UMM                                                                                                    Spring 2017

 

           ArtH 3291: Facing the Past: Portraiture and Social History

 

Prof. Julia Dabbs

Office: HFA 5                                                                                                        

Office Hours:  M/W 2:10-3:10;  T/Th 3:45-4:45; and other times by appt.

Office phone:  x6232 

Email: dabbsj@morris.umn.edu

 

Class Meets:   T/Th 2:00 - 3:40, HFA 2

 

Class Website:   http://facultypages.morris.umn.edu/~dabbsj/portrait.htm

 

Required Text:   Coursepack for ArtH 3291 (in bookstore)

 

Optional text:  S. West, Portraiture (Oxford Univ. Press, 2004) – not in bookstore; is on reserve

 

Course Description and Objectives:

This seminar will examine the functions and formats of portraits, especially focusing on the “Early Modern” period in Western Europe between 1400-1800.  A primary goal will be to gain greater insight as to how various social identities (such as wife, child, friend, political leader, artist, etc.) were visually constructed and verbally interpreted.  We will also be making connections with the current practice of portraiture, and how it functions in our modern society. 

 

UMM Student Learning Objectives Met by this Course:

 

·        Knowledge of Human Cultures through core studies in the liberal arts, in particular in-depth study of art history as evidenced in the practice and interpretation of portraiture.

 

·        Intellectual and Practical Skills, including inquiry and analysis;  critical thinking and problem-solving; written, multi-media, and oral communication;

 

·        An Understanding of the Roles of Individuals in Society, as evidenced throughout the history of portraiture;

 

·        Capacity for Integrative Learning, including synthesis of ideas from readings, research, and discussion; the application of knowledge and skills to interpret portraiture on one’s own;  and lifelong skills in interpreting visual media, as well as ideas to further one’s own creation of portraiture in the future.

 

 

 

Course Requirements and Grading:

Exams (3, each 15%):    45%

 

Attendance/partic:          15% 

 

Moodle responses:          15%                          

  

Mini-Presentation:            5%

 

Presentation/annot bib

OR paper                       20%

 

Grading Scale/Policy (from the U of MN Uniform Grading Policy and my additions):

A:   93 - 100       “A” work represents achievement that is outstanding relative to                                                    

       the level necessary to meet course requirements; 

          A-:  92 - 90          excellent comprehension of material; noteworthy originality

                                     or creativity

 

          B+: 87 - 89

B:   86 - 83       achievement that is significantly above the level necessary to meet   course requirements;   very good comprehension of material,

          B-:  82 - 80       evidence of some extra effort in originality or creativity

       

          C+: 77 - 79

C:   76 - 73     achievement that meets course requirements in every respect

          C-:  72 - 70     (Basically, is “o.k.”)

         

D+: 67 - 69     achievement that is worthy of credit even though it fails to meet 

D:   66 - 63      fully the course requirements (or does not show very good

          D-:  62 - 60      comprehension of material)

 

          F: 59 and below     failure in meeting course requirements (lacking comprehension

                                      of course content)

Per university policy, if taking the course S/N, you must get a C- or above for an “S” grade.

Academic dishonesty (including deliberate plagiarism) in any portion of the work for the course shall result in a grade of  “F” or “N” (no grade) for the entire course.

Incompletes will only be given in the event of extraordinary circumstances.

 

 

Typical Exam Format:  

     Exams will involve slide identifications as well as shorter and longer response questions. The slide IDs (by artist & title) will be of selected works shown in class, along with a short response question for each (which may concern the subject matter, terminology, technique or other significance of the work). The longer response question will involve a broader topic that will allow you to discuss specific images of your choice that were seen in class or discussed in readings.  Content tested will be entirely based on what is covered in class (lecture/discussion), rather than the readings (although these may provide useful background).  A review list of selected images to know for the exams will be regularly posted on our class website.

 

 *Make-up exams will only be given if you have a reasonable excuse for your absence, and have contacted me promptly. They should be taken within a week of the scheduled exam, at a time convenient to student and professor.

