Latin American and Latino/a Art 111MW 1:30-2:45Kadema 145Professor Elaine O'BrienOffice: Kadema 190 Hours: W 4-6, Tu 4:30-5:30Email: eobrien@csus.eduWebsite: http://www.csus.edu/indiv/o/obriene/

Course Description:An overview of the history of Latin American and Latino/a art beginning with the arrival of Columbus in the Caribbean in 1492. After a video survey of Pre-Conquest cultures our study shifts to Spanish and Portuguese colonial art and then to art of the independence era in the first half of the 19th century. Popular visual cultures, academic art, the birth of modern art across Latin America in the 1920s, key artists and works of modern and contemporary Latin American and Latino/a art, including Chicano/a, are considered. A field trip to see one of the three Diego Rivera murals in San Francisco is planned on Saturday, November 3. We will also go to 40 Acres Gallery in Oak Park for the Claudia Bernardi installation (TBA). The geographical and historical breadth of the course allows us to ask what (if any) identifiable forms, attitudes, and concepts characterize “Latin American and Latino/a” art.

Note: This is a General Education Writing Intensive Course. Pre-requisites are the WPE and English 109. The system will eventually drop you automatically if you haven’t completed them. If you feel you have fulfilled these pre-requisites in other ways and want to add, please see me. A petition to add without system-recognized prerequisites must be initiated by you and signed by me and the Dean of General Education, Greg Wheeler.

Note: Please free your schedule for the class trip to see the City College of San Francisco or the San Francisco Art Institute mural by Diego Rivera on Saturday November 3.

Course Objectives: Increased knowledge and appreciation of forms, contents, and contexts of Latin

American and Latino/a art and visual culture Advancement of skills in research and in the articulation of visual concepts Development of analytic and critical thinking abilities Improved formal presentation skills Direct experience with artistic production via the field trip to the San Francisco

Diego Rivera murals and the RCAF guest lecture Increased worldliness, cultural sophistication and generosity

Required texts: Dawn Ades, ed., Art in Latin America: The Modern Era 1820-1980 (1989) (on

syllabus as “Ades”) Patrick Frank, ed., Readings in Latin American Modern Art (2004) (on syllabus as

“Frank”) Hard copies of readings accessed through the course website, URL links

embedded in the digital syllabus, and on reserve (R) in the Sacramento State University library reserve room

Sylvan Barnet, A Short Guide to Writing About Art, 9th edition (2008)

Course Requirements and Grade Basis:

10% participation: Good participation is how much you help others learn: an engaged attitude toward the material and the class, good attendance, being prepared for discussions, and contributing informed comments and questions.

Attendance policy Two unexcused absences reduce your grade by half a letter grade; three

reduce it by one letter grade; each subsequent absence reduces your grade by a whole letter. Five unexcused absences result in automatic failure. Chronic (more than 5 times) lateness or leaving early can reduce your grade by one letter.Scheduled appointments, transportation problems, and job demands are not excused. Illness and family/childcare emergencies are excused. Absence due to illness requires a doctor’s note. You can get one from the CSUS student health clinic. Inform me of family emergencies or any situation that will keep you from class or affect your ability to learn, whatever it is. Do not hesitate to come to see me during my office hours or make an appointment, and feel free to email me.

NOTE : Use of cellphones, laptops, all electronic gadgets and communication equipment distracts other students. Please keep everything turned off and out of sight during class. Otherwise I will ask you to leave the class and count you as absent.

Note : No food please. Drinks are okay.

If you have a disability and require accommodations, you need to provide disability documentation to SSWD, Lassen Hall 1008, (916) 278-6955. Please discuss your accommodation needs with me after class or during my office hours early in the semester.

25% reading journal: A 1-page (300-word, double-spaced, 12 font) response to each reading assignment indicated on the following schedule as “Journal.” The journal entry is turned in at the end of class and will be given a grade of check plus, check, or check minus. See directions “On How to Write a Reading Journal Entry” at the end of this syllabus. Because the readings are often the basis of a quiz and class discussion, the entry must be on time. Late journal entries receive a check minus. If lateness was unavoidable, explain why in a brief note; attach it to the journal entry when you turn it in for possible full credit.

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Bind all of your journal entries together at a copy store like Kinkos with a spiral binding and a front and back cover. Submit for a final letter grade on December 12 Before binding:

Reread each entry and highlight interesting points. Add marginal comments and questions as if you were a teacher.

Write a 2-page (550-word) Introduction reflecting on what you have learned from the readings. Use the dialogue format required for the readings and described in “On How to Write a Reading Journal Entry.”

Paginate the whole journal and create a detailed table of contents with date, author, and title of each reading listed.

