Chapter 4 Study Guide

Prehistoric Aegean

Cycladic

• Keros Musician, Keros, Greece, c. 2600-2300 BC

Minoan

• Palace of Knossos, Knossos, Crete, Greece, c. 1700-1370 BC
• Bull-Leaping Fresco, Knossos, Crete, Greece, c. 1400-1370 BC
• Marine-Style Octopus Flask, Palaikastro, Crete, Greece, c. 1450 BC
• Snake Goddess, Knossos, Crete, Greece, c. 1600 BC

Mycenaean

• Lion Gate, Mycenae, Greece, c. 1300-1250 BC
• Treasury of Atreus, Mycenae, Greece, c. 1300-1250 BC
• Funerary Mask (‘Death Mask of Agamenmon’), Grave Circle A, Mycenae, Greece, c. 1600-1500 BC

1. Where did each of the three unique cultures of Prehistoric Greece flourish?

2. Which features of the Palace of Knossos likely gave rise to the legend of King Minos and the Minotaur?

3. In Minoan painting, how are men and women most easily distinguished?

4. Unlike the Egyptians, who painted in fresco secco, the Minoans painted their walls using a ‘true fresco’ method. Explain what this means and list one benefit and one drawback of true fresco.

5. What is particularly significant about the depiction of the human figure on the Harvesters Vase?

6. Explain Cyclopean Masonry. What does it mean and how did the term come about?

7. What is the largest sculpture from the Prehistoric Aegean?

Chapter 3 Study Guide

Egyptian Art

Predynastic/Early Dynastic

• Palette of King Narmer, Hierakonpolis, Egypt, c. 3000-2920 BC
• Imhotep, Stepped Pyramid of Djoser, Saqqara, Egypt, c. 2630-2611 BC

Old Kingdom

• Great Pyramids, Gizeh, Egypt, c. 2551-2472 BC
• Khafre Enthroned, Gizeh, Egypt, c. 2520-2494 BC

Middle Kingdom

• Fragmentary Head of Senusret III, c. 1860 BC

New Kingdom

• Mortuary Temple of Hatshepsut, Deir el-Bahri, Egypt, c. 1473-1458 BC
• Senmut with Princess Nefrura, Thebes, Egypt, c. 1470-1460 BC
• Nebamun Hunting Fowl, Thebes, Egypt, c. 1400-1350 BC
• Temple of Ramses II, Abu Simbel, Egypt, c. 1290-1224 BC

Amarna

• Akhenaton, Karnak, Egypt, c. 1353-1335 BC.
• Thutmose, Nefertiti, Amarna, Egypt, c. 1353-1335 BC
• Family of Akhenaten, Amarna, Egypt, c. 1353-1335

Post-Amarna

• Death Mask of Tutankhamen, Thebes, Egypt, c. 1323 BC

1. What shift in Egyptian history does the Palette of King Narmer represent?

2. What is a mastaba?

3. The earliest recorded name of an artist was an Egyptian architect. What was his name and what great building was he responsible for?

4. What does the Great Sphinx at Gizeh represent?

5. What physical characteristics makes the sculpture of the Seated Scribe from Saqqara different from traditional sculptures of kings and officials? Why is it acceptable for him to be shown this way?

6. What are 3 differences between the Stepped Pyramid of Djoser and a Mesopotamian ziggurat? Consider form, function, and location

7. How did tomb construction change in the Middle Kingdom?

8. What was unusual about Hatshepsut and the way she had herself depicted?

9. Why are animals shown more naturalistically in Egyptian art than humans are?

10. How did artistic conventions change during the Amarna period?

11. Who discovered the tomb of King Tutankhamen and why was it such an important and famous discovery?

12. What does the absence of a ground line represent in the painting on the chest from the tomb of Tutankhamen?

Chapter 2 Study Guide

Mesopotamian Art

Sumerian

• Warka Vase, Uruk, Iraq, c. 3200-3000 BC
• Standard of Ur, Royal Cemetery, Ur, c. 2600-2400 BC (war side and peace side)
• Eshnunna Statuettes, Square Temple at Eshnunna, Iraq, c. 2700 BC
• Bull-headed harp, tomb of Pu-abi, Royal Cemetery, Ur, Iraq, c. 2600-2400 BC

Akkadian

• Head of an Akkadian ruler, Nineveh, Iraq, c. 2250-2200 BC
• Victory Stele of Naram-Sin, Susa, Iran, 2254-2218 BC

Old Babylonian

• Stele with the Laws of Hammurabi, Susa, Iran, c. 1780 BC

Neo-Assyrian

• Lamassu (man-headed winged bull), citadel of Sargon II, Dur Sharrukin, Iraq, c. 720-705 BC

Neo-Babylonian

• Ishtar Gate, Babylon, Iraq, c. 575 BC

1. What is a ziggurat? What material was used to build it?

2. Describe the two forms and the functions of Mesopotamian seals.

3. What is hierarchy of scale?

4. Who was Inanna and which Sumerian city was considered her home?

5. How would the female head from Uruk (probably Inanna) have looked in its original state?

6. What do each of the two sides of the Standard of Ur represent?

7. What does the horned helmet in the Stele of Naram-Sin represent?

8. What purpose do the many diorite sculptures of Gudea of Lagash serve?

9. What is Hammurabi best known for?

10. How did Queen Napir-Assu ensure her statue would be enduring and unmovable? (list 2 ways)

11. Babylon under Nebuchadnezzar II was a mud-brick city. What was used to make the Ishtar gate a dazzling blue?

Chapter 1 Study Guide

Prehistoric Art

Paleolithic Art

●      Hohlenstein-Stadel Statuette, Hohlenstein-Stadel, Germany, c. 30,000-28,000 BC

