Foundations of the Arts

Hello, dear friend, you can consult us at any time if you have any questions, add WeChat: daixieit

Paper Guidelines

Foundations of the Arts

OBJECTIVE OF PAPER:

The purpose of this assignment consists of observing and studying two different artworks using visual analysis and conducting research to contextualize the pieces.

For the visual analysis students can analyze their artworks using the intuitive method paying attention to the concepts discussed in class. In order to connect their selected artworks with wider historical, political, and socio-economic issues, students must conduct research using specific academic bibliography.

TOPIC OF PAPER:

Students are expected to choose two artworks that they feel attracted to. The pieces can’t be among those artworks listed in the study guide (aka “List of works to prepare for exams.”). Please email me with your three possible choices before June 11 (considering each choice as a pair of works).

>>> ALL ARTWORKS MUST BE SEEN IN PERSON<<< 

LENGTH & FORMAT: between 10 and 12 pages long (plus bibliography and images)

Arial, Times New Roman, Calibri or similar font. Size 11 or 12. Spacing: 1.5 on word format.

Make sure to proofread and number your document.

SECTIONS:

1. Catalographic description: On a separate page include the following information:

- Title of piece (remember to use italics for titles)

- Author -if known- (place of birth, year of birth - place of death, year of death)

- Date in which the work was produced

- Present collection (museum, private collection, address if you are writing about a building)

- Place where it was found (if applicable)

- Dimensions (first length and then width for paintings; length, width, and depth for sculpture)

- Technique used

- Civilization and/or period in which it was created

- Color image of the work

Example of catalographic description:

Object number 1

- Title of piece: Les Demoiselles d’Avignon

- Author: Pablo Picasso (Málaga, Spain, 1881-Mouguins, France, 1973).

- Date: 1907

- Present collection: Museum of Modern Art (New York)

- Place where it was created: Paris (France)

- Dimensions: 96 x 92 in

- Technique used: Oil on canvas

- Period: Proto-cubism

- Color image of the work

1. Introduction: Use a couple of sentences to introduce your pieces to your reader.

2. Visual Analysis: Begin by writing a brief visual description of the works, considering all formal elements such as palette, line, technique, us of space, volume, mass, scale, composition, lighting, textures, etc. Make sure you point at the similitudes and differences between both pieces.

3. Cultural Context: Continue analyzing the social, political, economic, and historical context of both works, emphasizing the common characteristics they may share as well as the differences between them. Students should deepen their ideas from different sources and analyze all possible meanings and significances.

The following questions may be helpful for the research:

- If authors are known, how does these works relate to the biography of makers? Are they significant of the artists’ production or are there exceptions of any kind?

- How do they relate to the general career of the artists? Were they created at the beginning of the artists’ career or are they mature works?  Do they antecede other works? etc.

- Patronage: Who commissioned these artworks? Did the patrons have any influence in the pieces?

- What were the original purposes of the artworks?

- Original location: were this private works? Were they done for a particular patron or displayed in a public place?

- Who had access to the artworks in the time they were produced? Who could see them? If no longer there, when and why were they moved from original location? How are they installed now? Does it affect their meanings or significances?

- What can we learn about the culture in which they were produced?

- How do they reflect the style and conventions of the period in which they were created? Do they follow the canon of the time or announce a new style?

- Has the appreciation of the works by the public changed over time? How were they perceived when first created as opposed to how they are valued now?

Ø Ideally, research should try to answer all those questions, although in some cases it would be difficult to find out all responses. Students don’t have to answer all these questions rather use them as a guide to conduct their research.

Ø VERY IMP: In this section it is very important that students credit the work of specialized scholars. Citation is absolutely necessary, and it needs to be done properly. Students should compare different points of view on the artworks and always quote the authors of those ideas.

4. Conclusion: Students should finish this section with a brief personal comment or conclusion. Contribute with your personal opinion about the importance of your pieces and what you learned from this project. This is the moment in which you can take part with one of the scholars you have read or connect a particular idea with something you have studied in either this or another class.

