City University of Hong Kong. Course Syllabus. offered by School of Creative Media with effect from Semester A 2018/19

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1 City University of Hong Kong offered by School of Creative Media with effect from Semester A 2018/19 Part I Course Overview Course Title: Course Code: Art And Emotion GE3107 Course Duration: 1 SEMESTER Credit Units: 3 CREDITS Level: Proposed Area: (for GE courses only) B3 1 Arts and Humanities Study of Societies, Social and Business Organisations Science and Technology Medium of Instruction: ENGLISH Medium of Assessment: Prerequisites: (Course Code and Title) Precursors: (Course Code and Title) Equivalent Courses: (Course Code and Title) Exclusive Courses: (Course Code and Title) ENGLISH NIL NIL NIL NIL 1

2 Part II Course Details 1. Abstract (A 150-word description about the course) This course explores the ways in which art teaches us about emotions and emotions teach us about art. It will critically examine scientific and philosophical theories of emotion and the variety of ways that the relationship between emotion and art has been understood in order to arrive at a deeper understanding of the role of emotion in art and hence of the importance of art in human life. Art will be considered in its broadest sense as picture, text, performance, music, and film and we will pay equal attention to both content and form in the solicitation of emotion. Analytical essays, group presentations, and close focus upon examples from many cultures will allow students to develop their critical and interpretative skills, discriminate how art expresses and evokes emotional response, understand how cultural understanding frames emotional response, and appreciate more deeply their own emotional responses to art. 2. Course Intended Learning Outcomes (CILOs) (CILOs state what the student is expected to be able to do at the end of the course according to a given standard of performance.) No. CILOs # Weighting* (if applicable) 1. Analyze different theories of emotion and art and engage in dialectical evaluation of their strengths and weaknesses with respect to other theories. Discovery-enriched curriculum related learning outcomes (please tick where appropriate) A1 A2 A3 2. Analyze the ways in emotion and emotional responses to art are informed by history and culture 3. Discriminate the variety of emotions and the diversity of ways that art express, evoke and solicit emotional responses. 4.^ Reflect upon the role art plays in cultivating emotional understanding. * If weighting is assigned to CILOs, they should add up to 100%. 100% # Please specify the alignment of CILOs to the Gateway Education Programme Intended Learning outcomes (PILOs) in Section A of Annex. ^ Negotiated Learning Outcome (NLO) explicitly articulating the elements of Discovery oriented learning. A1: Attitude 2

3 Develop an attitude of discovery/innovation/creativity, as demonstrated by students possessing a strong sense of curiosity, asking questions actively, challenging assumptions or engaging in inquiry together with teachers. A2: Ability Develop the ability/skill needed to discover/innovate/create, as demonstrated by students possessing critical thinking skills to assess ideas, acquiring research skills, synthesizing knowledge across disciplines or applying academic knowledge to self-life problems. A3: Accomplishments Demonstrate accomplishment of discovery/innovation/creativity through producing /constructing creative works/new artefacts, effective solutions to real-life problems or new processes. 3. Teaching and Learning Activities (TLAs) (TLAs designed to facilitate students achievement of the CILOs.) TLA Brief Description CILO No. Hours/week (if applicable) Lecture Analytical Writing Exercise Group Response Exercise Discursive Writing Exercise Timed Response Exercise Explain the nature of emotion and explore detailed case studies of the role of emotion in art from a wide range of cultures and contexts. Critical summary and evaluation of a theory of emotion and art In-class group presentation that encourages students to work collaboratively to share and compare their emotional responses to art Critical evaluation of a work of art with respect to: What emotions does the work express? What emotions does it evoke in you the reader or viewer? What is the contribution of the form and style of the work to evoking these emotions? How does knowledge of context aid understanding of the work Short questions that test the student s capacity to understand their emotional responses to art and how art communicates emotion 3 4. Assessment Tasks/Activities (ATs) (ATs are designed to assess how well the students achieve the CILOs.) Assessment Tasks/Activities CILO No. Weighting * Continuous Assessment: 100% Class Participation 10% Students will be expected to actively participate in classroom discussion on a weekly basis. Remarks 3

