The development of the visual arts in the major artistic centers of Italy during the 16th century, including Florence, Rome, Venice, Mantua, Ferrara, Parma, and Bologna. The lives and works of specific artists, such as Leonardo, Raphael, Titian, and Michelangelo. Focus on thematic issues concerning the relationship between art and society, including: the rise in so-cial status of the artist and the conception of artistic genius; the influence of patronage and collecting; art and the creation of political identities; women as subjects, patrons, and practitioners of art; classicism and "anti-classicism" (Mannerism); art and religious reform; government and city planning. Ms. Schmitter
This course probes the construction of identity and its various expressions in the domestic architecture, wall painting and portraiture of the ancient Romans. We will examine the way the Roman house reflects notions of Romanness through its plan, orientation, and programs of the illusionistic frescoes; we will also study the rhetoric of Roman portraits, with particular attention to the representation of aristocrats and the imperial family. If time permits, we will also explore those of the Vestal Virgins, Rome's premier priestesses. For the early history of Roman art, particularly the Roman house and its decoration, we turn to the archaeological site and remains of Pompeii. For the period of the Empire, our attention will turn to Rome and the creation of the ideological portrait, male and female, and the way each was created and used to persuade the viewer of the value of particular cultural virtues.
- Teacher: Daniel Healey
The development of the visual arts in the major artistic centers of Italy during the 16th century, including Florence, Rome, Venice, Mantua, Ferrara, Parma, and Bologna. The lives and works of specific artists, such as Leonardo, Raphael, Titian, and Michelangelo. Focus on thematic issues concerning the relationship between art and society, including: the rise in so-cial status of the artist and the conception of artistic genius; the influence of patronage and collecting; art and the creation of political identities; women as subjects, patrons, and practitioners of art; classicism and "anti-classicism" (Mannerism); art and religious reform; government and city planning.
- Teacher: Caroline Dubinsky
The course explores a range of intellectual and multi-disciplinary approaches to the practice of art history and the interpretation of works of art through case study examinations of the works of 19th century American realists Winslow Homer and Thomas Eakins. The course integrates student reflections on skills and knowledge gained from General Education and Art History courses with application of knowledge, critical analysis, research, and creative thinking skills to the contemporary practice of art history. The course fulfills the General Education Integrative Experience requirement for History of Art & Architecture majors.
- Teacher: Margaret Vickery
Addresses the history of contemporary art since 1980 from a western perspective, but in a global context. Introduces students to major issues in contemporary art and criticism such as conceptualism, new media, earth art, postmodernism, neo-expressionism, institutional critique, identity politics, political interventions, installation art, ecology, globalization, relational aesthetics, and the role of consumerism and the art market.
- Teacher: Nathan Stobaugh
History of the discipline, methodological orientations, and the conceptual and technical framework for art-historical research. Required of all M.A. candidates in Art History during first year of study.
- Teacher: Gulru Cakmak