5. Drawing (optional): In order to better develop our observation skills and familiarity with their pieces students are asked to draw their artworks at their actual site for at least 15 minutes. the aim of this activity is to look carefully at the works, not to develop artistic skills. coloring is optional.

6. Bibliography and citation:

The last page of the paper must include all the written sources used in your paper.

students must follow the Chicago Style format, failing to do so, will lower the grade of the paper. Please consult here: https://www.chicagomanualofstyle.org/home.html

I also recommend the use of Sylvan Barnet, A Short Guide to Writing about Art. Upper Saddle River, NJ: Pearson Education inc. 2015. There are many copies in the library.

Citation: The paper must include between three and five quotes (direct or paraphrase).

Sources: The minimum number of bibliographic sources required is 6, and they must be from academic journals, dissertations, or published books. You can use our textbook or the class readings. Museum websites are allowed as sources, but no other internet website will be accepted as an academic source. Please use Jstor and NY library for your sources. If you have any questions about bibliography, please let me know, I am here to help so come and talk to me during office hours as often as you need!

7. Illustrations:

Besides the color image of the works, you are welcome to provide other illustrations such as details or other pieces for comparison. Just make sure you provide information about them as follows” artist, “title” (date, collection). When referring to them in your essay just include (Fig. 1), (Fig. 2), etc. You can place them all at the end of your paper.

ABOUT THE PRESENTATIONS

Students must create a PowerPoint and email it to instructor on the same day of the presentations before our class time. Design only a few slides (somewhere between one and six) to support your oral presentation. Make sure your images are high quality and won’t appear pixelated. The time for presentations will vary depending on the number of students enrolled in the class, but make sure you practice at home before the presentation. Having notes with you is not recommended but allowed.

RUBRIC

Usually, a good paper shows organization, provides meaningful and significant information, has clear ideas supported along the paper without being repetitive, uses good bibliographic resources, demonstrate observational skills and critical thinking, and is well written using academic language and art history terms.

Marking criteria for written work.

A à Excellent work.

- It meets all requirements (length, bibliography, citation, images, deadline, etc).

- It was presented in class in a clear and engaged manner, and student was able to answer pertinent questions about their research.

- Assignment well composed, stylistically appropriate and free of any grammatical, syntax, and spelling errors.  

- A range of critical readings is apparent.

- Demonstrates a thorough understanding of course contents

- Essay has an introduction, conclusion, and well-constructed argument.

- Essay demonstrates independent enquiry and ability to find academic resources using them creatively and critically.

- Evidence of time and effort in the preparation.

- Paper proves class contents have been understood and can be applied critically.

B à Good work.

- It meets all requirements (length, bibliography, citation, images, deadline, etc).

- Students has failed to meet two of the aforementioned requirements for A. For instance, s/he has not used the academic resources creatively and critically or has failed to construct solid arguments that defend the papers thesis, the writing contains few grammatical or spelling mistakes or the presentation in class did not meet the expectations.  

C à Satisfactory Pass.

- It fails to meet any of the requirements (length, bibliography, citation, images, deadline, etc).

- The writing contains several grammatical or spelling mistakes or the student fails to use art history terms.

- Essay shows an overview of the topic, but the arguments are superficial and lacking in depth without a real analysis or interpretation of the material, or the ability to develop a critical approach.

- There are mistakes in the research.

- Essay properly presented with no serious errors of fact or understanding but with little independent thought and/or too derivative from sources.

- Incorrect citation of works and bibliography.

- Sources may not be referenced in a way that enhances discussion.

D à  Barely acceptable.

- It fails to meet any of the requirements (length, bibliography, citation, images, deadline, etc).

- Work which fails to meet the above standards overall, though containing some evidence of effort. Work which is short and/or jumbled, and/or heavily derivative. No clear argument, very weak spelling, and grammar, very inadequate or absent references and bibliography reflecting a poor range of sources.

F à Fail.

Extremely weak work, below degree standard, with no evidence of effort or understanding. Work that is derivative showing evidence of plagiarism.