Course Syllabus

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Art Matters: Ideas in Art and Architecture

GenEd Art History

 

ARTH 0808, Section 702, CRN 54931
Spring 2025
Instructor: Ana Matisse Donefer-Hickie

Syllabus PDF

The course syllabus will provide the course schedule, course objectives, explanations of assignments and assessments, grading policies, and instructor contact information. Please read it carefully. You should be deeply familiar with the course's schedule and process.

  • Course Description

    This course is an introduction to looking at art and appreciating the wide range of art and architecture that surrounds us in our contemporary world. We will think about, engage with, and learn how to look at the visual arts of the present and the past, and understand their contexts, subjects, and styles. At the same time, we will study monuments across the globe that place the visual arts in a broad cultural framework. Close attention is given to visual literacy, as well as the concepts that connect artistic communication and expression from the art and architecture of the ancient world through modern times. Through local museum and gallery visits, we will also become familiar with the ways that the arts connect to our everyday lives.

    NOTE:

    1. Museum trips outside of regularly scheduled class time are mandatory for this class;
    2. This course fulfills the Arts (GA) requirement for students under GenEd.

     

    Study Trips

    Additionally, you are required to go on three study trips to museums, galleries, or arts institutions local to you.

    Completion of these three study trips is mandatory. The successful completion of course assignments is tied to attending and participating in these independent course sessions. Please arrange your schedule early on in order to make these required and important study trips!

       

    GenEd

    This course fulfills the Arts requirement for GenEd.

     GenEd Arts courses develop artistic literacy. Courses may be centered on one of the arts (e.g. dance, fine arts, music), may be interdisciplinary in nature (e.g. creative writing and theater, film and dance), or may address larger themes (e.g. creativity, the arts and political statement, technology and the arts), but all Arts courses make some connection to other perspectives, disciplines, or subject areas.

     

    Course Learning Goals & Related Assessments

    Course Learning Goals

    Corresponding Assessments to Measure Goal Achievement

    1.

    Evaluate the formal qualities of a work of art or architecture in order to appreciate how meaning can be conveyed through the visual arts.

    Quizzes, longer assessments, discussions.

    2.

    		 Describe a work of art using appropriate terminology.

    Quizzes, longer assessments.

    3.

    		 Analyze and interpret a work of art in its social, historical, and cultural context.

    Visual analysis and other observational writing assignments, study trips.

    4.

    Recognize and identify significant characteristics of art and architecture from major periods, styles, and movements across the globe.

    Short study-trip assignments, reading quizzes, quizzes and longer assessments.

    5. 

    Appreciate the value and relevance of art in one’s own live and culture.

    		 Study trip assignments, discussions.

        

    Course Materials

    All course materials are all available digitally via the course Canvas page or as PDF files, which the instructors will provide. Required course materials are open educational resources and are available at no cost to students.

    The readings for the course primarily come from the open-access online textbook, Reframing Art History, ed. Lauren Kilroy-Ewbank: <https://smarthistory.org/reframing-art-history/>.

     

    Instructional Methods

    This course is asynchronous, which means there are no set meeting times.

    However, lectures and discussion questions will be posted on Canvas regularly each week. You will be expected to do the readings, engage with the recorded lectures, contribute to the discussion boards, and complete individual activities as they are posted. In addition, you will be expected to make three independent study trips to arts institutions local to you over the course of the semester.

    Course Communications

    My preferred method of communication is through email. I can be contacted at ana.matisse.donefer-hickie@temple.edu. During the semester, I will generally respond to emails between the hours of 8am and 8pm, and within 24 hours of receiving them during the week and within 48 hours on weekends.

    Students can generally expect assignments to be graded within 7 days of submission.

    I will have designated hours each week (Wednesdays, 10am-11am) that are reserved specifically for students to ask questions or engage in discussion about course content, assignments, or any other matter. Meeting the instructors during student hours also allows a more relaxed or casual interaction one-on-one outside of the large group setting of a lecture. Students are encouraged to log on to Zoom for student hours instead of sending an email, if possible—oftentimes, it is much easier to answer questions or clarify a complex problem in person!

