E-mail/Cell: email@example.com / 069 20 70 592
Office Hours: Friday, 14.00-16.00 or by appointment (Room 2 C)
This course is designed to provide an understanding, knowledge and appreciation of major art historical phenomena and works of high aesthetic quality in architecture, sculpture, painting, and other art forms within diverse historical and cultural contexts. In so doing, it shall introduce the global artistic legacy, beginning from the earliest civilisations of mankind (Stone Age 35,000 B.C. – 2000 B.C.), the Art of the ancient Near East, Egypt and Greece and ending with the Romanesque and Gothic Art (12th-end of 15th Century AD).
1. Knowledge Base: By the end of the course students are expected to:
Have gained an incisive view of major artistic works and developments from pre-history to Renaissance.
Be able to discuss, analyse and evaluate their importance in a critical fashion and beyond a mere quotation of dates, places, and artists using appropriate terminology.
Demonstrate intelligence and sensitivity in analysing an artwork.
Demonstrate awareness of ethical issues encountered in an art historian‟s laboratory.
2. Cognitive / Intellectual Skills: By the end of the course students are expected to be able to:
Analyse key art historical artworks and developments using a variety of primary and secondary sources.
Synthesize relevant information from different primary and secondary sources.
Evaluate the reliability of their sources.
Apply basic art historical methodological tools to new, unknown artworks.
3. Key / Transferrable Skills: By the end of the course students are expected to have demonstrated:
The ability to work effectively with others as a member of a group within the given time constraints.
An ability to work within an appropriate ethos and to access and use a range of learning resources.
An ability to evaluate own strengths and weaknesses within criteria set by others.
An ability to collect and manage information from a range of sources undertaking simple and guided research tasks.
An ability to take responsibility of own learning with appropriate support.
The appropriate skills of communicating effectively on art historical matters.
An ability to apply with limited autonomy, under direction or supervision, learned tools and methods carefully and accurately to a well-defined new problem, within defined guidelines.
Introduction to the subjects and vocabulary of Art History. Course requirements; art historical methods of inquiry. THE BIRTH OF ART: Art in the Stone Age period. Art Historical Thinking Skills: Periodization in art history. Readings: 1) Kleiner et al., Chapter 1. 2) Adams, Chapter 1.
THE ART OF ANCIENT NEAR EAST. Art Historical Thinking Skills: Primary and Secondary Sources in Art History. Readings: 1) Kleiner et al., Chapter 2. 2) Adams, Chapter 2.
THE ART OF ANCIENT EGYPT. Art Historical Thinking Skills: Relationships between facts, opinions, sources and interpretations; Understanding, evaluating and producing descriptions of art objects. Readings: 1) Kleiner et al., Chapter 3. 2) Adams, Chapter 3. Paper topics and outline due.
AEGEAN (CYCLADIC, MINOAN, MYCENAEAN ART). Art Historical Thinking Skills: Analyzing art objects from different methodological perspectives often tells us more than their authors had in mind. Readings: 1) Kleiner et al., Chapter 4. 2) Adams, Chapter 4.
ANCIENT GREEK ART (ARCHAIC, CLASSICAL, HELLENISTIC). Art Historical Thinking Skills: Comparing and contrasting a variety of artworks unveils important evidence on social structures, economies, politics and cultures. Readings: 1) Kleiner et al., Chapter 5. 2) Adams, Chapter 5. Annotated bibliography and detailed outlines due.
THE ANCIENT ART OF ASIA. Art Historical Thinking Skills: Relating social groups and the individuals in art historical understanding. Readings: 1) Kleiner et al., Chapters 6-8. 2) Adams, pp. 205-213, 259-272, 312-323, 448-464.
ETRUSCAN AND ROMAN ART (Visit at Durrës‟ amphitheatre). Art Historical Thinking Skills: Comparing and contrasting artworks offers valuable information on social structures, economies, politics and cultures. Readings: 1) Kleiner et al., Chapters 9-10. 2) Adams, Chapters 6-7.
