Syllabus Brian Seymour ART 101
VISUAL COMMUNICATION ART 101, 3 CREDITS, DISTANCE LEARNING
Community College of Philadelphia – Summer Semester 2019
Instructor: Dr. Brian D. Seymour
Office Hours: by appointment Office: M2-32F; Phone: 215.751.8802
Email: Please use the email client in Canvas for this course
This course will meet over a seven-week summer semester, May 13th to June 27nd
Course Description and Goals
This course is designed to introduce the student to the appreciation of art. Our time will be spent studying works of art from all eras focusing on the basic concepts, materials and processes that relate to their creation. The format of the course consists of online module-based lessons, with a strong emphasis on class discussion forums and group assignments. Students will be graded based on their performance on weekly forum posts throughout the semester, a visual analysis paper (all students must complete a paper to pass the course), two group projects, and participation in class discussion posts.
Textbook:
|
Mark Getlein, Living With Art,8 th edition, (NY: McGraw Hill, 2013). ISBN: 9780073190761 |
***Notice this is an older edition. It can be purchased online for as little as $1. |
Learning Outcomes
By the end of the semester students will be able to:
- Use specific aesthetic vocabulary to describe and analyze works of art
- Identify themes of art across a broad range of cultures and time periods
- Recognize and discuss the various materials and elements used in the creation of art
- Identify formal elements in a work of art and be able to ascertain how these elements create meaning
- Distinguish the relationship of design principles and be able to relate these to content and meaning in art
- Identify and discuss the concerns of specific media in constructing meaning: painting, sculpture, architecture, photography, video
Grades:
DISCUSSIONS 50% (Primary Weekly 25%, Classroom 25%)
PROJECTS 20%
PAPER 20% (Outline 5%, Museum Paper 20%)
READING QUIZ 10%
100%
Attendance
According to school policy, a close record of student attendance must be maintained. In this Distance course, attendance will be measured by participation in the discussion forums. If a student fails to post in two Primary Weekly Discussion forums, either consecutive or all together, she may be withdrawn from the course for lack of participation. The quality and quantity of posts in the Classroom Discussion Forum is also an indication of participation and will be reflected in the Classroom Discussion Forum portion of a student’s grade. Since quizzes are scheduled far in advance, they need to be completed within the week that they are assigned.
Academic Integrity
All work for the course should be consistent with the principles of academic honesty outlined in the College Student Handbook. Please consult me with any questions or concerns about academic honesty.
Counseling Center
This is to let you know that members of the College’s Counseling Center are available to offer academic, transfer and career guidance, as well as some (in person or by phone) personal counseling to students registered in distance courses. Students can communicate with us via email, phone or in person.
Disability and Accommodations Statement
Students who believe they may need an accommodation based on the impact of a disability should contact me privately to discuss their accommodation form and specific needs as soon as possible, but preferably within the first week of class. If you need to request reasonable accommodations, but do not have an accommodation form, please contact the Center on Disability, room BG-39, phone number 215-751-8050.
Starfish Connect Syllabus Statement
Starfish Connect is a communication tool for students and faculty. Through Starfish instructors can provide feedback to you about course progress. Throughout the term, you may receive progress emails regarding your academic performance. The emails are designed to be helpful and increase your success in courses. Be sure to open any emails you receive and follow the recommendations. Instructors may also recommend that you contact a specific campus resource, such as the Learning Lab or Counseling Center. If an instructor makes a referral, you may also be contacted directly by this campus service as a follow-up. To access Starfish Connect, simply log into Canvas and click on the link, Starfish Connect. You can even set up a student profile. If you need assistance with Starfish Connect, you can email questions to starfishconnect@ccp.edu
Weekly Schedule
The following schedule is a guideline and is subject to change based on the progress of the class. All reading assignments should be completed before entering a forum of any kind. You will notice that the schedule is arranged by weeks rather than by chapters or per individual class.