How to do well on exams: take thorough class notes, and REVIEW both your notes AND the images on a weekly basis. DO NOT wait until a few days before an exam to begin reviewing – you will be overwhelmed!  And don’t hesitate to see me if any questions.

 

Policy on Equitable Access to Learning/DRC

The University of Minnesota Morris 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 (whether short-term or long-term) to provide and/or arrange reasonable accommodations.  If you have, or think you may have, a disability in any area such as mental health, attention, learning, chronic health, sensory, or physical, please contact the DRC office  at 240 Briggs Library or call 320-589-6178 to arrange a confidential discussion regarding equitable access and reasonable accommodations.  *Please also come see Prof. Dabbs early in the semester so we can discuss how to best meet these accommodations and help you succeed in the course.

 

 

Class Attendance/Participation:

This course will involve both lecture and discussion - thus, your attendance and participation are crucial.  If you need to miss a class, please get notes from a classmate (mine will not be available). More than 1 unexcused absence will negatively affect this portion of your grade. More than 7 unexcused absences will result in a “D” for this portion of the grade. If your absence should be excused, please let me know.  Participation is vital to an atmosphere of learning –- to quote former chancellor Sam Schuman, “we are all teachers, we are all students.” Have a goal of making at least one contribution per class (this includes asking relevant questions!)

 

 

Policy on Personal Use of Electronic Devices in the Classroom: 

Per University policy, students may only use electronic devices in the classroom for class purposes, such as note-taking or translating. Once class has begun, any cell phones, etc. need to be out of sight and silenced, and laptops ONLY used for note-taking (you may of course use them during the class break). It really is a distraction to the teaching/learning process when cell phones ring or are being checked during class, so please be considerate of others.    (source: www.policy.umn.edu/Policies/Education...)

 

Other UM/UMM Policies to be aware of:

·        Univ of Minnesota Student Conduct Code: please see: http://regents.umn.edu/sites/default/files/policies/Student_Conduct_Code.pdf.

·        Scholastic Dishonesty: You are expected to do your own academic work and cite sources as necessary. Failing to do so is scholastic dishonesty. Scholastic dishonesty means plagiarizing; cheating on assignments or examinations; engaging in unauthorized collaboration on academic work; and other dishonest acts. If it is determined that a student has cheated, he or she may be given an "F" or an "N" for the course, and may face additional sanctions from the University. See further: http://policy.umn.edu/Policies/Education/Education/INSTRUCTORRESP.html.

·        "Sexual harassment" means unwelcome sexual advances, requests for sexual favors, and/or other verbal or physical conduct of a sexual nature. Such behavior is not acceptable in the University setting. See further: http://regents.umn.edu/sites/default/files/policies/SexHarassment.pdf

·        Equity, Diversity, Equal Opportunity, and Affirmative Action: the University provides equal access to and opportunity in its programs and facilities, without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression. See further: http://regents.umn.edu/sites/default/files/policies/Equity_Diversity_EO_AA.pdf.

 

·        Academic Freedom and Responsibility: academic freedom is a cornerstone of the University. Within the scope and content of the course as defined by the instructor, it includes the freedom to discuss relevant matters in the classroom. Along with this freedom comes responsibility. Students are encouraged to develop the capacity for critical judgment and to engage in a sustained and independent search for truth. Students are free to take reasoned exception to the views offered in any course of study and to reserve judgment about matters of opinion, but they are responsible for learning the content of any course of study for which they are enrolled. See further: http://www.policy.umn.edu/Policies/Education/Education/ SYLLABUSREQUIREMENTS_APPA.htm

 

Reading Responses & Other Moodle Contributions:

As a means of encouraging your further engagement with portraiture, you are asked to regularly contribute to Moodle electronic discussions throughout the semester.

What do I write about?  various questions will be posted throughout the semester asking you to respond to course readings, to add to content discussed in class, and to share new info found from reliable sources in the news media. You may also suggest topics for me to add to the moodle discussion board.