    Student Hours Zoom Link: https://temple.zoom.us/j/91517748469

    Course Technology Requirements

    You will need the following to participate fully in the course:

    • A computer and/or tablet with high-speed Internet access. A smartphone alone will not be sufficient.

      Recommended Internet Speed: 8mbps download & 5mbps upload. You can test your connection at https://www.speedtest.net. Please note: Hard-wired connections are more consistent than Wi-Fi for Zoom sessions.

    • A web-enabled video camera and microphone.

    • Access to Temple University’s Canvas site and email server.

    • Microsoft Office. A free copy is available to you at https://its.temple.edu/office-365

    This course requires the use of Canvas, including access to materials and assignment submission. Some videos posted via Canvas will require the use of speakers.

    This course requires the use of Microsoft Office (i.e., Word, Excel, PowerPoint). To access these materials, please log in to TUportal and look for the Microsoft Download link under TUapplications within the My Portal tab.

    Students should check their Temple email daily for course updates. 

    All students are required to comply with  Temple University’s Computer and Network Security Policies.

    Limited resources are available for students who do not have the technology they need for class. Students with educational technology needs, including no computer or camera or insufficient Wi-Fi access, should submit a Student Technology Assistance Application in TUPortal and linked from the Dean of Students Support and Resources webpage. The university will endeavor to meet needs, such as with a long-term loan of a laptop or Wifi device, a refurbished computer, or subsidized internet access. The Affordable Connectivity Program is available to purchase discounted internet services and devices for qualified individuals. 

    On-campus computer labs are available for student use. Here is a list of all of these labs: https://its.temple.edu/computer-labs.

    Note that technology resources are available for students, including laptop and battery share. Some software is available for free download on the ITS Academic Support page. Other specialty software may be available for remote access through ITS.

     

    Remote Proctoring Statement

    Zoom, Proctorio, or a similar proctoring tool may be used to proctor exams and quizzes in this course. These tools verify your identity and record online actions and surroundings. It is the learner’s responsibility to have the necessary government or school-issued ID, a laptop or desktop computer with a reliable internet connection, the Google Chrome and Proctorio extension, a webcam/built-in camera and microphone, and system requirements for using Proctorio, Zoom, or a similar proctoring tool.

     

    Statement on Recording and Distribution of Class Sessions 

    Any recordings permitted in this class can only be used for the student’s personal educational use. Students are not permitted to copy, publish, or redistribute audio or video recordings of any portion of the class session to individuals who are not students in the course or academic program without the express permission of the faculty member and of any students who are recorded. Distribution without permission may be a violation of the educational privacy law known as FERPA, as well as certain copyright laws. Any recordings made by the instructor or university of this course are the property of Temple University.

     

    Statement on the Use of Generative AI in This Course

    While there are many potentially positive ways that AI can help learning in a university setting, the use of generative AI tools (such as ChatGPT, DALL-E, etc.) do not support the specific learning goals of this course surrounding visual literacy, and therefore are not permitted in completing assignments for the class. Any use of AI tools for work in the class may be considered a violation of Temple University’s Academic Honesty policy and Student Conduct Code, since the work is not your own. The use of unauthorized AI tools in completing assignments will result in a grade of 0 for the assignment.

           

     

    Grading Scale

    A Range

    B Range

    C Range

    D Range

    F Range

    A  93 - 100

    B+ 87 - 89.49

    C+ 77 - 79.49

    D+ 67 - 69.49

    F 0 - 59

    A- 90 - 92.49

    B  83 - 86

    C  73 - 76

    D  63 - 66

    B- 80 - 82.49

    C- 70 - 72.49

    D- 60 - 62.49

     

    C- or better is required to fulfill the GenEd area requirement. 

    Percentages are equivalent to letter grades according to the scale above.

