1. Instructor:
Ms.
Beka
Ruíz
Email:
ms.beka2012@gmail.com
Catalog
Description
A
broad
introduction
to
concepts,
vocabulary,
media
and
history
of
western
art
that
reveals
universal
qualities
in
human
aesthetic
responses,
as
well
as
the
unique
qualities
that
define
societies
and
cultures
through
examining
the
past,
the
present,
and
diverse
cultures.
Opportunities
for
experimental
learning
in
workshop
activities
with
various
media
are
an
integral
part
of
the
course.
Course
Description
Gives
a
thematic
synopsis
of
the
history
of
western
art.
Instead
of
a
purely
chronological
approach,
this
course
will
not
only
survey
masterpieces
of
the
past,
but
also
explore
the
why
and
how.
Students
will
be
able
to
develop
critical
thinking
skills
that
will
improve
their
ability
to
not
only
enjoy
art,
but
also
to
evaluate
and
articulate
opinions
and
observations.
Students
will
develop
collaboration
skills
to
practically
apply
this
course
to
their
own
lives.
Student
Learning
Outcomes
Upon
completion
of
the
course,
through
tests,
journals,
assigned
readings,
presentations,
collaboration
activities,
and
class
discussion,
students
will
be
able
to:
§ Analyze,
given
a
set
of
reproductions
spanning
the
thematic
unit,
each
work
to
determine
its
contextual
elements
and
its
respective
historical
content.
§ As
a
collaborative
team,
lead
class
discussions
as
per
Talkback
Time
requirements.
§ As
a
collaborative
team,
develop
information
fluency,
critical
thinking
skills,
and
creative
thinking
skills
and
practically
apply
this
course
to
their
personal
lives.
§ Demonstrate
the
acquisition
of
relevant
art
vocabulary
covered
in
class
and
assigned
readings
by
responding
correctly
to
short
answer
and/or
multiple-­‐choice
questions
on
the
midterm
and
the
final
exam.
§ Produce
a
5-­‐part
Journal
reflecting
upon
assigned
reading
and
course
content.
These
papers
must
be
original
work,
not
copied
and
pasted
directly
from
the
Internet.
Course
Expectations
§ Students
are
expected
to
attend
every
class.
Please,
arrive
before
class
starts.
Ten
minutes
after
the
official
start
time,
students
will
not
be
permitted
to
enter
that
hour’s
lecture.
Students
are
responsible
to
check
the
syllabus
(workbook)
for
assignments
given
or
due.
Arriving
late
or
leaving
early
(without
approval)
will
count
as
an
absence.
The
instructor
will
not
repeat
a
class
lecture
or
covered
material
for
absent
students.
§ Lecture
materials
can
be
found
online
at:
http://www.slideshare.net/bekabiw
for
reviewing
and
for
absent
students
to
catch
up.
§ There
are
no
make
up
times
for
the
final
exam
or
the
midterm
(unless
in
the
case
of
a
valid
excused
absence:
doctor’s
note,
family
funerals,
auto
accidents).
§ All
assigned
readings
must
be
read
and
studied
prior
to
class,
as
we
will
discuss
them
in
class.
§ Journal
entries
must
be
handed
in
or
emailed
at
the
beginning
of
the
1st
hour
of
the
due
date.
If
students
will
be
absent
on
the
due
date
because
of
an
excused
absence,
please
email
the
journal
entry
before
the
due
date
to
ms.beka2012@gmail.com
or
absent
students
can
hand
in
their
entries
early
or
with
another
classmate.
§ Due
to
the
brevity
of
this
course,
no
extensions
will
be
given
for
any
writing
or
reading
assignments
unless
student
has
a
valid
excused
absence.
§ Clarification
on
Đơn
Xin
Nghỉ
Học
will
be
given
in
the
first
session.

2. Course
Policies
STATEMENT
ON
EQUAL
OPPORTUNITIES
In
accordance
with
the
Americans
with
Disability
Act,
students
who
have
documented
disabilities
will
be
provided
with
appropriate
accommodations.
These
must
be
requested
in
a
timely
manner.
I
encourage
any
student
who
has
a
disability
to
discuss
with
me
how
I
might
best
help
him/her
learn
and
what
type
of
services
he/she
might
need.