|
Week |
Topic |
Reading |
Assignment |
|
Week One |
Introduction to course; |
Chapter 1 Gompertz “What Are You Looking At?” |
Participate in three forums: Introductory, Primary Weekly and Classroom Discussion Forums |
|
Week Two |
What is Art? |
Chapter 2
|
Participate in Primary Weekly and Classroom Discussion Forums |
|
Week Three |
Themes of Art |
Chapter 3 |
Participate in Primary Weekly and Classroom Discussion Forums |
|
Week Four |
Painting |
Chapter 7 |
Participate in Primary Weekly and Classroom Discussion Forums |
|
Week Five |
Visual Elements |
Chapters 4 |
Participate in Primary Weekly and |
|
Week Six |
Principles of Design |
Chapter 5 |
Participate in Primary Weekly and Classroom Discussion Forums |
|
Week Seven |
Sculpture |
Chapter 11 |
Post Sculpture Project Quiz #3 on Chapters 4 and 5 Visual Elements and Principles of Design |
Assessment
|
Students Primary Weekly Posts will be graded on a pass/fail basis according to the following rubric: |
|||||
|
|
Pass |
Fail |
|||
|
Timely contributions and responsiveness |
Posting of at least 400 words completed by the due date on Sunday evening at 11:59 pm. |
Less than 400 words or no posting |
|||
|
Knowledge and incorporation of course content |
Provides evidence that assigned material was at least understood at some level. Posts suggest critical thinking and/or synthesis of information |
Provides no evidence that readings were completed and/or understood |
|||
|
Responsiveness to the question |
Responds directly to the question at hand. Attempts to engage with what is at issue with the question or what it is asking. |
Response has no relation to the question. |
|||
|
Use of online etiquette |
Follows discussion board etiquette as posted in Expectations handout and rises to the standard of academic college writing. |
Significant infractions of etiquette or academic writing. |
|||
|
Classroom Discussion Forums will be graded weekly; scores will be based on the following rubric: |
|||||
|
|
Excellent (10 points) |
Average (8-9 points) |
Fair (7 points) |
Poor (0-6 points) |
|
|
Timely contributions and responsiveness |
Three or more separate postings on reading questions on at least two different days, (approximately 150 words) including at least 3 shorter response to a classmates’ post (approximately 50 to 100 words) |
3 or more postings on at least two different days; at least two responses to classmates posts |
3 posts total on at least two different days |
3 or fewer posts not on two different days |
|
|
Knowledge and incorporation of course content |
Provides evidence that assigned material was clearly understood. Posts suggest critical thinking and/or synthesis of information |
Provides evidence that assigned material was clearly understood. |
Postings have unclear relationship to course material |
Provides no evidence that readings were completed and/or understood |
|
|
Responsiveness to peers |
Responds to other students with thoughtful ideas and opinions. Poses additional questions or discussion. |
Responds to other students with thoughtful ideas and opinions |
Does not respond to other students with thoughtful ideas and opinions. |
Responds inappropriately to peers. |
|
|
Use of online etiquette and formatting |
Follows discussion board etiquette as posted in Expectations handout and rises to the standard of academic college writing. |
1-2 infractions of etiquette or academic writing. |
2-3 infractions of etiquette or academic writing. |
Significant infractions of etiquette or academic writing. |
|
Projects will be assessed based on the following rubric:
|
|
Excellent (10 points) |
Average (8-9 points) |
Fair (6-7 points) |
Poor (0-5 points) |
|
Knowledge and incorporation of course content |
Provides evidence that assigned material was clearly understood. Presentation suggests critical thinking and/or synthesis of information |
Provides evidence that assigned material was clearly understood |
Presentation has unclear relationship to course material |
Provides no evidence that readings were completed and/or understood |
|
Responsiveness to the question |
Responds directly to the assignment. Attempts to engage with what is at issue |
Responds directly to the assignment |
Strays from the assignment |
Response has no relation to the assignment |
|
Conforms to the standards of academic etiquette and formatting |
Follows academic etiquette and rises to the standard of academic college standards |
1-2 infractions of etiquette or academic decorum |
2-3 infractions of etiquette or academic decorum |
Significant infractions of etiquette or academic decorum |
Museum Essay will be graded based on the following rubric:
|
|
Excellent (10 points) |
Average (8-9 points) |
Fair (6-7 points) |
Poor (0-5 points) |
|
Responsiveness to the object under review |
Reveals evidence of engaging directly with the physical object in the museum. |
Less convincing engagement with the physical object. |
Little engagement with the physical object. |
Does not engage with the physical object. |
|
Knowledge and incorporation of course content |
Provides evidence that assigned material was clearly understood and applied in context of formal analysis essay. |
Provides evidence that assigned material was understood and an attempt was made to apply in context of formal analysis. |
Little connection made between reading material and formal analysis. |
Provides no evidence that readings were completed and/or understood. |
|
Responsiveness to formal analysis assignment |
Pursues a formal analysis, responds to requirements of assignment. |
Some formal analysis but strays into description and summary. |
Mostly description and summary. |
Does not respond to the needs of the assignment. |
|
Proper academic format |
Rises to the standard of academic college writing. |
1-2 infractions of academic writing. |
2-3 infractions of academic writing. |
Significant infractions of academic writing. |
Course Summary:
| Date | Details | Due |
|---|---|---|