MIDTERM EXAMTHURSDAY 2:30 P.M. IN OUR CLASSROOMBRING 1 LARGE BLUE BOOK

THE EXAM ITSELF – 100 POINTS

Part One: Short Answer You will have a choice of 6 out of 8 About 25 minute (4 minutes each question) However, Remember …Quality over Quantity) 10 points each (60 points) 60% of grade

Part Two: Long Essay You will choose to answer ONE long essay from a choice of

TWO. About 25 minutes (40 points) 40% of grade

PART ONE: SHORT ANSWER

Part One: Short Answer. Answer SIX of the following EIGHT questions. You should spend about 20 minutes on this section of the exam (about 4 minutes per answer). Answer thoroughly and include detailed and specific reference to the course material being tested including texts, lecture and discussion. Your answer must show knowledge of the texts and images in question. (60 points)

SHORT ANSWER- LET’S REVIEW

1) who/what is it (when it took place, general information identifying the individual, what event was it, etc.)      

2) whenever possible provide an example of or elaborate on the term, etc. from a text we read, from lecture, from discussion     (or express what the individual was known for)      

3) express why this person or thing was important (especially with respect to the themes of our course)      

4) Use specific details from lecture, texts, discussion as support rather than personal opinion.

FAIR GAME… I may ask any questions based on:

Lectures All assigned readings (including the Writer’s

Handbook)Any materials assigned or discussed in section Images of my choice (you may or may not have

seen)One of the short answer questions may:

Ask you to identify and discuss a short passageCome directly from your reading questions Come directly from your posted lecture guru

questionsCome from class discussions of writing and

revision strategies

ON THE DAY OF THE EXAM… Select the identification questions you know the

best first (this will help relieve some test anxiety).              

Budget your time accordingly (4 min each Short Answer)       

Get to the point (Don’t waste your time with wordiness or tangential/unnecessary information).             

Don’t repeat yourself It is the QUALITY of the answer that matters (long

answers don’t necessarily mean full credit). Be specific! Give explicit details from the text

and lecture and section!·              Count your answers to make sure you have

answered 6 questions (you don’t want to lose 10 points).

Write in complete sentences. Use academic English- avoid slang. Please write legibly – If I can not read it, it will

not count.

LET’S PRACTICE AND REVIEW WRITING… SHORT ANSWER

What is a warrant and what does explication mean? (the long answer, but great for review) A well-structured paragraph consists of a claim, evidence and

warrant. A warrant explains how a claim is connected or related to the

textual evidence used to support the claim. Explication occurs when a writer explains what particular

words in the evidence mean or signify and also explains how (based on the textual evidence) a writer arrives at his/her conclusions. 

A warrant’s goal is to effectively and thoroughly dig in to the quoted material and is a key feature in writing because it allows a reader a full and complete understanding of the writer’s logic.

Great writers always explain themselves!

LET’S REVIEW TUESDAY’S LECTURE

1. According to Professor Moeller, can a maker ever NOT be a doer? Explain.

2. What is the common form and function of the Agitprop Theater?

3. According to the “international” movement of Marxism how are workers related more to each other than to their nation? Why?

4. What did the Bolshevik Revolution seek to accomplish in Russia, how, and to what extent did it influence Germany?

LET’S TRY AN EASY ONE FOR REVIEW Compare how individuals from different academic

disciplines go about “reading” a work of art. What different strategies do they employ and to what ends?

POSSIBLE QUESTIONS…

1. Write an informative and interpretive caption for this image based on the 6 C’s of Primary Sources.

2. What is the difference between primary and secondary source? How would a historian make use of the image to the left?

HOW ABOUT THIS ONE?

According to Alberti what is the function of pathos and how might he react to the painting to the left with regard to its appeal to pathos?

HOW ABOUT THESE ONE?

According to Professor Lupton and class discussion, why did Alberti write, “For their own enjoyment artists should associate with poets and orators ... These could be very useful in beautifully composing the istoria whose greatest praise consists in the invention”? (90)

How did Alberti’s work impact the artist and the study of art?

1. What is a manifesto? How does the below quote illustrate George Grosz’ manifesto?

“Art is in danger. Today’s artist, unless he wants to be useless, an antiquated misfit, can only choose between technology or class war propaganda. In both cases he must give up “pure art”. Either he joins the ranks of architects, engineers, and ad men who develop industrial strength and who exploit the world, or he, as depicter and critic of the face of our time, as propagandist and defender of the revolutionary ideas and its followers, enters into the army of the oppressed who fight for their just share of the worth of the world and for a sensible social organization of life.”(3) George Grosz, 1925

2. How would you interpret the image to the right? In your answer be sure to explain what you think the “istoria” is and what the image conveys about the times during which it was made.

•“The Hero” by George Grosz

SHORT ANSWER QUESTION POSSIBILITIES TO REVIEW

1. Given your knowledge of Alberti’s theories of art, in what respect does the image to the left meet his qualifications as art? Use language specific to Alberti in your answer.

2. Identify and describe the art movement the image to the left belongs to and apply to a reading of the text’s istoria?

3. Is this work of art political? In what regard? According to those who “made” it? According to those who consume it?

PART ONE: LONG ESSAY

Long Essay. Answer ONE of the following two choices in a substantial, well-organized essay that takes into account each part of the question. Be sure to provide specific information about the texts and “makers” that you discuss. Your opinions are always interesting, but an examination requires detailed reference to the material being tested, so answers that do not demonstrate knowledge of the material will not receive credit. This segment of the exam should take about 25 minutes and is worth 40% of your grade (40 pts).

LONG ESSAY: LET’S PRACTICE “Read” and interpret the following two images according to

the strategies of image analysis modeled in the classroom. Also, in your discussion make specific and interpretive connections between understanding the “istoria” of the painting and the trends and developments, as well as the socio-political, historical and art theory or temper of the time.

In your answer you may wish to consider the following questions: When was each work made? How does this influence the art

work’s purpose or function? What is the context of each work? Who produced and judged it? What groups controlled it? How would the different disciplines “read” it? How does your reading of the text and times inform this

quarter’s theme of “making?”

“READ” AND INTERPRET THE FOLLOWING TWO IMAGES ACCORDING TO THE STRATEGIES OF IMAGE ANALYSIS MODELED IN THE CLASSROOM. ALSO, IN YOUR DISCUSSION MAKE SPECIFIC AND INTERPRETIVE CONNECTIONS BETWEEN UNDERSTANDING THE “ISTORIA” OF THE PAINTING AND THE TRENDS AND DEVELOPMENTS, AS WELL AS THE SOCIO-POLITICAL, HISTORICAL AND ART THEORY OR TEMPER OF THE TIME.

SEE YOU ALL ON THURSDAY…. (WELL, AND ON TUESDAY OF COURSE)

Bring 1 large blue book to class

Don’t try to cram everything into one night!

Get a little sleep in between!

Don’t forget the 20 minute rule!

Study Tips List of Key Terms…