Syllabus

 

HUMN-303—INTRODUCTION TO THE HUMANITIES—accelerated

Summer 2003

 

 

Faculty Information:

Dr. Al Campbell

E-mail: campbell@wolverton-mountain.com

Web Site: www.wolverton-mountain.com

Phone: (219) 928.5598 or (219) 942.5595

 

Course Identification:

Credit hours: 3

Contact hours: 3

Days/hours course meets: Fridays at 6:-8:50pm

Prerequisite: ENGL-135

 

Course Description:

Organized as a seminar in cultural history, the course develops student responses to representative works of literature, history, philosophy, music and a wide range of visual and performance arts.  Students analyze and evaluate creative works in areas such as painting, poetry, drama, dance, film, and architecture.  They discover the personal significance of these forms, make connections between works and genres, and locate patterns and ideologies that define the spirit of a time.  Discussions, essays, oral presentations, and visits to cultural events or venues prepare students for more advanced inquiry in subsequent courses.   

 

Text:

Sporre, Dennis J., The Creative Impulse, 6th edition, Upper Saddle River, NJ: Prentice Hall, 2003.

 

Student Withdrawal Policy:

Students who wish to withdraw from this course must do so by Friday of Week #8.

 

Course Evaluation:

Midterm, Term Paper, and Final Exam—each weighted at 33% of Final Grade.

 

Terminal Objectives:

  1. Demonstrate a familiarity with the main artistic styles and intellectual movements in Western culture up through and including the 21st century, their general characteristics, the chronological order in which they occur, and the geographic areas of their production.
  2. Demonstrate a knowledge of the basic aesthetics/expressive qualities, ideas, motifs, characteristics, and values of these cultural expressions and relate them to the context of Western culture in general.
  3. Recognize works of literature, philosophy, and the visual and performing arts that are significant to and representative of Western culture, as well as demonstrate a basic knowledge of such works and their creators.
  4. Demonstrate an understanding of basic forms, mediums, elements, techniques, and terminology of the literary, visual, and performing arts.
  5. Demonstrate sharpened perceptions and an increased awareness and sensitivity towards aesthetic stimuli/experiences.
  6. Amaze, illuminate and emotionally, intellectually and spiritually uplift themselves, their family, their lovers, their friends, their enemies, their pets and the rest of the entire world by their comprehensive and penetrating understanding of the Western Humanities.

 

General Education Competencies:

·        Communicate clearly with particular audiences for particular purposes.

·        Work collaboratively to help achieve individual and group goals.

·        Apply critical thinking skills in learning, conducting applied research, and defining and solving problems.

·        Develop tolerance of ambiguity and mature judgment in exploring intellectual issues.

·        Build on intellectual curiosity with fundamental concepts and methods of inquiry form the sciences, social sciences, and humanities to support life-long learning.

·        Apply mathematical principles and concepts to problem solving and logical reasoning.

·        Use study and direct experience of the humanities and social sciences to develop a clear perspective on the breadth and diversity, as well as the commonality, of human experience.

·        Connect general education to the ethical dimensions of issues and to responsible, thoughtful citizenship in a democratic society.

 

Student Responsibilities:

Students are required to attend all classes.  Group discussion is an integral part of this course; students will be asked to contribute and ask questions.  Most graded assignments will be done in class.

 

Don’t forget to use the automated attendance system, ATS, starting 10 minutes before the hour and closing 20 minutes after the hour. 

 

Late assignments will be accepted with a one grade level reduction.

 

Diversity:

Students, faculty, staff, and all other member of the DeVry community are expected to respect diversity, which includes, but is not limited to age, disability, gender, marital status, national origin, race, religion, and sexual orientation.  Students engaging in discriminatory behavior will be subject to the consequences established in the Student’s Code of Conduct in the Student Handbook.  Student grievances involving charges of discrimination and sexual harassment should be taken to the Student Services Office.

 

Academic Integrity:

All students are expected to follow the standards of academic integrity and conduct as detailed in the Academic Integrity Policy found in the DeVry Student Handbook.  The Policy specifically prohibits dishonest acts, such as copying, plagiarism, and prohibited collaboration.  Please review the Policy so that you understand your rights and obligations.