4 Assessment Tasks/Activities CILO No. Weighting * Analytical Essay 20% This will consist in a critical summary and evaluation of one of the theories of emotion from Robert Solomon, What is an Emotion? It should consist of a careful critical summary of the argument of the essay (approx. 2-3 pages), followed by a critical examination of the strengths and weakness of that argument. (approx. 1-2 pages). Class Presentation 20% This will consist in an inclass group presentation of a segment of literature, film clip, poem, painting, song or performance. Students will be asked to briefly situate the work culturally and historically, discuss the emotions it expresses and evokes, and how these emotions affect their understanding and interpretation of the work. (Your presentation should take approximately 20 minutes.) Remarks Discursive Essay 30% This assignment consists in a longer critical essay (10 pages) on a work of literature, poetry, art, painting, or film we have seen in class. Students should make reference to at least three readings. They may choose as an alternative to present the final project in the form of a video essay which is at least 5 minutes long The subject of the essay will be to address how the work of art creates an emotional response. What emotions does the work express? How does it express those emotions? What emotions does it evoke in you the reader or viewer? What is 4

5 Assessment Tasks/Activities CILO No. Weighting * the contribution of the form and style of the work to evoking these emotions? How does knowledge of the background and context of the work aid understanding and interpretation of it? Does the work carry moral or political implications? If so what are they and how do the emotions evoked by the work contribute to its moral and political message. Remarks Test: 20 % (duration: 3 hours) In class This will consist of two kinds of questions. First, students will be asked to define concepts and ideas that we have discussed in class. Second, students will be given examples of artworks and be asked how they represent and express emotion. * The weightings should add up to 100%. 100% 5

6 5. Assessment Rubrics (Grading of student achievements is based on student performance in assessment tasks/activities with the following rubrics.) Assessment Task Criterion Excellent (A+, A, A-) Good (B+, B, B-) Fair (C+, C, C-) Marginal (D) Failure (F) 1.Class Participation Contribution to Class Discussion 2. Analytical Essay 1.1Clarityand Cogency of Argument 3. Class Presentation 2.1Organization and Articulacy 2.2Salience of topic Cogency of Argument 4. Discursive Essay 3.1Salience of Topic Quality of Research 3.2Clarity and Cogency of Argument 5. Test 4.1Understanding of course material 4.2Organization and Clarity of Answers Note: All A+/A/A- grade assignment should comply with the highest performance of Discovery-oriented learning. 6

7 Part III Other Information (more details can be provided separately in the teaching plan) 1. Keyword Syllabus (An indication of the key topics of the course.) Aesthetics, Art, Emotion, Sentiment, Affect, Sensation, Feeling, Sound, Expression, Emotional Response, Melodrama, Trauma, Representation, Character, Storytelling, Rasa Aesthetics, Affective Piety, Religion, Christianity, Sufism, Hinduism, Renaissance, Romanticism, Expressionism, Modernism, Music, Film, Sculpture, Painting, Poetry, Hollywood, Bollywood, Cantonese Cinema, Jazz, Grunge, K-Pop, Psychology, Philosophy, Aristotle, Bowie, dell Arca, Donatello, Giotto, Khusrow, Hitchcock, Jayadeva, Keats, Mantegna, Plato, Picasso, Rumi, Schubert, Smetena, Tolstoy, Wharton, Stowe. 2. Reading List 2.1 Compulsory Readings (Compulsory readings can include books, book chapters, or journal/magazine articles. There are also collections of e-books, e-journals available from the CityU Library.) 1. Robinson, Jenefer. Deeper than Reason: Emotion and Its Role in Literature, Art, and Culture (Oxford: Clarendon Press, 2005), pp ; pp ; pp Solomon, Robert. What is an Emotion: Classic and Contemporary Readings (New York: Oxford University Press, 2003), 65-77; ; , Aristotle. The Poetics. Trans. Anthony Kenny. New York: Oxford, Stowe, Harriet Beecher. Uncle Tom s Cabin. Mineola, New York: Dover Publications, Euripides, Medea. Trans. Robin Robertson. New York: The Free Press, Additional Readings (Additional references for students to learn to expand their knowledge about the subject.) 1. Barnard, ed. John Keats: The Complete Poems. New York: Penguin, Bharata Muni. The Natyasastra. Calcutta: Asiatic Society of Bengal, Caruth, Cathy. Unclaimed Experience: Trauma, Narrative and History (Baltimore: John s Hopkins, 1996) 4. Cohen, Paula. Alfred Hitchcock and the Legacy of Victorianism. University of Kentucky Press, Collingwood, R. G. Principles of Art. Oxford: Clarendon, Freedberg, David. The Power of Images: Studies in the History and Theory of Response, Chicago: University of Chicago Press, Gerould, Daniel. American Melodrama. New York: Performing Arts Journal Publications, Hafiz, The Gift: Poems by Hafiz, The Great Sufi Master. Trans Daniel Ladinsky. 7

