SRJC Course Outlines

6/12/2024 11:54:11 PMHUMAN 4.2 Course Outline as of Fall 1998

New Course (First Version)

Discipline and Nbr:  HUMAN 4.2Title:  WESTERN CULTURE  
Full Title:  Western Culture: Arts, Ideas, and Values
Last Reviewed:11/28/2016

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum3.00Lecture Scheduled3.0017.5 max.Lecture Scheduled52.50
Minimum3.00Lab Scheduled017.5 min.Lab Scheduled0
 Contact DHR0 Contact DHR0
 Contact Total3.00 Contact Total52.50
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  105.00Total Student Learning Hours: 157.50 

Title 5 Category:  AA Degree Applicable
Grading:  Grade or P/NP
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 

Catalog Description:
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An interdisciplinary approach to the study of the arts, ideas, and values of Western culture.  The course will focus on the visual arts, drama, music, literature, philosophy, and religion within a cultural context. The course will cover the Baroque, Neoclassical, Romantic, Modern, and Postmodern periods (1600 to today).


Recommended Preparation:

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
An interdisciplinary approach to the study of Western Culture from the Baroque through the Modern period.
(Grade or P/NP)

Limits on Enrollment:
Transfer Credit:CSU;UC.
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP


Associate Degree:Effective:Fall 1998
CSU GE:Transfer Area Effective:Inactive:
 C2HumanitiesFall 1998
IGETC:Transfer Area Effective:Inactive:
 3BHumanitiesFall 1998
CSU Transfer:TransferableEffective:Fall 1998Inactive:Fall 2023
UC Transfer:TransferableEffective:Fall 1998Inactive:Fall 2023

Certificate/Major Applicable: Not Certificate/Major Applicable


Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
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In this course, the student will:
1.    Identify the major artists, writers, and thinkers of this period of
     Western culture.
2.    Demonstrate a grasp of the chronological development of Western
3.    Analyze representative works of visual arts, drama, music,
     literature, philosophy, and religion.
4.    Compare and contrast the style of works of successive periods of
     Western culture.
5.    Examine their own ideas, values, and beliefs and determine how
     these relate to the heritage of Western culture.
6.    Integrate ideas, patterns, and information from two or more
7.    Demonstrate in writing the ability to analyze, compare and contrast,
     to weigh philosophical arguments, to examine values, and to
     integrate materials from several disciplines.

Topics and Scope
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1.    The course will focus on the arts, ideas, and values of Western
2.    The course will use representative primary texts, including primary
     works of literature, visual arts, music, drama, film, and/or
3.    The course will proceed chronologically or thematically and will
     encompass Western  Culture from approximately 1600 A.D. through
     today, including the cultural eras of the Baroque, the Neoclassical,
     the Romantic, the Modern and the Post-modern.
4.    The course will focus on works of enduring significance in Western
     Culture and on the legacy or heritage of Western culture in todays
5.    Representative primary texts:
     Literature:  Representative examples of literature such as Milton,
     Fielding, Richardson, Austen, Balzac, Bronte, Dickens, Dostoevsky,
     Flaubert, Hugo, Tolstoy, Melville, Twain, Faulkner, Sartre, Camus,
     Kafka, Proust, Borges, Garcia Marquez, Solzhenitsyn, Baldwin,
     Wright, Ellison, Morrison, Kingston.
     Poetry.  Representative examples of poetry such as Pope, Shelly,
     Byron, Wordsworth, Elliot, Yeats, Dickenson, Whitman, Paz, and
     Theater:  Representative examples such as Corneille, Moliere,
     Racine, Ibsen, Chekov, Brecht, Cocteau, O'Neill, or Beckett.
     Film.  Representative examples of film by directors such as Chaplin,
     Ford, Hitchcock, Huston, Welles, Bunuel, Renoir, Fellini,
     Rossellini, or Bergman.
     Philosophy and Social/Political thought: Representative examples of
     philosophical thought, such as Bacon, Locke, Hobbes, Rouseau, Smith,
     Voltaire, Kant, Marx, Mill, Freud, Nietzsche, De Beauvoir, Fridan,
     Fanon, Foucault, or Bakhtin.

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Assignments typically will include:
1.    Careful reading and analysis of assigned primary texts.
2.    Reading assignments in humanities textbook or supplemental readings
     to establish cultural context.
3.    Examinations, including quizzes, mid-term, final, and/or take-home
4.    Written essays requiring students to analyze representative works of
     literature, art, music, and philosophical/religious thought or
     requiring students to compare and contrast, integrate ideas, or
     examine ideas, values and beliefs.
5.    Participation in cultural activities, and response papers or reviews
     (including field trip option).
6     Creative projects (optional, depending on instructor).

Methods of Evaluation/Basis of Grade.
Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.Writing
50 - 80%
Written homework, Essay exams, Term papers, Essays, Take-home essay exams
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
15 - 45%
Multiple choice, True/false, Matching items, Completion, Short answer
Other: Includes any assessment tools that do not logically fit into the above categories.Other Category
5 - 20%
Field trips, cultural activities, and/or creative projects

Representative Textbooks and Materials:
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Roy Mathews and F. DeWitt Platt:  The Western Humanities, 2nd edition
(Mayfield, 1995)
William Fleming:  Arts and Ideas, 9th edition (Harcourt Brace, 1995)

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