    Grading

    Quiz 1:                                                            5%

    Quiz 2:                                                            5%

    Midterm Assessment:                                      10%

    Final Assessment:                                            15%

    Annotated Visual Analysis:                              5%

    Written Visual Analysis:                                  10%

    Written Visual Comparison:                             20% (total)

                Annotated Visual Analysis:                              5%

                Information Literacy:                                      5%

                Final Text:                                                       10%

    Study Trip Activities (2 each, 4 total)              8%

    Visual Analysis Practice (2 each, 3 total)          6%

    Elements of Style Assignment                         3%

    Reading Quizzes (1 point each)                       6%

    Active Participation                                         7%

     

    Assignment Descriptions

     

    • There will be two short quizzes (Friday, January 31 and Friday, March 21) and two longer assessments (Friday, February 28 and Friday, May 2). Quizzes and assessments are intended to evaluate students’ comprehension of the material and ability to evaluate formal qualities of works of art—one of the chief goals of the course.
    • Additionally, there will be three observational writing assignments designed to help students become comfortable with visual analysis, one of the primary tools of art historians (due Monday, February 3, Friday, February 21, and Sunday April 20). These writing assignments will be based on observations of works of art that students see in person and are intended to synthesize the course learning goals in a meaningful way. The last assignment—the Written Visual Comparison—is scaffolded into several steps to the final submission (and includes an annotated visual analysis and an information literacy component). Detailed assignment instructions and rubrics will be given well in advance of their due dates.
    • Short assignments completed independently during the out-of-class study trips, as well as one on the elements of style, help students become familiar with how to approach a work of art in person.
    • Several short reading quizzes, completed online, are due throughout the semester, and are intended to help students with content comprehension.
    • Participation in canvas discussion boards is intended to build comprehension of the material through student engagement.

    Extensions to the due date of an assignment are given only at the discretion of the instructor and should not, in any instance, be assumed by the student without prior approval of the instructor.

    Late assignments will receive a 5% grade deduction for every day after the due date has passed. Make-up quizzes and assessments are permitted only in the event of a true emergency. Please be in touch with the instructor immediately to communicate an emergency preventing attendance. It is the responsibility of the student to ensure that their travel arrangements during holidays and at the end of the semester do not interfere with the schedule of classes and examinations established by the university.

      

    Course Minimum Grade

    Although D- is a passing grade, a minimum grade of C- is required in General Education courses and, in many programs, courses required by the major.

    For more information, please see Temple University's Academic Policies on Grades and Grading.

         

    General Policies

    All Temple University Academic Policies will be upheld.

    The General Education Policies and Requirements details program expectations.

       

    Attendance and Your Health

    Students must attend and participate in classes according to their instructors’ requirements to achieve course learning goals. If you feel unwell or are under quarantine or in isolation because you have tested positive for the coronavirus, you should not come to campus or attend in-person classes or activities.

    It is the student’s responsibility to contact their instructors to create a plan for participation and engagement in the course as soon as they can do so and to make a plan to complete all assignments in a timely fashion when illness delays their completion.

     

    Incomplete

    A student will be eligible for a grade of “Incomplete” only if the student: 1) has completed at least 51% of the work at a passing level, 2) is unable to complete the work for a serious reason beyond their control, and 3) files a signed agreement with the instructor outlining the work to be completed and the time frame in which that work will be completed. The student is responsible for initiating this process and all incomplete forms must be sent to the Associate Dean for Academic Affairs prior to the start of study days in that semester.  

    Please refer to the following for further details: Temple University’s Incomplete Policy. (Policy #02.10.13). 

      

    Withdrawal from the Course

    If a student wishes to withdraw from a course, it is the student’s responsibility to meet the deadline for the last day to withdraw from the current semester.

    See Temple University's Academic Calendar for withdrawing deadlines and consult the University policy on Withdrawals (Policy # 02.10.14). 

