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Amy Werbel - Course
Descriptions
We will
arrive on earth knowledgeable. - Yoruba Proverb |
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AM101: Introduction to American Studies. The 1960s: Between the Cold War and Watergate, American social, political and cultural life changed drastically. We study this tumultuous period from the various disciplinary perspectives that constitute the inter-discipline of American Studies. Guests speakers share their perspective as scholars and participants, covering topics such as the experiences of Vietnam veterans and political activists, the Black Power, Women's Liberation, Chicano and church reform movements, Pop art, the Warren Court, and Legacies.
FS104: Looking at Art: This first year seminar is devoted both to developing critical thinking through diverse modes of examination and analysis of visual arts, and also to improving writing, research, discussion, and presentation skills necessary for success in college and beyond. The course includes several field trips both within the Burlington area, and also to the Clark Art Institute and Massachusetts Museum of Contemporary Art. View photos from our 2009 field trip to Mass MoCA and the Clark Art Institute, 2010 field trip, 2012 field trip
AR 252: Survey of the History of Art II. Renaissance to Modern: Students in Art 252 learn to analyze art, and to see, think, write and speak critically about painting, sculpture, and empowered objects from the fifteenth through twentieth centuries in Europe, America, and West Africa. Throughout the course, we analyze art through changing thematic lenses. Stylistic elements, the role of art in society, and the judgment of what is good, are persistent themes. AR252 Hybrid
AR 361: Visual Culture of the United States: This writing-intensive seminar examines painting, sculpture, landscape, urban planning, architecture, photography, and decorative arts produced in North America between 1636 and 1944. Units include Native North American and "New World" Encounters, Colonial and Early Republic Culture, Antebellum Images, the Civil War and the Enduring Tragedy of Racism, The Gilded Age, and Art and Social Change, 1914-1944. Students develop skills in formal analysis and oral presentation in addition to historical research and writing. 2013 Hybrid
AR 381: Special Topics in Art and/or Architectural History: A seminar devoted to original research on local topics. 1998 topic was Historic Architecture of Fort Ethan Allen, winner of the George Bryan Award for Research on the History of Vermont. Students work in teams, and/or individually to help produce original scholarship in the form of a website, documentary film, or publication. Examples of past student work may be viewed at Fort Ethan Alllen ; Winooski Mills; and Saint Michael's College Art Collection .
Art 391: West African and African
Diaspora Art and Culture:
This course is intended for students who
wish to learn about religious philosophies, royal arts, empowering objects,
gender and race relations, sacred ritual objects and performance, architecture and
curatorial practice in the display of West African and
African-American art.
Course assignments introduce students to the work of professional art
historians as teachers and curators; the final project
requires students to contribute a "virtual exhibition" to our class website:
African Art 2006 ;
African Art 2009 ; and
African Art 2010 using Adobe Photoshop and Dreamweaver
software. Students are expected, in all their work for this advanced
seminar, to critically analyze and interpret the meanings of art.
GED 673: Art History for the Classroom
Teacher:
Studies show that curricula including integrated arts promote
literacy and engagement in every academic subject. Exciting visuals engage
even the most distracted learners, and assist them in making the connections
that are the basis of critical thinking skills.
In this fast-paced survey, we study
cave painting and Egyptian art, Roman sculpture and architecture, Renaissance
and Baroque painting, Chinese,
West African,
and African-American art, Impressionism,
Post-Impressionism, Pop art, and Post-Modernism, in order
both to enhance teacher literacy and to share sources
for interdisciplinary curriculum.
Teachers will design units that incorporate art history into
their current practice. Example of integrated
art history unit: Champlain
Elementary Integrated Art History Unit
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