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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
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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 |
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| 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) |
The student acquires theoretical and practical knowledge related to his field at a basic level. |
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| 2) |
The student owns information about moral discipline and ethical rules related to his field. |
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| 3) |
The student uses theoretical and practical knowledge related to his field at a basic level; basic fundamental computer programs and related technologies. |
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| 4) |
The student manages a duty independently by using the knowledge about his field at a basic level. |
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| 5) |
The student possesses the consciousness of wholelife learning. |
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| 6) |
The student evaluates the knowledge about his field at a basic level with a critical approach, he designates his learning needs and directs his learning. |
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| 7) |
The student is sensitive to and he monitors progress about the events related to his field of study and in the agenda of the society and the world. He informs relevant people and institutions by using his acquired basic knowledge and skills about these issues. |
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| 8) |
The student supports the social environment projects and activities with a sense of social responsibility. |
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| 9) |
The student monitors the information about his field and communicates with his colleagues by using a foreign language. |
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| 10) |
The student uses information and communication technologies with basic level of computer software which his field of study requires. |
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| 11) |
The student contributes to the stages of data collection, interpretation, implementation and announcing the results related to his field of study in accordance with social, scientific, cultural and ethical values. |
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| 12) |
The student complies with and contributes to quality management and processes. |
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| 13) |
The student has sufficient consciousness about individual and public health, environmental protection and work safety issues. |
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| 14) |
The student acts in accordance with laws, regulations, legislations and professional ethics related to individual duties, rights and responsibilities. |
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