      

    Statement on Academic Rights & Responsibilities

    Freedom to teach and freedom to learn are inseparable facets of academic freedom. The University has a policy on Student and Faculty Academic Rights and Responsibilities (Policy #03.70.02).

       

    Academic Honesty

    According to the University Student Code of Conduct, students must not commit, attempt to commit, aid, encourage, facilitate, or solicit the commission of academic dishonesty and impropriety including plagiarism, academic cheating, and selling lecture notes or other information provided by an instructor without the instructor’s authorization. Violations may result in failing the assignment and/or failing the course, and/or other sanctions as enumerated in the University Code of Conduct.

     

    Netiquette and Class Conduct Expectations

    It is important to foster a respectful and productive learning environment that includes all students in our diverse community of learners. Our differences, some of which are outlined in the University's nondiscrimination statement, will add richness to this learning experience. Therefore, all opinions and experiences, no matter how different or controversial they may be perceived, must be respected in the tolerant spirit of academic discourse.


    Treat your classmates and instructor with respect in all communication, class activities, and meetings. You are encouraged to comment, question, or critique an idea, but you are not to attack an individual. Please consider that sarcasm, humor, and slang can be misconstrued in online interactions and generate unintended disruptions. Profanity should be avoided as should the use of all capital letters when composing responses in discussion threads, which can be construed as “shouting” online. Remember to be careful with your own and others' privacy. In general, have your behavior mirror how you would like to be treated by others.

    For more information, please visit https://diversity.temple.edu/.

      

     

    Disability Disclosure Statement

    Any student who has a need for accommodation based on the impact of a documented disability should contact Disability Resources and Services (DRS), Ritter Annex 100, (215) 204-1280 or 215-204-1786 (TTY) or drs@temple.edu, to make arrangements.  If you have a DRS accommodation letter to share with me, or you would like to discuss your accommodations, please contact the instructor as soon as practical. I will work with you and with DRS to coordinate reasonable accommodations for all students with documented disabilities. Accommodations are not retroactive. All discussions related to your accommodations will be confidential.

     
    Information regarding accessibility for additional technologies is provided below: 

     

        

    Technical Support 

    For a listing of technical support services available to Temple University students, see the Tech Support page.

     

    Live Chat or Request Help:  tuhelp.temple.edu.

    Phone: 215-204-8000

    Email:  help@temple.edu

    Website: its.temple.edu

    Location: The TECH Center, Room 106

     

     

    Academic and Support Services

    Temple University provides a variety of services to support you throughout your studies. Please take a moment to view these by visiting the Academic Support Services page.

    The following academic support services are available to students:

      
    If you are experiencing food insecurity or financial struggles, Temple provides resources and support. Notably, theTemple University Cherry Pantry and the Temple University Emergency Student Aid Program are in operation as well as a variety of resources from the Division of Student Affairs. 

          

    Continuity of Instruction in the Event of Emergency

    Students are to register for the TUAlert System to be made aware of University closures due to weather or other emergency situations and follow all additional university-wide emergency instructions. Students can register for this system on the Campus Safety Services website. Students registered for the class will be alerted to any alternate testing procedures and submission of assignment requirements from the instructor via email.

    Please note that online classes are generally not affected by campus closures.  

      

    Privacy Policy

    Please see the links below to become familiar with the privacy policies for each of the following: 

        

    • Course Schedule

      Key Dates:

      Monday, January 13th: First day of classes

      Monday, January 20: Dr. Martin Luther King, Jr. Day (no classes held)

      Monday, January 27: Last day to add or dropLinks to an external site. a Full Term 16-week (1) course

      Monday, March 3 - Sunday, March 9: Spring Break (no classes held)

      Monday, April 28: Last day to withdrawLinks to an external site., Last day of classes

       


      Module

      Date

      Topics

      Readings and Videos (in addition to the recorded lectures)

