Arh2000 Art Appreciation American Diversity and Global Arts

Art Appreciation: American Diverseness and Global Arts

Course prefix+ number: ARH 2000 (D)(H)

Term: Spring 2016

Location + meeting times: 100% web-based

Credit hours: iii

Prerequisites: No prerequisites

Course website: https://ufl.instructure.com (Canvas)

IMPORTANT:  You MUST Have Access TO AN UP-TO-DATE, PROPERLY FUNCTIONING COMPUTER/COMPUTER SOFTWARE AND Loftier-SPEED Cyberspace ACCESS IN ORDER TO SUCCESSFULLY Complete THE COURSE REQUIREMENTS FOR THIS CLASS. COMPUTER TERMINALS ARE Available TO STUDENTS THROUGHOUT THE UF CAMPUS, INCLUDING THE ARCHITECTURE & FINE ARTS LIBRARY LOCATED IN THE FINE ARTS COMPLEX (2nd Flooring OF FAC A). Reckoner PROBLEMS WITH NOT BE ACCEPTED FOR Tardily OR MISSED ASSIGNMENTS.

COMPUTERS FOR STUDENTS ON CAMPUS:

SA+AH Computer Lab / FAC 306

This lab is open up to all SA+AH students.

Equipped with xx iMacs

For student computing requirements: http://www.it.ufl.edu/policies/student-computing-requirements/

Instructor: Dr. Pamela Merrill Brekka

Office hours: 24/seven via Canvas message or Canvas briefing tool past appointment; Dr. Brekka will typically reply immediately, only please allow 24 hours for response.

E-mail: pbrekka@ufl.edu

Contact: DIRECT Whatever AND ALL QUESTIONS to Dr. Brekka Only.Dr. Brekka volition typically respond immediately, but please allow 24 hours. For IT and Canvass bug contact UF Helpdesk besides for help ticket. Communicate with instructor via Canvas Inbox--icon upper right of this screen (Canvas messaging tool). Check your Sheet letters daily and set your Sail preferences to receive daily updates and alerts. Instructor is available for 'role hours' via Canvas message 24/7, and past telephone or Canvass conference tool by engagement. Please direct all Information technology, Canvass and figurer questions to the UF Help Desk equally well; go to Sail tool Tech Support on form homepage.

*Roll TO VERY BOTTOM OF THIS PAGE AT Canvass FOR ALL ASSIGNMENT DUE DATES

*Find THE DETAILED Data YOU'RE LOOKING FOR IN THE Sail Grade MODULES. THIS Grade IS ORGANIZED INTO WEEKLY MODULES. FIND ALL INFORMATION AND DETAILS Yous NEED ON TEXTBOOK AND ALL ASSIGNMENTS IN THE WEEKLY MODULES. AFTER YOU'VE READ THIS SYLLABUS Go TO 'CLICK HERE TO START' AT THE Course HOMEPAGE

Course Clarification: This course is an introduction to the visual arts from a global perspective with an emphasis on multifariousness in the United States. Students volition be challenged to clarify visual cultures and built environments from multiple perspectives, using key themes, principles and terminology in the discipline of art history. Traditional differences among globe cultures volition be applied to electric current populations in order to recognize how social roles and status affect diverse groups in the United states of america. To this end, we volition analyze art objects and monuments from effectually the world (75,000 BCE to the present) within their historical, social, economical and religious contexts and utilize this agreement to diverse living groups in the US. To facilitate this process, nosotros will assimilate and use discipline appropriate terms, approaches and theories, applied across the 'life' of the object'south audition to the present twenty-four hour period. We will use this knowledge to problematize a range of both traditional and current interpretive theories and methodologies, in lodge to better sympathise the origins of audience and subject area bias in relation to gender, cultural differences and sexual orientation. Required weekly presentations and writing assignments, which address key questions relevant to art and diversity, volition highlight students' ain cultural norms and values in relation to those of other cultural groups. Enhanced by UF's various student body, these presentations will assist students distinguish the opportunities and constraints faced past different persons and cultural groups. All course content volition be presented via the UF Sail platform which volition incorporate the course etextbook. In order to systematize and clarify grade content and assessments in relation to Student Learning Outcomes, the weekly modules have been organized into four primary categories: ASSIMILATE, Engage, Appraise, Utilise. At ASSIMILATE, students will complete the required reading for the week and acquire the objects/terms list. At ENGAGE, students will scout the instructor lectures, take notes, and interact with the high-resolution images. At Assess, students will take the quiz. At APPLY, students will apply the content they have assimilated past formulating critical responses (both written essay presentations and peer responses) to important diversity questions, which reflect the student's noesis, thoughts, and reasoning. Given the limitations of our virtual surround, students will attend at to the lowest degree one 'live' art history lecture and/or art museum showroom talk/bout, in order to examine original art works, collaborate with experts in the field, and learn about the most current methodologies in the bailiwick of art history. As an end-of-term enquiry projection, students will likewise engage diverseness in their community in club to critically apply what they have learned in class to their own existent-life environments, in order to evaluate their own cultural norms and values in relation to those of other groups.

