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Archive for the ‘Teaching with ARTstor’ Category

Shanghai: colors, textures of traffic, advertising and housing

Shanghai: colors, textures of traffic, advertising and housing. Image and original data provided by ART on FILE, http://www.artonfile.com

More than at any other time in history, images dominate our lives. Instructors need the resources to teach students how to find visual media, interpret its meaning, evaluate its sources, use it effectively, and explain the ethical, legal, social, and economic issues surrounding its creation and use.

Join Artstor’s User Services team and your fellow instructors on Twitter to share your experiences, successes, and challenges—and your questions—on teaching Visual Literacy.

Among the questions up for discussion will be:

  • What place does visual literacy have in your curriculum?
  • Which departments teach it?
  • What resources do you use?

Follow and participate with @ArtstorHelp on Tuesday, February 9, 1-2 PM EST (10-11 AM PST) using the hashtag #artstorchat

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case study

Keri Cronin’s “Picturing Animals” case study

Looking for ideas on how to integrate images in your teaching? Curious about how your colleagues are using Artstor? Check out Artstor’s case studies! Composed of the Artstor Travel Awards-winning essays and image groups, the case studies describe the creative ways subscribers in all disciplines are using the Artstor Digital Library in their teaching, research, and scholarship.

browseWe’ve recently made the case studies more accessible. Simply click on the Teaching Resources link under the Browse section in the Digital Library homepage and you’ll find them organized by topic. (If you’re visiting Artstor on your phone or tablet, you’ll find the case studies under Global Folders.)

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Joseph Beuys, Green Violin and Telephone S--------R (Sender--------Receiver), 1974

Joseph Beuys, Green Violin and Telephone S——–R (Sender——–Receiver), 1974. Image and original data provided by Yale University. ©2008 Artists Rights Society (ARS), New York / VG Bild-Kunst, Bonn

Artstor is introducing curriculum guides–collections of images from the Artstor Digital Library based on syllabi for college courses–compiled by faculty members and experts around the country. Learn more here.

Survey of Western Art 2: Renaissance to Postmodern
Nancy Minty, Ph.D, Collections Editor, Artstor
This curriculum guide consists of a thorough overview of later western art (approximately 1300 through 2000 CE, completing the Survey of Western Art 1: Prehistoric to Gothic), presenting the cultural heritage of Europe and the New World with an emphasis on seminal works, including architecture, paintings and sculptures, manuscripts, prints, drawings and decorative arts, in addition to photography and installations. Students will hone visual and descriptive skills as they enhance their recognition of schools and styles, and, conversely, their awareness of breaks within the western tradition. Readings will be selected from survey texts as well as scholarly articles.

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Magdalenian, Bison licking its back

Magdalenian, Bison licking its back, 15th to 10th millennium BCE. Image and original data provided by Erich Lessing Culture and Fine Arts Archives/ART RESOURCE, N.Y.; artres.com/

Artstor is introducing curriculum guides–collections of images from the Artstor Digital Library based on syllabi for college courses–compiled by faculty members and experts around the country. Learn more here.

Survey of Western Art 1: Prehistoric to Gothic
Nancy Minty, Ph.D, Collections Editor, Artstor
This curriculum guide covers a comprehensive introduction to early western art (approximately 30,000 BCE through 1300 CE), presenting the iconic monuments of European and Mediterranean culture, including architecture and the built environment, paintings and sculpture, manuscripts and the decorative arts, as well as archeological sites and materials. The extensive range – both geographic and historic – coupled with a focus on key works, will establish a foundation in art history and a point of departure for further study (assuming this course is followed by its companion – Survey of Western Art 2: Renaissance to Postmodern). Students will learn to interpret works within their cultural contexts, developing both visual acuity and descriptive vocabularies. Readings will center on the standard texts with a sampling of specialist articles.

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Gustav Klimt, Burgtheater (Vienna, Austria); Death of Romeo and Juliet, 1884-1887. Image and original data provided by Erich Lessing Culture and Fine Arts Archives/ART RESOURCE, N.Y., artres.com

Gustav Klimt, Burgtheater (Vienna, Austria); Death of Romeo and Juliet, 1884-1887. Image and original data provided by Erich Lessing Culture and Fine Arts Archives/ART RESOURCE, N.Y., artres.com

Artstor is introducing curriculum guides–collections of images from the Artstor Digital Library based on syllabi for college courses–compiled by faculty members and experts around the country. Learn more here.

Shakespeare: Text and Performance
Julia Reinhard Lupton, Professor, English, University of California, Irvine
This curriculum guide focuses on three plays: Romeo and Juliet, Twelfth Night, and Cymbeline. The reading list covers three genres (tragedy, comedy, romance) and leads from very familiar to less familiar works by Shakespeare. I use Artstor images to build out Shakespeare’s world and the worlds depicted in the plays; to explore themes from mythology and literature drawn on in these plays; to provide insight into subsequent stage history; and to inspire students’ own scenographic imaginations.

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Florentine, View of Florence with the Campanile and Duomo, Orsanmichele, and Palazzo Vecchio, Florence, Italy. © 2006, SCALA, Florence / ART RESOURCE, N.Y.; artres.com; scalarchives.com

Florentine, View of Florence with the Campanile and Duomo, Orsanmichele, and Palazzo Vecchio, Florence, Italy. © 2006, SCALA, Florence / ART RESOURCE, N.Y.; artres.com; scalarchives.com

Artstor is introducing curriculum guides–collections of images from the Artstor Digital Library based on syllabi for college courses–compiled by faculty members and experts around the country. Learn more here.

History of Architecture and Urbanism I
Amber Wiley, Visiting Assistant Professor, Architecture, Tulane University

This curriculum guide is global in focus, including both Western and non-Western developments, covering the time period from prehistory to the medieval era. The survey highlights a variety of aspects of the built environment such as architecture, urban settlements, and landscapes. Coursework investigates monumental civic architecture, religious structures, as well as domestic buildings, the urban form, and architectural theory. The guide utilizes architectural images to examine the ways that religious, political, and social structures were expressed through the melding of architecture and landscapes. Central to this architectural analysis is how different cultures and communities made meaning in their everyday lives through design, discussion on what architecture reveals about societal concerns and hierarchies, and the ways in which natural settings are exploited for sustenance and protection – generally speaking, how architecture can be viewed as a cultural product of a particular historical milieu.

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Artstor is introducing curriculum guides–collections of images from the Artstor Digital Library based on syllabi for college courses–compiled by faculty members and experts around the country. Learn more here.

Jacques-Louis David, The Death of Socrates, 1787, The Metropolitan Museum of Art . Image © The Metropolitan Museum of Art

Jacques-Louis David, The Death of Socrates, 1787, The Metropolitan Museum of Art . Image © The Metropolitan Museum of Art

Introduction to Philosophy
Carl Hammer, Lecturer, Communication Studies, University of MN, Twin Cities

This curriculum guide introduces the student to the basic problems, methods and theories of western philosophy.  It looks at issues in the theory of reality, knowledge and ethics. This includes some of the main problems in the philosophy of mind, religion, and action. It begins with a look at some of the tools and methods of philosophy, such as deduction, induction, and definition. Images allow students to envision real and imaginary examples of the problems and theories in philosophy, as well as provide an engaging visual “anchor” to aid in their retention. 

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