*You will be required to make at least two “reading response” posts - see essays listed as such in the course outline; one reading response must be done before spring break. The essays will be on e-reserve;  the password to access them is dabbs3291.

For the reading response, write one paragraph summarizing the main content, and then at least one more paragraph responding to what you read – what did you feel was particularly interesting?  how effectively argued was the content?  what further insights did you gain regarding portraiture from the essay?

*In addition to these, please try to make at least 4 other paragraph-length responses to Moodle questions that are posted throughout the semester.

 

How will this be graded?   I’m looking at quantity AND quality of thought and writing for these, as well as regularity of participation (by “regular,” I’d like to see someone posting about once every 2 weeks). 6 (or more) contributions that I feel are very good/excellent (in terms of depth and clarity of response) will merit somewhere in the A/A- range.  3 contributions that are only “o.k.” (not much said, not so well written) will be at the lower end (C/C-). No moodle posts will lower your final grade for the course by a full letter!  *I will give you feedback on your Moodle posts at midterm (or earlier if you ask!), as well as at the end of the semester. 

 

Mini-presentation:  everyone will have a chance to practice their visual analysis and presentation skills with this 5 minute talk on a state portrait (or other formal portrait of a “leader”) from the past or present, of your choice. (We will discuss this further in class).

 

Then, Option “A” --  presentation and annotated bibliography:  towards the end of the semester (unless it works better for you to go earlier), you will give a 15 presentation of a portrait research topic of your choice. Further guidelines will be discussed in class, and presentation dates assigned well in advance (once I know everyone’s topic). This will be worth 10% of the final grade.

The other 10% will comprise an annotated bibliography of selected research sources you used to do research for your presentation.  It will be due Friday May 12, by 10:30 a.m.

 

 

 

OR Option “B”  --  Research Paper:

For this 8- to 10-page paper you will be able to explore in-depth any aspect of portraiture that interests you - from any time period. It must involve research but should also incorporate your own visual analysis of selected images, and have a thesis.  Keep the social history perspective in mind too - what do the portraits you’ve selected reveal about attitudes commonly held regarding class/gender/age/affiliation/ etc. within a particular culture?  Or how do innovations in portrait media/technique impact the social reach of this genre?      [a more detailed handout on research paper guidelines will be given out in class]

 

 

PORTRAITURE & Social History - Course Outline Spring 2017

 

*Please note:  this outline provides a framework for our course, and while I try to stay on schedule, it may be necessary to make slight modifications due to unforeseen circumstances, and the interests of class members.  Any changes will be announced in class.

The readings listed for discussion should be done for that class;  background reading can be done at your discretion. All readings are on e-reserve OR print reserve (if an entire book);  for e-reserves, pword is dabbs3291. 

 

Important Dates at a Glance (mark your calendars now!):

 

 

 

 

·          Mar. 28  research status report due

 

·          May 12, 10:30 a.m.  research paper OR annotated bibliography due

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Tues. Jan. 17:  Intro to the course

 

 

Thurs. Jan. 19: Defining the Portrait                                                                                                                                                                                                                              To do: please bring a definition or two of the term “portrait” to class [make note of source], AND look at images under this heading on the course website to prep for discussion: would you consider each a portrait?                                                                                                                            Background reading:  West, Portraiture, Intro. and Chap. 1

 

 

Tu Jan. 24:  Portraits & Purposes in the Early Modern Period - and today                                                        

To do:  have portrait inventory completed, bring to class.                                                           

  Background reading: West, Portraiture, chap. 2.

 

Th Jan. 26:  The Theory & Practice of Portraiture                                                    

*For discussion: E. Vigée-Lebrun’s “Advice on Portrait Painting” (coursepack)      

 

 

Tu Jan. 31:  Analyzing a Portrait I: Media

                    Background rdg:  Campbell, Renaissance Portraits, 61-67 (skim).                                  

