ART 213 – F77

 The Visual Experience

Instructor: Lenora “Lena” Lopez Schindler

Andy Warhol, Annie Oakley (F.S. 11.378),1986 Screenprint on Lenox Museum Board, 36” x 36”

• How to reach me in order of preference:

 

• CANVAS – each student is automatically enrolled in Canvas whether or not it is an Online or On-Campus class. Canvas has secure messaging which I am able to check on my cell phone, home office, or other office.  If you need to reach me outside of class this is the best method.
• Email: I prefer you contact me through CANVAS which is the most efficient, or at lsimonlopez@ewu.edu
• Phone: this quarter I do not have an on-campus phone.

 

• I teach at three schools, so the best way to contact me is through Canvas. Or if you need to talk to me as opposed to emailing me please make an appointment with me through CANVAS. 

 

Textbook:  is required for this class.  Our textbook will be Gateways to Art: Understanding the Visual Arts, Debra DeWitte. Ralph M. Larmann, M. Kathryn Shields, 2^nd or 3^rd Edition.  It is available in the bookstore or online. If you use the bookstore they will match prices, and will mail it to you.

 

 

Course Description: a BACR for humanities and arts.Explore how the visual arts effect human life through exposure to the makers, materials, methods and meanings of art; engage with the visual art experience in a thematic manner to learn how it impacts personal, cultural and historical contexts. This course is part of the Art Foundations program and is open to all art and non-art majors.

 

Course Learning Outcomes (CLO): Learning outcomes expected of students at completion of this course:

COURSE LEARNING OUTCOMES	COURSE ACTIVITIES
Use basic art terms to describe works of art.	Exams and writing assignments
Describe the historical and cultural context of works of art.	Exams and writing assignments
Identify themes to make meaningful sense of the formal evidence.	Exams and writing assignments
Use formal evidence to support claims about the meaning of the work of art.	Exams and writing assignments
Write well crafted visual analysis following the conventions of the discipline.	Longer format writing assignments.

 

STATEMENT OF WORKLOAD

As per University policy, up to 10 hours of out-of-class preparation per week is expected for a 5 credit hour course.  To meet that expectation I recommend students use periods of study at least 2 hours in duration to read the review the week's module on Canvas, read textbook, take notes that correspond to the reading and the weeks requirements. 

 

Basic Course Outline:

1. Introduction to the Visual Arts

1.1  The concept of "the arts"

• Creativity and awareness

2. Basic Terminology

2.1  Form and Content

2.2  Visual Elements

2.3  Analysis of works of arts

3. Art Media

3.1  Drawing media

3.2  Painting media

3.3  Printmaking

3.4  Photography

3.5  Three-D media, including sculpture, ceramics

3.6  Architecture and environmental design

4. Art of the Past

4.1 Prehistoric art

4.2 Ancient civilizations

4.3 Medieval world

4.4 Renaissance and Baroque

4.5 Eighteenth and nineteenth centuries

4.6 Art of the Non-Western world

5. Art of the twentieth century

5.1 The early years

5.2 WWI to WWII (1915-1945)

5.3 After WWII (since 1945)

6. Present and the future

6.1 Contemporary art

6.2 Contemporary Artists' issues

6.3 Projection into the future

 

 

Our goal for this course is to begin to understand and appreciate foundational expressions of human thought and creativity as seen through the lens of Visual Art.  Because our source material for this class is visual language, the overarching goal is for students to learn how to use verbal language, both oral and written, to better comprehend and communicate the unique properties of visual language.  In short, we will learn anew how to SEE then begin to talk about what we see with one another.  Please see our CANVAS page for a full list of Course Outcomes.

 

The key component in an Art Appreciation course is looking at art and learning to understand the language of art and how that language communicates with us, often across centuries and millennia.  In this class we will be looking at, and discussing images of art daily.  Most of the art we will be discussing can be found in your textbook.  Some of the images will come from other sources which are available either online or in person.

