mcginnis
Tue, 10/24/2023 - 16:45
Edited Text
California University of
Pennsylvania Guidelines for New
Course Proposals University
Course Syllabus
Approved: 8/20/12
Department of Art & Design
A.
Protocol
Course Name:
American Art: European Settlement through 1918
Course Number:
ART 333
Credits:
3
Prerequisites:
None
Maximum Class Size (face to face): 40 students
Maximum Class Size (online): N/A
B.
Objectives o f t h e C o u r s e :
In the context of the study of the history of American art . . .
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
C.
Students will synthesize information and concepts gained from course readings.
Students will evaluate written material and reach conclusions.
Students will conduct careful, thoughtful observations of objects related to art and society.
Students will describe observations using appropriate visual art terminology.
Students will apply course theories to problem solving exercises.
Students will interpret, analyze, and evaluate visual images.
Students will compare, contrast, and classify stylistic characteristics in the arts.
Students will analyze visual art in relationship to contemporaneous social, political, religious
and cultural issues.
Students will demonstrate essential basic art historical methods of inquiry emphasizing
clear observation, critical thinking, informed judgments, abstract reasoning, and problem
solving skills.
Students will present art historical content using clear written and oral exposition.
The students will address requirements under the guidelines for “Knowing the Content”
established by the Pennsylvania Department of Education for Art Education Certification.
Catalog Description:
This course will consider painting, sculpture and photography in America from the time of
European settlement to 1918 with special attention given to political, social and cultural contexts.
Course organization is both chronological and thematic. It emphasizes major figures, such as John
Singleton Copley, Benjamin West, Thomas Cole, Winslow Homer, Thomas Eakins, but it also
focuses on issues such as the construction of an American identity, the role of the fine arts in
American society, and the tensions of class, gender, race and ethnicity in American art.
Examination of key works of art will be accompanied by discussion of related readings in art
theory.
D. Outline of the Course:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Introduction to American Art
Pre-Colonial American Art – Regional and Cultural Distinctions
Early Colonial Painting and how to read a portrait
Late 18th Century Portraiture and John Singleton Copley
Grand Manner History Painting — West, Trumbull and Copley
Grand Manner History Painting — Morse, Allston and Vanderlyn
America’s Heroes: Washington as Icon and Jefferson as Patron
Federal Portraiture and still-life painting
American Landscape painting — Allston and Cole
Landscape painting — Manifest Destiny & the search for the ideal
Genre Painting — The Politics of Everyday Life
Neoclassical Sculpture
Images of African-Americans and Native Americans
Civil War Photography
American Naturalism and Realism — Homer
Eakins and Tanner
America’s Expatriates — Whistler, Sargent and Cassatt
Aestheticism & Late 19th Century Painting
Late 19th Century Sculpture
Documentary Photography in the Late 19th Century
American Arts & Crafts Movement
Henri and The Eight — the Ashcan School
Alfred Stiegliz and his Influence
New York Dada
Early Modernism and The Armory Show
E. Teaching Methodology:
1)
Traditional Classroom Methodology
The class will be taught in a lecture-discussion format. Participation in class discussions is
required so that students may enhance both critical thinking and communication skills. The
instructor will present material for discussion from a variety of media sources, and when
possible, the class will make visits to museums to see works of art produced during the
periods considered in the course. The textbook is intended as a source of background
information, and the instructor extends its scope, often with primary source material. The
instructor draws connections among the historical events of the period, the aesthetic ideas
current in the period, the technologies of the time period, specific cultural milieux, and the
development of individual artists. The course is designed to present the study of art history
as an examination of the contributions of artists within the context of broader historical,
religious, and cultural developments.
2) This course will not be offered online.
F. Text
Required readings drawn from the following:
Craven, Wayne. American Art: History and Culture. New York: McGraw-Hill, 2002.
Doezema, Marianne and Elizabeth Milroy, eds. Reading American Art. New Haven:
Yale University Press, 1998.
Pohl, Frances K. Framing America: A Social History of American Art. London: Thames
& Hudson, 2002.
