Art 1800

Nancy Weant
Department of Art & Design

Ideas and the Visual Arts

Semester, 2016

I.

COURSE DESCRIPTION
Course content in Ideas and the Visual Arts includes four different ways to understand
visual art: Aesthetics (Philosophy of Art), Art Criticism, Art History and Studio Art. Students
will actively engage in critical and creative thinking about broad topics in the visual arts ranging
from questions about the nature of art, (aesthetics), to describing and interpreting works of art
(art criticism), to art historical and cultural context (art history), and the elements and principles
of art and design (studio art).
The primary objective of this course is to develop a personal knowledge and critical
appreciation of visual art ideas. This will be accomplished through looking, writing, viewing
films, videos and power points, discussion threads and online learning experiences. A secondary
objective of this course is to develop a critical appreciation of some of the issues surrounding
global art and culture. Students will engage in discussions about social, political, cultural and
aesthetic issues in the visual arts in daily life.
II.

COURSE OBJECTIVES
A. General Objectives
Students will study visual art images and ideas in the required text, Living With Art, write
critical notes to support discussion threads, quizzes and writing exercises in order to develop a
personal knowledge and critical appreciation of aesthetics, art history/visual culture, art critic ism,
and elements and principles of art and design. Students will demonstrate knowledge and critical
appreciation of visual, cultural, and artistic heritage of todays art.
B.
1.

Specific Objectives*
Students successfully completing this course will be expected to:
Develop and demonstrate a basic knowledge and critical appreciation of philosophical
issues aesthetics), art history, methods of art criticism and elements and principles of art
and design along with the processes and methods of art making. (SLO #2, #3, #4, #5)
(Gen Ed Comp #4, #6)

2.

Demonstrate critical and creative thinking and writing, oral presentation skills specific to
describing and interpreting the form and content of art works, art ideas and art
experiences.
(SLO #2, #3, #4, #5) (Gen Ed Comp #4, #6)

3.

Develop a basic knowledge of the role of the artist and art audiences in contemporary
society. (SLO #2, #3, #4, #5)(Gen Ed Comp #6)

4.

Develop a general understanding of the visual art context, e.g., social, political,
philosophical, religious, intellectual, psychological and economic. (SLO #2, #3, #4, #5)
(Gen Ed Comp #4, #6)

5.
#5)

Develop an appreciation of art as human visual and cultural heritage. (SLO #2, #3, #4,
(Gen Ed Comp #6)

6.

Distinguish among opinions, facts, and inferences in order to evaluate the strength of
arguments and to inform their own ability to make judgments and create alternative
solutions. (SLO #2, #3, #4, #5) (Gen Ed Comp #4)
*SLO = Student Learning Outcomes, Art & Design Depa rtment Survival Guide
*Gen Ed Comp = General Education Competencies, UCM Catalog

III CONTENT OUTLINE

A.
Student Level: Undergraduate/University General Studies
B.

Prerequisites: None

C.
Required Textbook: Getlein, Mark (2013) Living With Art 10th Edition
McGraw-Hill Publishers. New York, N.Y.
Living With Art can be purchased bound, loose-leaf or in e-book versions. Loose
Leaf versions cannot be resold and the e-book is only available to the student for one year. Art
majors will want to purchase a print version so they can use it for reference throughout their art
career. Be sure you use the 10th Edition.
D.
Evaluation:
Students will complete quizzes, participate in writing exercises and
class discussions online and in the classroom. Writing exercises and quizzes will reference the
required films, readings in the text, class discussion and exercises and current events as they
relate to visual art and culture. In class and online discussions and exercises, movies, readings
and writing will enable students to write a paper about an art issue or an art critical paper on an
individual artwork. Students will engage in reading, carefully looking at images in the text,
viewing films, completing quizzes, writing and class discussions. Writing exercises and quizzes
will reference readings, films and current events found in the news as they relate to visual art and
culture making individual notes important. Late work will not be accepted. Note: There is zero
tolerance for cheating including copying and plagiarism. Find out about plagiarism and the rules
on cheating and suspension in the UCM Student Handbook.
Assessment
Each assignment will be evaluated using the following traditional criteria:
A= work of outstanding excellence;
B=superior quality, above average work;
C=average work expected of a college student;
D=below average work expected of a college student;
F=failure to do work of acceptable quality.
TENTATIVE COURSE/ASSIGNMENT SCHEDULE Fall 2016
8/15 8/19

Introduction to Art 1800/ Class Organization/ Syllabus/Small group

discussion and class discussion on 8/15. Getting to know one another on
Wed., 8/17 in preparation for group formations. On Fri., 8/19 we will

view a brief film followed by small group discussion and a class

discussion about reactions to the film.
8/22 - 8/26

Syllabus Quiz on Wed., 8/24. Also, read all of Chapter 1 for and come
prepared to discuss the following from Ch. 1: the common traits of
creative people; what do artists do; and looking and responding. Also, on
Fri., 8/26 we will be discussing artist Vincent van Gogh. Directions for
double-spaced typed reflection paper available on BB on Mon. 8/22.

8/29 9/2

We will form permanent small groups on Mon., 8/29. Double-spaced

typed reflection assignment over Chapter 1 and artists Maya Lin and
Tim Hawkinson due on Wed., 8/31. Before we view films on this weeks
artists, visit the following website: http://www.pbs.org/art21/ (google
pbs art 21 if the link does not work) and research artists Maya Lin and
Tim Hawkinson in preparation for this weeks class and group
discussions and to assist with your double-spaced typed reflection
assignment.

*9/5

NO CLASSES - LABOR DAY HOLIDAY

9/7 9/9

Read Chapter 2 and be prepared to discuss first within your group and
then with the class the previously assigned portions of Chapter 2. Each
small group will present to the class portions of Chapter 2. Discussion on
Theme Project Assignment (Directions will be available on Blackboard
under assignments this week on Fri., 9/9).

