• reading assignment template & instructions

• instructions for in-class writing assignment

• instructions for term paper/project

I. reading assignment template & instructions

Due date for the reading assignments is at your own discretion, but I expect to see a "plan" of when you expect to be able to turn them in one week from today (25th October)

Description: The idea here is for you to do some "directed" reading related to this course. The purpose of the template is to provide this "direction." You do not, however, have to use the template itself. ***But make sure you cover all four areas listed on the template thoroughly!!!***

(1) An outline of the main points covered in the reading

(2) Definitions of key terms used in the reading (if you use the template, these will likely be listed in part one, then defined in part two)

(3) A summary of the author's argument (this is not the same as #1! What is the author trying to prove with the "roadmap" given in question #1?)

(4) An evaluation of the effectiveness of the argument, the sources cited by the author to prove the argument. Your judgment about the article (can you relate it to things covered in class or other knowledge you've acquired? The grading criteria is the same, whether or not you choose to use the form. You may want to scan the form into your computer or retype it to give yourself more space on some of the areas. ***Note: I have provided only one template!!!! If you wish to use it as it is, please make a copy before you write on it!!!!

Instructions/Designations of Assignments: Follow the assignments listed FOR THE BOOK YOU HAVE BEEN ASSIGNED!!!

A) Fantham et. al., Women in the Classical World

• reading assignment no. 1 = compare and contrast two of the chapters from part one, "Women in the Greek World"
• reading assignment no. 2 = compare and contrast two of the chapters from part two, "Women in the Roman World"
• reading assignment no. 3 = choose two chapters (one from each part, Greek and Roman) that you have NOT used previously that demonstrate for you the strongest case for major differences between Greek and Roman art as well as the social conditions for women that support it.

B) Dixon, Perilous Chastity

• reading assignment no. 1 = chapters 1 & 2
• reading assignment no. 2 = chapters 3 & 4
• reading assignment no. 3 = chapters 5 & 6

C) Davis, Women on the Margins

• reading assignment no. 1 = Gilikl Bas Judah Leib
• reading assignment no. 2 = Marie de l'Incarnation
• reading assignment no. 3 = Maria Sibylla Merian

ARTICLE/CHAPTER SUMMARY TEMPLATE NAME: Score:

Title of Article/Chapter:

1. Identify major themes and key concepts. This is best done by a point-by-point outline. Avoid evaluation here. 5 3 1 0 2.

List and define key terms and concepts listed above that need further explanation.
5 3 1 0 3.

Summarize the author's argument. What, given the roadmap you made in part 1, is the author trying to prove? Don't evaluate here--you are simply reporting the facts, but make sure your answer is complete. 5 3 1 0 4.

Evaluate the author's ability to prove the argument listed above. What type of sources were used? Are they appropriate? Can you relate the issues in this article to other course themes, materials or experiences? 5 3 1 0

II. tips for in-class writing assignment (25 pts.)

The best way to be prepared for the in-class writing assignment is to read carefully (outline?) (take notes?) on pp. 1-62 of Slatkin.

You will be asked to write one or two essays about the major issues covered on these pages. You will have a choice of essays, but the specific questions will NOT be given to you ahead of time (sorry!)

While you will be judged on the factual content of the essays (and the use of appropriate examples / citations from the text), just as important is your ability to make a persuasive, coherent argument and use common sense.

This in-class essay is worth a small (relatively) amount of points, but I cannot stress the importance of having this experience in order to understand what the exams will be like. Whether we decide to do in-class tests or take-home, it is crucial that you understand the complexity of the questions asked and the necessity of preparation in two ways:

1. Mastery and/or understanding of "the facts" and "the issues" of the time periods (historical, art-historical, cultural) under consideration

2. Ability to choose among a wide selection of possible evidence to make the tightest most convincing "case" for your argument. This should be coupled with an understanding of possible criticisms of your argument and strategies you could take if your analysis came under attack.

3. Ability to move the information beyond the confines of the classroom to find relevance for yourself and for others within a contemporary setting.