General Education Requirement: Credits earned in this course come across the requirements for Full general Education in Humanities (H) and Diversity (D) categories. These general education categories are meant to offer instruction in the post-obit areas:

• Humanities (H): Humanities courses provide instruction in the key themes, principles and terminology of a humanities discipline. These courses focus on the history, theory and methodologies used inside that discipline, enabling you to place and to analyze the key elements, biases and influences that shape thought. These courses emphasize clear and constructive analysis and approach issues and bug from multiple perspectives.
• Diversity (D): Diverseness courses provide pedagogy in the values, attitudes and norms that create cultural differences within the The states. These courses encourage you to recognize how social roles and status bear upon unlike groups in the United states of america. These courses guide you to clarify and to evaluate your own cultural norms and values in relation to those of other cultures, and to distinguish opportunities and constraints faced by other persons and groups.

Full general Education Objectives for Humanities (H) and Multifariousness (D):

• (H) To introduce key themes, principles and terms in the discipline of art history
• (H) To present the historical context of key art objects and monuments from around the earth, from prehistory to present
• (H) To describe and explain fine art historical theory and methodologies in lodge to identify the biases and influences that shape interpretations of fine art works
• (H + D) To present interpretations of visual civilization using multiple perspectives in lodge to recognize how social roles and condition affect different groups in the United states of america, besides every bit their opportunities and constraints
• (D) To identify, describe and explicate values, attitudes and norms of culturally diverse groups in the United States, every bit reflected in the visual civilization of those groups, and to identify how these may vary amid students in the class

General Education Educatee Learning Outcomes:

• (H) Content: Students volition exist able to identify, describe and translate primal art works from around the world within their cultural and historical contexts, employing multiple methods, while defining primal terms in the visual arts
• (D) Content: Students will be able to identify the roles of social structure and status of different groups inside the United States, as reflected in the artwork of these groups
• (D) Critical Thinking: Students will analyze and evaluate their own cultural norms and values in relation to those of other cultures and diverse groups in the Us, including, merely non limited to: the LGBT customs; female American leaders; African-Americans; American Indians; Mexican-Americans; American Buddhists; American Muslims; Japanese-Americans, Chinese-Americans, and Korean-Americans
• (D) Critical Thinking: Students volition analyze and compare their own social condition, opportunities, and constraints with those of other persons and groups, as reflected by the artwork of these groups and the ways in which they value/define art
• (H) Critical Thinking: Students will place and analyze central elements, biases and influences that shape idea in the discipline of art history, and approach issues and problems within the discipline of fine art history from multiple perspectives
• (H) Communication: Students will communicate cognition, thoughts, and reasoning, and formulate critical responses, orally and in writing, in forms appropriate to the bailiwick of art history. These communications will be both oral, in the grade of instructor-moderated round-table video responses, and written, in the form of examination essay responses, focus job research presentations, live upshot response papers, and end-of-term diverseness research project presentations
• (D) Advice: Students will talk over (in the form of videoed responses and in writing) social/cultural problems related to art and diversity in the US. These communications will include diversity focus job research presentations, instructor-moderated circular-table video responses, and stop-of-term diversity research project presentations

Required reading: Patrick Frank,Prebles' Artforms, 11^th edition (2013) available as an eTextbook at the course website

Statement regarding late work:All assignments for this course (including quizzes) are available from the outset day of semester starting time. Students are welcome to work ahead at their own stride. In that location are thirteen modules for this course. You should program to complete approximately ane module per week. Most consignment are due Sun EST eleven:59 PM (there are exceptions, and so note due dates at bottom of syllabus page, tab to left of this screen. Any assignments submitted late (without proper documentation for an excused absence) volition receive an automatic one bespeak deduction. This applies even if submission is ONE MINUTE past deadline. No exceptions. Whatever assignments submitted 24 hours after deadline will receive a '0' grade.

