COLLEGE: MissionSUBJECT (DISCIPLINE) NAME):ArtCOURSE NUMBER:101

Los Angeles Community College District

COURSE OUTLINE

(Replaces PNCR and Course Outline)

Section I: BasicCourse Information

OUTLINE STATUS:

1.COLLEGE:

2.SUBJECT (DISCIPLINE) NAME[1]):Art

(40 characters, no abbreviations

3.COURSE NUMBER: 101

4.COURSE TITLE: Survey of Art History I

5.UNITS: 3

6.CATALOG COURSE DESCRIPTION -- Provide a description of the course, including an overview of the topics covered:

A survey of Western Art and Architecture from Pre-historic through Medieval periods; students develop perceptual and critical skills by analyzing the evolution and function of art within historical, cultural, and philosophical contexts.
  1. CLASS SCHEDULE COURSE DESCRIPTION -- Provide a brief description of the course, including an overview of the topics covered:

Description should match number 6 and have a forty word limit.
A survey of Western Art and Architecture from Pre-historic through Medieval periods; students develop perceptual and critical skills by analyzing the evolution and function of art within historical, cultural, and philosophical contexts.
  1. INITIAL COLLEGE APPROVAL DATE: 1/90
  1. UPDATES (check all applicable boxes) – Identify the area(s) being updated/changed from the current course
    outline that is on file in Academic Affairs:

Content/Objectives Course Title / Unit Value

Prerequisite / Corequisite / AdvisoryDistrictwide Course Attributes

Other (describe)Course Description

  1. CLASS HOURS:

“Standard Hours” per Week (based on 18 weeks) / Total Hours per Term (hrs per week x 18) / Units
Lecture: / 3.00 / 54.00 / 3
Lab/activity (w/ homework):
Lab/activity (w/o homework):
Total: / 3.00 / 54.00 / 3.00

Note: The Carnegie Rule and Title 5, section 55002 sets forth the following minimum standards: 1 unit = 1 hour lecture per week, 2 hours homework per week; OR 2 hours per week of lab with homework; OR 3 hours of lab per week without homework. The hours per week are based on a standard 18-week calendar. Lecture also includes discussion and/or demonstration hours, laboratory includes activity and/or studio hours.

  1. PREREQUISITES, COREQUISITES, ADVISORIES ON RECOMMENDED PREPARATION, and LIMITATION ON ENROLLMENT

Note:The LACCD’s Policy on Prerequisites, Corequisites and Advisories requires that the curriculum committee take a separate action verifying that a course’s prerequisite, corequisite or advisory is an “appropriate and rational measure of a student’s readiness to enter the course or program” and that the prerequisite, corequisite or advisory meets the level of scrutiny delineated in the policy.

.Prerequisites: (If Yes, complete information below)

Subject / Number / Course Title / Units / Validation Approval Date (official use only)
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.Corequisite: (If Yes, complete information below)

Subject / Number / Course Title / Units / Validation Approval Date (official use only)
_eitherandorend
_eitherandorend
_eitherandorend

.Advisories: (If Yes, complete information below)

Subject / Number / Course Title / Units / Validation Approval Date (official use only)
English / 21 / English Fundamentals / 3.00
_eitherandorend
_eitherandorend
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  1. REPETITIONS --Number of times course may be repeated for credit (three maximum): 0(see: Section V, #9)
  1. OTHER LIMITATIONS ON ENROLLMENT(see Title 5, Section 58106 and Board Rule 6803 for policy on allowable limitations. Other appropriate statutory or regulatory requirements may also apply):