EARLY CHRISTIAN ART. Art Historical Thinking Skills: Understanding and evaluating
historical change; distinguishing causes of change. Readings: 1) Kleiner et al., Chapter 11. 2) Adams, Chapter 8.
MIDDLE AND LATE BYZANTINE ART. (Tour at the Archaeological Museum and the early Christian church of St. George at Tirana). Art Historical Thinking Skills: Diversities in judging the past. Readings: 1) Kleiner et al., Chapter 12. 2) Adams, Chapter 8. Research Paper First Drafts due.
ISLAMIC ART. Art Historical Thinking Skills: Evaluating alternate theses; understanding how and why art historical developments and events are interpreted and re-interpreted. Readings: 1) Kleiner et al., Chapter 13. 2) Adams, pp. 327-334, 695-697.
THE ART OF ANCIENT AFRICA AND THE AMERICAS. Art Historical Thinking Skills: Sifting art historical evidence („before‟ and „after‟): social, economic, political and cultural. Readings: 1) Kleiner et al., Chapters 14-15. 2) Adams, pp. 870-873.
EARLY MEDIEVAL ART. Art Historical Thinking Skills: Close-reading and interpreting a variety of art historical sources. Readings: 1) Kleiner et al., Chapter 16. 2) Adams, Chapter 9. Research Paper Due.
ROMANESQUE AND GOTHIC ART. Art Historical Thinking Skills: Using Literature in History; Understanding Processes. Readings: 1) Kleiner et al., Chapters 17-18. 2) Adams, Chapters 10-11.
Learning and Teaching Activities:
Lectures, discussions, debates, group-work projects, individual projects and presentations.
Methods of Assessment
Please identify the LAST item of assessment that a student sits with a tick
Minimum Pass Mark
Attendance, participation and preparation (10 %)
Covering Learning Outcomes: 1-3
Covering Learning Outcomes: 1-3
Research Paper (20%)
Covering Learning Outcomes: 1-3
Covering Learning Outcomes: 1-3
Is the student required to pass ALL elements of assessment in order to pass the course?
Generic Assessment Criteria
The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also ample excellent evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied.
The work examined is outstanding and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. Distinction 70-75 The work examined is excellent and is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that Level are satisfied. Merit 65-69 The work examined is very good and is evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also very good evidence showing that all the learning outcomes and responsibilities appropriate to the Level are satisfied. Merit 60-64 The work examined is good and is evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also good evidence showing that all the learning outcomes and responsibilities appropriate to that Level are satisfied.
The work examined is sound and is evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also sound evidence showing that all the learning outcomes and responsibilities appropriate to that Level are satisfied.
The work examined is sound but provides limited evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also sound but limited evidence showing that all the learning outcomes and responsibilities to that Level are satisfied.
Work that is significantly below average and does not meet minimum standards for passing a course.
Kleiner F. S., Mamiya C. J., Tansey R. G.
Gardner’s Art Through The Ages (12th edition)
Art Across Time
Additional Readings and Other Materials:
Additional readings shall be assigned from other books, articles, or in-class handouts on a case-by-case basis. Various audio-visual materials shall be included in class presentations.
Supplemental Web-based Research:
Students are expected to supplement their textbook readings with Web-based research, and specific reading assignments may be made from these website
In the course‟s cyberspace [http://www.unyt.edu.al/art1] students can find primarily practice tests related to their study of the main course-book. Inasmuch as the course-books leave too little space for art history in a local setting, the course‟s website also provides students with additional materials to enhance their knowledge and understanding of local art history within wider geographical limits, historical periods and developments.
Students will be required to write a term paper on a subject either of their own choice, or chosen from a list after consulting with the instructor (20%). The papers are also presented in class (5%). Topics suggested by the students are subjects to approval and involve an oral in class presentation. Papers (20% of the total course grade) will be evaluated as follows: 1. Paper Topic and Brief Outline (2%: by November 05, 2014) 2. Detailed Outline and Annotated Bibliography: (3%: by November 19, 2014). 3. First Draft: 5% (by January 07, 2015). 4. Final Draft: 10% (by January 21, 2015). Papers are to be submitted both in hard copy as well as in soft copy through the TURNITIN software.
