**Disclaimer** This syllabus is to be used as a guideline only. The information provided is a summary of topics to be covered in the class. Information contained in this document such as assignments, grading scales, due dates, office hours, required books and materials may be from a previous semester and are subject to change. Please refer to your instructor for the most recent version of the syllabus.
School of Art ASU
Arts of Africa, Oceania, and the Americas ARS 202
Professor Angélica J. Afanador-Pujol Office: Art Building 238 Teaching Assistant: Meghan Smiley Office Hours: Wednesdays 12:00-2:00 pm or online by appointment via e-mail. E-mail: [email protected] (preferred method of contact)
This is an online course. There are no face-to-face meetings. You can log into your course via https://my.asu.edu.
COURSE OVERVIEW
In the past 500 years the people of Africa, the Americas, and Oceania have faced genocide and displacement in the face of European colonization. The formal study of art has come to perpetuate European mythologies of colonized peoples by ignoring their histories, aesthetics, and their lived realities. In order to fully engage with the arts of Oceania, Africa, and Indigenous American peoples we will rethink notions of art from the perspective of the people who created it.
The purpose of this course is to help students understand the diverse philosophies of these societies. We will critically analyze how they produced and used art to shape the world around them. The material we cover is highly selective. This class will equip you with the tools to investigate art at more advanced levels and give you the basic skills to critically interpret the vast array of images you see around you. Students will gain an appreciation for the inter-relationship between cultural production, aesthetics, and society. Lectures will look at the formal elements of art as a way to understand the social, political, and economic role art plays in its historical context.
The course objective is to highlight the complex and vibrant cultures of Africa, America, and Oceania and your learning outcome will be to rethink art and art processes as ongoing social and historical productions. Some of the topics we will cover may challenge your notions of what constitutes art, others might make you slightly uncomfortable because of the questions they raise about our current relationship to indigenous peoples. I ask that students keep an open mind and be respectful of each other’s opinions.
Please keep in mind that this is a 7 ½ week course and the pace is INTENSIVE. Studies have shown that young students with little to no previous college experience have a very difficult time passing online courses. In order to succeed in this course, you must be a self-starter, have ample time and good time management skills, and be willing and able to work on your own. If you have yet to develop the above traits, you should consider taking the course at a campus near you.
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Learning Outcomes: At the completion of this course, students will be able to: • Explain how the process of colonization has affected the people and art of Africa, Oceania, Mesoamerica and South America. • Recognize how the process of colonization has affected our own understanding of those cultures. • Connect historical processes to the production of art in Mesoamerica, South America, Oceania and Africa. • Describe some of the artistic achievements in the Americas, Oceania, and Africa • Recognize how U.S. colonial inventions in Oceania have affected indigenous artistic practices in the region.
Textbooks and Readings:
1. Michael D. Coe & Rex Koontz, Mexico: From the Olmecs to the Aztecs, 2013. 2. Rebecca Stone, Art of the Andes from Chavin to Inca, 2012 3. Additional course readings are posted on Blackboard.
Course Topics, Schedule & Grading: Activities used for instruction and assessment of learning include: readings from your textbooks and provided in Blackboard; view and review lectures and videos; posts on discussion boards; quizzes; and response essays.
WEEK TOPICS ASSIGNMENTS POINTS DUE DATE Thinking about Art, • Quiz • 5 • 03/15 MODULE 1 Culture, and • Response Essay • 20 • 03/17 Colonization The Art of MODULE 2 Mesoamerica • Quiz • 10 • 03/22
Art of Mesoamerica Quiz • 10 • 03/29 MODULE 3 (Continued) and the •
Andes
Art of the Andes MODULE 4 • Quiz • 5 • 04/05 (Continued) • Response Essay • 20 • 04/07 • Quiz • 10 • 04/12 MODULE 5 Art of Oceania
MODULE 6 Art of Africa • Quiz • 10 • 04/19
Art of Africa MODULE 7 Quiz • 10 • 04/26 (Continued) •
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Response Essays: Each essay must be clearly written and it must demonstrate your understanding of the main concepts discussed in the lectures and evaluate the readings assigned in relation to the question asked. You must demonstrate that you are a close and detailed observer as well as that you have mastered the tools to critically analyze visual and textual information.
