussion due Wednesday and your comments to classmate’s discussions along with the remaining assignments for this module are due by Sunday

 

 

Module Sixteen: April 27 - May 2

Topics Covered: Art of Oceania and Africa

Initial Discussion due Wednesday and your comments to classmate’s discussions along with the remaining assignments for this module are due by Sunday

Museum paper submission point is posted in Module Sixteen.  The due date for the paper is due by the end of this module.