8 Page Essay on Art History
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art_history.docxArt History
Directions: Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling, and grammar. Sources must be cited in APA format. Your response should be four (4) double‐spaced pages; refer to the “Format Requirementsʺ page located at the beginning of this learning guide for specific format requirements.
Part A
1. Analyze storytelling in the cultures we studied in the past four weeks using the artworks below as examples of the Egyptian, Islamic, and Early Christian societies’ modes for depicting stories. Begin with a brief analysis of each story that is being told, using your own words and making sure to point out the formal elements of the artwork (line, color, shape, and composition) that combine to tell the story.
2. Next, compare and contrast the three artworks and the iconography used in each story and distinguish the connections that can be made, pointing out patterns you find.
Part B
1. To conclude, summarize the use of storytelling in the cultures represented in the three artworks below.
· Funerary Stele of Amenemhat, c. 2000 BCE. Painted limestone. Egyptian Museum, Cairo. Located on page 59 in the textbook.
· Flight into Egypt, from the Infancy of Christ Window, c. 1140-1144 CE. Stained and painted glass. The Glencairn Museum, Bryn Athyn, Pennsylvania. Located on page 264 in the textbook.
· Tile Mosaic Mihrab from the Madrasa Imami, c. 1354 CE. Glazed and cut ceramic tiles. The Metropolitan Museum in New York City. Located on page 194 in the textbook.
2. After learning about the complexity and variety of Islamic decoration, as seen in Tile Mosaic Mihrab, from the Madrasa Imami, assess if you think that figurative representations are essential to communicating religious messages. Provide examples to support your analysis.
Part C
1. Read the following article and analyze the expert’s opinion that art can be a generator of “identity” for a community, and examine what is meant by the statement that “public art ‘humanizes’ cities.”
2. Many cultures we studied over the past four lessons have specific architecture or artwork that are specific to them and are identified with them in some way. For instance, the Nankani Compound in Ghana, Michelangelo’s “David” in Florence, Italy, the Eiffel Tower in Paris, and the Taj Mahal in India are examples from the textbook. Choose two of these examples, and explain the reason the art or architecture was created, how each reflects the community, and how each reflects civic pride or community identity.
Part D
1. Analyze the development of the skyscraper, beginning with the Chicago School in 1884, continuing with the construction of the Woolworth Building in New York in 1911-1913, and concluding with the Seagram Building in New York City in 1954-1958. Include in your analysis the use of materials and ideas of aesthetics. Your analysis should demonstrate a strong understanding of the material, synthesizing what you learned in the readings, and be written in your own words.
2. In addition to commercial architecture, many architects of the 20th century were commissioned to design private homes. Explain the circumstances that led to the creation of Fallingwater in 1937 by Frank Lloyd Wright and the Vanna Venturi House in 1961-1964 by Robert Venturi. Relate how physical context or location is related to their design.
Grading Rubric for parts A & B
Please refer to the rubric below for the grading criteria for this assignment.
Grading Rubric for parts C & D
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable20 points15 points10 points5 points
Student provides a clear,
logical description of the
artworks and refers to the
formal elements of line,
color, shape, space, and/or
composition.
Student provides a mostly
clear, logical description of
the artworks and makes an
attempt to use formal
elements in the description,
though may not fully
develop all concepts.
Student provides a weak or
unclear description of the
artworks or the description
does not include complete
development of a
discussion of the formal
elements.
Student provides a poor
description of the three
artworks and does not
discuss the formal
elements of the artworks.
20 points15 points10 points5 points
Student provides a clear,
logical comparison of the
three artworks referring to
the iconography of the works
and makes connections
between the three artworks.
Student provides a mostly
clear, logical comparison of
the three artworks and
makes an attempt to
reference iconography and
connections between the
three artworks.
Student provides a weak or
unclear comparison of the
three artworks and may not
include clear iconographic
references.
Student provides a poor
comparison of three or
fewer artworks and makes
no attempt to include
iconographic references.
15 points 12 points 8 points 5 points
Student provides a clear and
logical summary of
storytelling by each of the
three cultures represented in
the artworks using the
artworks as examples to
support the points.
Student provides a mostly
clear, logical summary of
storytelling by each of the
three cultures represented
in the artworks using the
artworks as examples to
support the points.
Student provides a weak or
unclear summary of
storytelling using only one
or two of the cultures
represented in the artworks
and may not include
examples from the artwork
to support the points.
Student provides a poor
summary of storytelling
and may not refer to the
cultures represented or
may not refer to artworks
to support the points.
20 points15 points10 points5 points
Student provides a clear and
logical assessment regarding
figurative representation as
essential in communicating
religious messages and uses
artwork examples to support
the analysis.
Student provides a mostly
clear, logical assessment
regarding figurative
representation as essential
in communicating religious
messages and uses some
artwork examples to support
the analysis.
Student provides a weak or
unclear assessment of
figurative representation as
essential in communicating
religious messages and/or
may not include artwork
examples to support the
analysis.
Student provides a poor
assessment of figurative
representation as essential
in communicating religious
messages and does not
include artwork examples
in the discussion.
10 points 8 points 5 points 2 points
Student makes no errors in
grammar or spelling that
distract the reader from the
content.
Student makes 1-2 errors in
grammar or spelling that
distract the reader from the
content.
Student makes 3-4 errors in
grammar or spelling that
distract the reader from the
content.
Student makes more than
4 errors in grammar or
spelling that distract the
reader from the content.
15 points 12 points 8 points 5 points
The paper is written in
proper format. All sources
used for quotes and facts are
credible and cited correctly.
Excellent organization,
including a variety of
thoughtful transitions.
