Ic 215: the Chemistry of Art

IC 215: THE CHEMISTRY OF ART Spring 2013 M/W 11-11:55 a.m. and Th 8:00 a.m. – 12:00 noon Founders 406 (M/W) and VLSC 2049 (Th)

Instructors Dr. Richard R. Hark Dr. Jennifer Streb VLCS 2063 Good 404 (814) 641-3740 (office) (814) 641-3657 (office) (814) 644-9084 (home) (814) 861-0615 (home) [email protected] [email protected]

Teaching Assistant: TBD

Office Hours Dr. Hark: MWF 9:00-11:00 am Any time my door is open

Dr. Streb: M 2:00-3:00 pm W 10:00-11:0 am, 1:00-2:00 pm F 9:30-11:30 am Feast of the Gods, 1514/1529, Giovanni Bellini, Dosso Dossi And by appointment. I will leave a note on the door when I am at and Titian the museum during office hours.

Required Materials  The Science of Paintings, W. Stanley Taft, Jr., James W. Mayer, Springer, New York, NY, 2000, ISBN 0-393-98722- 3. Additional readings will be available on Moodle  Bound lab notebook - a ruled composition book or sketchbook (not a spiral or loose-leaf notebook).  Laboratory safety glasses and lab coat (available from the stockroom)

Course Description This is an interdisciplinary course in which we will explore the intersection of chemistry with the visual arts. During the course of the semester you will learn about the materials available to artists, issues facing museum curators and conservators and many basic chemistry concepts related to these topics, including the following: atoms, molecules, elements, compounds, the periodic table, chemical bonding and reactions, acids and bases, oxidation and reduction, and polymers. All of these concepts will be described as we explore the chemistry, and history, of art media including paints, dyes, metals, alloys, ceramics, glass, plastics, paper and fibers, and photographic materials. Because this is a CW course, you will have several writing assignments over the course of the semester, ranging from short Science and Art papers, to critical response papers, to a final research paper, each of which is detailed below.

The course meets twice a week for lecture and once a week for laboratory. The lab activities have been designed to extend and enhance the lecture topics. There will also be a field trip toward the end of the semester and a trip to the Juniata College Museum of Art. The instructional approach is a combination of lecture, demonstrations, small-group work, hands- on experiments, and discussion. Learning Objectives and Course Goals 1. Learn basic principles and concepts of chemistry and develop skills for problem solving. 2. Learn how concepts of chemistry apply to an artist's use of light and color, metals and alloys, pigments and paints, dyes and fibers, glass and ceramics, and photography. 3. Appreciate and understand the similarities and differences between science and art. 4. Learn and develop experimental skills. 5. Improve skills for working effectively in small groups. 6. Improve writing and speaking skills. 7. Actively reflect on and process your learning in the course.

Writing Goals Since this is designated as a CW course a significant portion of our time will be specifically devoted to the development and assessment of writing skills. A total of 35% of your grade is connected with writing assignments. We will take time in class to talk about the mechanics of writing and editing. The rules for writing papers in art history and science naturally differ. Though we will be doing science in the laboratory and as part of your research project the papers that you produce are not destined for publication in a scientific journal. We will therefore use the Chicago Manual of Style as the guideline for writing style.

In this class we will specifically discuss the following topics during “writing skills labs” that will be part of our Thursday laboratory time. The topics to be covered in these sessions include the following:  What are primary sources?  How to do research in the fields of art history and chemistry.  Mechanics of writing.  Brain storming about research.  Incorporating research into your paper.  Editing your work.  Using Chicago writing style.  Discussion of  thesis statements  the initial proposal  the annotated bibliography  the outline  writing your first draft