The
office
of
Special
Services
in
the
Academic
Support
Program
can
also
provide
help.
Your
notification
will
be
kept
confidential.
COURSE
GUIDELINES
§ No
headphones
and
no
cellphones
are
to
be
used
or
seen
during
class
hours.
§ Laptops
and
tablets
will
be
permitted
for
note
taking
or
viewing
posted
online
course
material.
If
a
student
is
caught
misusing
this
privilege
(by
visiting
unrelated
websites,
such
as
www.facebook.com
or
by
playing
games
online),
that
student
will
loose
the
privilege
of
using
his/her
laptop
in
class.
§ Drinks
or
snacks
are
allowed
in
class
provided
students
dispose
of
them
properly
after
class.
§ If
students
need
to
use
the
restroom,
students
may
leave
and
reenter
the
room
quietly.
§ Email
ms.beka2012@gmail.com
to
schedule
a
meeting
outside
class
time
to
discuss
an
area
not
clear
or
if
you
wish
to
further
discuss
specific
issues.
Examinations,
Assignments,
and
Grading
Overview
EXAMINATIONS
§ The
Final
Exam
(session
14):
The
Final
will
be
a
short-­‐answer,
multiple-­‐choice,
and
matching
exam,
a
comprehensive
test
covering
all
of
the
course
content
and
readings.
§ The
Midterm
(session
8):
The
midterm
will
cover
material
from
sessions
1-­‐7.
ASSIGNMENTS
§ Journal:
Entry
#1:
Your
Brain
–
Due
before
Session
3
Answer
Questions
1Q1-­‐1Q5
of
Reading
Assignment:
Your
Brain
http://www.slideshare.net/bekabiw/journal-­‐entry-­‐1-­‐reading-­‐your-­‐brain
http://www.slideshare.net/bekabiw/journal-­‐entry-­‐1-­‐18218833
Entry
#2:
Changing
Paradigms
(Collaboration
Activity)
–
Due
before
Session
5
Answer
Questions
2Q1-­‐2Q10
of
Homework
Assignment:
Changing
Paradigms
http://www.slideshare.net/bekabiw/journal-­‐entry-­‐2
Entry
#3:
Gallery
Visit
Reflection
–
Due
before
Session
9
http://www.slideshare.net/bekabiw/journal-­‐entry-­‐3
Entry
#4:
An
Art
Explosion
–
Due
before
Session
11
Answer
Questions
4Q1-­‐4Q5
of
Reading
Assignment:
An
Art
Explosion
http://www.slideshare.net/bekabiw/journal-­‐entry-­‐4
Entry
#5:
Due
before
Session
12
–
Course
Reflection:
Reflect
upon
any
content
of
this
course:
How
does
this
class
build
on
your
previous
education
(Western
Civilization,
Philosophy,
Ethics,
History
Classes,
Art
Classes,
Business
Classes,
etc.)?
How
do
you
think
this
class
will
prepare
you
for
your
future?
http://www.slideshare.net/bekabiw/journal-­‐entry-­‐5
§ Talkback
Time:
Each
team
is
responsible
to
lead
the
class
in
a
30-­‐minute
discussion
regarding
material
covered
in
the
previous
class
session
and/or
assigned
reading.
Teams
decide
the
format
of
this
Talkback
Time
Please,
be
creative!
Teams
will
be
graded
on
these
three
areas:
(a) 3%
all
leading
team
members’
participation

3. (b) 3%
–
engagement
of
other
students
(c) 3%
–
coverage
of
relevant
material
(d) 1%
–
completed
team
evaluation
form
http://www.slideshare.net/bekabiw/team-­‐talkback-­‐time-­‐starters-­‐18218857
§ Collaborative
Work:
COLLABORATIVE
PROPOSAL
and
INQUIRY
Your
group
will
present
your
team’s
Practical
Section
to
the
class
Session
13
or
14.
Your
classmates’
can
ask
you
any
questions
about
your
Proposal.
Ms.
Beka
will
also
ask
questions
(not
only
about
your
Proposal,
but
also
about
the
rest
of
your
team
paper
sections).
