Latin American and Latino/a Art 111 - Sacramento State american and lati…  · Web viewArticles...

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Latin American and Latina/o Art 111 Wednesday 3-5:50 pm Mariposa 1016 Elaine O'Brien Ph.D. Office: Kadema 190 Hours: Tu 3-5 & W 5:50-6:50 pm [email protected] http://www.csus.edu/indiv/o/obriene/ Course Description: This course is a sweeping overview of the history of Latin American and Latina/o art. After a survey of ancient cultures with selected readings, documentary films, and discussions of Mesoamerican and Andean cultures, our focus shifts to Spanish and Portuguese colonial art, then to art of the independence era in the first half of the 19 th century, the rise of modernism across Latin America in the 1920s, and finally to contemporary Latin American and Latina/o art, with a focus on regional Chicana/o art. We will look briefly at the art of the African diaspora, focusing on the former French Caribbean colony of Haiti. A trip to see Diego Rivera’s Pan American Unity mural at the Ocean Campus of San Francisco City College is assigned as is an exhibition of Royal Chicano Air Force (RCAF) posters in the University Library Annex Gallery in April. The expansive geographical and historical breadth of the course allows us to ask what (if any) identifiable forms, attitudes and concepts characterize “Latin American and Latina/o” art. Note: This is a Writing Intensive Course with a prerequisite of upper-division standing and the completion of the University’s Graduation Writing Assessment Requirement. University expectations for Writing Intensive Courses : A. The course must build on the basic skills and knowledge acquired by students in their foundation courses in General Education or the major. B. The course must expand students' knowledge by examining complex issues. C. The course must expand students' abilities to reason logically and to write clearly in prose. D. Students must be required to write not less than 5,000 words of clear and logical prose (not to include simple narrative or diary writing). E. Instructors must work actively with students to sharpen analytical abilities and to improve their writing styles. F. Writing assignments must be spread over the entire semester (with at least 3,000 of the 5,000 words due before the last two weeks of instruction). José Montoya, Pachuco Art, poster, 1978

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Latin American and Latina/o Art 111

Wednesday 3-5:50 pmMariposa 1016

Elaine O'Brien Ph.D.Office: Kadema 190

Hours: Tu 3-5 & W 5:50-6:50 [email protected]

http://www.csus.edu/indiv/o/obriene/

Course Description: This course is a sweeping overview of the history of Latin American and Latina/o art. After a survey of ancient cultures with selected readings, documentary films, and discussions of Mesoamerican and Andean cultures, our focus shifts to Spanish and Portuguese colonial art, then to art of the independence era in the first half of the 19th century, the rise of modernism across Latin America in the 1920s, and finally to contemporary Latin American and Latina/o art, with a focus on regional Chicana/o art. We will look briefly at the art of the African diaspora, focusing on the former French Caribbean colony of Haiti. A trip to see Diego Rivera’s Pan American Unity mural at the Ocean Campus of San Francisco City College is assigned as is an exhibition of Royal Chicano Air Force (RCAF) posters in the University Library Annex Gallery in April. The expansive geographical and historical breadth of the course allows us to ask what (if any) identifiable forms, attitudes and concepts characterize “Latin American and Latina/o” art.

Note: This is a Writing Intensive Course with a prerequisite of upper-division standing and the completion of the University’s Graduation Writing Assessment Requirement.

University expectations for Writing Intensive Courses:A. The course must build on the basic skills and knowledge acquired by students in their foundation

courses in General Education or the major.B. The course must expand students' knowledge by examining complex issues.C. The course must expand students' abilities to reason logically and to write clearly in prose.D. Students must be required to write not less than 5,000 words of clear and logical prose (not to

include simple narrative or diary writing).E. Instructors must work actively with students to sharpen analytical abilities and to improve their

writing styles.F. Writing assignments must be spread over the entire semester (with at least 3,000 of the 5,000

words due before the last two weeks of instruction).G. Instructors must provide timely responses and evaluation of each writing assignment, and

evaluations and comments must not only be about the subject matter content but also about writing skills.

