Syllabus 1/1 (2012) Andrew T. Mccarthy, “The Catholic Imagination”
Comment [Author1]: “The Catholic Imagination” is a required course in the Catholic Studies major at Anna Maria College. The primary 1 purpose of the course is to introduce students to THE CATHOLIC IMAGINA TION the Catholic culture which is a manifestation of the religious tradition, which, in turn, influences the transfer of religious and humanistic meaning back to the culture. The course is delivered on the ground to ANDREW THOMAS MCCARTHY, ANNA MARIA COLLEGE students in the major as well as non-majors who take it as a core curriculum distribution elective. It is adaptable for online delivery. The course description and objectives are standardized by the COURSE DESCRIPTION institution and were primarily developed by Dr. Michael Boover. The remainder of the syllabus is An exploration of the symbolic and imaginative dimension of Catholicism, key to the experience and developed by the author. transmission of Catholic tradition, as operative in art, music, literature, and liturgy, and as found in Comment [Author2]: Teaching religious imagination or any imagination is a challenge. The everyday life. design of this course, around the institutional course description and outcomes, mentors the religious imagination of students by bringing them STUDENT OUTCOMES into contact with imaginative themes and imaginative theory while facilitating the operation of their religious imaginations. The objective is to move students beyond an outsider’s, secondary 1. Increase in the understanding of selected artistic, cultural, literary and cinematic emphases source perspective through a deeper understanding particular to the Roman Catholic and (catholic) tradition. of the inner workings of their imaginations and a 2. Basic understanding of how religion and art together can give shape, meaning, and expressive direct engagement with religious themes by facilitating the creative process. This course is capacity to a person and a community of faith. designed to achieve a fuller theoretical 3. Expanded knowledge and appreciation of religious culture as an interpretive lens and as a understanding through praxis. means of dialogue with secular culture. 4. Appreciation of some distinct qualities associated with Catholicism as perceived by literary, visual, musical, and cinematic artists. 5. Identification and questioning of the roles writers, musicians, artists and filmmakers play in explorations and conversations about Jesus Christ, Christian life, and the pursuit of the beloved community. 6. Exploration of the purpose of artistry for the Church and the creative role of the human person in it as understood in the Catholic tradition. Critical assessment of both traditional and non- traditional forms of artistic evangelization. 7. Exploration of both the affinities and tensions between the creative individual and the creative community and exploration of the dynamics among persons from different levels of faith perception within a defined community. 8. Exposure to art, thoughts, and achievements of several creative Catholic thinkers with the intent of eliciting questions about an artistic vocation as an expression of personal and public faith- sharing.
Comment [Author3]: Finding a text that REQUIRED TEXTS contains significant imaginative theory and a treatment of the religious imagination is a Catechism of the Catholic Church challenge. I used my own text for its treatment of the historical development of the theory and used a large selection of original sources which are listed in the course schedule. In the small college environment the scholarly endeavor is misplaced and self-serving if it is not manifested in the classroom. 1 The look of this article is not an error. See the editorial article for the explanation (Editor). 1
Syllabus 1/1 (2012) Andrew T. Mccarthy, “The Catholic Imagination”
McCarthy, Andrew T. Francis of Assisi as Artist of the Spiritual Life: An Object Relations Theory Perspective. Lanham, MD: University Press of America, 2010. Comment [Author4]: Assessment material is gathered throughout the semester with early ASSESSMENT AND REQUIREMENTS opportunity for feedback. Primary determination of outcome achievement takes place at tertiary waypoints, at mid semester, and at the conclusion A letter grade will be credited with the lowest number in its range unless otherwise indicated. An in of the course. There are frequent homework between grade will be credited at the top of the lower letter grade range. (i.e., B/B+ equates to 86) assignments, the first of which is graded immediately for feedback and the rest are collected and graded as three separate portfolios. This allows Participation Midterm 7.5% Final 7.5% for regular and significant student engagement First Homework Midterm1% without overwhelming professor grading load. First Homework Portfolio Midterm 9% Second Homework Portfolio Final 10% Third Homework Portfolio Final 10% Midterm Exam Midterm 10% Final Creative Portfolio Final 25% Final Essay Final 20% Comment [Author5]: Participation is designed as a contest for students without substantial penalty PARTICIPATION for the ardent non-contributing class members when they participate in a receptive mode. Arum The top two participants in classroom and small group discussions will receive 15 out of 15 points. The and Roksa have identified the challenges of overcoming a wave of academic disengagement least engaged participant will receive 10 out of 15 points (or less), and all others will receive 13 out of 15 (2011). The loss of points for absences in points. I reserve the right to award more than two participants’ full credit and to identify more than one conjunction with the opportunity to make up a reasonable number of those points through person in the lowest credit category. The use of handheld texting devices in class, even below the desk, additional coursework has increased the overall (even the appearance of doing so as indicated by the tell-tale student texting posture) will be noted attendance rate and subsequent engagement in courses by causing students to be judicious in without further comment and be counted against your participation grade. Similarly, eyes closed in class deciding whether or not to miss a class. will also result in a lower participation grade. Once the initial participation grade is determined, I will make further deductions for absences according to the following scale: There will be a two point deduction from your final course grade for each absence that is not excused by the Office of Academic Affairs. This point reduction is a reflection of missed learning opportunity. For example: If you miss 4 classes and your final average would otherwise have been an 86 (B), it will be reduced to a 78 (C+). Participation and attendance have a significant impact on your intellectual growth and your final grade. Do not risk your grade. See below!
