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THIS COLUMN HAS IMAGES, LINKS AND SUPPORT INFORMATION
How to use this site. The site is designed to organize by week your class with helpful information and links. In most cases, you will find the lecture, videos & links to artists and/or articles. Website follows the course outline, which also contains assignments and deadlines. All type in blue is a link to something. Click on it. Convert Points to Percentages THIS COLUMN HAS IMAGES, LINKS AND SUPPORT INFORMATION FOR WEEK TO THE RIGHT. |
THIS COLUMN HAS LECTURES, INSTRUCTIONS, LINKS AND ASSIGNMENTS
Links to class readings. Do not read now. You will find these assigned in the week they are due:
Race, Class, and Gender in the United States: An Integrated Study, Paula S. Rothenberg Conceptual Framework for Understanding Race, Class, Gender, and Sexuality, Lynn Weber Feminist Interventions in Art's Histories, Griselda Pollock Race and Identity, AHRT Racist Images and Messages in Jim Crow Era, PBS Making a Way Out of No Way, PBS THIS COLUMN HAS LECTURES, INSTRUCTIONS, LINKS AND ASSIGNMENTS
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Read this and the part above and below the image. There is a question about this in your lecture.Margaret Bourke-White, Kentucky Flood, 1937
This is a photograph taken by Bourke-White who was hired by the government to document the effects of the depression, the dust bowl and other phenomena on American people. She took this famous photo of a group of African-American people standing in a bread line. Why is it so famous? What does the picture say about race and class in America? 
We live in a world of images.
In Visual Studies we argue that all images have meaning and it is our job to read the image as if it were a text -- or words. Most of us have learned to read words. Realizing words have meaning, we analyze them to understand the meaning. Images (including artwork) are no different. In this class we analyze artwork in a particular way. We are looking for what these artworks (images) have to tell us about race, sexuality, gender norms and more. Because words and images are made by humans, we understand that they are not part of the 'natural' world. We made them up. We call this a construct, because we constructed it. And if we can agree (as most scholars) that cultural norms are determined by the group in power, then we can see how words and images are both influenced by ideas of the dominant group and how they influence other ideas. |
Week 1--Jan 22Course Syllabus and outline-- please read to understand expectations and grading criteria
Welcome Video--Yontz click on this link to view the welcome video on youtube. If you are unable to view the welcome video posted below, use the link above. They are the same. Thanks. Assignment for this week: Students have the choice to read one of the two introductory readings posted. Both readings have similar information but stated in different ways. To my mind, the first is easier to read. However, it is a link to Google Books and it's possible you will not be able to read the entire article. If not, read the other. Follow instructions for each. Click on the blue text for a link to the articles. First Reading-- Race, Class, and Gender in the United States, Paula S. Rothenberg Read pages 1-12. Take notes and annotate each section. Be specific. This book was first published in 1998 but has been republished with updates four times. I have assigned the introduction, which gives an overview of what's to come in the rest of the book. The other assigned chapter is the introduction to Part 1, The Social Construction of Difference: Race, Class, Gender and Sexuality. OR do this reading (you do not have to do both). Second Reading-- Understanding Race, Class, Gender and Sexuality, Lynn Weber This is a general reading providing the history of Race, Class, Gender and Sexuality studies in college courses. Read-pages 13 to mid-25 take notes and then write a general history and each of the different ways to fame the discussion as noted above and in the text. Note the first part is a history Then the author discusses different ways these issues have been framed: Contextual, Social Construction, Systems of Power, Social Structure on the larger social and more intimate psychological, Integrated simultaneously, and Interdependence (knowledge and activism. Assignment 1-- (2 parts)
Part 1: 1-page summary of reading of choice above. NO Cutting and Pasting. Use your own words to annotate or outline readings. Part 2: 1 page summary of lecture. See blue button above. No Cutting and Pasting. Use your own words to annotate or outline lecture. Give an overview of main ideas and answer questions as asked within the lecture. annotation_instruction_-Instructions for Annotation and grading Rubric Please keep all annotations on one page. Label file with your last name. Due Saturday 26, noon. email compiled annotations to byontz@stac.edu |
The Venus of Willendorf, 28,000-25,000 BCE
Female Figure from German cave, 35,000 BCE
Some other female figures in paleolithic and neolithic art.
