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GED 673A Special Topics:
Prof. Amy Werbel July 6–July 17, 8:30am–12:30pm
Jeanmarie Hall 364
awerbel@smcvt.edu
Syllabus – Summer, 2009
Thank you for joining me this summer for GED 673A. I developed this course three years ago to share my passion for art history with K-12 teachers, and also to explore the possibilities of integrated and thematic 21st century curriculum. I am a firm believer that when visual and other arts media are thoughtfully integrated with core subject areas, the result is students who are more engaged, skilled at making critical thinking connections, and solving problems. Most important, art history is simply a wonderful way to enliven and rejuvenate the classroom experience you share with your students.
Together this Summer, we will learn about a variety of historical genres and styles from Ancient Rome to Post-Modernism in the European and American tradition, along with Native American, Chinese, and African traditions. I chose the topics we will discuss because they offer diverse possibilities for K-12 curriculum integration. We also will visit the Shelburne Museum together and discuss ways to enhance the educational benefits of your field trip experiences. A final subject will be the technology needed to gather and present visual images to your students, including Internet resources and databases, PowerPoint, and Photoshop.
Our discussion of the content and style of art is just half the course. The rest of the time, we will discuss and develop curriculum units that integrate art history with core subjects, in alignment with grade-level expectations for the students you currently teach, or plan to teach in the future. This model of integrated curriculum development can be adapted to many forms of interdisciplinary and project-based instruction.
Finally, I would like to share that this is an eCollege course in which you will access readings and submit course requirements on-line. We will discuss how to do all this in class, and be assured that many of us at Saint Michael’s are available to help you use the technology necessary – either on-campus in our computer labs, or from your home computer. If you haven’t done this sort of thing before, then please consider this as another educational benefit of the course. Course Objectives:
Required Readings and Materials:
Course Schedule:
7/6: Welcome. Introduction to 21st century integrated art history curriculum. Greetings, Champlain Elementary election project, Introduction to eCollege
7/7: Introduction to the language and methodology of art history: who, what, when, where, why, and how? What is critical “art historical” inquiry? Introduction to art from the Ancient through Medieval periods in the Western tradition. Reading to review before class: Virginia Fitzpatrick, Art History: A Contextual Inquiry Course (whole thing)
7/8: Renaissance and Baroque Art in Europe Reading to review before class: Marianne Saccardi, Art in Story, 174-218, 225-234; excerpt from: Rona Goffen, Renaissance Rivals: Michelangelo, Leonardo, Raphael, Titian (New Haven and London: Yale University Press, 2002) (in "Doc Sharing"); and excerpt from: Paul Crenshaw, "Rembrandt's Bankruptcy: The Artist, His Patrons, and the Art Market in Seventeenth-Century Netherlands" (Cambridge University Press) (in "Doc Sharing")
7/9: Rococo through Post-Impressionist Art in Europe Reading to review before class: Saccardi, 255-303; except from Todd Porterfield and Susan L. Siegfried, Staging Empire: Napoleon, Ingres, and David (University Park, PA: Pennsylvania State University Press) (in "Doc Sharing").
7/10: Native American, Colonial American, and Revolutionary Era Art / Using technology to work with images Reading to review before class: Saccardi, 305-325; except from Janet C. Berlo and Ruth B. Phillips, “Native North American Art,” (Oxford University Press, 1998); and Paul Staiti, “Character and Class,” excerpt from John Singleton Copley in America (Metropolitan Museum of Art, 1995) (in “Doc Sharing”)
7/13: Diverse Traditions: The Aesthetics and Purposes of Art in China and Africa Reading to review before class: Saccardi, 103-150; Babatunde Lawal, “African Art and the Social Order,” in The Gelede Spectacle: Art, Gender, and Social Harmony in an African Culture;” and Wen C. Fong, "Words and Images in Late Ming and Early Ch'ing Painting" in Words and Images: Chinese Poetry, Calligraphy, and Painting, ed. by Alfreda Murck and Wen C. Fong (Princeton, N.J.: Princeton University Press, for the Metropolitan Museum of Art): 501-512. (in "Doc Sharing").
7/14: Art as an agent of social and political change in America: Women from “the Greek Slave” to The Dinner Party; the Harlem Renaissance; Social Reform Photography Reading to review before class: excerpt from: Romare Bearden and Harry Henderson, “The Twenties and the Black Renaissance;” (in “Doc Sharing”); excerpt from Joy Kasson, Marble Queens and Captives (in “Doc Sharing”); and Alan Trachtenberg, “Camera Work / Social Work” in Reading American Photographs (New York: Hill and Wang, 1989) (in “Doc Sharing”)
Assignment due Today: Outline of unit and lesson plan due today.
7/16: Trip to Shelburne Museum (meet for bagels at “Bruegger’s Bagel Cafe” 2989 Shelburne Road at 9, and then at the round barn at 10 a.m.) Visual engagement strategies and techniques for maximizing learning during museum visits. Students are responsible for paying for the cost of this visit. Reading to review before class: Philip Yenawine, “Jump Starting Visual Literacy: Thoughts on Image Selection,” (in “Doc Sharing”); and Abigail Housen and Philip Yenawine, “Visual Thinking Strategies: Understanding the Basics.” (in Doc Sharing”
7/17 Unit and lesson plan presentations in class
7/20 Final projects due on eCollege in the “Dropbox” by 5 p.m.
Course Requirements and Grading Percentages:
35%: 7 journal entries: (due posted to the online “journal” in eCollege on seven days of your choice between 7/6 and 7/17): 1-2 pp. posts, with a particular focus on what you learned from the reading and in class that might be useful in your teaching. 15%: Class attendance and participation (you may miss one day without penalty) 10% Draft of Unit Plan and Lesson (due 7/15) 10%: 15-minute Presentation of Unit and Lesson Plan: (due 7/17) 30%: Final Draft of Unit and Lesson Plan: (due in the eCollege “dropbox” by 7/20)
Unit and Lesson Plan: 8-15 pp. typed. Your unit plan should describe the theme and objective of your unit, an inter-disciplinary group of at least 6 Vermont State grade level expectations you will address, and a listing of the proposed sequence of activities with a list of resources required, including relevant course materials. Your lesson plan should include a full description of one class within this unit, including a description of the amount of time needed, resources and materials to be used, and assessment / follow-up to be used. See past examples (in eCollege “doc sharing”) for a good idea of what these look like.
Recommended Readings and Resources
Texts on art history in the classroom:
Creative class plans:
Survey art history text books:
Favorite video art history series:
Internet Resources (just a sampling):
Art history field trip options nearby:
· http://www.mbam.qc.ca/en/index.html website for the Montreal Museum of Fine Arts · http://www.macm.org/en/index.html website for the Museum of Contemporary Art, Montreal · http://www.burlingtoncityarts.com Burlington City Arts has education programs for school groups using a “See/ Think / Do” strategy. Students can visit an exhibition, and then create art in the studios. For more great art in VT, don’t forget:
St.
Johnsbury Atheneum |