ART HISTORY I

(Fall 2015)

Instructor: Assoc. Prof. Konstantinos Giakoumis, Ph.D.

Time/Place: Wednesday, 17:00-20:00, Room THEATRE
Turn-it-in Class ID and Enrollment Password: 13881548 / Art_Hist_1
E-mail/Cell: kgiakoumis@unyt.edu.al / 069 20 70 592
Office Hours: Friday, 14.00-16.00 or by appointment (Room 2 C)

COURSE SPECIFICATION

Code: Sector: Law

Course Title: Art History I
Course Coordinator: Dr. Konstantinos Giakoumis
Level: 1 Credit: 12
Department: Humanities and Social Sciences Pre-requisites: -

Aims:
This course is designed to provide an understanding, knowledge and appreciation of
major art historical phenomena and works of high aesthetic quality in architecture,
sculpture, painting, and other art forms within diverse historical and cultural contexts.
In so doing, it shall introduce the global artistic legacy, beginning from the earliest
civilisations of mankind (Stone Age 35,000 B.C. - 2000 B.C.), the Art of the ancient
Near East, Egypt and Greece and ending with the Romanesque and Gothic Art (12 th-
end of 15th Century AD).

Learning Objectives:
1. Knowledge Base: By the end of the course students are expected to:
Have gained an incisive view of major artistic works and developments
from pre-history to Renaissance.
Be able to discuss, analyse and evaluate their importance in a critical
fashion and beyond a mere quotation of dates, places, and artists using
appropriate terminology.
Demonstrate intelligence and sensitivity in analysing an artwork.
Demonstrate awareness of ethical issues encountered in an art
historians laboratory.

2. Cognitive / Intellectual Skills: By the end of the course students are expected
to be able to:
Analyse key art historical artworks and developments using a variety of
primary and secondary sources.
Synthesize relevant information from different primary and secondary
sources.
Evaluate the reliability of their sources.
Apply basic art historical methodological tools to new, unknown
artworks.
 3. Key / Transferrable Skills: By the end of the course students are expected to
have demonstrated:
The ability to work effectively with others as a member of a group
within the given time constraints.
An ability to work within an appropriate ethos and to access and use a
range of learning resources.
An ability to evaluate own strengths and weaknesses within criteria set
by others.
An ability to collect and manage information from a range of sources
undertaking simple and guided research tasks.
An ability to take responsibility of own learning with appropriate
support.
The appropriate skills of communicating effectively on art historical
matters.
An ability to apply with limited autonomy, under direction or
supervision, learned tools and methods carefully and accurately to a
well-defined new problem, within defined guidelines.

