Need Another 5% Assignment?
The concept of progress is often intertwined with the Western Canon. Listen to one of the following lectures by Ronald Wright's series, A Short History of Progress. Chapter 3 (Easter Island and Sumer) here or Chapter 4 (Rome and the Maya) here. If you would rather read it instead it is on reserve at the library under the name Mark McGuire.
Your assignment: Either create a visual précis (as we have before) of the chapter you have chosen,
OR write a 500 word reflection on how the chapter you have chosen relates to the material we have addressed in the course. Due May 8th in HA 105.
Your assignment: Either create a visual précis (as we have before) of the chapter you have chosen,
OR write a 500 word reflection on how the chapter you have chosen relates to the material we have addressed in the course. Due May 8th in HA 105.
Practice Questions (Study cards are here)
-What is Hutchins' response to the criticism that a Liberal Education is outdated?
-The mammy figure arose as a response to what kind of social anxieties?
-Can you name and describe the other stereotypes of African Americans discussed in Ethnic Notions?
-Describe how Sara Bartmann was portrayed and how this was different from representations of European women?
-How can class be depicted in representations of people in high art?
-Define orientalism. Who is associated with this theory?
-What does it mean when people are smiling in paintings according to Leppert?
-Is the "dying race" theory valid or is it an elaborate myth? Explain. Name a photographer whose images illustrated this idea.
-Compare Ishi and Sara Bartmann.
-Women were defined through their anatomy, physiology (body systems and processes) and craniometry. Give examples of each.
-What does Nochlin say about the "Woman Problem"?
-Why were "Indians" necessary to the definition of American identity?
-The mammy figure arose as a response to what kind of social anxieties?
-Can you name and describe the other stereotypes of African Americans discussed in Ethnic Notions?
-Describe how Sara Bartmann was portrayed and how this was different from representations of European women?
-How can class be depicted in representations of people in high art?
-Define orientalism. Who is associated with this theory?
-What does it mean when people are smiling in paintings according to Leppert?
-Is the "dying race" theory valid or is it an elaborate myth? Explain. Name a photographer whose images illustrated this idea.
-Compare Ishi and Sara Bartmann.
-Women were defined through their anatomy, physiology (body systems and processes) and craniometry. Give examples of each.
-What does Nochlin say about the "Woman Problem"?
-Why were "Indians" necessary to the definition of American identity?
What to Study
Videos:
The Pill, Tim Wise on White Privilege, The Celluloid Closet
Articles:
Theriot's "Women's Voices"
Martin Elk's article in Robert Bogdan's Picturing Disability (available as an ebook through JAC library)
Robert Hutchin's "The Great Conversation." and "A Letter to the Reader"
Binyavanga Wainaina's "How to Write About Africa." and Horace Miner's "Nacerima"
Stephen Leacock's "The Woman Question."
Linda Nochlin's "Why Have There Been No Great Women Artists?"
Vasari's Lives of the Most Eminent Painters
"I Am Almost a Prisoner." (Letters to Margaret Sanger)
Abigail Solomon-Godeau's “Canon Fodder: Authoring Eugene Atget
Alberti's "Objects and the Museum." OR Kohlstedt's “Thoughts in Things” OR Forgan's "Building the Museum"
Anne Maxwell's "Shifting Focus: Photographic Representations of Native Americans and African Americans."
Anne Fausto- Sterling's "Gender, Race, and Nation: The Comparative Anatomy of 'Hottentot' Women in Europe, 1815–1817."
Richard Leppart's "Other's Bodies: Race and Class."
Mysoon Rizk "Constructing Histories"
Powerpoint:
Great Books, Atget, Orientialism. How to Tell the Boys from the Girls, Nicholas Galanin and David Wojnarowicz images.
Your job is to know the main arguments and features and some examples from each of the above.
The Pill, Tim Wise on White Privilege, The Celluloid Closet
Articles:
Theriot's "Women's Voices"
Martin Elk's article in Robert Bogdan's Picturing Disability (available as an ebook through JAC library)
Robert Hutchin's "The Great Conversation." and "A Letter to the Reader"
Binyavanga Wainaina's "How to Write About Africa." and Horace Miner's "Nacerima"
Stephen Leacock's "The Woman Question."
Linda Nochlin's "Why Have There Been No Great Women Artists?"