 

 

Course Objectives Particular to this section:

• Students will learn the language of art, and its specific vocabulary. We will use that vocabulary throughout the course to describe what we are seeing, and to share our unique perspective about those images.

 

• Students will discover how the physical attributes of an art piece work in tandem with the subject matter of an art piece to form a unique expression of the artist. Students will develop methods of analyzing artwork and communicating what they see.

 

• Students will explore how each unique expression of visual language fits within the overlapping frameworks of History, Culture, Geography, Gender, and Belief. Students will recognize different types of visual art and the materials used to make those pieces. Students will begin to recognize styles of art from historical periods and differing cultures and or movements in art.

 

• By looking at art made by people from diverse backgrounds, for unique reasons, and throughout the millennia we will begin to understand why art can be Beautiful, Ugly, Uplifting, Frightening, Mysterious, Mystifying, and transgress cultural boundaries.

 

• The ultimate goal for students finishing this class, is the not only the ability to identify individual pieces of art, who made them, and when – but also to appreciate artwork previously thought to be disturbing if not devoid of artistic merit. Furthermore students will leave this class able to comfortably converse about artwork and its origin. Finally, it is my hope that students leaving this class will feel compelled to share what they have learned with friends and family.  And more than that seek out opportunities to see and explore more art.

 

Grading – I evaluate all students on a combined score of quizzes, projects that include online writing, digital notebook checks, themed discussions, a final exam and attendance. Everything, including attendance, is worth points.  All the points will be added together at the end of the quarter and graded by percentage. The conversion from points to percentage to final grade point is available on Canvas.

 

Grading – I evaluate all students on a combined score of quizzes, projects that include writing, notebook checks, a final exam and attendance. Everything, including attendance, is worth points.  All the points will be added together at the end of the quarter and graded by percentage. The conversion from points to percentage to final grade point is available on Canvas.

 

• Notebooks – This will be one of the most important components of your cumulative grade. We will be building our notebooks into personal textbooks. So not only do I expect you to take notes during class, but you will be expected to build your notebook into a glossary, image bank, chronology, and final source of learning for this class. You need to learn, understand and use specific terminology and art vocabulary. I also expect you to know specific art images.  I will cover how to take notes in the first week of class.  I will be checking your notebooks throughout the quarter.  How well you organize your notebook will be reflected in your grades on quizzes and on assignments.  I will collect the notebooks and grade them on a 25 point.  You will have them back the following class day. 
• Finding Art Projects - throughout the quarter I will assign some special projects, these will be a combination of “Treasure Hunts” where students will locate public art, architecture or particular images based on a theme, subject matter, time period, artist or material. Some projects will be curatorial in nature and some will be simple hands-on art making projects.
• Quizzes - There will be open note pop quizzes throughout the quarter combined with take home quizzes. I will not schedule make-up quizzes for pop quizzes taken during a class session. Students will be able to use their notebook for all quizzes.  All pop quizzes will be on Fridays.

 

• Final Exam – All final exams are pre-scheduled for the entire campus. In particular cases arrangements can be made to take the test before the Final exam date, but not after the final exam. I am here limited hours weekly, so that arrangement must be warranted by an extreme circumstance and it must fit into my schedule in order to proceed with a new exam date.

 

• Projects - throughout the quarter I will assign some Finding Art projects, these will be a combination of Treasure Hunts where students will locate public art, architecture or particular images based on a theme, subject matter, time period, artist or material. Some projects will be curatorial in nature and some will be simple hands-on art making projects.

 

 

Assignments - all assignments including class preparation assignments, notebook assignments, art projects and extra credits will be listed on Canvas.  We will go over how to use Canvas the first week of class. Please check into Canvas regularly. The other website we will use extensively is Artstor. We will login and create Artstor accounts during the first week of class. All other important sources of information will be listed in Canvas.  Weekly preparation materials will be found in Canvas in either the Modules or in the Calendar.