Make-upwardly piece of work and attendance policy: Requirements for class attendance and brand-up exams, assignments, and other work in this grade are consistent with university policies that tin be found in the University of Florida online catalog at:https://catalog.ufl.edu/ugrad/current/regulations/info/omnipresence.aspx (Links to an external site.)

Online class evaluation process: Students are expected to provide feedback on the quality of instruction in this course based on 10 criteria. These evaluations are conducted online athttps://evaluations.ufl.edu (Links to an external site.). Evaluations are typically open up during the last 2 or three weeks of the semester, just students will exist given specific times when they are open. Summary results of these assessments are bachelor to students athttps://evaluations.ufl.edu/results (Links to an external site.).

Important dates: The course is organized into 13 modules. Modules must be completed in order. All module requirements must exist completed by dates as given at the course website. Students will be given approximately 1 week to complete the assignments for each module. The final diverseness research project + two papers assignments must be completed by dates given at the form website. Students are responsible for meeting their own assignment deadlines. Standard deadline for required weekly submissions of all textile and assignments is Sunday 11:59 PM EST (Usa). Delight note exceptions given for abbreviated summer sessions.

Evaluation:

two points     Syllabus + plagiarism survey

39 points   Module quizzes

39 points   Module give-and-take tasks

6 points     Reading response newspaper

6 points     Live event response paper

8 points     Concluding enquiry project: Fine art + diverseness in your community

________

100 points = possible consequence 100% = 'A' final grade

Extra credit:  Students will have the opportunity to take part in ii assignments worth two points each. Details available in the weekly modules.

*Delight note: All graded elements of this course will be supervised and assigned a final course form by the Instructor. Graduate teaching assistants (TAs) will aid instructor with evaluation of weekly focus chore presentations, which will exist supervised and reviewed by the instructor. Teacher and TAs will meet weekly to discuss individual student progress and assessments. Instructor will supervise all grading for college cess-valued critical thinking projects, including response papers and terminate-of-term research projects, and provide feedback to the students. Instructor just will assign final course class to each enrolled educatee.

DETAILED INSTRUCTIONS FOR ALL ASSIGNMENTS/QUIZZES ARE GIVEN IN THE COURSE MODULES. FOLLOW LINKS IN MODULES FOR COMPLETE INSTRUCTIONS.

Module quizzes: Each module volition include a multiple-choice/true-fake styled quiz. Questions volition exist taken from the required reading, lectures, and the objects/monuments/terms list for that module. For the multiple-pick/true-imitation styled questions, students should be prepared to identify the followingoutcomes for content: relevant global trends; significance of works of fine art; techniques and media used; terms, and primal cultural and historical contexts. Quizzes are timed. Students volition have but one opportunity to complete the quiz. Quiz instructions are provided in item at the website. All quizzes must be completed with NO outside help, which would institute cheating.

*The multiple-choice quizzes assess the General Education SLOs for content.

Module diversity research presentation/discussion tasks: Each module contains a variety focus topic with questions designed to promote critical thinking and peer-group discussions. These topics will accost artists and creative trends relevant to U.s. diversity, focusing on an individual cultural group. Topics for each module discussion address specific questions related to the course content for that calendar week, and constitute mini-research assignments. Possible topics include questions such every bit the following: "Do African American artists today identify with their cultural by? Are there echoes of African art in the shared cultural retention of African American artists today?" Students should be prepared identify, communicate and clarify the followingoutcomes for content, communication and critical thinking: (1) write a minimum x-sentence essay that addresses the questions in detail, using bailiwick appropriate language and methods, together with interpretations of unique, researched images that serve to illustrate/defend the educatee'southward argument; (2) students are as well expected to analyze and describe the ways in which their ain cultural norms and values compare to those of the group under discussion. Students will post these essays to the round-tabular array styled give-and-take board. Instructor volition present written instructions for each round-table discussion task. Instructor volition so moderate student posts and, as necessary, reply to private submissions with comments designed to promote ongoing student discussion and date. Students volition exist required to interact with each other and instructor, with two typed or videoed responses/replies to posts past at least two different classmates, while addressing additional questions, if any, posed by teacher-moderator. In these replies, students are expected to identify unlike perspectives given by classmates, and nowadays alternative points of view and approaches. Peer responses are intended to mirror the instructor-moderated pupil debate that occurs in 'live' classroom environments. Instructor, with TA assistance, will assess all elements of this consignment and provide feedback to students.