G.
Assessment Activities:
1)
Traditional Classroom Assessment
1. Examinations: Students will complete two examinations during the course of the semester
and a cumulative final exam. All exams will consist of slide identifications, objective items,
comparison-contrast essays, and thematic essays.
2. Quizzes: Student progress will be assessed throughout the term via frequent quizzes. The
quizzes will examine student comprehension of information presented in class regarding
iconography, style, technique, cultural and political context.
3. Response papers: Students will write two response papers on supplemental reading
selections during the term.
4. Class Presentation: Each student will prepare and make a presentation to the class on a
topic approved by the instructor. Presentations will address aspects of historical and
individual style, iconology and themes, patronage, and historical contextual influences.
H.
Accommodations for Students with Disabilities:
Accommodations for Students with Disabilities
Students with disabilities:
•
Reserve the right to decide when to self-identify and when to request
accommodations.
•
Will register with the Office for Students with Disabilities (OSD) each semester
to receive accommodations.
•
Might be required to communicate with faculty for accommodations which
specifically involve the faculty.
•
Will present the OSD Accommodation Approval Notice to
faculty when requesting accommodations that involve the
faculty.
Requests for approval for reasonable accommodations should be directed to the Office for
Students with Disabilities (OSD). Approved accommodations will be recorded on the OSD
Accommodation Approval notice and provided to the student. Students are expected to adhere
to OSD procedures for self-identifying, providing documentation and requesting
accommodations in a timely manner.
Contact Information:
• Location:
Azorsky Hall – Room 105
• Phone:
(724) 938-5781
• Fax:
(724) 938-4599
• Email:
osdmail@cup.edu
Web Site: http://www.calu.edu/current-students/student-services/disability/index.htm
I.
Supportive Instructional Materials, e.g. library materials, web sites, etc.
ArtStor image collections are a primary resource for class presentation and
discussion. Manderino Library holds serials such as The Art Bulletin, Art History,
Smithsonian Studies in American Art, and American Art which provide students with
access to recent scholarship on topics related to American art.
Additional Information for Course Proposals
J.
Proposed Instructors: Art historian, or qualified Art & Design faculty
K.
Rationale for the Course:
This course is one of several new courses proposed in order to strengthen art history course
offerings. As part of the proposed BA in Art focus in Art History, it will allow students to
develop an in-depth understanding of this important subject in the history of art. As an upperdivision elective, the course will provide all Art & Design majors with a more thorough
treatment of the development of the visual arts in the United States.
L.
Specialized Equipment or Supplies Needed:
A smart classroom is required.
M.
Answer the following questions using complete sentences:
1.
Does the course require additional human resources? (Please explain)
No additional human resources are required to offer this course.
2.
Does the course require additional physical resources? (Please explain)
It does not; however, a smart classroom is needed for the course.
3.
Does the course change the requirements in any
particular major? (Please explain)
This course would be an elective for Art & Design
majors.
4.
Does the course replace an existing course? (If so, list the course)
It does not.
5.
How often will the course be taught?
The course will be offered at least once every three years.
6.
Does the course duplicate an existing course in another Department or
College? (If the possibility exists, indicate course discipline, number, and
name)
It does not.
7.
What is the recommended maximum class size for this course?
The maximum recommended class size is 40 students.
N.
If the proposed course includes substantial material that is traditionally taught in
another discipline, you must request a statement of support from the department
chair that houses that discipline.
It does not.
O.
Please identify if you are proposing to have this course considered as a menu
course for General Education. If yes, justify and demonstrate the reasons based
on the categories for General Education. The General Education Committee must
consider and approve the course proposal before consideration by the UCC.
This course is proposed for the General Education Fine Arts menu.
The course satisfies the following educational goals (as stipulated by the General Education
2012 Program Guidelines):
1.
2.
3.
4.
P.
“To present, critique or analyze human values, beliefs, and emotions as they are
conceptualized, formulated, and expressed through … artifacts and perceived through
the senses….”