PARTICIPATION RESTORATION CREDIT FOR ABSENCES I will allow you to do makeup credit within two weeks of the beginning of any absence. To complete this work, handwrite a two-page review or analysis of the text chapter or document selection that we are covering for that day or the most recent reading material that is related to the topic covered in the missed class. Although it is impossible to replace the experience of the class, it is hoped that this effort will increase your overall understanding of the topics that were missed. On this paper I expect a fairly normal size of legible script, beginning on the second line and reaching within two lines of the bottom of the page on college rule paper, 8.5x11 inches, no more than 1 inch margins. Write on every line. “Do not skip lines.” Neglecting to meet these requirements will lead to a ½ credit or no credit adjustment for the missed class.
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Syllabus 1/1 (2012) Andrew T. Mccarthy, “The Catholic Imagination”
I leave it up to you to verify with me what days you missed. You figure out from the syllabus which is the appropriate reading to review. Make sure you identify yourself, the day for which you are seeking credit, and the reading you are reviewing. I will only accept a maximum of 4 of these papers during the semester. They must be handwritten to ensure originality
HOMEWORK Objective: Student will demonstrate a comprehensive engagement with the text and course material in an effort to better participate in and process the classroom experience. Below are general descriptions of each type of homework assignment (See schedule for specific assignment dates and topics): A. Discover Four Things: I want you to do some internet research on one of the Catholic themes that we will discuss in class. From this research you are expected to describe in two to three sentences what you have discovered about the theme that would help another person to understand the theme. I included a link to the Catechism of the Catholic Church in the required texts. This might prove helpful. You can also use an online Catholic Encyclopedia. (Supports student outcome 4) B. Summaries: For each assignment in a primary class text I want you to write a two paragraph summary of the material, concluding with analysis on the most important or striking point in your mind. Explain why it is so. (Supports student outcome 1 and 2) C. Three to Four Important Literature Points: For each piece of literature assigned for reading I want you to identify 3-4 important points by transcribing a quote, with its page number in parentheses. Then write 2-3 sentences on why that quote is important to the literature or what it says about the author’s use of imagination. The best of these will include consideration of both. (Supports student outcome 3 and 5) D. Four point analysis: I want you to carefully consider a work of art, music, drama or architecture that we view and/or discuss in class or for homework, and review any notes you made about the work. Then analyze what was being portrayed directly and indirectly, what point or theme the artist was considering, how well the work made this connection, and what you would have done differently. (Supports student outcome 6 and 7)
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Syllabus 1/1 (2012) Andrew T. Mccarthy, “The Catholic Imagination” Comment [Author6]: Rubrics are included for the Homework Portfolio and the Creative Portfolio. HOMEWORK ASSESSMENT RUBRIC The first rubric is designed to cover four types of homework assignments. In addition to timeliness, it A B C D F is intended to emphasize, encourage, and assess written communication of ideas and critical thinking Expression of Excellent use Decent use of Struggling with Late or poor inadequate on the religious imagination. ideas of grammatical grammatical use of use of conventions conventions grammatical grammatical and flow of and flow of conventions conventions ideas ideas and flow of and flow of ideas ideas Depth of Profound Decent depth Mostly a Less inadequate analysis depth of surface view or consideration simply reporting Late In spite of Homework other qualities, Assignment the assignment will be graded as a D I will collect, grade, and return the first assignment. All the remaining assignments will be collected when due but graded as a homework portfolio at three points in the semester. *Any late submissions do not benefit you or the class in discussing or processing the material. These will automatically be graded as a D (60/100). Comment [Author7]: Essay exams are used in this course. They are employed as another MIDTERM EXAM opportunity to engage students with the material in a continued learning mode versus a reiteration and Objective: Demonstrate and verify a foundational understanding of the material covered in class, in response mode. The process of gathering information and developing an outline outside the particular, a use of the imagination as a means to express religious meaning. exam assists students in the integration of the subject material. It is expected that this will increase Using your returned homework portfolio, any note sheets from the classes, and an outline made up in knowledge retention, advance organizational skills, advance, I ask you to write an essay