|Student Learning Outcomes -|
- A successful student will be able to identify and assess the dominant styles (Cubism, Surrealism, etc.) in modern art based on their impact twentieth-century culture.
- A successful student will be able to develop a rationale for Pop Art using a methodology focusing on social and economic changes in twentieth-century America.
|Description - |
|A study of art and architecture from Post Impressionism to the present day emphasizing the importance of social, economic, and political influences on the art of this period. This course is designed to relate contemporary artistic expression to modern thought. Lectures will be directed towards illustrating and interpreting the subjects listed in the course content. We will study painting, sculpture, architecture, conceptual art, environmental art, and modern digital media from across the world. A field trip will be taken to a museum.|
|Course Objectives - |
|The student will be able to: |
- Discuss the nature of emotional, social, and aesthetic influences affecting artists and their work.
- Recognize specific influences on the development of Cubism and separate historical evidence from philosophical speculation.
- Identify specific styles and why the works included under them have been so classified.
- Assess the need to question stylistic categorizations and also the aesthetic judgments of critics.
- Express an understanding of the underlying principles motivating all artistic expression.
- Demonstrate awareness of how contributions of artists from different cultures and backgrounds contributed to the richness and diversity of modern art.
- Evaluate the social, economic, and political influences in modern art.
- Identify and assess the dominant styles (Cubism, Surrealism, etc.) in modern art based on their impact twentieth-century culture.
- Develop a rationale for Pop Art using a methodology focusing on social and economic changes in twentieth-century America.
|Special Facilities and/or Equipment - |
- Textbooks, notebook; an adequate lecture hall that can be darkened to show projected images and films.
- Access to the Artstor online image archive. Classroom must be internet connected and provided with digital projector, DVD player, and VHS player.
- When taught via Foothill Global Access, on-going access to a computer with e-mail software and capabilities, e-mail address, and internet browsing software.
|Course Content (Body of knowledge) - |
|The following content is delivered via lecture (Lec) in the scheduled class sessions unless otherwise stated. |
- Painting and Sculpture in Europe
- Early l9th Century - transition in Modern Art
- Later l9th Century
- Symbolism, The Nabis
- Art Nouveau
- Early 20th Century
- Die Brucke
- Der Blaue Reiter
- De Stijl
- Painting and Sculpture in America
- Early 20th Century/Realism
- Ash Can School
- Socialism and the W.P.A.
- Mid-20th Century
- Abstract Expressionism
- Pop Art
- Later Abstraction, Hard Edge Painting, Op Art
- Environmental and Kinetic Sculpture
- Minimal Art
- Contemporary Directions
- Process Art
- Conceptual Imagery
- Contemporary art from China, Africa, India, and South America
- Post-Modernism in the 1980s
- Neo-Conceptualism in the 1980s and 1990s
- The 21st century: Queer Theory, Feminism, and Post Post-Modernism
- Where are we now? Art in 2014
- Architecture and City Planning
- Romantic Architecture of the l9th Century including Neoclassicism
- Architecture and engineering of the mid-19th Century
- Expressionism and Art Nouveau
- The Chicago School - early skyscraper construction
- Formalism and the Bauhaus/The International Style
- Brutalism, Deconstruction, and High tech Architecture: the 1950s to the 1980s
- Post Modernism from the 1970s to the 1990s
- Neo-Modernism into the 21st Century
|Methods of Evaluation - |
- Two midterms including slide identification, short answer, and essay questions
- Final examination including slide identification, short answer, and essay questions
- A research paper (7-8 pages) presented in the MLA format using primary and secondary sources only
- Seminar on a topic selected from a list provided by the instructor
- Proctored (synchronous) online discussion sessions
- Library orientation
|Representative Text(s) - |
|Arnason, Harvard, Mansfield, Elizabeth C., History of Modern Art 6th ed., Upper Saddle River, Prentice Hall, Inc., 2009. |
|Disciplines - |
|Method of Instruction - |
|Lecture, Discussion, Cooperative learning exercises, Oral presentations, Electronic discussions/chat, Independent study, Field trips. |
|Lab Content - |
- Eight weekly instructor-proctored synchronous discussion sessions held via Etudes online.
- The student will attend a library orientation/term paper introduction in the library with the instructor (there are 7-8 sessions scheduled each quarter).
- Seminar: the seminar sessions require the students to present their material to the instructor outside of class time (a scheduled lab session). The seminars are in the form of organized discussions and can be supported with powerpoint presentations and other visual aids.
All lab activity participation (discussions/library orientation/seminar) is recorded and graded.
|Types and/or Examples of Required Reading, Writing and Outside of Class Assignments - |
- Approximately one chapter of text (40 - 60 pages) per week.
- Primary/secondary source reading from handouts and teacher-provided internet links
- 7-8 page paper prepared using the MLA format and researched using primary and secondary sources only.
- Weekly online discussions involving written statements and responses
- Written essay responses (500+ words) on all three exams
- Written short answer responses (50 - 100 words) on all three exams