COURSE MAP Course Name: Course: ART 111 Art Hist Ancient/ MedievGT-AH1 Long Title: Art History Ancient to Medieval: GT-AH1 Description: Provides the knowledge base to understand the visual arts, especially as related to Western culture. Surveys the visual arts from the Ancient through the Medieval periods. ~~This course is one of the Statewide Guaranteed Transfer courses. GT-AH1 Min Credit: 3 Instructor Name: Carol Parenteau Date: October 2010 Course Competencies from CCNS and Unit(s) Where They are Addressed: View Common Course Numbering System https://erpdnssb.cccs.edu/prodcccs/ccns_pub_controller.p_command_processor?pi_search_type=sb_course&pi_subj_code=art&pi_crse_numb=111&pi_archive_date=&pi_course_status=a&pi_term_code =201120 STANDARD COMPETENCIES: 1. Demonstrate knowledge of visual forms and processes. 2. Understand the major characteristics of the creative process in each period, 3. Evaluate and compare the social function of art forms in the different periods. 4. Understand the varying roles of the artists in society. 5. Understand influences that may have led to the development of artistic styles. 6. Analyze and compare works of art. 7. Continue to value the visual arts as a source of enrichment. 8. Demonstrate the ability to select and apply contemporary forms of technology 9. and speak clearly and logically in presentations and essays. 10. Read, analyze, and apply written material to new situations. Course Materials (Text, Edition and any other publisher items) E-book: Art History 4 th Edition Marilyn Stokstad, & Michael W. Cothren Prentice Hall, and Imprint of Pearson Resources: - Heilbrunn Timeline of Art History, The Metropolitan Museum of Art: http://www.metmuseum.org/toah/intro/atr/atr.htm - Smarthistory.org is a free, not- for- profit, multi- media web- book designed as a dynamic enhancement for the traditional art history textbook. http://smarthistory.org/for- the- beginner.html 1
Competency Unit Objectives Activity Supporting Competency Learning Style Formative Assessment Summative Assessment s 1, 2, 3, 4, 5, 6, 9, 10 Unit 1 Introduction Prehistoric Art (chapter 1) 1) Become acquainted with other students. Familiarize self with the course navigation and policies View an Introduction To the History of art Read how to write about art with the DICP method View how to write comparison essays. Introduce yourself to the class. Respond to other student s introductions. Verbal Visual Auditory Kinesthetic Discussions: Student/Faculty Feedback Perception: Chapter projects Faculty Feedback Discussion Perception Describe, analyze, Research and assess the formal elements of art in Paleolithic cave- art using the DICP method. Read or listen chapter 1 Research the Internet. on questi others in the Percepti 2
Describe, analyze, Research and assess artistic production of the Paleolithic and Neolithic periods. Venus of Willendorf, Christopher L. C. E. Witcombe The caves at Chauvet- Pont- d'arc http://smarthistory.org/origins.html Describe, analyze, Research and assess the architectural structures of sacred and domestic architecture of the Paleolithic Period, including Megalithic monuments such as Stonehenge. Describe, analyze, Research and assess the formal qualities and the possible meaning of Paleolithic and Neolithic figurines Describe, analyze, Research and assess 3
the emergence of pottery making and metalworking and identify the earliest works of fired clay and hammered gold. 1, 2, 3, 4, 5, 6, 9, 10 Unit 2 Art of Ancient Near East (chapter 2) Art of Ancient Egypt (chapters 3) Describe, analyze, Research and assess the development of visual narrative conventions to tell stories of gods, heroes, and rulers in the sculpted reliefs of the ancient Near East. Read or listen chapter 2 Research the Internet. on questi others in the Percepti Verbal Visual Auditory Kinesthetic Discussions: Student/Faculty Feedback Perception: Chapter projects Faculty Feedback Discussion Perception Describe, analyze, Research and assess how artists of the ancient Near East used colorful and precious materials to create dazzling effects in art and architecture Bull Lyre, detail http://smarthistory.org/ancientnear-east.html 4
Sphinx http://smarthistory.org/ancientegypt.html Describe, analyze, Research and assess the various ways rulers in the ancient Near East expressed their power in portraits, historical narrative, and great palace complexes. Describe, analyze, Research and assess the distinctive form of architecture that evolved for worship. Describe, analyze, Research and assess the pictorial conventions for representing the human figure in ancient Egyptian art, established Read or listen chapter 3 Research the Internet. on questi others in the 5