*The variety discussion tasks assess the General Instruction SLOs for content, communication and disquisitional thinking.

Reading response newspaper: As an fine art history course, it is important for students to stay abreast of current approaches and methodologies in the discipline of art history. Students will therefore exist required to read a current scholarly article provided by the instructor on the topic of art and global diversity, and write an 800-word disquisitional response. Get to assignment link in Canvass for pdf of article and total instructions. Students should be prepared identify, communicate and analyze the followingoutcomes for content, communication and critical thinking: (1) identify the writer's primal statement and arroyo, and analyze influences and biases; (2) support their claims with informed, historical/critical examples and ideas taken from the article itself, and depict on concepts, terms and approaches learned in class. Students should not generalize, use subjective descriptions or make general, unsupported claims. Instructor will supervise all assessments for response papers and provide feedback to students.

*The reading response paper assesses the Full general Pedagogy SLOs for content, communication and critical thinking.

Alive event response paper: Every bit an art history class, it is important for online students to interact withlive fine art objects, artists, curators, fine art historians, and stay beside of current styles, techniques, approaches and methodologies in the field of study of fine art history. Students will be required to nourish one approved fine art lecture, gallery talk or tour and write a 1000-give-and-take disquisitional response. Go to assignment link in Canvass for full instructions and links to live event schedules. Instructor will forward event announcements every bit a courtesy to students. Students are, however, obligated to go to provided schedule links and locate an approved lecture, talk or tour that meets their schedule. In order to certificate your attendance, y'all must have a selfie outside the event or gallery front doors at time of event. Students should exist prepared identify, communicate and analyze the post-obitoutcomes for content, advice and critical thinking: (1) place the artist's or lecturer'south, approach, media and techniques, using discipline appropriate linguistic communication and concepts; (ii) analyze the creative person'southward or lecturer'due south subject matter and style in relation to the cultural group with whom the artist self-identifies; (three) identify biases on the role of the exhibition curator, as appropriate, in relation to the pattern of the installation, curatorial talk, and the exhibition didactics (wall labels, catalogues, etc.) Students should support their interpretations with informed, historical/critical examples, and draw on concepts, terms and approaches learned in class. Students should non generalize, use subjective descriptions or make general, unsupported claims. Instructor will supervise all assessments for live effect papers and provide feedback to students.

*The live fine arts exhibit response paper assesses the General Teaching SLOs for content, advice and critical thinking.

For students living within xxx mile of UF Gainesville campus: Throughout the year, the Schoolhouse of Art + Fine art History (College of Fine Arts, University of Florida) and the Harn Museum, presents a range of lectures, tours, art exhibits and art "openings" (showtime night of fine art exhibit with artist/curator in attendance). The educatee is required to nourish at to the lowest degree i of these events. The student is required to nourish one of these events. Instructor will provide an updated list of qualifying fine art openings at the course website, together with regular announcements of upcoming openings.

ATTENTION, STUDENTS LIVING OFF CAMPUS:  For students who live more than 30 miles from UF Gainesville campus: Qualifying events in your area include such events at a higher, university, fine fine art museum or fine art gallery. Contact Dr. Brekka for approval of qualifying events.

Final research projection: Art + variety in your community: As a terminal project, students volition be required to produce a 5-image, 2000-word research project highlighting diversity in the pupil'south community. For this project, students will research global (non-Western) art collections in the Harn Museum, located on the UF campus (for summer sessions and students living off campus, these collections are available via the Harn website). For this project, students will exist expected to identify various cultural groups, and analyze means in which fine art reflects the cultural heritage of these groups, equally a unique contribution to the student's customs. Students should be prepared identify, communicate and analyze the followingoutcomes for content, advice and disquisitional thinking: (i) identify, depict and explain values, attitudes and norms, as reflected in the visual culture of the group(southward) under question; (2) analyze and discuss the ways in which social roles and status affect different groups in the student's hometown, their opportunities and constraints; (3) apply appropriate art historical terms, concepts and approaches for analysis of artworks used equally examples. Instructor will supervise all assessments for last research projects and provide feedback to students.