 

 

Attendance - I will have a daily attendance sheet.  You will sign in at the before we start the class, class time will not be used for signing the sheet. If you are 5 minutes late, you will be considered tardy. You can always check your attendance on Canvas. I will be updating the daily attendance on Monday, Wednesday and Fridays. Canvas automatically computes attendance as 100 points for the quarter.

 

• Think of the attendance policy as a preventative measure. I have taught for long enough to know that a student who misses more than three classes will have a very difficult time catching up, and the absences will adversely effect their grade.  Moral of this story don’t miss class! However, if you are sick or you cannot make it to class, do not panic!  I give out generous amounts of extra credit assignments.

 

Friday Conversations – every other Friday our class will be seminar style.  Fridays will be used to review and discuss the images and concepts from the past week, watch and discuss some short films, discuss a visiting artist lecture, or see a gallery show.  You will be graded on your participation.

 

Extra Credit – throughout the quarter I will be offering opportunities for extra credit.  Most extra credit will be short one-page papers each will have a specific deadline.  Most of the time I will ask you to review a specific gallery show or visiting artist lecture happening in Spokane.  All of these extra credit papers are to be typed.  I will give exact instructions for each opportunity.  

 

In-Class Electronics Policy - Because this is a lecture class based on projected images, it is imperative that students are in class, participating by focusing on the images, without distractions of any electronics.  Therefore I do not allow the usage of cell phones, iPads, laptops or digital music devices during my class.  It is my expectation that all devices are shut off upon entering the classroom. 

• Some of you may have your textbook loaded on your device, instead of using a physical text. All students should have their reading done before class so you should not need to have your online text open during class. If I need to refer to the text, you can share a text with a neighbor, or use the device for that portion of the class.
• I believe hand written notes actually increase the odds of a good final grade exponentially.
• I will endeavor to remind students to turn off their devices at the beginning of each class.  I will give one warning to shut off the device after the warning I will remove the device for the rest of the period.   Devices that have been confiscated will be returned to the student at the end of the lecture.

Netiquette:

• All online correspondence whether through emails, online discussion boards, online assignments should be professionally written, cordial and clearly edited for spelling and grammar.

• Please treat the instructor and your peers with the same respect you would have in a face to face discussion.

ACCEPTANCE - In order for learning to take place, students must feel safe; this safety is due all students, not only those who share your values and beliefs. For this reason, courtesy, thoughtfulness, and acceptance are essential in our discussions in and out of the classroom. Acceptance should not be confused with agreement; one need not agree with a person to listen, and one must listen well in order to disagree respectfully. Every student in this course has a voice and so deserves the courtesy of attentive listening and the freedom to express diverse ideas.

Academic Integrity

EWU expects the highest standards of academic integrity of its students. Academic honesty is the foundation of a fair and supportive learning environment for all students. Personal responsibility for academic performance is essential for equitable assessment of student accomplishments. The university supports the faculty in setting and maintaining standards of academic integrity. Charges of academic dishonesty are reviewed through a process that allows for student learning and impartial review. For more information: Student Academic Integrity

 

Cheating – cheating in any form will not be tolerated.  If I catch a student cheating on a quiz, that student will receive a failing grade of zero points for the test.  If I catch any form of plagiarism on any Project, it will result in a failing grade for the whole assignment.   If I catch one student helping another student to cheat, both students will fail.  For example, if one student signs the attendance roster for a student who is not present, or tardy then both students will fail.

 

In-Class Electronics Policy - Because this is a lecture class based on projected images, it is imperative that students are in class, participating by focusing on the images, without distractions of any electronics.  Therefore I do not allow the usage of cell phones, iPads, laptops or digital music devices during my class.  It is my expectation that all devices are shut off upon entering the classroom. 