The criteria by which all writing assignments will be evaluated is based on the following rubric:  A – A paper that fully addresses the topic in a way that is thoughtful, reflective and creative, while drawing connections between the monuments. The paper will fully demonstrate mastery of the material with good analysis, detailed reference and will be excellently written.  B – A paper that meets the requirements of the assignment, but doesn’t extend the topic or integrate the responses. It is a paper that is pretty good, but still needs to be fleshed out and elaborated with more in-depth analysis, details and/or creativity.  C – A paper that more or less meets the requirements of the assignment, but has problems with completeness or logic, contains errors and/or doesn’t fully explain the authors’ thinking. It is a paper that is vague and mediocre and that makes broad generalizations without backing up statements with specifics.  D—A paper that shows little thought or engagement with the topic, appears to have simply paraphrased what is in the textbook, was written at the last minute, contradicts itself, has fundamental errors, doesn’t meet the assignment requirements  F – A paper that does not meet the requirements, is extremely poorly written, and/or is plagiarized.

2 Course Outline (tentative) You should complete the reading assignments from the book (identified as SoP along with the pages or chapters) and be prepared to for the activities listed for each day of lecture. Titles in italics are videos that will be shown in class. Due dates for assignments are in bold font. Handouts describing how to carry out each lab experiment will be available on Moodle before the date you are scheduled to work on it. Please review all handouts prior to coming to class.

Date Topic Assignment Jan. 21 Introduction/Syllabus/Writing goals and expectations (RH/JS) Jan. 23 Representations of Science in Art (JS) Jan. 24 Video: Art and Atoms Lab: Synthesis of Colorants Writing Skills: Primary sources Jan. 28 History of Dyes and Pigments (JS) SoP, Ch. 1 & 2, 135-140 Science & Art Paper #1 Due Jan. 30 Dyes and Pigments Continued (RH) Jan. 31 Video: The Colourmen Lab: Synthesis of Colorants Writing Skills: How to do research in the fields of art history and science & Topic Marketplace

Feb. 4 Properties of Light and Color I (RH) SoP, Ch. 4, 5, 6 & Appendices A, B, D Feb. 6 History of Color Theory (JS) Feb. 7 Properties of Light and Color II/Demonstrations (RH) Lab: Light, Emission, Transmission and Absorption Writing Skills: Brainstorming topics

Feb. 11 Artists Application of Color Theory (JS) SoP, 131-135 Feb. 13 Atomic Structure and Periodic Table (RH) Critical Response Paper #1 Due Feb. 14 Lab: Preparation & Chromatography of Inks Writing Skills: Annotated Bibliographies & Mechanics of Writing

Feb. 18 Introduction to Sculpture (JS) Feb. 20 Casting in Bronze: Creation of Cellini’s Perseus (RH) Feb. 21 Video: Rodin and the Gates of Hell Lab: Elements, Metals and Alloys Writing Skills: Initial proposal, Incorporating research into your paper

Feb. 25 History of Paint Techniques/Types of Paint (JS) SoP, Ch 3 (review Ch 2 p. 16-25) Project Proposals & Bibliography Due Feb. 27 Covalent Bonding, Organic Chemistry & Painting Media (RH) Feb. 28 Lab: Paints and Binders Writing Skills: Using Chicago writing style

Mar. 4 Midterm Exam Mar. 6 Solvents in Painting Media, Film Formation SoP, Appendix H & Paint Binder (RH) Mar. 7 Video: Making Masterpieces Colorants & Additives, Grounds & Supports Lab: Preparation of a Fresco Writing Skills: Thesis statements and outlines

Mar. 11, 13, 14 SPRING BREAK

3 Mar. 18 History and Making of Frescos (JS) Critical Response Paper #2 Due Mar. 20 Fresco Chemistry (RH) Mar. 21 Lab: Preparation of a Fresco Writing Skills: Editing your work

Mar. 25 History of Early Photography (JS) Outline of Paper Due Mar. 27 The Chemistry of Photography (RH) Mar. 28 Lab: Making and Developing Photography Film/Paper Writing Skills: Writing the first draft

