| Week |
Subject |
Related Preparation |
| 1) |
THE WORLD OF LATE ANTIQUITY
Jewish and Early Christian art: Catacombs and Dura Europos
Constantinople and Early Byzantine Art
Mosaics and Manuscripts |
Reading: Stokstad, Chapter 7: “Early Christian, Jewish and Byzantine Art,” to page 254.
On-line sources: Selections from the Bible |
| 2) |
BYZANTIUM AND ISLAM
Byzantine icons
Byzantium and Europe |
Stokstad, Chapter 8: “Islamic Art”
On-line sources: Selections from the Qur’an, and from medieval geographers. |
| 3) |
Celtic and Germanic arts of Northern Europe
EARLY MEDIEVAL WEST |
Stokstad, Chapter 9: “Early Medieval Art in Europe”
On-line sources: Short selections from Beowulf |
| 4) |
GOTHIC ART AND ARCHITECTURE
The Gothic cathedral
Gothic sculpture and decorative arts
The Thirteenth Century in Europe
|
Stokstad, Chapter 11: “Gothic Art of the Twefth and Thirteenth Centuries” |
| 5) |
From Gothic to Renaissance: The Fourteenth Century in Italy |
Stokstad, Chapter 12, “Fourteenth Century Art in Europe.” |
| 6) |
From Gothic to Renaissance: The Fifteenth Century in Italy |
Chapter 20, “Piety, Passion, and Politics: Fifteenth-Century Art in Northern Europe and Spain |
| 7) |
Beauty, Science, and Spirit in Italian Art: The High Renaissance and Mannerism” |
Chapter 22 |
| 8) |
Midterm Week |
|
| 9) |
Humanism and the Allure of Antiquity: Fifteenth Century Italian Art”
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Chapter 21 |
| 10) |
Of Popes, Peasants, Monarchs, and Merchants: Baroque and Rococo Art |
Chapter 24 |
| 11) |
Neoclassicism and the Industrial Revolution |
Chapter 25 |
| 12) |
Modernism, modernity, and modern art. |
Paul Wood, “Introduction: The Avant-Garde and Modernism,” in
The Challenge of the Avant-Garde, ed. Paul Wood (New Haven:
Yale University Press, 1999): 7-31. |
| 13) |
Movements in modern art |
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| 14) |
Revision |
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| |
Program Outcomes |
Level of Contribution |
| 1) |
They acquire theoretical, historical and aesthetic knowledge specific to their field by using methods and techniques related to performing arts (acting, dance, music, etc.). |
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| 2) |
They have knowledge about art culture and aesthetics and they provide the unity of theory and practice in their field. |
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| 3) |
They are aware of national and international values in performing arts. |
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| 4) |
Abstract and concrete concepts of performing arts; can transform it into creative thinking, innovative and original works. |
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| 5) |
They have the sensitivity to run a business successfully in their field. |
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| 6) |
Develops the ability to perceive, think, design and implement multidimensional from local to universal. |
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| 7) |
They have knowledge about the disciplines that the performing arts field is related to and can evaluate the interaction of the sub-disciplines within their field. |
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| 8) |
They develop the ability to perceive, design, and apply multidimensionality by having knowledge about artistic criticism methods. |
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| 9) |
They can share original works related to their field with the society and evaluate their results and question their own work by using critical methods. |
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| 10) |
They follow English language resources related to their field and can communicate with foreign colleagues in their field. |
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| 11) |
By becoming aware of national and international values in the field of performing arts, they can transform abstract and concrete concepts into creative thinking, innovative and original works. |
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| 12) |
They can produce original works within the framework of an interdisciplinary understanding of art. |
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| 13) |
Within the framework of the Performing Arts Program and the units within it, they become individuals who are equipped to take part in the universal platform in their field. |
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| 14) |
Within the Performing Arts Program, according to the field of study; have competent technical knowledge in the field of acting and musical theater. |
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| 15) |
They use information and communication technologies together with computer software that is at least at the Advanced Level of the European Computer Use License as required by the field. |
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