Course Objectives: Increased knowledge and appreciation of forms, contents, and contexts of Latin American and

Latina/o art and visual culture Advancement of skills in research and in the articulation of visual concepts Advancement of information technology skills Development of analytic and critical thinking abilities Improved listening and public speaking skills

José Montoya, Pachuco Art, poster, 1978

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Direct experience with artworks via the field trip to the Diego Rivera Pan American Unity mural and the Royal Chicano Air Force poster exhibition in the university library Annex gallery

A stronger grasp of the relationship between form and content of artworks and why works of art look the way they do

Appreciation of the various social roles of the artist

To help you achieve these objectives and excel in this and other courses: Dartmouth College Academic Skills website:

http://www.dartmouth.edu/~acskills/success/index.html Another good academic skills website: http://www.studygs.net/

Required texts: Always bring relevant textbook and readings to class for discussion. Dawn Ades, ed., Art in Latin America: The Modern Era 1820-1980 (on syllabus as “Ades”) Mary Ellen Miller, The Art of Mesoamerica: From Olmec to Aztec, 4th edition (on syllabus as “Miller”) Articles available for downloading from the Art 111 “Readings” webpage. Sylvan Barnet, A Short Guide to Writing About Art, 10th edition

Course Requirements and Grade Basis:

10% participation: Good participation is how much you help others learn: a positive, questioning, engaged attitude toward the material in the class. This is evident in attendance, being on time, attentiveness, and note taking. I recommend that you come to my office hours early in the semester and introduce yourself to me to tell me about your personal learning goals, interests, and/or concerns. This is much more important than many students realize.

Note taking : Some of this class is discussion, but information presented in lectures contains information that will be on quizzes. According to cognitive research, listeners only recall 50% of what they hear and that 20-30% is incorrect. Therefore, taking good notes is crucial for learning success in college. Please review these suggestion on note taking: http://www.dartmouth.edu/~acskills/docs/taking_notes.doc

Participation during small-group discussion : at times during the semester you will be asked to participate in small-group and class discussion. It is during these discussions that your participation (how much you help others learn) is most evident. Good and bad participation is noted and affects your grade.

o Never leave your group to talk with me individually or leave the classroom during small-group discussions.

Attendance policy This class meets once a week. Two unexcused absences reduce your grade by a full letter

grade; three unexcused absences result in automatic failure. Chronic (more than 3 times) lateness or leaving early will count as an absence.

Illness (yours or your child’s) is excused with a note from a medical practitioner. You can get a medical excuse from the student health clinic at The Well. Scheduled appointments, transportation problems, and job demands are not excused. Inform me of any situation that will keep you from class or affect your ability to learn, whatever it is. Do not hesitate to see me during my office hours or make an appointment via email. We can almost always work something out.

NOTE : Use of cellphones, laptops, all electronic gadgets and communication equipment is forbidden, mostly because it distracts other students. Please keep everything turned off and out of sight during class. Otherwise I will ask you to leave the class and count you as absent.

Please use the toilet before class and leave the classroom only in an emergency, in which case, don’t hesitate to leave (and come back if you can).

NOTE : No eating or drinking please. I will ask you to put it away.

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If you have a disability and require accommodations, you need to provide disability documentation to SSWD, Lassen Hall 1008, (916) 278-6955. Please discuss your accommodation needs with me after class or during my office hours early in the semester.

20% 1-page reading response papers (see sample response paper on the course webpage)For each of the “RR eadings ” indicated on the syllabus:

1. Briefly give the author’s expertise in subject. (Does he or she have a Ph.D. in subject, author of books on subject? Google for the information.)

2. Find and quote the author’s thesis statement in the article. Put the page number in parentheses next to the quoted thesis statement.

3. Put the author’s thesis statement in your own words. Your paraphrase should be about equal in length to the quotation.

4. Quote and paraphrase 3 key points the author makes - from the beginning, middle, and end of the reading. A “key point” is not just interesting; it supports (proves) the credibility of the author’s thesis. It is usually factual evidence.