*The final project assesses the General Instruction SLOs for content, communication and critical thinking.

Grading Scale:

Run into the post-obit spider web page for information on UF policies regarding letter grades:

http://www.registrar.ufl.edu/catalog1011/policies/regulationgrades.html (Links to an external site.)

Information on current UF grading policies for assigning grade points may be accomplished by including a link to the appropriate undergraduate catalog web page:https://catalog.ufl.edu/ugrad/current/regulations/info/grades.aspx (Links to an external site.)

Students Requiring Accommodations: Students requesting accommodation for a web-based class must first register with the Dean of Students Office. The Dean of Students Function will provide documentation to the pupil who must then provide this documentation to the teacher or TA when requesting accommodation. For more information, go tohttp://world wide web.dso.ufl.edu/drc (Links to an external site.)

University Counseling Services/ Counseling Center:

301 Peabody Hall

P.O. Box 114100, University of Florida

Gainesville, FL 32611-4100

Phone: 352-392-1575 (line open 24/7)

Web:http://www.counsel.ufl.edu (Links to an external site.)

Academic Honesty and the UF Honor Lawmaking: The University's policies regarding academic honesty, the honour code, plagiarism and cheating will be strictly enforced. Seehttp://www.dso.ufl.edu/sccr/honorcode.php (Links to an external site.) for information regarding these policies. Argument regarding UF honor lawmaking: Equally a student at the University of Florida, you have committed yourself to uphold the Honor Code, which includes the following pledge:  "We, the members of the University of Florida customs, pledge to hold ourselves and our peers to the highest standards of honesty and integrity." You lot are expected to exhibit behavior consistent with this commitment to the UF academic community, and on all work submitted for credit at the Academy of Florida, the following pledge is either required or unsaid: "On my accolade, I take neither given nor received unauthorized aid in doing this consignment." It is assumed that you will complete all work independently in each form unless the instructor provides explicit permission for yous to collaborate on class tasks (eastward.m. assignments, papers, quizzes, exams).  Furthermore, as part of your obligation to uphold the Honor Lawmaking, you should report any condition that facilitates academic misconduct to appropriate personnel. It is your individual responsibility to know and comply with all academy policies and procedures regarding bookish integrity and the Student Honor Code.  Violations of the Laurels Code at the University of Florida volition not be tolerated.  Violations will be reported to the Dean of Students Function for consideration of disciplinary action.

DIVERSITY STATEMENT:Nosotros in this class support and promote multifariousness in race, ethnicity, veteran status, parental status, marital condition, socio-economic level, national origin, religious belief, physical ability, sexual orientation, gender identification, cultural/ethnic identification, historic period, and political ideology. We cover and promote the positive benefits of a diverse classroom environment, in which differences are respected and appreciated. We acknowledge the uniqueness of all individuals, their commonalities besides every bit differences, all of which have shaped their individual lives in meaningful ways. Diversity in this classroom is demonstrated by mutual appreciation of all members of this classroom customs, past treating each other with respect. Activities or speech communication which threaten such demonstrations will not exist tolerated in this course.

COURSE TOPICS AND AGENDA:

*Deadline for all assignments in each module is Sun xi:59 PM EST (U.s.a.). Please note exceptions for summer sessions. Due dates given at syllabus tab, scroll to bottom of page.

PLEASE Note THESE TOPICS Volition Be PERIODICALLY UPDATED. CONSULT WEEKLY MODULES IN CANVAS FOR ALL RELEVANT Information AND LINKS TO ASSIGNMENTS.

Introductory Module. The visual arts equally cultural language + tool for engaging diversity

Digest: Review objects list and readPrebles' pp. ane-238, "The Language of Visual Experience + the Media of Art"

Appoint: Collaborate with lecture presentation map

ASSESS: Take quiz

Utilize:Focus on Multifariousness: Can the visual arts be used as a shared cultural language?

