Humanities 1301 Course Syllabus: Intersession

“Northeast Texas Community College exists to provide responsible, exemplary learning opportunities.”

James A. Weatherford Office: Online Only Phone: (817) 713-4802 (my cell - text messaging is the best way to reach me) Email: jweatherford@ntcc.edu

Office Hours Monday Tuesday Wednesday Thursday Friday Online 8:30am – 9:30am

11:00 AM -12:20 PM

Anytime

The information contained in this syllabus is subject to change without notice. Students are expected to be aware of any additional course policies presented by the instructor during the course.

Catalog Course Description: HUMA 1301 - Appreciation of the Humanities: Pre-Classical through Renaissance A survey of Western European-American culture from pre-Classical through Renaissance, focusing on representative works of art, literature, music, and philosophy. Exploration of the relationship between individual values and those of various societies, past and present, in their historical context. Participation in selected cultural events in art, music, and theatre. HUMA 1301 and HUMA 1302 need not be taken in sequence, either course meets the Humanities three hour degree requirement. (Three hours in class each Day)

Required Textbook(s): The Humanistic Tradition, Volume 1: Prehistory to the Early Modern World Fiero, Gloria

Publisher: McGraw-Hill ISBN Number: 9780072910124 / 0072910127

Recommended Reading(s): There are supplemental readings and exercises that will consist of primary and secondary sources. These will be on blackboard.

Student Learning Outcomes: By the end of the course the student will be able to: 1. Recognize and critically analyze the salient features of artistic products from the Western European-American culture from pre-Classical through Renaissance, 2. Analyze works of art and ascertain their utility in writing and oral communications.3. Identify, appreciate, discuss and explain the interrelationships between the arts and the individual andsocieties. 4. Explain the impact of major historical trends, figures and representative works of art, music, literatureand philosophy.

Methods of assessment: exams, essays, written assessments, critical analysis, and attending two (2) fine arts events.

Lectures & Discussions: See the course plan.

Evaluation/Grading Policy:

Grading: A=100-90 B=89-80 C=79-70 D=69-60 F=59 and below

Weighted Categories:

Discussions = 20% Exams = 20% MHC Activities = 15% (drop lowest 2) MHC Reading Quizzes = 15% (drop lowest 2) All other Quizzes = 15% (drop lowest 2)

Lecture Quizzes Critical Thinking Short Answer Response Ideas in Context

Live Event Reaction Papers: 15% _______________________________________________ Total = 100%

Tests/Exams: Three major exams Reading Quizzes for every chapter Lecture quizzes for select chapters Assignments: Reading of the chapters is essential to learning. Some days will have only one chapter to explore while other days will have two to three chapters to cover.

Chapters have activities/assignments on McGraw Hill Connect site

There are four (4) discussion board assignments. You will post a thread and respond to two other students in the class.

Other Course Requirements: You will be required to attend two (2) Fine Arts Events during the semester and write a review of each event in essay format. You will save the ticket stub and/ or program and turn it in with your review. The review will be in essay format of at least 300 words. You will be given a format to follow for each event. The second event must be a different type of event from the first one - for instance, one theatre presentation and one musical concert. You can choose from musical performances (concerts, musical

dramas, operas, solo performances, recitals, choir productions), theater performances, dance performances, or art exhibits.

Student Responsibilities/Expectations:

*Never copy and paste any information into your answer for an online or written assignment withoutgiving credit to your source. This is considered scholastic dishonesty and can result in administrative action. For the format of citing sources, follow the MLA style. For more info on how to properly cite sources see: https://owl.english.purdue.edu/owl/resource/747/01/

NTCC Academic Honesty Statement: "Students are expected to complete course work in an honest manner, using their intellects and resources designated as allowable by the course instructor. Students are responsible for addressing questions about allowable resources with the course instructor. NTCC upholds the highest standards of academic integrity. This course will follow the NTCC Academic Honesty policy stated in the Student Handbook."

Academic(Ethics(The college expects all students to engage in academic pursuits in a manner that is beyond reproach. Students are expected to maintain complete honesty and integrity in their academic pursuit. Academic dishonesty such as cheating, plagiarism, and collusion is unacceptable and may result in disciplinary action. Refer to the student handbook for more information on this subject.

