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Larson-Thorisch / HON HUMN II-102 / FA 2014_11947

Course: Hon Humanities 2Section #: HUM-2223-102Call #:11947

Days: MW Times: 10:00-11:20 AM16-Wk start: 18Aug 201416-Wk end: 14 Dec 2014

Course Delivery Method: Classroom/TradCourse format: Lecture/DiscussionClassroom: MC 316

Instructor: Dr. Alexa Larson-ThorischOffice Ph: (918) 595-7138Office: MC 512

MC 512 Office Hrs: MonTues: 1- 3:15 pm Email: Wed & Thurs: 1:00 - 3:00 pm

TO CONTACT DIVISION OFFICEs:

Division: Liberal Arts
Office: MC-505 Ph: 918-595-7118
LA Assoc. Dean: Michael Hammer Ph: 918-595-7117
Honors Program Office: MC523 Ph: 918-595-7378 / TO CONTACT ACADEMIC & CAMPUS SERVICES:

Director: George Black Ph: 918- 595-7153

Office: MC-1008

TCC Help Desk Ph: 918-595-2000

TCC Switchboard Ph: 918-595-7000

HUMANITIES II Catalog Description

A continued study of people’s ideas, discoveries and creative achievements with emphasis selected by instructor. Areas of consideration may include architecture, cosmology, dance, drama, film, history, literature, music, mythology, painting, philosophy, religion, and sculpture. Lec/discussion, 3 credit hrs, no lab & no prereq.

COURSE PREREQUISITES: naNEXT COURSE(S) IN SEQUENCE: na

REQUIRED TEXTBOOKS(available @ TCC-Metro bookstore; Coursesmart.com; or the vendor of your choice)

Matthews, Roy T., Platt, F. Dewitt, and Noble, Thomas E. X., Experience Humanities, 8th ed. [previously: The Western Humanities, 7th ed.] Vol. II (New York: McGraw-Hill, c2014). All textbook chapters should be read in full according to the course schedule below. This title is abbreviated in your syllabus and other course material as: EH 8e.

NOTE: I have left page numbers for readings from the 7th edition of the Western Humanities Reader, abbreviated as WH-R, in your syllabus in case anyone wants to make use of the 7th edition Reader that is on reserve in the Metro Campus Library (LRC).Most, if not all primary materials referred to in your textbook are available in full on the Internet, though translations and editions will likely vary. An advantage of the Reader is the Introductory notes for each author or text.

Additional Supplies:

  • Required: at least one TCC Examination Green Book (available in any TCC bookstore for ca. $ 00.30)
  • Recommended: a small flash drive for mobile backup copies of your work

Course Objectives and Methodology:

Upon successful completion of this course students will be able to think, speak, and write critically about cultural history. For a detailed explanation of methodology and how to apply it to specific course content, see the following sections of your textbook: Experience Humanities: “Why Study Cultural History” (pp. xviii-xxii) and “A Humanities Primer: How to Understand the Arts” (pp. xxiv-xxxi).