5. Conclude with a short paragraph about what you learned about Latin American art from the reading.

NOTE: The response papers are the basis of small group and class discussions and must be on time for the class to function well as a learning community. Late papers are not accepted late except for excused absences.

10% Diego Rivera Mural at San Francisco City College: Response paper due May 1Anytime before mid-April, visit the Diego Rivera mural, Pan American Unity (1940) at the Ocean Campus of San Francisco City College. http://www.ccsf.edu/NEW/en/about-city-college/diego-rivera-mural/overview.html The mural is due to open January 21 for the spring semester. Check the website or call the information number there before you go to get essential information about hours, directions, parking, etc. Response paper: 1) At least one photograph of you with the mural. NOTE: No credit is earned without a photograph of you with the mural printed out and turned in or posted on the Sacramento State Art History Facebook page. 2) A 15-minute sketch of your favorite scene in the mural. 3) A 200-word response: a) Briefly explain the thesis and narrative of the mural. b) Explain how the scene you selected helps establish Rivera’s thesis. c) Conclude with a paragraph about what impressed you most and why it did.

20% 10 to 15-minute quizzes:

Quiz dates are indicated on the schedule and changes are announced in class. After lectures are presented in class, I will make them available on the course website under “Lectures.” Use them to make flash cards for the quizzes. I will only ask you to identify works of art and architecture that are in the readings and also shown in the videos and class lectures.

Quiz format: You will be asked to identify an art work (or two artworks in a comparison) – name and nationality of artist, title of work, date of work – and respond to a question related to the lectures, textbooks and other readings.

30 % Research Paper : An 8-page (1600 word, 12 font, double spaced) thesis research paper. Select an artist as the topic for your paper from the list at the end of the syllabus. You may choose an artist not on the list, but you must get my approval before writing your proposal. Use the internet to check out the artists below until you find one that interests you. NOTE: Each student must write on a different artist.NOTE: The thesis question is the same for everyone in the class: In what way(s) is the oeuvre (entire body of work) by the artist you have selected “Latin American” or “Latina/o”? Does the artist identify him- or herself with a nation, like Mexico or Brazil, for example? After you have done some preliminary research, propose an answer to that question and write it up as your thesis statement for the proposal.

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The research you do for the paper is to find out if your answer/proposed thesis is correct. If you later find out it is not correct, you can change your thesis.NOTE: If you want to argue a different thesis than this one, you may. See me to discuss your proposed thesis during my office hour or email the thesis statement to me for approval and direction.

N ote : Your research paper is eligible for the Witt prize for the best art history research paper, usually $200 awarded at the Student Award presentation in February.

o Read Sylvan Barnet and use it as a resource throughout your research project. Your paper must show mastery of the information in Barnet, but no class time will be spent on it. We will have a library class in information literacy and I am available during my office hours to instruct you. You can also get instruction at the Writing Center in Calaveras Hall and university librarians are always available to help you at the reference desk on the second floor.

o Format (Chicago full endnote and bibliographical citation style only. Please do not use parenthetical citations ) : Follow Sylvan Barnet’s instructions. Online quick guide to Chicago style citations:

http://www.chicagomanualofstyle.org/toolscitationguide.html

For free, one-on-one help with writing in any class, visit the University Reading and Writing Center in Calaveras 128. The Reading and Writing Center can help you at any stage in your reading and writing processes: coming up with a topic, developing and organizing a draft, understanding difficult texts, or developing strategies to become a better editor. To make an appointment or a series of appointments, visit the Reading and Writing Center in CLV 128. We also offer tutoring for one unit of academic credit through ENGL121. For current Reading and Writing Center hours and more information, visit the website at www.csus.edu/writingcenter.

NOTE: Except for excused absences (see above), the term paper proposal, peer review, first and second drafts are marked down half a letter grade for each class day they are late.

