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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. Write 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 4th 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

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Competency Unit Objectives Activity

Supporting Competency

Learning Style

Formative Assessment

Summative Assessment

Rubrics

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

Artist Perception: Chapter projects Faculty Feedback

Discussion Rubric Artist Perception Rubric

1, 2, 3, 4, 5, 6, 9, 10

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. Write responses to discussion question. Write responses to others in the discussion. Write responses to Artist Perception.

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Venus of Willendorf, Christopher L. C. E. Witcombe

Describe, analyze, Research and assess artistic production of the Paleolithic and Neolithic periods.

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

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the emergence of pottery making and metalworking and identify the earliest works of fired clay and hammered gold.

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.






1, 2, 3, 4, 5, 6, 9, 10

Bull Lyre, detail http://smarthistory.org/ancient-near-east.html

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

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Sphinx http://smarthistory.org/ancient-egypt.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. Write responses to discussion question. Write responses to others in the discussion.

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early on and maintained for millennia.

Write responses to Artist Perception.

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.

1, 2, 3, 4, 5, 6, 9, 10

Unit Describe, analyze, Research and assess the art and architecture developed by three Aegean Bronze Age cultures.

Read or listen chapter

Verbal Visual Audito

Discussions: Student/F

Artist Perception:

Discussion Rubric

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3 Art of the Ancient Aegean (chapter 4) Art of Ancient Greece (chapter 5)

4 Research the Internet. Write responses to discussion question. Write responses to others in the discussion. Write responses to Artist Perception.

ry Kinesthetic

aculty Feedback

Chapter projects Faculty Feedback

Artist Perception Rubric

Minoan Snake Goddess http://witcombe.sbc.edu/snakegoddess/snakesegypt.html

Describe, analyze, Research and assess how archeology has recovered, reconstructed, and interpreted ancient Aegean material culture despite the lack of written documents.

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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/snakegoddess/snakesegypt.html

Describe, analyze, Research and assess the difference in the designs and use of the large architectural complexes created by the Minoans and the Myceneans.

Describe, analyze, Research and assess the relationship between art an social rituals or communal practices in the ancient Aegean cultures.

Describe, analyze, Research and assess the technical sophistication of Bronze Age artists working in metal, stone, and ceramics

Describe, analyze, Research and assess the emergence of a distinctive style and approach to art and architecture during the early centuries of Greek civilization.

Read or listen chapter 5 Research the Internet. Write responses to discussion

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question. Write responses to others in the discussion. Write responses to Artist Perception.

Describe, analyze, Research and assess The black-‐figure and red-‐figure techniques of ceramic painting.

Describe, analyze, Research and assess the difference between the three order systems used in temple architecture.

Describe, analyze, Research and assess the nature and meaning of High Classical style in ancient Greek art.

Describe, analyze, Research and assess the ways Hellenistic sculptors departed from the norms of High Classicism

1, 2, 3, 4, 5, 6, 9, 10

Unit

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Etruscan and Roman Art (chapter 6)

Describe, analyze, Research and assess the ways the Etruscan funerary art celebrates the vitality of existence.

Read or listen chapter 6 Research the Internet. Write responses to discussion question. Write responses to others





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in the discussion. Write responses to Artist Perception.

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.wikimedia.org/wiki/File:Etruscan_sarcophagus.jpg

Describe, analyze, Research and assess the development of portraiture as a major form of artistic expressions of Romans.

Describe, analyze, Research and assess the various ways Romans embellished the walls of their houses with illusionistic painting.

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Pont du Gard http://commons.wikimedia.org/wiki/File:Pont_du_gard.jpg Describe, analyze, Research and assess the structural advances made by the

Romans in the construction of large civic architecture.

Describe, analyze, Research and assess 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)

Describe, analyze, Research and assess how aspects of Jewish and Early Christian art developed from the artistic traditions of the Roman world.





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Dura Europos http://commons.wikimedia.org/wiki/File:Duraeuropa-‐1-‐.gif

Describe, analyze, Research and assess 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.

Good Shepherd http://commons.wikimedia.org/wiki/File:Good_Shepherd_04.jpg

Describe, analyze, Research and assess the connection between form and function in buildings created for worship.

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Empress Theodora http://en.wikipedia.org/wiki/File:Theodora_mosaik_ravenna.jpg

Describe, analyze, Research and assess 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.

Describe, analyze, Research and assess 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)

Describe, analyze, Research and assess the Islamic art’s eclecticism and embrace of other cultures.

Read or listen chapter 8 Research the Internet. Write responses to discussion question. Write responses to others in the discussion. Write responses to Artist





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Perception.

Dome of the Rock By Kriplozoik's brother (brother took the picture, I have his permission) [Public domain], via Wikimedia Commons http://commons.wikimedia.org/wiki/File:Dome_of_the_Rock_3.jpg

Describe, analyze, Research and assess the variety of art and architecture in the disparate areas of the Islamic world.