in which you identify and describe the theory of imagination that and support life-long learning habits while meeting instructor expectations of engagement. you find most meaningful and then explain how it might be useful in facilitating an understanding of Catholic themes. An inclusion of reference to any aspects of Catholic culture covered up to the midterm is also expected. The essay should be about 4-5 bluebook pages. (Supports Student outcomes 1, 2, and 3) Comment [Author8]: The focal assessment and learning component of the course is the Creative CREATIVE PORTFOLIO Portfolio. Through a series of seven assignments within 5 categories, students integrate topical Objective: To demonstrate and recognize that not all ideas and truths are conveyed discursively. themes of the course, the application of their imaginations, and the closer understanding of the This will be the most significant grading event for the semester, and it includes many elements. imaginative manifestation of abstract concepts. To counter student procrastination, time is allotted to work on selected portions of the assignment in a. Literary Component (Complete Both) class. Write a poem using analogy, metaphor, simile, or some other literary technique to express what God is like or how God enters into and acts in human experience.
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Syllabus 1/1 (2012) Andrew T. Mccarthy, “The Catholic Imagination”
Write a three to four page short story about a person wrestling with a Catholic theme or experiencing some aspect of a Catholic worldview. This can be fiction or autobiographical. b. Art Component (complete both) Create a painting, mosaic, or sculpture depicting some essence of Catholic experience, theology, or worldview. Write a two to three page analysis of a piece of religious art at the Worcester Museum of art. You must describe the subject matter, explain how it is religious, connect it to any of the Catholic themes, make a determination of how effectively it expresses the religious idea or ideal behind it, and analyze any apparent sentiments or emotions that it evokes. Explain any connections with relevant Scripture passages. (Confer with professor) Include an image of your selected artwork. If you miss a class gathering at the museum you must get photographic evidence of your presence at the museum. c. Musical Component Using a copy of an old Catholic Hymnal, you are asked to select a musical piece, preferably popular, and write two more verses for it. Alternatively, you could write one more verse for two different songs. It is expected that the verse have a clear relationship to the rest of the piece and follow the musical score (notes) fairly closely. We might sing these in class to determine whether you followed the score. d. Drama Component Write a short play with stage directions. This play can express someone struggling with and living out one of the cardinal or religious virtues. Alternatively, you can take one of your favorite Gospel or Hebrew Scripture stories and write the “rest of the story.” In other words, add another layer to the story or a sequel to it, which follows plausibly from the story that we have as part of Sacred Scripture. (Your drama will not be Sacred Scripture) It is important that you not write a drama that contradicts the tenets of Catholic Faith. For instance, don’t rescue Jesus or do a DNA analysis to “clear the air” about his parentage. e. Architecture Component After consulting Chapter One of Living Stones, The US Conference of Catholic Bishop’s document on Liturgical space, I would like you to use your imagination to design a Catholic Chapel for a college campus. It should not be a chapel like most others, yet it should follow the guidelines in Chapter One closely. I expect an overhead view of the Chapel, an exterior grounds/landscaping plan, which can be included in the overhead view, and a front and side façade view. You can access Living Stones at this link: http://old.usccb.org/liturgy/livingstonesind.shtml
You will be expected to present your portfolio in class. (Supports student outcomes 6, 7, and 8)
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Syllabus 1/1 (2012) Andrew T. Mccarthy, “The Catholic Imagination” Comment [Author9]: The Creative Portfolio Rubric assesses for compliance with the detailed CREATIVE PORTFOLIO ASSESSMENT RUBRIC description of each project, a subjective analysis of the use of creative intuition, and an objective connection with Catholic theological themes. Components A B C D Literary All elements All elements All elements Some A major aspect completed, completed, completed, elements missing Art following following following missing, or Musical description description description assignment not Drama closely, closely, closely, carefully showing showing showing followed with Architectural creative use of decent use of discernible use limited imagination imagination of imagination imagination and and and and understanding understanding understanding understanding of the of the of the of the relationship to relationship to relationship to relationship to Catholic Catholic Catholic Catholic theology or theology or theology or theology or worldview worldview worldview. worldview. There will be some indication of a limited amount of time or effort dedicated.