 

Term Paper:

You will do a 12-page research project exploring the life and work of an artist of your choice.  Your research will explore what that artist added to the world of creativity.  In addition to understanding what made the artist famous, you will delve into the motivating forces that produced that artistic expression.  This is a critical aspect of your project. 

 

Weekly Schedule:

July 11, 2003        
The Ancient, Archaic Greece and the Aegean, Greek Classicism and Hellenism (pages 1-109)
http://www.artchive.com/critic.htm
http://mati.eas.asu.edu:8421/ChicanArte/html_pages/ArtCriticismQues.html
http://www.art.unt.edu/ntieva/artcurr/crit/
http://www.moma.org/
http://www.metmuseum.org/
http://www.saci-florence.org/
http://www.famousartprints.com/renaissance-art.htm
http://www.palette-n-kiln.com/artposter1.htm
http://witcombe.sbc.edu/ARTHprehistoric.html#neolithic
http://witcombe.sbc.edu/ARTHancient.html#general
http://witcombe.sbc.edu/ARTHancient.html#AncNearEast
http://witcombe.sbc.edu/ARTHancient.html#AncEgypt
http://sgwww.epfl.ch/BERGER/First/EGYPTE.html 
http://www.harbrace.com/art/gardner/Anc.html#AncEgypt
http://home.echo-on.net/~smithda/hanginggardens.html
http://home.echo-on.net/~smithda/hammurabi.html
http://unmuseum.mus.pa.us/wonders.htm
http://www.dilos.com/region/crete/minoan_pictures.html
http://witcombe.sbc.edu/ARTHancient.html#Greek
http://www.pbs.org/empires/thegreeks/background/28b_p1.html
http://harpy.uccs.edu/roman/html/repub.html
http://harpy.uccs.edu/roman/html/augustus.html

 

July 18, 2003
The Roman Period, Judaism and Early Christianity, Byzantium and the Rise of Islam (pages 110-205)
http://witcombe.sbc.edu/ARTHmedieval.html#Byzantine
http://witcombe.sbc.edu/ARTHmedieval.html#Islamic
http://www.wsu.edu:8000/~dee/CHRIST/BOETHIUS.HTM
http://www.metmuseum.org/htmlfile/education/byzantium/time.html
http://www.princeton.edu/~asce/const_95/const.html 
http://www.racine.ra.it/RACINE/docs/I/05F5E49B/RAVENNA/gallapl.htm
http://www.harbrace.com/art/gardner/Anc.html#EarlyChristian
http://www.islamicart.com/
http://www.harbrace.com/art/gardner/Med.html#Byzantine
http://www.harbrace.com/art/gardner/Med.html#Islamic

 

July 25, 2003
The Early Middle Ages, The High Middle Ages, and The Late Middle Ages (pages 206-285)
http://witcombe.sbc.edu/ARTHmedieval.html#EarlyMedieval
http://witcombe.sbc.edu/ARTHmedieval.html#Romanesque
http://www.harbrace.com/art/gardner/Med.html#Gothic
http://www.bc.edu/bc_org/avp/cas/fnart/arch/romanesque_arch.html
http://www.luminarium.org/medlit/chaucer.htm
http://www.geocities.com/rr17bb/HighRena.html
http://www.harbrace.com/art/gardner/RenBar.html#LateGothic

