Abnormal Psychology

Course Identification:
Credit hours: 3
Contact hours: 3
Days/hours course meets: Saturday 8:-10:50am
Prerequisite: ENGL-135

Course Overview:
This course will help you understand, appreciate, and evaluate history, philosophy, and fine arts.

Course Description:
This course introduces students to vital areas of the humanities, such as history, philosophy, literature, and the visual and performing arts. Students analyze and evaluate cultural artifacts (such as paintings, poetry, music, dance, film, and architecture) and develop connections among these works and their historical and philosophical contexts. Discussions, writings, oral presentations, group activities, and visits to cultural venues prepare students for more advanced inquiry in subsequent courses.

Terminal Course Objectives:
After completing this course, you should be able to exercise the following skills:

1. Given a representation of an artwork (such as a painting, poem, sonata, or cathedral), analyze the work’s content, form, materials, meaning, and method of creation to enrich understanding of and appreciation for that work.

2. Given a representation of an artwork (such as a painting, poem, sonata, or cathedral) and a critical interpretation or statement of aesthetics, evaluate the artwork against the interpretation or statement, in order to show differing critical and aesthetic perspectives on the artwork.

3. Given representations of two artworks of similar or differing disciplines (such as two paintings or a painting and a poem), compare/contrast their contents, forms, and/or methods of creation, to identify the scope of the respective disciplines and to clarify disciplinary differences.

4. Given representations of multiple artworks, classify them using a variety of approaches (by discipline, genre, style, period, etc.), to demonstrate ability to contextualize the works.

5. Given a representation of an artwork and a particular summary of the time period when the work was produced (such as the Mona Lisa and a history of the Italian Renaissance), formulate relationships between the work and its historical context to augment understanding and appreciation for both the artwork and the time period.

6. Given information about a cultural phenomenon (such as an artwork, an issue, a trend, or a social/personal value) and documents describing a philosophical school of thought (such as theism, enlightenment humanism, existentialism, or French postmodernism), analyze the relationships between the cultural phenomenon and the school of thought.

7. Given a significant technological advance (such as the printing press or camera), assess the effects of the technical breakthrough on culture and art.

8. Given documents describing a particular society (such as classical Greece or Victorian England), evaluate the role and purpose of one area of the humanities in that society.

9. Given a variety of philosophical positions (such as Classical Humanism, Existentialism, Pragmatism, or Postmodernism) and specific philosophical issues (such as epistemology, ethics, or esthetics), critique differences among the positions in regard to the issue.

10. Given a specific social conflict or moral dilemma (such as euthanasia, abortion, or social welfare), apply a particular ethical perspective to propose a solution or course of action.

General Education Program Outcomes:
1. Communicate clearly with particular audiences for particular purposes.

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

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

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

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

7. 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.

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

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.

Links Between the Course and General Education Outcomes:
While all the General Education outcomes are addressed by this course, HUMN-303 bears a direct relationship to Outcomes 1, 3, 4, 5, 7, and 8.

Course Web Site:
You are expected to become familiar with the eCollege course Web site, which makes available materials for the course. This site will offer assignment sheets, presentations, online discussions and other electronic services of use to our class.

If you experience trouble logging in to the site, please contact the Help Desk during Week One. Call 1-877-784-1997 for log in or registration information, and 1-800-594-2402 or email helpdesk@devryetool.net for technical support.

Attendance:
You are responsible for registering your attendance each day by scanning your Student ID card through the time and attendance device.

Missed Examinations and Late Papers:
We will follow the General Education Guidelines for Attendance and Grading. Those guidelines state that missed examinations can only be made up if they were due to your illness or a death in your family.

Furthermore, late major assignments may be docked from 10%-30%. LATE WORK WILL NOT BE ACCEPTED AFTER FIVE SCHOOL DAYS PAST THE DUE DATE.

Please see the General Education Department Grading Guidelines handout for further policies on missing examinations and late papers.

Format for Assignments:
All work, even minor exercises, should include the following information at the top of the page:

Major writing assignments should be typed or word-processed, with individual pages numbered. Please do not use cover/title pages, binders, or folders. Staple together multiple pages of a document. Sources should be cited using MLA documentation.

Missing Work:
You are responsible for ensuring that your work is submitted to the instructor. These guidelines will help avoid the problem of lost and missing assignments:

Text:
Sporre, Dennis J., The Creative Impulse, 6^th 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.

Professionalism:
This class will not only teach you worthwhile skills, but will also aid you in your educational goal of becoming a professional. To accomplish this, you should implement the following characteristics by practicing the indicated behaviors.

Academic Dishonesty:
DeVry's Academic Integrity Policy (as detailed in the Student Handbook) states that plagiarism of any sort is NOT an acceptable academic practice. Plagiarism is claiming someone else's work or ideas as your own. In this class, plagiarism includes:
· Copying someone else's work in class or on the final exam

· Handing in or speaking words as your own which you found in a published or outside source

· Using the ideas of a published or outside source in your writing or speaking without giving them credit

DeVry's policies stipulate the following sanctions for students caught violating DeVry's Academic Integrity Policy:

· The first recorded offense will result in the student receiving a zero credit for the entire assignment. No partial credit may be given.

· The second recorded offense will result in the student receiving a failing grade for the class in which the second offense occurs.

· The third recorded offense will result in the student being permanently expelled from the DeVry system.

Please report any academic dishonesty in this class to the instructor (and/or the Director of Student Services).

Food and Drink in the Classroom:
DeVry policy prohibits food and drink in the classroom. Please adhere to the policy. Individuals violating this policy will be asked to dispose of the food and beverage items, or to exit the classroom.

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.

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

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.

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:
May 1, 2004
The Ancient, Archaic Greece and the Aegean, Greek Classicism and Hellenism (pages 1-109)

May 8, 2004
The Roman Period, Judaism and Early Christianity, Byzantium and the Rise of Islam (pages 110-205)

May 15, 2004
The Early Middle Ages, The High Middle Ages, and The Late Middle Ages (pages 206-285)

The Early Renaissance, The High Renaissance and Mannerism, and Renaissance and Reformation in Northern Europe, and The Baroque Age (pages 286-421)

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

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Characteristics	Behaviors
Reliability	Attend class faithfully Bring needed books, course materials, and school supplies Turn work in on time Communicate with instructor about absences, preferably in advance
Punctuality	Come to class on time Return from break on time Avoid leaving class before it is dismissed
Initiative	Do your own work Communicate promptly with instructor about missed and make-up work Ask questions Exceed minimum expectations for assignments Participate in classroom discussions
Positive Attitude	Show interest in learning Accept instructor and peer feedback Respond favorably when called upon by the instructor
Respect	Turn off audible pager and cell phone signals Refrain from side conversations and other disruptive behaviors Refrain from doing homework for other classes during this class Avoid offensive language Treat classmates fairly Contribute to group activities
Trustworthiness	Avoid all dishonest acts Honor confidentiality