ARCC Hybrid Art Appreciation Title:ARCC Art Appreciation (This class aligns with ARCC Introduction to Art) Anoka Ramsey Community College Coon Rapids Campus Concurrent Enrollment class with Irondale High School 3 credit hours Semester: Spring Year: 2018 Class # 1100 Section # 42
Teacher: David Hart [email protected] (651) 621-6878 Room 115 Meeting Days: 7:25 – 8:21 Tuesday, Wednesday and Thursday Office Hours: Monday and Friday 7:25 – 8:21
Textbook resource: Living With Art, 8th Edition, by Mark Getlein Recommended Materials: Sketchbook, Notebook, Folder/ Binder
Course Description: ART 1100 is an intensive survey of the historical and contemporary study of art and its relationship to and influence on culture and society. This course incorporates the extensive use of visual materials to explore the aesthetics of art. Art does not live in a vacuum and elements of art and design are ubiquitous in all cultures.
This course explores the concept of art – What is art? How is it produced? Also, this class examines both two-dimensional media (painting, drawing, photography, etc.) and three-dimensional media (sculpture, ceramics, crafts) and explores the ‘language’ or building blocks of art making (visual elements, principles of design, style, craft). This class covers the philosophy, techniques, applications, and expressions of aesthetic experience dating from 60,000 years ago to present day. This history instructs us that art involves all of human activity – economic, government, theology, domestic, and scientific.
The nature of an introductory art survey class provides a unique and rewarding opportunity. As art is a more qualitative and subjective area of study, every individual brings their own viewpoints, perspectives, and life experiences to class discussions.
This course satisfies 2 Minnesota Transfer Curriculum Goals in Humanities/Fine Arts. This course satisfies the Minnesota Transfer Curriculum Goal 6: The Humanities/Fine Arts and Goal 8: Global Perspective. As a branch of knowledge within the Arts and Humanities, art is concerned with human thought and culture as these take shape in concrete, visual images and objects. The discipline of art involves material and conceptual investigations and creative discoveries, emphasizing the various ways artists contribute to an understanding of our place in the world.
Learner Outcomes
1. Recognize the value of art in its practical role in everyday life, the health of the soul and society, and the purpose and functions of art in all elements of every civilization. 2. Recognize the naturalness of general creativity and specific personal style in artistic expression. 3. Recognize the visual elements of art including point, line, shape, mass, space, time/motion, light, color, texture, along with the design elements - scale, proportion, unity and variety, repetition and rhythm, balance, directional force, etc. 4. Recognize the various relationships of visual elements and design elements as universally applied to two-dimensional media (drawing, printmaking, painting, photographic and electronic arts), three-dimensional media (sculpture, mixed media, performing arts and the crafts), and the application of design principles to industrial and graphic design (architecture, urban/civil engineering and space). 5. Recognize the elements of the above as related to world civilizations including the essentials of economic and cultural influences of the early civilizations, through non-European cultures, the ancient world, medieval through modern Europe, to the contemporary. 6. Express in essay/note form the elements of the above, and in response to critical materials for commentary on the ethical and moral implications of art as perceived today outside of its time, and the role of the observer/collector and his cultural/moral preconceptions. 7. To be able to produce a creative work in the spirit of the above. 8. To demonstrate awareness of the above through written response to the texts and real world items.
Course Structure Our weekly class time will be comprised of a looking at visual images, lectures and discussion about these images and the readings, guest speakers, hands-on art projects and field trips. You will have a variety of written assignments, and at least one test, which will be about vocabulary.
Chapter PowerPoints: With each unit and theme, we will refer to Powerpoints and corresponding documents. These PowerPoints will be used during lecture and are a great reference for future assignments, essay, and journal inspirations.
Field Trips: There will be 2 required outings that students must attend. They will occur over weekends and evenings. Two will be scheduled in advance and one will be up to the individual students to plan for themselves.
Big Stone Mini Golf and Sculpture Garden (Group Trip) FOCI Center for Glass Arts (Group Trip) Minneapolis Institute of Arts (Student Trip) *Art-A-Whirl *College Artist Lectures
Attendance/Absences: Attendance is a vital part of your grade. You must be present to participate in class activities, class discussions, and small group projects. You should always communicate with me about an absence. If possible, it is best to let me know before an absence. Whenever you miss class you should make time to meet with me. Even if you miss class, you are still responsible for finding out what you missed and staying current with class assignments. Missing assignments or not completing preparatory work for class because you were absent is not an acceptable excuse.
Scholastic Dishonesty: Plagiarism is the use of someone else’s work presented as your own. Plagiarism also occurs due to failure to properly cite sources. This can occur with intent or by accident. Anyone found plagiarising will have to completely redo their work for their first offence. If there is then a second offense the student will receive a 0 on their work. If the problem is persistent Administration and Parents will be notified and the student may be at risk of failing the course.
Unit Reading: Most units will have a reading assignment from the class textbook. Be an active reader - think about what you are reading and be open to new ideas and concepts. Please looks up words you don’t understand. Take notes as you read and, specifically, keep the weekly chapter reading response questions in mind. Various assignments will be given to help you tease out your understanding of the text.