Paper proposal and research bibliography: Due February 20 Proposal: A one-page (250-word) thesis statement. For definitions of these terms, see Sylvan

Barnet and website tutorial: http://www.indiana.edu/~wts/pamphlets/thesis_statement.shtml. I highly recommend that you see me during my office hours for help choosing a topic and

formulating a question and hypothesis. You can also email me your research question and thesis statement up to one week before the due date if you want my help. Research bibliography: This is a complete list in correct Chicago style format for every

source of information available on your topic. The bibliography is the starting point of your research and tells you whether or not your thesis about the topic has already been published. It should be at least 4 pages and include everything published on your subject in books, articles, films, documentaries, and the web. Primary sources – interviews and unpublished archival research – are cited too. Look in books, catalogues, art encyclopedias, and articles for the citations of their sources and copy them into your research bibliography. You will not use most of the resources you find. The “research” bibliography is a “complete” not a “selected” bibliography. See Sylvan Barnet. Refer to CSUS library art history research resources: http://csus.libguides.com/arthistory Use full-text peer-reviewed articles only. (definition:

http://www.lib.utexas.edu/lsl/help/modules/peer.html On the “Database and Article” search page off the university Library website, select “Art”

as your subject from the list of subjects. “Artmultisearch” will come up. It searches all of the top databases for Art and makes your search easier.

First and Second (final) draft have exactly the same requirements:4

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First draft due April 3 Peer Review: due April 17 / Follow directions in Sylvan Barnet. Mark your partner’s paper and

address all questions on the peer review worksheet in Barnet, which is also available on my homepage in the left hand column.

Second (final) draft due May 8 A n 8-page (1600 word, 12 font, double spaced) research paper, including footnotes, “Works

Cited” bibliography, and a cover page with your name, title of paper, course name, and date Reproductions of all artworks referred to in your paper with figure citations. Staple in upper left corner (*Please do not use plastic sleeves. I’ll want to make notes on the

pages.) Submit the final second draft in a sturdy, new, flat, 2-pocket file. Include all the work you’ve

done: the original (marked) proposal, the research bibliography, and first draft. Submit all parts together. Your grade will be based on overall quality, effort, and presentation from start to finish.

Grading rubric for first and final drafts: o Strength and clarity of thesis: 10 points o Logic of argument development (composition): 2 5 points o Strength of visual evidence: 15 pointso How clearly and concisely the conclusion sums up the argument and evaluates the thesis: 5

pointso Quality of scholarly sources: 1 0 points o Accuracy of citation usage and format (footnote and bibliography): 10 pointso Quality of writing (grammar, syntax, punctuation, spelling, etc.) and overall presentation = 2 5

pointso 100 total points: 100-90=A, 89-80=B, 79-70=C, 69-60=D.

NOTE: This class adheres to CSUS policy on plagiarism. Please review the policy: http://library.csus.edu/content2.asp?pageID=353 Cite quotations and all information that is not general knowledge. Web sources must have full bibliographical information or they cannot be used in your paper. NOTE: Wikipedia is excellent for figuring out your thesis and for preliminary searches, but it cannot be cited as a source for research papers because the authors are anonymous.

10% PowerPoint Presentation of Thesis: An illustrated 20-minute presentation of your thesis to the class. These are scheduled for the last weeks of the semester.

Extra credit is earned by doing things you choose to do that educate you in Latin American & Latina/o. Some opportunities are listed on the syllabus schedule. There are many other events and independent projects that would qualify, but ask me first. Note: extra credit points are separate from course requirements. I record the points next to your name in the grade book. They raise the participation grade and can be used to make up an absence. Depending on how much extra credit you’ve earned, they can mean getting the higher letter grade when you are very close.

Schedule of assignments (subject to change)NOTE: You will be tested on the assigned readings in Miller and Ades that is relevant to class lectures, but you do not need to write reading responses. Write reading responses (see above for description) to “RR eadings ” only.

Week 1 / January 30: Introductory / Video “When Worlds Collide”Assignment: get the syllabus from the course website and learn the course requirements for the syllabus quiz on February 6.