Vasari's Lives of the Most Eminent Painters
"I Am Almost a Prisoner." (Letters to Margaret Sanger)
Abigail Solomon-Godeau's “Canon Fodder: Authoring Eugene Atget
Alberti's "Objects and the Museum." OR Kohlstedt's “Thoughts in Things” OR Forgan's "Building the Museum"
Anne Maxwell's "Shifting Focus: Photographic Representations of Native Americans and African Americans."
Anne Fausto- Sterling's "Gender, Race, and Nation: The Comparative Anatomy of 'Hottentot' Women in Europe, 1815–1817."
Richard Leppart's "Other's Bodies: Race and Class."
Mysoon Rizk "Constructing Histories"
Powerpoint:
Great Books, Atget, Orientialism. How to Tell the Boys from the Girls, Nicholas Galanin and David Wojnarowicz images.
Your job is to know the main arguments and features and some examples from each of the above.
"Women's Voices in 19th Century Medical Discourses" here
Our reading for Tuesday.
Our Schedule
April 24 Theriot Article
April 26 Presentations and Review
May 1 Presentations and Review
May 3 Final Test
April 26 Presentations and Review
May 1 Presentations and Review
May 3 Final Test
Creative Presentation worth 10%
Q. "Where are the great women or minority artists?"
A. Our class!
This presentation is an opportunity for you to make sure your colleagues and teacher know about more artists who are not deadwhitemales. It can also be really interesting to find artists who are responding to and critiquing the canon. Sign up for your artist my sending an MIO. Here are some suggestions to get you started: Kehinde Wiley, Yinka Shonibare, Maria Lux, Renée Cox, Tracey Emin, Sam Taylor-Wood, and Rebecca Belmore.
Your artist must be a female or minority artist whom you have not studied before, and who is alive and making art.
5% is for content and bibliography
5% is for creative presentation
A. Our class!
This presentation is an opportunity for you to make sure your colleagues and teacher know about more artists who are not deadwhitemales. It can also be really interesting to find artists who are responding to and critiquing the canon. Sign up for your artist my sending an MIO. Here are some suggestions to get you started: Kehinde Wiley, Yinka Shonibare, Maria Lux, Renée Cox, Tracey Emin, Sam Taylor-Wood, and Rebecca Belmore.
Your artist must be a female or minority artist whom you have not studied before, and who is alive and making art.
5% is for content and bibliography
5% is for creative presentation
David Wojnarowicz's Rimbaud in New York
The Theriot article on women and medicine is a little longer and tougher, so let's do Mysoon Rizk's "Constructing Histories: David Wojnarowicz's Arthur Rimbaud in New York." first. It might inspire you in your contemporary artist presentation (details for that will be up soon).
Reading is in course pack
Reading questions, better quality pix and other good stuff here.
Reading is in course pack
Reading questions, better quality pix and other good stuff here.
Redpath Paper: Due a week after your visit.
We will be going April 15th together. You can also go on your own time. Take selfies! (It is closed on Saturdays.)
Assignment for the Redpath Museum
1. Read one of the articles very carefully for Thursday, April 12th
2. Write a paper that shows your mastery of the material in the article and makes insightful connections to the museum visit. You can organize the essay any way you like, but the central idea should be the relationship between the author's ideas and your observations of the Redpath. As it is an essay you will need a thesis.
This is to be your own original work, typed, proof-read, with scrupulously cited sources and 4 pages long (1000 words).
The Articles – All three articles are the same length (approx. 4700 words) so pick the one that interests you most.
Alberti, Samuel J. M. M. "Objects and the Museum." Isis 96 (4) 559-571.
Forgan, Sophie. "Building the Museum: Knowledge, Conflict and the Power of Place." Isis 96 (4) 572-585
Kohlstedt, Sally Gregory. “Thoughts in Things” Modernity, History, and North American Museums." Isis 96 (4) 586-601.
All available here: http://www.journals.uchicago.edu/toc/isis/2005/96/4
Assignment for the Redpath Museum
1. Read one of the articles very carefully for Thursday, April 12th
2. Write a paper that shows your mastery of the material in the article and makes insightful connections to the museum visit. You can organize the essay any way you like, but the central idea should be the relationship between the author's ideas and your observations of the Redpath. As it is an essay you will need a thesis.
This is to be your own original work, typed, proof-read, with scrupulously cited sources and 4 pages long (1000 words).
The Articles – All three articles are the same length (approx. 4700 words) so pick the one that interests you most.
