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Student name: _____________________________________

email address: _____________________________________

Art Appreciation 1301 Fall 2013, Collin College, Spring Creek

____ 1301 – S08, 1‐2:15, T/TH

____ 1301 – S09, 2:30‐3:45, T/TH

____ 1301 – S10, 4‐5:15, T/TH

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Table of Contents

Exercises

1. Syllabus ……………………………………………………… 4

2. Collin SL forms ……………………………………………….. 23

3. Critique exercises …………………………………………… 30 ‐ 31

4. Visual element ……………………………………………….. 33

5. SL – Stakeholders ……………………………………………. 35 ‐ 36

6. Media ……………………………………………………… 37

8. Art period ………………………………………………………. 39 ‐ 40

9. SL – To do’s Report ………………………………………….. 41

10. Artist ……………………………………………………….. 43 ‐ 46

12. Art ………………………………………………………… 48 ‐ 51

13. SL – Class Discussion from critique ……………………. 52

14. Banksy ………………………………………………………… 53

15. Self‐assessment ………………………………………………… 55

16. Time‐line ………………………………………………………… 57 ‐ 59

17. SL – Deliverables ………………………………………………. 66

18. Art reflections …………………………………………………... 67 ‐ 71

Forms & Resources

‐ Presentation tests ……………………………………………. 72 ‐ 81

‐ MLA formatting sample page ……………………………….. 82 ‐ 86

‐ Sample S.L. letter ……………………………………………. 63 ‐ 65

‐ Past S.L. projects ……………………………………………. 87 ‐ 89

‐ Final presentation grading rubric …………………………. 9

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Collin College Division of Fine Arts 2013 Fall Syllabus

COURSE SYLLABUS

Course Number: ARTS 1301.S08, S09, S10

Course Title: Art Appreciation

Course Description: Introduction to the visual arts, emphasizing the understanding and appreciation of art. Reviews two- and three-dimensional art forms, methods, and media; examines the visual elements and principles of design; and briefly surveys art styles from the prehistoric to the 21st century.

Credit Hours: 3 Lecture Hours: 3

Placement Assessment: Placement in READ 0310

Student Learning Outcomes: Upon successful completion of this course, students should be able to do the following:

1. Use effective oral, written or visual means to communicate an informed personal reaction to creative aesthetic processes or works of visual art and/or artists. (Communication Skills)

2. Demonstrate critical thinking by correlating a creative aesthetic process or style or visual work of art with an artist, school, region, historical period or culture. (Critical Thinking)

3. Recognize essential terminology and concepts relevant to the creation of visual art works of a stylistic period or culture, or media and process. (Communication Skills)

4. Synthesize different points of view while working effectively as part of a team. (Teamwork) 5. Show social responsibility through intercultural study and discovery of regional, national and/or global

artistic traditions in the visual arts and creative aesthetic processes. (Social Responsibility) 6. Show individual responsibility through participation and/or attendance of visual art events, exhibitions,

forums, lectures, group/club meetings, or other personal research, readings and investigations related to the visual arts. (Person Responsibility)

Withdrawal Policy: See the current Collin Registration Guide for last day to withdraw.

Collin College Academic Policies: See the current Collin Student Handbook

Americans with Disabilities Act Statement: Collin College will adhere to all applicable federal, state and local laws, regulations and guidelines with respect to providing reasonable accommodations as required to afford equal educational opportunity. It is the student’s responsibility to contact the ACCESS office, SCC-D140 or 972.881.5898 (V/TTD: 972.881.5950) to arrange for appropriate accommodations. See the current Collin Student Handbook for additional information.

Course Information

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Instructor’s Name: Scott Trent Office Number: B103 – check art lobby on 2nd floor first Office Hours: By appointment, Tuesday/Thursday, 12:30 – 1pm Phone Number: 214.202.7325 cell Email: [email protected]

Class Information: Section Number: S08, S09, S10 Meeting Times: T/TH 1:00 – 2:15, 2:30 – 3:45, 4 – 5:15 pm Meeting Location: A264

Minimum Technology Requirement: Basic computer skills, including the ability to use MS Word, PowerPoint, some type of graphic

application, such as Adobe Photoshop, and create a pdf file.

Minimum Student Skills: Ability to follow directions, articulate ideas, and work within groups. Since a service learning project

will be involved with the class curriculum, a professional appearance and demeanor will be

expected when interacting with community partners.

Netiquette Expectations: All electronic communication is expected to be professional, courteous and appropriate for

classroom discussion. Sign all email correspondences and files submitted via email must have the

student’s name in the title. If uncertain whether the instructor will have the appropriate application

to view the file, convert all submitted documents to a pdf format.

Course Resources: None

Supplies: A three‐ringed binder, “journal” for documenting your service learning experience. The class

handouts organized in the journal will be handed in for a grade at the end of the semester.

Text book: Prebles’ Artforms, Patrick Frank. (Any addition is fine)

Attendance Policy:

Attendance is expected. Attendance is essential for success in this class. A class presentation quiz grade requires students to be present and complete a questionnaire about student presentation. Students’ must be in attendance to submit quiz. This counts 20% to student’s final grade. In class assignments will not be able to be made up or provided in advance. If you miss a class, please find a fellow student to provide the lesson for that day. Do not contact the instructor for the assignments for that day. In class assignments are designed to be done in class and help evaluate the student’s overall participation in the course.

INSTRUCTOR INFORMATION

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Additional Student Learning Outcomes:

A creative based service learning project will count for 40% of the student’s overall grade. This will be a group endeavor developing a community based project that integrates learning aspects of the art appreciation curriculum. The course content will be an integral aspect of the overall project design, and a thorough understanding of the textbook content, and classroom discussion will be necessary to complete a successful project.

Method of Evaluation:

Grades are based on the scale of 100 points. Each assignment is worth 100 points which apply to the final grade based on the percentage listed below. No late work is accepted! Since most work is presented as a class presentation, there are no opportunities to submit work late.

Service Learning Project 40%

- Group participation - Journal grade - Poster - Event – Community partner - Final presentation - S.L. poster ceremony

Class Presentation quizzes 20%

Class Presentations [ 8 ] 40%

- critique - visual elements - art - artist - media - art period - time-line - Banksy _______

Total 100%

Class notes:

‐ Presentations will be evaluated based on depth of content, effectiveness of delivery, and effective use of visual aids.

‐ Class participation is important for the class experience as well as developing any group projects. This grade will include the student’s attendance record, engagement in class discussions,

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and attention to fellow classmates. Presentation tests can only be taken if present the day of the presentation.

‐ Journals will be graded based on completion of the weekly journaling assignment, and depth of description and analysis of the service learning experience.

Grade scale A = (90-100) B = (80- 89) C = (70- 79) D = (60- 69) F = (Below 59)

Service Learning Project:

Requirements for Participation in Collaborative Activities:

All students will be expected to participate in the assigned service learning project for the semester. This will be a group project.

Criteria Used To Evaluate Participation In Such Activities:

Evaluation will be based on a combination of group assessment, class participation, and self‐evaluation. In addition to the final presentation, each group member will be required to turn‐in a journal documenting the experience.

Delivery Method of Feedback and/or Graded Material:

All submitted material will be returned with comments and a grade, while weekly check‐ins will serve to provide feedback and monitor the group’s progress.

