Master Syllabus:

CORE 170’s – Arts CART

Master Syllabus

Preface to Instructors:

The Arts CART is the academic life blood of the arts community here at King’s College.  Instructors working in our CART have the responsibility of being the primary stake holders in the growth of the arts as an academic institution here at King’s. 

The CART is subdivided into the following categories: 

171 Theatre, 172 Dance, 174 Music History/Theory, 175 Music Performance, 176 Art Appreciation, 177 Artistic Creation/Visual Arts, 178 Creative Writing, 179 Film Studies.  (See Descriptions on Website).

Instructors in the Arts CART are tasked with creating  in the student a greater understanding and appreciation for art as a medium through which the human condition is enriched and increasing the student’s visceral knowledge of the act of creating a piece of art.  We are teaching them about an art form; it’s techniques, styles, and masters, and then asking them to create an artistic piece of their own that will have some aspect of peer review.  It is only through the process of peer review and evaluation that a student will gain the visceral knowledge associated with the creation of art and the role of the artist in society.

The Introduction

Objectives and Goals

The Grading Pyramid

Catalog Description:

The Arts are important constituents of human culture.  Art refers to a diverse range of human activities, creations, and expressions that are appealing to the senses or emotions of a human individual.  The study of the seven lively arts - architecture, painting, sculpture, dance, drama, music, and literature - plays a vital role in a liberal arts education and can provide ways in which a student can gain an understanding and appreciation of the intrinsic values of the arts.  Understanding the arts provides students with a basis for understanding some of the basic principles that unite individuals.  The study of the arts can provide a powerful motivational tool to those who are successful and can provide the impetus to succeed in other academic areas.  In addition, course offerings in the arts are dedicated to achieving the Mission of Kings College in that they not only direct students toward the tools they need to make a living, but also guide them toward a better understanding of how to live.  Offered each semester.  3 hours.  3 credits.

Introduction:

The liberally educated person must be able to discover and analyze artistic ideas and express clearly and effectively their own artistic creations.  The creation of art shapes experience into knowledge and is, therefore, essential to the development of the person and to the health of free institutions.

Objectives:

  1. To create in the student a greater understanding and appreciation for art as a medium through which the human condition is enriched.
  2. To increase the student’s visceral knowledge of the act of creating a piece of art

Goals:

  1. Understandand use organizing principles of art.
  2. Synthesize facts, concepts, and principles of art.
  3. Develop a broad vocabulary and sensitivity to artistic creations.
  4. Develop a respect for artistic ideas supported by evidence and logicalargumentation.
  5. Appreciate the vital connection between artistic craft and great art.
  6. Present an authentic individual creative voice, by manifesting a physical piece of art.

Assessment

Arts is a very general term to encompass many different courses being taught in the 170’s.  There are courses that deal more with lecture and appreciation based subject matter, and courses that are more studio or performance based.  Instead of separating these courses into two specific tracks, instructors are asked to combine elements of each into every course.  For this reason every instructor is asked to create specific assessments that satisfy the following requirements:

  1. Assess the student’s appreciation and understanding of the subject matter.  Specific examples of these types of assessments are included, such as tests, quizzes, papers, etc.
  2. Assess the student’s ability to create a piece of art related to the course work.   This assessment should include a component of public review.  For example, performances should be open to the public, visual media should be placed in an exhibition setting, written work should be presented to classmates or at a reading, ETC.

*Because Arts courses can be assessed in an extremely subjective manner, all assignments must include a rubric and when possible example works should be shared with students.  A Master Rubric is provided.  Instructors should create assignment and course specific rubrics using the master rubric as a guideline.

Resource File:

  Instructors may consult the resource file kept in the CART Coordinator’s office.  The packet contains a variety of strategies instructors may find helpful in teaching in the Arts CART, including various rubrics, examples of student work, individual course syllabi, ETC.

Grading Pyramid/Master Rubric

Core 170’s Arts CART

Prepared by:  Dave Reynolds

 

Excellent

Very Good

Good

Okay/Fine

Needs Work

IMPACT

(overall quality)

The unique organization of art elements, content, & execution create a striking & memorable work.  The viewer is moved by the piece.

The organization of art elements, content, and execution create a cohesive work.

 The work has lasting impact on the viewer.

The organization of art elements, content, and execution are addressed in the work.

 The work holds the viewer’s attention.

The organization of art elements, content, & execution are incompletely addressed in the work.

 There is little or no impact on the viewer.

The organization of art elements, content, and execution are not addressed in the work.

There is no impact on the viewer.

INTERPRETATION & CREATIVITY

(completeness

/effort)

The piece shows unique and creative interpretation of the assignment, and was continued until it was as complete as possible.

Effort was far beyond that required with great attention to details.

The piece shows clear understanding of assignment and the students’ ability to think outside the box.

With more effort the project might have been outstanding

The piece shows some creativity and adequate interpretation of the assignment.

However, appears unfinished or chose an easy project and did it uncaringly.

The piece requirements are fulfilled, but give no evidence of unusual thought or interpretation.

Project was incomplete or lacking attention to details.

The student showed no evidence of original thought.  Project was incomplete.  

The piece does not follow topic assigned.

COMPOSITION/ DESIGN

(organization)

Shows and effectively utilizes knowledge of the elements and principles of design/art, combining three or more elements and principles.

Shows an awareness of the elements and principles of design/art, using one or two elements and principles.

The assignment was completed, yet work lacks conscious planning and little evidence that an overall composition was planned.  

The student did the assignment, but showed little evidence of any understanding of the elements and principles of design/art; no evidence of planning:  

The student showed no evidence of any understanding did the minimum or the piece was never completed. 

CRAFTMANSHIP

(made with skill of mediums and overall neatness)

The mediums are used creatively to underscore ideas.

It demonstrates a mastery of skill and a clear understanding and application of specific medium qualities.   

The medium is used well to underscore ideas.

It demonstrates strong skill and some understanding of specific medium qualities.  

The medium is used fairly to underscore ideas.

It   shows that the student is developing the required skills and developing an understanding of specific medium qualities.  

Use of the medium shows little evidence of how to enhance ideas.

It shows that the skills are not readily apparent in the work and the student has difficulty manipulating medium qualities.

The piece was submitted but a bit careless in creation of the work.

Application of the medium failed to underscore ideas; was poorly executed and/or incomplete.

The piece is sloppy and appears hurried.  

The technique is poor and no attempt to develop skills is evident

CRITERIA

All criteria of assignment have been met.   Student work demonstrates the best example of following directions for assignment.

All required criteria have been followed.

Most of the criteria have been met.

Several criteria in the assignment have been met while some were not completed properly.

Very little of the criteria have been met.  The student did not complete this assignment correctly.