Discipline: Humanities Degree Credit  [X]
Non Credit  [ ]
Nondegree Credit  [ ]
Comm Service  [ ]
 

Riverside Community College District
Integrated Course Outline of Record

Humanities 5


COURSE DESCRIPTION
5 Arts & Ideas: Renaissance to Modern Era Units: 3.00
 
Prerequisite(s): None.

Advisory: Qualification for English 1A
An interdisciplinary study of the cultural movements in art, architecture, literature, music, philosophy, and religion of Western civilization. The cultural achievements of the Renaissance, Enlightenment, Romantic, Modern and post-modern periods are studied to develop an understanding of their philosophical ideas, values, cultural meaning, artistic form, and contributions to contemporary thought Students may not receive credit for both HUM 5 and HUM 5H. 54 hours lecture.
 
SHORT DESCRIPTION FOR CLASS SCHEDULE
An interdisciplinary study of the origins of movements in art, literature, music, philosophy, and religion in Western civilization from the Renaissance through the post-modern era.
 
ADVISORY ENTRY SKILLS
Before entering the course, students will be able to:
  1. Critically discuss and analyze primary and secondary texts, recognizing key ideas and responding in both oral and written form;

  2. Analyze, synthesize, and evaluate concepts studied in primary and secondary texts using intermediate to advanced critical thinking skills;

  3. Compose developed, unified, stylistically competent writing assignments and adjust writing to the target audience with intermediate to advanced skill.
STUDENT LEARNING OUTCOMES
 Upon successful completion of the course, students should be able to:

Define key terms of artistic and intellectual movements from a culture-based perspective, providing a basis for their interpretation and evaluation

Identify the elements and movements in art, music, literature, and popular culture in each period being studied and describe how these movements relate to one another

Interpret and compare primary texts and examples of art and cultural artifacts from the time period or culture which produced them

Analyze recurring human problems across geographical and temporal boundaries and the peculiar problems unique to particular cultures and periods

Describe how the Western philosophical and cultural heritage acts as a continuing influence on the arts and ideas of the present

Demonstrate an understanding of fundamental problems in Western thought through analytical and critical discussion of relevant arts and ideas

Demonstrate understanding of fundamental problems in Western thought through analytical and critical written assignments totaling a minimum of 3000 words per semester
 
COURSE CONTENT
  TOPICS
 

Coverage of topics by instructor may be thematic, text-, or genre-based, within a chronological context.  Instructors should cover all the cultures and time periods listed in italics. Selections of sub-topics, individual readings, and historical figures are provided as examples of those which might be chosen by individual instructors.