Standards for Instructor Response and Availability:

All assignments will be graded and returned to students within one week. Email responses can be expected within 48 hours. Face to face meetings can be scheduled twice a week during office hours or before/after class. Email is the quickest way to reach me, use [email protected]

Service Learning Objective:

Promote art Explore the value of art to community and society Create opportunities for art appreciation Expand the course subject and explore practical applications Find creative solutions for community issues

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Course Calendar: Tue., Aug. 27 Introduction

Thr., Aug. 29 SL – Introduction

Tue., Sept. 3 Art lecture – critique exercise

Thr., Sept. 5 Present critique papers (Select visual element/design principle)

Tue., Sept. 10 Visual element presentation

Thr., Sept. 12 SL ‐ Discussion – journal work ‐ Form groups

Tue., Sept. 17 Visual element presentation

Thr., Sept. 19 SL ‐ Discussion – journal work (Select media)

Tue., Sept. 24 Media presentation

Thr., Sept. 26 SL ‐ Discussion – journal work

Tue., Oct. 1 Media presentation

Thr., Oct. 3 SL ‐ Discussion – journal work (Select art time period/movement)

Tue., Oct. 8 Art period presentation

Thr., Oct. 10 SL – Discussion – journal work

Tue., Oct. 15 Art period presentation

Thr., Oct. 17 SL ‐ Discussion – journal work (Select artist)

Tue., Oct. 22 Artist presentation

Thr., Oct. 24 SL – Discussion – journal work

Tue., Oct. 29 Artist presentation

Thr., Oct. 31 SL ‐ Discussion – journal work (Select art)

Tue., Nov. 5 Art presentation

Thr., Nov. 7 SL – Discussion – journal work

Tue., Nov. 12 Art presentation

Thr., Nov. 14 SL – Discussion – journal work

Tue., Nov. 19 Time‐line exercise

Thr., Nov. 21 Banksy ‐ exercise

Tue., Nov. 26

Thr., Nov. 28

Tue., Dec. 3 SL presentations – Journals due

Thr., Dec. 5 SL – group work

Tue., Dec. 10 1‐2:15 & 4‐5:15 classes

Thr., Dec. 12 2:30 – 3:45 class

No Classes – Thanksgiving

Final exam

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Service Learning Exercises

Grading Criteria

[each exercise is worth 100 pts.]

Form groups ‐ (Submit one page per group)

[missing elements 5, all elements‐needs work 8, all aspects considered 10]

Stakeholders ‐ (One page per group – group grade)

[1 stakeholder 5, Less than 5 stakeholders 8, 10+ stakeholders 10]

Organization contact – (Each group member should have a contact)

[1 contact 5, 2‐3 contacts 8, 4+ contacts 10]

To Do’s list ‐ (Turn‐in one sheet per group)

[less than 5 to do’s 5, at least 5 to individuals 8, 10+ items assigned to all members 10]

Prototype ‐ (Present to class, group grade to those present for presentation)

[missing elements 5, all elements‐needs work 8, Ready to print 10]

Group critique ‐ (Class discussion, each student turns in notes)

[incomplete comments 5, 1 comment per group 8, insightful for all groups 10]

Posters (20” x 14”) – (One poster per group)

[missing elements 5, all elements‐needs work 8, Ready to print 10]

Think & Articulate (There will be 10 reflection questions for students to complete)

[10 points per question]

Final Presentation (All groups required to present)

[Considerations: Informative, Interesting, visually supported with images, clearly describe

the concept, process, partners and outcomes, personal narrative, describe community

collaboration.]

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Collin College Student Service Learning Requirements

1. All students are required to complete an online orientation for credit.

Go to http://www.collin.edu/academics/servicelearning

2. Fill‐out liability waiver form and return to instructor. (leave in S.L. binder)

3. Complete a photo release waiver form.

4. At the end of the project, students are required to complete an Online End of project Assessment.

Go to http://www.collin.edu/academics/servicelearning for survey.

5. All students are required to complete a log & submit to instructor at the end of the semester.

Service Learning Mission – Art Appreciation 1301

The mission for our Service Learning projects was to explore the value of art to society. Each group is

tasked to find creative solutions to community‐based issues. Art Appreciation curriculum must remain the

foundation for all projects. Projects are group work, include scholarship, and consider as many

stakeholders as possible, including art, artists and the community.

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Collin College Service Learning Project

Art Appreciation 1301

What: Service Learning project that integrates creative projects into the Art Appreciation curriculum.

Why: To explore the value and impact of art on society.

How: A semester long project, classroom based, team oriented, instructor facilitated that extends the Art

Appreciation 1301 curriculum and applies course learning into practical applications: community

endeavors.

Mission: Student driven group work within the Art Appreciation curriculum to explore the value of art to

society. Each group is tasked to find unique ways to integrate classic art into creative solutions for

community‐based projects.

Art: Only established artists and recognized visual art is allowed to be used in service learning projects.

Criteria‐

1. Must fulfill mission

2. Group project

3. Art, artists, and community must be stakeholders who benefit from project

4. Areas of emphasis:

‐ Art Appreciation lessons applied

‐ Benefits All stakeholders (equal does not mean the same)

Requirements‐

1. Weekly, in‐class progress reports expected.

2. All aspects of project must be documented in journal by each participant.

3. Journals (3‐ring binders) will be turned in for final grade.

4. All participating groups will be expected to present a class presentation at end of semester.

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Outcomes‐

1. Concept paper with prototype

2. Formal poster summarizing project

3. Event with documented results

Grade‐

Journal: What’s expected in journal‐binder

Name

Introduction provided by me: What, Why, How, Mission, Model, Criteria

Weekly entries as provided by instructor

Initial thoughts

Progress reports throughout the semester

Final thoughts

Final Presentation: (10‐15 minutes)

Informative

Interesting

Visually supported

Clearly describe the concept, process and outcomes

Personal narratives

Community Collaboration

Group participation and contribution: This will be evaluated by peer review and personal evaluations.

web sites:

(Case study) Henderson Art Project: www.hendersonartproject.com

(Course Service Learning site) www.collinart.com

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Past projects: www.collinart.com

Service learning is service‐based experiential application of knowledge in real‐world situations in

which the service benefits the community. Service learning projects are a component of a credit‐

bearing class, aligned with specific academic learning objectives, and associated with a grade. This

unique method of education connects a student’s personal, career, and civic interests to learning in

the classroom.

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Collin Online Service Learning Survey Information Take online survey – submit final page to instructor after completion

How do I get started? 1.Find out if your professor offers service‐learning as extra credit, an option for another assignment, as a team project, or as a mandatory requirement. 3.Complete this online Orientation. 4.Download the Service Learning Student Documentation Log from the link provided at the end of this orientation. 5.Download the Liability Form from the link provided at the end of this orientation, sign, and submit to professor immediately. 6.Download the Photo Release Form from the link provided at the end of this orientation, sign, and submit to professor immediately. 7.Work with your professor, your service‐learning team members, or the Center for Scholarly and Civic Engagement to secure a service‐learning site. All projects and sites must be approved by your professor prior to beginning the assignment. 8.Go online at www.collin.edu/academics/servicelearning to obtain a list of community partners in the area who are engaged in service learning. You may also access several regional volunteer data bases from our webpage, including Volunteer Center of McKinney, Volunteer North Texas, Hands On North Texas and many more. 9.Contact the Center for Scholarly and Civic Engagement with any other comments, questions, and/or concerns about service‐learning or your community partner. Please direct all comments, questions, and/or concerns about your assignment to your course professor. 10.Document all of your service‐learning participation hours on your Student Documentation Log, and have the community partner sign the log each time you go to your site and/or complete an assignment on behalf of your community partner. 11.At the end of the semester, tally your hours and sign your Student Documentation Log. 12.Turn in the Student Documentation Log to your professor. Your professor should forward the log to the Center for Scholarly and Civic Engagement at the end of the semester. 13.Should you need a Service Learning Resume to include on applications for other higher educational

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institutions, or as an attachment for a scholarship or job application, please contact the Center for Scholarly and Civic Engagement at [email protected] with your name and Collin College CWID #.

In order to be recognized as a student engaged in service‐learning at Collin College, you must review this

form.

The following are criteria that qualify service projects as service‐learning, as thus eligible for

recognition.

1. Service project is academically based and associated with a particular credit class.

2. The minimum number of service‐learning project hours required for recognition is 20 hours. Mini‐

projects must be minimum of 5 hours.