Section II: Course Content and Objectives

  1. COURSE CONTENT AND OBJECTIVES:

COURSE CONTENT AND SCOPE –Lecture:
If applicable, outline the topics included in the lecture portion of the course (outline reflects course description, all topics covered in class). / Hours per topic / COURSE OBJECTIVES - Lecture (If applicable):
Upon successful completion of this course, the student will be able to… (Use action verbs – see Bloom’s Taxonomy below for “action verbs requiring cognitive outcomes.”)
1. Pre-Historic Art
a. Paleolithic: Africa, Apollo 11 Cave; Western Europe, Sculpture and Cave Paintings
b. Neolithic Art: Ancient Near East, Architecture, Sculpture, Wall Paintings; Western Europe, Stonehenge
2. Ancient Near Eastern Art
a. Mesopotamia: Invention of Writing, gods and goddesses, City States and Architecture
b. Sumerian Art, Sculpture and Music
c. Akkadian, Neo-Sumerian, Babylonian and Hittite Art: Sculpture, Architecture
d. Elamite and Assyrian Art: Architecture, Sculpture
e. Neo-Babylonian and Achaemenid Persian Art: Architecture
f. Near East After Alexander the Great: Architecture, Sculpture
3. Egyptian Art
a. Land of the Nile: Geography and Philosophy
b. Pre-dynastic and Early Dynastic Periods: Painting, Sculpture
c. Old Kingdom, Architecture, Sculpture
d. Middle Kingdom, Architecture
e. New Kingdom, Architecture, Sculpture and Painting
f. Late Period, Culture
4. Aegean Art
a. Cycladic Art: Sculpture
b. Minoan Art: Architecture, Painting, Sculpture
c. Mycenaean Art, Architecture, Metalwork, Sculpture , Painting
5. Greek Art
a. Geometric and Orientalizing Periods (Nineth-Seventh Centuries B.C.E.): Sculpture, Architecture
b. Archaic Period (Sixth Century B.C.E.): Statuary, Architecture, Vase Painting
c. Early and High Classical Periods (Fifth Century B.C.E.): Architecture, Sculpture, Painting
c. Late Classical Period (Fourth Century B.C.E.):Sculpture, Painting, Architecture
d. Hellenistic Period (323-31 B.C.E.) Architecture, Sculpture
6. Etruscan Art
a. Early Etruscan Art: Sculpture, Architecture, Painting
b. Later Etruscan Art: Sculpture, Architecture
7. Roman Art
a. The Mighty Empire: The Republic, Architecture, Sculpture
b. Pompeii and the Cities of Vesuvius: Architecture, Painting
d. Early Empire, Sculpture, Architecture
e. High Empire, Architecture, Sculpture, Mummy Portraits
f. Late Empire: Sculpture, Architecture
8. Early Christian Art
a. Catacombs and Funerary Art: Painting, Sculpture, Architecture
b. Early Byzantine Art: Mosaic, Carving, Painting
c. Iconoclasm
d. Middle Byzantine Art: Sculpture, Architecture, Painting
e. Late Byzantine Art, Architecture, Painting
9. Romanesque Art
a. Architecture: Cathedrals
b. Sculpture: Statues, Relief and Reliquaries
c. Painting: Murals and Manuscript Illumination
10. Gothic Art
a. Gothic Europe: Cathedrals
b. French Gothic: Architecture and Decoration, Sculpture and Statue Columns
c. Gothic outside France: England, Cathedrals; Germany, Architecture and Sculpture, Italy, Architecture
11. Islamic Art
a. Early Islamic Art: Architecture, mosaic, design, calligraphy, Luxury Arts / 4
7
7
4
7
2
9
7
4
1.5
1.5 / 1. Distinguish between Paleolithic and Neolithic art. Compare the visual similarities and differences of specific works form the Pre-Historic era. Explain the possible iconography and symbolic content of works. Compare the development, construction, concept and function of specific works from the Pre-historic era.
2. Compare the visual similarities and differences of specific works from Ancient Near Eastern art. Explain the iconography and symbolic content of works within Ancient Near Eastern art. Compare the development, construction, concept and function of specific works from Ancient Near Eastern era. Compose a formal thesis which examines the relationship between art, society and human values within historical, cultural, political and philosophical contexts. Relate and organize points of proof in support of thesis. Summarize by restating and analyzing the thesis and point of proof.
3. Compare the visual similarities and differences of specific Egyptian works . Explain the iconography and symbolic content of the works. Compare the development, construction, concept and function of specific Egyptian works. Compose a formal thesis which examines the relationship between art, society and human values within historical, cultural, political and philosophical contexts of Egyptian Art. Relate and organize points of proof in support of thesis. Summarize by restating and analyzing the thesis and point of proof.
4. Compare the visual similarities and differences of specific works from Aegean art. Explain the iconography and symbolic content of works within Aegean art. Compare the development, construction, concept and function of specific Aegean works.
5. Compare the visual similarities and differences of specific works from the Greeks . Explain the iconography and symbolic content of Greek works. Compare the development, construction, concept and function of specific works. Compose a formal thesis which examines the relationship between art, society and human values within historical, cultural, political and philosophical contexts of the Greeks. Relate and organize points of proof in support of thesis. Summarize by restating and analyzing the thesis and point of proof.
6. Compare the visual similarities and differences of specific Etruscan works. Explain the iconography and symbolic content of works within the Etruscan era. Compare the development, construction, concept and function of specific Etruscan works.
7. Compare the visual similarities and differences of specific Roman works. Explain the iconography and symbolic content. Compare the development, construction, concept and function of specific works by the Romans. Compose a formal thesis which examines the relationship between art, society and human values within historical, cultural, political and philosophical contexts. Relate and organize points of proof in support of thesis. Summarize by restating and analyzing the thesis and point of proof.
8. Compare the visual similarities and differences of specific works form the Early Christians. Explain the iconography and symbolic content. Compare the development, construction, concept and function of specific Early Christian works.
9. Compare the visual similarities and differences of specific works from the Romanesque era. Explain the iconography and symbolic content of Romanesque works. Compare the development, construction, concept and function of specific works of the Romanesque period.
10. Compare the visual similarities and differences of specific Gothic art. Explain the iconography and symbolic content of the works. Compare the development, construction, concept and function of specific Gothic works. Compose a formal thesis which examines the relationship between art, society and human values within historical, cultural, political and philosophical contexts of Gothic art. Relate and organize points of proof in support of thesis. Summarize by restating and analyzing the thesis and point of proof.
11. Compare the visual similarities and differences of specific works of Islamic art. Explain the iconography and symbolic content of Islamic art. Compare the development, construction, concept and function of specific Islamic works.
Total Lecture hours* / 54
COURSE CONTENT AND SCOPE -- Laboratory:
If applicable, outline the topics included in the laboratory portion of the course (outline reflects course description, all topics covered in class). / Hours per Topic / COURSE OBJECTIVES - Laboratory (If applicable):
Upon successful completion of this course, the student will be able to… (Use action verbs – see Bloom’s Taxonomy below for “action verbs requiring cognitive outcomes.”)[2]
Total Lab hours*

