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Course
Information & Requirements
Professor Dudley M. Marchi
Office: 401 Withers Hall
Email: dmm@ncsu.edu
Office Hours: Zoom meeting on request
Spring Semester 2024
TH 10:15-11:30
Withers Hall 135
Teaching Philosophy / Inquiry-Guided Learning
This course is designed as an inquiry-guided learning experience: Students will thus learn through active investigation. This process will improve their ability to develop informed questions, identify and collect appropriate materials, present results systematically, analyze and interpret results, formulate conclusions, and evaluate these conclusions. Such learning promotes critical thinking and develops lifelong learners. It fosters intellectual development and maturity and the recognition that ambiguity and uncertainty, qualities often expressed in France's tradition of the visual arts, are inevitable, and that we must learn to make reasoned judgments in the face of such uncertainties.
Student Learning Outcomes
Visual & Performing Arts
At the end of the course students will be able to:
- Describe the aesthetic, historical, and cultural evolution of the arts in France.
- Analyze works of French of art to demonstrate how the general social and historical background is embedded in the artistic details of the chosen work of art and how artistic elements (composition, color, line, space, shapes, etc.) are used to create content and meaning.
- Explain how French art relates to the cultural and historical contexts in the country of France.
Global Knowledge –
At the end of the course students will be able to:
- Identify and examine works of art, cultural artifacts, ideas, values, technological developments, and attitudes of France from the country’s origins to the present.
- Explain how French art relates to its cultural and historical contexts in the country of France.
Course Materials
Textbook [purchase online]
Lisa Neal, France: An Illustrated History
[Hippocrene Books, 2001 - $14.95]
ISBN 0-7818-0835-9]
Internet Resources
Work Folder [provided by instructor]
Historical Outlines
Questions to Ask of a Painting
Course Slide Show
Catalog of French Paintings
Recommended Reading
- Carol Strickland - The Annotated Mona Lisa: A Crash Course in Art History
Student Evaluation
In this course you should focus on being a systematic learner and thinker and increasing your analytical abilities. Be your best self, attend to all requirements, meet deadlines, develop an enthusiasm for the course material, and you will perform well in the course.
- Attendance: I do not "teach out of the book." Our class time is important and you need to be there - in body and in mind. The final grade average is reduced by two points for each absence. Refer to the University's Attendance Regulations. Two late arrivals equal one absence. For short-term illness or injury affecting the ability to attend or to be productive academically while in class, or that could jeopardize the health of the individual, classmates, and instructor, students must notify me prior to the class absence, if possible, that they are temporarily unable to attend class or complete assignments on time. Arrive to class at least five minutes early to get settled in; I like to begin class at the designated starting time with no distractions. Do not bring food to class but beverages are fine.
- Active Participation [25%]: Explanation of class work: A = Student comes to class prepared, on time and ready to participate. Student is attentive, always responds when called on. Student volunteers often with/ pertinent questions and comments. B = Student is usually prepared, always responds when called on, volunteers on occasion. C = Student shows evidence of being unprepared on occasion, arrives late or leaves early. Has trouble when called on , does not volunteer often. D = Student is unprepared / inattentive, never volunteers. F = Student exhibits lack of concern for the course. I will also request you to email in discussion questions from time to time. Take notes as appropriate. We will often break into discussion groups: participate freely, share ideas, learn from others.
- Group Presentation [20%]: On the third day of class students, will divide themselves into study groups. Starting the sixth week of classes, students [in their group] will begin to give presentations [length of 30-40 minutes] of the various historical periods covered in the course. There will be a sign up sheet for students to choose and research their topic of choice. They will then conduct a presentation of the topic based on information learned from relevant books, articles, internet resources, artistic works, or cultural artifacts. Power point presentations work particularly well for these presentations.
- Quizzes [25%]: There will be short quizzes each week. These quizzes will consist of either: (a) in-class identifications and short answers on material covered [course readings, lectures, presentations, and discussions] or, (b) short take-home essays on the topics of study.
- Semester Project [30%]: By week six students will develop a topic in consultation with the instructor. Students will present their semester projects during the last week of classes. Students are encouraged to work in their research groups but may work independently. The format of the project will be an educational video with voice narration (length = 8-10 minutes) recorded in Panopto. Evaluation Rubric.
- Make-up policy: . If you miss a class and miss a quiz, you will not be able to make it up unless there is a valid and documented reason to excuse the absence.
Here is the University's excused absence policy.
- Academic Integrity: Honest and rigorous work is the foundation of a sound education. Students are bound by the academic integrity policy as explained in NCSU Code of Student Conduct. Students are required to uphold the university pledge of honor and exercise honesty in completing all course work. Violations of academic integrity will result in referral to the Office of Student Conduct with a recommendation of a failing grade for the assignment. A second violation will result in a failing grade for the course.
- Disability Policy: Reasonable accommodations will be made for students with verifiable disabilities. In order to take advantage of available accommodations, students must register with the Disability Resource Office. For more information on NC State’s policy on working with students with disabilities, please see the Academic Accommodations for Students with Disabilities Regulation.
- Non-discrimination policy: NC State University provides equality of opportunity in education and employment for all students and employees. Accordingly, NC State affirms its commitment to maintain a work environment for all employees and an academic environment for all students that is free from all forms of discrimination. Discrimination based on race, color, religion, creed, sex, national origin, age, disability, veteran status, or sexual orientation is a violation of state and federal law and/or NC State University policy and will not be tolerated. Harassment of any person (either in the form of quid pro quo or creation of a hostile environment) based on race, color, religion, creed, sex, national origin, age, disability, veteran status, or sexual orientation also is a violation of state and federal law and/or NC State University policy and will not be tolerated. Retaliation against any person who complains about discrimination is also prohibited. NC State's policies and regulations covering discrimination, harassment, and retaliation may be accessed here.
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