The Enduring Power of Art: A Historical and Critical Inquiry
Art, in its myriad forms, possesses an extraordinary capacity to evoke profound human responses. People are sexually aroused by pictures and sculptures; they break pictures and sculptures; they mutilate them, kiss them, or cry before them, and go on journeys to them. They are calmed by them, stirred by them, and incited to revolt. They give thanks by means of them, expect to be elevated by them, and are moved to the highest levels of empathy and fear. Furthermore, people also pay extraordinary amounts of money for works of art, build museums for them, steal them, and frequently attempt to censor them. This course delves into the multifaceted power of art, examining its historical trajectory and its enduring influence on human experience. We will focus on the Euro-American traditions of art, exploring the social and cultural practices that have shaped them, and the analytical tools necessary to interpret the diverse meanings and functions of artworks, both in the past and in the present.
Unpacking the Visual Arts: A Journey Through Time and Culture
This course engages with selected works, spanning from paintings and prints to other crafted objects, and artistic developments from the fourteenth to the twenty-first century. Through this exploration, we will scrutinize evolving conceptions of the artist, the artwork itself, and the very discipline of art history. A central tenet of our investigation will be an ongoing attention to critical questions surrounding gender and representation, patronage and politics, the inherent meanings embedded within materials, and the profound impact of new technologies and the historical interactions between Europe, America, and the wider world. We will grapple with fundamental questions such as: How did devotional practices, scientific advancements, colonial endeavors, and global trade influence Euro-American perceptions of art and artists? Moreover, how do institutions like the art market, the art museum, and the temporary exhibition exert their influence in defining what constitutes art?
Course Structure and Engagement
Beyond lectures, the course incorporates weekly recitation meetings. These sessions are specifically designed to foster a dynamic environment for students to discuss assigned readings and images, and to actively exchange ideas with their peers. It is important to note that there is no prescribed textbook for this course. However, for students who find a comprehensive reference beneficial, any recent edition of Hugh Honour and John F. Fleming’s The Visual Arts: A History (Laurence King Publishing, 2009) is highly recommended.
All assigned readings are mandatory and will serve as the foundation for discussions and debates within both lectures and recitation meetings. Consistent attendance at both lectures and recitations is a requirement, and active engagement in class discussions is expected. In the calculation of the participation grade, preparedness for discussion and the quality of contributions will be carefully considered, alongside punctuality, civility, and overall attendance.
Assessment and Academic Integrity
The course requirements include three writing assignments, each double-spaced and varying in length from approximately 4 to 8 pages, depending on the specific topic. Each of these assignments contributes 15% to the final grade. Please be aware that late papers may incur penalties. Exceptions to this policy will only be considered under special circumstances and require prior consultation with the professor.
Read also: Overview of the IBDP History Syllabus
The course will feature two examinations: a midterm exam, accounting for 15% of the final grade, and a final exam, contributing 25%. It is imperative to understand that if an exam is missed for a non-medical reason, a grade of zero will be assigned for that assessment, and retakes will not be permitted.
Plagiarism, defined as the use of another's intellectual work without proper acknowledgement, is considered a serious academic offense. Students found to have plagiarized or submitted work completed by others will automatically receive a failing grade of "F" for the course. Furthermore, such instances will be referred to the appropriate Institute committees for disciplinary review.
Classroom Technology Policy
To ensure an optimal learning environment, smartphones are strictly prohibited for use at any time and for any reason during class sessions. Similarly, students are not permitted to use laptop computers or tablets during class without the express permission of the instructor. Permission will be granted solely for the purpose of note-taking, should other methods present a significant burden to an individual student.
Pedagogical Approaches and Resources
The provided materials offer a glimpse into various pedagogical strategies employed in art history education. For instance, a "ANCIENT EGYPT PACING CALENDAR SUGGESTION!" is presented as a resource for teachers, particularly those new to the subject or seeking to refine their unit on Ancient Egypt. This one-page Google Doc outlines a potential way to organize a middle school Social Studies unit on Ancient Egypt, demonstrating a thematic approach to curriculum delivery.
Another resource, "The History Llama 250 Images CED Lesson Alignment," addresses the challenge of aligning curriculum with established standards, such as the AP Art History Course and Exam Description. This spreadsheet resource clarifies which of the 250 required images are taught within specific lessons, acknowledging that some curricula may deviate from the standard order by grouping lessons by cultures and themes.
Read also: Understanding the History Syllabus
For introductory art programs, a "2D Art 1 Syllabus" provides a curriculum overview, equipping students with foundational knowledge for higher-level art courses. This syllabus also includes essential classroom rules and a student/parent contract, aimed at mitigating behavioral issues.
A "Middle school art syllabus example" illustrates a template for mapping out and organizing visual arts units. This editable MS Word file allows for the inclusion of materials, artists, vocabulary, and cross-curricular ideas, with Unit 1 pre-filled as a demonstration.