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RR eadings (available from course webpage “Readings”) 1) Jack D. Forbes, “The Use of Racial and Ethnic Terms in America: Management by Manipulation” Bring a hard copy of the reading and your reading response paper to class.

Week 2 / February 6: Syllabus quiz / Ancient/Pre-Columbian Art: Hispaniola: Taíno (tī'nō); Andean (Peru) civilizations: Moche and Inca / Video: “Inca: Secrets of the Ancestors” Assignment: Study the map at the end of this syllabus. Be able to fill in names of all the countries on a blank map for the quiz February 20. For map game/study: http://www.sheppardsoftware.com/South_America_Geography.htm RR eading (on course webpage): 1) Christopher Donnan, “Moche Portraits: Masterpieces from Ancient Peru.” Bring hard copies of the reading and your response paper.Miller: study but do not write a response paper for chapters 1 and 2 (Olmec), Chapter 4 (Teotihuacán) NOTE: You will be tested on the material in Miller relevant to class lectures.

Week 3 / February 13: NO CLASS / O’Brien at conference Makeup assignment due February 20: Video log. For the two videos below, which you can stream from a university or home computer, take notes (write down all the important facts) as you watch. Write a summary of the videographers’ argument (thesis) and 3 three key points (facts that support the argument) from the beginning middle and end of the video. Each entry including notes and response should be about two pages (c. 350 words)

1) Teotihuacan: The City of the Gods. Films Media Group, 2001. Films On Demand. Web. 04 January 2013. http://digital.films.com.proxy.lib.csus.edu/PortalPlaylists.aspx?aid=21093&xtid=32749

2) To Death and Back. Films Media Group, 2005. Films on Demand. Web. 04 January 2013. < http://digital.films.com.proxy.lib.csus.edu/PortalPlaylists.aspx?aid=21093&xtid=40678 > NOTE: Although the first 20 minutes of this video are an interesting essay on the universal fascination with death images, you can begin watching at 20 minutes into the video. In less than a minute it will present material on the Moche of Peru and the Aztec and Maya of Mesoamerica.

Miller, Chapter 6-7 (Maya); Chapter 8 (Toltec); and Chapter 9 (Aztec) No response paper; you will be quizzed on the information in Miller.RR eading (on course webpage): Frances F. Berdan and Patricia Rieff Anawait’s The Essential Codex Mendoza: the “Introduction” and “The Founding of Tenochtitlán.” Bring a hard copy of your response paper and the reading to class.

Week 4 / February 20: Map quiz / Advanced civilizations in MesoamericaResearch paper proposal and bibliography due RR eadings (on course webpage): 1) Urs Bitterli, “Cultural Collisions: Spaniards on Hispaniola,” 2) Bartoleme de Las Casas, “Brief Account of the Devastation of the Indies (1542),”Christopher Columbus, Journal” (1492) Bring hard copies of the readings and your response papers

Week 5 / February 27: Quiz on Pre-Conquest art / The Encounter / The Conquest of Peru Ades pp.1-61. No reading response; you will be tested on the material in Ades. RR eadings: 1) Gauvin Bailey, “Eyeing the Other: The Indigenous Response,” 2) Jeanette Peterson, “The Virgin of Guadalupe: Symbol of Conquest or Liberation?” Bring hard copies of the readings and your response papers.

Week 6 / March 6: Colonial periodAdes 63-123 RR eadings 1) Jose Marti, Our America 1891; 2) Natalia Majluf, “’Ce n’est pas le Perou,’ or the Failure of Authenticity: Marginal Cosmopolitans at the Paris Universal Exhibition of 1855.” Bring hard copies of the readings and your response papers.

Week 7 / March 13: Colonial period6

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Ades 125-149 RR eadings : 1) Oswald de Andrade, "Manifesto Antropofago" 1928 (Cannibalist Manifesto) and translator’s introduction (website) 2) James Holston, “The Spirit of Brazilia: Modernity as Experiment and Risk.” Bring hard copies of the readings and your response papers.