ADA Statement: It is the policy of NTCC to provide reasonable accommodations for qualified individuals who are students with disabilities. This College will adhere to all applicable federal, state, and local laws, regulations, and guidelines with respect to providing reasonable accommodations as required to afford equal educational opportunity. It is the student’s responsibility to arrange an appointment with a College counselor to obtain a Request for Accommodations form. For more information, please refer to the NTCC Catalog or Student Handbook.

Family Educational Rights And Privacy Act (Ferpa): The Family Educational Rights and Privacy Act (FERPA) is a federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education. FERPA gives parents certain rights with respect to their children’s educational records. These rights transfer to the student when he or she attends a school beyond the high school level. Students to whom the rights have transferred are considered “eligible students.” In essence, a parent has no legal right to obtain information concerning the child’s college records without the written consent of the student. In compliance with FERPA, information classified as “directory information” may be released to the general public without the written consent of the student unless the student makes a request in writing. Directory information is defined as: the student’s name, permanent address and/or local address, telephone listing, dates of attendance, most recent previous education institution attended, other information including major, field of study, degrees, awards received, and participation in officially recognized activities/sports.

FINE ARTS ASSIGNMENT

The scope of the assignment. In this course you will be required to attend two (2) fine arts exhibits or events. For this assignment you will be required to write three (3) paragraphs following the formatting guidelines noted at the end of this document. You will be expected to cite one (1) secondary source that pertains to genre, artist, or collection you are reviewing (a scholarly journal article, a book, or even a citation from materials found at the site you visit, i.e., a brochure, pamphlet, program, review, or accompanying literature sold in the gift shop at the museum). You will also be expected to cite in your essay an exact place in your textbook that connects your visit with the content for the course (for example, you visit an exhibit on 16th century reformation era poetry, you would quote a line of text from chapter 19 on how the printing press revolutionized the world of literature).

*KEEP YOUR TICKET STUB/BROCHURE/PAMPHLET/PROGRAM – you will submit a scan of this with yourassignment. This will constitute 50% of the assignment.

What is fine art? “Fine art is defined as any original work of visual or graphic art of any media which shall include, but is not limited to, any painting, print, drawing, sculpture, craft object, photograph, audio or video tape, film, hologram or any combination thereof.”1

"Every phenomenon that any of us would regard as a fine art is a phenomenon which manifests itself in the form of particular products . . . Art is an art of making (creating). The art of music manifests itself in performances and in entities of susceptible performance; the art of visual depiction, in paintings; etc. And one concept of a work of fine art is just that of a product of one of the fine arts.”2

The great philosopher Emmanuel, “Kant says that music is a fine art because sounds exhibit perceived form.”3 “To create music, the originality of genius is required, as in other arts, and when music is a fine art in this sense, there are good reasons to believe it can be both beautiful and sublime.”4

Poetry is a fine art born of inspiration.5 "Poetry is a fine art...as it yields an enjoyment that is aesthetic."6

What about religious art, performance, and places of worship? So there is a fine line in the humanities between what constitutes the fine arts and what constitutes religion. Whereas religious dance, music, literature, and artwork, found in a place of worship, serve a function and purpose in the act of ritual, the question arises whether these forms should be disqualified because they are religious. I say no, but with some conditions. Therefore, to broaden the scope of what constitutes fine art, we are going to consider the concept of visual art as a form of art that encompasses both fine art and religious art. Therefore, for this assignment you are allowed to attend a place of religious worship, only if your visit meets certain criteria.

1) You cannot visit a place of worship that belongs to the same religion that you practice. Meaning, if you are aChristian, you cannot attend a site for any sect within Christianity (Catholic, Baptist, Pentecostal, Lutheran,Methodist, etc.)

a. The visit needs to be to a place that is totally different and new to your experience.

2) Only visit a place where you know you will be able to identify specific elements of visual and fine art: dance,music, liturgy (texts), and artwork.

b. When you visit a place of worship, be respectful and kind. Tell someone who greets you that you are astudent and you are there to visit and to observe the visual art and fine art of the religious tradition.Oftentimes there are religious and sacred pieces of art/texts on display, feel free to observe and makenote of these. And please, do not intrude or impose yourself, only go where you are welcome and do

not be a distraction.

c. The major religions covered in this course include: Christianity, Islam, Judaism, Hinduism, andConfucianism. However, we do discuss Native American, indigenous, and ancient Egyptian andmystery religions. While these are less common, you are welcome to explore these as an option, butonly after communicating it to me.