Course Outline:
I 10/26 Introduction to the subjects and vocabulary of Art History. Course requirements; art
historical methods of inquiry. THE BIRTH OF ART: Art in the Stone Age period. Art
Historical Thinking Skills: Periodization in art history. Readings: 1) Kleiner et al., Chapter
1. 2) Adams, Chapter 1.
II 11/02 THE ART OF ANCIENT NEAR EAST. Art Historical Thinking Skills: Primary and
Secondary Sources in Art History. Readings: 1) Kleiner et al., Chapter 2. 2) Adams,
Chapter 2.
III 11/09 THE ART OF ANCIENT EGYPT. Art Historical Thinking Skills: Relationships between
facts, opinions, sources and interpretations; Understanding, evaluating and producing
descriptions of art objects. Readings: 1) Kleiner et al., Chapter 3. 2) Adams, Chapter 3.
Paper topics and outline due.
IV 11/16 AEGEAN (CYCLADIC, MINOAN, MYCENAEAN ART). Art Historical Thinking Skills:
Analyzing art objects from different methodological perspectives often tells us more than
their authors had in mind. Readings: 1) Kleiner et al., Chapter 4. 2) Adams, Chapter 4.
V 11/23 ANCIENT GREEK ART (ARCHAIC, CLASSICAL, HELLENISTIC). Art Historical
Thinking Skills: Comparing and contrasting a variety of artworks unveils important
evidence on social structures, economies, politics and cultures. Readings: 1) Kleiner et al.,
Chapter 5. 2) Adams, Chapter 5. Annotated bibliography and detailed outlines due.
VI 11/30 THE ANCIENT ART OF ASIA. Art Historical Thinking Skills: Relating social groups and
the individuals in art historical understanding. Readings: 1) Kleiner et al., Chapters 6-8. 2)
Adams, pp. 205-213, 259-272, 312-323, 448-464.
VII 12/07 Mid-Term Exam.
VIII 12/14 ETRUSCAN AND ROMAN ART (Visit at Durrs amphitheatre). Art Historical Thinking
Skills: Comparing and contrasting artworks offers valuable information on social
structures, economies, politics and cultures. Readings: 1) Kleiner et al., Chapters 9-10. 2)
Adams, Chapters 6-7.
IX 12/21 EARLY CHRISTIAN ART. Art Historical Thinking Skills: Understanding and evaluating
historical change; distinguishing causes of change. Readings: 1) Kleiner et al., Chapter 11.
2) Adams, Chapter 8.
X 01/11 MIDDLE AND LATE BYZANTINE ART. (Tour at the Archaeological Museum and the
early Christian church of St. George at Tirana). Art Historical Thinking Skills: Diversities
in judging the past. Readings: 1) Kleiner et al., Chapter 12. 2) Adams, Chapter 8. Research
Paper First Drafts due.
 XI 01/18 ISLAMIC ART. Art Historical Thinking Skills: Evaluating alternate theses; understanding
how and why art historical developments and events are interpreted and re-interpreted.
Readings: 1) Kleiner et al., Chapter 13. 2) Adams, pp. 327-334, 695-697.
XII 01/25 THE ART OF ANCIENT AFRICA AND THE AMERICAS. Art Historical Thinking Skills:
Sifting art historical evidence (before and after): social, economic, political and cultural.
Readings: 1) Kleiner et al., Chapters 14-15. 2) Adams, pp. 870-873.
XIII 02/01 EARLY MEDIEVAL ART. Art Historical Thinking Skills: Close-reading and interpreting a
variety of art historical sources. Readings: 1) Kleiner et al., Chapter 16. 2) Adams, Chapter
9.
XIV 02/08 ROMANESQUE AND GOTHIC ART. Art Historical Thinking Skills: Using Literature in
History; Understanding Processes. Readings: 1) Kleiner et al., Chapters 17-18. 2) Adams,
Chapters 10-11. Research Paper Due.
XV 02/15 FINAL TEST.

Learning and Teaching Activities:

Lectures, discussions, debates, group-work projects, individual projects and
presentations.

Assessment Details:
Please Grading
Methods of Weightin Minimum Word Outline Details
identify the Mode
Assessment LAST item of g% Pass Mark Length
assessment
that a student
sits with a
tick

Coursework 35 40% Attendance, participation

and preparation (10 %)
Covering Learning
Outcomes: 1-3

Presentations (5%)
Covering Learning
Outcomes: 1-3

Research Paper (20%)

Max. Covering Learning
7,500 Outcomes: 1-3

Midterm 30 40% Covering Learning

exam Outcomes: 1-3

Examination 35 40% Covering: 1-3

Is the student required to pass ALL elements of No

assessment in order to pass the course?