TEAM
PAPER
http://www.slideshare.net/bekabiw/collaborative-­‐paper-­‐outline
INFORMATION
FLUENCY
SECTION
I.F.1)
Research:
Choose
2
things
to
research:
an
artist/architect/famous
piece
of
artwork/time
period
in
Western
art
history
from
your
group’s
list
of
choices.
(Do
not
choose
2
artists
or
2
pieces
of
artwork,
etc.
Choose
2
things
from
separate
categories.)
Research
what
interests
you
most
about
your
choices.
I.F.2)
Summary:
Submit
a
1,000-­‐1,500-­‐word
essay
on
each
chosen
item.
(So,
your
team
will
submit
2
essays,
totally
2,000-­‐3,000
words.)
I.F.3)
Application:
In
addition
to
the
1,000-­‐1,500
words
written
for
each
item,
write
an
additional
100-­‐500
words
summarizing
your
team’s
personal
opinions
and
reactions
of
your
research.
How
can
each
team
member
personally
apply
what
he/she
has
learned
from
researching
this
first
item.
Repeat
the
additional
100-­‐500
words
application
for
the
second
item.
I.F.4)
Cite
all
your
sources.
Do
not
plagiarize.
Include
a
bibliography
at
the
end
of
each
essay.
http://www.slideshare.net/bekabiw/collaborative-­‐information-­‐fluency
CRITICAL
THINKING
SECTION
C.T.1)
As
a
team,
discuss
your
Journal
Entries
#1
and
#5.
How
can
this
class
practically
enrich
the
projected
future
of
each
team
member?
C.T.2)
As
a
team,
watch
and
read
through
Sir
Ken
Robinson’s
Changing
Paradigms.
Answer
questions
2Q1-­‐2Q10
together
(Journal
Entry
#2).
C.T.3)
As
a
team,
discuss
each
member’s
answers
to
4Q3
and
4Q5
of
Journal
Entry
#4.
Collaborate
on
a
team
answer
to
4Q5,
“What
is
your
team’s
solution
to
the
article’s
problem?”
C.T.4)
Submit
your
answers
for
C.T.1-­‐C.T.4.
http://www.slideshare.net/bekabiw/collaborative-­‐critical-­‐thinking-­‐section
CREATIVE
SECTION
C.R.1)
Choose
at
least
1
Creative
Activity
to
complete.
You
will
not
be
graded
on
whether
or
not
it
looks
good,
but
on
whether
or
not
you
attempted
the
task
and
documented
your
attempt.
C.R.2)
Attempt
a
Creative
Activity
and
document
your
work
as
a
group
(yes,
take
pictures).
If
you
can’t
arrange
for
your
whole
group
to
work
together
(of
if
members
want
to
do
different
activities),
each
group
member
is
responsible
to
document
his
or
her
own
work.
C.R.3)
Reflect
upon
your
creation
and
answer
the
following
individually
(include
these
2
answers
for
each
of
your
group
members
in
your
final
group
paper:
Do
you
feel
more
“artistic”
after
completion
and
thus,
more
creative?
What
value
does
cultivating
a
creative
life
have
in
the
business
world
or
in
your
foreseeable
future?
http://www.slideshare.net/bekabiw/collaborative-­‐creative-­‐section

4. PRACTICAL
SECTION
P.R.1)
Review
the
list
of
art
uses
in
Hanoi
and
choose
one
(or
choose
another
art
use
in
Hanoi
you
find
on
your
own).
Research
more
on
this
organization/group/location/whatever
or
whomever
is
using
art
constructively
or
even
as
social
affirmation
in
Hanoi
or
in
Vietnam.
If
you
can,
visit
these
people
and
learn
more.
Visit
their
website
and
learn
more.
Contact
employees
who
can
help
you
learn
more.
Write
200-­‐500
words
about
what
you
discover.
P.R.2)
What
are
some
practical
and
helpful
ways
to
use
art
in
Hanoi
or
in
Vietnam?
Can
you
help
give
social
affirmation
through
art
here?
Can
art
and
business
be
used
together
in
Hanoi?
P.R.3)
What
possible
futures
do
each
of
your
team
members
represent?
Do
you
all
want
to
be
businessmen
and
women?