3. Service project is associated with a grade.

a. Extra credit or Option for a grade (instead of a test or research paper)

b. Mandatory for a grade (required as part of curriculum)

4. Service project must produce a deliverable (reflection project, paper, or end product such as a data base

or website, DVD recap).

5. Service‐learning hours must be documented on the Student Documentation Log and, at the end of the

semester, turned into your course professor.

6. Students must complete a mandatory online Service Learning Orientation and turn in the Confirmation of

Orientation Completion form to their professor at the beginning of each semester.

7. Student must complete a mandatory Service Learning Student On‐line Assessment at the end of each

semester. The link to the assessment is found at www.collin.edu/academics/servicelearning.

8. Service project/community partner must be approved by professor prior to start of project.

9. Student may attend end of year Service Learning Reflections program.

10. Student must adhere to all policies and protocols of service‐learning engagement, and must act in

accordance with the Collin College Student Code of Conduct.

11. Students must sign a Liability Waiver Form and submit to professor.

12. Students must sign a Photo Release Form and submit to professor.

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Students are encouraged to access more information at http://www.collin.edu/academics/servicelearning

THINGS TO CONSIDER WHEN VOLUNTEERING 1.Research the causes or issues important to you, then choose a cause that you are passionate about. 2.Consider the skills you have to offer, and find an opportunity that matches your interests and schedule.

RESPECT VOLUNTEER ETIQUETTE and PROTOCOLS 1.Be professional at all times. 2.Take responsibility to contact the agency where you would like to volunteer. 3.Provide a resume to the agency to showcase your skills, including your contact information. 4.Follow up promptly with the nonprofit after you have referred yourself to an opportunity. 5.Cooperate promptly with all agency background checks. 6.Honor your volunteer commitments. 7.Thank the agency for training or professional development you receive while volunteering. 8.Maintain all confidentialities. 9.Treat all people with consideration, respect and dignity. 10.Provide for the general welfare, health and safety of all. 11.Dress, act, and speak in an appropriate manner at all times. 12.Follow the established rules and guidelines of agency. 13.Report any emergencies to the appropriate authorities. 14.Abstain from the consumption or use of all alcohol, tobacco products and illegal substances. 15.Do not engage in any inappropriate contact or relationship with staff, clients, volunteers or participants. 16.Be on time and dependable. Work hard. 17.When in doubt, ask questions of your volunteer supervisor. 18.Enjoy the experience. 19.Journal your thoughts, feelings and impressions regarding the volunteer experience. 20.Document your hours on the Student Documentation Log with appropriate signatures.

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Please copy and paste the following weblink http://www.collin.edu/academics/servicelearning/ to download the following Student Documentation and Waiver Forms. This "packet" contains the following three mandatory forms. 1. Service Learning Documentation Log Keep this form with you for documentation of all service learning activity. You must submit the log to your professor at the end of the project. 2. Liability Waiver Form If you are a minor, you must complete both the Minor Form w/ parent signature and the Adult Form. Sign and turn in form to your professor immediately. 3. Photo Release Form Sign and turn in form to your professor immediately.

YOU MUST DOWNLOAD THE NECESSARY FORMS BEFORE CONTINUING

Confirmation page

This confirms completion of the Student Service Learning Online Orientation.

*****

Please PLEASE PRINT THIS PAGE and submit it to your professor.

Sign your name and indicate your CWID number on this verification page.

STUDENT NAME: ______________________________________

CWID: ______________________________________

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Service Learning Project


Project Title: _______________________________________________________________________

Group Participants

1. ______________________________________ 2. ____________________________________

3. ______________________________________ 4. ____________________________________

5. _______________________________________ 6. ____________________________________

7. ________________________________________ 8. ____________________________________

9. ________________________________________ 10. ___________________________________

Idea Description: ______________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Issue Addressing: ______________________________________________________________________

Proposed Solution – Purpose ____________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

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Who benefits?

Audience?

Partners: (stakeholders)

1. Art ‐

2. Artists –

3. Community –

4.

5.

6.

7.

8.

9.

10.

Possible forms of expression: (Exm: video, painting, performance, photographs, event, experience, book)

1.

2.

3.

4.

5.

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Service Learning Student Documentation Log

Art Appreciation 1301, Fall 2013, ( S08, S09, S10 )

Project Name __________________________________ Print Student Name __________________________

DATE AGENCY DESCRIPTION HOURS SUPERVISOR SIGNATURE

8‐29‐2013 Class Discussion Class/Group work 1.25 TRENT





10‐10‐2013 Non class Group work 1.25 TRENT







Non class Research TRENT

Non class Poster Ceremony TRENT

Non class TRENT

Non class TRENT

Total Student Service Learning Hours for the Semester

Student Signature ___________________________________________ Date ______________________

Faculty Signature ___________________________________________ August 29, 2013

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Collin College: Service-Learning Student Documentation Log

1. In order to be recognized as a student engaged in service-learning at Collin College, you must complete

this form. 2. You must turn in this original form to your professor at the END of the semester and/or project.

3. If you wish to establish a service-learning/civic engagement resume for use in job applications, scholarship applications, and college applications, copy this completed form and, at the end of the semester, send to:

The Center for Scholarly and Civic Engagement 2800 E. Spring Creek Parkway, Suite F102 Plano, Texas 75074

4. *Please complete one (1) form for each class where you engage in service-learning.

Student Last

Name Student

First Name

Student CWID #

Student Cougar Email Address

Add’l Email Address

Faculty Last Name

Faculty First Name

Course # (i.e. LEAD 1301

Section # (i.e.

C01) Campus (CPC / PRC / SCC)

Semester (i.e. FALL 2010)

Agency:

Name Agency:

Address Agency:

Telephone

Agency:

Supervisor

Agency: Supervisor Email


S08, S09, S10

SCC

Fall 2013

Scott Trent

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Liability Waiver Form – Adult Student (18 yrs/Older)

In order to be recognized as a student engaged in service-learning at Collin College, you must complete this form. If you are under 18, you must complete both an Adult Waiver and a Minor Waiver. Turn in this original form to your professor at the beginning of the semester.

Student Last Name

Student First Name

Student CWID

Faculty Last Name

Faculty First Name

Course # and Section # (i.e. LEAD 1301 C01)

Agency Name

STUDENT RELEASE STATEMENT

The undersigned, being over the age of 18 years, hereby acknowledges that there are risks of physical harm and injury inherent in service activities including, but not limited to, working with people, participating in sports and recreation activities, cleaning and maintenance projects, preparing and serving food, other service activities, and in transportation to and from service work sites. In consideration of Collin County Community College District (CCCCD) allowing me to participate in the service-learning program, I hereby assume all risks associated with the service program and/or activity and with the travel related thereto. I assume full and complete responsibility for any injury or accident that may occur to me or the vehicle in which I am driving or riding in connection with the service program and/or activity. I knowingly and intentionally hereby release and waive any and all claims, of whatsoever kind or nature that I may have against CCCCD, its board of trustees, employees, agents and representatives, resulting, in whole or in part, from participation in the service program and/or activity. This release and waiver shall be binding on my heirs, administrators, and assigns. I specifically acknowledge that in performing these activities, I am doing so in the status of a service/volunteer for the community agency, and not a service/volunteer, employee or agent of CCCCD. I acknowledge that workers compensation benefits are not extended to me in my capacity as a service/volunteer and hold CCCCD harmless from any of my negligent acts. I further state that I am not in any way an employee of CCCCD in any capacity.

PRINT NAME

STUDENT SIGNATURE

DATE

Art Appreciation 1301, S08, S10 S09,

Trent

Scott

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(i.e. LEAD 1301 C01)

(Under 18 yrs old)

In order to be recognized as a student engaged in service-learning at Collin College, you must complete this form. If you are under 18, you must complete both an Adult Waiver and a Minor Waiver. Turn in this original form to your professor at the beginning of the semester.