Grade Percentage Generic Assessment Criteria

Designation (%)
The work examined is exemplary and provides clear evidence of a complete grasp of
Distinction 86-100 the knowledge, understanding and skills appropriate to the Level of the qualification.
There is also ample excellent evidence showing that all the learning outcomes and
responsibilities appropriate to that Level are fully satisfied.
The work examined is outstanding and demonstrates comprehensive knowledge,
Distinction 76-85 understanding and skills appropriate to the Level of the qualification. There is also
excellent evidence showing that all the learning outcomes and responsibilities
appropriate to that Level are fully satisfied.
The work examined is excellent and is evidence of comprehensive knowledge,
Distinction 70-75 understanding and skills appropriate to the Level of the qualification. There is also
excellent evidence showing that all the learning outcomes and responsibilities
 appropriate to that Level are satisfied.
The work examined is very good and is evidence of the knowledge, understanding
Merit 65-69 and skills appropriate to the Level of the qualification. There is also very good
evidence showing that all the learning outcomes and responsibilities appropriate to
the Level are satisfied.
The work examined is good and is evidence of the knowledge, understanding and
Merit 60-64 skills appropriate to the Level of the qualification. There is also good evidence
showing that all the learning outcomes and responsibilities appropriate to that Level
are satisfied.
The work examined is sound and is evidence of the knowledge, understanding and
Merit 50-59 skills appropriate to the Level of the qualification. There is also sound evidence
showing that all the learning outcomes and responsibilities appropriate to that Level
are satisfied.
The work examined is sound but provides limited evidence of the knowledge,
Pass 40-49 understanding and skills appropriate to the Level of the qualification. There is also
sound but limited evidence showing that all the learning outcomes and
responsibilities to that Level are satisfied.
Fail 0-39 Work that is significantly below average and does not meet minimum standards for
passing a course.

Indicative Texts:

ISBN Author Date Title Publisher

Number

978015505 Kleiner F. S., 2005 Gardners Art Through The Ages Wadsworth
0907 Mamiya C. J., (12th edition) Publishing
Tansey R. G.
ASIN: Adams L. 2003 Art Across Time McGraw-Hill, Inc.
B001BU10
NE

Additional Readings and Other Materials:

Additional readings shall be assigned from other books, articles, or in-class handouts
on a case-by-case basis. Various audio-visual materials shall be included in class
presentations.

Supplemental Web-based Research:

Students are expected to supplement their textbook readings with Web-based research,
and specific reading assignments may be made from these websites:
http://www.wadsworth.com/cgi-wadsworth/course_products_wp.pl?
fid=M20b&product_isbn_issn=0534642004&discipline_number=37
http://www.arthistory.net
http://www.loggia.com/art/arthistory.html

Course Website:
In the courses cyberspace [http://www.unyt.edu.al/art1] students can find primarily
practice tests related to their study of the main course-book. Inasmuch as the course-
books leave too little space for art history in a local setting, the courses website also
provides students with additional materials to enhance their knowledge and
understanding of local art history within wider geographical limits, historical periods
and developments.

Term Paper or Three Assignments:

Students will be required to write a term paper on a subject either of their own choice,
or chosen from a list after consulting with the instructor (20%). Topics suggested by
the students are subjects to approval. Papers (20% of the total course grade) will be
evaluated as follows: 1. Paper Topic and Brief Outline (2%: by November 9, 2016) 2.
Detailed Outline and Annotated Bibliography: (3%: by November 23, 2016). 3. First
Draft: 5% (by January 11, 2017). 4. Final Draft: 10% (by February 8, 2017).

Alternatively, students will be required to produce three short pieces of work, each at
ca. 1000 words, on topics arranged by the instructor. Dead-Lines: November 9, 2016;
November 23, 2016; January 11, 2017.

Basis for Student Evaluation:

# Criterion % of final
grade
Attendance, participation and preparation: I expect students be in
class and also actively engage into class discussion and other activities,
individual or in larger and smaller groups. One of the exciting things about
history is that there is rarely a right or wrong view, but more often than
1.
not a convincing or non-convincing viewpoint. Considering the value of 10%
advance preparation for class discussions, short quizzes and orally
investigated review questions will normally precede the start of a new
section.
Mid-Term Exam: Both the mid-term, as well as the final exam are
structured in two sections, each of which contains two parts. The first
sections first part contains multiple-choice, true or false and/or short-
definition questions, most of which are available online at the courses
website. The second part of the first section contains multiple-choice
questions developed for the purpose of assessing student learning of skills
cultivated in class. The second section of the test contains two essays. The
2. first part comprises document-based questions, i.e. you will be given one 30%
or more sources and you will be asked to analyse them and, in the form of
short essays, respond to questions upon them aimed at assessing student
learning of the historical thinking skills developed throughout the course.
The second part of the second section contains a selection of change-of-
time or comparative larger-scale essays (approx. 500 words) aimed at
assessing students ability to identify patterns and factors of change over
time and to compare social, economic, political and other structures.
Term Paper: Students will be required to write a term paper on a
subject either of their own choice, or chosen from a list after consulting
with the instructor (20%). Topics suggested by the students are subjects
to approval. Papers (20% of the total course grade) will be evaluated as
follows: 1. Paper Topic and Brief Outline (2%: by November 9, 2016)
2. Detailed Outline and Annotated Bibliography: (3%: by November
23, 2016). 3. First Draft: 5% (by January 11, 2017). 4. Final Draft:
3. 10% (by February 8, 2017). 20%
Alternatively, students will be required to produce three short pieces of
work, each at ca. 1000 words, on topics arranged by the instructor. Dead-
Lines: November 9, 2016; November 23, 2016; January 11, 2017.