Using Canvas group word, follow the introductory prompt given by the teacher and consummate task; lookout man for additional questions from teacher-moderator as pupil posts are fabricated

Module 1.75,000 BCE to 3,000 BCE—Prehistoric fine art and life: Southward Africa, Europe, S America, Commonwealth of australia, Iran, China

ASSIMILATE: Review objects list and readPrebles' pp. 239-254, "The Primeval Art/Arts of Prehistoric Africa"

Engage: Interact with lecture presentation map

Appraise: Have quiz

APPLY:Focus on Multifariousness: The 'Out of Africa' theory + African-American art/identity today

Using Canvas group discussion, follow the introductory prompt given past the instructor and consummate task; watch for additional questions from instructor-moderator as student posts are made

Module 2: three,000 BCE to 1,000 BCE—Bronze age art/compages and civilization: Europe, Aboriginal Mesopotamia, Indus Valley, Arab republic of egypt, Aegean Islands, China, South America

ASSIMILATE: Review objects listing and readPrebles' pp. 302-328, "The Hero-Priest-King + Architecture of the Bronze Age"

Engage: Interact with lecture presentation map

Assess: Accept quiz

APPLY:Focus on Multifariousness: Female architects in the US today—lingering gender bias?

Using Canvas grouping discussion, follow the introductory prompt given by the teacher and complete task; lookout for additional questions from teacher-moderator as student posts are made

Module 3:1,000 BCE to 300 CE—Fine art and global empires: Europe, Africa, Communist china, India, United mexican states

ASSIMILATE: Review objects list and readPrebles' pp. 255-278, "The Traditional Arts of Asia + the Classical West"

Appoint: Interact with lecture presentation map

Appraise: Take quiz

Apply:Focus on Multifariousness: Maya Lin and Chinese-American cultural retention

Using Sheet group discussion, follow the introductory prompt given by the instructor and complete chore; watch for additional questions from instructor-moderator as student posts are made

Module four: 300 CE to g CE—Fine art and world religions: Europe, the About Eastward, Northward Africa, India, Communist china, Japan, Indonesia, Mesoamerica

Digest: ReadPrebles' pp. 329-336, "The Islamic World"

Engage: Interact with lecture presentation map

Appraise: Take quiz

APPLY:Focus on Diversity: Art + the Muslim-American feel

Using Canvas grouping word, follow the introductory prompt given past the instructor and complete task; watch for additional questions from instructor-moderator equally student posts are made

Module 5:yard CE to 1400 CE—Fine art and cultural exchange: Europe, the Center Due east, Cambodia, Prc, Japan, Africa, Pacifica, Due north America

ASSIMILATE: ReadPrebles' pp. 279-291, "Medieval Art + World Religions"

ENGAGE: Collaborate with lecture presentation map

Appraise: Accept quiz

APPLY:Focus on Diversity: Art + religious diversity in the United states today

Using Canvas group discussion, follow the introductory prompt given by the instructor and complete task; watch for boosted questions from instructor-moderator as student posts are fabricated

Module 6:1400 CE to 1560 CE—When wor(l)ds collide: Europe, Mesoamerica, South America, Africa, Mainland china

Digest: ReadPrebles' pp. 292-301, "Renaissance/Bizarre Europe, the 'New' World, and the Rise of Colonialism"

Engage: Interact with lecture presentation map

ASSESS: Take quiz

APPLY:Focus on Diversity: Art + Mexican-American cultural identity

Using Canvas group give-and-take, follow the introductory prompt given past the teacher and consummate task; watch for additional questions from instructor-moderator as educatee posts are made

Module 7: 1560 CE to 1700 CE—The art of authoritarianism: Europe, Peru, Nippon, Bharat, Iran, Africa

Digest: ReadPrebles' pp. 337-358, "Africa, Oceana, the Americas"

Appoint: Collaborate with lecture presentation map

Assess: Take quiz

Utilise:Focus on Diversity: US diversity and the mainstream media today

Using Canvass group discussion, follow the introductory prompt given by the instructor and consummate task; watch for boosted questions from teacher-moderator as educatee posts are made

Module 8:1700 CE to 1800 CE—Enlightenment fine art and desired objects: Europe, North America, Hawaii, People's republic of china, Nihon

Digest: ReadPrebles' pp. 359-366, "Eighteenth Century Art and Life"

Appoint: Interact with lecture presentation map

Appraise: Accept quiz

Utilize:Focus on Diversity: Native American art, yesterday + today.