Formatting guidelines:

3 paragraphs 300 word MINIMUM MLA format (https://owl.english.purdue.edu/owl/resource/747/01/ for more info)

Size 12 font, one inch margins, double spaced throughout Include a works cited page Paper must include an introduction, a body, and a conclusion.

I. Paragraph one: INTRODUCTION (approx. 50 words)

Introduce where you went, when, and what you saw.

• State the purpose of the essay:

For example: “This is a review of the Cézanne exhibit at the Dallas Museum of Art.” “This is a review of the Arthur Szyk exhibit at the Dallas Holocaust Museum.” “This is a review of the Stacy Deslatte exhibit at the Whatley Center for the Performing Arts at Northeast Texas Community College.” “This is a review of the Moscow Ballet's Great Russian Nutcracker 2014 at McFarlin auditorium at SMU.”

II. Paragraph two: BODY (approx. 100 words)

• Discuss the genre (music performance, dance, sculpting, painting, photography, etc).• Cite a secondary source about the genre, the piece, the collection, or the artist (if you need help with this, just

ask).• Cite your textbook indicating how this exhibit/performance connects to the course.• Discuss your thoughts, feelings, reaction, emotions, etc (be civil and scholarly).

III. Paragraph three: CONCLUSION (approx. 50 words)

• Restate the where, when, and what.• Summarize your reaction.

Grading Rubric: Submission of a ticket stub, brochure, pamphlet, or a location verifying “selfie” may suffice as well

50 Points Length requirement met

10 Points Spelling and Grammar

10 Points Cited a secondary source and your textbook

10 Points Thoughtful Reflection

10 Points Formatting (MLA) and style

10 Points

= 100 points total NOTES

!!1. DuBoff, Leonard D., Barbara D. Kibbe, and Lucy R. Lippard. Art and Law. Eugene, Or: Dept. of Art Education,

University of Oregon, 1988, 8. 2. Wolterstorff, Nicholas. Art in Action: Toward a Christian Aesthetic. Grand Rapids: Eerdmans, 1980, 17.3. Kivy, Peter. Philosophies of Arts: An Essay in Differences. Cambridge: Cambridge University Press, 1997, 16.4. Myskja, Bjørn K. The Sublime in Kant and Beckett: Aesthetic Judgement, Ethics and Literature. 2002, 262.5. Faulkner, Peter. William Morris: The Critical Heritage. London: Routledge and Kegan Paul, 1973, 421.6. B.S. Mardhekar, Poetry and Aesthetic Theory. Devy, G. N. Indian Literary Criticism: Theory and Interpretation.

Hyderabad: Orient Longman, 2002, 166.

HUMA 1301 - Course Plan - Intersession

START HERE: Day One

WelcomeView: Course Introduction -- James WeatherfordPrint: Syllabus and Course Plan Register with McGraw Hill Connect Quiz: Syllabus Policies AcknowledgementQuiz: Honesty and IntegrityDiscussion Board #1 - Introduce Yourself/Defining the Humanities

Module One:

Read: Introduction to the Fine Arts Exhibit Visit (#1 of 2)

Day TwoChapter 01: Mesopotamia: Gods, Rulers, and the Social Order

Chapter 01 Lecture: Selected Topic - The HebrewsCh. 1 PowerPoint lectureActivities: Ch 1Chapter 1 Reading QuizCritical Thinking Assignment #1 - Hebrews

Chapter 02: Africa: Gods, Rulers, and the Social Order

Ch. 2 PowerPoint lectureCh 2 QuizCh 2 Activity: Ancient EgyptRosetta Stone: Documentary Film and Quiz

Day Three Chapter 03: India, China, and the Americas

Ch 3 PowerPoint lectureCh 3 QuizCh 3 - Classification: Ancient ChinaCh 3 - Sequence: Ancient ChinaIdeas in Context Quiz: Sanskrit Tradition in HinduismCritical Thinking Assignment #2: Salvation in the Bhagavad Gita

Chapter 04: Greece: Humanism and the Speculative Leap

Ch. 4 PowerPoint lectureChapter 4 LectureLecture Quiz: Chapter 4Ch 4 QuizCh 4 - Classification: Greek PhilosophyCh 4 - Labeling: The Greek GodsCh 4 - Map Activity: Ancient Greece

Day FourChapter 05: The Classical Style

Ch. 5 PowerPoint lectureHUMA 1301 - CH. 5Lecture Quiz: Chapter 5Ch 5 - Sequence: The Classical StyleCh 5 Quiz