  1. The Renaissance: Early Renaissance, High Italian Renaissance, Northern RenaissanceHistorical, social and cultural contexts: humanism, the Florentine Renaissance, trade guilds, secular vs. Christian humanism, the printing press, religious corruption and reform, the Reformation and Counter-Reformation, Age of Exploration, Council of Trent, women and the Renaissance, the growth of science and empiricismRenaissance art and architecture:  linear perspective, Roman art & architecture, high renaissance style vs. mannerism, Northern and Venetian art, secular art, portraiture,Literature and philosophy:  secular humanism, political philosophy, sonnet, Elizabethan drama, essayMusic:  motet, madrigal, sacred and secular polyphony, Venetian style, Lutheran hymnody, ayres, anthems, counterpointThe Northern Renaissance and the ReformationRepresentative figures:  Gutenberg, Mirandola, the Medici, Savonarola, Erasmus, Machiavelli, Donatello, Leonardo da Vinci, Michelangelo, Brunelleschi, Ghiberti, Dufay, Palestrina, Josquin des Prez, Machaut, Julius II, Martin Luther, Henry VIII, Castiglione, Vasari, Cellini, Bramante, Raphael, Parmigianino, Titian, Giorgione, Tintoretto, Elizabeth I, More, Copernicus, Montaigne, Shakespeare, Francis Bacon, Durer, Grunewald, Altdorfer, Holbein, Hilliard, Bosch, Breugel, Byrd, Morley, Tallis, Weelkes
  2. The Baroque Era and Early EnlightenmentHistorical, social and cultural contexts:  the Counter-Reformation, baroque duality, divine right monarchy, growth of parliament, English constitutional government, court of Louis XIVBaroque art & architecture: characteristics of baroque art & sculpture, chiaroscuro, sacred vs. secular art, piazza of St. Peter’s, art & architecture of Rome, France, SpainLiterature and philosophy:  epistemology, materialism, rational analysis, social contract; French baroque tragedy and comedy; birth of the novel, picaresque style, metaphysical poetry, English epic poetryMusic:  birth of opera, concerto grosso, toccata, aria, recitative, cantata, fugue, oratorio. birth of instrumental musicThe Age of Reason and the rise of science: astronomy, utilitarianism, rationalismRepresentative figures:  Louis XIV, Donne, Cervantes, Milton, Moliere, Racine, Corneille, Crashaw, Hobbes, Descartes, Locke, Voltaire, Galileo, Harvey, El Greco, Caravaggio, Gentileschi, Hals, Rubens, Bernini, Van Dyck, Rembrandt, Poussin, de la Tour, Velasquez, Peri, Monteverdi, Lully, Vivaldi, Bach, Handel
  3.  Neo-Classical and Revolutionary Periods Historical, social and cultural contexts: Enlightenment philosophy, American and French Revolutions, enlightened despots, growth of parliamentary government, rediscovery of classical antiquity, declarations of human rights, Reign of TerrorRococo and Neoclassical art & architecture:  style and characteristics, landscape painting, portraiture, mythological themes, revolutionary subjectsClassical music:  symphony, growth of the orchestra, sonata formNeo-classical literature: satire, rational humanism, philosophical cynicismRepresentative figures:  Napoleon, Frederick the Great, Pope, Swift, Voltaire, Diderot,  Hume, Rousseau, Franklin, Paine, Gibbon; Hogarth, Fragonard, Watteau, Boucher, Gainsborough, David; Haydn, Mozart
  4. Romanticism and RealismHistorical, social, cultural contexts: major characteristics of romanticism; Darwinian revolution, nationalism, self-analysis, scientific advances, Industrial RevolutionRomantic art & architecture:  Spain, England, France, Germany, romanticism vs. realism; American school of art, luminismRomantic literature & philosophy: sturm und drang movement, transcendentalism, Faustian themes, the growth of the novel, realistic poetryRomantic music: scherzo, symphonic development, nocturne, Lieder, instrumental  music, age of virtuosos, bel canto opera, German opera, tone symphonyRepresentative figures: Darwin, Marx, Goya, Ingres, Delacroix, Gericault, Daumier, Constable, Turner, Friedrich, Homer, Eakins, Courbet, Beethoven, Berlioz, Chopin, Lizst, Paganini, Schubert, Verdi, Wagner, Dvorak, Kant, Hegel, Schopenhauer, Goethe, English Romantic poets, Flaubert, Balzac, American Transcendentalists, Dickinson, Whitman, Tolstoy, Dostoevsky,
  5. Fin de Siècle and Early Modern EraHistorical, social and cultural contexts: la belle époque, social unrest, European colonialism, Victorian era, telephone & telegraph, steam, internal combustion, mass transportation, steel and coal, birth of social sciences (linguistics, sociology, anthropology, psychology) and archeological field work, artistic experimentation, rejection of tradition, changes in the role of womenArt & architecture:  Impressionism, post-Impressionism, Expressionism, Cubism, Fauvism, Futurism; birth of photographyLiterature and Philosophy: realism and early modern unease; ennui, stream of consciousness style, psychological realism, determinism, naturalismMusic: symphonic poem, program music, tone poems, atonality, twelve-tone technique, SprechstimmeRepresentative figures:  Baudelaire, Nietzsche, Manet, Monet, Degas, Renoir, Gauguin, Rodin, van Gogh, Munch, Cezanne, Picasso, Matisse; Gaudi, Sullivan; Nolde, Tchaikovsky, Debussy, Strauss, Puccini, Mahler, Stravinsky, Schoenberg, Ravel, Freud, Proust, Dostoevsky, Ibsen, Wilde, K. Chopin,
  6. ModernismHistorical, social and cultural contexts: European imperialism, birth of mass culture, rise of totalitarianism, World Wars I and II; the Holocaust; the Great Depression; Jazz Age and Harlem Renaissance; the Atomic Age; the Cold War; technology and science; birth control and computersArt & architecture:  futurism, Dadaism, surrealism, analytical and synthetic Cubism, primitivism; Bauhaus, International Style; abstract expressionism, pop art, minimalism, op art; mobiles and ready madesLiterature and Philosophy: stream of consciousness prose; free verse, dada, Kafkaesque writing; existentialism, structuralism; theatre of the absurd; Beat poetryMusic and Film: film as art and as propaganda; montage;  experimental music; be bop, blues, jazz, progressive jazz; photography as art and propagandaRepresentative Figures:  Freud, Jung; Yeats, T.S. Eliot, Joyce, Woolf; Kafka, Mann; Braque, Picasso, Kandinsky, Mondrian, Chagall, Magritte, Dali, Miro, Duchamps, Kahlo; Riefenstahl, Eisenstein; Sartre, Camus, Beauvoir, Albee, Brecht, Beckett, Wiesel, Faulkner; Bergman; Wright, van der Rohe, Corbusier; “Beat” poets, Arthur Miller; Ellison, Wright; Warhol, Rauschenberg, Frankenthaler, Rothko; Moore, Calder
  7. PostmodernismHistorical, social and cultural contexts: Civil Rights and human rights movements; women’s rights and gender issues; consumerism, multiculturalism, balkanization, Electronic/Computer Age, globalism and global culture, competing social, religious and political ideologies, “What is real?”; applied technology, the Green Revolution, ecological concerns; terrorism; genetic engineering; domination of mass mediaArt & architecture:  “plastic” architecture; eclectic architecture; photo-realism, neo-realism; abstract expressionism; popular art vs. “high” or elitist art; installations, monumental art; video artLiterature and Philosophy: mixed genres; neo-realism; multiple perspectives; multicultural themes; linguistic experimentation, confessional poetry; magical realismMusic and Film: experimental film and music; avant garde vs. neo-traditional music; aleatoric music, synthetic instrumentation; multi-cultural music and use of non-Western elements; rap, hip hopRepresentative Figures:  Achebe, Soyinka, O’Brien, Lessing, Ginsberg, Marquez:; Brooks, Morrison, Rushdie; Hopper, Stella, Oldenberg, Rothko; Hanson, Segal, Christo, Moore, Smith, Lin; Venturi, Gehry, Piano, Pei; Britten, Shostakovich, Rutter, Glass, Reich

