FS 104A and B: Looking at Art
Fall, 2012
Professor Amy Werbel
Office: Saint Ed’s 133
Office phone: 654-2271
Office Hours: Monday and Wednesday, 3-4 p.m., Tuesday and Thursday, 11-2, and by appointment.
Class Meetings
JEM 144
Mon. Wed. Fri.11-12:05(Section A) or1:30-2:35 (Section B)
Friday, Sept. 7. 5:30 p.m.-9:30 p.m. REQUIRED
Friday, Nov. 2. 7 a.m.–7 p.m. REQUIRED
Required Texts
- Sylvan Barnet, A Short Guide to Writing About Art (get the cheapest edition you can find!)
- Kenneth Haltman and Jules David Prown, eds., American Artifacts: Essays in Material Culture (Michigan State University Press, 2000).
- Deborah Chasman and Edna Chiang, eds.,DrawingUs In: How we Experience Visual Arts (Beacon Press, 2000).
- Calvin Tomkins, Lives of the Artists (Henry Holt paperbacks, 2010).
Other texts on eCollege in “doc sharing,” and t.b.a.
Course Syllabus
Unit One: Welcome to the College classroom.
Monday 8/27. Meet and Greet.
Best practices: introductions
Assignment: Read The Shallows, and the three essays by SMC professors on this book, and think deeply about the varying points-of-view each expresses about the function and consequences of the Internet. Summarize the four arguments as best you can before you continue (you may find it helpful to create an outline of the major points of each text). Then:
- Formulate an idea of your own about this topic, based on your personal experiences with the Internet, everything you have read, and your own summations of the strengths and weaknesses of the four authors’ arguments. Your idea should be an interesting contribution to the conversation that expresses a definitive point-of-view. So, for example, if your idea is “I can see all the sides of this argument,” that’s not very interesting. If your idea is “All of them are missing the most important point, which is . . .” then that’s a great beginning!
- Communicate your interesting idea in one of the following ways:
- A traditional five-paragraph essay, in which your idea is the thesis (minimum 500 words);
- A 2-3 page dialogue between fictional characters using Twitter format (each entry 140 characters or less) (minimum 500 words);
- A fictional Facebook post followed by comments (may include a photo) (minimum 500 words); or
- A 14-line sonnet written in iambic pentameter.
- Make sure that your piece makes reference to all four arguments.
- Send me your assignment as a .doc or .docx document no later than 10 p.m. Sunday, August 26th. Also, bring a printed copy to class, to share with classmates. My e-mail address is:
Tuesday and Thursday 8/28 and 8/30 individual meetings - sign up on the door to my office
Wednesday 8/29. The Shallows
Best practices: collegial discussion
Section A: Review the assignment I gave to all of you.
- Read your team-mate’s homework.
- Bring in a printed statement of the following on Wednesday:
- State your team-mate’s point as best you can.
- State three strengths and two weaknesses in your team-mate’s homework.
- Provide at least one example of a suggested revision.
Be KIND and FIRM in your approach to editing.
Section B: Repeat the above for both team-mates. Bring in a separate document for each team-mate.
Friday 8/31.The Shallows
Best practices: time (and internet) management
Assignment: Upload your final version of the Shallowsassignment, including the editing documents you prepared for your team-mates, as a .doc or .docx file in the correct dropbox on e-College before class today.
Unit Two: Learning from Things
Monday 9/3.
Best practices chat: Asking good questions.
Reading: Jules David Prown and Kenneth Haltman, “Preface,” “Introduction,” and “The Truth of Material Culture,” in American Artifacts
Assignment: Bring in three questions about the reading that you think would spark a good discussion (printed out).
Wednesday 9/5.
Reading: Jeffrey Collins and Leslie Millerin American Artifacts,
Assignment: point paragraph: First generate a question about the reading. You may be interested in shared themes or a comparison/contrast between the two approaches, or something to do with how these exemplify material culture theory. The point paragraph is an answer to your own question. Write your guiding question at the top of the page (see more info. in the “point paragraph”).
Friday 9/7.
Reading: Robyn Asleson and Laurel Holsteinin American Artifacts
Assignment: point paragraph.
