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FS 104A and B: Looking at Art Professor Amy Werbel Library 306 Office phone: 654-2271 Office Hours: M 9:45-11:15, Tuesday and Thursday, 9-11 a.m. http://academics.smcvt.edu/awerbel
Class Meetings
JEM 144 Mon. Wed. Fri. 8:15-9:20 (Section A) or 11:45-12:50 (Section B) Friday, Sept. 11. 5:00 p.m.-9:30 p.m. REQUIRED Friday, Oct. 30. 7 a.m.–7 p.m. REQUIRED
Required Texts
Sylvan Barnet, A Short Guide to Writing About Art Kenneth Haltman and Jules Prown, ed., American Artifacts: Essays in Material Culture Drawing Us In: How we Experience Visual Arts Section A: James Early, The Colonial Architecture of Mexico (Southern Methodist University Press, 2001); and Sara Doris, Pop Art and the Contest over American Culture (Cambridge, University Press, 2007). Section B: Judith M. Barringer, Art, Myth, and Ritual in Classical Greece (Cambridge University Press, 2008); and Shawn Michelle Smith, Photography on the Color Line: W.E.B. DuBois, Race, and Material Culture (Duke University Press, 2004).
Other texts on eCollege in “doc sharing,” and t.b.a.
Course Syllabus
Introduction
Monday 8/31. Meet and Greet. Best practices: asking good questions Assignment: Bring in your questions about “Metamorphosis”
Wednesday 9/2. “Metamorphosis” Best practices: collegial discussion Assignment: Bring in a revised list of three questions about “Metamorphosis,” with one that has a point paragraph response (see description below)
Thursday 9/3 individual meetings (see sign up sheet)
Friday 9/4. “Metamorphosis” Best practices: time management. Assignment: 1. Review the 5 essays on “The Metamorphosis” in the online Bug Project. Choose one of the essays to analyze. Write down the question you think this author formulated, and then write a point paragraph reviewing the essay. What is the “point” or thesis of the essay, and what type of evidence did the author use? What is the most profound developing idea the author developed about “Metamorphosis?” 2. Collect your syllabi for the semester, along with a list of weekend commitments, i.e. athletics, family events, employment obligations, etc. and then add all of the significant dates and deadlines over the next four months into a weekly assignment planner, or other time management tool, i.e. google calendar. This should include the dates of exams, paper due dates, etc . Bring in a Xerox copy or print out of the worst (most overwhelming) week you are facing this semester.
Unit One: Looking at Anything / Everything
Monday 9/7. Reading: Haltmann and Prown, and McLane, in American Artifacts, 1-27, and 109-128. Assignment: point paragraph: what can we learn from material culture?
Wednesday 9/9. Reading: Asleson, Roberts, and Ye, in American Artifacts, 29-46, 167-190, and 243-252. Assignment: point paragraph: First generate a question about the reading. You may be interested in shared themes or a comparison/contrast between the three approaches, or something to do with how these exemplify material culture theory. The point paragraph is an answer to your own question. Write your guiding question at the top of the page.
Friday 9/11. Reading: Holstein, Milller, and Werbel in American Artifacts, 93-108, 129-148, and 229-242. Assignment: point paragraph
Mini-Unit: Art in Burlington
** Friday 9/11. 5:00-9:30 p.m. South End Art Hop ** Before you go: Review Barnet, 159-175 for tips on writing an effective exhibition review. We will meet at my house (12 Catherine Street, Burlington) for dinner at 5:00 p.m., and then attend the open studios at the art hop (in my neighborhood) from 6:30 to 9:30. You will be using CCTA transportation, and thus getting to know Burlington a bit. More on that in class . . . Plan to leave campus at least by 4 p.m. Bring a notebook and pencil/pen to use at the “hop,” and a camera or phone with a camera if you have one. This trip is REQUIRED, so you will need a Dean’s excuse or an absence will be counted against you.
Monday 9/14. Discussion of art at the “Hop” Assignment: two-three page illustrated exhibition review of an artist or group of artists at the “hop” – Here are some ideas for you to think about as you tour the open studios: first, choose an artist or group of artists you find interesting – it would be helpful if they have a website or other source of information you can use for your essay. Did you see any common themes in the work of the artist/s? (think about materials, subject matter, format, political expression, presentation, etc.)? What kinds of things inspire the artist? Remember to review Barnet, 159-175 for tips on writing an effective exhibition review. Submit your paper in dropbox before class today.