      Assignments

      Module 1

      		 January 13-17 Introductions; The Tools of Art History: Visual Analysis; Elements of Style: The Vocabulary of Art
      • Lauren Kilroy-Ewbank, “Introduction I: Learning to look and think critically,” Reframing Art History
      • Lauren Kilroy-Ewbank, “Introduction II: Close looking and approaches to art,” Reframing Art History
      • Christina Paxton, “The Economic Case for Saving the Humanities, The New Republic, August 20, 2013
      • Canvas Discussion

      Module 2

      		 January 20-24 Demonstrating Power in Art
      • Annotated Visual Analysis Assignment  Issued (due Monday February 3)
      • Elements of Style Assignment
      • Reading Quiz
      • Canvas Discussion

       

      Module 3

      		 January 27-31 Narrative: Telling a Story with Images; The Body in Ancient Art
      • Quiz 1
      • Local Art Institution Research 1
      • Canvas Discussion

      Module 4

      		 February 3-7 The Art of Death: Funerary Art & Architecture; Art and Propaganda; How to Look at Art in a Museum
      • Annotated Visual Analysis Assignment DUE February 3
      • In-person Observational Assignment Issued (due Monday February 10)
      • Written Visual Analysis Assignment 1 issued (due Friday, February 21)
      • Reading Quiz
      • Canvas Discussion
      • Study Trip (February 8 and 9)

      Module 5

      		 February 10-14 Shaping Space: Architecture; Iconography: Signs and Symbols in Art; Looking at Books
      • In-person Observational Assignment DUE (Monday, February 10)
      • Reading Quiz 3
      • Canvas Discussion

      Module 6

      		 February 17-21 Constructing Sacred Space I; Constructing Sacred Space II; Artmaking: Fresco, Tempera, Oil 
      • Written Visual Analysis Assignment 1 DUE (Friday, February 21)
      • Reading Quiz 4
      • Materials Visual Analysis Assignment 1
      • Local Art Institution Research 2

      Module 7

      February 24-March 2

       

      NOTE: March 3-7 is SPRING BREAK, NO MODULE

      Check-In: What Have We Learned So Far?; Midterm Review; Midterm Assessment
      • Study Groups
      • Midterm Assessment

      Module 8

      March 10-14

      The Art of Enspirited Matter; Making a Picture I
      • Caitlin Earley, “Mesoamerica 200–900 C.E.,” Reframing Art History
      • Lauren Kilroy-Ewbank, “Yaxchilán–Lintels 24 and 25 from Structure 23 and structures 33 and 40,” Smarthistory
      • Ariel Fein, Medieval Materiality across the Mediterranean, 900–1500 C.E.,” Reframing Art History
      • Elisa Foster, “Church and Reliquary of Sainte-Foy, France,” Smarthistory
      • “Power figure: Male (Nkisi),” Smarthistory
      • Heather Graham, “Art in Soveriegn States of the Italian Renaissance, c. 1400–1600 C.E.,” Reframing Art History
      • Bonnie Noble, “Printing and Painting in Northern Renaissance art,” Reframing Art History
      • “Death and salvation in Renaissance Florence: Masaccio, The Holy Trinity,” Smarthistory
      • “Giotto, Arena Chapel,” Smarthistory
      • Jan van Eyck, Ghent Altarpiece,” Smarthistory
      • “The Last Supper,” Smarthistory
      • “On looking closely” Giorgio Morandi, Still Life,” Smarthistory
      • Allen Farber, “How museums shape meaning,” Smarthistory
      • Elizabeth Rodini, “Looking at Art Museums,” Smarthistory
      • In-person Observational Assignment 2 Issued (due Monday March 17)
      • Written Visual Comparison Assignment Issued (due Sunday April 20)
      • Canvas Discussion
      • Study Trip (March 15 and 16)