early on and maintained for millennia. Describe, analyze, Research and assess the evolution of royal portrait styles from the Old Kingdom through the new kingdom and the differences between depictions of royalty and ordinary people. Describe, analyze, Research and assess how religious beliefs were reflected in the funerary art and architecture of ancient Egypt. Describe, analyze, Research and assess the complexity of construction and decoration brought to New Kingdom Temple architecture rooted in the same post- and lintel architectural tradition that had been used since the Old Kingdom. Percepti 1, 2, 3, 4, 5, 6, 9, 10 Unit the art and architecture developed by three Aegean Bronze Age cultures. Read or listen chapter Verbal Visual Audito Discussio ns: Student/F Percep tion: Discus sion 6
3 Art of the Ancient Aegean (chapter 4) Art of Ancient Greece (chapter 5) 4 Researc h the Internet. on question. others in the Percepti ry Kinest hetic aculty Feedback Chapte r project s Facult y Feedba ck Perce ption how archeology has recovered, reconstructed, and interpreted ancient Aegean material culture despite the lack of written documents. Minoan Snake Goddess http://witcombe.sbc.edu /snakegoddess/snakese gypt.html 7
the difference in the designs and use of the large architectural complexes created by the Minoans and the Myceneans. The Acropolis LennieZ [GFDL (www.gnu.org/copyleft/fdl. html) or CC- BY- SA- 3.0 (www.creativecommons.org /licenses/by- sa/3.0/)], via Wikimedia Commons http://witcombe.sbc.edu/s nakegoddess/snakesegypt.h tml the relationship between art an social rituals or communal practices in the ancient Aegean cultures. the technical sophistication of Bronze Age artists working in metal, stone, and ceramics the emergence of a distinctive style and approach to art and architecture during the early centuries of Greek civilizati Read or listen chapter 5 Researc h the Internet. on 8
question. others in the Percepti The black- figure and red- figure techniques of ceramic painting. the difference between the three order systems used in temple architecture. the nature and meaning of High Classical style in ancient Greek art. the ways Hellenistic sculptors departed from the norms of High Classicism 1, 2, 3, 4, 5, 6, 9, 10 Unit 4 Etruscan and Roman Art (chapter 6) the ways the Etruscan funerary art celebrates the vitality of existence. Read or listen chapter 6 Researc h the Internet. on question. others Verbal Visual Audito ry Kinest hetic Discussio ns: Student/F aculty Feedback Percep tion: Chapte r project s Facult y Feedba ck Discus sion Perce ption 9
in the Percepti the development of portraiture as a major form of artistic expressions of Romans. Etruscan Sarcophagi By Frank Axelsson [CC- BY- SA- 3.0 (www.creativecommons. org/licenses/by- sa/3.0) or GFDL (www.gnu.org/copyleft/ fdl.html)], from Wikimedia Commons http://commons.wikime dia.org/wiki/file:etrusc an_sarcophagus.jpg the various ways Romans embellished the walls of their houses with illusionistic painting. 10
Pont du Gard http://commons.wikime dia.org/wiki/file:pont_d u_gard.jpg the structural advances made by the Romans in the construction of large civic architecture. the ways Roman emperors used art and architecture as an arm of Imperial propaganda. 1, 2, 3, 4, 5, 6, 9, 10 Unit 5 Jewish, Early Christian, and Byzantine Art (chapter 7) how aspects of Jewish and Early Christian art developed from the artistic traditions of the Roman world. Read or listen chapter 7 Researc h the Internet. on question. others in the Percepti Verbal Visual Audito ry Kinest hetic Percep tion: Chapte r project s Facult y Feedba ck Discus sion Perce ption 11
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. Dura Europos http://commons.wikime dia.org/wiki/file:duraeu ropa- 1-.gif the connection between form and function in buildings created for worship. Good Shepherd http://commons.wikime dia.org/wiki/file:good_s hepherd_04.jpg 12
the central role of images in the devotional practices of the Byzantine world and explore the reasons for an impact of the brief interlude of iconoclasm. Empress Theodora http://en.wikipedia.org/ wiki/file:theodora_mos aik_ravenna.jpg the growing Byzantine interest in conveying human emotions and representing human situations when visualizing sacred stories. 1, 2, 3, 4, 5, 6, 9, 10 Unit 6 Islamic Art (chapter 8) Art of South and Southeast Asia Before 1200 (chapter 9) the Islamic art s eclecticism and embrace of other cultures. Read or listen chapter 8 Researc h the Internet. on question. others in the Verbal Visual Audito ry Kinest hetic Discussio ns: Student/F aculty Feedback Percep tion: Chapte r project s Facult y Feedba ck Discus sion Perce ption 13
Percepti the variety of art and architecture in the disparate areas of the Islamic world. Dome of the Rock By Kriplozoik's brother (brother took the picture, I have his permission) [Public domain], via Wikimedia Commons http://commons.wikime dia.org/wiki/file:dome_ of_the_rock_3.jpg art as a reflection of both religion and secular society. Torana from Great Stupa of Sanchi By Tom Maloney from London, United Kingdom (sanchi gate 1) [CC- BY- SA- 2.0 (www.creativecommons. org/licenses/by- sa/2.0)], via Wikimedia Commons 14