Alberti, Samuel J. M. M. "Objects and the Museum." Isis 96 (4) 559-571.
Forgan, Sophie. "Building the Museum: Knowledge, Conflict and the Power of Place." Isis 96 (4) 572-585
Kohlstedt, Sally Gregory. “Thoughts in Things” Modernity, History, and North American Museums." Isis 96 (4) 586-601.
All available here: http://www.journals.uchicago.edu/toc/isis/2005/96/4
Q. How many more 5% and 10% Assignments do I need?
|
A. You need enough of these to add up to 40% of your grade. The best 8x5% count.*
Q. How many chances are there? A. There have been seven opportunities so far (including the Clinical Photography Handbook--grades will be up soon). There is the upcoming Redpath Assignment worth 10% and a contemporary artist presentation worth 10%. We could also have a quiz. *Assignments that are worth 10% are entered as two 5% assignments #becauseOmnivox. |
How to find the "Clinical Photographs" article
It is in an ebook called Picturing Disability on the JAC Library website.
5% Homework Assignment: Read the article and write a handbook or advice manual to a 19th/20th Century photographer who wants to get into doing clinical photography. Dues Tuesday, April 3rd at the beginning of class.
5% Homework Assignment: Read the article and write a handbook or advice manual to a 19th/20th Century photographer who wants to get into doing clinical photography. Dues Tuesday, April 3rd at the beginning of class.
Thursday: “Shifting Focus: Photographic Representations of Native Americans and African Americans.”
Everyone gets a name(s) from the "Shifting Focus" Maxwell article. Be ready to tell us what Maxwell say about him (or occasionally her).
Amanda and Angelina: Louis Agassiz, J.T. Zealy, Samuel George Morton, Buffon
Scott and Nicolas F.: Frederick Ward Putnam, Charles Dudley Arnold and Harlow Higgenbotham
Nick E.: Alice Fletcher and Frank Rhinehart
Devon: Wassaja and Ishi (mentioned in two places in the text)
Liam and Izabela: Edward Curtis
Erika: Roosevelt and E. H. Harriman and Richard Pratt
Nosisa: Sun Elk and Sarah Walker
Kathleen and Maya: Dixon
Erin: Gerhardt Sisters
Kennedy (who likes to Google): Fred Holland Day (He only appears at the end of the text. Look him/his art up and tell us about him)
Rhiannon and Sarah: Go through the text and identify as many of Maxwell's secondary sources (other scholars whose work she uses) as you can and explain how she uses them.
Amanda and Angelina: Louis Agassiz, J.T. Zealy, Samuel George Morton, Buffon
Scott and Nicolas F.: Frederick Ward Putnam, Charles Dudley Arnold and Harlow Higgenbotham
Nick E.: Alice Fletcher and Frank Rhinehart
Devon: Wassaja and Ishi (mentioned in two places in the text)
Liam and Izabela: Edward Curtis
Erika: Roosevelt and E. H. Harriman and Richard Pratt
Nosisa: Sun Elk and Sarah Walker
Kathleen and Maya: Dixon
Erin: Gerhardt Sisters
Kennedy (who likes to Google): Fred Holland Day (He only appears at the end of the text. Look him/his art up and tell us about him)
Rhiannon and Sarah: Go through the text and identify as many of Maxwell's secondary sources (other scholars whose work she uses) as you can and explain how she uses them.
Next Reading is for Thursday (5% Assignment)
Our next reading is Anne Fausto-Sterling's "Gender, Race and Nation." In it she examines the story of Sarah Baartman, and African woman who was brought to Europe at the beginning of the 19th Century. However, in her article she says that her goal is not to find the "truth" about the much-studied Baartman, instead she is examining the scientists who studied her. (Note: This is kind of like Solomon Godeau who is not studying Atget as much as his canonizers!)
5% Assignment: Here is an image of Cuvier. Annotate it in a clear, concise, creative, and complete way, using material from Fausto-Sterling's article. The goal is to create a kind of visual précis of the article which conveys the main ideas and examples from the article.
(You can use another image of Cuvier if there is one you prefer!)
5% Assignment: Here is an image of Cuvier. Annotate it in a clear, concise, creative, and complete way, using material from Fausto-Sterling's article. The goal is to create a kind of visual précis of the article which conveys the main ideas and examples from the article.
(You can use another image of Cuvier if there is one you prefer!)
