Meeting Date:
ART 164
Approved
EFFECTIVE: Summer 2011
Modesto Junior College
Course Outline of Record
ART 164
I.
OVERVIEW
The following information will appear in the 2011 - 2012 catalog
ART 164
History of Art 1
3 Units
Analysis of great art epochs through study of paintings, sculpture, architecture and history
from pre-historic times to the end of the Middle Ages.
Field trips might be required. (A-F or P/NP - Student choice) Lecture
Transfer: (CSU, UC) General Education: (MJC-GE: C ) (CSU-GE: C1 ) (IGETC: 3A )
II.
LEARNING CONTEXT
Given the following learning context, the student who satisfactorily completes this course should be able to achieve the
goals specified in Section III, Desired Learning:
A.
COURSE CONTENT
1.
Required Content:
This course will cover the development of visual expression from its earliest beginnings to the year
1400. This survey will be divided into sections on:
a.
b.
c.
d.
Prehistory
i.
Paleolithic
ii.
Mesolithic
iii.
Neolithic
Early Civilizations
i.
Mesopotamian
ii.
Egyptian
iii.
Minoan
iv.
Mycenean
Classical Greeks
i.
Greek
ii.
Hellenistic
Classical Rome
i.
Etruscan
ii.
Roman
Division: Arts, Humanities & Communications
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Meeting Date:
ART 164
Approved
EFFECTIVE: Summer 2011
e.
B.
Medieval
i.
Byzantine and Early Christian
ii.
Celtic
iii.
Carolingian
iv.
Ottonian
v.
Romanesque
vi.
Gothic
HOURS AND UNITS
3 Units
INST METHOD
C.
D.
TERM HOURS
UNITS
Lect
54
3.00
Lab
0
0
Disc
0
0
METHODS OF INSTRUCTION (TYPICAL)
Instructors of the course might conduct the course using the following method:
1.
Slide lectures presenting the major works of art, and elaboration on their basic qualities
2.
Assigned chapter readings in text and reference materials as related to presented materials
3.
Independent written or verbal evaluation of selected works of art applying concepts and terminology
learned in class
4.
Term papers or Power-Point presentations on specified artists, movements, periods or themes
5.
Group discussions of specific works or concepts to evaluate their formal qualities.
ASSIGNMENTS (TYPICAL)
1.
EVIDENCE OF APPROPRIATE WORKLOAD FOR COURSE UNITS
Time spent on coursework in addition to hours of instruction (lecture hours)
Read the chapters in the textbook: 12 chapters for the 15 week semester. Students also will read at
least three chapters selected from other published studies on the subject lt by the professor.
Study and memorize selected data on about 40 major works of art from each of the 5 section periods
under discussion to know the period, culture, artist, title, approximate date, medium, stylistic
characteristics and techniques.
PHIDIAS (?), Riace Warrior: A, c. 455 bce. Bronze with silver, copper, and other materials, 80" high.
Discovered with another statue by a vacationing diver in 1972 in 18 ft. of water off the coast of Riacci
(southern Italy), it is now in the Archaeological Museum, Reggio Calabria, Southern Italy. This rare
original statue from the Severe phase of the Transitional period is an excellent example of static
contrapposto. Phidias was considered the best at depicting the image of a god. See Janson, p.
126.
There are ten multiple choice homework assignments of 50 questions each with 5 options per
question.
Question Examples:
1. Which Classical Greek sculptor was particularly noted for his depiction of figures frozen in motion?
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Meeting Date:
ART 164
Approved
EFFECTIVE: Summer 2011
1. Which Classical Greek sculptor was particularly noted for his depiction of figures frozen in motion?
A) Kritios
B) Polycleitos
C) Myron*
D) Phidias
E) Praxiteles
2. Which terms(s) apply to the Doryphoros of Polycleitos?
A) Torsion
B) Contrapposto
C) Canon
D) Golden Mean
E) All of the options*
2.
EVIDENCE OF CRITICAL THINKING
Assignments require the appropriate level of critical thinking
1. Each student will write five 250-word discussions selected from groups of 8 to 16 questions; one
every 3 weeks. These are shared with all students, who comment on them.
Examples of Discussion Questions:
A: Discuss the development of the depiction of the male nude figure in Greece through the Classical
period. What role did Polycleitos and Myron play in this? What was the cause of the change in style,
and who was responsible for it? Support your thesis with sufficient examples.
B: Discuss Greek potter and the various styles in which they worked. How did they achieve their
results? Who were the best artists among the potters and painters? Pick any three examples from
the list to discuss.
2. Students must write at least one 1500-word essay on a Museum Field Study or two 1500-word
summaries selected by the professor from published materials suitable to the subject. In the first
case students will select a group of 3 or 4 works of art viewed directly at a museum, describe them
first, then submit them to a compare and contrast evaluation to demonstrate an understanding of the
stylistic characteristics of the various periods and personal styles of individual artists. In the second
case students will be assessing, interpreting, criticizing and evaluating writings on the subject to
attain a deeper critical base for evaluating works of art.
E.
III.
TEXTS AND OTHER READINGS (TYPICAL)
1.
Book: Kleimer, F. & Mamiya, C. (2005). Gardner’s Art Through the Ages (12th /e). Thomson
Wadsworth Publishers.
2.
Book: P. J. E. Davies, Walter B. Denny et al. (2007). Janson's History of Art, The Western Tradition
(7th/e). Upper Saddle River, New Jersey Pearson, Prentice Hall.
DESIRED LEARNING
A.
COURSE GOAL
As a result of satisfactory completion of this course, the student should be prepared to:
identify, discuss, and distinguish through comparing and contrasting the formal characteristics of the
various styles and periods covered in the course.
B.
STUDENT LEARNING GOALS
Mastery of the following learning goals will enable the student to achieve the overall course goal.
1.
Required Learning Goals
Upon satisfactory completion of this course, the student will be able to:
a.
Define the major monuments of the great art epochs and how man expressed himself through
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Meeting Date:
ART 164
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EFFECTIVE: Summer 2011
IV.
a.
Define the major monuments of the great art epochs and how man expressed himself through
them.*
b.
Designate the chronology of art developments, and the terms employed in the discussion of
these developments.
c.
Identify, describe, and distinguish between the styles of the great civilizations and the major
epochs within them.
d.
Analyze the basic qualities of an artwork, i.e. style, composition, color, technique, and medium.
e.
Write clearly and concisely about works of art and the artists and cultures who made them.
f.
Identify selected works of art from the major periods and relate them to the chronology of artistic
development.
g.
Assess the basic literature on the various periods of art.
h.
Compare original works of art in art museums and contrast them to determine their aesthetic
value.
METHODS OF ASSESSMENT (TYPICAL)
A.
B.
FORMATIVE ASSESSMENT
1.
Homework assignment include the answering of question sets designed to engage the students with
the data explored in class to deepen their abilities to memorize, describe, interpret and distinguish the
artworks of the various periods and cultures.
2.
* Short summary report on specific published topics relevant to the subject in which students
evaluate, consider and reorganize the material before presenting a final criticism of it.
SUMMATIVE ASSESSMENT
1.
Quizzes and tests on the material presented. Examinations will include slide identification (i.e. Title,
artist, culture, period, date, medium, style), definition of vocabulary terms, evaluation of
multiple-choice and true or false statements, and essays of comparative and descriptive nature.
2.
Written report on a museum field study(alternative research assignment) in which students evaluate
selected works of art using the formal methods and data explored in classes, text, study guides etc.
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