Unit One, Continued
Wednesday 9/16. In-class writing workshop today Assignment: 2-3 page descriptions of your objects are due (printed, in class) Best practices: the writing process
Friday 9/18. In-class writing workshop today Reading: Barnet, 176-219 Assignment: Complete rough draft due. Bring one copy printed, plus upload one copy in dropbox on eCollege. Best practices: presentation style
Monday 9/21. nine-minute presentations Revised draft due on the day you present in dropbox on eCollege
Wednesday 9/23. nine-minute presentations Revised draft due on the day you present in dropbox on eCollege
Friday 9/25. nine-minute presentations Revised draft due on the day you present in dropbox on eCollege
Monday 9/28. No class. Yom Kippur. Assignment: Final, revised, five-page material culture analysis due in dropbox on eCollege by 10 p.m. today.
Unit Two: Art as Inspiration.
Wednesday 9/30. Drawing Us In Reading: Drawing Us In. Wilson, 5-7, Allison, 8-17, Gordon 30-41, Fendrich, 68-76 Assignment: point paragraph
Thursday 10/1. Individual Meetings (see sign up sheet)
Friday 10/2. Drawing Us In Reading: Drawing Us In. Danto, 91-95, Hooks, 96-104, Belle, 105-107, Doty, 125-139 Assignment: point paragraph
Monday 10/5. Studio visit with Professor Will Mentor **class meets in Sloane Hall, North Campus**
Wednesday 10/7. Creative Responses to Creative Works – Individual or Group Works Assignment: short fiction, poems, or works of visual or performance art created in response to a work of art in the St. Michael’s cafeteria/ten-minute presentations. Present your work, AND an explanation of your process in formulating what you have done. As always, I am looking for evidence of thoughtfulness, creativity, and labor. (see rubric below for grading creative response assignment).
Friday 10/9. Creative Responses to Creative Works – Individual or Group Works Assignment: short fiction, poems, or works of visual or performance art created in response to a work of art in the St. Michael’s cafeteria/ten-minute presentations (please bring the work). As always, I am looking for evidence of thoughtfulness, creativity, and labor. Present your work, and an explanation of your process in formulating what you have done. (see rubric below for grading creative response assignment).
Monday 10/12. No class - Break
Unit Three: Art History. Looking at Art through Different Lenses
Wednesday 10/14. The Basics of Art History Reading: Barnet, 198-238 (8th edition) or 220-265 (9th edition) Assignment: point paragraph
Friday, 10/16. Artstor Training Class Meets in the Library Instructional Training Room
Monday, 10/19. Freudian Art History Reading: Jules Prown, “Winslow Homer in His Art” (eCollege) Assignment: point paragraph
Wednesday, 10/21. Feminist Art History Reading: Tamar Garb, “Renoir and the Natural Woman” (eCollege) Assignment: point paragraph
Friday, 10/23. The New Art History Reading: Babatunde Lawal, “Art and the Social Order” (eCollege) Assignment: point paragraph
Unit Four: Art Now
Monday, 10/26. Art: 21, Season I. “Place” and “Consumption” Watching: Watch the episodes “Place” and “Consumption” available in the left navigation bar at http://www.pbs.org/art21/series/seasonone/index.html Assignment: Point Paragraph
Wednesday, 10/28. Art: 21, Season 3. “Play” and “Structures” Watching: Watch the episodes “Play” and “Structures” available in the left navigation bar at http://www.pbs.org/art21/series/seasonthree/index.html Assignment: Point paragraph
Friday, 10/30. All Day Trip to Williamstown, MA. 7 a.m.-7 p.m. Assignment: bring a pillow for the bus, a digital camera (you can share with a friend), $15.00 for admission to MassMoCa (if you haven’t paid already) plus some spending money (not necessary), and a clipboard, paper, and pencil to take notes (pen is not allowed in museums). NOTE: This trip is required, and will constitute three class absences if you miss it. You will be excused from your other classes to participate in this trip.
Unit Five: Historical Research
Monday, 11/2. Discussion of the Remainder of the Semester. Assignment: Bring in a list of your three favorite works of art and artists from our visit to Williamstown that you think you might like to write your final paper about. Best Practices: Choosing a research paper topic.
Wednesday, 11/4. Research Methods and Proper Citations Reading: Barnet, 266-306, and 323-327 (both in 9th edition) Best Practices: Research Methods and Citations *** If you do not know PowerPoint, make an appointment with a Reference librarian to learn the program***
Friday, 11/6. Opinion Day Reading: find a story about a current art controversy in an online newspaper. You can find some good ideas at: http://www.artnewsblog.com/art-blog/controversy/index.htm Assignment: point paragraph expressing your opinion about the controversy. Include the url address of the story with your point paragraph.