Chapter 06: Rome: The Rise to Empire Chapter 6 PowerpointCh 6 QuizHUMA 1301 - CH. 6Lecture Quiz: Chapter 6Ch 6 - Sequence: Roman History and Republic

Day Five Chapter 07: China: The Rise to Empire

Chapter 7 PowerpointCh 7 QuizHUMA 1301 - CH. 7Lecture Quiz: Chapter 7Ch 7 - Sequence: ChinaExam One (Chapter 1-7)

Module Two

Day Six Chapter 08: A Flowering of Faith: Christianity and Buddhism

Chapter 8 PowerpointCh 8 QuizHUMA 1301 - CH. 08_1HUMA 1301 - CH. 08_2Lecture Quiz: Ch 8 - Christianity and BuddhismCh 8 - Classification: Buddhism and ChristianityCritical Thinking Assignment #3 - Buddhism and Sacred Literature Discussion #2 - Issues in the Humanities: Is Religion Evil??

Day Seven

Chapter 09: The Language of Faith: Symbolism and the Arts

Chapter 9 PowerpointCh 9 QuizCh 9 - Sequence: The Christian IdentityHUMA 1301 - CH. 09_1HUMA 1301 - CH. 09_2Lecture Quiz: Chapter 9

Day Eight

Chapter 10: The Islamic World: Religion and Culture

Chapter 10 PowerpointCh 10 QuizLecture: Chapter 10 -- IslamLecture Quiz: Chapter 10Ch 10 - Sequence: The Rise of IslamCritical Thinking Assignment #4: Islam and Music?

Islam and Music Video #1Islam and Music Video #2Discussion #3 - Islamaphobia

Module Three:

Day Nine Chapter 11: Patterns of Medieval Life

Chapter 11 PowerpointCh 11 QuizHUMA 1301 - CH. 11Lecture Quiz: Chapter 11

Chapter 12: Christianity and the Medieval Mind

Chapter 12 PowerpointCh 12 QuizChapter 12 LectureChapter 12 Lecture QuizCh 12 - Labeling: Medieval PlaysCh 12 - Sequence: Church and State

Day Ten

Chapter 13: The Medieval Synthesis in the Arts

Chapter 13 PowerpointCh 13 QuizDies Irae in Latin (English Translation)Dies Irae Article ExcerptIdeas in Context: Dies IraeExam 2 - Chapters 8-13 Exam 2 - Chapters 8-13

Day Eleven

Chapter 14: The World Beyond the West: India, China, and Japan

Chapter 14 PowerpointCh 14 QuizCh 14 - Labeling: Hindu TemplesCh 14 - Classification: Chinese Landscape PaintingHindu creation storyIdeas in Context: Hindu Creation Myth

Chapter 15: Adversity and Challenge: The Fourteenth-Century Transition

Chapter 15 PowerpointCh 15 - QuizCh 15 - Sequence: 14th-Century Western EuropeCh 15 - Classification: Art in TransitionCritical Thinking Assignment #5 - Medieval Jewish PoetryBattle For The Bible - The English Bible - Wycliffe, Tyndale, CranmerJohn Wycliffe ArticleIdeas in Context: Wycliffe

Module Four:

Day Twelve Chapter 16: Classical Humanism in the Age of the Renaissance

Chapter 16 PowerpointCh 16 QuizCh 16 - Sequence: Humanist Works and Social ResponsibilityCh 16 - Classification: Petrarch

Chapter 17: Renaissance Artists: Disciples of Nature, Masters of Invention Chapter 17 PowerpointCh 17 QuizCh 17 - Labeling: The School of AthensCh 17 - Classification: Early Renaissance and High Renaissance

Day Thirteen Chapter 18: Cross-Cultural Encounters: Asia, Africa, and the Americas

Chapter 18 PowerpointCh 18 QuizCh 18 - Sequence: Cross-Cultural EncountersCh 18 - Classification: Landmarks of Africa, the Americas, Asia, and Europe

Day Fourteen Chapter 19: Protest and Reform: The Waning of the Old Order

Chapter 19 PowerpointChapter 19 LectureChapter 19 Lecture QuizCh 19 QuizCh 19 - Sequence: Protestant ReformationCh 19 - Classification: Northern Renaissance ArtCritical Thinking Assignment #5 - Martin Luther and Antisemitism

Day Fifteen Fine Arts Exhibit Visit #2 (of 2) Due Discussion #4

Day Sixteen - Final Exam Exam 3 (Final) Due