Apr. 1 Fakes and Forgeries (RH) SoP, Ch 8, 9 & Appendices G,I,J,K,L Apr. 3 Science in the Service of Art I: The Feast of the Gods (RH) SoP, Ch 7, Appendices C, F Apr. 4 Science in the Service of Art II: Out of the Shadows (RH) Draft of Paper Due Lab: Analytical Chemistry

Apr. 8 Authentication, Conservation & Restoration (JS) Apr. 10 Field Trip to JCMA (JS) Apr. 11 Video: The Viking Deception Lab: Finish Analytical Chemistry if necessary

Apr. 15 Research for Final Projects & Paper Conferences Apr. 17 Research for Final Projects & Paper Conferences Lab Notebooks due

Apr. 18 Liberal Arts Symposium

Apr. 22 Research for Final Projects / Writing Conferences Science & Art Paper #2 Due Apr. 24 Research for Final Projects / Writing Conferences Apr. 25 Field Trip

Apr. 29 Research for Final Projects May 1 Research for Final Projects May 2 Project Presentations in Class

May 6 Wrap-up and Review for Final Exam Final Project Papers due

TBA Final Exam

Grading

Midterm Exam 15% Final Exam 20% Labs 15% Percentage Grade Science and Art/Critical Response Papers 20% 93-100 A Research Project 90-92 A- Paper 87-89 B+ 15% 83-86 B Group work 10% 80-82 B- Class Participation/Attendance 5% 77-79 C+ Total Possible 73-76 C 100% 70-72 C-

4 67-69 D+ 60-62 D- 63-66 D < 60 F

Tests and Practice Quizzes There will be a midterm and final exam. Exam material will come from the lecture, lab and field trips. Practice quizzes with multiple choice, True/False, short answer questions will be given as take-home assignments during the semester to help you review the material we have covered. No grade will be recorded for the practice quizzes—they are meant to help you prepare for the exams.

Laboratory Activities and the Laboratory Notebook – a "The Chemist's Sketchbook" In this course the purpose of the laboratory is to concretely reinforce and expand upon the chemical concepts discussed in lecture and to have fun with "hands-on" chemical and artistic experimentation. Whenever one conducts experiments (whether as a chemist, an artist or a teacher) the conditions, procedures and observations derived from the experiments must be recorded in order to be able to reflect upon what you have done and to be able to repeat the experiment. That is why good experimentalists keep good notes of what they have tried.

Art students are familiar with keeping a "sketchbook" of ideas, drawings, and notes about the materials and techniques you try out. You should approach a laboratory notebook in the same manner. Your lab notebook is where you record the activities you do in lab. The more complete your lab notebook is the better you will do in the course. Information covered in lab will be fair game for all exams. Use your lab notebook as a "course study guide" which is geared to help you relate those concrete activities you do with the somewhat abstract chemical concepts presented in the course. Your lab notebook should contain the following:

1. Lab notebooks should be bound composition or blank sketchbooks. 2. Write only in pen (no pencil). DO NOT TAKE DATA IN ON THE LAB HANDOUT OR ANOTHER NOTEBOOK AND THEN RECOPY TO MAKE IT LOOK NICE. 3. Write legibly. Assume that someone (like me) will actually want to read what you have written. 4. Number each page consecutively with Page 1 being left blank for your Table of Contents. Each page should contain the title of the experiment and the date on which the information was taken. 5. Each week's lab write up must include: a) Introduction State in your own words the purpose of the lab experiment(s), the major chemical concept being explored, and how the particular activity is related to both chemistry and to art. b) Procedures You do not need to recopy lab procedures from your lab book. Just make a statement like "followed directions given in lab manual". However, if you did anything differently than in the directions this must be noted in this section. c) Observations This is where you record the things you observed or noticed while doing the lab activities. Well-labeled sketches of observations would be beneficial. d) Data Sometimes you will be collecting observations and other information in an organized manner using guidelines and tables from your lab manual. Tables, charts and graphs should be placed in this section; if done on other paper, they should be securely taped or pasted into your notebook. e) Results and Conclusions This is where you SUMMARIZE and EVALUATE your observations and data. You state, in your own words, what you learned (or didn't) from the activity. You also answer any questions that were asked in the lab manual. 6. Lab notebooks will be evaluated for grading at the end of the semester and will be part of your lab grade. If you are having difficulty understanding an idea or answering a question, ASK ME FOR HELP – DO NOT LEAVE IT UNANSWERED.