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week 2--where we all come fromJanuary 28
Lecture 2-- Where do beliefs come from?
DNA from earliest humans and early female fertility figures. Let's go back as far as we can. Paleolithic and Neolithic periods. Click on all text in blue. It links to more information. Kahn Academy on the Venus of Willendorf Modern Humans descend from same group from Africa-- around 50,000 years ago. What happens to the idea of 'racial difference' when we know this? From 24,000 BCE to the 1970s--- No ideas come from nowhere. See how Judy Chicago used research from prehistory and Feminist studies to conceptualize her famous sculpture in the 1970s. 
Judy Chicago, The Dinner Party, mixed media (ceramic, fabric, needlework, etc) 48 ft x 48 ft. 1974-79
Judy Chicago, The Dinner Party-- Fertile Goddess Assignment 2 (3 parts)
Part 1: Annotate all links posted for this week. (there are 4) Each annotation should be at least 1 paragraph in length. NO Cutting and Pasting. Use your own words to annotate or outline links. I'm looking for evidence of general understanding of the topic not just reiteration. Part 2: 1-page summary of lecture. See blue button above. No Cutting and Pasting. Use your own words to annotate or outline lecture. Part 3: Looking at the images to the left, notice similarities in how they look. What things can be said about all these images? Why do you think they are included in the lecture? Why did I start the class so far back in history? Be specific with your answer. Keep this short. 1 or 2 paragraphs. Please put all annotations in one document labeled with your name. Generally, I like 12 point type, 1.5 line spacing. Grading rubric for Assignment 2 Due Saturday Feb 2, noon. email byontz@stac.edu |
First analysis paper instruction
Due Friday Feb 22, midnight. I suggest you not wait until the last minute. This is NOT an annotation. It is not an opinion. It's an analysis. We are using the objects to say more about the image, culture and meaning. Do college level research. No dictionaries. No encyclopedias. No Wiki sites. Read instructions well. |
week 3--strength and powerFebruary 4
Cradles of Civilization-- Egypt, Messopotamia, Indus Valley gods and goddesses-- human and animal. Look at the lecture posted below and these videos on each civilization. Assignment 3 (2 parts)
Part 1: Annotate all video links posted for this week. (there are 3) Each annotation should be at least 1 paragraph in length. Use your own words to annotate or outline links. I'm looking for evidence of general understanding of the topic not just reiteration. Part 2: 1-page summary of lecture. See blue button above. No Cutting and Pasting. Use your own words to annotate or outline lecture. Please put all annotations in one document labeled with your name. Generally, I like 12 point type, 1.5 line spacing. Grading rubric for Assignment 3 Due Saturday Feb 9, noon. email byontz@stac.edu |
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week 4--the classical worldFebruary 11
Rationalizing Beliefs-- Greece and Rome-- gods in the image of man. Assignment 4 (3 parts)
Part 1: Annotate the 2 links posted for this week. Each annotation should be at least 1 paragraph in length. Use your own words to annotate or outline links. I'm looking for evidence of general understanding of the topic not just reiteration. Part 2: 1-page summary of lecture. See blue button above. No Cutting and Pasting. Use your own words to annotate or outline lecture. Part 3: 1 paragraph to answer questions in the lecture. Please put all annotations in one document labeled with your name. Due Saturday Feb 16, noon as usual. Generally, I like 12 point type, 1.5 line spacing. See information about the first Analysis Paper to the right. |
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week 5--religious beliefsFebruary 18
Influence of Christianity, Judaism, Islam, Hindu-- gods and goddesses. This week's lecture is very important for moving forward. I am not asking you to annotate it this week so you can focus on the longer Analysis Paper. Please read through, especially slides 2-4.