8 New York: Penguin, Hirsch, Joshua. Afterimage: Film, Trauma and the Holocaust (Philadelphia: Temple, 2004). 10. Hjort Mette, and Laver, Sue. Emotions and the Arts. New York: Oxford University Press, John of Caulibus. Meditations on the Life of Christ. Ed. and Trans. Francis X Taney, Sr, Anne Miller, and C Mary Stallings-Taney. Asheville, North Carolina: Pegasus Press, Kabir. Ecstatic Poems. Trans. Robert Bly. Boston: Beacon Press, Khusrau, Amir. In the Bazaar of Love: Selected Poetry of Amir Khusrau. Trans. Paul E Losensky and Sunil Sharma. London: Penguin Books, Miller, Barbara Stoller, The Gitagovinda of Jayadeva (New York: Columbia University Press, 1977). 15. Nizami. The Story of Layla and Majnun. Ed. and trans Rudolph Glepke. New Lebanon N.Y.: Omega Publications, Rumi, Jalal al-din. The Books of Love. Trans Coleman Barks. New York: HarperCollins Tompkins, Jane. Sensational Designs: The Cultural Work of American Fiction New York: Oxford University Press, Tolstoy, Leo. What is Art? Indianapolis: Bobs Merrill, Wharton, Edith. The Reef. New York: Simon and Schuster,

9 Annex (for GE courses only) A. Please specify the Gateway Education Programme Intended Learning Outcomes (PILOs) that the course is aligned to and relate them to the CILOs stated in Part II, Section 2 of this form: GE PILO PILO 1: Demonstrate the capacity for selfdirected learning PILO 2: Explain the basic methodologies and techniques of inquiry of the arts and humanities, social sciences, business, and science and technology PILO 3: Demonstrate critical thinking skills Please indicate which CILO(s) is/are related to this PILO, if any (can be more than one CILOs in each PILO) 1,2,3,4 All Cilo s charge the student to think for themselves 1 Requires students to understand and explain theories of art and emotion 1,2,3 Require students to critically analyse and evaluate theories of emotion and how works of art solicit emotion PILO 4: Interpret information and numerical data PILO 5: Produce structured, well-organised and fluent text PILO 6: Demonstrate effective oral communication skills PILO 7: Demonstrate an ability to work effectively in a team PILO 8: Recognise important characteristics of their own culture(s) and at least one other culture, and their impact on global issues PILO 9: Value ethical and socially responsible actions PILO 10: Demonstrate the attitude and/or ability to accomplish discovery and/or innovation 1 Requires clarity of thought and presentation 4 Requires that students can communicate clearly their emotional responses (specifically salient to assignment 2 and 4) 2 Specifically requires this outcome 4 Indirectly requires this outcome because of the intrinsic relationship between ethical evaluation and emotional response 4 Indirectly requires this outcome because it invites students to make a discovery in the form of selfunderstanding GE course leaders should cover the mandatory PILOs for the GE area (Area 1: Arts and Humanities; Area 2: Study of Societies, Social and Business Organisations; Area 3: Science and Technology) for which they have classified their course; for quality assurance purposes, they are advised to carefully consider if it is beneficial to claim any coverage of additional PILOs. General advice would be to restrict PILOs to only the essential ones. (Please refer to the curricular mapping of GE programme: B. Please select an assessment task for collecting evidence of student achievement for quality assurance purposes. Please retain at least one sample of student achievement across a period of three years. Selected Assessment Task Related CILO(s) Related GE PILO(s) Discursive Essay 2,3,4 1,3,6,9,10 9

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