Do
you
see
yourself
in
another
profession?
After
taking
into
consideration
all
your
members,
brainstorm
ideas
for
a
practical
way
members
of
your
team
may
get
involved
in
socially
affirming
the
down-­‐trodden
in
your
own
city
using
art,
or
in
other
constructive
methods.
For
example,
you
may
imagine
opening
your
own
company/organization/location
in
town
that
looks
similar
to
the
opportunities
already
listed
for
you.
You
may
think
of
a
completely
new
way
to
help
others!
You
may
think
of
ways
people
who
need
help
can
create
art,
or
ways
you
can
create
art
to
help
others.
You
may
just
think
of
relevant
ways
art
can
add
value
to
Hanoi
or
Vietnam.
The
sky
is
the
limit!
P.R.4)
Write
a
300-­‐800-­‐word
proposal
for
your
ideas
that
answer
the
questions
above
in
P.R.2
and
P.R.3.
Submit
this
written
proposal
before
Session
12
(if
you
will
present
Session
13)
or
before
Session
13
(if
you
will
present
Session
14).
P.R.5)
Present
your
Proposal
to
the
class
(Session
13
or
Session
14).
Please,
keep
us
interested
in
your
proposal
(Use
any
media
available
and
suitable
for
class–the
whiteboard,
PowerPoint,
bring
in
items
of
interest
or
examples
of
products,
lead
us
in
an
example,
etc.).
You
will
be
given
20-­‐30
minutes
to
present.
Your
classmates
and
I
will
ask
you
follow-­‐up
questions.
http://www.slideshare.net/bekabiw/collaborative-­‐practical-­‐section
GRADING
OVERVIEW
Your
final
ART201
grade
is
broken
up
into
these
percentages.
If
you
have
any
questions
about
your
grade,
please
feel
free
to
contact
Ms.
Beka
at
ms.beka2012@gmail.com.
§ Journal
30%
§ Talkback
Time
10%
§ Midterm
5%
§ Final
Exam
20%
§ Collaborative
Paper
30%
§ Collaborative
Proposal
and
Inquiry
5%
Course
Outline
Session
1:
Course
Orientation
Course
Syllabus
Introduction,
Team
Formation
Divergent
Thinking
A
Human
Phenomenon
The
Language
of
Art
and
Architecture
Media
Reading
Assignment:
Course
Syllabus
and
Student
Workbook,
Assign
Team
Tasks
for
Collaborative
Work
Session
2:
Course
Orientation
Deriving
Meaning
Making
Art

5. Example
Talkback
Time
Example
Unpack
Talkback
Time
Example
Class
Discussion
Re:
Talkback
Reading
Assignment:
Your
Brain:
The
Right
and
Left
of
It
by
Betty
Edwards
The
New
Drawing
on
the
Right
Side
of
the
Brain
Answer
these
Questions
(use
your
answers
for
the
Journal
Entry,
Your
Brain):
1Q1:
Do
you
agree
with
neuroscientist
J.Z.
Young
that
the
right
hemisphere
of
your
brain
isn’t
really
important?
Why
or
why
not?
1Q2:
Each
of
our
hemispheres
gathers
in
the
same
sensory
information,
but
each
half
may
handle
the
information
in
different
ways.
Which
hemisphere
do
you
default
to
or
rely
upon
the
most?
Why?
1Q3:
If
students
who
learn
how
to
draw
become
more
“artistic”
and
therefore
creative,
do
you
see
any
use
in
you
becoming
more
creative?
Why
or
why
not?
1Q4:
What
was
your
education
most
like:
(a)
concerned
with
the
importance
of
intuitive
and
creative
thought
or
(b)
structured
in
the
left-­‐hemisphere
mode?
Why?
1Q5:
Read
the
chart
on
page
44,
using
the
9
characteristics,
which
mode
sounds
like
you,
left-­‐
mode
or
right-­‐mode?
Why?
Session
3:
Survival
and
Beyond
Food
and
Shelter
Discussion
(+
Journal
Entry:
Your
Brain)
Reproduction
and
Sexuality
Homework
Assignment:
Changing
Paradigms
by
Sir
Ken
Robinson
(Read
and
Watch)
2Q1:
The
arts
are
victims
of
what
mentality?