25% 10-minute quizzes: Dates are indicated on syllabus and changes are announced in class. My PowerPoint lectures will be available on the course website under “Lectures” after they are presented in class. You will be asked to identify an art work (or two artworks in a comparison) – name and nationality of artist, title of work, date of work – and respond to a question related to the lectures, textbooks and other readings.

20% PowerPoint presentation of your research paper: a 20-minute illustrated talk. Your presentation must be practiced with me a week or more before you present it to the class. Practice sessions are scheduled, but you are responsible for making sure that you are able to come to one of them.

40% Research Paper: Note: Your paper is eligible for the Witt prize of $300 for the best art history research paper. The prize is awarded at the Student Award presentation in February.

Before you start your research, complete the Information Competence Assignment: Due September 24: http://library.csus.edu/content2.asp?pageID=205

o See directions and the “FAQ – Frequently Asked Questions about the Information Competence Assignment” at the end of the syllabus

Paper proposal and research bibliography: Due October 8 Proposal: A one-page (250-word) research question and thesis

statement. See Sylvan Barnett and website tutorial: http://www.indiana.edu/~wts/pamphlets/thesis_statement.shtml for definitions of these terms

Research bibliography: This lists every information source available on your topic and is the starting point of your research. It should be at least 4 pages. Make a bibliography of everything published on your subject in books, articles, video, and the web. If you can use interviews or archival sources, list those too. Consult footnotes and bibliographies of books, catalogues, art encyclopedias, and articles on the topic. Use search engines available through the CSUS library. Consult the Art Index (Library 2nd floor reference area) for magazine articles published before the 1980s. Preparing the research bibliography also tells you whether or not your thesis has already been published.

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Start right away and let me know if you have trouble figuring out a thesis or finding sources. I will help you.

First and Second (final) draft have exactly the same requirements: First draft due November 14 Final draft due November 26

A 10-page (3000 word, 12 font, double spaced) research paper, including footnotes, “Works Cited” bibliography, and a cover page with your name, title of paper, course name, and date

Reproductions of all artworks referred to in your paper. Stapled in upper left corner (*Do not use plastic sleeves.) Submit the Second draft in flat, 2-pocket file. Include the Research

Bibliography, the original (marked) Proposal and First Draft. Submit all three together. Your grade will be based on overall quality, effort, and presentation.

Format: Follow the procedures for research papers in Sylvan Barnet The Short

Guide to Writing About Art Useful research websites with examples of format for footnote and

bibliographical citation. MLA and Chicago style are both acceptable: CSUS online Style Guide :

http://library.csus.edu/guides/rogenmoserd/general/style.html Duke University citation guide :

http://library.duke.edu/research/guides/citing/

NOTE: This class adheres to CSUS policy on plagiarism. Please review it: http://library.csus.edu/content2.asp?pageID=353 Always use quotation marks and cite (in footnotes or endnotes) all information that is not general knowledge. Web sources must have full bibliographical information or they cannot be used in your paper. Wikipedia is a good place to start, but because the authors are anonymous, Wikipedia cannot be cited as a source for research papers.

Evaluation criteria for research paper:Unacceptable performance (D or F level work) is full of mechanical

mistakes in structure, grammar, spelling and format. It might not respond to the assignment or show no sign that enough time was spent thinking about the subject. It might merely parrot clichés, be repetitive, vague, tangential, uninteresting, or much too broad in scope. It might not be on time or accompanied by required materials. D or F work fails to demonstrate knowledge, comprehension, analysis, or evaluation.

Competent Performance: (C level work) often has flaws in grammar, spelling, and structure. It might not quite follow the assignment. It has an organizing idea but it might be vague, broad or uninteresting, obvious, cliched. It might be excessively subjective, mostly opinion, and not have enough supporting evidence. It might demonstrate knowledge but doesn’t question, analyze, synthesize, evaluate.

Above Competent Performance: (B level work) No writing mistakes. Presentation is neat and orderly with good structure and argument. The thesis is

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proportioned to the assignment, worthwhile, and well composed with no digressions.

Outstanding Performance: (A level work) has all the good qualities of B level work, but is also unique, lively, and interesting. The writing has style and all elements in the piece are necessary for the thesis development. There is a feeling that the writer is engaged with the ideas and is attentive to effective use of language.

Schedule of assignments (subject to change)

Sept 5: Introductory Assignment: print out a copy of the syllabus from the course website and prepare for the syllabus quiz on September 19. Send O’Brien (eobrien@csus.edu ) an email with “Art 111” in the subject line for the course distribution list. No message is necessary.