5 Science and Art Paper: Pre- and Post-conceived Impressions You will write two short papers, one at the beginning and one at the end of the course. You may conceive of the first part as a “science and art” autobiography in which you give a personal description of your experiences with both science and art, in or out of school. This paper should cover the period from your earliest memories up to the present. Focus on what kind of attitudes you are bringing with you to your study of art and chemistry. Reflect specifically upon how you think chemistry and art are or are not related. Compare and contrast the approaches of each discipline (as you understand them). What do scientists and artists have in common? How do they differ?

At the end of the course, if we are successful, your ideas will have been modified by your experiences in the class. In the second half of the paper you will explore how your preconceived notions about art and science have been altered. You should relate specific examples of how your thinking has changed. This is an opportunity for you to reflect on what you have learned about both art and science.

Each part of the paper should be double-spaced, use 12-point standard font, have 1-inch margins, and be 3-4 pages long. Papers are due in class on the dates listed above.

Critical Response Papers You will have to write two critical papers that respond to readings that will be given to you in class. The nature of this assignment is to get you to start thinking critically about scholarship. In order to completely comprehend the authors’ arguments, we suggest carefully reading each required article several times before beginning your paper. Then put yourself into the shoes of a scholar submitting his/her essay to a journal as a reliable review of the selected article as you compose a well-written critical response essay – this is not merely a summary.

While reading the articles, consider the following issues: *What is the author’s thesis/argument/point? *What methodology does the author employ? *How is the thesis presented? Is the thesis well argued? *What evidence does the author provide to back up the thesis? *How does the article contribute to previous knowledge? *How does the article compare to information you have learned in class? *Would you recommend this article to other scholars? Why/Why not?

Note: The first portion of your essay should offer a clear synopsis of the author’s argument and outline the main points, demonstrating your complete comprehension of the article. The rest of your essay should be devoted to your critical analysis as you address the issues already mentioned. Thus, your essays will be well organized and argued, demonstrating thoughtful consideration of their construction. Each essay must be typed in normal 12-point font, double-spaced with 1-inch margins and 2-3 pages in length. Please do not use creative formatting to make your paper look longer. In addition, an important part of this assignment is learning how to write a cohesive and concise response paper; therefore, try not to turn in a paper longer than 3 pages.

These are not research papers. These are papers where you are considering the questions asked above and formulating you own opinions. As such, no outside research should be necessary. Remember, however, that if you want to quote the author of the article, you need to use proper citation; otherwise, it will be considered plagiarism, in violation of the college’s academic integrity policy, and will result in failure for the assignment.

Be sure to proofread your papers (or have a friend proofread them, or read them aloud to yourself) several times so as to be sure they are free of spelling and grammatical errors. (On Moodle you will find a helpful list of ways to improve your writing. This is by no means a comprehensive list, but we suggest you look that at the suggestions well in advance of having to write your first paper.) Since you’re thinking of these as essays being submitted to a journal you want your documents to be polished and grammatically correct.

Hard copies of your papers are due at the beginning of class on the dates listed above.

