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ARTH 224N / ENGL 224N Authors and Artists SENATE COMMITTEE ON CURRICULAR AFFAIRS COURSE SUBMISSION AND CONSULTATION FORM Principal Faculty Member(s) Proposing Course Name User ID College Department CHRISTOPHER REED CGR11 Liberal Arts (LA) Not Available Academic Home: Liberal Arts (LA) Type of Proposal: Add Change Drop Message for Reviewers: Course Designation (ENGL 224N) Authors and Artists Course Information Cross-Listed Courses: ARTH 224N(AA) Prerequisites: Corequisites: Concurrents: Recommended Preparations: Abbreviated Title: Authors & Artists Discipline: General Education Course Listing: Inter-Domain Special categories for Undergraduate (001-499) courses Foundations Writing/Speaking (GWS) Quantification (GQ) Knowledge Domains Health & Wellness (GHW) Natural Sciences (GN) Arts (GA) Humanities (GH) Social and Behavioral Sciences (GS) Additional Designations Bachelor of Arts International Cultures (IL) United States Cultures (US) Honors Course Common course number - x94, x95, x96, x97, x99 Writing Across the Curriculum First-Year Engagement Program First-Year Seminar Miscellaneous Common Course GE Learning Objectives GenEd Learning Objective: Effective Communication GenEd Learning Objective: Creative Thinking GenEd Learning Objective: Crit & Analytical Think GenEd Learning Objective: Global Learning GenEd Learning Objective: Integrative Thinking GenEd Learning Objective: Key Literacies GenEd Learning Objective: Soc Resp & Ethic Reason Bulletin Listing Minimum Credits: 3 Maximum Credits: 3 Repeatable: NO Department with Curricular Responsibility: English (UPLA_ENGL) Effective Semester: Upon Approval Travel Component: NO Course Outline A brief outline or overview of the course content: This course explores connections between modern art and literature, including fiction about artists, illustrations of fiction and poetry, efforts to write in the styles associated with modern art, and practices of ekphrasis (the evocation of visual art in language). A listing of the major topics to be covered with an approximate length of time allotted for their discussion: Topics may include, but are not limited to: The historic rivalry of the arts (1 week) Ekphrasis, from Homer to Concrete Poetry (1 week) Romantic tales of the artist's studio, such as Balzac's The Unknown Masterpiece and Hawthorne's The Marble Faun (3 weeks) Pre-Raphaelite art and poetry (1 week) Post-Impressionim and Virginia Woolf (2 weeks) Cubism and Gertrude Stein (2 weeks) American modernist painting and poetry, such as Charles Demuth, Frank O'Hara, figures from the Harlem Renaissance (1 weeks) Contemporary literature and art, such as Paul Auster and Sophie Calle (2 weeks) Contemporary literature revisiting romances of the artist's studio, Stein or Woolf (2 weeks) Course Description: This course explores the many links between modern art and literature, including fiction about artists, illustrations of fiction and poetry, efforts to write in the styles associated with modern art, and practices of ekphrasis (the evocation of visual art in language). These links between authors and artists have exerted a formative influence on the development of modern fiction and poetry as authors and artists in various avant-garde groupings collaborated and competed to generate modes of artistic expression appropriate to modernity. This course examines those interactions. Course objectives are to bring together for comparative examination: • Formal or generic relationships between texts and images at particular historical moments; under this rubric we will consider issues such as ekphrasis. • Creative collaboration and cross-pollination between writers and artists, which have been crucially important in the history of literature and poetry; examples include Pre-Raphaelite poetry and painting, Virginia Woolf and Post-Impressionism, Gertrude Stein and Cubism • Conceptions of creativity as these have been expressed by writers using the figure of the artist; texts in this category range from Balzac’s The Unknown Masterpiece, through Hawthorne’s The Marble Faun, to Paul Auster’s appropriation from the performance artist Sophie Calle This course explores the ways knowledge of literature and skills in critical reading can be rewardingly brought to bear on the visual arts, and considers how visual art can illuminate the workings of literature both for individual readers and in the classroom. The name(s) of the faculty member(s) responsible for the development of the course: l Name: CHRISTOPHER REED (CGR11) Title: Phone: Address: Campus: UP City: Fax: Course Justification Instructional, Educational, and Course Objectives: This section should define what the student is expected to learn and what skills the student will develop. This course is designed to enable students to make connections between two areas of study: modern literature and modern art. This is both a matter of historical knowledge of the long and ongoing links between these practices, and of recognizing the transferability of skills between textual and visual analysis. Our goals are both to overcome the artificial separation of authors and artists often imposed by academic categories of study, and to show students how their grounding in the study of art or literature offers points of access for the appreciation and understanding of the other genre. Students will learn: • to make formal or generic relationships between texts and images at particular historical moments; • to recognize the creative collaboration and cross-pollination between writers and artists, which have been crucially important in the history of literature and poetry; • to understand how authors have used the figure of the artist to explore and express various conceptions of creativity Students will also develop their own skills as writers of persuasive analytical prose. Evaluation Methods: Include a statement that explains how the achievement of the educational objective identified above will be assessed. The procedures for determining students' grades should be specifically identified. In line with the objectives specified above, the course will stress active learning as demonstrated in three or four papers, together worth 70% of grade), an oral presentation (10%), an exercise in visual expression (10%), and participation in class discussion (10%). The papers will emphasize mastery of course material from the historical periods covered, development of independent critical analysis, and effective written exposition. The oral components of the evaluation will emphasize constructive interaction with the group to impart knowledge or collectively develop ideas. Relationship/Linkage of Course to Other Courses: This statement should relate the course to existing or proposed new courses. It should provide a rationale for the level of instruction, for any prerequisites that may be specified, or for the course's role as a prerequisite for other courses. This course is analogous to ENGL/ARTH 225N, which examines art and writings about art (that course has a focus on gender and sexuality). This course offers broader coverage on the generic relationships between literature and art. Relationship of Course to Major, Option, Minor, or General Education: This statement should explain how the course will contribute to the major, option, or minor and indicate how it may function as a service course for other departments. This course contributes to the majors and minors in English and in Art History, and will fulfill the Humanities GH requirement and the GA requirement. A description of any special facilities: The course requires a classroom with the capability to project images. Frequency of Offering and Enrollment: Every other year with a maximum enrollment of 35 Alignment with General Education Objectives EFFECTIVE COMMUNICATION – the ability to exchange information and ideas in oral, written, and visual form in ways that allow for informed and persuasive discourse that builds trust and respect among those engaged in that exchange, and helps create environments where creative ideas and problem-solving flourish. KEY LITERACIES – the ability to identify, interpret, create, communicate and compute using materials in a variety of media and contexts. Literacy acquired in multiple areas, such as textual, quantitative, information/technology, health, intercultural, historical, aesthetic, linguistic (world languages), and scientific, enables individuals to achieve their goals, to develop their knowledge and potential, to lead healthy and productive lives, and to participate fully in their community and wider society. CRITICAL AND ANALYTICAL THINKING – the habit of mind characterized by comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating a conclusion. It is the intellectually disciplined process of conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. INTEGRATIVE THINKING – the ability to synthesize knowledge across multiple domains, modes of inquiry, historical periods, and perspectives, as well as the ability to identify linkages between existing knowledge and new information. Individuals who engage in integrative thinking are able to transfer knowledge within and beyond their current contexts. CREATIVE THINKING – the capacity to synthesize existing ideas, images, or expertise in original ways and the experience of performing, making, thinking, or acting in an imaginative way that may be characterized by innovation, divergent
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