Cell Phones: Cell phones must be out of site once the bell rings for class to begin. You may be allowed to utilize your cell phone when doing research for class related material. You may even be asked to use your cellphone for photography work. In any case, please request to use your cell phone before taking it out in these various instances.
Class Participation: Class participation includes your preparedness, your attendance, and your involvement in class lectures and discussions. You will earn points through participation on a regular weekly basis. To ensure yourself a good grade in this area, please…
Come to class with comments and questions ready. You can keep these items in with your notes you take AS you read your assigned chapters.
Complete all of your assignments.
Participate fully in all class activities.
Grading: Unit Discussion Participation Per/ Chapter 40 points Overall Class Participation 75 points Unit Chapter Reading Responses (5pts/assignment) 65 points Artistic Creations (25pts/project) 200 points Essay 40 points Vocab Quiz (15pts/quiz) 30 points Final Exam 50 points
TOTAL: 500 points
Grades: A An excellent grade, 90%. An achievement that is outstanding relative to the level necessary to meet course requirements.
B An above average grade, 80%-89%. Demonstrates engagement and coherent conceptual understanding but leaves work for improvement. Achievement significantly above the level necessary to meet course requirements.
C An average grade, 70%-79%. An achievement that meets the course requirements but requires more Conscientious work for a higher grade. College level work, but average; competence in at least half of the assignments.
D A below average grade, 60%-69%. An achievement that is worthy of credit despite the fact that it fails to meet fully the course requirements. Incompetent work, very few basic skills demonstrated, unimaginative, or incomplete assignments.
F Below 60% Represents failure (or no credit), and signifies that the work was completed but at a level of achievement that is not worthy of credit or the work was not completed.
I Incomplete assigned at the discretion of the Instructor, when, due to extraordinary circumstances, a student is prevented from completing the coursework on time. A written agreement between the instructor and the student is required.
If you have questions or concerns about your grade in the class at anytime during the semester, please do no hesitate to contact me. I am always willing to discuss your progress in the course and to help find ways for you to succeed in the class.
With each week and theme, refer to the Powerpoints and corresponding note/ worksheet documents on my website.
COURSE SYLLABUS:
Week 1: Class introduction, Syllabus, Class Structure
Week 2: Discussion on Chapter 2: What is Art? Introduction and Conversation.
Come up with a personal writing about what you think “good” art is- finding an example that fits this concept. Come up with a writing about what you feel “bad” art is- finding an example that fits this concept. Print out, discuss in class, and turn in by the end of class on Thursday.
Reading Assignment: Chapter 4- The Visual Art Elements
Weeks 3-4:Art Elements.
Introduce the art elements through the use of a detailed PowerPoint. Students will take notes and will create visual aids that relate to each of the art elements and principles.
Students will pair up to create posters that show specifics of one art element. Students may use drawing or painting materials to create their visual aids. In addition, students will need to find one existing work of art that they feel best describes/ represents their specific art element. There are specific posters for each of these elements students can use as a starting point. Prepare to present the element or on Thursday.
Each group will have a chance to talk about their investigation of a particular art element through the poster that they created. They will also show the works of art that tie into this element or principle- through the use of posters, internet images, or other.
Reading Assignment: Chapter 5- The Principles of Design
Weeks 5-6: Principles of Design
Introduce the art principles through the use of a detailed PowerPoint. Students will take notes in class about each of the art principles- and will create visual aids that relate to each of the art principles.
Students will pair up to create posters that show specifics of one art principle. Students may use drawing or painting materials to create their visual aids. In addition, students will need to find one existing work of art that they feel best describes/ represents their specific art principle. There are specific posters for each of these elements and principles students can use as a starting point. Prepare to present the art principle on Thursday.
Each group will have a chance to talk about their investigation of a particular art principle through the poster that they created. They will also show the works of art that tie into this principle- through the use of posters, internet images, or other.
Reading Assignment: Chapter 6- Drawing
The general format for the upcoming weeks will be as follows: First week- Introduce Media: Discuss chapter reading, show PowerPoint with relevant artists and works of art. Second Week: Tactile Experiences with materials relevant to the weekly study. Possible Guest Speaker connected to the weekly study. Complete Tactile Experiences. Quizzes during certain weeks. Assign reading for next week.
Weeks 7-8:Drawing. Discuss chapter reading, show PowerPoint and take notes.
Further discuss the art media of drawing. Discuss the general concept of 2-dimenstional media. Make connection to Leonardo DaVinci, Pablo Picasso, Filippino Lippi, Georges Seurat, Rembrandt, Henri Matisse and Edgar Degas. Show specific examples through the use of a PowerPoint. Make connection to contemporary artists such as Yvonne Jacquette, Julie Mehretu, Paul Noble, Raymond Pettibon, and Gary Simmons.
Get a further understanding of the media of drawing through further tactile investigations with pencil, ink and charcoal.