All papers must be typed in standard, 12-point typeface and double-spaced, with 1” margins all around. *I will downgrade essays that are poorly written.*
Quizzes: Students will take quizzes on a weekly basis. Quizzes will cover all materials for the week, unless otherwise specified. Quizzes contain multiple choice and "true and false" questions. Students will have 60 minutes to complete each quiz. You will be able to review the correct answers to your questions after the due date. Before you begin, make sure you are working with a computer that is compatible with the university's system and that is in good working order.
Writing and Studying Resources: Please visit the ASU Writing Centers webpage (https://tutoring.asu.edu/writing-centers) for assistance with your essays.
Grading Definitions: A - Achievement that is outstanding relative to the level necessary to meet course requirements. B - Achievement that is significantly above the level necessary to meet course requirements. C - Achievement that meets the course requirements in every respect. D - Achievement that is worthy of credit even though it fails to meet fully the course requirements. S - Achievement that is satisfactory, which is equivalent to a C- or better. E - Represents failure and signifies that the student’s work was either (1) completed but at a level of achievement that is not worthy of credit or (2) was not completed and an incomplete (I) was not awarded by the instructor I - Assigned at the discretion of the instructor, under extenuating and unprecedented circumstances. It requires a written agreement between the instructor and student. Beware that I have been teaching undergraduate courses for the last sixteen years and I have NEVER granted an “I” grade.
There will be NO EXTRA-CREDIT opportunities. No exceptions made.
Grading scale: A+ 97% and above; A 94-96%; A- 90-93%; B+ 87-89%; B 84-86%; B- 80-83%; C+ 77-79, C 70-76%; D=60-69%; E=0-59%.
UNIVERSITY ENROLLMENT IN THIS COURSE MEANS THE STUDENT UNDERSTANDS THE TERMS, CONDITIONS, AND GRADING POLICIES OF THE CLASS AND AGREES TO ABIDE BY THEM.
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Grading Procedure Grades reflect your performance on assignments and adherence to deadlines. Graded assignments will be available within 5 days of the due date via the Gradebook.
Course Time Commitment This three-credit course requires approximately 135 hours of work. Please expect to spend around 18 hours each week preparing for and actively participating in this course.
Student Success This is an online course. To be successful: • Check the course daily • Read all assigned materials • View and review lectures and class videos. • Take notes when watching lectures and class videos. Review those notes before completing quizzes and assignments. • Read announcements • Complete assignments by the due dates specified • Create a study or assignment schedule to stay on track • Read and respond to course email messages as needed
Accommodations for religious practices and University-sanctioned activities: Please follow the appropriate University policies to request an accommodation for religious practices or to accommodate a missed assignment due to University-sanctioned activities.
Late or Missed Assignments: Notify the instructor BEFORE an assignment is due if an urgent situation arises and the assignment will not be submitted on time. If, in the event of an extenuating circumstance, you are unable to turn in your work on time, you must provide documentation (i.e., doctor’s note) in order to receive full credit for the assignment. A computer crash does not count as an acceptable excuse! Unexcused late work will be deducted one full grade. Students who must submit unexcused late work will have up to one week to do so, after that no work will be accepted. NO EXCEPTIONS made. Published assignment due dates (Arizona Mountain Standard time) are firm.
NO late or previously missed assignments will be accepted after 11:59 p.m., Friday, April 28, 2017.
Submitting Assignments: All assignments, unless otherwise announced, MUST be submitted to the designated area of Blackboard. Do not submit an assignment via email.
Drop and Add Dates/Withdrawals: This course adheres to a compressed schedule and may be part of a sequenced program, therefore, there is a limited timeline to drop or add the course. Consult with your advisor and
4 of 9 5 notify your instructor to add or drop this course. If you are considering a withdrawal, review the following ASU policies: Withdrawal from Classes and Medical/Compassionate Withdrawal.
Communicating with the Instructor This course uses the discussion board for general questions about the course. Prior to posting a question, please check the syllabus, announcements, and existing posts. If you do not find an answer, post your question. You are encouraged to respond to the questions of your classmates.
Email questions of a personal nature to your instructor or assigned TA. I respond to e-mails Mondays through Fridays 8:00 am to 5:00 pm. I will do my best to respond to your e-mail as soon as possible, but please allow 48 hours for a response.