• Some of you may have your textbook loaded on your device, instead of using a physical text. All students should have their reading done before class so you should not need to have your online text open during class. If I need to refer to the text, you can share a text with a neighbor, or use the device for that portion of the class.
• I believe handwritten notes actually increase the odds of a good final grade exponentially.
• I will endeavor to remind students to turn off their devices at the beginning of each class.  I will give one warning to shut off the device after the warning I will remove the device for the rest of the period.   Devices that have been confiscated will be returned to the student at the end of the lecture.

 

Special Instructional Assistance – Faculty, students with disabilities, and Disability Support Services have rights and responsibilities related to reasonable modifications under the Americans with Disabilities Act, the Section 504 of the Rehabilitation Act. Collaborative efforts among these parties ensure equal access. 

 

Students have the right to equal opportunities for education and participation in University activities. Students must meet or exceed the essential requirements of Eastern Washington University with or without modifications. Students initiate the request for modifications and/or services in a timely manner, communicate with faculty regarding modifications and work with disability services as needed.

Disability Support Services determines the students' eligibility, coordinates and provides reasonable modifications. Disability Support Services responds in a timely manner to students who request modifications and services. Disability Support Services emphasizes collaborative partnership with faculty and other campus community members to assure that programs are accessible and usable by students with disabilities.

 

If you are worried about the material, or concerned the format of the class, please make an appointment to see me after class.  My goal is to have a successful outcome for all students excited and willing to learn. If I cannot help you, together we will find someone who can. 

 

 

Non-Discrimination Policy

Eastern Washington University does not discriminate in its programs and activities on the basis of race, color, creed, religion, national origin, sex, pregnancy, sexual orientation, gender identity/expression, genetic information, age, marital status, families with children, protected veteran or military status, HIV or hepatitis C, status as a mother breastfeeding her child, or the presence of any sensory, mental, or physical disability or the use of a trained guide dog or service animal by a person with a disability, as provided for and to the extent required by state and federal laws.

Such discrimination (as applicable) is prohibited by Titles VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Sections 503 and 504 of the Rehabilitation Act of 1973, Age Discrimination in Employment Act Amendments of 1978, Vietnam Era Veteran's Readjustment Assistance Act of 1974, the Americans with Disabilities Act (ADA), the Civil Rights Act of The Student Conduct Code WAC 172-120-040, Washington Sate Laws on Discrimination WAC 504-25-020, RCW 49.60, other state statutes and EWU policy.

 

Filing a Complaint

The formal and informal complaint procedures are accessible to all EWU faculty, students, staff guests and visitors. For guidance, go to EWU Policy 402-01 Sexual Misconduct & Title IX Responsibilities or Student Conduct Code WAC 172-121.

 

Student Holidays for Reasons of Faith or Conscience

The University will provide reasonable accommodations to students who, due to the observance of a religious holiday, expect to be absent or endure a significant hardship during certain days of a course or program. Students may be granted an excused absence for reasons of faith or conscience or for organized activities conducted under the auspices of a religious denomination, church, or religious organization.

 

Student Procedures

1. Students must submit a written request for a religious accommodation to their faculty members within the first two weeks of a course. The student must specify the dates when the student is seeking an accommodation and what accommodation the student is requesting. For example, a student could submit a request to have an exam rescheduled that falls on a religious holiday.
2. The faculty member will respond to the student’s written request at least one week prior to the requested accommodation.
3. If a student believes a faculty member has failed to grant a reasonable religious accommodation, the student may file a grievance with the Director of Equal Opportunity (Tawanka 211; eoaa@ewu.edu). The Director of Equal Opportunity will review information submitted by the student and then request a response from the faculty member. The Director will make a determination as to whether or not the faculty member provided an adequate accommodation or whether additional measures must be taken. The Director’s decision is final.
4. It is the student’s responsibility to submit a timely request for an accommodation. If a student fails to submit a timely request for an accommodation or identifies incorrect days for the requested absence, the instructor is not obligated to make any accommodations for the student’s absence or treat the absence as authorized under this policy or the law.