Student Last Name

Student First Name

Student CWID

Faculty Last Name

Faculty First Name

Course # and Section #

Agency Name

PARENT OR GUARDIAN RELEASE STATEMENT

The undersigned, Parent or Guardian of ,

(Student) being under the age of 18 years, hereby acknowledges that there are risks of physical harm and injury inherent in service activities including, but not limited to, working with people, participating in sports and recreation activities, cleaning and maintenance projects, preparing and serving food, other service activities, and in transportation to and from service work sites. In consideration of Collin County Community College District (CCCCD) allowing the student to participate in the service-learning program, I hereby assume all risks associated with the service program and/or activity and with the travel related thereto. I assume full and complete responsibility for any injury or accident that may occur to the student or the vehicle in which the student is driving or riding in connection with the service program and/or activity. I knowingly and intentionally hereby release and waive any and all claims, of whatsoever kind or nature that I or the student may have against CCCCD, its board of trustees, employees, agents and representatives, resulting, in whole or in part, from participation in the service program and/or activity. This release and waiver shall be binding on my heirs, administrators, and assigns.

I specifically acknowledge that in performing these activities, the student is doing so in the status of a service/volunteer for the community agency, and not a service/volunteer, employee or agent of CCCCD. I acknowledge that workers compensation benefits are not extended to the student in his/her capacity as a service/volunteer and hold CCCCD harmless from any of his/her negligent acts. I further state that neither I, nor the student is in any way an employee of CCCCD in any capacity.

Parent or Guardian Name (Please Print)

Parent or Guardian Signature Date

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Photography, Imaging and Interview Release Form

In order to be recognized as a student engaged in service-learning at Collin College, you must complete this form. Turn in this original form to your professor at the beginning of the semester.

I hereby give Collin County Community College District, their successors and assigns and those acting under their permission or upon their authority or those by whom they are commissioned, the unqualified right and permission to reproduce, copyright, publish, circulate or otherwise use photographs of or comments from me, alone or in conjunction with other persons or characters real or imaginary, in any media of advising, publicity or trade in any part of the world for an unlimited period, and I hereby waive the opportunity or right to inspect or approve the finished text or photograph or the use to which it may be put or the advertising copy or photograph caused by optical illusion, distortion, alteration or made by retouching or by using parts of several photographs or by any other method. I hereby assign and transfer to Collin County Community College District all my rights, title and interest in and to all negatives, prints and reproductions thereof; and I hereby warrant and state that I have not limited, restricted or excepted to the use of my quotes or photograph with any organization or person; and do hereby release the said Collin County Community College District and their successors and assigns of and from any and all rights, claims, demands, actions or suit which I may or can have against them on account of the use of publication of said photographs or text.

Signature Print

Signed in the presence of: Date:

I, the undersigned, being the parent or guardian of the above person, do hereby consent to the above release and signature thereto.

Signature Print

Signed in the presence of: Date:

Scott Trent August 29, 2013

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3

Critique Exercise Pop Culture

Critique Favorite Show: Present next class and turn in one page paper. <Use this one!>

Use the following criteria to critique your favorite show.

‐ Formal theories ‐ attention to the composition (How the work is done), and how it

may have been influenced by earlier works.

‐ Contextual theories – considers art as a product and of a cultural and value system.

(environmental influences, economic systems, cultural & political values)

‐ Expressive theories ‐ attention to the artist’s expression of a personality or worldview.

(personal intent, emotional state, mind‐set, and gender)

Show Name ___________________________________

Why is it good?

What works?

What doesn’t work?

Imagine each theory and critique your show.

Student name _________________________ S08, S09, S10

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4

Critique Exercise Classic Art

Critique the work of art – fill‐in this page (to turn in) – present to class

Use the following criteria to critique the work of art.

‐ Formal theories ‐ attention to the composition (How the work is done), and how it

may have been influenced by earlier works.

‐ Contextual theories – considers art as a product and of a cultural and value system.

(environmental influences, economic systems, cultural & political values)

‐ Expressive theories ‐ attention to the artist’s expression of a personality or worldview.

(personal intent, emotional state, mind‐set, and gender)

Art title: ___________________________________

Artist: _____________________________________ year completed ___________________

Art period: _________________________________

Student name _________________________ S08, S09, S10

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Visual Elements/Design Principles

Select a classic work of art from the list of art works on page

Find your visual elements within this work of art.

Presentation: Show an example of all 3 elements to class by presenting one work of art.

Include: Art title, artist’s name, year completed, and art period created.

Shape _____________________________________________

Volume _____________________________________________

Mass _____________________________________________

Balance _____________________________________________

Line _____________________________________________

Light _____________________________________________

Value _____________________________________________

Chiaroscuro _____________________________________________

Color _____________________________________________

Texture _____________________________________________

Space _____________________________________________

Time & Motion _____________________________________________

Perspective _____________________________________________

Proportion _____________________________________________

Scale _____________________________________________

Rhythm _____________________________________________

Emphasis _____________________________________________

Focal Point _____________________________________________

Symmetry _____________________________________________

Unity _____________________________________________

Variety _____________________________________________

Content _____________________________________________

Medium _____________________________________________

Style _____________________________________________

S08, S09, S10

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Form _____________________________________________

Repetition _____________________________________________

Scale _____________________________________________

Contrast _____________________________________________

Color schemes _____________________________________________

Primary colors _____________________________________________

Secondary colors ____________________________________________

Intermediate/tertiary colors ___________________________________

Subordination _______________________________________________

Directional forces ____________________________________________

Pattern _______________________________________________

Spatial depth _____________________________________________

Vanishing point _____________________________________________

Eye level _____________________________________________

Hatching _____________________________________________

One pt. perspective _________________________________________

Two pt. perspective _________________________________________

Tone _____________________________________________

Pigment _____________________________________________

Hue _____________________________________________

Saturation _____________________________________________

Warm colors ____________________________________________

Atmospheric perspective ___________________________________

Subject ____________________________________________

Tone _____________________________________________

Figure‐ground reversal ______________________________________

Void areas _____________________________________________

Cool colors _____________________________________________

Select three of the visual elements and print your first and last name on the line next to your selection.

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Organization Contact Information

1. Name _________________________________________

Contact ____________________________________

Phone ________________________________ Email __________________________________

Address ________________________________________________________________________

2. Name _________________________________________

Contact ____________________________________

Phone ________________________________ Email __________________________________

Address ________________________________________________________________________

3. Name _________________________________________

Contact ____________________________________

Phone ________________________________ Email __________________________________

Address ________________________________________________________________________

4. Name _________________________________________

Contact ____________________________________

Phone ________________________________ Email __________________________________

Address ________________________________________________________________________

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9

5. Name _________________________________________

Contact ____________________________________

Phone ________________________________ Email __________________________________

Address ________________________________________________________________________

6. Name _________________________________________

Contact ____________________________________

Phone ________________________________ Email __________________________________

Address ________________________________________________________________________

7. Name _________________________________________

Contact ____________________________________

Phone ________________________________ Email __________________________________

Address ________________________________________________________________________

8. Name _________________________________________

Contact ____________________________________

Phone ________________________________ Email __________________________________

Address ________________________________________________________________________

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Media 9 groups of 3

Use text book + two other sources (cite your sources)

Sections:

1. Drawing

2. Painting

3. Printmaking

4. Visual Communication Design

5. Photography

6. Film/Video and Digital Art

7. Alternative Media and Process

8. Craft

9. Sculpture

Areas to address in class presentation:

Define – Explain art category

(3) sample images (Include: title, artist, year completed)

Tools

Introduce (1) accomplished artist in specific area

Materials used

Medium (exm: canvas, wood, marble, digital screen)

What’s unique about the medium and how does it complement the art?

