ࡱ> sur@ .bjbjצצ 1h" Df z F-F-F-F-L-z D2.2.2.2.(Z.9/9/9/888878>$FH815/9/<2|2@8DZ.Z.MD6565652:RZ.Z.865186565t5["5Z.&. PF-23F56,cD0D5AIx3AI5z z AI59/v/T650DG0;9/9/9/8D8Dz $ ( 5z ( Aesthetics PHIL 177 Spring, 2006  Instructor: Office: Office Phone: E-Mail: Office Hours: SUMMARY  Short Description: This course will explore one or more of the following philosophical questions in aesthetics: What is art? What is good art (art evaluation or critical theory)? What is beauty? What is it about human nature that allows us to experience beauty? Outcome Statement: Students will be able to demonstrate understanding of the various approaches to the philosophical study of beauty and the arts. THIS COURSE AND THE UNIVERSITY CORE CURRICULUM  Knowledge Area(s) satisfied:Philosophical KnowledgeSkill(s) Developed:Critical Thinking Skills and DispositionsValues Requirement(s) satisfied:None CORE LEARNING OBJECTIVES  Knowledge Area (Philosophical Knowledge):  IN addition to the general competencies associated with the Philosophical Knowledge area, students in this course will: 1. Learn how beauty as a major philosophical question has been examined by major philosophers in western philosophy. They will be able to explain, to contrast, and to compare the presentations of beauty by major historical figures such as Plato, Aristotle, Aquinas, Hume, Kant, Hegel, Schopenhauer, Nietzsche, Bullough, Danto. Students will be tested on these historical views, will apply them to art in oral and written exercises, and will compare/contrast them in written assignments. 2. Learn about the way philosophers have analyzed beauty. In this competency, students will examine beauty, not as a major historical philosophical question, but as a major problem central to philosophical inquiry. They will learn the elements of beauty and the contributions of beauty to the human experience. Students will write a series of essays presenting the elements of beauty and the place of beauty in the human experience. 3. Examine the theoretical foundations of the nine basic arts. They will be able to explain the ontological roots of each art (the uniqueness of each art form) and the philosophical object of each art (the elements employed by the art to realize its uniqueness). Students will be tested on these theories, will apply them to art objects in oral and written exercises, and will experience them by doing the art, that is, by painting, sculpting, and so on. 4. Evaluate philosophical arguments on beauty, to compare the philosophers views (with each other and with the students view), and to challenge simplistic and nave viewpoints. They will do this by analyzing the arguments of others and providing their own arguments. This will be accomplished via written assignments. Skills (Critical Thinking Skills and Dispositions):  Students will develop the skills necessary to: 1. Comprehend and summarize the meaning of varying forms of communication 2. Analyze relationships among statements, questions, and concepts 3. Evaluate various points of view 4. Generate new ideas and proposals. These competencies will be developed by reading primary philosophical texts on aesthetics, applying philosophical concepts to works of art, comparing various aesthetic philosophies, and developing and critiquing each others philosophy of aesthetics. Students will develop their critical thinking skills through essays, oral presentations, arts-related projects, and the semester-long book project. PROCEDURES  Full Course Description:  This course will explore one or more of the following philosophical questions in aesthetics: What is art? What is good art (art evaluation or critical theory)? What is beauty? What is it about human nature that allows us to experience beauty? More specifically, the course will have two parts. In the first part, students will read primary sources in aesthetics, for example, Tolstoy, What is Art? to explore the nature of art; Dickie, Introduction to Aesthetics, to understand theories of art evaluation such as personal subjectivism, relativism, and instrumentalism, among others; Plato, The Symposium, Kant, The Critique of Judgment, Danto, The Abuse of Beauty, to gain insights into the nature of beauty; Marcel, Incarnate Being, Jonas, Phenomenology of the Senses, Jung, Archetypes of the Collective Unconscious, to uncover the nature of human beings that allows us to experience beauty. In the second part, students will explore the philosophical underpinnings of various arts. For example, students may examine the ontological roots of the nine basic arts: architecture, painting, sculpture, musicry, poetry, story, dance, theatre, music, and experience the ontology of the arts by doing them, for example, by choreographing and dancing, painting, sculpting, composing a melody and playing it on a