Fall 2013Course Schedule Tulsa Community College

Week 1

composition
texture
shape
line
color
value
▲
Memorize these terms!
Week 2
Perspective:
1) “deep” vs.
“flat”
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16
Wk 17=Exams / Mon 18Aug
Recommended Reading →→
Wed 20 Aug
Recommended Reading →→
Mon25Aug
Wed 27Aug
Mon 01Sept
Wed 03Sept
Mon 08Sept
&
Wed 10Sept
Mon 15Sept
Wed 17Sept
Mon 22Sept
Wed 24Sept
Mon 29Sept
Wed 01Oct
Mon 06Oct
Wed 08Oct
Mon 13Oct
&
Wed 15Oct
Mon 20Oct
Wed 22Oct
Mon 27Oct
Wed 29 Oct
Mon 03Nov
Wed 05Nov
Mon 10Nov
Wed 12Nov
Mon 17Nov
Wed 19 Nov
Mon 24Nov
Wed 26Nov
Mon 01 Dec
Wed 03Dec
Mon, 08 Dec, 10 – 11:50 am
Tues, 16 Dec / Course organization, assignments, touchstones
- Using TCC-Blackboard; preview Syllabus
- “Is it any good?” _Mona Lisa Smile, c2003, seg.; Olivia, Ian Falconer, c2000
Introduction: Why Study Cultural History (EH xvii-xxi)
- DB_F1_Intros_due asap! Closes end Wk 2!
Ch11 partial review in class (Van Eyck, icons, oils)
- EH Vol. I content; no req. readings; focus on painting
A Humanities Primer: How to Understand the Arts (EH xxii-xxxi)
- Behind the Scenes(v. 1): “flat” vs. “deep” seg. + Hockney’s “chair”
- Using ARTstor (demonstrate registration)
EH Ch 12 The Early Renaissance: Return to Classical Roots, 1400-1494
- Botticelli, Birth of Venus (1480s); Primavera, ca. 1482
- da Vinci, Vitruvian Man (1492); “Renaissance man”
- David sculptures (Donatello, Verrocchio)
- [Alberti, On Painting (WH-R 4-8)]
Cont. EH Ch 12/start Ch 13 High Renaissance Early Mannerism, 1494-1564
- da Vinci, Last Supper(extended context)
-Michelangelo, David (c/c Donatello, Verrocchio; Bernini_Baroque)
-Raphael, School of Athens (c/c Brueghel_northern Renaissance)
-Venetian School: Giorgione and Titian
DB_F2_WhyShkspr?_WhyRead?_due end of Wk 5
Labor Day : no class
Cont. EH Ch 13
- Michelangelo, Return to Glory (1986, 52m: Sistine Ch. Restoration; seg.)
-Michelangelo, Pietà (c/c Parmigianino, Madonna … fig. 13.18)
- Castiglione, The Book of the Courtier [WH-R 13-17]
EH Ch: 13 c/c - Mirandola, On the Dignity of Man [WH-R 1-4] & - Machiavelli, The Prince [WH-R 18-22]
Start EH Ch 14 Northern Humanism, Northern Renaissance, Religious Reformation, and Late Mannerism, 1500-1603
- Bosch, Brueghel (van de Perre, Brueghel the Elder …, seg.)
- Tintoretto fig. 13.23 (c/c Last Supper versions)
Cont. EH Ch 14 Northern Humanism, Northern Renaissance, Religious Reformation, and Late Mannerism, 1500-1603
- Dürer, Grünewald,
- Luther, Ninety-five Theses (1517) WH-R 96-99 Protestant Reformation
- el Greco & Late Mannerist painting: c/c Itl. Ren. Paintings
Shakespeare: Hamlet (1600-01) (read or view in full the version of your choice)
c/c K. Branagh’s Hamlet, (1996: a “mannerist interpretation”) c/c M. Gibson’s
Hamlet (1990); Hamlet: “What a piece of work is a man …”
- focus on: “What a piece of work is a man …” c/c Mirandola; Machievelli
- “Hamlet”, Reduced Shakespeare Co. (2001; “postmodernism” = looking ahead)
- Othello, Shakespeare, ca.1603 (focus on racism, sexism, seduction)
Q#1: Ch 12-14
EH Ch 15 The Baroque Age I: Glamour and Grandiosity, 1600-1715
- Looking forward: Absolutism (Ch. 15+) c/c Totalitarianism (Ch 21+):
Louis XIV & Frn Absolutism; Counter- Refmtn & Rubens;Engl Absolutism
- Bach (Thirty-Two Short Films about Glen Gould c1993, seg. )
EH Cont. Ch 15 The Baroque Age (1600 - 1715)
- Velasquez, Las Meninas (The Maids of Honor) 1656 fig. 15.11
-Judith-David c/c, Caravaggio, Gentileschi, others (re extended comparison)
- Bernini, Donne (About a Boyc2002, seg.) “No man is an island ...” _added
Cont. EH Ch 15 The Baroque Age I (1600 – 1715)
- Milton,Paradise Lost (1665) [WH-R 109-112]
(Othello, focus on Iago as a “secular Satan”) Branagh & Fishburne, c2000; seg.)
- J1: preview PPT and question in class _Curiosity_Knowledge question
EH Ch 16 The Baroque Age II: Revolutions in Scientific and Political Thought, 1600-1715
- Bacon, “Of Studies” DB_F3_Why Study? (closes w.Wk 11) [WH-R 122-124]
- c/c Hobbes & Locke [WH-R 133-143]