A comprehensive approach to art history education is exemplified by a full-year syllabus for AP Art History, designed for a modified block schedule. This syllabus outlines each class meeting and notes important, relevant images to be discussed.
To enhance student understanding and communication, a worksheet focused on key Visual Arts vocabulary is highlighted as an excellent resource for learning and review. This worksheet aims to help students develop a foundational understanding of visual arts terminology, apply this knowledge in practical studio contexts, and improve their ability to communicate effectively about artmaking processes and materials.
The "Australian Curriculum - Visual Arts" is noted for its applicability to various stages of education, adhering to established standards. Additionally, a PDF of the "National Visual Arts Standards for PreK-6th grade" is available in a matrix format.
Read also: Navigating World History
A sample "supply list" for Introduction to Visual Arts courses is described as expansive and adaptable to different student populations, with a suggestion that local businesses may donate basic art materials.
University-Level Art History Programs
At the university level, art history programs are structured to provide students with a robust understanding of art and visual culture. The study of art history encompasses the visual arts, architecture, and material culture across a wide range of regions and historical periods. Art history courses are designed to develop essential skills in visual analysis, interpretation of images and texts, the utilization of historical sources, and engagement with scholarly debates. As such, the study of art is considered an integral component of a general liberal arts education, cultivating critical thinking, logical argumentation, and clear verbal expression - skills that are transferable to numerous fields.
University of Chicago's Department of Art History offers courses at various levels. The 10000-level courses, such as "ARTH 10100 Introduction to Art," are designed to meet general education requirements in the arts. These introductory courses develop fundamental skills in the analysis and critical appreciation of diverse visual materials. They explore key issues and problems in the creation, exhibition, and understanding of images and objects through classroom discussions, critical readings of foundational texts, museum visits, and written assignments. These courses do not presuppose prior training in art.
Courses numbered "ARTH 14000 through 16999" focus on major monuments of world art and architecture within broad chronological and geographical contexts. They examine the role of art in individual, societal, and institutional settings. Students with prior art history or visual arts experience may elect advanced courses numbered from 20000 to 29999. These 20000-level courses delve into the arts of specific periods and places from various perspectives, with some focusing on national cultures and others tracing stylistic developments, iconography, and patronage.
The Bachelor of Arts (BA) in Art History at the University of Chicago provides a broad knowledge of art, including architecture, alongside the opportunity for intensive study in a chosen area of specialization. The program requires a Major Field, a distribution of courses outside the major, at least two research papers in art history, and a seminar on art-historical methods and issues. Fourth-year students pursuing honors in the major undertake independent research for a BA Paper, guided by a faculty member and a graduate preceptor.
Students are strongly encouraged to take 10000-level courses early in their undergraduate careers as they serve as valuable preparation for advanced work. Ten courses are generally required for the art history major, with up to three of these potentially being at the 10000 level. The remaining courses should be at the 20000 level or above. Graduate seminars at the 40000 level may also be taken with instructor approval and potential prerequisites, though they demand significant time and expertise.
For students pursuing honors, a Spring Petition is required in the third year, outlining the thesis topic and faculty advisor. The "ARTH 29800 Senior Thesis Workshop" in the fourth year assists students in researching and writing their BA Papers, with a polished draft due in Winter Quarter and the final version in Spring Quarter. The BA Paper is typically a 20- to 30-page research paper presenting original work and argument. Honors are awarded for exceptional BA Papers, with a minimum GPA requirement of 3.5 in the major and 3.3 cumulative GPA. "ARTH 29900 Preparation for the BA Paper" is an optional course for additional research and writing time.
Credit from Advanced Placement (AP) exams cannot be applied to the major. Up to four courses taken outside the University of Chicago may be counted towards the art history major with approval. Students studying abroad are encouraged to maintain detailed records, including syllabi and written work, for potential credit evaluation. Consultation with the Director of Undergraduate Studies is crucial for planning transfer credit and ensuring courses align with major requirements. Regular meetings with the Director of Undergraduate Studies are recommended for guidance on course selection, thesis topics, and any academic concerns.
Qualified undergraduates may enroll in graduate seminars with instructor permission, which can be advantageous for those considering graduate study. Proficiency in upper-level language courses is also encouraged, particularly French or German, or languages relevant to a student's specialization.
Art history majors must achieve quality grades in courses taken for the major, with exceptions for "ARTH 29900 Preparation for the BA Paper" and elective courses taken beyond program requirements, which may be graded Pass/Fail with consent. All courses fulfilling the general education requirement in the arts must receive quality grades.
For art history minors, at least one 10000-level course is recommended for the general education requirement, and up to three 10000-level courses can count towards the minor. Six courses are required for the minor, with the remainder at the 20000 level or above. Courses in the minor cannot be double-counted with other degree requirements. More than half of the minor requirements must be fulfilled by University of Chicago art history courses.
Students electing the minor program must meet with the Director of Undergraduate Studies to declare their intention by the end of Spring Quarter of their third year. Regular consultations with the Director are advised for guidance.