      Module 9

      		 March 17-21 Making a Picture II; Representing Drama in the Early Modern World
      • Kristen Loring Brennan, “Art in the Five Dynasties and Ten Kingdoms Period and Song Dynasty China,” Reframing Art History
      • Kristen Loring Brennan, “Emperor Huizong, Auspicious Cranes, handscroll,” Smarthistory
      • Michael Chagnon, Nancy Demerdash, and Filiz Çakir Phillip, “The Court of Gayumars,” Smarthistory
      • Michael Chagnon, “Paradise in miniature: The Court of Kayumars,” Smarthistory
      • Carmen Ripollés, “The sacred baroque in the Catholic world,” Reframing Art History
      • “Bernini, David,” Smarthistory
      • “How to recognize Baroque art,” Smarthistory
      • Carmen Ripollés, “Secular matters of the global baroque,” Reframing Art History
      • “Velázquez, Las Meninas,” Smarthistory
      • “Bernini, The Ecstsay of St. Teresa,” Smarthistory
      • In-person Observational Assignment DUE (Monday March 17)
      • Quiz 2
      • Canvas Discussion
      • Local Art Institution Research 3

      Module 10

      		 March 24-28 Global Movement: Art of Travel and Trade; Art and Reproduction; Printmaking and Bronze
      • Rachel Zimmerman, “Portuguese contacts and exchanges, c. 1400–1800,” Reframing Art History
      • Kristen Loring Brennan, “Art of the Qing Dynasty,” Reframing Art History
      • Lauren Kilroy-Ewbank, “Screen with the Siege of Belgrade and Hunting Scene (or Brooklyn Biombo),” Smarthistory
      • “Between Amsterdam and Asia, a Dutch East India Company Ship,” Smarthistory
      • “Between Amsterdam and Asia, a Dutch East India Company Ship,” Smarthistory
      • Museum of Modern Art, “Introduction to Printmaking,” Smarthistory
      • Museum of Modern Art, “Relief Printmaking”
      • “Beyond the Wave–Hokusai at 90,” Smarthistory
      • Kim Jeongwan, “Baekje Gilt-bronze Incense Burner,” Smarthistory
      • The British Museum, “Bronze statuette of Thutmose IV,” Smarthistory
      • Anna Tahinci, “Auguste Rodin, The Age of Bronze,” Smarthistory
      • J Paul Getty Museum, “Adriaen de Vreis’s bronze casting technique: direct lost-wax method,” Smarthistory
      • Reading Quiz 5
      • Materials Visual Analysis Assignment 2
      • Canvas Discussion
      • Study Trip (March 29 and 30)

      Module 11

      		 March 31-April 4 Collecting, Display, and Museums; Art and the Environment; Context: Researching Art
      • Written Visual Comparison PART 1 (visual comparison) DUE (Monday March 31)
      • In-person Observational Assignment 3 DUE (Friday April 4)
      • Written Visual Comparison Assignment PART 2 (information literacy) Preparation
      • Canvas Discussion

      Module 12

      		 April 7-11 Art and Politics; Art and Agency
      • Written Visual Comparison Assignment PART 2 (information literacy) DUE (Monday April 7)
      • Reading Quiz 6
      • Canvas Discussion

      Module 13

      		 April 14-18 Vision; Abstraction and Modernism

      • FINAL Written Visual Comparison Assignment DUE (Sunday April 20)
      • Canvas Discussion

      Module 14

      		 April 21-25 What Is Art?; Being an Artist Today & The Canon of Art History;
      • Allison Young, “Itinerant Modernisms: Cosmopolitans, Exiles, Travellers since 1950,” Reframing Art History
      • Allison Young, “Popular, Transient, Expendable: Print Culture and Propaganda in the 20th Century,” Reframing Art History
      • Allison Young, “Re-Mapping Land Art: Earthworks, Borderlands, Ecology,” Reframing Art History
      • Letha Ch’ien, “Responding to the early modern European tradition,” Reframing Art History
      • “Hock E Aye VI Edgar Heap of Birds, Native Hosts (Arkansas),” Smarthistory
      • TED-Ed, “How art can help you analyze,” Smarthistory
      • Canvas Discussion

      Module 15

      		 April 28-May 2 Exam Review; Final Exam