6 Group Research Project and PowerPoint Presentation The science of chemistry plays a major role for artists, historians, archaeologists, conservation scientists and museum curators in the restoration and preservation of works of art and historic artifacts. Chemistry is also involved in the authentication and historical dating of art works and artifacts. Working in groups of 2-3 you will select a topic of interest from the list below (you may propose your own ideas as well). We will provide additional details of what we have in mind for each of these projects as needed. You must research this topic more fully using scholarly print and electronic resources. When you have sufficient background material you will be ready to propose a specific experiment or activity to explore the topic in more depth. For example, if you decide to use the first topic you will thoroughly investigate the methods used by Han van Meegeren to create his Vermeer forgeries and then you will attempt to make your own simulated “forgery” using his methods. You will learn a good deal of chemistry along the way. On the last laboratory day each group will present their results using PowerPoint (presentations should be uploaded to Moodle, hard copies of papers will be turned in during class). Refreshments will be served; chocolate will feature prominently. You are strongly encouraged to take digital photographs of your work as you go along so that you have documentation of what you did and are readily able to include suitable images in your presentation. This is your chance to explore a topic of interest to you—the assignment is not meant to be a hoop you have to jump through for a grade but something that really excites and intrigues you. In addition to the presentation, each group is required to turn in a final paper related to the project. Details about this project will be discussed in class, but you will be expected to submit a draft of the paper that will be returned with constructive feedback to help improve your writing skills and produce a high quality final paper. Possible topics:  Van Meegeren forgery recreation  Lost-wax casting and patination  Construction and experiments with a pinhole camera  Construction and demonstration of a camera obscura  Creation of a gilded panel  Analysis of binders by GC-MS  Conservation of a painting, statue, or print  Creation of an illuminated manuscript page

In addition to the presentation, each person is required to turn in a 6-8 page final paper related to the project. The research for the paper will be broken down into steps, as detailed on the daily course schedule.  You must use a variety of scholarly sources (books, scholarly journal articles and essays, etc.) – Start early!! It is likely that you will need to interlibrary loan some sources, and, as you know, this process generally takes several weeks.  On February 25 each group will turn in a project proposal (for the laboratory component) and each individual will submit an annotated bibliography (relating to the paper). The proposal consists of several paragraphs describing your project as well as a paragraph or so about what each person will do for his/her paper. The annotated bibliography is a list of sources (correctly formatted) that you have either already looked at and/or a list of sources that you have ordered from ILL. While each person in a group has to do an annotated bibliography, some of the sources will inevitably be the same because the paper topics are all connected to the laboratory project. See below for additional details on what this entails. o You are required to have a minimum of 8 sources for this project o No more than 2 of these sources can be online sources. . Full text articles from scholarly journals do not count as online sources, but are valuable resources. . Wikipedia, encyclopedia entries, etc. should not be relied upon. . Web-based resources that provide guidance on how to prepare an annotated bibliography are 7 found at the following websites: http://www.umuc.edu/library/libhow/bibliography_tutorial.cfm http://olinuris.library.cornell.edu/ref/research/skill28.htm http://owl.english.purdue.edu/owl/resource/614/01/ http://owl.english.purdue.edu/owl/resource/614/03/ http://writing.wisc.edu/Handbook/AnnBib_content.html http://writing.wisc.edu/Handbook/AnnotatedBibliography.html http://lib.calpoly.edu/research/guides/bibliography.html http://lib.skidmore.edu/library/index.php/li371-annotated-bib

 On March 25 each person will turn in the following: o Your first bibliography (with our comments) o An initial outline of your paper with sufficient detail for us to ascertain if you are on the correct track.

 On April 11 each person will turn in the following: o Your first bibliography (with our comments) o Your outline (with our comments) o A rough draft of your paper (Drs. Hark and Streb will read your drafts and return them with suggestions of ways in which your ideas can be developed and expanded. Individual conferences to discuss your papers will be scheduled.)

 On May 6 each person will turn in the following: o Your first bibliography (with our comments) o Your outline (with our comments) o Your rough draft (with our comments) o Your final paper/bibliography

Class Participation and Attendance We expect that you will attend every class and will be prepared, through timely completion of the reading assignments, to ask intelligent questions and actively participate in class discussion. Your textbook, though informative and useful, does not cover all of the topics we will talk about in this course. The PowerPoint presentations are posted and the videos and DVDs will be made available for later viewing (if someone has a legitimate reason for missing class) but you will still miss out on what is said in the classroom if you are not there. We realize that this is a 200-level IC course and that some of you do not have a POE related to science or art history but that is no excuse for being disengaged and incurious. If you have a legitimate reason why you cannot come to class we expect that you will extend the courtesy of letting us know in advance. More than one unexcused absence or failure to make a good faith effort to participate in class discussions will result in a reduction in your class participation/attendance grade.