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

Describe, analyze, Research and assess art as a reflection of both religion and secular society.

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http://commons.wikimedia.org/wiki/File:Sanchi_Great_Stupa_Torana.jpg Describe, analyze, Research and assess the use of ornament an inscription in

Islamic art.

Describe, analyze, Research and assess the role of trade routes and political ties in the creation of Islamic artistic unity.

Describe, analyze, Research and assess the characteristic differences between a Hindu temple and a Buddhist stupa.


Describe, analyze, Research and assess The diffusion of religion in Southeast Asia.

Describe, analyze, Research and assess the correlation between religious worldviews and architectural form.

Describe, analyze, Research and assess the variety of ways in which storytelling can be accomplished in pictorial art.

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Describe, analyze, Research and assess 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).

Describe, analyze, Research and assess The interaction of art and ritual in early periods of Chinese and Korean history.






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Terracotta Warriors http://en.wikipedia.org/wiki/File:Ocean_Park_terracotta_warrior.jpg

Describe, analyze, Research and assess the development of Confucian philosophy and its impact on the pictorial art of China.

Phoenix Hall http://en.wikipedia.org/wiki/File:Japan_Uji_ByodoIn_phoenix_hall_DSC0040 9.jpg

Describe, analyze, Research and assess the Daoist elements in early landscape motifs of China.

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Describe, analyze, Research and assess The introduction and spread of Buddhism, and its adherents as patrons (including the court) in both China and Korea.

Describe, analyze, Research and assess the development of naturalistic depiction and the achievement of verisimilitude in both landscapes and figures in the painting and sculpture of China before 1279.

Describe, analyze, Research and assess the native elements in early Japanese art.


Describe, analyze, Research and assess Japan’s cultural relationship with China and Korea.

Describe, analyze, Research and assess

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Describe, analyze, Research and assess the transformation of Japanese Buddhist sculpture.

Describe, analyze, Research and assess the ways Shinto influences Japanese aesthetic perceptions.

Describe, analyze, Research and assess 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)

Describe, analyze, Research and assess how differences in environmental conditions affected the artistic output of Mesoamerica, South America, and North America.






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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/commons/thumb/0/00/Cabeza_Colosal_n%C2%BA1_del_Museo_Xalapa.jpg/512px-‐Cabeza_Colosal_n%C2%BA1_del_Museo_Xalapa.jpg

Describe, analyze, Research and assess how the role or function of an object is critical to understanding its meaning in ancient American visual arts.

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Hip Mask, “Queen Mother.” http://upload.wikimedia.org/wikipedia/commons/thumb/c/c1/WLA_metmuseum_Pendant_Mask_Iyoba_16th_century_4.jpg/512px-‐WLA_metmuseum_Pendant_Mask_Iyoba_16th_century_4.jpg

Describe, analyze, Research and assess the use of urban planning in ancient American cultures.

Describe, analyze, Research and assess how Maya writing functions, and how it relates to Maya images.

Describe, analyze, Research and assess the key roles that the visual arts play in sub-‐Saharan Africa.

Read or listen chapter 13 Research the Internet. Write responses to discussion question. Write responses to others in the

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discussion. Write responses to Artist Perception.

Describe, analyze, Research and assess how African arts mediate and support communication between the temporal and the supernatural worlds of various spirit forces.

Describe, analyze, Research and assess how African visual arts are only fully realized in their context of use.

Describe, analyze, Research and assess 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)

Describe, analyze, Research and assess how barbarian ornamental styles became the basis for illustrating Christian manuscripts in Ireland and Northumbria, and how these manuscripts were made and used.






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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.wikimedia.org/wiki/File:Book_of_Kells_ChiRho_Folio_34R.png

Describe, analyze, Research and assess The Carolingian revival of Roman artistic traditions in relation to the political position of the rulers as emperors sanctioned by the pope.

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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.wikimedia.org/wiki/File:Eglise_Sainte-‐Foy_Selestat.jpg

Describe, analyze, Research and assess the variety of styles used to illustrate early medieval sacred books.

Describe, analyze, Research and assess the distinctive style of manuscript painting developed by Christian artists in Spain.

Describe, analyze, Research and assess the planning and function of monasteries in the early Middle Ages.

Describe, analyze, Research and assess 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 Research the

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Internet. Write responses to discussion question. Write responses to others in the discussion. Write responses to Artist Perception.

Describe, analyze, Research and assess The impact of pilgrimage as a cultural phenomenon on design and embellishment of church architecture.

Describe, analyze, Research and assess Romanesque architectural styles in different regions of Europe.

Describe, analyze, Research and assess 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.

Describe, analyze, Research and assess 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.

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Unit

10 Gothic Art of the Twelfth and Thirteenth-Centuries (chapter 16)

Describe, analyze, Research and assess the ideas, events, and technical innovations that led to the development of Gothic architecture.