Using Sail group discussion, follow the introductory prompt given past the instructor and complete task; sentinel for additional questions from instructor-moderator equally student posts are made

Module nine:1800 CE to 1900 CE—Art and civilization in the industrial age: Europe, United States, Africa, Japan, New Zealand

ASSIMILATE: ReadPrebles' pp. 367-391, "Nineteenth Century Art and Life"

Appoint: Interact with lecture presentation map

ASSESS: Take quiz

APPLY:Focus on Diverseness: Fine art + African-American cultural retention post-Emancipation

Using Canvas group discussion, follow the introductory prompt given by the instructor and complete chore; watch for boosted questions from instructor-moderator as pupil posts are fabricated

Module 10:1900 CE to 1945 CE—The art and culture of earth war: Europe, Russian federation, United States, Mexico, South Africa, Japan

Digest: ReadPrebles' pp. 392-432, "Art + the Earth Wars"

ENGAGE: Collaborate with lecture presentation map

ASSESS: Accept quiz

Apply:Focus on Diversity: Fine art + Japanese-American cultural retention in the wake of World War Ii

Using Canvas grouping discussion, follow the introductory prompt given by the instructor and complete task; sentinel for additional questions from instructor-moderator every bit student posts are made

Module 11:1945 CE to 2000 CE—Art and civilization in the mail service-regal age: U.s., UK, Europe, Latin America, Africa and Japan

Digest: ReadPrebles' pp. 433-460, "The Modernistic Age"

Engage: Interact with lecture presentation map

ASSESS: Take quiz

Utilise:Focus on Diversity: American minorities + the American Urban experience

Using Sheet group word, follow the introductory prompt given by the instructor and complete task; watch for additional questions from instructor-moderator equally student posts are made

Module 12: Art and culture today—Our global village

Digest: ReadPrebles' pp. 461-484, "Postmodernity and Global Art"

ENGAGE: Collaborate with lecture presentation map

Appraise: Take quiz

Employ:Focus on diversity: Defining the 21 ^st  century American other

Using Canvas grouping discussion, follow the introductory prompt given by the instructor and complete job; scout for additional questions from instructor-moderator as student posts are made

***PLEASE NOTE DUE DATES FOR Two PAPERS AND Final RESEARCH Projection. INFORMATION PROVIDED IN WEEKLY MODULES.

About your instructor: Pamela Merrill Brekka has a PhD in Art History (University of Florida '12) and an MA in Art History (Rutgers University, New Brunswick '99). She specializes in the history of Netherlandish art and cartography. Her enquiry interests include: Role and meaning in early modern cartography; Hebrew tradition in Christian fine art, and the lingering significance ofvera icon in the Western pictorial tradition. Dr. Brekka'south publications include:  "Sacri tabernaculi orthographia," in eds. Michel Weemans, Dario Gamboni and Jean-Hubert Martin, Images doubles et paradoxales (Paris: Hazan, in printing); "Picturing the 'Living' Tabernacle in the Antwerp Polyglot Bible," in eds. Walter Melion, Michel Weeman and Bret Rothstein,The Anthropomorphic Lens: Anthropomorphism, Microcosm and Analogy in Early Modern Idea and Visual Arts(Leiden: Brill, 2014); "The Antwerp Polyglot Bible'southward 'New World Indian-Jew' Map as a Reflection of Empire,"Imago Mundi: International Journal for the History of Cartography, vol. 63, function ii (June 2011); "Pieter de Hooch," "Nicolaes Maes," "Pieter Brueghel the younger," and "Jan Breughel the elder," inAuthoritarianism and the Scientific Revolution 1600-1720, ed. Christopher Bakery (Westport, 2002), and "An Early on Netherlandish Adoration of the Magi,"Record of the Art Museum, Princeton Academy, vol. 59 (2000). She is the recipient of a Newberry Library Fellowship in the History of Cartography (2010), and is a University Women's Guild Scholar (UF '10). Dr. Brekka has taught art history at the University of South Florida, the University of Florida and The University of Tampa.

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Source: https://ufl.instructure.com/courses/324391/assignments/syllabus

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