S08, S09, S10

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11

Doonesbury, 02/2012

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12

Art Periods/Movements

Create a presentation answering the following questions:

1. Name and dates of art period

2. Previous & post periods

3. Characteristics of the era

4. Associated visual elements

5. Social influences of time

6. 3 artists & samples of their work of the time

7. Noteworthy item about art period

Support all information with images, i.e., image of art work

Hellenistic _____________________________________________

Prehistoric _____________________________________________

Egyptian _____________________________________________

Roman Empire _____________________________________________

Byzantium _____________________________________________

Renaissance _____________________________________________

Baroque _____________________________________________

Minimalism _____________________________________________

Rococo _____________________________________________

Gothic _____________________________________________

Neo‐Classicism _____________________________________________

Art Nouveau _____________________________________________

Romanticism _____________________________________________

S08, S09, S10

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Medieval _____________________________________________

Realism _____________________________________________

Bauhaus _____________________________________________

Impressionism _____________________________________________

Japanese Art _____________________________________________

Chinese Art _____________________________________________

Islamic Art _____________________________________________

Native Art of the Americas ___________________________________

African Art _____________________________________________

Post‐Impressionism ________________________________________

Feminist Art _____________________________________________

Cubism _____________________________________________

DaDa _____________________________________________

Surrealism _____________________________________________

Abstract Expressionism ______________________________________

Pop Art _____________________________________________

Post‐Modernism _____________________________________________

Select one of the art periods and print your first and last name on the line next to your selection.

40

14

41

15

REFLECTION

Provide insight into your Service Learning experience.

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16

Artist List

Select two artists. Identify and present three works of art by the two artists selected. Note the

following information for each work of art:

‐ Title work

‐ Year completed

‐ Medium & scale

‐ Theme of work – is this a common theme?

‐ Dominant visual element

‐ What art period is the artist associated

‐ Something interesting about the artist

‐ 2 contemporaries

Present three works to class.

1. Jeff Koons

2. Marcel Duchamp

3. Louise Nevelson

4. Claes Oldenburg

5. Frida Kahlo

6. Marc Chagall

7. Andrew Wyeth

8. Martin Puryear

9. Felix Gonzalez‐Torres

10. Rene Magritte

11. Andy Warhol

12. Giotto

13. Honore Daumier

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14. Gustave Courbet

15. Thomas Eakins

16. Edouard Manet

17. William Kentridge

18. Le Corbusier

19. Romare Bearden

20. Paul Cezanne

21. Paul Gauguin

22. Joan Mitchell

23. Paul Klee

24. LeRoy Neiman

25. M.C. Escher

26. Susan Rothenberg

27. Edvard Munch

28. Donald Judd

29. Grant Wood

30. Gustav Klimt

31. Georgia O’Keefe

32. Santiago Calatrava

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18

33. Jackson Pollock

34. Willem De Kooning

35. Mark Rothko

36. Francis Bacon

37. Robert Rauschenberg

38. Jasper Johns

39. James Abbott McNeill Whistler

40. Christo & Jeanne‐Claude

41. Frank Gehry

42. Banksy

43. Norman Rockwell

44. Vincent Van Gogh

45, Pablo Picasso

46. Henri Matisse

47. Damien Hirst

48. Edward Hopper

49. Salvador Dali

50. William Eggleston

51. Jan Van Eyck

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19

52. Jacques‐Louis David

53. Michelangelo Merisi da Caravaggio

54. Raphael

55. Sandro Botticelli

56. Leonardo da Vinci

57. Gian Lorenzo Bernini

58. Michelangelo Buonarroti

59. Diego Velasquez

60. Donatello

61. Eugene Delacroix

62. Piet Mondrian

63. David Smith

64. Georges Seurat

65. Claude Monet

66. Francisco Goya

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47

21

Art Appreciation 1301 ‐ Art work exercise

1. Select two works of art: Sign name next to two different works of art. Make a copy of the name!

2. Research and answer the following questions (details) about your two works of art:

1. Artist’s name

2. Art period associated with art work

3. Dominant visual elements

4. Theme of work (message)

5. Title of art

6. Social influence on work

7. Unusual fact associated with work

3. Find two similar works of art to compare with your art

4. Create a document that displays works next to each other that can be presented to class.

(Create a pdf through Word, PowerPoint, graphic application, or exhibit on web page)

5. Consider best sequence to present details about each work of art to get the most points.

GRADE (x2)

Display 3 images side by side and present 3 details about art work.

Allow the class to guess which is your work of art. (Answer Yes or No) 42 points

Present detail one at a time allowing the class to guess which art by the provided detail.

(Total 4 details, each worth 2 pts.)

If the class guesses the art with the initial 3 details, then the challenge is to see if the class can answer the

remaining details. If they don’t know the art, then the details become clues.

The presenter receives additional points for every question the class can’t answer or does not give away their

selected work of art. (The presenter must honestly respond, “yes” or “no,” to the class guess.)

One guess per detail for the class.

The presenter can get points two ways: 8 points possible

1. The class can’t guess the art

2. The class does not know the answers to the art detail questions.

Presenter’s Challenge: Present accurate details about the art, while providing the least obvious details that give

away which work of art is the selected one. It is helpful to find similar art that shares common details and

makes it more difficult for the class to guess the correct work of art. Order the 7 details are presented can

provide an effective strategy.

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Mona Lisa, Leonardo Da Vinci, 1503‐1505

I and the Village, Marc Chagall, 1911

Composition with Red, Blue, and Yellow, Piet Mondrian, 1930

Cubi XVIII, David Smith, 1964

Guggenheim Museum, Bilbao, Spain, Frank Gehry, 1997

Liberty Leading the People, Eugene Delacroix, 1830

Blue, Orange, Red, Mark Rothko, 1961

The Persistence of Memory, Salvador Dali, 1931

White Iris, Georgia O’Keeffe, 1930

Guernica, Pablo Picasso, 1937

Les Demoiselles d’Avignon, Pablo Picasso, 1907

Arrangement in Black and Gray, James Abbott McNeill Whistler, 1871

The Boating Party, Mary Cassatt, 1893‐1894

The Scream, Edvard Munch, 1893

The Starry Night, Vincent Van Gogh, 1889

Still Life with Basket of Apples, Paul Cezanne, 1895

A Sunday Afternoon on La Grande Jatte, Georges Seurat, 1884‐1886

The Rehearsal, Edgar Degas, 1877

Le Moulin de la Galette, Pierre‐Auguste Renoir, 1876

Impression: Sunrise, Claude Monet, 1872

Le Dejeuner sur L’Herbe (Luncheon on the Grass), Edouard Manet, 1863

The Stone Breakers, Gustave Courbet, 1849

The Third‐Class Carriage, Honore Daumier, 1862

The Third of May, Franciso Goya, 1808, 1814‐1815

The Death of Sardanapalus, Eugene Delacroix, 1826

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

List of works of art

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The Oath of the Horatii, Jacques‐Louis David, 1784

Happy Accidents of the Swing, Jean‐Honore Fragonard, 1767

Young Woman with a Water Jug, Jan Vermeer, 1665

Self‐Portrait, Rembrandt Van Rijn, 1652

Las Meninas (The Maids of Honors), Diego Velazquez, 1665

Judith and Holofernes, Michelangelo de Merisi Caravaggio, 1598

The Conversion of St. Paul, Michelangelo de Merisi da Caravaggio, 1601

David, Michelangelo, 1501‐1504

David, Donatello, 1408

David, Gian Lorenzo Bernini, 1623

David, Andrea Del Verrocchio, 1470

The School of Athens, Raphael, 1508

The Last Supper, Leonardo Da Vinci, 1495‐1498

Birth of Venus, Sandro Botticelli, 1486

Madonna Enthroned, Giotto, 1310

Madonna Enthroned, Cimabue, 1280‐1290

Giovanni Arnolfini and His Bride, Jan Van Eyck, 1434

Landscape with Yellow Birds, Paul Klee, 1923

Sky and Water I, M.C.Escher, 1938

Kindred Spirits, Asher Brown Durand, 1849

Large Reclining Nude, Heri Matisse, 1935

Madonna and Child with the Chancellor Rolin, Jan Van Eyck, 1434

Rue Transnonain, April 15, 1834, Honore Daumier, 1834

Le Boulevard du Temple, Louis Jacques Mande Daguerre, 1839

Paul Preaching at Athens, Raphael, 1515‐1516

The Arnolfini Portrait, Jan Van Eyck, 1434

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

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The Kitchen Maid, Jan Vermeer, 1658

