Syllabus Brian Seymour ART 101H 10 wk

ART 101H @ THE BARNES FOUNDATION

Community College of Philadelphia – Fall Semester 2019

Instructors: Dr. Brian D. Seymour bseymour@ccp.edu

Monday 4:10 pm - 08:30 pm

Office Hours: M 9:30-11:30 M3-2; W 9:30-10:30, 1:00-3:00 & T 1:00-2:00 M2-32F

Phone: 215.751.8802

Email: Please use the email client in Canvas for this course

 

This is the online course component of a hybrid link, listed with an Honors Writing Course. The two courses meet together once a week on 10 consecutive Mondays, beginning October 7^th through December 9^th. The first two class meetings will be at CCP Main Campus, and the remaining eight course meetings will be at the Barnes Foundation.

 

Course Description                              

This course considers art as a significant form of visual communication across multiple times and cultures. Through the study of available methods for looking and interacting with works of art, students learn to write and speak critically about the visual tools that artists use to communicate to the audience, with emphasis on art historical theory and interpretation as well as relationships between art history and other academic disciplines.

 

Textbooks:

No textbook is required for the art history component of this Honors link. Students will read a series of pdfs posted on Canvas.

                       

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 and compare themes of art, which constitute the consistencies and variations in artists’ motivations and subject matter over space and time, across a broad range of cultures and time periods.
• Recognize, distinguish and describe different methodologies and scholarly perspectives (such as structuralism, post-structuralism, psychoanalysis, etc.) used in interpreting a work 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
• Recognize and discuss the various materials and elements used in the creation of art and identify and discuss the concerns of specific media in constructing meaning: painting, sculpture, architecture, photography, video
• Analyze and discuss primary texts, including art historical studies and critical texts
• Analyze theories put forth in various times and at various places by cultural establishments, such as art academies, by particular artistic movements and by art historians

                                                           

Attendance and participation                                                  

I expect students to attend every class. This includes arriving on time and participating in class discussions. I will take attendance each class. The Barnes is a no-technology zone, so all readers, laptops, tablets, and phones must be put away during class. We will take two breaks when you can access your gadgets as needed.

                                                           

Grading                                   

Grade Breakdown and Grading Policies:

Final Grade:      Primary Weekly          25%

                        Classroom Discussion   25

Visual Analysis Paper   25

                        Final Exam                  25

                                                            100%

 

                                                           

Academic Integrity                                         

All work for the course should be consistent with the principles of academic honesty outlined in the College Student Handbook.

                                   

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. To access Starfish Connect, simply log into Canvas and click on the link, Starfish Connect.

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.

WEEK	CLASS TOPICS/ACTIVITES	READING ASSIGNMENT/ PAGES
ONE 10/7 4:10-8:30 CCP M2-32A	Introduction to the Course What is Art
TWO 10/14 4:10-8:30 CCP M2-32A	Intro to Barnes Foundation Visual Elements Presentations	Visual Elements and Principles of Design
THREE 10/21 4:10-8:30 @ BARNES	Visual Elements and Principles of Design Visual Elements Presentations Drill #2 (List of 21)	Gompertz, “What Are You Looking At?” (PDF on Canvas)
FOUR 10/28 4:10-8:30 @ BARNES	Intro to Ensembles American Collectors	Dolkart, “To See as the Artist Sees” (PDF on Canvas)
FIVE 11/4 4:10-8:30 @ BARNES	The Armory Show Close Observation Exercise #1	Stavitsky, “Americans and the Armory Show: An Introduction” (PDF on Canvas)
SIX 11/11 4:10-8:30 @ BARNES	Style, Form, and Content Close Observation Exercise #2
SEVEN 11/18 4:10-8:30 @ BARNES	Controversy and Censorship	Art of the Steal Assignment Gibson, “Saving Dr. Barnes’s Vision” (PDF on Canvas)
EIGHT 11/25 4:10-8:30 @ BARNES	Painting
NINE 12/2 @ BARNES	Sculpture Lecture Public Sculpture Presentations
TEN 12/9 @ BARNES	Close Observation Presentations	Final Exam Online

 

 

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 11:59pm.		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.

 

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.