Research Paper

ARH2051StandardGELOArtifact.docx

Home >History homework help >Research Paper

ART HISTORY 2 – ARH2051

Research Paper

Your research paper must identify, formally analyze and contextualize ONE artwork from the Renaissance through Contemporary Art.

The paper will be six pages in length and consult and cite at least three scholarly sources using Chicago style, which is the standard style for the discipline of Art History. Your paper will contain footnotes and a bibliography. Your bibliography will be a list of at least three scholarly sources you will cite in the body of your paper.

Your paper will contain a specific thesis statement and will explain HOW your artwork is representative of its culture.

All papers must be double-spaced with 1" margins on all sides. Please use Times New Roman 12 pt. font. Please check for spelling and grammatical errors. Points will be deducted for these errors.

Papers submitted without footnotes, with footnotes in improper form, or without a proper bibliography will not be accepted.

*Different professors may, at their discretion, offer additional support materials (object choices for research paper, Chicago style citation guides, handouts on terminology, etc.) It is the student’s responsibility to attend class, consult the course syllabus and Canvas for any additional support material specific to their class section.

DIRECTIONS FOR WRITING YOUR RESEARCH PAPER

Step 1: Select an art object to research. Your object must be dated after 1400 CE.

Step 2: Find at least three sources of scholarly information you can use in your paper. These sources will be your working bibliography. Scholarly sources are peer-reviewed books and articles.

Step 3: Create and submit your bibliography.

Step 4: After reviewing your sources, formulate a thesis and outline for your research paper. The thesis should advance a specific argument about your artwork (see below).

Your thesis and outline will be submitted to the instructor.

Step 5: Using your thesis and outline as a guide, complete your research paper.

PAPER OUTLINE

Your paper will consist of five sections:

Introductory Paragraph with THESIS STATEMENT

Formal Analysis of your artwork (refer back to thesis statement)

Iconography of your artwork (refer back to thesis statement)

Iconology of your artwork (refer back to thesis statement)

Summary Paragraph with reiteration of thesis statement

1. Introductory Paragraph – Identify your artwork and state your thesis.

2. Formal Analysis - Description and analysis of the work in your own words:

Detailed formal description of the works, moving from the general to the specific (Analysis: breaking the whole into parts for understanding.) Include elements and principles of design: subject, lines, medium, color, light, space, composition, scale, and technique. Ask and answer: How does the art work in formal terms?

3. Iconography

Discussion of the content, symbolism and meaning of the work as conveyed through its formal elements. Include information about what story or idea the object depicts.

4. Iconology - Synthesis - Thesis of paper: SO WHAT factor

•Discussion of period style revealed in the form of the artwork and contextualization of the object in a specific movement/era. Thesis communicates to viewer how to see and experience the artworks.

Your synthesis should make clear the relevance of THIS WORK. Your reader should understand why it is meaningful and useful to study the work and form discussions around it.

5. Summary Paragraph – Reiterate your thesis.

Your research paper will function as a measureable assessment for the GELO associated with this course, which is Critical Thinking. The evaluative rubric for this paper is below. In order to get GELO CREDIT for ARH 2051 students must successfully write formal research paper(s) using appropriate and authoritative text-based and web sources (minimum of 1500 words – about 6 pages of text). Student work must meet the academic definition of successful college-level writing.

CRITICAL THINKING VALUE RUBRIC

CAPSTONE

MILESTONE

3=A

MILESTONE

2=B, C

BENCHMARK

1= D

NO CREDIT

Explanation of issues

Issue/problem to be considered critically is stated clearly and described comprehensively, delivering all relevant information necessary for full understanding

Issue/problem to be considered critically is stated, described, and clarified so that understanding is not seriously impeded by omissions

Issue/problem to be considered critically is stated but description leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/or backgrounds unknown.

Issue/problem to be considered critically is stated without clarification or description.

Evidence

Selecting and using information to investigate a point of view or conclusion

Information is taken from source(s) with enough interpretation/evaluation to develop a comprehensive analysis or synthesis.

Viewpoints of experts are questioned thoroughly

Information is taken from source(s) with enough interpretation/evaluation to develop a coherent analysis or synthesis.

Viewpoints of experts are subject to questioning.

Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.

Viewpoints of experts are taken as mostly fact, with little questioning.

Information is taken from source(s) without any interpretation/evaluation.

Viewpoints of experts are taken as fact, without question.

Influence of context and assumptions

Thoroughly (systematically and methodically) analyzes own and others' assumptions and carefully evaluates the relevance of contexts when presenting a position

Identifies own and others' assumptions and several relevant contexts when presenting a position

Questions some assumptions. Identifies several relevant contexts when presenting a position. May be more aware of others' assumptions than one's own (or vice versa).

Shows an emerging awareness of present assumptions (sometimes labels assertions as assumptions).

Begins to identify some contexts when presenting a position.

Student's position (perspective, thesis / hypothesis)

Specific position (perspective, thesis/hypothesis) is imaginative, taking into account the complexities of an issue.

Limits of position (perspective, thesis/hypothesis) are acknowledged.

Others' points of view are synthesized within position (perspective, thesis/hypothesis)

Specific position (perspective, thesis/hypothesis) takes into account the complexities of an issue.

Others' points of view are acknowledged within position (perspective, thesis/hypothesis)

Specific position (perspective, thesis/hypothesis) acknowledges different sides of an issue

Specific position (perspective, thesis/hypothesis) is stated, but is simplistic and obvious.

Conclusions and related outcomes (implications and consequences)

Conclusions and related outcomes (consequences and implications) are logical and reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order

Conclusion is logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly.

Conclusion is logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly.

Conclusion is inconsistently tied to some of the information discussed; related outcomes (consequences and implications) are oversimplified.