E-Mail etiquette: ASU email is an official means of communication among students, faculty, and staff. Students are expected to read and act upon email in a timely fashion. Students bear the responsibility of missed messages and should check their ASU-assigned email regularly.
All instructor correspondence will be sent to your ASU email account.
IMPORTANT: Always observe proper email etiquette when contacting any professor. Your email should have a proper subject heading (“Question about AHIS128 paper topic) and use a proper and polite greeting (“Dear Professor So-and-so,” not “Hi prof!” or “Hey”). Please remember to sign your e-mails. There are 200 students registered for this course. Write in standard English and in full sentences, with proper capitalization and punctuation—think of an email to a professor as a professional communication. Aim for politeness, consideration, and a professional attitude; all your professors will greatly appreciate this.
Student Conduct and Academic Integrity: Arizona State University defines academic dishonesty as including but not limited to the following actions: plagiarizing; cheating on assignments or examinations; engaging in unauthorized collaboration on academic work; taking, acquiring, or using test materials without instructor permission; submitting false or incomplete records of academic achievement; acting alone or in cooperation with another to falsify records or to obtain dishonestly grades, honors, awards, or professional endorsement.
Academic dishonesty in any portion of the work for this course shall be grounds for awarding a grade of E (failing) for the entire course. For more information, please see the ASU Academic Integrity website: http://provost.asu.edu/academicintegrity
Additionally, required behavior standards are listed in the Student Code of Conduct and Student Disciplinary Procedures, Computer, Internet, and Electronic Communications policy, and outlined by the Office of Student Rights & Responsibilities. Anyone in violation of these policies is subject to sanctions.
Students are entitled to receive instruction free from interference by other members of the class. An instructor may withdraw a student from the course when the student's behavior
5 of 9 6 disrupts the educational process per Instructor Withdrawal of a Student for Disruptive Classroom Behavior. Appropriate online behavior (also known as netiquette) is defined by the instructor and includes keeping course discussion posts focused on the assigned topics. Students must maintain a cordial atmosphere and use tact in expressing differences of opinion. Inappropriate discussion board posts may be deleted by the instructor.
The Office of Student Rights and Responsibilities accepts incident reports from students, faculty, staff, or other persons who believe that a student or a student organization may have violated the Student Code of Conduct.
Prohibition of Commercial Note Taking Services: In accordance with ACD 304-06 Commercial Note Taking Services, written permission must be secured from the official instructor of the class in order to sell the instructor's oral communication in the form of notes. Notes must have the notetaker's name as well as the instructor's name, the course number, and the date.
Computer Requirements: This course requires a computer with Internet access and the following: • Web browsers (Chrome, Internet Explorer, Mozilla Firefox, or Safari) • Adobe Acrobat Reader (free) • Adobe Flash Player (free) • Microphone (optional) and speaker
Technical Support: This course uses Blackboard to deliver content. It can be accessed through MyASU at http://my.asu.edu or the Blackboard home page at https://myasucourses.asu.edu
To monitor the status of campus networks and services, visit the System Health Portal at http://syshealth.asu.edu/. To contact the help desk call toll-free at 1-855-278-5080.
Mental Health Concerns: At several points in your life, you may experience a range of issues that can impact your class performance, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating, and/or lack of motivation. ASU Counseling Services are available to assist you with addressing these and other concerns you may be experiencing. You can learn more about the broad range of confidential mental health services available at ASU via https://eoss.asu.edu/counseling
Disabilities: ASU is committed to providing equitable access to learning opportunities for all students. The Disability Resource Center (DRC) is the campus office that collaborates with students who have disabilities to provide and/or arrange reasonable accommodations. If you have, or think you may have, a disability, please contact the DRC at (480) 965-1234 or via e-mail: [email protected] to arrange a confidential discussion regarding equitable access and reasonable accommodations.
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If you have a disability that requires special accommodations, please let me know at the beginning of the course. It is YOUR responsibility to make sure you have been certified by the DRC before any graded evaluation.
Course Evaluation: Students are expected to complete the course evaluation. The feedback provides valuable information to the instructor and the college and is used to improve student learning. Students are notified when the online evaluation form is available.
Syllabus Disclaimer: The syllabus is a statement of intent and serves as an implicit agreement between the instructor and the student. Every effort will be made to avoid changing the course schedule but the possibility exists that unforeseen events will make syllabus changes necessary. Please remember to check your ASU email and the course site often.