2Q2:
How
can
the
arts
wake
students
up
to
what’s
inside
themselves?
2Q3:
How
do
you
think
we
should
educate
our
children
to
take
their
place
in
the
economies
of
the
21st
Century?
2Q4:
How
do
you
think
we
should
educate
our
children
so
they
have
a
sense
of
cultural
identity
and
so
that
we
can
pass
on
the
cultural
genes
of
our
communities
while
being
part
of
the
process
of
globalization?
2Q5:
Do
you
believe
this
story:
“If
you
work
hard,
do
well,
and
get
a
college
degree,
you
will
have
a
job.”
Why
or
why
not?
2Q6:
What’s
important
about
yourself?
Do
you
feel
as
though
on
your
journey
to
get
a
diploma
you’ve
marginalized
what
is
important
about
yourself?
2Q7:
Do
you
feel
as
though
today’s
situation
is
similar
to
or
different
from
the
intellectual
culture
of
the
Enlightenment
and
the
economic
circumstances
of
the
Industrial
Revolution?
How
so?
2Q8:
Do
you
agree
with
the
intellectual
model
of
the
mind
(deductive
reasoning
and
knowledge
of
the
classics=Academic
Ability)
as
the
definition
of
smart
and
non-­‐smart
people?
Why
or
why
not?
2Q9:
Have
you
ever
been
penalized
for
being
distracted
in
the
classroom?
Give
an
example.
2Q10:
Have
you
ever
felt
“fully
alive”
in
the
classroom?
Give
an
example.
Session
4:
Survival
and
Beyond
Survival
and
Beyond
Lecture
(concluded)
Team
A:
Talkback
Time
Theme
Related
Influential
Art
Session
5:
The
State
Power,
Politics
and
Glory

6. Discussion
(+
Journal
Entry:
Changing
Paradigms)
Social
Protest/Affirmation
Session
6:
The
State
The
State
Lecture
(concluded)
Team
B:
Talkback
Time
Theme
Related
Influential
Art
Session
7:
Mandatory
Class
Gallery
Visit
Gallery
Visit
(Check-­‐In
and
Browse)
Gallery
Discussion
at
Café
Return
to
Gallery
and
Reflect
*If
students
cannot
attend
for
excused
absence
reasons,
an
alternative
gallery
visit
will
be
assigned.
Session
8:
Midterm
Midterm
Information
Review
Team
Progression
Check
Midterm
Part
1:
Content
Midterm
Part
2:
Share
Journal
Reading
Assignment:
An
Art
Explosion:
The
Economics
of
Art
by
Douglas
Piper
Word
Magazine
4Q1:
What
kind
of
art
do
you
prefer:
(a)
contemporary
art
or
(b)
endlessly
rehashed
styled
art?
4Q2:
What
kind
of
art
is
in
your
house:
(a)
contemporary
art
or
(b)
endlessly
rehashed
styled
art?
4Q3:
“Vietnamese
just
don’t
buy
contemporary
art.”
Why
not?
Do
you
think
Vietnamese
should
buy
contemporary
art?
If
so,
how
will
they
start?
4Q4:
Which
featured
artist
interests
you
the
most?
Why?
4Q5:
What
are
some
solutions
to
this
article’s
problem?
Session
9:
Religion
Deities
and
Places
of
Worship
Mortality
and
Immortality
Session
10:
Religion
Religion
Lecture
(concluded)
Team
C:
Talkback
Time
Theme
Related
Influential
Art
Session
11:
Self
and
Society
Mind
and
Body
Discussion
(+
Journal
Entry:
An
Art
Explosion)
Race,
Gender,
Clan
and
Class
Nature,
Knowledge
and
Technology
Session
12:
Self
and
Society
Entertainment
and
Visual
Culture
Team
D:
Talkback
Time

7. Theme
Related
Influential
Art
Session
13:
Review
Day
Comprehensive
Course
Review
Collaborative
Proposal
#1
Collaborative
Proposal
#2
Session
14:
Final
Exam
Day
Collaborative
Proposal
#3
Collaborative
Proposal
#4
Comprehensive
Course
Exam