Study Help
Readings:
1. Vasari's Lives of the Most Eminent Painters
2. Nochlin's "Why Have There Been No Great Woman Artists?"
3. Leacock's “The Woman Question.”
4. "I Am Almost a Prisoner." (Letters to Margaret Sanger)
5. Solomon-Godeau's “Canon Fodder: Authoring Eugene Atget
6. Hutchins' “The Great Conversation.” and 7. "A Letter to the Reader."
8. Wainaina's "How to Write About Africa."
Powerpoints: The West and Orientalism, A Good Idea at the Time (Great Books)
Guest Lecture: Molly-Claire Gillet's lecture on Irishness
Topics Addressed Include: Genius and Greatness, Great Books/The Canon (Definition and Defence, Inclusion and Exclusion, Revision and Criticism), Institutional and Societal Barriers to Equal Opportunity, The Idea of "The West" and Orientalism, the Art Historical Canon and the Art Museum as an Institution
1. Vasari's Lives of the Most Eminent Painters
2. Nochlin's "Why Have There Been No Great Woman Artists?"
3. Leacock's “The Woman Question.”
4. "I Am Almost a Prisoner." (Letters to Margaret Sanger)
5. Solomon-Godeau's “Canon Fodder: Authoring Eugene Atget
6. Hutchins' “The Great Conversation.” and 7. "A Letter to the Reader."
8. Wainaina's "How to Write About Africa."
Powerpoints: The West and Orientalism, A Good Idea at the Time (Great Books)
Guest Lecture: Molly-Claire Gillet's lecture on Irishness
Topics Addressed Include: Genius and Greatness, Great Books/The Canon (Definition and Defence, Inclusion and Exclusion, Revision and Criticism), Institutional and Societal Barriers to Equal Opportunity, The Idea of "The West" and Orientalism, the Art Historical Canon and the Art Museum as an Institution
MAKING CONNECTIONS:
1. Using as much course material as possible, explain why there were no women writers in the original GBWW.
2. How has humour been used by dominant groups to maintain power or by non-dominant groups to challenge the status quo?
3. Which do you think would be more open to taking Nochlin's points seriously: Hutchins or Leacock? Provide evidence for your claims.
4. Abbott (a woman) invested so much time and energy into canonizing a male artist. Explain.
5. What does Nochlin believe needs to happen before women will be part of the canon. Have those things already happened?
6. How do Vasari, Hutchins, Nochlin and Solomon-Godeau differ in their understandings of the Great Works?
1. Using as much course material as possible, explain why there were no women writers in the original GBWW.
2. How has humour been used by dominant groups to maintain power or by non-dominant groups to challenge the status quo?
3. Which do you think would be more open to taking Nochlin's points seriously: Hutchins or Leacock? Provide evidence for your claims.
4. Abbott (a woman) invested so much time and energy into canonizing a male artist. Explain.
5. What does Nochlin believe needs to happen before women will be part of the canon. Have those things already happened?
6. How do Vasari, Hutchins, Nochlin and Solomon-Godeau differ in their understandings of the Great Works?
Reading for Tuesday: "Others' Bodies: Race and Class" |
Discussion Questions on Hutchins' Letter
Is Hutchins' description of the "Fun Society" still true today?
Is is metaphor of cultural consumption as a diet useful?
Do you consume "inferior nourishment" as Hutchins did? Why?
Are you a browser or a planner?
What worlds have books led you to discover?
Were you surprised when Mr. GBWW said "reading can be boring"?
Do you agree with him about textbooks?
Do you think his assessment about learning in groups is accurate? Can you imagine other methods?
Are we still in the Age of Obsolescence?
Is is metaphor of cultural consumption as a diet useful?
Do you consume "inferior nourishment" as Hutchins did? Why?
Are you a browser or a planner?
What worlds have books led you to discover?
Were you surprised when Mr. GBWW said "reading can be boring"?
Do you agree with him about textbooks?
Do you think his assessment about learning in groups is accurate? Can you imagine other methods?
Are we still in the Age of Obsolescence?
"How to Write About Africa."
Wainaina, Binyavanga. "How to Write About Africa."
Some of his other writing here including a return to the original essay.
Watch Djimon Hounsou's performance of the article here.
Some of his other writing here including a return to the original essay.
Watch Djimon Hounsou's performance of the article here.
Time Use Project (10%)
This project is due on or before March 2nd. You need to start it *at least* a week before that.