READING and LESSON SCHEDULE
Week 1 Lesson 1: Syllabus Overview
Lesson 2: How Much-- and How--Do We Really Know? Colonization and the Problem with Colonial Sources 1. Chris Kortright, “Colonization and Identity” http://theanarchistlibrary.org/library/chris-kortright-colonization-and-identity.pdf 2. Coe & Koontz, Mexico, “Epilogue.”
Lesson 3: How do we define history? Art history? Why are these definitions important to indigenous cultures? What is at stake in these definitions?
1. Elizabeth Boone. “History and Historians.” Stories in Red and Black. Austin: University of Texas Press, 2000, 13-18, plus notes.
WEEK 2 MESOAMERICA
Lesson 1: Defining Mesoamerica and Pronunciation guide.
Lesson 2: The Olmecs 1. Coe & Koontz, Mexico. “The Preclassic Period: Early Civilizations,” 59-91.
Lesson 3: The Art of the Maya 1. Michael Coe and Justin Kerr. Chapter 1, The Art of the Maya Scribe. New York: Harry N. Abrams, 1998.
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Required Video: Breaking the Maya Code.
WEEK 3:
Lesson 1: The Aztecs and the Foundation of Empire 1. Coe & Koontz, Mexico, Ch. 10: “The Aztecs in 1519.” 2. Eduardo Matos Moctezuma. “The Great Temple of Tenochtitlan.” Scientific American 251 (2), 1984, 80-89.
Lesson 2: The Andes and Chavín de Huantar 1. Stone, Art of the Andes, Chapters 1 and 2.
WEEK 4: Lesson 1: MOCHE Stone, Art of the Andes, Chap. 4.
Lesson 2: The Inka Stone, Art of the Andes, Chap. 7.
Required Video: The Ghosts of Machu Picchu, Nova.
WEEK 5: OCEANIA
Lesson 1: Melanesia: Asmat Culture (New Guinea) Readings: René Wassing, “History: Colony, Mission and Nation,” in Asmat Art; and Dirk Smidt, “The Asmat: Life, Death, and the Ancestors”.
Lesson 2: Polynesia: Hawaiian Culture (USA) Reading: Adria Imada, Hawaiians on Tour: Hula Circuits through the American Empire, American Quarterly 56, no. 1, 2004: 111-149
WEEK 6:
Lesson 1: Introduction to African Art 1. Wainaina, Binyavanga, “Viewpoint: Binyavanga on Africa’s International Image is Unfair,” BBC News, April 24, 2012, accessible at: http://www.bbc.co.uk/news/world- africa-17814861 2. Wainaina, Binyavanga, “How to Write about Africa,” Granta 92, 2005, accessible at: http://www.granta.com/Archive/92/How-to-Write-about-Africa/Page-1 3. Mark, Peter, “Is There such a Thing as African Art” Record of the Museum. Princeton University, 58: ½, 7-15.
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Required Video: Vogel, Susan, Idol Becomes Art! Notes and roundtable discussion to accompany Fang: An Epic Journey, New York: Icarus Films. Accessible at: http://icarusfilms.com/guide/fang.pdf
Lesson 2: Early African Art I: San Rock Art 1. Fred S. Kleiner, Gardner’s Art Through the Ages Non Western Perspectives, thirteenth edition, Chapter 10 (London: Thompson Wadsworth, 2010), 192-193. 2. David Lewis-Williams and Thomas A. Dowson, “Through the Veil: San Rock Paintings and the Rock Face,” South African Archaeological Bulletin 45, 151 (1990).
Week 7:
Lesson 1: Early African Art II: Depictions of Kingship in Ife Art 1. Fred S. Kleiner, Gardner’s Art Through the Ages Non Western Perspectives, thirteenth edition, (London: Thompson Wadsworth, 2010), 193-197. 2. Frank Willett, “Ife in Nigerian Art,” African Arts, 1 (Autumn 1967)
Lesson 2: The Arts of the Kingdom of Benin 1. Fred S. Kleiner, “Benin” Gardner’s Art Through the Ages Non Western Perspectives, thirteenth edition. (London: Thompson Wadsworth, 2010), 200-201.
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