- Galileo,DB_F4_Sci/SciRev/Paradigm shifts(closes w. Wk 12) [WH-R 118-122]
c/c: Kuhn, Ch 23 pp. 639 + re: “paradigm shift”
EH Chapter17 The Age of Reason, 1700-1789
- Kant, “What is Enlightenment” (1784) [WH-R 144-148]
- Pope, Essay on Man (1733-1734) (c/c Leibniz) [WH-R 177-181] - Voltaire, Candide (1759) (screen seg. Bernstein’s 1956 opera (2005 dvd)
Focus on “happiness” theme [WH-R 168-176]
- Th. Jefferson, The Declaration of Independence (1776) Am. Rev.
Start Ch 18: Revolution, Reaction, and Cultural Response, 1760 1830
- The Declaration of the Rights of Man and Citizen (1789) [WH-R 182-186]
-Political Painting: Goya, Géricault, Delacroix
-The Madness of King George (c1994, seg._re the American Revolution)
- Goethe, Faust, Pt. I (1808) [WH-R 194-199]
- M. Shelley, Frankenstein (1818) c/c 1931 Hollywood film, B. Karloff
[WH-R 206-209]
Cont. EH Ch 18: focus on (the rise of ) the novel
-Jane Austen, Pride and Prejudice (c1813) Whom to marry? [WH-R 186-190]
- Hegel, Reason in History [WH-R 7e: 210 -214] NOTE: Heraclitus: “dialectical
reasoning = the belief that growth occurs through the clash of opposites”
Quiz2: Ch. 15-17& Ch 18-partial
David Hockney’s Secret Knowledge (81m; 2001)
(Note: this documentary is important to your final essay question. If you miss our screening and discussion, please plan to view the film in the Metro LRC or on YouTube on your own time) See Blake, The Meeting or“Have a Nice Day, Mr. Hockney.” (1981-83.) EH Fig. 23.9
Cont. Hockney documentary as needed
Cont. EH Ch 18: focus on Landscape Painting
- Turner, Constable, Friedrich
EH Ch 19 The Triumph of the Bourgeoisie, 1830-1871
- Cameron & Brady: photography
- realism in painting_Bonheur; Millet; Courbet
- realism in literature_Dickens
- Frederick Douglass, Narrative of the Life … (1845) [WH-R 238-245]
-Truth, “Ain’t I a Woman?” [WH-R 245-246]
DB_F5_PhotographyQ_due end of Wk 14
Cont. EH Ch 19The Triumph of the Bourgeoisie 1830 - 1871
-Thoreau, “On the Duty of Civil Disobedience” (1849) [WH-R 247-250] - Looking ahead: MLK Jr readings: [WH-R see Ch 21]
- Darwin, The Descent of Man (1871) [WH-R 219-221] c/c Inherit the Wind
- DB_F6_Evolution???_due end Wk 15
Cont. EH Ch 19: Manet: “l’art pour l’art”
EH Ch 20 The Age of Early Modernism, 1871-1914
- Impressionism ( Degas, Cassatt, Monet, et. al.); Post-Impressionism (Cezanne, Van Gogh); Fauvism (Matisse, Van Gogh) Cubism (Picasso, Braque) Pointillism (Seurat), Expressionism (Kandinsky, Münter; Der Blaue Reiter)
- J1_Knowledge_Curiosity _due by 11:59 pm Sun, 16 Nov_end Wk 13
EH Ch 21 Age of the Masses & the Zenith of Modernism, 1914-1945
- Abstraction in painting: O’Keeffe, Klee
-Surrealism in painting: Dali, Tanner, Kahlo
c/c Freud_psychoanalytic theory [WH-R 259-260]
- Modernism in literature: Woolf, Falukner, Eliot; Hughes, Hurston
-Film: the art form of the 20th century!
Philbrook Museum Field Trip (details TBA:Open to guests. Don’t be shy!)
Ch. 22: Age of Anxiety and Late Modernism, 1945-70 (EH 630-665) - Action Painting (Pollock); color field painting (Rothko); pop art (Warhol, Thiebold)
- Pollocksegment, 2000, Ed Harris [NOTE: these painters may already be familiar to you through comparisons made during the semester]
Thanksgiving Break: No class
Quiz3: Ch. 18_part, 19 -21
Ch 23:The Contemporary World: Globalization,Terror, Postmodernism, 1970 –2001 (EH 695-737)
- The Way Things Go (Ger. Der Lauf der Dinge) (1987, c. 30m) Fischli & Weiss
- Mona Lisa Descending a Staircase (1992, c. 7m) Joan C. Gratz
- Christo and Jeanne-Claude (see
Req. Final Exam = comprehensive;oral format plus individual essay. You must take this Exam to pass this class.
- DB_F7_End_pessimism/optimism (due by 11:59pm two days after Final)
- J2_req. assessment_due by 6 pm Fri, 12 Dec 14
Anticipated deadline for posting final gradesto TED system
Due dates Legend: Unit 1 = yellow Unit 2 = green Unit 3 = blue End of Semester = pink
NOTE: “units” are not equally populated with writing assignments. You are responsible for noting due dates.