Monday, 11/9 Art History Book of Choice I Reading, Section A: The Colonial Architecture of Mexico, Preface, Chaps. 1, 2, and 3 Reading, Section B: Art, Myth, and Ritual in Classical Greece, Intro and Chap. 1 Assignment: point paragraph
Wednesday, 11/11. Art History Book of Choice I Reading, Section A: The Colonial Architecture of Mexico, Chaps. 4 and 5 Reading, Section B: Art, Myth, and Ritual in Classical Greece, Chaps. 2 and 3 Assignment: point paragraph
Thursday, 11/12 Individual Meetings today (see sign-up sheet) Preliminary Bibliographies due for final papers (one copy to my office, and one copy uploaded in eCollege dropbox)
Friday, 11/13. Art History Book of Choice I Reading, Section A: The Colonial Architecture of Mexico, Chaps. 6, 7, and 8 Reading, Section B: Art, Myth, and Ritual in Classical Greece, Chaps. 4, 5, and Conclusion Assignment: point paragraph
Monday, 11/16. No Class.
Wednesday, 11/18. Art History Book of Choice II Reading, Section A: Pop Art and the Contest over American Culture, Intro and Chap. 1 Reading, Section B: Photography on the Color Line: W.E.B. DuBois, Race, and Material Culture, Intro and Chap. 1 Assignment: point paragraph
Friday, 11/ 20 Art History Book of Choice II Reading, Section A: Pop Art and the Contest over American Culture, Chaps. 2 and 3 Reading, Section B: Photography on the Color Line: W.E.B. DuBois, Race, and Material Culture, Chaps. 2 and 3 Assignment: point paragraph
11/23-27. No class. Happy Thanksgiving!
Monday, 11/30. Art History Book of Choice II Reading, Section A: Pop Art and the Contest over American Culture, Chaps. 4 and 5 Reading, Section B: Photography on the Color Line: W.E.B. DuBois, Race, and Material Culture, Chaps. 4 and 5 Assignment: point paragraph.
Tuesday, 12/1. Individual meetings today. Outline for final research paper, and opinion paper topic and bibliography (if you are writing one) due before our meeting (one copy printed and brought to my office, and one copy uploaded in eCollege dropboxes).
Wednesday, 12/2. Editing workshop: Content Reading: Barnet, 307-326 (9th edition), plus, review other relevant pages Assignment: complete rough drafts due of research papers. Bring one copy printed, plus upload one copy in dropbox on eCollege. Best Practices: Good editing
Friday, 12/4. Editing Workshop: Writing Mechanics Assignment: Bring one copy of either of your papers, to class, printed, for editing. Best Practices: Good editing
Monday, 12/7. ten-minute Powerpoint presentations
Wednesday, 12/9. ten-minute Powerpoint presentations
Friday, 12/11. ten-minute Powerpoint presentations
Thursday, 12/17. Research and Opinion Papers Due Today
Course Requirements:
(includes 5 pts. for “process” assignments): 15 points
Ten-page research paper (includes 2 points each for annotated bibliography, outline, and rough draft): 30 points -or- Five-page research paper plus four-page opinion paper 30 points (worth 20 points and 10 points, respectively) Students in 104B: **Honors students are required to complete BOTH the ten-page research paper AND the 4 page opinion paper**
All assignments subject to downgrading due to lateness (one-third grade per 24 hours)
Point paragraphs – BRING THESE TO CLASS - PRINTED A point paragraph (PP) is a paragraph that names a viable discussion point and develops that point with evidence or argumentation—kind of a “mini-essay.” We’ll be using these as a way to direct our discussion of the readings as well as develop your critical thinking and analytical writing skills. The main components of a PP are its point and the demonstration of the point. A good point paragraph makes a single point with a strong demonstration, is well unified, and uses good style and mechanics. There’s no particular “good structure” for a point paragraph, just as there isn’t for an essay; you can, of course, start with your point, but you can also lead up to it, so it can appear in the middle or even at the end of the paragraph. Here’s more on these components:
Point. A point (or thesis) is a proposition, theory, or position stated in a complete sentence (or two) that has three characteristics:
It is not a statement of topic, a statement of fact, or a subjective opinion, reaction, or feeling. Compare these examples:
Only the fourth one makes a genuine Point. The best points also provide new insight into the material at hand, surprise us in some way, teach us something. It doesn’t have to be inarguable – point 4 is definitely debatable!
Demonstration. Your point paragraph should include evidence—i.e. quotes from the reading for the day (examples, illustrations, observations related to the text assigned for the class) as well as clear explanation of how that evidence supports the Point. Check to see that it is clear in the writing how evidence supports the Point.
Focus and Style. A paragraph should keep its focus on a point related to the reading for the day, and all sentences in the paragraph should relate to that point in one way or another. The paragraph should exhibit correct grammar, punctuation, spelling, capitalization, and so on.
Developing Idea. Make sure that your paragraph includes a sentence (or two) that articulates a philosophical / interpretive meaning all your own, that is not necessarily demonstrable with evidence. For example – The point is that “The inspiration for art stems from a variety of sources, but at the end of the day, all of it is a form of self-promotion.” The evidence describes three artists who promote themselves through their art.” The developing idea goes beyond this to a speculation: “We may like to think of artists as operating outside the power structures of society, or in opposition to them, but artists still need to eat, so they sell themselves just like any other product in American society. Very few of us can truly escape our capitalist roots.”
