Art as Communication – ARTS 209

CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 11/01/2021

Course Description

This course serves to cultivate an understanding of the language, aesthetics, and cultural impacts of visual communication. The focus is on discourse that fosters the development of ideational, analytical, and rhetorical writing skills necessary for demonstrating critical thinking in the analysis and critique process concerning visual images. Two analytical papers—based upon studies of the visual images focusing on the agency of the image, the social practices and effects of its viewing and the specificity of views taken by various audiences—and a literary research paper, sequentially developed, are required. (Formerly ARTS 300)

For information regarding prerequisites for this course, please refer to the Academic Course Catalog

Rationale

Visual art, in both traditional and digital form, has long been a means of human communication and expression. Individuals and groups use it to investigate, express, and communicate ideas, feelings, and experiences. Visual art is a language in its own right, being a major way of symbolically communicating. Research, analysis, and critique of contemporary and historical aspects of these visual communications will benefit the student by enabling accurate interpretations of visual art. Since this course is taught from a Christian perspective, the student additionally benefits from analyzing visual art as a means of communicating the full range of human experience.

Measurable Learning Outcomes

Upon successful completion of this course, the student will be able to:

  1. Discover and evaluate basic creative theories and methodologies.
  2. Communicate information effectively through a variety of creative methods, using technology when appropriate.
  3. Analyze and assess various forms of symbolism and expression to determine their meaning.
  4. Demonstrate a basic understanding of the role of research and scholarship in order to apply it to creative works.
  5. Relate creative communication to participation in God’s redemptive work.

General Education Foundational Skill Learning Outcomes: Social and Scientific inquiry

Upon successful completion of this course, the student will be able to:

  • CIL 1: Discover and evaluate information to accomplish a specific purpose.
  • CIL 2: Communicate information effectively in the English language, orally and/or through writing, for a variety of purposes, using technology when appropriate.
  • CIL 3. Analyze and assess various forms of information and expression to determine their meaning, employing technology with relevant.
  • CIL 4: Demonstrate a basic understanding of the role of research and scholarship in order to apply it in various contexts.
  • CIL 5: Relate communication and information literacy to participation in God’s redemptive work.

Course Assignment

Textbook readings and lecture presentations

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.

Discussions (3)

Discussions are collaborative learning experiences. Therefore, the student is required to provide a thread in response to the provided prompt for each forum. Each thread must be 250 words and demonstrate course-related knowledge. In addition to the thread, the student is required to reply to 2 other classmates’ threads. Each reply must be 150 words. This assignment aligns with the following FSLOs: CIL 2, 3 and 5.

Cognitive Theory Project Planning Assignment

This project will be completed in 2 parts: planning and execution. After selecting a target audience and message, the student will create a work of art meant to persuade the viewer about a particular idea. The final product (determined by the student’s chosen medium) will be accompanied by a PowerPoint presentation demonstrating the student’s creative process. This assignment aligns with the following FSLOs: CIL 1, 2, 3 and 4.

Cognitive Theory Project Execution Assignment

This project will be completed in 2 parts: planning and execution. After selecting a target audience and message, the student will create a work of art meant to persuade the viewer about a particular idea. The final product (determined by the student’s chosen medium) will be accompanied by a PowerPoint presentation demonstrating the student’s creative process. This assignment aligns with the following FSLOs: CIL 1, 2, 3 and 4.

Semiotics Project Assignment

The student will choose a medium to create a piece that has semiotic significance. The final product (determined by the student’s chosen medium) will be accompanied by a PowerPoint presentation demonstrating the student’s creative process. This assignment aligns with the following FSLOs: CIL 1, 2, 3 and 4.

Gestalt Project Assignment

The student will choose a medium to create a piece that uses the Gestalt Laws of Perception as tools for creating emphasis, a focal point, unity, and significance. The final product (determined by the student’s chosen medium) will be accompanied by a PowerPoint presentation demonstrating the student’s creative process.  This assignment aligns with the following FSLOs: CIL 1, 2, 3 and 4.

Critical Analysis Paper Assignment

The student will write a 2–3-page research-based paper in current MLA format that presents a critical analysis of a work of art. The paper must include at least 3 reference(s) in addition to the course textbooks and the Bible. This assignment aligns with the following FSLOs: CIL 1, 2, 3 and 4.

Quizzes (4)

Each quiz will cover the Learn material for the assigned Module(s): Week(s). Each quiz will be open-book/open-notes, contain a variety of multiple-choice, true/false, and essay questions, and have a 2 hour time limit.