Read or listen chapter 16 Research the Internet. Write responses to discussion question. Write responses to others in the discussion. Write responses to Artist Perception. Create a virtual tour presentation using PowerPoint, Word, or other tool.




Discussion Rubric Artist Perception Rubric Virtual Tour Rubric

1, 2, 3, 4, 5, 6, 7, 8 , 9 , 10

Describe, analyze, Research and assess English and German styles of Gothic with their French prototypes.

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Chartres Cathedral By Urban (Own work) [Public domain], via Wikimedia Commons http://upload.wikimedia.org/wikipedia/commons/thumb/d/d2/Chartres2006_065.jpg/256px-‐Chartres2006_065.jpg

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Chartres Cathedral

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Describe, analyze, Research and assess the development of stained glass as the major medium of monumental Gothic painting

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Describe, analyze, Research and assess how artists were able to communicate complex theological ideas in stained glass, sculpture, and illustrated books.

Describe, analyze, Research and assess the relationship between the Franciscan ideals of empathy and the emotional appeals of sacred narrative painting and sculpture in Italy.

Discussion Rubric Definitions DICP: Stands for Description, Iconography, Context, and Personal Opinion. 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 response. This commentary goes beyond the show of admiration of a work of art or artist and draws relationships, critiques, or makes additional observations. Responses to Others: Should be more than agreement or disagreement with the student’s comments, adding, questioning, or enriching the discussion.

Performance Indicators

Objective/Criteria Outstanding

Strong Adequate Needs Improvement Deficient

Timeliness

(10 points) Student submits first post in response to assignment by due dates specified in schedule

(0 points) Not on time

Response to Assignment question using DICP method to write about art in 150-200 words.

(40 points) Response has DICP elements and is correct length

(30 points) Response has most DICP elements and is the correct length, or has all DICP elements and not correct length

(20 points) Response has some DICP elements and is not the correct length.

(10 points) Response does not have most DICP elements and is not the correct length.

(0 points) No response

Writing/Research/ citations

(10 points) Clear , well-‐written posts, correct references

(5 points) Mostly clear posts and correct references.

(3 points) Several incorrect references and/or problems with clarity

(2 points) Incorrect references and/or unclear writing


Participation (40 points) (30 points) (20 points) (10 points) (0 points)

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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

Artist Perception Rubric Definitions DICP stands for Description, Iconography, Context, and Personal Opinion. 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 organization. The first paragraph has topic sentence responding to the pointed question, others have support statements and transition statement or conclusion. Correct References are page numbers, titles, and artists’ names to 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 response. 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

Outstanding


Response to each assignment question considers DICP method to write about art in 150-200 words

(50 points) Response to each question has DICP elements and is the correct length

(40 points) Response to each question has most DICP elements and is the correct length, or has all DICP elements and not correct length

(30 points) Response to each question has some DICP elements and is not the correct length.

(20 points) Response each question does not have most DICP elements and is not the correct length


Research

(30 points) Obtains and synthesizes information from at least 3 sources

(20 points) Obtains and synthesizes information from a 2 sources

(10 points) Obtains information from 1 source

(5 points) Does not synthesize information, or post is direct copy of source(s)

(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


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Virtual Tour Rubric Definitions DICP stands for Description, Iconography, Context, and Personal Opinion. 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’ names to identify works or art; all information from sources need to have in-‐text MLA citations.


Objective/Criteria

Outstanding


Research

(30 points) Student creates presentation with least 7 images of architectural sites or art objects.

(20 points) Presentation has 6 images of architectural sites or art objects.

(10 points) Has 5 images of architectural sites or art objects..

(5 points) Has less than 5 images of architectural sites or art objects


Identification

(30 points) Student identifies all works and sites by name, artists, period/style, and country.

(20 points) Identifies most works, sites by name, artists, period/style, and country

(10 points) Identifications have several mistakes or omissions

(5 points) Most identifications are incorrect

(0 points) No identifications

Writing Introduction and Conclusion each 150-200 words in length.

(30 points) Student writes short introduction and a conclusion. Introduction shows the thread between all works; conclusion shows reflection on what was learned

(20 points) Introduction and conclusion mostly follows instructions

(10 points) Introduction or conclusion missing

(5 points) Does not follow most of the directions for the presentation.


Narrative using descriptive and analytical terms

(40 points) Student writes, in about 400 words, a narrative that will guide the viewer through the exhibit mentioning important formal qualities and

(30 points) Narrative is mostly clear and uses DICP Narrative is the correct length

(20 points) Narrative does not include some elements of DICP and/or is not the correct length

(10 points) Narrative does not include some elements of DICP and/or is not the correct length

(30 points) Does not write a narrative

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meanings, using DICP

Sources cited using MLA References that indicate where every image and fact was found .

(30 points) Student Uses and cites a minimum of 3 sources for the information. 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 responses to students

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