*Total lecture and laboratory hours (which include the final examination) must equal totals on page 1.

Bloom’s Taxonomy

simple skills <------> complex skills
Critical Thinking
Knowledge
define
repeat
record
list
recall
name
relate
underline
/ Comprehension
translate
restate
discuss
describe
recognize
explain
express
identify
locate
report
review
tell
/ Application
interpret
apply
employ
use
demonstrate
dramatize
practice
illustrate
operate
schedule
shop
sketch
/ Analysis
distinguish
analyze
differentiate
appraise
calculate
experiment
test
compare
contrast
criticize
diagram
inspect
debate
inventory
question
relate
solve
examine
categorize / Synthesis
compose
plan
propose
design
formulate
arrange
assemble
collect
construct
create
set up
organize
prepare / Evaluation
judge
appraise
evaluate
rate
compare
value
revise
score
select
choose
assess
estimate
measure
  1. REQUIRED TEXTS:

Provide a representative list of textbooks and other required reading; include author, title and date of publication:

Fred S. Kline, Gardner's: Art Through the Ages, Volume I, Wadsworth, July 2000 (12th Edition)
  1. SUPPLEMENTARY READINGS:

Reading assignments may include, but are not limited to the following:

All covered chapters in the book.
  1. WRITING ASSIGNMENTS:

Title 5, section 55002 requires grades to be “based on demonstrated proficiency in subject matter and the ability to demonstrate that proficiency, at least in part, by means of essays or, in courses where the curriculum committee deems them to be appropriate, by problem solving exercises or skills demonstrations by students.” Writing assignments in this course may include, but are not limited to the following:

1. Paleolithic people used painting and sculpture to influence the world around them.
A. Explain the significance and possible functions of Paleolithic cave paintings and sculptures.
B. What does the (large stone) monument Stonehenge tell us about the Neolithic people who created it? Include possible functions of Stonehenge in your answer.
  1. REPRESENTATIVE OUTSIDE ASSIGNMENTS:

Out of class assignments may include, but are not limited to the following:

Study Question for inclass essay: The Amarna period differed from the Old and New Kingdoms of Egypt in both religious belief and artisitc style. Explain theses differences and how they relate to the pharoah Akhenaton.
  1. REPRESENTATIVE ASSIGNMENTS THAT DEMONSTRATE CRITICAL THINKING:

Title 5, section 55002(a) requires that a degree-applicable course have a level of rigor that includes “critical thinking and the understanding and application of concepts determined by the curriculum committee to be at college level”. Critical thinking may include, but is not limited to analysis, synthesis, and evaluation. Provide examples of assignments that demonstrate critical thinking.