Please see the appendix on the assessment criteria for papers and written
assignments applied in this course.
Presentation(s): Students are required to present their papers to peers
(January 22 & 29, 2014) and also engage into a number of group
projects assigned in class leading to presentations. Good presentation
4. skills (contact with audience, time management, voice-pitch, clear driving 5%
point with principal evidence and findings, as well as a powerful Power
Point presentation, where appropriate, are desired qualities constituting a
good presentation).
Final Exam: This is a cumulative exam. Please see notes on mid-term
5.
exam. 35%
Individual Tutorials:
Students are welcome to arrange a tutorial session with the instructor on an individual
basis. An announcement of my office hours is placed outside my office,
Administrational Building, 2nd floor.

How to Succeed in the Course:

General Policies:
1. Regular attendance is expected. If there is an urgent reason to be absent, please email the
instructor in advance. A student may not enter an examination without having justified all of
his/her absences.
2. Assignments will be collected at the beginning of the class session. There will be a 10%
daily deduction for late assignments (up to 2 days only, thereafter no grade will be given)
unless you make special arrangements with the instructor in advance via email
communications.
3. Any violation of academic honesty principles, e.g. plagiarism, will result in an automatic F
on the course, in line with UNYTs Honour Code policies.
4. Make-up exams will be given only in the case of a confirmed medical excuse. If possible,
please advise the instructor in advance by email.

Learning Difficulties: If you feel that you have encountered special learning
difficulties or serious problems that interfere with your studies, please make an
appointment with UNYT Counseling Center, Dr. E. Cenko
(enilacenko@unyt.edu.al). For more information, please contact me and or your
academic advisor.
 EVALUATION GRID AND FEEDBACK FORM FOR PAPERS & ESSAYS OF LAW STUDENTS
STUDENTS NAME & SURNAME: ______________________ COURSE: _____________________

CRITERIONCOMPONENT % DESCRIPTION ASSESSMENT

POINTS
7-10 (A) Precise, original, substantiated and plausible, insightful and sophisticated.
THESIS

6-6.9 (B)Slightly obscure and/or lacking insightfulness or originality.

5-5.9 (C)Slightly vague or uninteresting, lacking originality.
N/A 4-4.9 Vague or upholding a self-evident point.
(D)
(10%)

0-3.9 (F) No thesis.

7-10 (A) Sets of ideas constitute logical arguments; possible counter-arguments are identified and defused. The author makes cross-
disciplinary connections not necessarily retrieved from course materials, thereby creating novel avenues of supporting a
thesis.
Logic & 6-6.9 (B)Logical ideas form solid arguments. Some counter-arguments are identified but not defused; insights are primarily limited to the
sources used.
Argumentation 5-5.9 (C)The logic of some ideas may fail, thereby creating implausible arguments. Few counter-arguments are identified. Most
(10%) insights are limited to the primary materials without cross-disciplinary connections.
4-4.9 Loose ideas, not advancing to an argument. Mere repetition or summary of points raised in the used sources. No attempt to
(D) identify counter-arguments and dilute them. Simplistic view of topic; no effort to apperceive alternate theses.
0-3.9 (F) Arguments sequenced arbitrarily.
7-10 (A) Full, semantically and grammatically correct integration of primary sources into historical or art historic argument; use of
(30%)CONTENT

examples to illustrate points of view.