GRADING and ASSIGNMENTS

1. Attendance & participation scores are negatively influenced by routine tardiness, routine early departure, napping or sleeping, texting, Internet surfing, inattention because you are doing homework, disruptive behavior of any sort, and more than three (3) fullabsences. These scores remain level with regular attendanceand a neutral classroom presence. They are positively influenced by active listeningandsubstantive and/or relevant contributions to class discussions, all of which indicate regular attendance and preparation.You are expected to read assigned textbook chapters within the timeframe of each Unit,unless we are adjusting the course schedule as a class and Quiz dates change. (This is not common, but can happen.) (08 pts = 08%)

2. Discussion Boards: (1 x 1) + (5 x 2) = 11 pts or 11% of final grade; + 1 pt extra credit

You are expected to contribute one substantial, relevant post to each DB Forum. “Substantial” translates into roughly 150 words. A good, general range to work with is 140–170 words, with the qualification that you avoid padding to reach a target word count. Finish your thought(s) before you count your words. Next, edit for standard mechanical errors (punctuation, word order, spelling, upper and lower cases, etc.). Editing for word choice and sentence structure may be a little trickier: think about connotations, clarity, and coherence here and try to put yourself in your reader’s shoes as you edit. Be thoughtful! How well do your words work together? How consistently have you organized your ideas? “Relevant” translates into content that is on topic, stylistically and thematically appropriate, and that goes beyond surface observations. If you speak from your own experience or are explaining what you think and why, use the first person. Since we have usually at least touched on Forum topics in our classroom discussions, and sometimes have discussed them thoroughly, Discussion Board posts can be an opportunity to reflect on, solidify, or otherwise refine what was said in class, or cautiously held back. Replies to peer posts are not required, but maybe a way for you to complete a Forum that you find yourself struggling with for some reason or other. As in class, if you disagree with someone, it is important to mind your manners. Posts of any sort fall that outside the student code of conduct will not be tolerated. Finally, while due dates may be extended in response to our classroom pace, it is best to do these assignments in advance of Unit Quizzes, as prompts correspond with textbook chapters and topics.

Required
DB_F1_Introductions (1 pt )
DB_F2_WhyShakespeare_WhyRead? (2 pts)
DB_F3_Bacon_Why Study? (2 pts)
DB_F4_Sci_SciRev_Paradigm shifts (2 pts)
DB_F5_Photography (2 pts)
DB_F6_ Evolution??? (2 pts)
DB_F7_End_Pessimism/Optimism_ec (1 pt) / For specific due dates, see your syllabus (above),
the appropriate column in your
Blackboard Gradebook, or
the appropriate Forum prompt.
Discussion Board rubric applies

3. Journals: (3 + 3 = 6 pts)

Journal 1_RenaissanceMan_FaustianMan_Knowledge_Curiosity (wks 8 – 13_closes with Wk 13_ 3 pts + poss. ec)
- Includes a support PPT (see Blackboard course site)
Journal 2_Required institutional assessment question. (end of semester; due Friday of Exam Wk_3 pts)
Writing Rubric applies

General Instructions:posting to the online Journal is very much like posting to the Discussion Board, with the difference that Journal posts are private student-instructor exchanges and should also be longer and formatted formally, with a full header. In essence, these are short expository essays that are best written in MS Word or an equivalent word processing program. Journal prompts ask you to double-post, once to the online window, with single spacing, and once as an uploaded file, with double-spacing. Prompts will reopen for review purposes sometime after they have closed to new posts. Feedback may be added to a downloaded document and returned via email attachment, or it may be delivered directly, via the Journal tool or the Grade book. Time constraints and the complexity or brevity of feedback per individual assignment are the determining factors here. Be aware that there are no wrong answers to Journal prompts, as long as you follow instructions and proof-read effectively! In other words, your base score reflects completion of the assignment. For a summary of grading criteria, please refer to the “Writing Rubric” that is part of the “Course Documents” folder in your Blackboard course site.

4. Quizzes: (3 x 17) + (3 x 6) = 51 + 18 = 69%

Unit1:Experience Humanities Ch 12 - 14
Q1_pt1_objective Qs 17.00 pts (max ec = 2)
Q1_pt2_PPT essay Qs 6.00 pts (possible ec)
23.00 pts + 2+ ec poss. / Unit 3:Experience Humanities Ch 18 part., 19 – 21 full
Q3_pt1_objective Qs 17.00 pts (max ec = 2)
Q3_pt2_PPT essay Qs 6.00 pts (possible ec)
23.00 pts + 2+ ec poss.
Unit2:Experience Humanities Ch 15 – 17, 18 partial
Q2_pt1_objective Qs 17.00 pts (max ec = 2)
Q2_pt2_PPT essay Qs 6.00 pts (possible ec)
23.00 pts + 2+ ec poss.

