Description:

This course covers the major ideas and events of Western civilization communicated through the arts. The course begins after the fall of the Roman Empire and includes material to the 20th century. 3 hrs. lecture/wk.

Supplies: Refer to the instructor's course syllabus for details about any supplies that may be required.

Prerequisites: NONE

Textbook(s): For information see - http://bookstore.jccc.net

Course Fees: NONE

Course Objectives:

Upon successful completion of this course the student should be able to:

1. Describe the way Western civilization has changed and developed.
2. Point out new ways of thinking that have left their mark on specific periods of Western history.
3. Describe the unique contributions made by men and women in a variety of fields of the arts and humanities.
4. List the names of great contributors to Western civilization.
5. Recognize a number of significant works by Western artists.
6. Describe the qualities that have made these works endure.
7. Discuss the views of Kenneth Clark concerning the development of Western civilizations.

Content Outline & Competencies:

I. The Middle Ages
   A. Explain how the Classical past combined with Near Eastern mysticism
and the traditions of the Northern barbaric tribes to form a new cultural
foundation.
   B. Describe the role of the Byzantine Empire in the development of
Christianity and describe the city of Constantinople in the Early Middle
Ages.
   C. Trace the rise of Islam and note its impact on the developing
civilization of Western Europe.
   D. Explain the adage that “Charlemagne saved civilization.”
   E. Compare the art of the Early Christians to that of the barbaric
tribesmen.
   F. Trace the evolution of women’s roles in the Middle Ages.
   G. Evaluate the effect of the Cult of the Virgin on the status of
women.
   H. Define chivalry and courtly love.
   I. Evaluate the cultural impact of St. Francis and Giotto.
   J. Identify and note the significance of the following:
      The Tuileries, Notre Dame, Classical Architecture, Pont du Gard, The
Viking Ship, Book of Kells, Church of San Vitale, Ravenna Palace Chapel,
Aachen Gero Crucifix, The Lady with the Unicorn, Chartres Cathedral, Duke
of Berry (Jean de Berry), Les Tres Riches Heures by the Limbourg Brothers,
The Basilica of St. Francis at Assisi, Arena Chapel, Padua, Giotto,
Lamentation over Christ

II. Renaissance and Reformation
   A. Explain the sentence “Man is the measure of all things.”
   B. Describe the tenets of humanism.
   C. Identify works of Donatello, Giotto, Jan van Eyck and Botticelli.
   D. Compare Renaissance Florence to Renaissance Rome.
   E. Contrast Michelangelo’s David to a Classical counterpart.
   F. List the figures in Raphael’s School of Athens.
   G. Evaluate Raphael’s Galatea.
   H. Identify the following:
      Florence, Italy, Grotto, The Baptistry Doors, Masaccio,
Donatello’s David, Jan van Eyck, Arnolfini and his Wife, The Pazzi
Chapel, Florence - Botticelli,  Allegory of Spring, Giorgione, Tempest,
Urbino, Italy, Andrea Mantegna, The Gonzaga Family Welcome the Return of
Their Son, Michelangelo, The Vatican, Leonardo da Vinci, Raphael, Andrea
Verrocchio, Martin Luther, Durer, Self-Portrait, Melancholia

III. Counter Reformation and the 18th Century
   A. Explain the popularity of the Catholic revival.
   B. Relate H. G. Wells’ theory of communities of will and communities
of obedience.
  Describe Bernini’s Ecstasy of St. Teresa. 
   D. Discern the values of bourgeois capitalism in the paintings of
Pieter Hooch and other Dutch masters.
   E. Compare Descartes’ philosophy to Vermeer’s paintings.
   F.  Identify the following:
       Titian, Portrait of Paul III, Michelangelo, Sistine Chapel and The
Last Judgement, St. Peter’s, Rome, Bernini, Gianiorenzo, Pannini,
Interior of St. Peter’s, Caravaggio, The Calling of St. Matthew,
Berckheyde, The Grote Kerk at Haariem, Rembrandt, Bathsheba, Vermeer, View
of Delft

IV. Romanticism and Materialism
   A. Explain how the worship of nature replaced Christianity as a
creative force.
   B. Describe the effects of Rousseau’s philosophy on 18th and 19th
century art.
   C. Explain how “clouds” became the chief organ of sentiment.
   D. Explain how “color” came to be considered immoral.
   E. Describe the thesis of “Essay on the Principle of Population.”
   F. List the humanizing efforts of the 19th century.
   G. Compare and contrast Courbet to Millet.
   H. Critique the major conclusions of Clark.
   I. Upon completion of this unit the student should be able to identify
the following:
      Caspar David Friedrich, John Constable, J.M.W. Turner, Claude Monet,
Dore, Scripture Reader in a Night Shelter (wood engraving), Seurat, La
Baignade, Asnieres, Renoir, Dance at Bougival, Brunel,  Isembard Kingdom,
Millet, The Gleaners, Manet, The Bar at the Folies Bergere, Van Gogh,
Self-Portrait with Palette.

Methods of Evaluation of Competencies:

Evaluation of student mastery of course competencies will be accomplished using the following methods:

The successful completion at least 60% of the above competencies as
measured by 4 exams and unit work sheets.

Caveats: NONE

Disabilities:

If you are a student with a disability, and if you will be requesting accommodations, it is your responsibility to contact Access Services. Access Services will recommend any appropriate accommodations to your professor and his/her director. The professor and director will identify for you which accommodations will be arranged.

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you desire support services, contact the office of Access Services for Students With Disabilities (913) 469-8500, ext. 3521 or TDD (913) 469-3885. The Access Services office is located in the Success Center on the second floor of the Student Center.