No Weekly Annotations due this week. However, next week you will incorporate this lecture with the next.
Analysis paper due on Friday, Feb 22 at midnight. First analysis paper instruction
Due Friday Feb 22, midnight. I suggest you not wait until the last minute. This is NOT an annotation. It is not an opinion. It's an analysis. We are using the objects to say more about the image, culture and meaning. Do college level research. No dictionaries. No encyclopedias. No Wiki sites. Read instructions well. Grading rubric for Analysis Paper 1 |
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week 6--classical revivalFebruary 25
The Renaissance-- science and 'man as the measure of all things.' I'm going to apologize for the length of this lecture. The Renaissance was an important time for Western culture and in particular with regards to gender, sexuality and race. Click on the link below to watch a short video on the Renaissance.
The video is at the top of the page. There's a short ad first. Sorry, just wait. The Renaissance put to song. Assignment 6 (3 parts) Part 1: Listen to but don't annotate the song video. It's for fun. Part 2: 1-2 page summary of lecture. See blue button above. No Cutting and Pasting. Use your own words to annotate (summarize) lecture. Part 3: 1 paragraph summary of the most important points in last week's lecture. Please put all annotations in one document labeled with your name. Due Saturday, noon as usual. Generally, I like 12 point type, 1.5 line spacing. |
Odalisque with a Slave, Jean-Auguste-Dominique Ingres, 1842
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week 7-- age of empireMarch 4
Colonialism-- construction of 'difference.' Read one of these articles on the history of Racism and annotate. But don't forget they are both here. You may want to use them for your next analysis paper.
RACE AND RACISM (Western Colonialism) RACE: The Power of an Illusion Watch this video clip from a longer video on the Dutch Slave Trade. I am not asking you to annotate.
Assignment 7 (3 parts)
Part 1: Annotate one of the readings posted above. Part 2: 1-2 page summary of lecture. See blue button above. No Cutting and Pasting. Use your own words to annotate (summarize) lecture. Part 3: Answer questions in the lecture. There are 6. Please put all annotations in one document labeled with your name. Due Saturday, noon as usual. Generally, I like 12 point type, 1.5 line spacing. |
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March 12 Spring Break__Enjoy
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Les Demoiselles d Avignon, Pablo Picasso, 1907
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week 8--european modernismMarch 19
The Industrial Revolution-- chachacha-changes In case you are interested check out this exhibit currently at the New Museum in Manhattan.
Trigger: Gender as a Tool and a Weapon Analysis Paper 2-- Due November 10 Assignment 8 (2 parts)
Part 1: 1-2 page summary of lecture. See blue button above. No Cutting and Pasting. Use your own words to annotate (summarize) lecture. Please make sure this is an annotation--not notes. Part 2: Answer questions in the lecture. Please put all annotations in one document labeled with your name. Due Saturday, noon as usual. Generally, I like 12 point type, 1.5 line spacing. |
Bright Side, Winslow Homer, 1865
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week 9--civil warsMarch 26
The United States in the late 1800's and early 1900's Learn about slavery by watching the video below.
Watch/read the other two links and annotate for a grade. Watch this video on slavery in America.
Racist Images and Messages in Jim Crow Era, PBS Failure of Reconstruction_History In this second link, the one from History.com, you need to click on the arrow to start the video and you will get an ad (sorry). Just wait through it to get to the video.
Assignment 9 (2 parts)
Part 1: 1-2 page summary of lecture. Answer questions in the lecture notes. See blue button above. No Cutting and Pasting. Use your own words to annotate (summarize) lecture. Please make sure this is an annotation--not notes. Part 2: Annotate the second two links. Please put all annotations in one document labeled with your name. Due Saturday, noon as usual. Generally, I like 12 point type, 1.5 line spacing. |
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week 10--freud. eugenics. immigration.The 20th Century. Scientific construction of race and gender.