Here is what to do:
1. Fill in the sheet that starts off, "If I only had more time I would..." Hand it in with your finished project.
2. Track your time use for one week. Tools to help with that are here and here but you can record your activities any way you like. Make sure you find some way of tracking your screen time. "Moment" is good for iphone. "BreakFree" is good for android. "RescueTime" is good for your computer. Hand in the chart, graph, etc. with your finished project.
3. Write a short paper (500+ words?) that discusses your findings. How well does the way you live your life match up with your ideals of how life ought to be lived? What works really well now, what could you do differently to have a more satisfactory life, why is this a challenge...
4. Hand it all on or before 4pm March 2nd.
This assignment will be marked on care and detail in collection and presentation of time use and screen time data, evaluation of how your results relate to things raised on sheet filled out in class, examination of and reflection on what you might do to make your real life more closely match your ideal life, proposals to make that happen, and clear, organized, carefully written text.
Here is what to do:
1. Fill in the sheet that starts off, "If I only had more time I would..." Hand it in with your finished project.
2. Track your time use for one week. Tools to help with that are here and here but you can record your activities any way you like. Make sure you find some way of tracking your screen time. "Moment" is good for iphone. "BreakFree" is good for android. "RescueTime" is good for your computer. Hand in the chart, graph, etc. with your finished project.
3. Write a short paper (500+ words?) that discusses your findings. How well does the way you live your life match up with your ideals of how life ought to be lived? What works really well now, what could you do differently to have a more satisfactory life, why is this a challenge...
4. Hand it all on or before 4pm March 2nd.
This assignment will be marked on care and detail in collection and presentation of time use and screen time data, evaluation of how your results relate to things raised on sheet filled out in class, examination of and reflection on what you might do to make your real life more closely match your ideal life, proposals to make that happen, and clear, organized, carefully written text.
Essay and Museum Assignments
Everyone does an essay. Essays (20%) are based on the readings and the visit to the museum. Due March 1st at the beginning of class.
There are also (10%) assignments that are more creative. Due March 12th by LEA.
See all your options here.
P.S. Want to just do a 5% Assignment? You can analyze the architectural and curatorial choices in the Michel and Renata Hornstein Building. 400 words.
There are also (10%) assignments that are more creative. Due March 12th by LEA.
See all your options here.
P.S. Want to just do a 5% Assignment? You can analyze the architectural and curatorial choices in the Michel and Renata Hornstein Building. 400 words.
NEWS!
Jarrett Carty from the Liberal Arts College at Concordia will be coming to speak to us tomorrow. How appropriate, considering we are talking about the brith of the Great Books Program! (This means WWRMHS? will happen on Thursday instead.)
He is a great example of the breadth of a Liberal Arts scholar, writing about theologist Martin Luther, scientist William Harvey (circulation of the blood), and Machiavelli!
He is a great example of the breadth of a Liberal Arts scholar, writing about theologist Martin Luther, scientist William Harvey (circulation of the blood), and Machiavelli!
Museum Trip! (Take Two!)
As I mentioned yesterday, we should see how the MMFA forms the canon. Does Sunday, February 18th 12:30 pm work? Or maybe Saturday the 17th? Or the following weekend? Check the Doodle poll for times here.
What Makes a Book "Great"?
Rereadable
Universal Themes
Open to Interpretation(s)
Stood the Test of Time
Thought Provoking
Influential / Has Influence
Revolutionary /Break Boundaries/Unexpected
Relatable (slang), Emotionally/Intellectually Stimulating or Moving
Original
Universal Themes
Open to Interpretation(s)
Stood the Test of Time
Thought Provoking
Influential / Has Influence
Revolutionary /Break Boundaries/Unexpected
Relatable (slang), Emotionally/Intellectually Stimulating or Moving
Original
The Great Conversation (Thurs. 15th)
Here is a reading guide. Read the whole thing, but be extra ready to field questions on your section:
Intro and the Tradition of the West: Amanda and Angelina
Modern Times: Scott and Sarah
Education and Economics: Devon and Erin
Disappearance of a Liberal Education: Liam and Kennedy
Experimental Science: Nick E and Erika
Education for All: Nick F and Rhiannon
Education for Adults: Nosisa and Maya
The Next Great Change: Izabella and Kathleen
Intro and the Tradition of the West: Amanda and Angelina
Modern Times: Scott and Sarah
Education and Economics: Devon and Erin
Disappearance of a Liberal Education: Liam and Kennedy
Experimental Science: Nick E and Erika
Education for All: Nick F and Rhiannon
Education for Adults: Nosisa and Maya
The Next Great Change: Izabella and Kathleen
What's Next?