musical instrument, and so on. Required and Recommended Readings:  Course Requirements:  Grading Policy:  Attendance Policy:  Statement on Plagiarism:  Plagiarism on the part of a student in academic work or dishonest examination behavior will result minimally in the instructor assigning the grade of "F" for the assignment or examination. In addition, all instances of academic dishonesty must be reported to the chairperson of the department involved. The chairperson may constitute a hearing board to consider the imposition of sanctions in addition to those imposed by the instructor, including a recommendation of expulsion, depending upon the seriousness of the misconduct. Special Needs: Any student needing a special accommodation in this course due to a documented disability is asked to bring this to the attention of the instructor at the beginning of the semester so that needs can be appropriately addressed. Course Schedule:  Date Topic Readings Due Dates This template is ONLY for this course. Dont use it for any other course since the first part (about the Core Curriculum requirements) is different for each core course and of course doesnt apply to non-core courses at all. The following Short Description and Outcome Statement are taken from the Core Curriculum guidelines and should not be changed. For details go to  HYPERLINK "http://www.luc.edu/core/philosophicalcourses.shtml" http://www.luc.edu/core/philosophicalcourses.shtml and scroll down.  The following box is taken from the Core Curriculum guidelines and should not be changed.  The following objectives unpack the Outcome Statement given at the beginning of this page. You do not need to list all of these objectives nor do you need to use this exact wording. But you must select some of these objectives and explain them in a way that is consistent with the text shown here, which is taken from the Core Curriculum guidelines. As with the Knowledge Area objectives (previous section) you may revise the wording of this and the following sections. However, you must select at least some of the categories shown here.  From this point on the syllabus corresponds to what the Core Curriculum guidelines call Learning Activities. The subheadings and other layout features are optional, but you should cover in one way or another the points shown here, not only because your students have a right to this information but also because doing so will make your own life much easier.  This description is taken from the Core Curriculum Model Syllabus for this course. You should replace it with your own text, making sure that it's consistent with the general ideas shown here.  You need not give full bibliographical information about books that are available in the bookstore unless you expect students to order some books online. Indicate if you plan to use a Blackboard web site.  Here you should specify things like term papers, midterms, or oral presentations. Be sure that these and other course requirements are linked clearly in your own mind to the outcome statement and learning objectives you have specified in the first part of this syllabus. This will make grading much easier for you.  Your tests and other evaluative procedures must include assessment of the objectives you have specified above for the core headings of Knowledge Area, Skills, and (where applicable) Values. The more precise you can be on this matter the better, especially when you are explaining to students why they received a certain grade. You should also indicate here or elsewhere how the final grade is determined (final exam is 60%, etc.) Note that you are subject to legitimate complaints if you change your grading system after the course begins.  Many teachers require attendance. If you do so, be sure to link attendance very explicitly to a Participation component that counts toward the final grade.  This sample statement is taken from the university web site on Academic Integrity (http://www.luc.edu/academics/catalog/undergrad/reg_academicintegrity.shtml), which also has other important information you might want to incorporate into your syllabus. Citing this statement is only one of many ways to anticipate plagiarism problems, but be sure to declare some policy so that students caught cheating cannot say they weren't warned. You are required by law (and human decency) to accommodate individuals whose disabilities are documented in the Learning Assistance Center. Many universities require every syllabus to contain a statement such as the one shown here. You may want to refer disabled students to  HYPERLINK "http://www.luc.edu/depts/lac/disabilities" http://www.luc.edu/depts/lac/disabilities .  Many teachers circulate their course calendars separately from the syllabus. 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