April 2
Watch the first 5 minutes of this video.
Watch the entire video if you want but write about the migration. It is hard to watch but really good. Hint:
Look at slide 2 in this lecture to help with analysis paper. Also, review reading and lecture from week 1. No Weekly Annotations due this week. However, next week you will incorporate this lecture and link with the next. Analysis paper due on SATURDAY, NOON. Use the links in the paper, links on website and lecture before going to other sources please. Analysis Paper 2 instructions Due Saturday noon. I suggest you not wait until the last minute. This is NOT an annotation. It is not an opinion. It's an analysis. We are using the objects to say more about the image, culture and meaning. Do college level research. Compare both pairs. No dictionaries. No encyclopedias. No Wiki sites. Read instructions well. Grading Rubric for Analysis 2 |
Kerry James Marshall, Past Times, 1997
Third Analysis Paper-- Due Friday May 3
I suggest you look at it now. Images chosen for this analysis have connections to things we've studied earlier in the class. Make the connections in your paper. |
week 11-13-- contemporary art and differenceWeek 11 Post WWII in America
April 9 This week I've given you a shorter lecture on the Post WWII era in art and culture.
The reason is so you can write your annotation on both the lecture from last week and the one from this week. And watch this link. History.com on The Civil Rights Movement Assignment 11 (3 parts) Part 1: Watch links from last week and this week and follow instructions. Write a one paragraph annotation for each. Part 2: 1-2 page summary of lecture from last week. No Cutting and Pasting. Use your own words to annotate (summarize) lecture. Part 3: 1-2 page summary of lecture from this week. No Cutting and Pasting. Use your own words to annotate (summarize) lecture. Please put all annotations in one document labeled with your name. Due Saturday, Generally, I like 12 point type, 1.5 line spacing. Week 12 Contemporary Art and Idea
April 16 Feminist Art Movement and Postmodernist Ideas I am giving you a lecture and assignment this week. We have two more lecture on Contemporary Art. If you complete one this week and one next week, the final analysis paper will be due on December 9. If you take this week off, it's due December 15th. Move through the last three lessons in order at your pace. Video of Betye Saar speaking about her piece, "The Liberation of Aunt Jemima."
Assignment 12 (2 parts)
Part 1: Watch link on Betye Saar and write a one paragraph annotation. Answer questions at the end of the lecture. Keep it short. I just want to see if you are thinking about it. Part 2: Write a 1-2 page summary of lecture from this week. No Cutting and Pasting. Use your own words to annotate (summarize) lecture. Please put all annotations in one document labeled with your name. Due Saturday, . Generally, I like 12 point type, 1.5 line spacing. Third Analysis Paper-- Due Friday May 3 Images chosen for this analysis have connections to things we've studied earlier in the class. Make the connections in your paper. |
Jenny Seville, The Mothers, 2011
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Blackish Blues, Wangechi Mutu, 2005
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Week 13 Contemporary Art and Idea
April 23 Assignment 13 (1 parts)
Part 1: Write a 1-2 page summary of lecture from this week. No Cutting and Pasting. Use your own words to annotate (summarize) lecture. Please put all annotations in one document labeled with your name. Due Saturday, April , noon as usual or skip this week and send next week. Generally, I like 12 point type, 1.5 line spacing. Third Analysis Paper-- Due Friday May 3 Images chosen for this analysis have connections to things we've studied earlier in the class. Make the connections in your paper. Grading rubric for Analysis 3 |
Kehinde Wiley, Triple Portrait of Charles I, 2007
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week 14--Final papers and reactionsApril 30-- Final Paper
Third (final) Analysis Paper-- Due Friday, May 3 midnight. Images chosen for this analysis have connections to things we've studied earlier in the class. Make the connections in your paper. Grading rubric for Analysis 3 |