http://commons.wikime dia.org/wiki/file:sanchi _Great_Stupa_Torana.jpg the use of ornament an inscription in Islamic art. the role of trade routes and political ties in the creation of Islamic artistic unity. the characteristic differences between a Hindu temple and a Buddhist stupa. Read or listen chapter 9 Researc h the Internet. on question. others in the Percepti The diffusion of religion in Southeast Asia. the correlation between religious worldviews and architectural form. the variety of ways in which storytelling can be accomplished in pictorial art. 15
The distinguishing features of a Buddha image. 1, 2, 3, 4, 5, 6, 9, 10 Unit 7 Chinese and Korean Art Before 1279 (chapter 10). Japanese Art Before 1279 (chapter 11). The interaction of art and ritual in early periods of Chinese and Korean history. Read or listen chapter 10 Researc h the Internet. on question. others in the Percepti Verbal Visual Audito ry Kinest hetic Discussio ns: Student/F aculty Feedback Percep tion: Chapte r project s Facult y Feedba ck Discus sion Perce ption 16
the development of Confucian philosophy and its impact on the pictorial art of China. Terracotta Warriors http://en.wikipedia.org/ wiki/file:ocean_park_ter racotta_warrior.jpg the Daoist elements in early landscape motifs of China. Phoenix Hall http://en.wikipedia.org/ wiki/file:japan_uji_byod oin_phoenix_hall_dsc00 40 9.jpg 17
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The introduction and spread of Buddhism, and its adherents as patrons (including the court) in both China and Korea. the development of naturalistic depiction and the achievement of verisimilitude in both landscapes and figures in the painting and sculpture of China before 1279. the native elements in early Japanese art. Read or listen chapter 11 Researc h the Internet. on question. others in the Percepti Japan s cultural relationship with China and Korea. 19
the transformation of Japanese Buddhist sculpture. the ways Shinto influences Japanese aesthetic perceptions. the different uses of Buddhist paintings in connection with the different sects of Buddhism for which they were made. 1, 2, 3, 4, 5, 6, 9, 10 Unit 8 Art of the Americas before 1300 (chapter 12) Early African Art (chapter 13) how differences in environmental conditions affected the artistic output of Mesoamerica, South America, and North America. Read or listen chapter 12 Researc h the Internet. on question. others in the Percepti Verbal Visual Audito ry Kinest hetic Discussio ns: Student/F aculty Feedback Percep tion: Chapte r project s Facult y Feedba ck Discus sion Perce ption 20
how the role or function of an object is critical to understanding its meaning in ancient American visual arts. Colossal Head By Utilisateur:Olmec [GFDL (www.gnu.org/copyleft/ fdl.html) or CC- BY- SA- 3.0 (www.creativecommons. org/licenses/by- sa/3.0/)], via Wikimedia Commons http://upload.wikimedia.org/wikipedia/common s/thumb/0/00/cabeza_ Colosal_n%C2%BA1_del_ Museo_Xalapa.jpg/512px - Cabeza_Colosal_n%C2% BA1_del_Museo_Xalapa.j pg 21
the use of urban planning in ancient American cultures. Hip Mask, Queen Mother. http://upload.wikimedia.org/wikipedia/common s/thumb/c/c1/wla_met museum_pendant_mask_ Iyoba_16th_century_4.jp g/512px- WLA_metmuseum_Pend ant_mask_iyoba_16th_ce ntury_4.jpg how Maya writing functions, and how it relat Maya images. the key roles that the visual arts play in sub- Saharan Africa. Read or listen chapter 13 Researc h the Internet. on question. others in the 22
Percepti how African arts mediate and support communication between the temporal and the supernatural worlds of various spirit forces. how African visual arts are only fully realized in their context of use. the role of African arts related to leadership as compared to the role of leadership arts in Western cultural traditions. 1, 2, 3, 4, 5, 6, 9, 10 Unit 9 Early Medieval Art in Europe (chapter 14) Romanesque Art (chapter 15) how barbarian ornamental styles became the basis for illustrating Christian manuscripts in Ireland and Northumbria, and how these manuscripts were made and used. Read or listen chapter 14 Researc h the Internet. on question. others in the Percepti Verbal Visual Audito ry Kinest hetic Discussio ns: Student/F aculty Feedback Percep tion: Chapte r project s Facult y Feedba ck Discus sion Perce ption 23
The Carolingian revival of Roman artistic traditions in relation to the political position of the rulers as emperors sanctioned by the pope. Page from the Book of Kells By unknown Irish or Scottish monks (Website of the Book of Kells on CD- ROM) [Public domain], via Wikimedia Commons http://commons.wikime dia.org/wiki/file:book_o f_kells_chirho_folio_34 R.png 24