Writing Proficiency
Requirement
Presentation Guidelines for Unit One Material Culture Essay
For this presentation,
you will read your essay to the class while standing at a podium -- as though
you were delivering a paper at a conference. It should take you approximately
nine minutes to read a four-five page essay. The standard rule of thumb is 250
words per minute is a comfortable listening pace.
Essay Revision Checklist (and grading guidelines) – for material culture essay, exhibition review, research paper, and opinion paper Students: Use this list to help you revise your papers before you hand them in. Start at the top; fulfilling the assignment and developing critical thinking are the first and most important things you need to do to write a good essay. Work your way down the list as the semester progresses. A good idea is to have a partner read your essay and give you feedback, using this list. Or take it to the Writing Center (Library 119, Su-Th, 4-11 pm).
Presentation Scoring Sheet – Creative Response Assignment Student/s Name:
Grade:
Final Research Paper and Presentation
The final research paper is an opportunity for students to formulate an original thesis, and to support it well with trustworthy sources. A minimum of six published academic sources must be used in preparing these papers. Internet websites are only permissible as sources if they are sponsored by accredited museums, universities or if they are on-line publications of academic journals. Research should be started early, since materials often must be ordered by inter-library loan from other institutions. Websites can be very useful for getting topic ideas, locating images for presentations, and searching for bibliographic sources. There is relatively little in the field of art history available in full text through the Internet. Citations on long papers should be in the form of endnotes and bibliography in MLA style – this is the style used in the readings you will be doing for class. In-text citations are not used in art history papers (pet peeve!!). Titles of art works discussed in your paper should always be underlined and identified as [fig. 1, 2, 3, etc.]. For example: “Thomas Eakins’ Spinning Wheel Studies [fig. 1] is an excellent example of the artist’s use of preparatory perspectival studies.” Zeroxed illustrations of each work you discuss should be included behind the endnotes and bibliography with corresponding identification by figure number. These illustrations should also include artist, title, medium, date and location of the work, i.e.: [zerox of Spinning Wheel Studies ] Fig. 3 Thomas Eakins, Spinning Wheel Studies, charcoal on paper, 1883, Pennsylvania Academy of the Fine Arts
Your 10-minute research presentation should be created in PowerPoint. You should bring your presentation in on a flash drive, in addition to keeping a copy elsewhere (i.e. on the College server).
Final Research Project Presentation Scoring Sheet
Helpful people and places:
Reference Librarian: Michelle McCaffrey x2411
Chris Clary, Director of Career Development Student Resource Ctr. ext. 2547 · Study skills, choosing a major, career counseling · Career staff (Chris, Donna Atwater, Ingrid Peterson) available to assist you with career counseling, non-academic internships, graduate school advising, part-time and summer jobs, full-time employment
Rev Brian Cummings, S.S.E., Director of Edmundite Campus Ministry Alliot 133 ext. 2476 · Campus Ministry staff offers pastoral counseling, religious services, and programs to foster spiritual development
Faculty/Faculty Advisors · Advice on academics for pre-registration course selection, curriculum requirements, choosing a major
Linda Hollingdale, Director (Personal Counseling) Student Resource Ctr. ext. 2547 · Counseling staff (Linda, Julia Wick, and Dave Kells) provide personal/social counseling, support groups
Elizabeth Inness-Brown, Director of the Writing Center/Writing Proficiency STE 333 ext. 2441 · Writing Center – Library 119
Peggy Imai, Director of Study Abroad Program Klein 118 ext. 2222
Grace Kelly, Director of Student Activities Alliot 223 ext. 2568 · Information on student groups, student government, and various campus events
Will Marquess, Director of First-Year Seminar Program STE 329 ext. 2802
Antonia Messuri, Director of Accessibility Services Klein 111 ext. 2818 · Liaison for students with special needs, academic accommodations for disabilities
Megan Ohler, Director of New Student Programs Ryan 115 ext. 2248 · Academic, personal, transition and adjustment issues and programs for new students Resident Assistants & Resident Directors· Academic and personal concerns; residential living issues
Moise St. Louis, Director of Multicultural Student Affairs Alliot 214A ext. 2663 · Multicultural programming, Martin Luther King Society and Diversity Coalition
Heidi St. Peter, Director of Community Services (MOVE) Alliot 123 ext. 2674 · Short-term and extended volunteer service opportunities
Joan Wagner, Peer Tutoring Program/Study Skills Program Klein 116 ext. 2844 · Peer tutoring for specific subjects; study skills workshops
Joan Wry, Assistant Dean of the College Founders 111 ext. 2347 · Academic concerns · Communication with parents / family members
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