9/12 9/14

Read Chapter 3 in preparation for your theme project that will be due on
Wed., 9/21. Chapter 3 Theme definitions discussed on Mon., 9/12.
DVD on Wed., 9/14 followed by group and class discussion.

*9/16

NO CLASS - ART DEPARTMENT FACULTY RETREAT

9/19 9/23

Theme projects due at beginning of class on Wed., 9/21. Read

Chapters 4 & 5 for group and class discussion for 9/19 and 9/21. We
will view Art21/DVD (James Turrell) on 9/23 followed by small group
and class discussion. Use the following link to research James Turrell in
preparation for viewing the film and class discussion:
http://www.pbs.org/art21/ (google pbs art21 James Turrell) if you have
trouble with the link. Assignments for next weeks chapters will be on
BB and announced in class on Fri., 9/23. Directions for Museum
Project will be available on BB on Wed., 9/21.

9/26 9/30

Read Chapters 6, 7, 8, 9, & 10 for group and class discussion all week.
In class projects will also be completed during discussion time. Graded
theme projects will be discussed and returned on Fri., 9/30.

10/3 10/7

Read Chapters 11, 12, and 13 and research Christo, Jeanne-Claude

for Mon. 10/3. Class Discussion on public art, architecture, sculpture, and
artists Christo and Jeanne-Claude on Wed., 10/5 we will discuss Arts &
Ritual & Daily Life.

10/10 10/14

Mon., 10/10 and Wed., 10/12 we will discuss the architect, Frank Lloyd
Wright so complete independent research on Frank Lloyd Wright prior to
class. On Fri., 10/14 continue discussions from previous week and read
Chapter 21 and be able to answer the following questions for discussion
during class: How did three revolutions affect modernity; what are the
isms that began to appear in the 19 th century and continued into the 20th ;
how did Matisse and Picasso influence one another; what was the protest
art movement formed during World War I called and why was it formed;
which artist from this movement had a lasting impact on American art in
the 20th century? We will also be completing in-class projects this week.

10/17 10/19

Read Chapters 14, 15, 16, and 17 for group and class discussions.
Museum/Art Criticism Oral Presentations begin this week. Small
group Chapter assignments on Mon.,10/17. Small group presentations
on Wed., 10/19.

*10/21

NO CLASSES in Art & Design Department only

10/24 10/28

Museum/Art Criticism Oral Presentations continue. Read Chapters

18, 19, & 20; Discussion on the influence of Arts of Islam and Africa;
Arts of East Asia India, China, and Japan; Arts of the Pacific and
Americas; Art21 DVD (John Fedorov & Cai Guo-Qiang) Visit this PBS
link: http://www.pbs.org/art21/ (google art21 pbs) to assist with
discussion on Art21 artists Directions for final projects will be
announced in class and BB on Mon., 10/24.

10/31 11/4

Finals Oral Presentations/Projects commence this week and

Museum/Art Criticism Oral Presentations end on 11/4. Read all of
Chapter 22.

11/711/11

In class projects and small group and class discussion over Chapter
22/Finals Presentations

11/14 11/18

Finals Presentations/Projects continue. DVD on Fri., 11/18

*11/21-11/25

NO CLASSES - FALL BREAK

11/28 - 12/2

Remaining Finals' Presentations/Projects/Chapter 23 Discussion

*12/5

Final is from 3:30 pm 5:30 pm on Mon., 12/5.

Department of Art & Design Course Engagement Requirements

This course involves participation in three hours of supervised instruction per week, and a
minimum of six hours of independent work and research outside of class per week. In summer
offerings this same equivalent of class time and outside work in aggregate is expected.
There is zero tolerance for cheating including copying and plagiarism. Find out what
plagiarism entails and the rules on cheating and suspension from the University in the UCM
Student Handbook.
Department of Art & Design Double-Dipping Policy
(turning in the same work in multiple classes)
The Department of Art & Design supports interdisciplinary study, including collaboration across
art and design courses and programs. However, if students plan to turn in the same work for
credit in two different Art & Design classes this should be planned ahead of time with the
consent of both instructors. It should not be viewed as a short cut for the requirements of
either class. In general, it should:
Be created in the pursuit of interdisciplinary and/or collaborative goals.
Maintain the academic integrity of all courses involved by providing clear evidence
that applies to the assessment of the objectives for each course.
Serve to fulfill the course engagement time requirements listed in the syllabus of each
class in aggregate, rather than concurrently (Example: An assignment taking one week
that is being done for two different studio classes, would take in-class time from both
courses, as well as six hours of independent out-of-class time, three hours each from the
two classes).
Disclaimer for Controversial Content
"Art History scholarship and Art Studio practice, along with art teaching and learning, are
complex endeavors. They involve the critical exploration of ideas, theories, art-making
practices, and art movements, and encompass such things as the human body, sexuality, race,
gender, ethnicity, politics, strong language, religions, and cultures. This course may cover one or
more of the above categories and each student will be required to be an active participant in all
course assignments, discussions, and tests. Given this information, it is the students obligation
to determine whether the course content and requirements conflict with the students core
beliefs. If a student determines that there is a conflict with his or her core beliefs, one of the
following actions must be taken prior to the last day to drop a course without penalty: 1) drop
the class; 2) meet with the instructor to determine if an accommodation can be made. Faculty
will ascertain if an accommodation can be made; however, faculty are not required to grant

content accommodations."
SOURCE: Maria Elena Buszek, Ph.D., Associate Professor of Art History, Department of Visual
Arts, College of Arts and Media, The University of Colorado Denver
http://www.mariabuszek.com
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