The paper is written in
proper format with only 1-2
errors. All sources used for
quotes and facts are credible
and most are cited correctly.
Adequate organization
includes a variety of
appropriate transitions.
The paper is written in
proper format with only 3-5
errors. Most sources used
for quotes and facts are
credible and cited correctly.
Essay is poorly organized,
but may include a few
effective transitions.
The paper is not written in
proper format. Many
sources used for quotes
and facts are less than
credible (suspect) and/or
are not cited correctly.
Essay is disorganized and
does not include effective
transitions.
Format - APA
Format, Citations,
Organization,
Transitions (15
Points)
Mechanics -
Grammar,
Punctuation,
Spelling (10 Points)
Part A: Analysis of
the three artworks
using formal
elements to
describe the works.
(20 points)
Part B: Summarize
the use of
storytelling in the
cultures
represented using
the three artworks
as examples. (15
points)
Part B: Assess if
figurative
representation is
essential in
communicating
religious messages
in artworks using
examples. (20
points)
Part A: Compare and
contrast the three
artworks using
iconography to make
connections and find
patterns in the three
works. (20 points)
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
15 points12 points8 points5 points
Student provides a clear,
logical analysis of the article
and the statement cited
using critical thinking and
original thought.
Student provides a mostly
clear, logical analysis of the
article and the statement
cited using critical thinking
and original thought.
Student provides a weak or
unclear analysis of the
article and analysis of the
statement cited and makes
a weak or unclear attempt
at critical thinking and
original thought.
Student provides a poor
analysis of the article and
the statement cited and
makes no attempt at
critical thinking or original
thought.
20 points15 points10 points5 points
Student provides a clear,
logical examination of two
works provided and
addresses how each
represents cultural pride.
Student includes a clear
discussion of the reason for
the creation of the art and
how it projects civic pride
using critical thinking and
original thought.
Student provides a mostly
clear, logical examination of
two works provided and
addresses how each
represents cultural pride.
Student includes a mostly
clear discussion of the
reason for the creation of
the art and how it projects
civic pride using critical
thinking and original
thought.
Student provides a weak or
unclear examination of two
works provided and does
not fully develop the
examination of cultural
pride, the reason for the
creation of the art, and/or
how it projects civic pride.
Student does not
demonstrate critical
thinking or original thought.
Student provides a poor
examination of one or two
works provided and/or
does not demonstrate
critical thinking in the
examination of cultural
pride or the reason for the
creation of the artwork or
why it projects civic pride.
20 points15 points10 points5 points
Student provides a clear,
logical analysis of the
development of the
skyscraper using the three
provided examples with a
focus on materials and
aesthetics using critical
thinking and original
thought.
Student provides a mostly
clear, logical analysis of the
development of the
skyscraper using the three
provided examples and
mentions the materials and
aesthetics, but may not fully
develop all the concepts
using critical thinking and
original thought.
Student provides a weak or
unclear analysis of the
development of the
skyscraper using only one
or two provided examples
and/or the student
provides a weak or unclear
focus on the materials and
aesthetics. Student does
not demonstrate critical
thinking or original thought.
Student provides a poor
analysis of the
development of the
skyscraper using only one
or two provided examples
and/ or does not
demonstrate critical
thinking in the focus on
the materials and
aesthetics.
20 points15 points10 points5 points
Student provides a clear,
logical explanation of the
construction of the two
homes provided and how
they relate to their
environment using critical
thinking and original
thought.
Student provides a mostly
clear, logical explanation of
the construction of the two
homes provided and
attempts to relate them to
their environment using
critical thinking and original
thought.
Student provides a weak or
unclear explanation of one
or both of the homes
provided and does not
demonstrate critical
thinking or original thought
in the discussion on the
construction or how they
relate to their
Student provides a poor
explanation of the creation
and relation to the
environment using only
one of the homes provided
and does not demonstrate
critical thinking or original
thought.
10 points 8 points 5 points 2 points
Student does not make any
errors in grammar or spelling,
especially those that distract
the reader from the content.
Student makes 1-2 errors in
grammar or spelling that
distract the reader from the
content.
Student makes 3-4 errors in
grammar or spelling that
distract the reader from the
content.
Student makes more than
4 errors in grammar or
spelling that distract the
reader from the content.
15 points 12 points 8 points 5 points
The paper is written in
proper APA and
organizational format. All
sources used for quotes and
facts are credible and cited
correctly. Excellent
organization, including a
variety of thoughtful
transitions.
The paper is written in
proper format with only 1-2
errors. All sources used for
quotes and facts are
credible, and most are cited
correctly. Adequate
organization includes a
variety of appropriate
transitions.
The paper is written in
proper format with only 3-5
errors. Most sources used
for quotes and facts are
credible and cited correctly.
Essay is poorly organized,
but may include a few
effective transitions.
The paper is not written in
proper format. Many
sources used for quotes
and facts are less than
credible (suspect) and/or
are not cited correctly.
Essay is disorganized and
does not include effective
transitions.
Part A: Analysis of
the article and the
statement "public
art 'humanizes'
cities." (15 points)
Mechanics-
Grammar,
Punctuation,
Spelling (10 Points)
Part A: Examine two
provided works
with a focus on how
each represents
cultural pride.
Includes discussion
on the creation of
the art and why it
projects civic pride.
(20 Points)
Format - APA
Format, Citations,
Organization,
Transitions (15
Points)
Part B: Analysis of
the development of
the skyscraper with
a focus on the three
provided examples
with a focus on
materials and
aesthetics. (20
Points)
Part B: Explain the
construction of two
provided homes
and how they relate
to their
environment. (20
Points)