                                

 

Th Feb. 2:  Analyzing a Portrait II:  Formats & Poses                                              

          Background rdg: Campbell, Renaissance Portraits, 69-107 (skim).

 

 

Tu Feb. 7:  Analyzing a Portrait III:  Expression, Gesture, and the Gaze                             

  Background rdg:  Spilimbergo (in coursepack, this section)

                       *proposed research topic due

 

 

Th Feb. 9:  EXAM #1

 

 

Tu Feb. 14:   J. Cleese, “The Face” (video);  and researching portraits

 

 

Th Feb. 16:  Analyzing a Portrait IV: Identity, Character, & Status 

          *for discussion/possible Moodle response:   P. Staiti, “Character & Class: The Portraits of J.S. Copley,” in Reading American Art, pp. 12-37 (e-res).

 

 

Tu Feb. 21:  The State Portrait:  past

                    Background rdg: West, Portraiture, pp. 71-81.

 

 

Th Feb. 23:  Mini-presentations on  Other State Portraits/Portraits of Leaders

 

 

Tu Feb. 28:  More mini-presentations

 

 

Th Mar. 3:   “Men in Black”: Early Modern Portraits of Melancholy Men          

*For discussion:  Castiglione (handout);  and for discussion/possible Moodle response:  Pressly, “Gilbert Stuart’s The Skater: an Essay in Romantic Melancholy,” (on e-reserve).              

[Prof. Dabbs may be gone to a conference this day; if so, will re-schedule this topic]

 

 

Tu Mar. 7:   Good Girls & Nude Girls: Early Modern Portraits of Women                 

*for discussion/possible Moodle response:   P. Simons, “Women in Frames,” in The Expanding Discourse, eds. Broude & Garrard, pp. 39-57 (on e-reserve).

Background rdg: West, Portraiture, 145-158.

 

Th Mar. 9:  Self-portraits                                                                                          

Background rdg: West, Portraiture, chap. 7.

 

 

Week of March 13:  spring break!

Tu Mar. 21:  Friendship Portraits                                                                    

          * For discussion:  Castiglione on Friendship (handout)                           

 

 

Th Mar. 23:   EXAM #2

 

 

Tu Mar. 28:  Self-portraits

 

 

Th Mar. 30:  Self-portraits con’t;  Friendship Portraits

 

 

Tu Apr. 4:   Friendship Portraits con’t.;  ’Till Death Do Us Part”: Portraits of Couples                                                          

          Background rdg:  West, Portraiture, 105-118.

*research status report  due

 

 

 

Th Apr. 6:  Portraits of Couples;  begin Children

Background rdg: West, Portraiture, pp. 131-36.                                                      

 *for discussion/possible Moodle response:                                                     

      1)  A. Coonin, “Portrait Busts of Children in Quattrocento Florence,” pp.61-71  OR   2)  L. Freedman, “Titian’s Portrait of Clarissa Strozzi,”  pp. 165-80 (both readings on e-res)

 

 

Tu Apr. 11:  finish Children;  Family Portraits

 

 

DROPPED:  “The Gang’s All Here”:  Group Portraits

          Background rdg:  West, Portraiture, 118-129.

 

Th Apr. 13:  People & their Pets/Portraits of Animals

          For discussion/possible Moodle response:  Freeland, Portraits & Persons,             chap. 1 (“Animals”) [on e-reserve].

 

 

Tu Apr. 18:  Portraying the “Other”

          Background rdg:  West, Portraiture, 97-103.

 

 

Th Apr. 20:  EXAM #3

 

Tu Apr. 25:   No class;  individual conferences with Prof. Julia, if desired

 

Th Apr. 27:  presentations:  J.J.;  Frances;  Medora

 

Tu May 2:  presentations:  Lindsey;  Rani;  Ruth

 

Th May 4:  presentations:  Caroline;  Ethan;  JoMarie

 

 

No final exam;  research paper OR annotated bibliography must be turned in BY Fri. May 12, 10:30 a.m. – you are welcome to turn it in earlier if it’s ready!