ART*101: INTRODUCTION TO PRINCIPLES OF ARTS

NORTHERN CARIBBEAN UNIVERSITY

COLLEGE OF HUMANITIES, BEHAVIOURAL AND SOCIAL SCIENCES
DEPARTMENT OF MUSIC & FINE ARTS

DEGREE/PROGRAMME TITLE: Associate of Visual Arts

MAJOR: Visual Arts
COURSE CODE: ART*101
NUMBER OF CREDITS: 3
NUMBER OF HOURS: 45
LIST OF LECTURERS: Dr. Owen Scott
EMAIL ADDRESS: owen.scott@ncu.edu.jm
OFFICE HOURS: TUESDAY/THURSDAY: 12:00 – 5:00 p.m.
PREREQUISITES: NONE
OVERVIEW: Art is a powerful language and like other languages it has its own special
vocabulary. To understand it one must become familiar with the language. Even though
words are used, the message is generally communicated through visual elements allowing
the audience to interpret using thoughts, ideas and feelings.
COURSE DESCRIPTION:
The course seeks to expose students to the formal principles of art and to involve them in
an examination of the social, cultural, historical and political issues surrounding the arts.
Throughout the course students will explore areas of art production, art criticism, and art history.
Students will examine and explore the practices, theories and functions of art in practical ways.
The course involves lectures, projects/presentations, art production, field trip(s) and journal
writing.
COURSE LEARNING OUTCOMES:
At the end of the course students will:
1. Develop an appreciation of art through exposure to the art and artists of various cultures.

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 ART*101: INTRODUCTION TO PRINCIPLES OF ARTS

2. Be equipped with the requisite knowledge and skills to use art as a tool for moral and
social development.
3. Examine and discuss a variety of art products using art criticism methods that facilitate
diverse perspectives and levels of learning.
4. Experience through various interaction processes and spiritual reflection, the benefits
Integration of Faith and Learning has on the whole person.
a) Discussing the use of drawings/symbols used by Christians – past, present
b) Citing and listing possible forms with symbols and where these may exist
5. Utilize a variety of resources inclusive of museums, galleries, audio-visual, resource
persons, and printed materials in the exploration and production of art.
6. Show an understanding of the relationship between human development and the arts and
discuss the value and function of art to school and society.
7. Discuss/debate current issues in the field of the arts.
8. Examine examples of images e.g. music videos, advertisement that are consumed by
students in an effort to understand our culture.
9. Produce items suitable for visual communication.
COURSE CONTENT:

UNIT 1- What is Art?

WEEKS 1- 4
Number of Hours: 12 hours
Instructional Outcome:
In this Unit, students will be introduced to the arts, its vocabulary, processes, and products using
lecture, research and report(s).
Students will:
1. Identify the ways in which artists incorporate the different elements and principles in
creating 2 –D & 3 –D works.
2. Use visual arts vocabulary and language when engaged in discussion of art works
3. Apply the principles of iconography to interpret the arts.
4. Experience through various interact processes and spiritual reflection, the benefits
Integration of Faith and Learning has on the whole person.

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MAJOR CONTENT TOPICS

 Art vs. The Arts

 Defining and describing art
 The language of Art and Design

SUB-TOPICS/LECTURES

- Design (definition, function, the design cycle)

- Elements of design (line, shape, colour, texture, value, space, form)
- Principles of Design (variety, emphasis, pattern, rhythm, proportion)
- How artists use the elements and principles of art
- Principles of Iconography
- 2D vs. 3D
- Art media and materials

Vocabulary:
Art critic docent Curator Composition Aesthetic Mural
Patron Site Museum Chiaroscuro Perspective Cartoon Caricature
Armature/Understructure Iconography Monument Art Movement
Pointillism Fresco Encaustic Palette
Additive Subtractive Assemblage Portrait
Class Activity: Drawing

UNIT 2- How do we talk about art?

WEEK 5 - 6

Number of Hours: 06
Learning Outcome:
In this Unit, the student will be able to identify the steps in the process of art criticism with
insight on aesthetic theories.
Students will:

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1. Be introduced to the principles of art interpretation with emphasis on Iconography.

2. Examine the steps used in art criticism
3. Develop the ability to interpret, negotiate and make meaning from information presented
in the form of an image using the technique of criticism.
MAJOR CONTENT TOPIC

 Art Criticism and Aesthetics

 Formalism
 Imitationalism
 Emotionalism

SUB-TOPICS

- Describing works of art

- Analyzing works of art
- Interpreting works of art
- Judging works of art

N.B. Include places where art is found in discussion (SEE UNIT 3)

Lecture (s)

 Studying, understanding and judging works of art

 Describing art work, size, medium, subject (using elements)
 Analyzing work focusing on composition (elements and principles)
 Interpreting – content – emphasis on message, idea or feeling(mood) expressed

CLASS ACTIVITY: CONSTRUCTION

Unit 3- Where do we find Art?