Unit Two “B”: Art in Burlington
** Friday 9/7.5:00-9:30 p.m.South End Art Hop **
Attend the open studios at the art hop from 6:15 to 9:30 p.m. You will be using CCTA transportation, and thus getting to know Burlington a bit. More on that in class . . . Plan to leave campus no later than 6 p.m. Bring a notebook and pencil/pen to use at the “hop,”and a camera or phone with a camera if you have one. This trip is REQUIRED, so you will need a Dean’s excuse or an absence will be counted against you.
Monday 9/10.Discussion of art at the “Hop” / Object Selection
Assignment: By Sunday, 9/9 at 10 p.m., e-mail me a picture of a work of art that intrigued you at the Art Hop. In class, you will take turns sharing the works of art you chose, what you learned about the art and artist, and why you picked that thing to share. ALSO, e-mail me a picture of the object you plan to write about for your material culture essay, and a brief description of why you chose this.
Unit Two, Continued
Tuesday, 9/11. Come to my office hours if we still need to agree on an object for your paper assignment. (11-2, SE 133), or set up another time with me today.
Wednesday 9/12.
Reading: Daisann McLane and Amy Werbel in American Artifacts
Assignment: point paragraph. Also, descriptions of your objects are due, printed, in class (these can be bullet points). Bring your object, or a picture of your object to class also.
Friday 9/14. In-class writing workshop today
Assignment: Deductions and speculations and an outline for your paper are due. (printed, in class)
Best practices: the writing process
Monday 9/17. In-class writing workshop today
Assignment: Complete drafts of your papers are due – as perfect as you can make them! (roughly 1250 words, printed, in class).
Best practices: presentation style
Wednesday 9/19
nine-minute presentations
Section A:
Section B:
Friday 9/21.
nine-minute presentations
Section A:
Section B:
Monday 9/24. No Class.
Wednesday 9/26.
nine-minute presentations
Section A:
Section B:
Unit Three: Art History. Looking at Historic Art through Different Lenses
Friday9/28. Introduction to Art History
Reading: Barnet, sections on “Formal Analysis” and “Getting Ideas: Asking Questions to Get Answers”
Assignment: Find a reproduction of a work of art on the Internet – copy and paste this image into a document, and list 8-10 questions underneath it. Bring a printout of your document to class. Finished Material Culture Essays due in correct dropbox before class today
Monday10/1.Art and its Audience
Reading: David Scobey, “Nymphs and Satyrs: Sex and the Bourgeois Public Sphere in Victorian New York” (in doc sharing on eCollege)
Assignment: point paragraph
Wednesday 10/3. Social Art History
Reading: Barnet, section on “Social History;” Elizabeth Prettejohn, Lawrence Alma-Tadema and the Modern City of Ancient Rome” (in doc sharing on eCollege)
Assignment: point paragraph
Friday 10/5. Gender Studies / Feminist Criticism
Reading:Barnet, section on “Gender Studies;” Tamar Garb, Renoir and the Natural Woman” (in doc sharing on eCollege)
Assignment: point paragraph
Monday 10/8.Psychoanalytic Studies
Reading: Barnet, section on “Psychoanalytic Studies;” Jules Prown, “Winslow Homer in His Art” (in doc sharing on eCollege)
Assignment: point paragraph
Unit Four: Art Now
Wednesday 10/10.
Assignment: Watch episodes of the PBS series Art:21 on the artists Michael Ray Charles, Kerry James Marshall, and Carrie Mae Weems. The work of these three African-American artists engages the concept of race in America. For your point paragraph, you may wish to compare the particular goals of these artists, and/or the effectiveness of their work in accomplishing their goals.
These videos are online:
Watch"Kerry James Marshall" at:
file to Chapter 6
Watch "Michael Ray Charles" at:
forward file to Chapter 3
Watch "Carrie Mae Weems" at:
file to Chapters 6-9 (these run continuously)
Friday, 10/12 and Monday, 10/15. No Class.
Wednesday 10/17.
Reading: “Cindy Sherman” in Lives of the Artists
Assignment: point paragraph
Friday 10/19.
Reading: “Richard Serra” in Lives of the Artists
Assignment: point paragraph
Monday 10/22.
Reading: “James Turrell” in Lives of the Artists
Assignment: point paragraph
Wednesday 10/24.
Reading: “Matthew Barney” in Lives of the Artists
Assignment: point paragraph
Friday 10/26.
Reading: “Jeff Koons” in Lives of the Artists
Assignment: point paragraph
Unit Five: Art and Creative Inspiration
Monday 10/29.
Reading: August Wilson and Mary Gordon, inDrawing Us In.