Students are also assigned reading, writing and other outside assignments equivalent to two hours per one hour lecture.
 
METHODS OF INSTRUCTION
 Methods of instruction used to achieve student learning outcomes may include, but are not limited to:

  • Coverage of topics by instructor may be thematic, text-, or genre-based, within a chronological context.  Instructors should cover all the cultures and time periods listed in italics. Selections of sub-topics, individual readings, and historical figures are provided as examples of those which might be chosen by individual instructors.
  • Presentation of lectures and demonstrations on renaissance through post-modern arts and ideas, including primary texts, in order for students to understand the development of civilization and culture from the 15th century to the present.
  • Class discussions about cultural issues and differing critical interpretations of a given period/movement.
  • Guest writers/lecturers invited to class to discuss topics related to arts and culture during these time periods.
  • Field trips to selected museums or cultural exhibits which promote and enhance understanding of the time periods being studied.
  • Showing films, videos, PowerPoint presentations, distributing handouts, and/or using electronic or computer-based media in order to reinforce understanding of concepts related to the various social, cultural, artistic developments and changes in Western civilization since the 15th century.
  • Cooperative/collaborative learning tasks and activities designed to assist students in applying concepts in the humanities and synthesizing ideas about art and culture
  • Individual conferences in order to evaluate and advise students on written work or course content.
  • Computer-assisted and/or web-enhanced instruction which reinforces the course content.

 
 
METHODS OF EVALUATION
 Students will be evaluated for progress in and/or mastery of learning outcomes by methods of evaluation which may include, but are not limited to:

  • The writing of a minimum of 3000 words of formal interpretive/analytical prose.
  • Individual and group assignments designed to demonstrate successful understanding and application of basic concepts and definitions of periods, styles, and movements in arts and ideas.
  • Questions on topics and content designed to evaluate students’ understanding of the key approaches to understanding the growth of civilization and Western cultural thought.
  • Quizzes/examinations designed to assess students’ ability to recall, critically analyze and apply key concepts and course content.
  • Participation and regular attendance as required by instructor to ensure progress in mastering the course content and participation in collaborative learning projects.
  • Final examination designed to assess students’ mastery of the essential concepts explored in the course.

 
ASSIGNMENTS

Required Reading Assignments


Required Writing Assignments


Other Outside-of-Class Assignments
 
COURSE MATERIALS
 All materials used in this course will be periodically reviewed to ensure that they are appropriate for college level instruction. Possible texts include:

  • Benton, Janetta and Robert DiYanni. Arts and Culture: An Introduction to Humanities.Vol II. 2 ed. Upper Saddle River, NJ: Prentice Hall, 2005.
  • Cunningham, Lawrence and John Reich. Culture and Values: A Survey of the Western Humanities. VolI. 6 ed. NY: Harcourt, 2005.
  • Matthews, Roy T. and F. DeWitt Platt. Western Humanities, Vol II. 5 ed. any: McGraw-Hill, 2003.
  • Witt, Mary Ann Frese. The Humanities: Cultural Roots and Continuities, vol II. 7 ed. Boston: Houghton-Mifflin, 2004.
  • Required primary reading selections may include, but are not limited to: Petrarch, Marlowe, Shakespeare, Molière, Cervantes, Voltaire, Swift, Rousseau, Thoreau, Austen, Melville, Douglass, Dickens, Austen, Chekhov, Ibsen, James, Dostoevsky, Tolstroy, Mann, Kafka, Camus, Sartre, Hemingway, Joyce, Faulkner, O’Neill, Beckett, Wiesel, Morrison, Achebe, Nabokov, O’Brien, Lessing, Rushdie, selected post-modern authors.

    Additional materials may include professional, instructor- or student-prepared audio/visual materials, computer media/software, and instructor-prepared handouts.
04/06
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