Basis for Student Evaluation:
% of final grade
Attendance, participation and preparation: I expect students be in class and also actively engage into class discussion and other activities, individual or in larger and smaller groups. One of the exciting things about history is that there is rarely a right or wrong view, but more often than not a convincing or non-convincing viewpoint. Considering the value of advance preparation for class discussions, short quizzes and orally investigated review questions will normally precede the start of a new section.
Mid-Term Exam: Both the mid-term, as well as the final exam are structured in two sections, each of which contains two parts. The first section‟s first part contains multiple-choice, true or false and/or short-definition questions, most of which are available online at the course‟s website. The second part of the first section contains multiple-choice questions developed for the purpose of assessing student learning of skills cultivated in class. The second section of the test contains two essays. The first part comprises document-based questions, i.e. you will be given one or more sources and you will be asked to analyse them and, in the form of short essays, respond to questions upon them aimed at assessing student learning of the historical thinking skills developed throughout the course. The second part of the second section contains a selection of change-of-time or comparative larger-scale essays (approx. 500 words) aimed at assessing students‟ ability to identify patterns and factors of change over time and to compare social, economic, political and other structures.
Term Paper: Students will be required to write a term paper on a subject set by the instructor. Papers (20% of the total course grade) will be evaluated as follows: 1. Paper Topic and Brief Outline (2%: by October 28, 2015) 2. Detailed Outline and Annotated Bibliography: (3%: by November 11, 2015). 3. First Draft: 5% (by December 16, 2015). 4.
Final Draft: 10% (by January 20, 2016). Please see the appendix on the assessment criteria for papers applied in this course.
Presentation(s): Students are required to present their papers to peers (January 22 & 29, 2014) and also engage into a number of group projects assigned in class leading to presentations. Good presentation skills (contact with audience, time management, voice-pitch, clear driving point with principal evidence and findings, as well as a powerful Power Point presentation, where appropriate, are desired qualities constituting a good presentation).
Final Exam: This is a cumulative exam. Please see notes on mid-term exam.
Students are welcome to arrange a tutorial session with the instructor on an individual basis. An announcement of my office hours is placed outside my office, Administrational Building, 2nd floor.
How to Succeed in the Course:
1. Regular attendance is expected. If there is an urgent reason to be absent, please email the instructor in advance. A student may not enter an examination without having justified all of his/her absences.
2. Assignments will be collected at the beginning of the class session. There will be a 10% daily deduction for late assignments (up to 2 days only, thereafter no grade will be given) unless you make special arrangements with the instructor in advance via email communications.
3. Any violation of academic honesty principles, e.g. plagiarism, will result in an automatic F on the course, in line with UNYT‟s Honour Code policies.
4. Make-up exams will be given only in the case of a confirmed medical excuse. If possible, please advise the instructor in advance by email.
Learning Difficulties: If you feel that you have encountered special learning difficulties or serious problems that interfere with your studies, please make an appointment with UNYT Counseling Center, Dr. E. Cenko (firstname.lastname@example.org) and/or the Academic Support Center, Dr. A Canollari (email@example.com). For more information, please contact me and or your academic advisor.
EVALUATION GRID AND FEEDBACK FORM FOR PAPERS
STUDENT’S NAME & SURNAME: ______________________ COURSE: _____________________ CRITERION COMPONENT % POINTS DESCRIPTION ASSESSMENT
Precise, original, substantiated and plausible, insightful and sophisticated.
Slightly obscure and/or lacking insightfulness or originality.
Slightly vague or uninteresting, lacking originality.
Vague or upholding a self-evident point.