WEEK 7
(This unit is an extension of Unit 2)

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Number of Hours: 03
Learning Outcome:
In this unit students explore the various local public and private spaces in which art is found.
They will understand that art is a mirror of the society and is therefore a valuable medium for
understanding our world.
Students will be able to:
1. Review works of art from historical and cultural perspectives.
2. Recognize that art is multi-functional and trans-disciplinary
3. Use field trip and research to describe different ways in which art impacts our every-day
life.
CONTENT
The places where Art is found:

 Galleries, Museums/ Site museums (eg. Port Royal)

 Residence, church
 Hospitals, banks, insurance companies
 Parks (Emancipation Park, Heroes Park etc)
 Media house(s), entertainment centers, conference centers
Specific works from these sites will be chosen for documentation, analysis and interpretation by
individuals or in groups.

CLASS ACTIVITY: PRINT MAKING

UNIT 4- Why do we create art and how do we use art to understand and explore
our world?
Weeks 8 - 10
Number of Hours: 09
Learning Outcome:
Students will:

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1. Examine trends and discuss issues related to art in society

2. Discuss and understand the value of decorative/ functional art in relation to media&
techniques.
3. Help students to understand the role of art in school and society and to develop skills in
critical analysis of popular cultural texts.
4. Examine themes such as gender, power and race relationships.

MAJOR CONTENT TOPICS

 Value, function and purpose of Art

SUB-TOPICS

- Art as a medium for documenting/ recording history/ events

- Applied art as in architecture, the environment, etc.

Lecture 1

 The functions of art- personal, social and physical functions (Religious, political,
educational, historical, decorative, functional) (Review principles of iconograghy in
discussion).
 Art movements: modern, post- modern, contemporary
 The use of art to understand our world - making sense of cultural texts (movies,
advertising, music, videos).
Multi-media presentation will accompany lectures.

Faith &Learning: Genesis 1

UNIT 5- How do we create art?

WEEK 10-14
Number of Hours: 12
Learning Outcome:
Students will:
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1. Using a thematic approach students’ will become involved in the production of art
emphasizing both the process and product.

CONTENT

 Exploration of media, materials , tools and processes appropriate for the introductory
level
 Safety
 Improvisation, experimentation and exploration
 Application of elements and principles.
 Display of final artworks
Nb. See evaluation page for guidelines on exhibition.

ASSESSMENT STRATEGIES:

Select a specific form/object that is sculptural, architectural or two-dimensional (should be

functional) and that can be compared with a similar object/form on the NCU Campus. Give a
brief description of the selected items which you must do from observation, (must not be taken
from the internet), using the language of art (elements and principles), also the principles of
iconography (as discussed in class). A photograph of the selected pieces must accompany your
description which should not be more than four pages, inclusive of the photographs.

 N.B. Indicate the significance of the piece on campus as it relates to objective

#4 (unit 1).

(See Guideline to assignment on page 14)

Due date:

1. Presentation 1

In small groups, research and present on the elements of design (as

assigned). Format will be discussed in class. (For evaluation see page 8)

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Presentation begins on :

Unit 1

REQUIREMENTS POSSIBLE MARKS

Content 10
Organization 05
Originality 02
Language 03
Total 20

Field Trip/ Alternative Research Assignment

(See outline to complete research assignment on page 15).
FIELD TRIP/EXHIBITION : DATE-

November

Museum/Gallery Exhibition Assignment

Students are required to visit a museum/gallery or a current art exhibition and write a descriptive
essay (see below).
Critique & Field Trip Report
Give a critical analysis of one piece of Caribbean/Jamaican artwork viewed in the National
Gallery or any other gallery/exhibition. The review should be at least four (4) pages and must
include (a) description of the artwork (b) analysis of the work (c) interpretation of the artwork (d)
sample of the artwork (e) title of artwork, name of artist(s), size, date, and media. (Copy of Art
work must be included in the four pages and should not be full page).
 If you turn in a paper within a week after its due date, ½ of the grade will be
dropped. If you turn it in later, it will not be graded.
(See alternative research questions on page 14)
Critique and Field Trip Report

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REQUIREMENTS POSSIBLE
MARKS
Content 15 05
Presentation 07 02
Originality 05 01
Language 03 02
Total 30 10

Due date: November

UNIT 2 ASSIGNMENT/ PRESENTATION 2

Do a research on one of the following:
1. An art Movement (eg. Cubism, Impressionism)
OR
2. Art in a public/private place (see list in Unit 3)
Research should be supported with relevant photographs/pictures of art works. The presentation
should reflect the elements/principles and functions of the art work(s) selected. (May be done as
individual presentation or in small groups, using multi-media).