Assignment: Point paragraph
Wednesday 10/31.
Reading: Dorothy Allison, Mark Doty, and Jennifer Belle, in Drawing Us In
Assignment: point paragraph
Friday 11/2.
Visit to Clark Art Institute and Mass MoCA
7 a.m.-7 p.m.
Assignment: bring a pillow for the bus, a digital camera or cell phone with camera (you can share with a friend), $15.00 for admission to MassMoCa (if you haven’t paid already) plus some spending money (not necessary), paper and pencil to take notes (pen is not allowed in museums). NOTE: This trip is required, and will constitute three class absences if you miss it. You will be excused from your other classes to participate in this trip, but you must contact your other Professors well in advance to arrange alternate dates for any exams or assignments missed.
Monday 11/5. Citations and Academic Integrity Session. Meet in Library
Reading: Barnet, section on “Acknowledging Sources” and “Chicago Manual of Style.”
Wednesday 11/7. No class
Friday 11/9
Reading: Arthur C. Danto and bell hooks, in Drawing Us In
Assignment: point paragraph
Monday 11/12
Creative Responses Presentations
Assignment: short fiction, poems, or works of visual or performance art created in response to a work of art on the St. Michael’s campus. Present your work, AND an explanation of your process in formulating what you have done (app. 5-10 minutes). As always, I am looking for evidence of thoughtfulness, creativity, and labor. (see rubric below for grading creative response assignments).
Section A:
Section B:
Wednesday 11/14
Creative Responses Presentations
Section A:
Section B:
Friday 11/16. No Class
Unit Six: Historical Research
Monday 11/19Introduction to College-Level Research
Reading: Barnet, chapter on “Writing a Research Paper”
Shaping a research paper: Organizational strategies from idea to outlineAssignment: One-paragraph description of your research paper topic, guiding question for your research, and bibliography of 5 sources (section B) or 10 sources (section A). (printed, in class)
11/21 and 11/23. No Class.Happy Thanksgiving!
Monday 11/26. Editing Workshop: Guiding Questions, Thesis Statements, Credible Evidence, and Outlines.
Assignment: Bring to class a printed document that includes an outline of your paper, thesis statement, pictures you will focus on, and annotated bibliography of sources discussing what they contribute to your paper.
Wednesday 11/28Editing Workshop: Content
Reading: Barnet, section on “Style in Writing”
Assignment: complete rough drafts due of research papers. Bring one copy printed, plus upload one copy in dropbox on eCollege.
Best practices: Good editing
Friday 11/30. Editing Workshop: Mechanics
Assignment: Bring one copy of either of your papers, to class, printed, for editing.
Best Practices: Good editing
Monday 12/3. ten-minute presentations
Section A:
Section B:
Wednesday 12/5. ten-minute presentations
Section A:
Section B:
Friday 12/7. ten-minute presentations
Section A:
Section B:
Wednesday 12/12.Research Papers Due Today in correct dropbox on eCollege before 10 p.m.
Course Requirements:
- The Shallowsassignment: 5 points
- Class Contributions:22 points (subtract 2 points for eachunexcused absence after first 2. Missing Art Hop trip counts as 1 absence. Missing trip to Williamstown counts as 3 absences)
- 13point paragraphs: 1 point each = 13 points(there are 15 assigned)
- Five-page material culture essay and presentation: 20points
- Creative response assignment and presentation: 10 points
- 104B: Five-page research paperand presentation:30 points
104A: Ten-page research paper and presentation: 30 points
All assignments subject to downgrading due to lateness (one-third grade per 24 hours)
Point paragraphs – BRING THESE TO CLASS - PRINTED
A point paragraph (PP) is a paragraph that names a viable discussion point and develops that point with evidence or argumentation—kind of a “mini-essay.” We will be using these as a way to direct our discussion of the readings as well as develop your critical thinking and analytical writing skills. The main components of a PP are a guiding question, (type this at the top of the page), and then the paragraph itself, which should include: the answer to the question (thepoint),and the demonstration of the point. A good point paragraph makes a single point with a strong demonstration, is well unified, and uses good style and mechanics. There’s no particular “good structure” for a point paragraph, just as there isn’t for an essay; you can, of course, start with your point, but you can also lead up to it, so it can appear in the middle or even at the end of the paragraph. Here’s more on these components:
Guiding Question: Choose a question that can be answered using the “evidence” in the reading for the day. This should be a thought-provoking question that can be answered with a good “point.”