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the variety of styles used to illustrate early medieval sacred books. Church of Sainte Foy de.wikipedia.org user Taxiarchos228 [GFDL (www.gnu.org/copyleft/ fdl.html) or CC- BY- SA- 3.0 (www.creativecommons. org/licenses/by- sa/3.0/)], from Wikimedia Commons http://commons.wikime dia.org/wiki/file:eglise_ Sainte- Foy_Selestat.jpg the distinctive style of manuscript painting developed by Christian artists in Spain. the planning and function of monasteries in the early Middle Ages. The emergence of Romanesque architecture with its emphasis on the aesthetic qualities of a sculptural wall out of early masonry construction techniques. Read or listen chapter 15 Researc h the 26
Internet. on question. others in the Percepti The impact of pilgrimage as a cultural phenomenon on design and embellishment of church architecture. Romanesque architectural styles in different regions of Europe. The integration of painting and sculpture within the Romanesque building, and consider the implications of placing art on the church exterior and what theological themes it emphasized. The eleventh- and twelfth- century interest in telling stories of human frailty and sanctity in sculpture, textiles, and manuscript paintings stories that were meant to appeal to the feelings as well as to the minds of the viewers. 27
1, 2, 3, 4, 5, 6, 7, 8, 9, 10 Unit 10 Gothic Art of the Twelfth and Thirteenth-Centuries (chapter 16) the ideas, events, and technical innovations that led to the development of Gothic architecture. Read or listen chapter 16 Researc h the Internet. on question. others in the Percepti Create a virtual tour present ation using PowerP oint, Word, or other tool. Verbal Visual Audito ry Kinest hetic Discussio ns: Student/F aculty Feedback Percep tion: Chapte r project s Facult y Feedba ck Discus sion Perce ption Virtua l Tour English and German styles of Gothic with their French prototypes. 28
Chartres Cathedral By Urban (Own work) [Public domain], via Wikimedia Commons http://upload.wikimedia.org/wikipedia/common s/thumb/d/d2/chartres 2006_065.jpg/256px- Chartres2006_065.jpg 29
Chartres Cathedral 30
the development of stained glass as the major medium of monumental Gothic painting 31
how artists were able to communicate complex theological ideas in stained glass, sculpture, and illustrated books. the relationship between the Franciscan ideals of empathy and the emotional appeals of sacred narrative painting and sculpture in Italy. Discussion Definitions DICP: Stands for Description, Iconography, Context, and Personal Opini See DICP method of writing about art notes. Substantial Responses: Consider the DICP elements and has between 150-200 words. Critical reflection: is personal opinion based on reliable information properly cited in the e. This commentary goes beyond the show of admiration of a work of art or artist and draws relationships, critiques, or makes additional observations. Respons Others: Should be more than agreement or disagreement with the student s comments, adding, questioning, or enriching the Performance Indicators Objective/Criteria Outstanding Strong Adequate Needs Improvement Deficient Timeliness Response to Assignment question using DICP method to write about art in 150-200 words. Writing/Research/ citations (10 points) Student submits first post in e to assignment by due dates specified in schedule (40 points) Response has DICP elements and is correct length (10 points) Clear, well- written posts, correct references (30 points) Response has most DICP elements and is the correct length, or has all DICP elements and not correct length (5 points) Mostly clear posts and correct references. (20 points) Response has some DICP elements and is not the correct length. (3 points) Several incorrect references and/or problems with clarity (10 points) Response does not have most DICP elements and is not the correct length. (2 points) Incorrect references and/or unclear writing (0 points) Not on time (0 points) No e (0 points) No e Participation (40 points) (30 points) (20 points) (10 points) (0 points) 32