FINAL EXAM Objective: The student will demonstrate and verify a foundational understanding of the material covered in class. Comment [Author10]: The Course Content and I ask you to select 4 activities from 4 of the creative portfolio sections and describe how each activity Schedule describes the topic or topics to be covered called upon the use of the imagination to express a Catholic theme or worldview. I then want you to each class, the type of homework due, and extensive online resources to be consulted for conclude by summarizing how the use of the imagination is seen as a valid and valuable means to homework and class discussion. There is a express profound religious ideas and sentiments. (Supports student outcomes 4, 6, and 7) concerted effort to put the student into contact with significant, historical, popular, and contemporary expressions of the imaginative creativity of artists, composers, writers, and COURSE CONTENT AND SCHEDULE designers influenced by the Catholic tradition. Students are introduced to primary themes and *Note: All reading assignments and homework assignments are due to be completed on the first day trained to understand the working of the indicated. imagination, especially in a religious context. With this background they are introduced to the expressions of creativity through homework, and then students engage in a closer, group study and discussion of these and other creative manifestations in the classroom. 6
Syllabus 1/1 (2012) Andrew T. Mccarthy, “The Catholic Imagination”
Day Week Class Topic Student Obligations
W 1 Catholic Themes: God is creator, God is Trinity, The depiction of God F 1 Catholic Themes: Original sin (good and First Homework due: type A evil), conversion, redemption, salvation, heaven and hell, purgatory, apocalypse, eschaton M 2 Catholic Themes: Jesus, incarnation, Homework type A innocent suffering (cross), society and Church, sacramental and sensual response W 2 Catholic Themes: Dignity of the Homework type A individual, image of God in humanity F 2 Imagination: Classical Theories McCarthy pp. 19-22 Homework type B M 3 Imagination: Classical Theories W 3 Imagination: Classical Theories F 3 Imagination: Medieval Theories McCarthy pp. 22-25 Homework type B M 4 Catholic Themes: Jesus, incarnation, Homework type A innocent suffering (cross), society and Church, sacramental and sensual response, Dignity of the individual, image of God in humanity W 4 Imagination in Experience and McCarthy pp. 67-76 Relationship Homework type B F 4 Imagination, Time, Transcendence, and McCarthy pp. 79-89 God Homework type B M 5 Imagination and Meaning McCarthy pp. 89-98 Homework type B W 5 Catholic Literature Homework type C (3 points for each) Teresa of Avila, Interior Castle, First Mansion, Chapter 1 John of the Cross, Dark Night of the Soul. Read the Stanzas of the “Soul” on pp. 16 and 17 and review a page or two of the exposition which follows Dionysius the Areopagite, Divine Names. pp. 34- 35 sections 1 and 2
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Syllabus 1/1 (2012) Andrew T. Mccarthy, “The Catholic Imagination”
Day Week Class Topic Student Obligations
F 5 Poetry Homework type C (2 points for each) John Henry Newman, The Dream of Gerontius, first 5 pages Francis of Assisi, Canticle of the Creatures Thomas Merton, In Silence Francis Thompson, The Hound of Heaven Czeslaw Milosz, Late Ripeness Edith Stein, I Will Remain with You M 6 Art Homework type C (2 points for first one) How to view and analyze artworks Essay on Religion and Art, by Wagner. Read the first two paragraphs. Review this site for a background in Christian symbolism W 6 Art Homework Type D (select one image from below) Iconology, observing the evolution of Christian depiction: 1 and 2. F 6 Medieval and Renaissance Frescoes Homework Type D (select one image from and Paintings below) –imagine the class broken into 4 quarters by last name, alphabetically. Select the image that most closely lines up with your position in the class. For example, if your last name begins with Z you should select an image at the bottom quarter of the list. Use this technique for every class here-after. Giotto’s Francis of Assisi Leonardo da Vinci Carravagio 1, 2, 3, 4, 5 Fra. Angélico: (Select one) M 7 Art: Friends of Jesus Homework type C (4 points) Read this article Find the most interesting image you can of Jesus in the house of Martha and Mary with information about the painting and artist. Find the most interesting image you can of Mary Magdalene, with information about the painting and artist. W 7 Midterm Exam Midterm Exam F 7 Hand’s on Bring in material to work on your art project. Be prepared to discuss the creative intuition and any artistic influences you are working with.