“To compare and contrast the artistic expression of different cultural groups…”
“To recognize how values, ethics or social norms impact artistic expression …”
“To apply the tools of critical thinking to the fine arts…”
Provide Approval Form (electronically).
Additional Guidelines
The following are additional guidelines that you must follow which will expedite your
course proposal. Failure to follow these guidelines will result in the return of the
proposal to the department.
1. Be sure that your proposal is in the correct format (Guidelines for New Course
Proposals) and that all questions have been completely answered
2. Be sure that you have completed and attached the Application to Establish a New
Course form and/or the Advisement Sheet Revision form and that the appropriate
signatures have been affixed. Please send through the process electronically (the
preferred method) or by paper. No items will be placed on the agenda until the Chair
of the UCC is in possession of these forms.
3. Be sure that you include an updated advisement sheet for any course that is being
required by the department or is classified as a restricted elective. In addition, you
must include an electronic copy (MS Word or PDF) of the current advisement sheet(s)
with your proposal. Be certain that all advisement sheets affected by the proposed
course change be included with your proposal.
4. When submitting materials for consideration by the Curriculum Committee, you
must provide an electronic copy of each item to be reviewed to the Chairperson.
5. All completed items must be in the hands of the Chairperson of the Curriculum
Committee a minimum of one week prior to the next regularly scheduled meeting.
6. Any department requesting a course name change, number change, prefix changes,
credit changes, etc. must submit this request on the Application to Establish a New
Course Form and submit electronically.
7. New advisement sheets, major proposals, minors, or changes to advisement sheets
will become effective the fall semester following committee approval. The
advisement sheets must also include the committee approval date and the effective
date on the advisement page. Submit this request on the Advisement and /or
Program Changes form.
8. New courses will become effective the semester following committee
approval.
9. Any references listed must be in the appropriate bibliographic format for the
discipline.
10. Online courses must follow the Quality Matters™ rubric and is posted on the UCC
website. Be sure that you include the online teaching methodology statement (refer
E.2 above) that refers to the Quality Matters™ rubric.
11. All course objectives must follow Bloom’s Taxonomy learning domains located on
the UCC website.
Pennsylvania Guidelines for New
Course Proposals University
Course Syllabus
Approved: 8/20/12
Department of Art & Design
A.
Protocol
Course Name:
American Art: European Settlement through 1918
Course Number:
ART 333
Credits:
3
Prerequisites:
None
Maximum Class Size (face to face): 40 students
Maximum Class Size (online): N/A
B.
Objectives o f t h e C o u r s e :
In the context of the study of the history of American art . . .
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
C.
Students will synthesize information and concepts gained from course readings.
Students will evaluate written material and reach conclusions.
Students will conduct careful, thoughtful observations of objects related to art and society.
Students will describe observations using appropriate visual art terminology.
Students will apply course theories to problem solving exercises.
Students will interpret, analyze, and evaluate visual images.
Students will compare, contrast, and classify stylistic characteristics in the arts.
Students will analyze visual art in relationship to contemporaneous social, political, religious
and cultural issues.
Students will demonstrate essential basic art historical methods of inquiry emphasizing
clear observation, critical thinking, informed judgments, abstract reasoning, and problem
solving skills.
Students will present art historical content using clear written and oral exposition.
The students will address requirements under the guidelines for “Knowing the Content”
established by the Pennsylvania Department of Education for Art Education Certification.
Catalog Description:
This course will consider painting, sculpture and photography in America from the time of
European settlement to 1918 with special attention given to political, social and cultural contexts.
Course organization is both chronological and thematic. It emphasizes major figures, such as John
Singleton Copley, Benjamin West, Thomas Cole, Winslow Homer, Thomas Eakins, but it also
focuses on issues such as the construction of an American identity, the role of the fine arts in
American society, and the tensions of class, gender, race and ethnicity in American art.
Examination of key works of art will be accompanied by discussion of related readings in art
theory.