(30%) Logic & Argumentation (10%) 9-10 (A) Sets of ideas constitute logical arguments; possible counter-arguments are identified and defused. The author makes cross-disciplinary connections not necessarily retrieved from course materials, thereby creating novel avenues of supporting a thesis. 8-8.9 (B) Logical ideas form solid arguments. Some counter-arguments are identified but not defused; insights are primarily limited to the sources used. 7-7.9 (C) The logic of some ideas may fail, thereby creating implausible arguments. Few counter-arguments are identified. Most insights are limited to the primary materials without cross-disciplinary connections. 6-6.9 (D) Loose ideas, not advancing to an argument. Mere repetition or summary of points raised in the used sources. No attempt to identify counter-arguments and dilute them. Simplistic view of topic; no effort to apperceive alternate theses. 0-5.9 (F) Arguments sequenced arbitrarily.
Use of Evidence
Full, semantically and grammatically correct integration of primary sources into historical or art historic argument; use of examples to illustrate points of view.
Use of primary source materials to uphold most statements; some unnecessary or inappropriate use of primary materials. Primary sources are not very well incorporated into sentence structures.
Many statements remain unsubstantiated, without thorough or suitable evidencing; limited use of examples from primary sources to support the author‟s viewpoints or unclear points in the choice of evidence. Primary sources are loosely integrated into the (art) historical argument.
Scarce, poor or irrelevant use of examples. Statements are not supported by evidence or evidence does not lead to statements. Primary source quotations are “thrown” improperly or unnecessarily without any effort for integration.
No attempt to relate statements with examples.
Analysis (10%) 9-10 (A) Statements and evidence are correlated with each other to form “mini-theses”, which logically advance to the paper‟s thesis. The analysis is “vertical” (meaning thorough and insightful) rather than “horizontal” (meaning superficial). 8-8.9 (B) Many statements and evidence are correlated to each other. The analysis is somewhere vertical and elsewhere horizontal. 7-7.9 (C) A number of statements or quotes provide little or no insight. 6-6.9 (D) Loose or no insight on the correlation between statements and evidence, thereby not formulating comprehensible arguments. 0-5.9 (F) No effort in providing any insights. Lack of arguments.
Justified and identifiable, naturally flowing towards buttressing the thesis. Smooth and sound macro-structural transitions from unit to unit. The micro-thesis of a unit progresses through logically classified, coherent and interconnected paragraphs.
Overall rather justified and identifiable, even though occasionally lapsing towards extraneousness. Some macro-structural transitions are obscure, or some paragraphs lack coherence, interrelation or clarity of sequencing.
Overall lacking a logical, driving point and proper justification; leaning towards extraneousness or redundancy. Macro-structural units are often unabridged, while many paragraphs lack coherence, correlation with each other and do not serve a clear driving point.
Indistinct, not-rarely due to a lack of driving point. Haphazard structuring of units, many paragraphs without topic sentences.
Lack of driving point, illogical structuring of units or no paragraphing at all.
PRESENTATION (30%) N/A 27-30 (A) Excellence in grammar and syntax, use of sophisticated vocabulary, use and understanding of related terminology. The paper is properly typed, paragraph margins are justified, and illustrations are accompanied by full identifications and proper in-text citations. The author cites all ideas, statements, arguments, or evidence other than his own. 24-26.9 (B) Correct grammar and syntax with sporadic mistakes. The paper‟s format is not very user-friendly. Some illustrations are not cited in the text or are incompletely identified. The author cites all ideas, statements, arguments, or evidence other than his own. 21-23.9 (C) Some failures in correct use of grammar, syntax and diction, but no grave mistakes. The paper‟s format is unattractive and not user-friendly. Few illustrative materials, unidentified, placed casually without in-text citation. Some mistakes in citations. 18-20.9 (D) Major errors in syntax, grammar, and diction. Frequent mistakes in citation style, too little illustrative materials without structural link with the text. Paper format difficult to read. 0-17.9 (F) Major problems in writing academic English. Instances of plagiarism. Paper highly illegible due to sloppy formatting. Final Paper’s Grade
1. Thesis: ________________________________________________________________________________________________________
a. Logic and Argumentation: ___________________________________________________________________________________
b. Use of Evidence: ___________________________________________________________________________________________
c. Analysis: _________________________________________________________________________________________________
3. Structure: ______________________________________________________________________________________________________
4. Presentation: ___________________________________________________________________________________________________
Dr. Konstantinos Giakoumis