March 20: Quiz on colonial period / ModernismAdes 150-193 “Mexican Mural Movement” RR eading : 1) David Siqueiros, “Three Appeals for a Modern Direction to the New Generation of American Painters and Sculptors” (Ades p.322); 3) José Vasconcelos, The Cosmic Race (excerpt on website)

March 27: NO CLASS – Spring break / No assignment

April 3: First draft of Research paper due / “The Frescos of Diego Rivera” (video 1307)Ades 194-239RR eading : 1) Alicia Gaspar de Alba, “There’s No Place like Aztlan: Embodied Aesthetics in Chicana Art.” 2) Tere Romo, “Points of Convergence: The Iconography of the Chicano Poster.” Bring hard copies of the readings and your response papers.

April 10: Xico Gonzalez: Guest lecture RR eading : 1) Rebecca Block and Lynda Hoffman-Jeep, “Fashioning National Identity: Frida Kahlo in ‘Gringolandia’” (for discussion on April 17)

Saturday, April 13: Required attendance: Festival of the Arts Art History lecture by Dr. Ella Diaz on the Royal Chicano Air Force and University Art Collection Management Panel with Catherine Sullivan, CSU Chico; Robin Bernhard, UC Davis; Irene Lugo, Sac City; and Rachel Teagel, UC Davis. Take notes and write one question for the speakers. If you ask the question during the Q&A, write down the answer and get 5 points extra credit. Bring notes and questions to class for discussion.

April 17: Peer review dueAdes 249-283 RR eadings : 1) Guy Brett, “Lygia Clark: In Search of the Body”; 2) Gerardo Mosquera, “Africa in the Art of of Latin America.” Bring hard copies of the readings and your response paper

April 24: Quiz /

April 29: Required lecture: Dr. Staci Sheiwiller, “Reframing the Rise of Modernism in Iran,” 7pm Kadema 145. Take notes and write one question for the speaker. If you ask the question during the Q&A, write down the answer and get 5 points extra credit. Bring notes and questions to class for discussion.

May 1: Diego Rivera City College Mural report due / Student Presentations

May 8: Final draft of research paper due / Student Presentations

May 15: Student Presentations and class discussion of “Just what IS Latin American and Latina/o art?” Bring a synopsis/abstract of your term paper and all of your reading response papers to class as the basis of the culminating discussion.

No final exam

List of artists for research papers:Use the internet to check out the artists below until you find one that interests you. You may choose an artist not on the list, but you must get my approval before writing your proposal.NOTE: Each student must write on a different artist.

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NOTE: The thesis question is the same for everyone in the class: In what way(s) is the oeuvre (entire body of work) by the artist you have selected “Latin American” or “Latina/o”? Does the artist identify him- or herself with a nation like Mexico or Brazil, for example? After you have done some preliminary research, propose an answer to that question and write it up as your thesis statement. (See syllabus page 5 for more information on writing the thesis statement and proposal.) The research you do for the paper is directed at finding out if your answer is correct. If your research shows that your thesis is not correct, you can change it before you start working on the paper.

ArgentinaLucio FontanaXul SolarGuillermo KuitcaBrazilLygia ClarkAdriana VarejãoTarsila do AmaralAnita MalfattiVik MunizHelio OiticicaCildo MeirelesChileAlfredo JaarRoberto MattaEugenio DittbornColombiaFernando BoteroDoris SalcedoBeatriz González CubaWifredo LamManuel MendiveJose BediaLatina/oCoco FuscoJudy BacaCelia Alvarez

Yolando LopezAna MendietaRoyal Chicano Air Force artists Guillermo Gómez-PeñaPepón OsorioMexicoRufino TamayoJuan O’GormanGerardo Murillo (Dr. Alt)Nahum ZenilLuis Barragon (architect)Gabriel OrozcoJose Luis CuevasRemedios VaraLeonora CarringtonMaria IsquierdoPeruJosé SabogalFrancisco LasoUruguayLuis CamnitzerJoaquín Torres GarcíaVenezuelaJesús Rafael SotoArmand ReveronMarisol EscobarArthuro Herera Gego (Gertrude Goldschmidt)

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