|6/5/2023 10:47:45 AM||
|Discipline and Nbr:
WORLDART SINCE 1500||
World Art History Since 1500
|Units||Course Hours per Week|| ||Nbr of Weeks||Course Hours Total
|Maximum||3.00||Lecture Scheduled||3.00||17.5 max.||Lecture Scheduled||52.50
|Minimum||3.00||Lab Scheduled||0||8 min.||Lab Scheduled||0
| ||Contact DHR||0|| ||Contact DHR||0
| ||Contact Total||3.00|| ||Contact Total||52.50
| ||Non-contact DHR||0|| ||Non-contact DHR Total||0
Title 5 Category:
AA Degree Applicable
Grade or P/NP
00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As:
| ||Total Out of Class Hours: 105.00||Total Student Learning Hours: 157.50||
History and aesthetic appreciation of World Art since 1500 C.E. Focuses on the development, diversity, and interaction of art and traditions in time and space around the world since 1500 C.E. to the present. Includes representative art from Europe, Asia, Africa, the Americas, and Oceania. May be taken independently of Art 1.1. May be used to fulfill requirement for the Fine Arts Certificate in Art.
Eligibility for ENGL 100 or ESL 100
Limits on Enrollment:
Schedule of Classes Information
History & aesthetic appreciation of the arts of Europe, Asia, Africa and the Americas since 1500 C.E.
(Grade or P/NP)
Recommended:Eligibility for ENGL 100 or ESL 100
Limits on Enrollment:
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
Certificate Applicable Course
Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
|Associate Degree:||Effective:||Fall 1996||Inactive:||
Global Perspective and Environmental Literacy
|CSU GE:||Transfer Area|| ||Effective:||Inactive:
| ||C1||Arts||Fall 1997||
|IGETC:||Transfer Area|| ||Effective:||Inactive:
| ||3A||Arts||Fall 1997||
|CSU Transfer:||Transferable||Effective:||Fall 1996||Inactive:||
|UC Transfer:||Transferable||Effective:||Fall 1996||Inactive:||
Upon completion of this course, the student will be able to:
A. Identify the unique contributions of world cultures and civilizations
and assess their continuing influence on world art today.
B. Locate patterns of culture change within each culture and
civilization as reflected in their art forms.
C. Examine the interrelations of world cultures and civilization and
the impact these interrelations had on world art.
D. Discover connections across boundaries that are revealed in the forms
and content of the art of bordering cultures.
E. Discuss how the increasing globalization of world cultures as shown
in their interaction, interdependence, and integration is reflected in
F. Recognize what is shared and what is unique in various world
approaches to art and aesthetics.
G. Use the principles of aesthetic analysis.
H. Choose an appropriate approach to analyzing the content of a work
I. Demonstrate the ability to research an approach to content in
J. Identify the student's own personal aesthetic preferences, and
compare these with other world approaches to art.
K. Locate and identify the forms, titles, artists, dates, and places
of a representative list of examples of world art.
L. Explain the cultural context as well as the chronological and
geographical framework of these works of art.
Topics and Scope
Lecture and discussion material:
A. How to approach Art: world approaches to art, including the
approaches of realism, formalism, and content.
B. Renaissance and Reformation in Europe: How the messages of changing
religions and the monarchies of the 16th century were expressed in the
art of the Papal States, the Hapsburg Empire, and the new kingdoms of
northern Europe. Interrelationships and interdependencies of these
regions as reflected in the art.
C. The Islamic Empires: How the mosques, palaces, and manuscripts of
16th century Ottoman Turkey, Safavid Iran, and Moghul India express a
new nationalism in the wake of the declining Mongol khanates.
Connections with Renaissance Europe.
D. After the Mongols in East Asia: Recovery and decline in Ming China.
Art and architecture of the Forbidden City. Militarism and isolation
in Tokugawa Japan: Castles and tea houses of the shogunate.
E. Impact of European Imperialism: How the tradition of arts in
America, Africa, and Asia were changed by European contacts, including
decline, destruction, replacement, modification, assimilation, and
renewal. Examples: Spanish conquest of the Aztecs in Mexico and the
Incas in Peru; English colonization in North America, Russian conquests
in Siberia, Portuguese contacts with the Kingdom of Benin (Nigeria)
and the Bushongo Kingdom (Zaire); Portuguese missionaries in India and
Japan, Portuguese merchants in Goa; English and French merchants in
India; Dutch conquest of Indonesia.
F. Art of the Great Monarchies of Europe: How imperial revenues funded
the arts of Europe in the period 1650-1800. Examples: Versailles in
France, Schonbrunn in Austria, the Hermitage in St. Petersburg.
G. Art of the Newly Dominant Middle Classes: How the art of the 19th
century in Europe and Asia reflects its changing patronage. Examples:
Neoclassicism to Romanticism and Impressionism, Japanese screens to
the woodblock prints of Edo Japan.
H. Globalization in the 20th century: How the arts reflect the increasing
globalization of world culture since World War I. Examples: international
styles in painting (Cubism) and architecture (the International Style).
I. Art of the Future: Continued globalization. Government-funded
architecture. Examples: Gehry's Guggenheim Museum in Bilbao, Gae Aulenti's
renovation of the Asian Art Museum in San Francisco.
A. Read assigned portions of the textbooks in preparation for class
discussions of issues concerning world art that may include issues of
cultural relativity, patterns of culture change, ethnocentrism,
pluralism and multiculturalism, westernization, gender issues,
religion and belief or symbolic culture. Between 35-70 pages per week.
B. Research and write a term paper, of a minimum of 1,000 words,
using the process of aesthetic analysis to analyze the forms of a
work, and selecting one of the studied methods of approach to research
the content. The work of art may be of any period or place.
C. Take two midterms and a final, each consisting of slide
identifications, questions on cultural context, and definitions of
terms. The slides and cultural context questions will be drawn from
the reading assignments, class discussions, and class lectures.
analysis to analyze the forms of a work, and selecting one of the
Methods of Evaluation/Basis of Grade.
Representative Textbooks and Materials:
|Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.||Writing
40 - 60%
|Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.||Problem Solving
0 - 0%
|Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.||Skill Demonstrations
0 - 0%
|Exams: All forms of formal testing, other than skill performance exams.||Exams
40 - 60%
|Multiple choice, True/false, Completion||
|Other: Includes any assessment tools that do not logically fit into the above categories.||Other Category
0 - 0%
Honour, Hugh and John Fleming. The Visual Arts: A History. Upper
Saddle River, NJ: Prentice Hall, 2001, 6th Edition.
Gill, Sarah. The Critic Sees: A Guide to Art Criticism. Dubuque, IA:
Kendall/Hunt, 2001, Revised printing.