Student responds to at least 2 students, posts are substantial Student responds to at least 2 students, posts are mostly substantial 1 reply to student, post is substantial or 2 replies not substantial 1 reply to student, post is not substantial No references and/or post is difficult to read Perception Definitions DICP stands for Description, Iconography, Context, and Personal Opini See DICP method of writing about art notes. Substantial Responses consider the DICP elements and has between 150-200 words. Clear, well-written Responses have correct grammar, punctuation and organizati The first paragraph has topic sentence responding to the pointed question, others have support statements and transition statement or conclusi Correct References are page numbers, titles, and artists nam identify works or art; all information from sources need to have in- text MLA citations. Critical reflection: is personal opinion based on reliable information properly cited in the e. This commentary goes beyond the show of admiration of a work of art or artist and draws relationships, critiques, or makes additional observations. Synthesize means to draw information from different sources and integrate ideas to formulate your own statements. Objective/Criteria Performance Indicators Outstanding Strong Adequate Needs Improvement Deficient Response to each assignment question considers DICP method to write about art in 150-200 words Research (50 points) Response to each question has DICP elements and is the correct length (30 points) Obtains and synthesizes information from at least 3 sources (40 points) Response to each question has most DICP elements and is the correct length, or has all DICP elements and not correct length (20 points) Obtains and synthesizes information from a 2 sources (30 points) Response to each question has some DICP elements and is not the correct length. (10 points) Obtains information from 1 source (20 points) Response each question does not have most DICP elements and is not the correct length (5 points) Does not synthesize information, or post is direct copy of source(s) (0 points) No e (0 points) No evidence of Research Writing/references using MLA format (20 points) Clear, well- written posts, correct references (10 points) Mostly clear posts and correct references. (5 points) Several incorrect references and/or problems with clarity (0 points) Incorrect references and/or unclear writing (0 points) No e 33
Virtual Tour Definitions DICP stands for Description, Iconography, Context, and Personal Opini See DICP method of writing about art notes. Introduction and Conclusion Introduction shows the thread between all works; conclusion shows reflection on what was learned, each is 150-200 wds. Clear, well-written paragraphs have correct grammar, punctuation and use full sentences (not bullets). Correct References are page numbers, titles, and artists nam identify works or art; all information from sources need to have in- text MLA citations. Objective/Criteria Performance Indicators Outstanding Strong Adequate Needs Improvement Deficient Research Identification (30 points) Student creates presentation with least 7 images of architectural sites or art objects. (30 points) Student identifies all works and sites by name, artists, period/style, and country. (20 points) Presentation has 6 images of architectural sites or art objects. (20 points) Identifies most works, sites by name, artists, period/style, and country (10 points) Has 5 images of architectural sites or art objects.. (10 points) Identifications have several mistakes or omissions (5 points) Has less than 5 images of architectural sites or art objects (5 points) Most identifications are incorrect (0 points) No e (0 points) No identifications Writing Introduction and Conclusion each 150-200 words in length. Narrative using descriptive and analytical terms (30 points) Student writes short introduction and a conclusi Introduction shows the thread between all works; conclusion shows reflection on what was learned (40 points) Student writes, in about 400 words, a narrative that will guide the viewer through the exhibit mentioning important formal qualities and (20 points) Introduction and conclusion mostly follows instructions (30 points) Narrative is mostly clear and uses DICP Narrative is the correct length (10 points) Introduction or conclusion missing (20 points) Narrative does not include some elements of DICP and/or is not the correct length (5 points) Does not follow most of the directions for the presentati (10 points) Narrative does not include some elements of DICP and/or is not the correct length (0 points) No e (30 points) Does not write a narrative 34
Sources cited using MLA References that indicate where every image and fact was found. meanings, using DICP (30 points) Student Uses and cites a minimum of 3 sources for the informati Has references for all images (20 points) Uses and cites a 2 sources for the information, has references for most images (10 points) Uses and cites 1 source for the information Has references for most images (5 points) Uses 1 source for the information, and has at least 4 image references (0 points) No references Participation (40 points) Comments on at least 2 other tours with substantial posts (20 points) Comments on 1 other tours with substantial post (10 points) Comments on 1 or 2 tours, comments are not substantial. (5 points) Comment on 1 tour not substantial but more than one sentence long. (0 points) No students 35