Terra Cotta Warriors, 210 BCE

Oath of the Horatii, Jacques‐Louis David, 1784

The Third of May, 1808, Francisco Goya, 1814

The Death of Sardanapalus, Eugene Delacroix, 1827

The Thinker, Auguste Rodin, 1910

Mont Sainte‐Victoire, Paul Cezanne, 1902‐1904

Mahana no Atua (Day of the God), Paul Gauguin, 1894

Der blaue Berg (Blue Mountain), Wassily Kandinsky, 1908‐1909

Self‐Portrait with an Amber Necklace, Paula Modersohn‐Becker, 1906

Les Demoiselles d’Avignon, Pablo Picasso, 1907

The Liberation of the Peon, Diego Rivera, 1931

The Two Fridas, Frida Kahlo, 1939

Nighthawks, Edward Hopper, 1942

American Gothic, Grant Wood, 1930

Recumbent Figure, Henry Moore, 1938

Autumn Rhythm. (Number 30), Jackson Pollock, 1950

Marilyn Diptych, Andy Warhol, 1962

Drowning Girl, Roy Lichtenstein, 1963

Two Cheeseburgers with Everything, Claes Oldenburg, 1962

Untitled, Donald Judd, 1967

Stone Age Waiter, Banksy, 2006

Senecio, Paul Klee, 1922

The Kiss, Gustav Klimt, 1907‐1908

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

51

25

52

26

Banksy Exercise Form 8 groups of 4 students

As a group select one Banksy image (0nly one per group – no shared images)

& explain meaning. Present to class addressing the following areas:

1. Message of work

2. Title

3. Explain symbolism & icons used in work

4. Potential or actual back story

5. Personal commentary

Each student must submit a one page paper explaining interpretation. <use this one!>

See images:

http://creativityconsortium.com/Banksy_exercise.html

Include in paper:

‐ Title: Banksy paper

‐ Name: _________________________________________

‐ Class: S08, S09, S10 (circle class section number)

‐ Summary of group’s interpretation of Banksy image

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54

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Name __________________________________________

Group name _____________________________________

Expected Grade _____________

Describe work completed for Service Learning Project:

Areas of consideration

Art

Scholarship

Support/Contribution to group project

Contribution to final project

Research – Art Appreciation

Communication with group members

Effort to understand, explore and develop a project that creatively addresses a social issue

utilizing classic art.

From your work are you able to answer the question: What is the value of art to society?

List your contributions:

A Excelled in all areas. Led project & engaged

all group members.

B Completed quality work – opportunities

for improvement

C Completed less than required work.

Never completely understood the project.

D Showed up for class.

1.

2.

3.

4.

5.

6.

S08 S09 S10

Self‐critique/review/assessment

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29

REFLECTION


56

30

Signature ______________________________________ Date ___________________

Time-line exercise Possible 100 points, each category is worth 20 points.

Fill‐in details throughout semester:

All art period names

One artist who lived during each art period

List the title of your work of art during the art period

Description of art influences during each art period

Predominant design element for each art period

57

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58

32


Time‐line Exercise

Match the following art periods to the appropriate time period on the art time‐line on the page

Abstract Expressionism

Baroque

Cubism

DaDa

Greek & Roman

Hellenistic

Impressionism

Minimalism

Modernism

Pop Art

Post‐impressionism

Post‐modernism

Realism

Renaissance

Rococo

Roman Empire

Romanticism

Surrealism

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33

REFLECTION


60

34

Resources, Samples & Forms

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CCCC contact list

Fall 2013 Jenny Warren Professor of Communication Studies & Undergraduate Interdisciplinary Student Research Conference Coordinator http://www.collin.edu/conference/studentresearch/ Spring Creek Campus, B‐109 972.881.5968

The Arts Gallery 2800 E. Spring Creek Parkway Plano, TX. 75074 972‐881‐5873 Linda J. Adams, Ph.D. Wellness Program Coordinator/Professor Collin College 2800 East Spring Creek Pkwy. Plano, Texas 75074 email: [email protected]

Michael L Gregorash Program Coordinator, Student Life Collin College Preston Ridge Campus 9700 Wade Boulevard Frisco, TX 75035 P: 972‐377‐1789 F: 972‐377‐1540 [email protected]

Carter J. Scaggs Professor of Art Chair, Art Department Collin County Community College 2800 E. Spring Creek Pkwy. Plano, Texas 75074 (P) 972.881.5867 (F) 972.881.5103 Office: A249

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Sample stakeholder letters

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[Teacher Name/School]

I am a student at Collin College. This semester in our Art Appreciation class we are conducting a

Service Learning project. The project objective is to find creative solutions to utilize classic art in

addressing social and community issues.

Our group is creating a curriculum for a high school art class where we are exploring video games and

identifying classic art that has influenced the environment and character design. It is surprising how

many classic artists, art periods, and recognizable art styles have inspired video games. Our curriculum

will bring these historical influences to the attention of the users. We are creating a unit to show how

classic art is still very much influential and applicable to the lives of teenagers.

This unit will include: lecture discussion on artists/time periods, side by side comparisons of classical

artwork and video games, discussion topics to engage student participation, and assignments. We are

also considering the possibility of including some student examples of said assignments.

Our plan is to create content that complements a current art curriculum. We believe when students

understand how art is applicable to their lives, a greater appreciation for the classics will naturally

occur. We are seeking a partner (school/teacher) to review our assignment, approve and ideally

present our work to their class with feedback on effectiveness and impact to the class.

Please let us know if you’re interested or if we can provide additional information.

Thank you for your time and consideration.

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Service Learning Group: Dropout Awareness

Collin College Plano, TX

October 24, 2012

[Insert Name Here]:

Our Art Appreciation 1301 class at Collin College, Plano is conducting a Service Learning project

to address the dropout rate of high school students. By creating an awareness campaign utilizing

classic works of art, we plan to address the issue of teens dropping out and creatively promoting the

benefits of staying in school.

We will develop a presentation that can be delivered during a school function; such as a pep‐rally, and

design a complementary pamphlet to distribute to parents.

The premise of our work is that high school students each year are giving up on a future that will

provide a fulfilling career and settling for underpaying jobs, while having to live at home with their

parents, just to make ends meet. Although, the message is not unique, our objective is to find a

creative way to get this message out to the students and make a lasting impression on the parents.

We’ll have successfully achieved our goal if we can create an awareness campaign that your school

finds valuable. In the mean time, if you have suggestions or can connect us with any school

organizations that would benefit from partnering on this endeavor we would like to explore

opportunities to promote this positive message. Thanks so much for your consideration and we look

forward to further discussion in keeping students engaged, invested and connected.

[List all participants name here]

Dropout Awareness Group

Collin College Art Appreciation Class 1301, Fall 2012

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Service Learning Deliverables

1. Poster (One per group)

20”x14” poster summarizing project with sample classic art image and description.

2. Service Learning Poster Ceremony (All groups expected to be represented)

Group members attend ceremony with poster and explain project to attendees.

3. Community Partner Event (Required for potential of “A”)

This can be an event, accepted proposal, rejected final project with explanation, delivered

product with feedback.

5. Final Presentation (All groups required to present)

Informative (describing group project)

Interesting

Visually supported with images

Clearly describe the concept, process, partners and outcomes.

Personal narrative

Describe community collaboration

6. Journal (One per student)

All entries answered, reflections on S.L. process, and forms completed.