Make plans to free your schedule for Diego Rivera mural trip to San Francisco on Saturday, November 3

Journal: Ades 1-5; Ella Shohat & Robert Stam, “Unthinking Eurocentrism” (website “readings”)

Sept. 10: “Guns, Germs and Steel”Journal: “Cultural Collisions: Spaniards on Hispaniola” from Urs Bitterli, Cultures in Conflict (website)Assignment: Study map at the end of this syllabus. Be able to fill in names of all the countries on a blank map.

Sept 12: Assignment: Study map at the end of the syllabus. Memorize countries,

including Cuba, Haiti, Dominican Republic, and Puerto Rico

Sept 17:

Sept 19: Map and Syllabus quiz // Teotihuacán // video: “In Search of History: Mexico’s Great Pyramids” (non-print 372.897.Ae1me 1997)

Assignment: Review the required texts, Frank and Ades – including bibliographies, footnotes, and biographies – to get ideas for research paper topics and thesis. On the basis of your strongest interest, select and write down the following: 1) a country (Mexico, Argentina, Cuba, Brazil, U.S., etc.); 2) a medium (ceramics, photography, printmaking, mural painting, performance art, etc.); 3) a theme (art and literature, politics of indigenism, dialogue with Europe, identity, popular art, feminism, colonialism, neo-colonialism, the fantastic, etc.); 4) a genre (landscape, portrait, concept, abstraction, still life, action, etc.); 5) an artist or artist group; 6) a decade between 1820-2007.

Sept 24: “Inca: Secrets of the Ancestors,” “Maya, the Blood of Kings”

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Journal: “Moche Portraits: Masterpieces from Ancient Peru,” Christopher Donnan, from Retratas: 2,000 Years of Latin American Portraits (course website)

Sept 26: “The Aztec Empire” (Video 004291)Journal: Ades 6 - 61

Oct 1: Information Competence Assignment due Journal : “Eyeing the Other: The Indigenous Response,” from Gauvin Bailey, Art of Colonial Latin America (course website) October 3: Pre-view screening and discussion of “Romance: Laurie Simmons, |

Judy Pfaff, Lari Pittman, Pierre Huyghe,” in the PBS program, “Art 21” (with Associate Professor Elaine O’Brien and Crocker Art Museum curator, Colin Dusek; 6:00 pm, Kadema 145). Extra Credit

Oct 3: QuizNo Assignment

October 4: Lecture by Off-Center Femininities Curator, Jovana Stokic, Mariposa 1000 at 5 pm. Extra Credit

October 6 (11:30 am – 5:30 pm, Mariposa 1001): Symposium for “Cycle of Life” (exhibition in the University Library Gallery) Extra Credit

Oct 8: Research paper proposal and bibliography dueJournal: Natalia Majluf, “’Ce n’est pas le Perou,’ or the failure of authenticity: Marginal cosmopolitans at the Paris Universal exhibition of 1855” Critical Inquiry, Vol. 23, No. 4. (Summer, 1997), pp. 868-893. Stable URL: http://links.jstor.org/sici?sici=0093-1896%28199722%2923%3A4%3C868%3A%22NPLPO%3E2.0.CO%3B2-8

Oct 10: Quiz Journal: Ades 63-123; Jose Marti, Our America 1891 (website)Stacie G. Widdifield, “Dispossession, Assimilation, and the Image of the Indian in Late-Nineteenth-Century Mexican Painting” Art Journal > Vol. 49, No. 2, Depictions of the Dispossessed (Summer, 1990), pp. 125-132 Stable URL: http://links.jstor.org/sici?sici=0004-3249%28199022%2949%3A2%3C125%3ADAATIO%3E2.0.CO%3B2-8

October 10: Pre-view screening and discussion of “Protest: An-My Lê, Alfredo Jaar, Jenny Holzer, Nancy Spero” in the PBS program, “Art 21” (with Associate Professor Elaine O’Brien and Crocker Art Museum curator, Colin Dusek; 6:00 pm, Kadema 145). Extra Credit

Oct 15: Journal: Ades 125-149; “Pau Brasil Poetry Manifesto” (Ades 310-311); Frank ix-xii, 10-30, and 135-141

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Oct 17: No assignment

Oct 22: Quiz

Oct 24: Journal: Frank 31-49; Ades 150-193 “Mexican Mural Movement”; Siqueiros, “Three Appeals for a Modern Direction to the New Generation of American Painters and Sculptors” (Ades 322-323)

October 25: Lecture: Venice Biennale artist Emily Prince at 6pm in Kadema 145

Oct 29: Assignment: View video: “The Frescos of Diego Rivera” (video 1307)Journal: Ades 195-213