●      Venus of Willendorf, Willendorf, Austria, c. 28,000-25,000 BC

●      Bison (painted ceiling), Altamira, Spain, c. 13,000-11,000 BC

●      Rhinoceros, Wounded Man, and Disemboweled Bison, Lascaux, France, c. 16,000-14,000

●      Hall of the Bulls, Lascaux, France, c. 16,000-14,000 BC

Neolithic Art

●      Human skull with restored features, Jericho, c. 7200-6700 BC

●      Deer hunt, wall painting from level III, Catal Hoyuk, Turkey, c. 5750 BC

●      Stonehenge, Salisbury Plain, England, c. 2550-1600 BC

1. What is meant by the term ‘Prehistory’?

2. What is the most common subject of cave art?

3. The majority of cave paintings are found deep within the cave complexes, often in difficult to reach or difficult to view places. What does this indicate to us about the purpose of cave paintings?

4. Which elements of the paintings in the Chauvet Cave at Vallon Pont-d’Arc make them stylistically more advanced than the paintings in the cave at Lascaux? (list 2)

5. What is the composite view? Why was it so commonly used in prehistoric art?

6. Why do most researchers believe that cave paintings were not mere decoration?

7. What are the attributes that characterise Neolithic society? (list 3)

8. What preconditions made Mesopotamia and Anatolia ideal for the development of sedentary communities? (list 3)

9. Describe the burial practices of the people of Ain Ghazal.

10. What is a megalith? Name an example of a megalithic structure.

Syllabus

Instructor: Lauren Vaughan                                                                                                

Lauren.Vaughan@rccd.edu

movalart1.blogspot.com

Art 1

Prehistoric through Medieval Periods

Friday 7:00 am - 2:25 pm

Tentative Schedule

Fri Apr 25

Introduction

Prehistoric

Mesopotamia and Persia

Fri May 2

Egypt

Prehistoric Aegean

Fri May 9

Greece

Fri May 16

Etruscan

Roman

Pompeii and Herculaneum

Fri May 23

Midterm

Late Antiquity

Byzantium

Islamic World

Fri May 30

Early Medieval

Romanesque

Friday Jun 6

Gothic

Late Medieval Italy

FINAL EXAMS JUNE 5-11

Required Text:

Fred S. Kleiner. Gardner’s Art Through the Ages, The Western Perspective, Volume 1. 14th Edition. Wadsworth Cengage Learning, 2014.

(13th Edition Acceptable)

Student Learning Outcomes:

Upon successful completion of the course, students should be able to:

1. Identify, describe, and discuss art in its historical context

2. Critique, compare, and contrast various artists, artworks, and styles

3. Describe, analyse, and discuss the styles of various cultures, historical periods, media, techniques, artworks, and artists, and formulate these observations and evaluations into written form

4. Articulate their ideas concerning art through the use of appropriate art terminology in both written form and class discussion

Testing, Assignments, and Grading

2 Take Home Essays (30 points each)

5 Quizzes (15 points each) - lowest score dropped

Midterm (40 points)

Final Exam (50 points)

There will be a number of in-class assignments (ranging from 5-20 points each) TBD

Optional visit to Getty Villa and 2 page write-up (15 points extra credit)

A            90%+

B            80 - 89%

C            70 - 79%

D            60 - 69%

F            -59%

Essays

Students will be presented with 2-4 essay questions exactly one week prior to the essay due date. They will be responsible for choosing 1 question and writing a 2-page essay that answers the question. Students must support their position with analyses of specific examples of artworks and demonstrate an understanding of the culture(s) relevant to their essay subject.

Quizzes

1-2 Sets of Compare and Contrast

Identify artist, title, and culture/style of each image and analyse their similarities and differences in style, symbolic meaning, function, and how they are representative of their respective cultures (approx 2 paragraphs)

5-10 Questions from the Study Guide

Midterm

10-15 Slide Identifications

Artist (if known), title, culture/style

2-3 Sets of Compare and Contrast

8-15 Questions from the Study Guide

Final Exam

10-15 Slide Identifications

2-3 Sets of Compare and Contrast

8-15 Questions from the Study Guide

1 Essay (essay may be cumulative, rest of final is not)

**All images on the Exam, Midterm, and Quizzes are from the textbook. You are responsible for knowing all the illustrations indicated on the slide lists from your study guides.

Note the Following Important Items. Read Carefully!

Dropping: This is your responsibility. Failure to file the correct paperwork may result in receiving an F.

Cheating: If caught cheating, you will be dropped from the course. If the drop date has passed, an F will be given for the course. Cheating includes plagiarism!

Special Accommodations: If you have a documented disability that may impact your ability to carry out the assigned course work, I urge you to let me know and contact Disabled Student Program Services at (951) 571-6138. They will review your concerns and determine with you and me what reasonable accommodations are appropriate. All information about the disability is confidential. All determinations and paperwork must be filed at least 2 weeks before the exam or assignment is due. Requests that are not made within a timely manner cannot be honoured.

No Make-up Midterm or Quizzes

The Final Exam is Required for Passing the Course.