7. Thank you cards to community partner (Expected by all groups!)

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artREFLECTION

Answer the following questions about the classic work of art for the day. (Total 10)

1. Title: ____________________________________________________________________________________

2. Artist’s name: _____________________________________________________________________________

3. Art period: __________________________________________ 4. Year completed: ____________________

5. Dominant visual element: ____________________________________________________________________

6. Message or art:

7. How does the art make you feel or make you think?

1. Title: ____________________________________________________________________________________

2. Artist’s name: _____________________________________________________________________________



6. Message or art:


1

2

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41

1. Title: ____________________________________________________________________________________

2. Artist’s name: _____________________________________________________________________________



6. Message or art:


1. Title: ____________________________________________________________________________________

2. Artist’s name: _____________________________________________________________________________



6. Message or art:


3

4

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42

1. Title: ____________________________________________________________________________________

2. Artist’s name: _____________________________________________________________________________



6. Message or art:


1. Title: ____________________________________________________________________________________

2. Artist’s name: _____________________________________________________________________________



6. Message or art:


6

5

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43

1. Title: ____________________________________________________________________________________

2. Artist’s name: _____________________________________________________________________________



6. Message or art:


1. Title: ____________________________________________________________________________________

2. Artist’s name: _____________________________________________________________________________



6. Message or art:


8

7

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44

1. Title: ____________________________________________________________________________________

2. Artist’s name: _____________________________________________________________________________



6. Message or art:


1. Title: ____________________________________________________________________________________

2. Artist’s name: _____________________________________________________________________________



6. Message or art:


10

9

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45

Presentation Tests Complete 6 tests per presentation: 3 tests per class. (Must be in attendance to complete test.)

Visual Elements

List 3 visual elements & title of artwork associated with element

Include art title

Artist’s name

Year completed

Student’s name _____________________________________, class date ________________

1. Visual element ______________________________________________________________

Art title

Artist’s name

Year completed


2. Visual element ______________________________________________________________

Art title

Artist’s name

Year completed


3. Visual element ______________________________________________________________

Art title

Artist’s name

Year completed

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4. Visual element ______________________________________________________________

Art title

Artist’s name

Year completed


5. Visual element ______________________________________________________________

Art title

Artist’s name

Year completed


6. Visual element ______________________________________________________________

Art title

Artist’s name

Year completed

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Media

1. Student’s name _____________________________________, class date ________________

Define – Explain art category (3) examples of art work (Include: title, artist, year completed)

1. ___________________________________________________________________

2. ___________________________________________________________________

3. ___________________________________________________________________

Tools Accomplished artist in specific area Materials used Medium (exm: canvas, wood, marble, digital screen) What’s unique about the medium and how does it complement the art?



1. ___________________________________________________________________

2. ___________________________________________________________________

3. ___________________________________________________________________




1. ___________________________________________________________________

2. ___________________________________________________________________

3. ___________________________________________________________________


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1. ___________________________________________________________________

2. ___________________________________________________________________

3. ___________________________________________________________________




1. ___________________________________________________________________

2. ___________________________________________________________________

3. ___________________________________________________________________




1. ___________________________________________________________________

2. ___________________________________________________________________

3. ___________________________________________________________________


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Art Period/Movements


Name and dates of art period

Previous & post periods

Characteristic of the era

Associated visual elements

Social influences of time

3 artists – title of their work

1. ___________________________________________________________________

2. ___________________________________________________________________

3. ___________________________________________________________________

Noteworthy item about art period








1. ___________________________________________________________________

2. ___________________________________________________________________

3. ___________________________________________________________________









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50

1. ___________________________________________________________________

2. ___________________________________________________________________

3. ___________________________________________________________________









1. ___________________________________________________________________

2. ___________________________________________________________________

3. ___________________________________________________________________









1. ___________________________________________________________________

2. ___________________________________________________________________

3. ___________________________________________________________________


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1. ___________________________________________________________________

2. ___________________________________________________________________

3. ___________________________________________________________________


Artist


Name of artist

Years alive & art period associated

Influences

Associated visual style

Social influences

Contemporary artists

Noteworthy item


Name of artist


Influences


Social influences


Noteworthy item

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52


Name of artist


Influences


Social influences


Noteworthy item


Name of artist


Influences


Social influences


Noteworthy item


Name of artist


Influences


Social influences


Noteworthy item


Name of artist


Influences


Social influences


Noteworthy item

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Art


Title of art work

Date completed

Influences (1)

Style (Visual elements)

Art movement associated

Social influences


Noteworthy item


Title of art work

Date completed

Influences (1)



Social influences


Noteworthy item


Title of art work

Date completed

Influences (1)



Social influences


Noteworthy item

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54


Title of art work

Date completed

Influences (1)



Social influences


Noteworthy item


Title of art work

Date completed

Influences (1)



Social influences


Noteworthy item


Title of art work

Date completed

Influences (1)



Social influences


Noteworthy item

81

55

MLA formatting

Works Cited Page: Basic Format

According to MLA style, you must have a Works Cited page at the end of your research paper. Works Cited page preparation and formatting is covered in chapter 5 of the MLA Handbook, and chapter 6 of the MLA Style Manual. All entries in the Works Cited page must correspond to the works cited in your main text.

Basic Rules

Begin your Works Cited page on a separate page at the end of your research paper. It should have the same one-inch margins and last name, page number header as the rest of your paper.

Label the page Works Cited (do not underline the words Works Cited or put them in quotation marks) and center the words Works Cited at the top of the page.

Double space all citations, but do not skip spaces between entries. List page numbers of sources efficiently, when needed. If you refer to a journal article that appeared on

pages 225 through 250, list the page numbers on your Works Cited page as 225-50. If you're citing an article or a publication that was originally issued in print form but that you retrieved

from an online database, you should provide enough information so that the reader can locate the article either in its original print form or retrieve it from the online database (if they have access).

Capitalization and Punctuation

Capitalize each word in the titles of articles, books, etc, but do not capitalize articles, short prepositions, or conjunctions unless one is the first word of the title or subtitle: Gone with the Wind, The Art of War, There Is Nothing Left to Lose

Use italics or underlining for titles of larger works (books, magazines) and quotation marks for titles of shorter works (poems, articles)

Listing Author Names

Entries are listed by author name (or, for entire edited collections, editor names). Author names are written last name first; middle names or middle initials follow the first name:

Burke, Kenneth

Levy, David M.

Wallace, David Foster

Do not list titles (Dr., Sir, Saint, etc.) or degrees (PhD, MA, DDS, etc.) with names. A book listing an author named "John Bigbrain, PhD" appears simply as "Bigbrain, John"; do, however, include suffixes like "Jr." or "II." Putting it all together, a work by Dr. Martin Luther King, Jr. would be cited as "King, Martin Luther, Jr.," with the suffix following the first or middle name and a comma. For additional information on handling names, consult section 3.8 of The MLA Handbook and sections 6.6.1 and 3.6 of the MLA Style Manual.

Books

First or single author's name is written last name, first name. The basic form for a book citation is:

Lastname, Firstname. Title of Book. Place of Publication: Publisher, Year of Publication.

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56

Book with One Author

Gleick, James. Chaos: Making a New Science. New York: Penguin Books, 1987.

Henley, Patricia. The Hummingbird House. Denver: MacMurray, 1999.

Book with More Than One Author

First author name is written last name first; subsequent author names are written first name, last name.

Gillespie, Paula, and Neal Lerner. The Allyn and Bacon Guide to Peer Tutoring. Boston: Allyn,

2000.

If there are more than three authors, you may list only the first author followed by the phrase et al. (the abbreviation for the Latin phrase "and others"; no period after "et") in place of the other authors' names, or you may list all the authors in the order in which their names appear on the title page.

Wysocki, Anne Frances, et al. Writing New Media: Theory and Applications for Expanding the

Teaching of Composition. Logan, UT: Utah State UP, 2004.

or

Wysocki, Anne Frances, Johndan Johnson-Eilola, Cynthia L. Selfe, and Geoffrey Sirc. Writing New

Media: Theory and Applications for Expanding the Teaching of Composition. Logan, UT: Utah

State UP, 2004.