The Stepped Pyramid of King Zoser and the ziggurat of Sumerian culture at first glance look very similar. However, they are very different. Contrast their diffences in terms of:
A. Location
B. Decoration and construction
C. Concept
D. Function
  1. METHODS OF EVALUATION:

Title 5, section 55002 requires grades to be “based on demonstrated proficiency in subject matter and the ability to demonstrate that proficiency, at least in part, by means of essays, or, in courses where the curriculum committee deems them to be appropriate, by problem solving exercises or skills demonstrations by students.” Methods of evaluation may include, but are not limited to the following (please note that evaluation should measure the outcomes detailed “Course Objectives” at the beginning of Section II):

Standardized Tests / Criterion Reference Tests
Observance Record of Student
Performance / Homework
Essays/Essay Test Midterm / Written Compositions
Laboratory Reports / Oral Presentations
Term Papers, Projects, Reports / Class Participation
Problem –solving Exercises / Skills Demonstrations
Final Exam
Other (specify):
  1. METHODS OF INSTRUCTION:

Methods of instruction may include, but are not limited to the following:

Lecture

Discussion

Laboratory

Activity

Field Experience

Independent Study

Other (explain)

  1. SUPPLIES:

List the supplies the student must provide.

none
  1. COMPUTER COMPETENCY:

If applicable, explain how computer competency is included in the course.

Students are encouraged to research historical sites on internet and utilize information to to add breadth to essay tests.
  1. INFORMATION COMPETENCY:

Information competency is the ability to find, evaluate use, and communicate information in all its various formats. It combines aspects of library literacy, research methods and technological literacy. Information competency includes consideration of the ethical and legal implications and requires the application of both critical thinking and communications skills. If applicable, explain how information competency is included in the course.

Students are encouraged to research historical sites on internet and utilize information to to add breadth to essay tests.
  1. DIVERSITY:

If applicable, explain how diversity (e.g., cultural, gender, etc.) is included in the course.

Course does not meet cultural diversity requirements.

13.SCANS COMPETENCIES (required for all courses with vocational TOP Codes; recommended for all courses):

SCANS (Secretary’s Commission on Necessary Skills) are skills the Department of Labor identified, in consultation with business and industry leaders, which reflect the skills necessary for success in the workplace. Check the appropriate boxes to indicate the areas where students will develop the following skills (please note that all SCANS competencies do not apply to all courses):

RESOURCES

Managing Time: Selecting relevant goal-related activities, ranking them in order of importance, allocating time to activities, and understanding, preparing and following schedules.

Managing Money: Using or preparing budgets, including making cost and revenue forecasts; keeping detailed records to track budget performance, and making appropriate adjustments.

Managing Material and Facility Resources: Acquiring, storing, allocating, and distributing materials, supplies, parts, equipment, space or final products in order to make the best use of them.

INTERPERSONAL

Participating as Member of a Team: Working cooperatively with others and contributing to group’s efforts with ideas, suggestions and effort.

Teaching Others New Skills: Helping others learn needed knowledge and skills.

Exercising Leadership: Communicating thoughts, feelings, and ideas to justify a position, encouraging, persuading, convincing or otherwise motivating an individual or group, including responsibly challenging existing procedures, policies or authority.

Negotiating: Working toward agreement that may involve exchanging specific resources or resolving divergent interests.

Working with Cultural Diversity: Working well with men and women and with people from a variety of ethnic, social, or educational backgrounds.

INFORMATION

Acquiring and Evaluating Information: Identifying a need for data, obtaining the data from existing sources or creating them, and evaluating their relevance and accuracy.

Organizing and Maintaining Information: Organizing, processing and maintaining written or computerized records and other forms of information in a systematic fashion.

Interpreting and Communicating Information: Selecting and analyzing information and communicating the results of others, using oral, written, graphic, pictorial, or multimedia methods.

Using Computers to Process Information: Employing computers to acquire, organize, analyze and communicate information.

SYSTEMS

Understanding Systems: Knowing how social, organizational and technological systems work and operating effectively with them.