D. Outline of the Course:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Introduction to American Art
Pre-Colonial American Art – Regional and Cultural Distinctions
Early Colonial Painting and how to read a portrait
Late 18th Century Portraiture and John Singleton Copley
Grand Manner History Painting — West, Trumbull and Copley
Grand Manner History Painting — Morse, Allston and Vanderlyn
America’s Heroes: Washington as Icon and Jefferson as Patron
Federal Portraiture and still-life painting
American Landscape painting — Allston and Cole
Landscape painting — Manifest Destiny & the search for the ideal
Genre Painting — The Politics of Everyday Life
Neoclassical Sculpture
Images of African-Americans and Native Americans
Civil War Photography
American Naturalism and Realism — Homer
Eakins and Tanner
America’s Expatriates — Whistler, Sargent and Cassatt
Aestheticism & Late 19th Century Painting
Late 19th Century Sculpture
Documentary Photography in the Late 19th Century
American Arts & Crafts Movement
Henri and The Eight — the Ashcan School
Alfred Stiegliz and his Influence
New York Dada
Early Modernism and The Armory Show
E. Teaching Methodology:
1)
Traditional Classroom Methodology
The class will be taught in a lecture-discussion format. Participation in class discussions is
required so that students may enhance both critical thinking and communication skills. The
instructor will present material for discussion from a variety of media sources, and when
possible, the class will make visits to museums to see works of art produced during the
periods considered in the course. The textbook is intended as a source of background
information, and the instructor extends its scope, often with primary source material. The
instructor draws connections among the historical events of the period, the aesthetic ideas
current in the period, the technologies of the time period, specific cultural milieux, and the
development of individual artists. The course is designed to present the study of art history
as an examination of the contributions of artists within the context of broader historical,
religious, and cultural developments.
2) This course will not be offered online.
F. Text
Required readings drawn from the following:
Craven, Wayne. American Art: History and Culture. New York: McGraw-Hill, 2002.
Doezema, Marianne and Elizabeth Milroy, eds. Reading American Art. New Haven:
Yale University Press, 1998.
Pohl, Frances K. Framing America: A Social History of American Art. London: Thames
& Hudson, 2002.
G.
Assessment Activities:
1)
Traditional Classroom Assessment
1. Examinations: Students will complete two examinations during the course of the semester
and a cumulative final exam. All exams will consist of slide identifications, objective items,
comparison-contrast essays, and thematic essays.
2. Quizzes: Student progress will be assessed throughout the term via frequent quizzes. The
quizzes will examine student comprehension of information presented in class regarding
iconography, style, technique, cultural and political context.
3. Response papers: Students will write two response papers on supplemental reading
selections during the term.
4. Class Presentation: Each student will prepare and make a presentation to the class on a
topic approved by the instructor. Presentations will address aspects of historical and
individual style, iconology and themes, patronage, and historical contextual influences.
H.
Accommodations for Students with Disabilities:
Accommodations for Students with Disabilities
Students with disabilities:
•
Reserve the right to decide when to self-identify and when to request
accommodations.
•
Will register with the Office for Students with Disabilities (OSD) each semester
to receive accommodations.
•
Might be required to communicate with faculty for accommodations which
specifically involve the faculty.
•
Will present the OSD Accommodation Approval Notice to
faculty when requesting accommodations that involve the
faculty.
Requests for approval for reasonable accommodations should be directed to the Office for
Students with Disabilities (OSD). Approved accommodations will be recorded on the OSD
Accommodation Approval notice and provided to the student. Students are expected to adhere
to OSD procedures for self-identifying, providing documentation and requesting
accommodations in a timely manner.
Contact Information:
• Location:
Azorsky Hall – Room 105
• Phone:
(724) 938-5781
• Fax:
(724) 938-4599
• Email:
osdmail@cup.edu
Web Site: http://www.calu.edu/current-students/student-services/disability/index.htm
I.
Supportive Instructional Materials, e.g. library materials, web sites, etc.
ArtStor image collections are a primary resource for class presentation and
discussion. Manderino Library holds serials such as The Art Bulletin, Art History,
Smithsonian Studies in American Art, and American Art which provide students with
access to recent scholarship on topics related to American art.
Additional Information for Course Proposals
J.