Oct 31: QuizAssignment: Due November 7. 15-minute sketch of Rivera mural detail and two pages (550 words) on the mural: Include 1) brief historical background, 2) a description of narrative content and a formal analysis 3) meaning of work

Nov 5: No Class: Quiz(because) Field trip to City College of San Francisco or San Francisco Art Institute mural by Diego Rivera. November 3, Saturday: Field trip to City College of San Francisco or San Francisco Art Institute mural by Diego Rivera

Journal : Ades 215-239

Nov 7: Journal: Frank 67-99

Nov 12: No Class – Veterans’ Day – No assignment

Nov 14: First draft of Research Paper dueJournal: Ades 240-283, and manifestos, “Arturo,” “The Problem of the Frame in Contemporary Art”; Frank 144-153

November 10 (2:00-4:00 pm): Artists’ symposium for “Area: Blurring the Lines” (exhibition in the University Library Gallery) Extra Credit

Nov 19: No assignment

Nov 21:

THANKSGIVING

Nov 26: Assignment: study for quiz and prepare your paper for peer review

Nov 28: Quiz Term paper outline and peer review due

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Journal: Frank 176-181 and Guy Brett “Lygia Clark: In Search of the Body” (website)

Dec 3: Journal: Mari Carmen Ramirez, “Blueprint Circuits: Conceptual Art and Politics

in Latin America” (On reserve in the library)

Dec 5: Journal: Alicia Gaspar de Alba, “There’s No Place like Aztlan: Embodied Aesthetics in Chicana Art” (on website)

Dec 10: Quiz

Dec 12: Final draft of research paper due and bound reading journal due (See syllabus for presentation requirements) Class discussion of journals and research papers.

December 19, 3pm – pick up paper and bound journal. Art History program reception. Everyone invited!

On How to Write a Reading Journal Entry Write your name, the date, the name of the author, and the title of the

reading(s) at the top of the first page. Write 2 pages, 300 words (double-space, 12 font) altogether, no matter how

many readings there are. Use loose-leaf paper and staple together. Turn the entry in after class. They are the basis of class discussion, so you might

need them during the class.

The format of a reading journal entry is a dialogue between the author and you.

Make hard copy of reading that you can write on. Read the essay slowly all the way through, underlining important passages as

you read. Start the journal entry with a paragraph summary of the entire reading that

states the main idea (thesis) of the reading. Go back through the readings and reread the passages you underlined. Select at least three of the most interesting of the sentences you underlined

from the entire reading to quote or paraphrase. Then proceed to a dialogue format

Quote or paraphrase the passages you selected and reply to each with questions and comments.

About half the journal entry should be what the author says and half your responses. Connect the ideas to other readings, the textbook, videos and

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lectures, other classes, and movies, books, music, literature and so on. Continue the dialogue with the author until you have written around 550 words.

Information Competence For Communication Studies STUDENTS

https://online.csus.edu/

A system-wide CSU goal is to have all students graduate with the ability to “find, evaluate, use and communicate information in all of its various formats.” We call this Information Competence (IC). To meet this IC goal the Sac State Library has developed a number of online tutorials for students that are designed to teach basic information competencies. Achieving these competencies will help you to do your research for this class, your other research needs during your time at on campus, and in your future career and workplace.

You will begin this Information Competence project by taking a brief Survey and Pre-Test to assess your current level of knowledge. A score of at least 80% on this Pre-Test will be considered passing and you will not have to complete the Tutorial Modules unless you wish to improve your score. There are six modules, with eight exercises, that must be done in sequence before the Post-Test appears. The Pre-Test and/or Post-Test will be scored and included as part of your grade for your Communication Studies course. You may receive either an Incomplete or a Failure for a grade if you don’t complete and pass this assignment.

Before you begin, you must have a SacLink account. If you have not yet established a SacLink account, please do so now by going to: https://www.saclink.csus.edu/saclink/. Just click Register. It takes approximately 48 hours before the SacLink information is transferred into the WebCT server, so you will not be able to access WebCT immediately.

1) Type the following link into a web browser: https://online.csus.edu. WebCT will verify your browser compatibility. If your browser is not deemed to be compatible with WebCT you will need to use another computer. Failure to do this may result in your Test not being graded.

2). Click on the WebCT 6 Login link and on the next page enter your SacLink Username and SacLink Password. If you no longer remember your account number or password, you must go to the SacLink Help Desk AIRC 2005 for the University Computing Center with photo ID to reset that information.

3) Click on the COMS course and section number with your instructor’s name. If you have done the assignment in a previous semester, fill out the Report Previous Score form. You can get to items within WebCT in two ways: Click on and icon in the Course Content or use the Course Tools on the left of the screen. Click Assessments to find the Survey, Tests, Tutorial Modules, and Exercises.