MLA Works Cited Example Page

Works Cited

This handout provides an example of a Works Cited page in MLA format.

Works Cited

"Business Coalition for Climate Action Doubles." Environmental Defense. 8 May 2007.

Environmental Defense Organization. 24 May 2007

<http://www.environmentaldefense.org/article.cfm?ContentID=5828>.

Clinton, Bill. Interview. New York Times on the Web. May 2007. 25 May 2007

<http://video.on.nytimes.com/>. Keyword: Climate.

Dean, Cornelia. "Executive on a Mission: Saving the Planet." New York Times on the Web 22 May

2007. 25 May 2007 <http://www.nytimes.com/2007/05/22/science/earth/22ander.html>.

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Ebert, Roger. "An Inconvenient Truth." Rev. of An Inconvenient Truth, dir. Davis Guggenheim.

rogerebert.com. 2 June 2006. 24 May 2007 <http://rogerebert.suntimes.com>.

Global Warming. 2007. Cooler Heads Coalition. 24 May 2007 <http://www.globalwarming.org/>.

Gowdy, John. "Avoiding Self-organized Extinction: Toward a Co-evolutionary Economics of

Sustainability." International Journal of Sustainable Development and World Ecology 14.1

(2007): 27-36.

An Inconvenient Truth. Dir. Davis Guggenheim. Perf. Al Gore. Lawrence Bender, 2006.

Leroux, Marcel. Global Warming: Myth Or Reality?: The Erring Ways of Climatology. New York:

Springer, 2005.

Milken, Michael, Gary Becker, Myron Scholes, and Daniel Kahneman. "On Global Warming and

Financial Imbalances." New Perspectives Quarterly 23.4 (2006): 63.

Nordhaus, William D. "After Kyoto: Alternative Mechanisms to Control Global Warming." American

Economic Review 96.2 (2006): 31-34.

---. "Global Warming Economics." Science 9 Nov. 2001: 1283-84. 24 May 2007.

Shulte, Bret. "Putting a Price on Pollution; Climate change laws seem inevitable, but their

economic impact is unknown." US News & World Report 14 May 2007. 24 May 2007.

Uzawa, Hirofumi. Economic Theory and Global Warming. Cambridge: Cambridge UP, 2003.

Basic Style for Citations of Electronic Sources

Here are some common features you should try and find before citing electronic sources in MLA style. Always include as much information as is available/applicable:

Author and/or editor names Name of the database, or title of project, book, article Any version numbers available Date of version, revision, or posting Publisher information Date you accessed the material Electronic address, printed between carets ([<, >]).

Web Sources

Web sites (in MLA style, the "W" in Web is capitalized, and "Web site" or "Web sites" are written as two words) and Web pages are arguably the most commonly cited form of electronic resource today. Below are a variety of Web sites and pages you might need to cite.

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An Entire Web Site

Basic format:

Name of Site. Date of Posting/Revision. Name of institution/organization affiliated with the

site (sometimes found in copyright statements). Date you accessed the site [electronic

address].

It is necessary to list your date of access because web postings are often updated, and information available on one date may no longer be available later. Be sure to include the complete address for the site. Here are some examples:

The Purdue OWL Family of Sites. 26 Aug. 2005. The Writing Lab and OWL at Purdue and Purdue

University. 23 April 2006 <http://owl.english.purdue.edu>.

Felluga, Dino. Guide to Literary and Critical Theory. 28 Nov. 2003. Purdue University. 10 May

2006 <http://www.cla.purdue.edu/english/theory>.

For course or department websites, include "Course home page" or "Dept. home page" after the name of the professor or department and before the institution's name, followed by the date of access and URL.

English. Dept. home page. Purdue University. 31 May 2007 <http://www.cla.purdue.edu/english/>.

Felluga, Dino. Survey of the Literature of England. Course home page. Aug. 2006-Dec. 2006. Dept.

of English, Purdue University. 31 May 2007

<http://web.ics.purdue.edu/~felluga/eng241/index.html>.

Long URLs

URLs that won't fit on one line of your Works Cited list should be broken at slashes, when possible.

Some Web sites have unusually long URLs that would be virtually impossible to retype; others use frames, so the URL appears the same for each page. To address this problem, either refer to a site's search URL, or provide the path to the resource from an entry page with an easier URL. Begin the path with the word Path followed by a colon, followed by the name of each link, separated by a semicolon. For example, the Amazon.com URL for customer privacy and security information is <http://www.amazon.com/exec/obidos/ tg/browse/-/551434/104-0801289-6225502>, so we'd need to simplify the citation:

Amazon.com. "Privacy and Security." 22 May 2006 <http://www.amazon.com/>. Path: Help; Privacy &

Security.

A Page on a Web Site

For an individual page on a Web site, list the author or alias if known, followed by the information covered above for entire Web sites. Make sure the URL points to the exact page you are referring to, or the entry or home page for a collection of pages you're referring to:

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"Caret." Wikipedia: The Free Encyclopedia. 28 April 2006. 10 May 2006

<http://en.wikipedia.org/w/index.php?title=Caret&oldid=157510440>.

"How to Make Vegetarian Chili." eHow.com. 10 May 2006 <http://www.ehow.com/

how_10727_make-vegetarian-chili.html>.

Stolley, Karl. "MLA Formatting and Style Guide." The OWL at Purdue. 10 May 2006. Purdue

University Writing Lab. 12 May 2006 <http://owl.english.purdue.edu/owl/resource/557/01/>.

Note: Individuals using Wikipedia should use the "cite this article" link located in the "toolbox" area on the right side of the navigation. The link will provide a stable URL that wikipedia recommends using when citing.

An Image, Including a Painting, Sculpture, or Photograph

For works housed outside of an online home, include the artist's name, the year the work was created, and the institution (e.g., a gallery or museum) that houses it (if applicable), followed by the city where it is located. Include the complete information for the site where you found the image, including the date of access. In this first example, the image was found on the Web site belonging to the work's home museum:

Goya, Francisco. The Family of Charles IV. 1800. Museo del Prado, Madrid. 22 May 2006

<http://museoprado.mcu.es/i64a.html.>.

In this next example, the owner of the online site for the image is different than the image's home museum:

Klee, Paul. Twittering Machine. 1922. Museum of Modern Art, New York. The Artchive. "Klee:

Twittering Machine." 22 May 2006 <http://artchive.com/artchive/K/

klee/twittering_machine.jpg.html>.

For other images, cite as you would any other Web page, but make sure you're crediting the original creator of the image. Here's an example from Webshots.com, an online photo-sharing site ("brandychloe" is a username):

brandychloe. Great Horned Owl Family. 22 May 2006 <http://image46.webshots.com/

47/7/17/41/347171741bgVWdN_fs.jpg>.

The above example links directly to the image; but we could also provide the user's profile URL, and give the path for reaching the image, e.g.

brandychloe. Great Horned Owl Family. 22 May 2006

<http://community.webshots.com/user/brandychloe>. Path: Albums; birds; great horned owl

family.

Doing so helps others verify information about the images creator, where as linking directly to an image file, like a JPEG (.jpg) may make verification difficult or impossible.

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Value of Art to the community

David Smith, Australia, 1951

Claes Oldenburg, Clothespin, 1976

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Solar as Art

Make solar panels aesthetically appealing

Students

Collin College, Spring Creek campus

Classic works that brand space, reflect mood, use grid

formatting, such as mosaic tiles or stain glass

Living4Zachary

Bring attention to campaign using classic art

Young athletes, parents and organizations

Living4zachary.org

Classic works that attract attention and expand

message.

Art as Expression

Utilizing classic art to promote personal expression

Children in the social system and volunteers

CASA

Classic works which inspire emotions

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