Point. A point (or thesis) is a proposition, theory, or position stated in a complete sentence (or two) that has three characteristics:
- It makes explicit the relationship between two or more things (that is, two or more ideas or observations are connected by a specific verb that makes it clear how they relate to each other).
- It can be shown to be valid (which is not the same thing as “true”).
- It requires demonstration to help the reader see its validity.
It is not a statement of topic, a statement of fact, or a subjective opinion, reaction, or feeling. Compare these examples:
- This paper will be about how artists get inspired to make art.
- Artists get inspired to make art in a lot of different ways.
- It’s interesting that artists get inspired in different ways.
- The inspiration for art stems from a variety of sources, but at the end of the day, all of it is a form of self-promotion.
Only the fourth one makes a genuine point. The best points also provide new insight into the material at hand, surprise us in some way, teach us something. It doesn’t have to be inarguable – point 4 is definitely debatable!
Demonstration. Your point paragraph should include evidence—i.e. quotes from the reading for the day (examples, illustrations, observations related to the text assigned for the class) as well as clear explanation of how that evidence supports the Point. Check to see that it is clear in the writing how evidence supports the Point.
Focus and Style. A paragraph should keep its focus on a point related to the reading for the day, and all sentences in the paragraph should relate to that point in one way or another. The paragraph should exhibit correct grammar, punctuation, spelling, capitalization, and so on.
Developing Idea. Make sure that your paragraph includes a sentence (or two) that articulates a philosophical / interpretive meaning all your own, that is not necessarily demonstrable with evidence. For example – The point is that “The inspiration for art stems from a variety of sources, but at the end of the day, all of it is a form of self-promotion.” The evidence describes three artists who promote themselves through their art.” The developing idea goes beyond this to a speculation: “We may like to think of artists as operating outside the power structures of society, or in opposition to them, but artists still need to eat, so they sell themselves just like any other product in American society. Very few of us can truly escape our capitalist roots.”
Grading Scale. A point paragraph that is focused on the reading for the day, includes a point (as defined above), evidence to support that point, a developing idea, and exhibits good writing style, will receive 1 point. Almost there = .8. Not much effort shown = .6 point. No grading categories met = 0 points. You may write as many of these as you want to up to 13 points, but can not earn more points than that in this category of assignment. Late point paragraphs are not accepted, except in the case of illness.
Writing Proficiency Requirement
All St. Michael’s students must demonstrate entry-level writing proficiency prior to graduation. “Entry-level” writing proficiency means, simply, the ability to write a short, cohesive, persuasive essay with a few or no surface errors that interfere with comprehension. If I feel that your writing needs extra help, I'll refer you to the writing proficiency coordinator. Note: If you would like some additional help with your writing right away, contact Tim Mackin, director of the Writing Center (). He can set you up with a designated coach for one or two meetings a week. You can also register online for an appointment at: Writing Center is also available, drop-in or by appointment, to all students; visit Library 119 to check it out. Hours are Sunday through Thursday 5-10 p.m.
Presentation Guidelines for Material Culture Essay
For this presentation, you will read your essay to the class while standing at a podium -- as though you were delivering a paper at a conference. It should take you approximately nine minutes to read a five page essay. The standard rule of thumb is 250-300 words takes two minutes to read at a comfortable listening pace.
This assignment is all about volume, pace, and audience eye-contact when you speak publicly. Here are some tips:
- Print out your paper in bold and triple-spaced so you will have an easier time finding your place and not getting lost (the paper should be roughly 1300-1500 words).
- Practice, practice, practice -- time yourself as you read. You probably will have to read in a way that feels slow to you.
- Look at your audience and make eye contact during the speech (a tricky thing -- practice!).
- Dress nicely to give yourself more confidence.
- Shoulders back, chest projects forward, voice is directed at the audience member farthest from you.
- Nerves are natural -- remember that the worst case scenario is really okay!!!We will just pick you up and get you a glass of water if you faint. . .
- Practicing this skill will help you get over any fear you might have. Better to get on with that now.
Material Culture Presentation:
- Student has revised and edited carefully
- Well rehearsed
- Smooth transitions
- Audible and clear speech
- Good volume
- Student looks up and projects voice well
- Time well used, scheduled appropriately
- (not too much or too little time)
Essay RevisionChecklist (and grading guidelines) – for material culture essay and research paper