Complete tactile investigations with pencil, ink and charcoal.
Reading Assignment: Chapter 7- Painting
Weeks 9-10: Discuss chapter reading, show PowerPoint and take notes.
Make connections with “Painting” chapter. Discuss painting media of encaustic, fresco, tempera, oil, acrylic, watercolor, gouache, collage and mixed media. Make connections with particular artists such as Jasper Johns, Raphael, Michelangelo, Diego Rivera, Andrew Wyeth, Jacob Lawrence, Jan van Eyck, Morisot, John Singer Sargent, Wilfredo Lam, David Hockney, Pablo Picasso, Romare Bearden, Fred Tomaselli, Polly Apfelbaun, Matthew Ritchie.
Get a further understanding of the media of painting through tactile experiences with tempera, acrylic, watercolor, watercolor pencils, and mixed media. Create color wheels with a different media used on each color. Talk a little bit about color theory in the process- connect to teachings about color as an art element.
Complete tactile experiences with painting materials.
Reading Assignment- Chapter 8- Prints
Weeks 11-12: Discuss chapter reading, show PowerPoint and take notes.
Make connections with “Prints” chapter. Discuss print media of woodcuts, linocuts, intaglio, drypoint, mezzotint, etching, aquatint, lithography, screenprinting, monotype and computer printing. Make connections to particular artists such as Albrecht Durer, Toshusai Shakura, Chuck Close, Emile Nolde, Marcantonio Raimondi, Louise Bourgoise, Goya, Mary Cassat, Rembrandt, Kollwitz, Chagall, Ed Ruscha, Enrique Chagoya, Victor Burgin and Sayad-Haider Raza. Look at posters in the classroom- small group investigations and studies of the artwork as it relates to the chapter.
(Get a further understanding of the media of printmaking through tactile experiences with wood, linoleum (or similar material), drypoint and monotype.
Reading Assignment- Chapter 10- Graphic Design
Weeks 13: Discuss chapter reading, show PowerPoint and take notes
Make connections to “Graphic Design” chapter. Talk about signs and symbols, typography and layout, word and image, and motion and interactivity. Talk about signs used for the Department of Transportation, Albrecht Durer, Henri de Toulouse-Lautrec, John Holley, John Maeda, Adam Parry and Cassidy Curtis. Make a PowerPoint that shows some of these artists and images. Make connections to the graphic design class at Irondale. Small group discussions about graphic design images or concepts.
Get a further understanding of the media used with graphic design by introducing tactile experiences with traditional materials and computer graphics. Use ink on paper, possible use of photoshop and illustrator on the computer.
Reading Assignment- Chapter 12- Crafts
Weeks 14: Make connections with “Crafts” chapter through artist studies, tactile experiences, and review of chapter reading.
Reading Assignment: Chapter 11- Sculpture and Installation
Weeks 15: Make connections to “Sculpture and Installation” chapter. Talk about Louise Bourgeois, Maya and India sculpture, Luis Jimenez (poster reference in classroom), Olowe of Ise, Colossal Head, David Smith, Mark di Suvero, Petah Coyne, Sarcophagus lid, Auguste Rodin, Egyptian and African art, Roman stone carvings, Henri Moore and Public Art (Serpent Mound, Andy Goldsworthy, Richard Hunt (poster reference), Louise Bourgeois, Dan Flavin, Christo and Jean-Claude, Jeff Koons and Claus Oldenburg. Small group discussions about sculpture and installation.
(Get a further understanding of the media of sculpture through tactile experiences with clay, plaster, wood and soapstone.)
Finish up tactile experiences with materials.
Reading Assignment- Chapter 9- Camera and Computer Arts
Week 16:
Discuss chapter reading, show PowerPoint and take notes
Make connections with “Camera and Computer Arts” chapter. Introduce the camera obscura (use existing pinhole photo PowerPoint), and the basics of a camera. Discuss Daguerre and the daguerreotype, Mathew Brady, Julia Margaret Cameron, Timothy O’ Sullivan, Dorothea Lange, Liu Zheng, Henry Peach Robinson, Alfred Steiglitz, Ansel Adams, Hannah Hoch (connections to collage), Man Ray, Cindy Sherman, Robert Mapplethorpe, Sally Mann, Andreas Gursky, Thomas Ruff and Eadweard Muybridge. Tie in the connection with motion pictures through Georges Melies (A trip to the Moon), Winsor McCay, Orsen Welles (Citizen Kane), Andy Warhol, George Lucas, animation contributors (fill in some here!), then tap into the Video and Internet segments of the chapter. Make connections to the photo classes taught at Irondale.
Get a further understanding of the media of the Camera and Computer Arts by looking at pinhole cameras, making a cyanotype, talking about the use of film photography. Get our hands on materials today!
Use time in class to work on journal- creating backing for pages, attaching information from group or independent events, or other tasks related to journal.
Week 17: Feldman Essay
Week 18- Finals Week: Pass back/ Wrap-Up
Please let me know if you have any questions along the way! Send me an email or give me a call!