Proposed Instructors: Art historian, or qualified Art & Design faculty
K.
Rationale for the Course:
This course is one of several new courses proposed in order to strengthen art history course
offerings. As part of the proposed BA in Art focus in Art History, it will allow students to
develop an in-depth understanding of this important subject in the history of art. As an upperdivision elective, the course will provide all Art & Design majors with a more thorough
treatment of the development of the visual arts in the United States.
L.
Specialized Equipment or Supplies Needed:
A smart classroom is required.
M.
Answer the following questions using complete sentences:
1.
Does the course require additional human resources? (Please explain)
No additional human resources are required to offer this course.
2.
Does the course require additional physical resources? (Please explain)
It does not; however, a smart classroom is needed for the course.
3.
Does the course change the requirements in any
particular major? (Please explain)
This course would be an elective for Art & Design
majors.
4.
Does the course replace an existing course? (If so, list the course)
It does not.
5.
How often will the course be taught?
The course will be offered at least once every three years.
6.
Does the course duplicate an existing course in another Department or
College? (If the possibility exists, indicate course discipline, number, and
name)
It does not.
7.
What is the recommended maximum class size for this course?
The maximum recommended class size is 40 students.
N.
If the proposed course includes substantial material that is traditionally taught in
another discipline, you must request a statement of support from the department
chair that houses that discipline.
It does not.
O.
Please identify if you are proposing to have this course considered as a menu
course for General Education. If yes, justify and demonstrate the reasons based
on the categories for General Education. The General Education Committee must
consider and approve the course proposal before consideration by the UCC.
This course is proposed for the General Education Fine Arts menu.
The course satisfies the following educational goals (as stipulated by the General Education
2012 Program Guidelines):
1.
2.
3.
4.
P.
“To present, critique or analyze human values, beliefs, and emotions as they are
conceptualized, formulated, and expressed through … artifacts and perceived through
the senses….”
“To compare and contrast the artistic expression of different cultural groups…”
“To recognize how values, ethics or social norms impact artistic expression …”
“To apply the tools of critical thinking to the fine arts…”
Provide Approval Form (electronically).
Additional Guidelines
The following are additional guidelines that you must follow which will expedite your
course proposal. Failure to follow these guidelines will result in the return of the
proposal to the department.
1. Be sure that your proposal is in the correct format (Guidelines for New Course
Proposals) and that all questions have been completely answered
2. Be sure that you have completed and attached the Application to Establish a New
Course form and/or the Advisement Sheet Revision form and that the appropriate
signatures have been affixed. Please send through the process electronically (the
preferred method) or by paper. No items will be placed on the agenda until the Chair
of the UCC is in possession of these forms.
3. Be sure that you include an updated advisement sheet for any course that is being
required by the department or is classified as a restricted elective. In addition, you
must include an electronic copy (MS Word or PDF) of the current advisement sheet(s)
with your proposal. Be certain that all advisement sheets affected by the proposed
course change be included with your proposal.
4. When submitting materials for consideration by the Curriculum Committee, you
must provide an electronic copy of each item to be reviewed to the Chairperson.
5. All completed items must be in the hands of the Chairperson of the Curriculum
Committee a minimum of one week prior to the next regularly scheduled meeting.
6. Any department requesting a course name change, number change, prefix changes,
credit changes, etc. must submit this request on the Application to Establish a New
Course Form and submit electronically.
7. New advisement sheets, major proposals, minors, or changes to advisement sheets
will become effective the fall semester following committee approval. The
advisement sheets must also include the committee approval date and the effective
date on the advisement page. Submit this request on the Advisement and /or
Program Changes form.
8. New courses will become effective the semester following committee
approval.
9. Any references listed must be in the appropriate bibliographic format for the
discipline.
10. Online courses must follow the Quality Matters™ rubric and is posted on the UCC
website. Be sure that you include the online teaching methodology statement (refer
E.2 above) that refers to the Quality Matters™ rubric.
11. All course objectives must follow Bloom’s Taxonomy learning domains located on
the UCC website.