Field Trip The planned field trip is an integral part of your learning experience in this course. It should not be considered an optional activity and we expect that every person in the class will attend. There may be questions on the final exam that relate to our experiences. The estimated expense associated with this trip is $50-75/person plus whatever you plan to spend on meals and souvenirs. This covers the cost of museums, transportation, and possibly housing. The cost is being partially underwritten by the Chemistry Department. We will post this trip on the official list of authorized field trips so that you have a valid excuse for missing class when we are away. If for some reason you do not feel that you can go on this trip you might want to consider dropping the course before the end of the drop/add period. If, for some unanticipated reason, you are unable to go, we will provide an alternate assignment that you can complete in lieu of the field trip. The exact details will be specified later but it will involve writing a paper (6-8 pages) on some appropriate topic. 8 Bonus Points You have the opportunity to earn up to 6% extra on your grade by reading books broadly related to the topic of science and art. These can be works of fiction as well as non-fiction. If you find a work that seems to fit please ask to see if we will count it as a “bonus” book. In order to receive 1.5% you must read a book and write up a short book review (like what you might see published in a newspaper.) This review should be 2-3 pages long (double-spaced, 12 point standard font, 1-inch margins) and give a full description of the material that is covered in the book. A list of possible books include (we have some of these books so please ask if you would like to borrow a copy):

 Bright Earth: Art and the Invention of Color, Philip Ball  Conservation of Paintings (National Gallery Pocket Guides Series), David Bomford  Girl with a Pearl Earring, Tracy Chevalier  Girl in Hyacinth Blue, Susan Vreeland  Vermeer's Camera: Uncovering the Truth Behind the Masterpieces, Philip Steadman  The Amber Room: The Fate of the World's Greatest Lost Treasure, Catherine Scott-Clark  The Irish Game: A True Story of Crime and Art, Matthew Hart  Einstein, Picasso: Space, Time, and the Beauty That Causes Havoc, Arthur I. Miller  Traces of the Past, Unraveling the Secrets of Archeology through Chemistry, Joseph B. Lambert.  Judgment Day for the Shroud of Turin, Walter McCrone  False Impressions, The Hunt for Big-time Art Fakes, Thomas Hoving  Colors, The Story of Dyes and Pigments, François Delamare and Bernard Guineau  The Arcanum, The Extraordinary True Story, Janet Gleeson  The Art Forger’s Handbook, Eric Hebborn  On Divers Arts, Theophilus  The Craftsman’s Handbook (Il Libro dell’ Arte), Cennino d’Andrea Cennini  Vasari on Technique, Giorgio Vasari  The Autobiography of Benvenuto Cellini  The Lost Painting: The Quest for a Caravaggio Masterpiece, Jonathan Harr

Academic Integrity It should be clearly understood that no form of academic dishonesty will be tolerated. Cheating will result in a penalty commensurate with the violation of trust, which should exist in a collegial setting. No one should consider the illusory advantage gained from such a violation to be worth the sacrifice of personal integrity or the risk of dismissal. It is totally unacceptable to copy sentences (or even well-worded portions of sentences) directly from articles found in the literature. This is called plagiarism. You must learn to phrase ideas in your own words. It is best to take notes about what you read in the literature and then use those notes to prepare a write up. This creates a “time buffer” between the phrasing and organization found in an original paper and your own work.

Disabilities The Americans Disabilities Act mandates accessibility in all aspects of the learning environment. If you have an identified disability and are in need of specific accommodations, please notify the Office of Academic Support Services in Founders Hall (x3161) and discuss your needs with us as soon as possible.