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Syllabus 1/1 (2012) Andrew T. Mccarthy, “The Catholic Imagination”
Day Week Class Topic Student Obligations
M 8 Spring Break No Class W 8 Spring Break No Class F 8 Spring Break No Class M 9 Sculpture Homework Type D (select one image from below) Michelangelo: David, Moses, Pieta, Christ, St_Theresa, Veiled Christ and others, St. Cecelia: W 9 Religion, art, and society What kind of society does Catholicism envision? Bring in two Catholic painter’s images. One should show society in the negative, and the other should show some positive image of society. The link will help you identify some Catholic artists along with a sample of their work F 9 Hand’s on Bring in your material to work on art projects. Also send me a link to a favorite modern art sculpture by a Catholic artist. M 10 Modern Religious Art Homework Type C (4 points) This is not an article. Read the commentary. Find two images of Modern religious art, and look up what makes art modern? (What is modern art?) W 10 Music 2nd Homework Portfolio due (including today’s) Homework Type D (select one option from below) Review the links 1 and 2 to pick up some of the basics of music analysis Mozart Mass in C Minor, Kyrie Schubert, Gloria Liszt, Sanctus Handel, Amen Beethoven, Missa Solemnis, Agnus Dei F 10 Music: Death Homework Type D (select one option from below) Mozart, Requiem Dvorak, Stabat mater Dvorak, Te deum
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Syllabus 1/1 (2012) Andrew T. Mccarthy, “The Catholic Imagination”
Day Week Class Topic Student Obligations
M 11 Music: Ave Maria Homework Type D (select one option from below) Schubert Beyoncé Celine Dion Andrea Bocelli W 11 Music: Poetry Homework Type D (select one option from below) Edward Elgar, The Dream of Gerontius 1, 2 F 11 Hand’s on Bring in material to work on the musical project. Be prepared to talk about your creative intuition and influences. What is the tone or mood of the hymn you want to add to? M 12 Modern music Homework Type D (select one option from below) John Michael Talbot Stan Fortuna 1, 2 Tony Mellendez Screaming Souls W 12 Drama: Passion Plays Homework Type D (select one option from below) Oberamergau Philippines Passion of Christ F 12 Drama: The Catholic Imagination of Homework Type C (4 points) Oscar Wilde Read La Sainte Courtisane M 13 Drama: The Catholic Imagination of Homework Type C (4 points) Adapted from Karen Blixen literature to film: Watch the first five excerpts of Babette’s Feast W 13 Liturgy and architecture Homework Type C (4 points) Living Stones, Ch. 1, sections 12-21 F 13 Hand’s on Drama Portfolio Work: Bring material to work on your play M 14 Liturgy and architecture Bring in two of your favorite images of “Modern Catholic Architecture” from Google images or some other source. Be prepared to identify what ideas or elements are being expressed by these images.
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Syllabus 1/1 (2012) Andrew T. Mccarthy, “The Catholic Imagination”
Day Week Class Topic Student Obligations
W 14 Liturgy and architecture Homework Type C (4 points) Living Stones, Ch. 1, sections 27-45: Last Homework portfolio due: Include today’s input Lottery for portfolio due dates F 14 Easter No Class M 15 Easter No Class W 15 Portfolio Presentations F 15 Portfolio Presentations M 0 Portfolio Presentations (additional portfolios will be presented during the beginning of the final exam) Comment [Author11]: Work Cited * Arum, R. & Roksa, J. (2011). Academically adrift: Limited learning on college campuses. Chicago: University of Chicago Press.
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