Presentation begins on November …

Presentation(s)

REQUIREMENTS POSSIBLE MARKS

Content 10
Organization 05
Originality 03
Language 02
Total 20 x 2=40

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Exhibition of Three (3) Pieces

Students are required to produce three (3) pieces of art work in a medium of their choice.
These can be done using a thematic approach. For example: animals, water, flowers, birds
etc.
There will be a display of three (3) pieces of art work which will be produced by the student.
Artworks should be properly labeled with the artists’ name, title of the artwork, date and media.
Pieces should be mounted for display. A photo essay should accompany at least one of the three
pieces. A proposal must be submitted at least 6 weeks before the exhibition. This must
show:
1. The three pieces to be done.
2. Medium/Media
3. Function
This should be accompanied by evidence of research-sketches, jottings, clippings etc.
Date: To be arranged when exam timetable is available.

Exhibition Weighting

REQUIREMENTS POSSIBLE MARKS

Concept 20
Creativity/ craftsmanship 30
Originality 10
Total 60 x 3=180

Portfolio Evaluation
A Compilation of journal entries, inclusive of sketches, research materials, personal reflections,
review of lectures, all assignments (excluding exhibition pieces) and other assigned entries.
Portfolio Weighting

REQUIREMENTS POSSIBLE
MARKS
Content 20
Presentation/ 10
Creativity
Layout 10

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Total 40

Final Exam Break Down

10 multiple choice 20
5 short answers 15
1 picture analysis 10
1 essay question 15
Total 60

Maximum Grade Points

Portfolio 40

Exhibition (Practical 180

Exam)

Presentations 40 (2x20)
Unit 1Assignment 20
Field Trip Report and 40
Critique
Attendance 10
Final Exam 60
Total 390

Grading Rubric

90-100% A
85-89% A-
80-84% B+
75-79% B
70-74% B- COURSE POLICIES
65-69% C+ Important Student Responsibilities & Course Policies
60-64% C
55-59% C-
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50-54% D
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Below 50% F
 ART*101: INTRODUCTION TO PRINCIPLES OF ARTS

1. Attendance: As the course involves in-class writing, discussions and media presentations, regular and timely
attendance is required. All absences require an email to the instructor explaining the reason for the absence,
preferably before the class meeting. In order for an absence to be excused, a student must provide appropriate
documentation (i.e., a medical excuse from your doctor) and/or have the instructor’s approval (i.e., family
emergencies, funerals.) A student’s final course grade will be reduced by half a letter grade for each unexcused
absences that occurs after one excused or unexcused absence. A student can fail this course due to poor
attendance. It is the student’s responsibility to meet with the course instructor to discuss extended periods of absence
due to medical problems. More than three (3) incidents of unexcused absences can result in the student failing the
course.

2. Guidelines for class discussions: Students are expected to use appropriate terms and language within all course
discussion. Racial slurs, derogatory naming or remark disrespectful of the rights and dignity of “others” will not be
tolerated. Beliefs and worldviews divergent from yours may be shared, and respect for those differences is to be
maintained within the classroom.

3. Class Participation: Active participation in classroom activities, discussions, and fieldtrips is a course
requirement and counts for 5% of the final course grade. Class participation is evaluated daily. Therefore, excessive
absences and highly inconsistent participation will impact class participation grades negatively. Quality participation
includes consistent attendance, obvious preparation for class, asking pertinent questions and offering relevant
comments, taking notes, actively engaging in classroom discussions and other activities, working constructively in
large and small groups and submitting assignments on time.

4. Assignments: All assignments are due during the schedule class period. Assignments are not to be left in the
instructor’s mailbox or with the office personnel.

5. Late assignments: Assignment grades are reduced by ½ a letter grade for every weekday an assignment has
not been handed in after the assigned due date. Late assignments can be handed in at the beginning of class on
scheduled class days. Written assignments cannot be handed in as email attachments unless a student has received
the instructor’s prior approval.

6. Returning Graded Assignments: Papers will be returned two weeks after the instructor receives papers. Papers
are typically returned during regular scheduled classes.

7. Email: Email is used as a means of communicating with students about the course. Email is sent to your NCU
email account. It is the student’s responsibility to forward emails to an account that he/she checks regularly.