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4) You must complete a brief Survey of 4 questions before you can take the Pre-Test. Click on the Survey icon in the Course Content answer the 4 questions and submit it for grading. Only then will the Pre-Test show up for you to take. You can quit and resume the test where you left off at any time, as long as you remember to save each answer as you go!

5) After you have finished and saved the Pre-Test click Submit. Click OK, View All Submissions, and then Attempt #1 to view your answers and total score. If you scored 80% or above, then you have completed this assignment. If you received less than 80% you must continue. Click on the IC Tutorials icon and work your way through ALL the tutorials and exercises. You do not have to finish all six modules at once. To continue where you left off, login to WebCT as you did before, select the IC Tutorials from the Course Content, and then go to the module where you left off.

6) When you finish the tutorials, take the Post-Test. Unlike the Pre-Test, you may take the Post-Test an unlimited number of times. Each attempt is graded and you can view your score as explained in Step 5. Your highest score will be recorded and be available to your instructor.

If you have a problem with your SacLink account or with WebCT logins, go directly to the help screens at https://online6.csus.edu . If you have other questions email your question to infocomp@csus.edu or contact the librarians Reza Peigahi, reza.peigahi@csus.edu 278-5246 or Linda J. Goff, ljgoff@csus.edu, 278-5981. Be sure to include your name, course and section number in your message! LJG/HRP 8/07

Questions about the Information Competence Assignment

Just what is Information Competence?  Information Competence is the ability to find, evaluate, use, and communicate information in all of its various formats. 

Do I have to do this assignment?  Yes. The campus has targeted the basic skills classes in General Education as the best place to ensure students have these abilities.  The Communication Studies Faculty members have agreed to make this project an integral part of both COMS 4 and 5 classes.  Some COMS 2 and other faculty members use the Information Competence Assignment with their classes as well.

If I’ve done this assignment in a previous semester. Do I have to do it again? No, but you will have to fill out a form in WebCT. Login to your InfoComp class and click the icon Report Previous Score, fill out the form and it will automatically query our file of scores. If your name and SacLink account match and you got 80% or more in a previous term, your current professor will be emailed your score. You can also call or email a librarian listed below for assistance.  It is your responsibility to ask for a previous score to be reported!

I'm taking another COMS class this term that requires the same assignment. Do I have to take the test twice?  No. Go ahead and take the test in one of the classes. When you get 80% or more on either the Pre-Test or Post-Test, click on the Avoid doing this twice button and fill out the report form. This will generate an email to

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a librarian who will then look up your score and report it to your second instructor. This is not automatic. It is your responsibility to ask to have your score reported to your second instructor!

Can I access Web CT without having a SacLink account?  No. To access any WebCT class, you must have a SacLink account first. Register for a SacLink account online at https://www.saclink.csus.edu/saclink/. As you read through the SacLink agreement, you will be asked to create a password. Use your SacLink account and password to login to your WebCT account.

What if I login to WebCT and my class isn’t listed? Registered students are added into WebCT within 48 hours of creating a SacLink account, so check back then. If you still don’t see it listed, consult your professor to make sure you are in the correct section and/or contact one of the librarians listed below.

What is considered a passing score for me to be considered “Information Competent”? You must receive at least 80% on the Pre-test or the Post-test in order to pass. Some instructors may set a higher passing score, such as 85% or 90%, so make sure you follow what your instructor requires.

What if I know all this stuff already?  Fine, just take the Pre-test, score at least 80%, and you’re done. Your instructor can see your score. You won’t have to go through the learning modules or take the Post-test.

What if I get less than 80% on the Pre-test?  Can I take it again?  No.  You only get to take the Pre-test once. This is designed to allow you to "test out" of the assignment. If you don't score well, you need to take the modules and learn these information skills. Those scoring less than 80% must complete all the modules and exercises before taking the Post-test. The exercises will take between 3 to 4 hours to finish.

What if I score less than 80% on the Post-test?  Never fear. We want you to succeed, so you are allowed unlimited attempts at the Post-test. It is possible to get 100% if you are persistent.

Are the tests the same for everyone? No, the questions are randomized so that you will have different questions than other students in your class.

Where can I take the test?  You can take the test from any internet computer: campus labs, your home computer, or from the Library Research stations. Make sure you configure the browser correctly for WebCT each time you use a new computer.  See Browser Tune Up.

Contact: Linda J. Goff, ljgoff@csus.edu 278-5981 or Reza Peigahi 278-5246 reza.peigahi@csus.edu LJG: 8/7/0

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