4. Ability to identify areas that might prove crucial for further research in order to support your own personal ideas about specific works of art or the contributions of specific artists. This is important whether or not it is feasible to conduct the research and whether or not the research would ultimately prove "fruitful" to your argument!

***You will find "THE ANSWERS" to only number one in your textbooks.

Numbers 2, 3 & 4 take thought, reflection and (if you choose) discussion with your peers, your parents, just about anybody.

SO WHY AM I MAKING YOU DO THIS???? I honestly think of all education as "life preparation." Nobody is likely to ask you anytime in the future to pull out some specific information on an artist covered in this course (and that would go for any Art History course... let's face it... while there is an "Art History" subject category on Jeopardy, it's not your life or death subject matter!)

But all courses are opportunities to experience personal growth and what could be called more of a "community" understanding. I hope my courses also give you usable skills that could prove valuable in many situations.

So think of the above like you would find them on a corporate résumé:

1. Ability to master information, ability to assess a problem

2. Ability develop a strategy to address the major components of the problem. Identification and ranking of component elements of the strategy. Troubleshooting and damage control.

3. Flexibility of thinking; ability to access information and adapt ideas from a wide variety of disciplines / industries. Knack for finding creative solutions.

4. Identification of resources and project possible outcomes of successful implementation of research and development on the problem and/or strategy

III. instructions for project / term paper (75 pts.)

What to do: Analyze the course material presented in class against that in your chosen text. There will be a difference in time period covered and sometimes specific issues / factors to consider. How can advancements / developments in "women's art" be explained historically and chronologically? (or is the chronological development i.e. liberation of women an unnecessary construct, in your opinion?)

Note that this question is VERY BROAD! If you choose option number one below you will have to narrow a set of issues to address, and this is best done in consultation with me. If you choose option number two, you are free to address the issues in a more random fashion (whatever strikes you as most interesting or important as you write that journal entry).

How to do it -- there are two options:

1. You can either write a "traditional" term paper (that would be like a cross between the in-class essay discussed above and a more carefully argued/structured and persuasively written reading response. -or-

2. You may choose to keep a journal that corresponds to the reading of your chosen text (yes, the whole thing!) that is more spontaneous and free-form in nature.

How long should it be? / How will this be evaluated? The paper, if you choose this option, should be no less than 5 double-spaced typed pages (10 for grads). It will be evaluated on the identification of an appropriate topic/argument, the clarity and persuasiveness of the writing and the choice of appropriate examples/evidence. The paper should be tightly written, should have a clear argument and organization, and a forceful conclusion.

I expect to see ACTIVE ENGAGEMENT WITH IDEAS not just a regurgitation of the text and class notes.

The journal, if you choose this option, will be of a total length that you choose -- but keep in mind that the journal should be an ongoing dialogue with the course material vs. your own "text" that spans the entire quarter. You might want to pretend that you are a woman artist (or woman patron, or just an interested woman) from the early time period who has the opportunity to see the future (or a contemporary woman who looks back).

Or perhaps you'd like to explore the ideas you have as you learn about these time periods. The journal can be handwritten or typed. The journal will be graded on appropriateness of ideas generated and explored and/or creativity and demonstration of ACTIVE ENGAGEMENT WITH IDEAS not just a regurgitation of the text and class notes.

What's the point behind the choice? I think roughly the same amount of "time" will go into either project; the final paper will be much shorter than a journal, of course, but you will likely make many drafts :-) and spend much time thinking over a specific topic to argue/explore and planning a strategy for explaining it coherently and persuasively.

If you are a perfectionist and like concrete solutions and specific instructions and deadlines, this is for you. The journal, on the other hand, will demand a certain amount of your time each week, but it should be more "relaxed" time. If you prefer your work to be more unstructured, if you think better "off the cuff" and you tend to work better in creative situations, this is for you.

When's it due? Term papers are due the class session before the final exam. Journals are due on the day of the final exam. With either option I recommend that you "check in" with me about your progress -- let me read a draft, see an outline or read a few entries to see how you're doing before it's too late!!!