Feb. 3 Finish discussion of "Canon Fodder" (John Szarkowski!) and start discussing Great Books of the Western World
Feb. 8 Guest Lecturer!
Feb. 8 Guest Lecturer!
Guest Lecturer, February 8th!
Concordia Irish Studies Doctoral Candidate, Molly-Claire Gillet, will be coming to speak to you about her work on ethnic stereotyping and representation.
Motherhood in Bondage
Q. How many letters did Sanger get?
A. 250 000 in the 1920s and she was still getting letters into the 1950s.
Read more about Sanger's collection of letters here.
You might also want to take a look at a book she published in 1920 What Every Girl Should Know.
A. 250 000 in the 1920s and she was still getting letters into the 1950s.
Read more about Sanger's collection of letters here.
You might also want to take a look at a book she published in 1920 What Every Girl Should Know.
"The Woman Question" Stephen Leacock (Tuesday)
Download his 1916 essay "The Woman Question" here.
How does a "Great Genius" make it into the Canon? (Thursday)
NEWS! Textbook available at bookstore!
Reading for Tuesday
On Tuesday be ready to discuss Linda Nochlin's 1971 article, "Why Have There Been No Great Women Artists."
Kathleen Gilje, Linda Nochlin in Manet’s Bar at the Folies-Begère, 2005.
P.S. Want reading questions to go with the article? They're here.
Kathleen Gilje, Linda Nochlin in Manet’s Bar at the Folies-Begère, 2005.
P.S. Want reading questions to go with the article? They're here.
Vasari
First homework assignment. (5%) Due THURSDAY.
1. Choose one artist from Vasari's Lives of the Most Excellent Painter, Sculptors and Architects. This webpage makes it easy to browse the artists.
2. Sign up for your artist by posting pictures of your artist's work on the student website. (How? Go here. And enter the username and password sent to your MIO. It is a drag and drop website, so it is pretty easy.)
3. Read Vasari's description of your artist. Make notes. Pay attention to what Vasari writes about the artist's life story, family, training, strengths and weaknesses. If there is anything unexpected or strange make note of it. You will get 2-3 minutes to give us Vasari's version of your artist's life. Your presentation and notes will count as the first of many 5% assignments.
You can choose any artist, but I kind of have a wish list and am hoping someone will choose some of these guys: Cimabue, Titian, Bronzino, Pollaiuolo, da Vinci, Raphael, Lucca Del Robbia, Fra Filiippo Lippi, Botticelli, Fra Angelico, Bellini, Mantegna, Tintoretto, Andrea del Verrocchio, Georgione and Fra Sebastiano del Plombio and Perugino and Raphael. Some of the artists' lives are crazy long. Don't pick one of those unless you are highly motivated!
1. Choose one artist from Vasari's Lives of the Most Excellent Painter, Sculptors and Architects. This webpage makes it easy to browse the artists.
2. Sign up for your artist by posting pictures of your artist's work on the student website. (How? Go here. And enter the username and password sent to your MIO. It is a drag and drop website, so it is pretty easy.)
3. Read Vasari's description of your artist. Make notes. Pay attention to what Vasari writes about the artist's life story, family, training, strengths and weaknesses. If there is anything unexpected or strange make note of it. You will get 2-3 minutes to give us Vasari's version of your artist's life. Your presentation and notes will count as the first of many 5% assignments.
You can choose any artist, but I kind of have a wish list and am hoping someone will choose some of these guys: Cimabue, Titian, Bronzino, Pollaiuolo, da Vinci, Raphael, Lucca Del Robbia, Fra Filiippo Lippi, Botticelli, Fra Angelico, Bellini, Mantegna, Tintoretto, Andrea del Verrocchio, Georgione and Fra Sebastiano del Plombio and Perugino and Raphael. Some of the artists' lives are crazy long. Don't pick one of those unless you are highly motivated!
Get Course Outline here
Note on schedule: The dates in the course outline are approximate. To know what due dates are, check the Assignments and Help page regularly.
Possible field trips
Looking forward to your last semester?
Here are some pictures from the 2017 celebrations.