6-6.9 (B)Use of primary source materials to uphold most statements; some unnecessary or inappropriate use of primary materials.
Primary sources are not very well incorporated into sentence structures.
Use of Evidence 5-5.9 (C)Many statements remain unsubstantiated, without thorough or suitable evidencing; limited use of examples from primary
sources to support the authors viewpoints or unclear points in the choice of evidence. Primary sources are loosely integrated
(10%) into the (art) historical argument.
4-4.9 Scarce, poor or irrelevant use of examples. Statements are not supported by evidence or evidence does not lead to statements.
(D) Primary source quotations are thrown improperly or unnecessarily without any effort for integration.
0-3.9 (F) No attempt to relate statements with examples.
7-10 (A) Statements and evidence are correlated with each other to form mini-theses, which logically advance to the papers thesis.
The analysis is vertical (meaning thorough and insightful) rather than horizontal (meaning superficial).
6-6.9 (B)Many statements and evidence are correlated to each other. The analysis is somewhere vertical and elsewhere horizontal.
Analysis 5-5.9 (C)A number of statements or quotes provide little or no insight.
(10%) 4-4.9 Loose or no insight on the correlation between statements and evidence, thereby not formulating comprehensible arguments.
(D)
0-3.9 (F) No effort in providing any insights. Lack of arguments.
STRUCT

N/A 21-30 Justified and identifiable, naturally flowing towards buttressing the thesis. Smooth and sound macro-structural transitions
(A) from unit to unit. The micro-thesis of a unit progresses through logically classified, coherent and interconnected paragraphs.
URE

18-20.9 Overall rather justified and identifiable, even though occasionally lapsing towards extraneousness. Some macro-structural
(B) transitions are obscure, or some paragraphs lack coherence, interrelation or clarity of sequencing.
 15-17.9 Overall lacking a logical, driving point and proper justification; leaning towards extraneousness or redundancy. Macro-
(C) structural units are often unabridged, while many paragraphs lack coherence, correlation with each other and do not serve a
clear driving point.
(30%) 12-14.9 Indistinct, not-rarely due to a lack of driving point. Haphazard structuring of units, many paragraphs without topic
(D) sentences.
0-11.9 Lack of driving point, illogical structuring of units or no paragraphing at all.
(F)
21-30 Excellence in grammar and syntax, use of sophisticated vocabulary, use and understanding of related terminology. The paper
is properly typed, paragraph margins are justified, and illustrations are accompanied by full identifications and proper in-text
(30%)PRESENTATION

(A)
citations. The author cites all ideas, statements, arguments, or evidence other than his own.
18-20.9 Correct grammar and syntax with sporadic mistakes. The papers format is not very user-friendly. Some illustrations are not
(B) cited in the text or are incompletely identified. The author cites all ideas, statements, arguments, or evidence other than his
own.
N/A 15-17.9 Some failures in correct use of grammar, syntax and diction, but no grave mistakes. The papers format is unattractive and
(C) not user-friendly. Few illustrative materials, unidentified, placed casually without in-text citation. Some mistakes in citations.
12-14.9 Major errors in syntax, grammar, and diction. Frequent mistakes in citation style, too little illustrative materials without
(D) structural link with the text. Paper format difficult to read.
0-11.9 Major problems in writing academic English. Instances of plagiarism. Paper highly illegible due to sloppy formatting.
(F)
Final Papers Grade

ADDITIONAL FEEDBACK

1. Thesis: ________________________________________________________________________________________________________

2. Content:
a. Logic and Argumentation: ___________________________________________________________________________________

b. Use of Evidence: ___________________________________________________________________________________________

c. Analysis: _________________________________________________________________________________________________

3. Structure: ______________________________________________________________________________________________________

4. Presentation: ___________________________________________________________________________________________________

Dr. Konstantinos Giakoumis