August 1, 2003                             
The Early Renaissance, The High Renaissance and Mannerism, and Renaissance and Reformation in Northern Europe, and The Baroque Age (pages 286-421)
http://www.nga.gov/collection/gallery/ita15.htm
http://www.geocities.com/Paris/Gallery/2892/renaissance.html
http://www.italian-art.org/
http://www.ibiblio.org/wm/paint/glo/renaissance/it.html
http://www.mcs.csuhayward.edu/~malek/Addio.html
http://witcombe.sbc.edu/ARTHLinks2.html#Italy15
http://www.best.com/~natalew/zItalyRenNotes.html
http://dir.yahoo.com/Entertainment/Music/
http://gareth.membrane.com/goodmusicnet/genres.html
http://www.classicalarchives.com/index_1.html
http://dir.yahoo.com/Entertainment/music/genres/classical/
http://www.fordham.edu/halsall/mod/NATMUSIC.html
http://www.artcyclopedia.com/history/high-renaissance.html
http://www.artlex.com/ArtLex/h/highrenaissance.html
http://www.sunyniagara.cc.ny.us/homepags/Knechtel/highren.html
http://tvm.tigtail.org/TVM/M_View/X1/c.Mannerism/mannerism.html
http://www.nga.gov/collection/gallery/gg21/gg21-main1.html
http://web.kyoto-inet.or.jp/org/orion/eng/hst/manneris.html
http://www.kfki.hu/keptar/tours/11_16_c4.html
http://www.huntfor.com/arthistory/renaissance/lategothic.htm
http://www.factmonster.com/ce6/ent/A0858439.html
http://www.factmonster.com/ce6/ent/A0821376.html
http://witcombe.sbc.edu/ARTHLinks2.html#Italy16
http://witcombe.sbc.edu/ARTHLinks2.html#Northern16
http://sunsite.auc.dk/cgfa/bosch/      
http://www.msu.edu/~cloudsar/nrweb.htm
http://www.harbrace.com/art/gardner/RenBar.html#Baroque
http://www-lib.haifa.ac.il/www/art/bar_menu.html
http://encarta.msn.com/index/conciseindex/51/05118000.htm
http://witcombe.sbc.edu/ARTHbaroque.html#Baroque

 

August 8, 2003                              MIDTERM
 

August 15, 2003  
The Enlightenment, and The Romantic Age (pages 422-493)

http://www.costumes.org/pages/18thstyl.htm
http://www.frontiernet.net/~sboerner/mozart/
http://www.geocities.com/Athens/7308/
http://goya.unizar.es/
http://www.ida.his.se/ida/~a94johal/beethoven/beet.html
http://users.utu.fi/hansalmi/wagner.spml
http://www.harbrace.com/art/gardner/RenBar.html#18thcentury

http://www.tam.itesm.mx/~jdorante/art/romantic/irmant01.htm
http://www.tam.itesm.mx/~jdorante/art/romantic/irmant02.htm

http://www.wice-paris.org/save/course/arthist.html#Series
 

August 22, 2003                           TERM PAPER

From Realism to Modernism, Modernism, and From a Modern to Postmodern World (pages 494-618)

http://www.bc.edu/bc_org/avp/cas/fnart/art/monet1.html

http://www.bc.edu/bc_org/avp/cas/fnart/art/monet2.html

http://www.bc.edu/bc_org/avp/cas/fnart/art/monet.html

http://www.bc.edu/bc_org/avp/cas/fnart/art/renoir.html

http://www.bc.edu/bc_org/avp/cas/fnart/art/degas_ptg.html

http://www.bc.edu/bc_org/avp/cas/fnart/art/vangogh.html

http://www.bc.edu/bc_org/avp/cas/fnart/art/manet.html

http://www.mimieux.com/arthistory/mod/modindex.htm

http://www.mimieux.com/arthistory/mod/modindex.htm

http://www.huntfor.com/arthistory/c19th/pimpressionism.htm

http://www.dartmouth.edu/~matc/math5.geometry/unit16/unit16.html
http://www.artic.edu/aic/index.html
http://www.mimieux.com/arthistory/mod/modindex.htm
http://www.mimieux.com/arthistory/mod/modindex.htm
http://www.huntfor.com/arthistory/c19th/pimpressionism.htm
http://www.wice-paris.org/save/course/arthist.html#Series
http://www.guggenheimcollection.org/site/movements.html
http://www.portlandgallery.com/
http://www.nelson-atkins.org/collections/20thcent/twentiet.htm
http://www.dartmouth.edu/~matc/math5.geometry/unit16/unit16.html
http://www.artic.edu/aic/index.html
 

August 29, 2003 (tentative)         FINAL
 


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