4.1 Objective Questions:Q1_pt1, Q2_pt1, Q3_pt1 (3 x 17 points = 51% of your final grade)

  • Expect a mix of fill-inand matching questions based on Key Terms (Memorize!); brief ID’s (Memorize“Firsts” and “Legacy” lists!); multiple choice and T/F questions (Read your textbook chapters! Take lecture and discussion notes!).
  • Key Terms lists and “Firsts” lists are posted to the Quiz prep folder for each Unit on your Blackboard course site. We will preview a sample “Firsts”question in class before the Unit 1 Quiz.
  • Objective quizzes contain 68 questions each plus embedded extra credit questions and follow roughly the same format. Each question is worth .25 points. After you review your test results, you must return these tests to your instructor. (68 x .25 = 17 points, before extra credit)

4.2 In class Essay Questions: Q1_pt2, Q2_pt2, Q3_pt2 (3 x 6 points = 18% of your final grade)

  • Essay questions are supported by images. They draw on your textbook, PPT slidesused in classroom lectures and discussion, and occasionally, on ARTstor use. These tests vary depending on the material discussed in each Unit, but you can expect a combinationof short ID’s and one, possibly two longer essay question. This is the “Green book” section of the quizzes.You will keep these tests.

5. Required Final Exam (comprehensive): the exam begins with a group exercise and concludes with a summarizing individual essay. It is image-based and focusses on painting, sculpture, and architecture. We will discuss the exact Exam format in class toward the end of the semester. Be reminded that you must take this Exam to pass this class.

(1 x 06 = 6 points or 6% of your final grade)

Summary 1 pt = 1 % of your final grade Final grading scale

Attendance and participation = 08% 100.00 - 89.5% = A

Required Discussion Board Forums = 11% 89.49 - 79.5% = B

Three (3) objective quiz scores (3 x 17 pts) = 51% 79.49 - 69.5% = C

Three (3) in-class essay quiz scores (3 x 6 pts) = 18% 69.49 - 59.5 % = D

Journal 1_Knowledge_Curiosity (3pts) = 03%

Journal 2_required institutional assessment (3 pts) = 03%

Req. Final exam (group exercise + discussion; (1 x 6 pts) = 06%

100% Below 59.5% = F

DB_F7 = extra credit (01 pt) = 01%

Total possible points calculated by Bb in your Grade book = 101%

Note 1) Any and all use of electronic devices during testing will invoke academic dishonesty policies.

Note 2) You may leave the room after a Quiz or Exam has started but you may not return if you do. Leaving is the equivalent of turning in your work.

Note 3) Make-up Quizzes are not automatic!They will be approved and arranged on a case by case basis as necessary and may involve capped scores; 83.33% is the standard ceiling. It is usually best to test as close to the original test date as possible, before any work is returned to or reviewed by students who tested on time. If you are going to miss or be late for a quiz, communicate with your instructor as soon as possible (= either the day of testing or before). Use email, voice mail, or both if you are not able to speak with your instructor personally. Delays may result in “0” scores so take heed!

Note 4) The required final MUST be taken according to the College-wide Final Exam schedule. While you may test with another section of your course, you may not test alone.

Statement of Understanding. This syllabus constitutes the procedures and rules of the course. By remaining enrolled in this course, you are tacitly agreeing to accept these procedures and rules. If any of these procedures and rules are not acceptable to you, it is your responsibility to withdraw from this course in a timely fashion, with reference to the current academic schedule.

TCC POLICY STATEMENTS:

Course Withdrawal: The deadline to withdraw from a course shall not exceed 3/4 the duration of any class. Contact the Counseling Office at any TCC campus to initiate withdrawal from a course ('W' grade) or to change from Credit to Audit. Check the TCC Academic Calendar for deadlines. Students who stop participating in the course and fail to withdraw may receive a course grade of “F,” which may have financial aid consequences for the student.

COMMUNICATIONS:

Email: All TCC students receive a designated “MyTCC” email address (ex: ). All TCC communications to you will be sent to your MyTCC email address. I use my MyTCC account almost exclusively for students, as this helps me stay current. Please keep this email account active.If your account is disabled for any reason, contact Client Services as soon as possible.

Inclement Weather: TCC rarely closes. If extreme weather conditions or emergency situations arise, TCC always gives cancellation notices to local radio and television stations. This information is also posted to the TCC website

GENERAL EDUCATION GOALS: General Education courses at TCC ensure that our graduates gain skills, knowledge, and abilities that comprise a common foundation for their higher education and a backdrop for their work and personal lives. TCC’s General Education goals are: Critical Thinking, Effective Communication, Engaged Learning, and Technological Proficiency.