8. Plagiarism: Copying/claiming someone else’s words, ideas, or works (i.e., essays, term papers, in part or in full)
as your own is considered plagiarism. A proper reference style should be used when using words or ideas of other
people. Suspected cases of plagiarism will be reported immediately to the committee on Academic Misconduct. The
committee regards academic misconduct as an extremely serious matter, with serious consequences that range from
probation to expulsion. If in doubt, credit your source. Be sure to consult the course instructor, if you have questions
about plagiarism, paraphrasing, quoting, or collaboration

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SUGGESTED READINGS:
Archer-Straw, Petrine (Ed.) (2000). Fifty Years- Fifty Artists: 1950-2000, the School of Visual

Arts, Kingston, Jamaica: Ian Randle Publishers.

Barrett, T. (2007). Why is that Art? : Aesthetics and Criticism of Contemporary Art. Oxford

University Press.

Bender, Wolfgang (Ed.). (1992). Rastafarian Art, Kingston: Jamaica, Ian Randle Publishers.

Boxer, David and Poupeye, Veerle. (1998). Modern Jamaican Art. Kingston: Ian Randle

Publishers.

OcVirk, O.G et al (2001). Art Fundamentals. NY: Mc Grall Hill.

Montana Tuner, Chapman, Clark, Robyn, Sara A, James M. (2005). Art. Pearson Scott

Foresman.

FURTHER REFERENCES
Barrett, T. (2003). Interpreting Art: Reflecting, Wondering and Responding. McGraw Hill.

Barrett, T. (2005). Criticizing Photographs. NY: McGraw Hill.

Gaudelius, Y. & Speirs, P. (2002). Contemporary Issues in Art Education. New Jersey: Pearson.

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Wachwiak, F & Clements, R.D. (2006) Emphasis Art (8th Ed.) A qualitative Art Program for

Elementary and Middle Schools. Boston: Pearson.

News Paper articles on current issues

POSSIBLE RESEARCH QUESTIONS FOR UNIT 2

1. Using the principle of Iconography, describe and analyse two themes that are evident in
one form of Jamaican/Caribbean popular visual art or performing arts

2. Religion has played a vital part in preserving and enhancing the art movement in
Jamaica. Briefly explain the role of an art movement. Select one artist who has
contributed to the Jamaican art movement since independence to the present, citing
examples of works done in the period.

3. Art forms over the years have been used for different symbolic representations (some
controversial). How different is ‘The Circle of Knowledge’ from ‘Redemption Song’?
(You have the option of choosing two different art works upon discussion with the
lecturer)

Use the following GUIDELINE to assist in completing FIELD TRIP and UNIT 1 assignments.

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USE THIS FORMAT TO GUIDE THE
ASSIGNMENT FOR THE FIELDTRIP
LOOKING AT ART
Description
What do you see? Subject matter, details.
Placement of objects, pose of figures. Is it
landscape, still life or portrait? Is it a drawing,
painting, sculpture etc? What was the artist’s
viewpoint? Note technical properties of medium.
Identify the elements of art.
Analysis
How is the artwork organized? How did the
artist use the principles of art to arrange the
elements of art, giving the artwork its form,
meaning and expression? Formal analysis
discovers how the composition works.
Interpretation
What feelings, emotions, and moods are
evoked? Response is personal. We consider our
memories, values and experiences. What in the
subject matter, formal and technical properties
causes our response? Mood and meaning
communicated may evoke happy, sad,
frightening, patriotic, hostile, tragic, pleasant,
humorous, or religious responses.
Judgement
We decide on the artistic merit in the artwork in
relation to the Aesthetic Qualities found in our
four styles of Art, evaluating realistic works on
their basis of success as representational
artworks, abstract works on the basis of their
formal qualities, etc. we state that the artwork is
“successful because…” Judgement is different
from stating one’s personal preference.
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LEARNING ABOUT ART
Description
Name of the artwork and artist; artist’s
birth/death dates; when and where it was
created; correct pronunciation of artist’s name;
size of original artwork; medium used; pertinent
biographical information
Analysis
Compare and contrast the artwork with other
works (by that same artist or other artists) to
determine its style and what is unique and
important about it. Identify similarities and
differences in how the artist used the elements
and principles of art.
Interpretation
How artist was influenced by events in the world
around him or her. We consider symbolic
content. We note the artwork’s historical context
and meaning. We ask why the created it and for
what audience. What was the artist’s personality
like and how did this influence his or her
artwork? What artist’s or artworks were
important influences on this artist’s work?
Judgement
Evaluation of the factors related to the
artwork’s importance and its place in the history
of art. We consider the artist’s style and
technical innovations, compositional originality,
new subject matter or variations of meanings for
previous depicted objects, influences on other
artists, and recognition during lifetime and later.
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or

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