Fall 2026
Art Appreciation
Name of Department: Department of Communication, Liberal Arts, and Social Sciences
Course Subject Area, Number, Title, and Section Number: ARTS 1301 Art Appreciation 80D
Instructor Name: Donald Bullock
Building/Office Number: Online
Office Hours: Virtual Office Hours Only
Virtual Hours: Tuesdays and Thursdays 10:00 AM to 2:00 PM
Office Telephone: 409-333-0884
Email Address: Donald.Bullock@lsco.edu
ARTS 1301 - Art Appreciation 3-3-0 A general introduction to the visual arts designed to create an appreciation of the vocabulary, media, techniques, and purposes of the creative process. Students will critically interpret and evaluate works of art within formal, cultural, and historical contexts. Course Identifier 50.0703 AC
None
Prebles' Artforms 12th Edition
Frank, Patrick; Preble, Duane; Preble, Sarah
Published by Pearson, 2018
ISBN 10: 0134793129ISBN 13: 9780134793122
Upon registration for classes, LSCO students are automatically charged $24 per semester credit hour for access to all required textbooks, lab manuals, lab codes, and electronic books on the first day of class through the Gator Book Pack. Information about the LSCO Gator Book Pack as well as responses to common FAQs can be found on LSCO’s webpage. ALL STUDENTS WILL HAVE UNTIL THE SECOND DAY OF THE SEMESTER TO OPT-OUT OF THE GATOR BOOK PACK.
Every student MUST have access to the required textbooks by the week of class. The student will be responsible for all assignments given. Failure to have a text may result in being dropped from the class. Failure to follow instructions (written or oral) will result in penalties.
Course Level Learning Outcomes (ACGM or WECM)Core Objectives Associated Course Activities/Assignments/Projects
Course Learning Outcomes (CLOs)
Upon successful completion of this course, students will acquire the following course learning outcomes:
Demonstrate knowledge of art elements and principles of design.
Critically interpret and evaluate works of art.
Demonstrate an understanding of the impact of arts on culture.
Associated Course Activities/Assignments/Projects
Mid-Term Group Project:
The group will select a local (100-mile radius) work of art and collaboratively write a 3-page (600-word) paper examining how the artist used the visual elements in conjunction with the principles of design to create the work. In addition, the group must explain the significance of the work of art to the local community. This group paper must include the artist’s name, the title of the work, the date, and the medium. This paper must also include at least 3 visual elements and two principles of design.
Finally, this project has an individual element for each student. Each student must submit a 1-page (200-word) paper on why art is important to society.
Apply art terminology as it specifically relates to works of art.
Course Topical Outline
Unit One
1. Describe art as means of visual expression using different media and forms.
2. Define the terms representational, abstract, nonrepresentational, and iconography used to discuss art.
3. Contrast the ritual, social, and public functions of art.
4. Discuss the aesthetic and emotional appeal of art that gives pleasure.
5. Describe the visual elements used in the production and analysis of art.
6. Analyze the use of design principles to organize of a work of art.
7. Combine factual, analytical, and evaluative information to write an essay about an artwork.
Unit Two
1. Using art to change the world: in the past and in the present.
2. Art about Nature: how artists have transformed our understanding of nature
3. Art of the sacred realm: visions of and spaces for spiritual experience
4. Preserving individual and cultural identity with visual stories and histories
5. The Here and Now: Who are we and what are we doing here?
6. Compositional journeys – how artists’ compositions lead the viewer’s eye.
7. Defining space in on a flat plane – linear and atmospheric perspective
8. The power of colors and their emotional and mental effects
9. Balancing unity and variety in design
10. Design conventions of the classical artists: the golden section, hierarchical scale, etc.
11. Using scale and proportion to communicate ideas.
12. Analyzing composition and compositional elements
13. Guiding the eye through emphasis
Unit Three
1. The history of paper
2. The use of paper for non-traditional purposes
3. The characteristics and appearances of various drawing materials
4. Drawing throughout history
5. The intimacy of the drawn line
6. Drawing personal responses
7. Drawing in preparation for works in other media
Unit Four
1. Artists who prefer a single medium; artists who experiment with various media.
2. How formal aspects of painting relate to and reinforce content.
3. Qualities, characteristics, and limitations of various painting media
4. Artists’ preferences for certain media to fulfill purposes of certain works.
5. Painting: pre-history to post-modern
6. Painting application techniques and style
7. History and fresco painting
8. Non-easel painting and how it challenges tradition.
9. Recognizing and evaluating machine-printed versus “limited” artists’ prints
10. Connections among printmaking, music, literature, politics, and advertising
11. Historical backgrounds of printmaking techniques
12. Characteristics, materials, and techniques of the four major printing methods
13. Media, techniques, and purposes of prints
14. How printmaking has been changed by computers and digital technology
15. The history of photography
16. Photography and the painter: friends or foes
17. How photojournalism influences history
Major Assignments Schedule
Major Assignment Schedule
Course outline: This week introduces a brief overview of the class, reviews the syllabus, helps the students get their books, assigns written homework assignment due next week, assigns reading for this week (syllabus and Chapters 1 and 2 in textbook), and explains to the students what is expected of them this semester.
Discussion Board Post
Students will write a 200-word post on what they think art is. They will then respond to at least two other posts.
Written Assignments
Students should choose an image of an art object from their textbook that they like and another work that they do not like. They will then explain in a one-page paper why they think one is a “good” work of art and the other is a “bad” work of art. These images will be used again for other written assignments to measure their understanding of art terms and visual analysis learned later in the course.
This week covers chapters 3, 4 and 5. This week explores the Visual elements, the vocabulary of art: line, direction and movement, shape and mass, light, color, texture and pattern, space, perspective, time and motion. This week also covers the Principles of Design: unity and variety, balance, emphasis and subordination, scale and proportion, and rhythm.
Quiz on covering assigned reading from weekend.
This week’s Written Assignment due.
Written Assignment
For this week’s assignment, you will reexamine the two works you wrote about last week and write a 2-page (400-word) paper on those two works of art. For each work you must include the artist’s name, the title of the work, the date, and the medium. You will pick three visual elements found in each work, describe them, and explain how the artist used the principles of design to incorporate these visual elements into the works of art. Finally, you will state whether your initial opinion from last week has changed for each work. This paper will be used to gauge how much the student has learned about engaging a work of art and how well they use their newfound vocabulary, concepts, and terms.
Quizzes: This week’s quizzes will cover the visual elements and the principles of design,
This week covers the different mediums of drawing, painting, print making, and photography in art and assigns the students to their presentation groups for the Group presentation given on Week 4.
Read Chapters 6, 7, 8, and 9.
Quizzes covering the reading.
Discussion Board Post
Students will write a 200-word post on what Media/Medium they like best and why. They will then respond to at least two other posts.
Group Presentations
Students will start to work with their group on their presentations.
Written Assignment
The student will look through copies of magazines or newspapers and find a graphic designs or illustrations that they believe is meant to convey a social message and another one that they feel is meant to sell a product. Explain the ways in which the elements of graphic design are used to achieve these differing goals. 1- 2 pages.
This week also covers the mediums of sculpture, installation, and Architecture.
Quizzes covering the reading.
Read Chapters 10, 11, 12, and 13
Group Presentation:
The group will select a local (100 mile radius) work of art and collaboratively write a 3-page (600-word) paper examining how the artist used the visual elements in conjunction with the principles of design to create the work. In addition, the group must explain the significance of the work of art to the local community. This group paper must include the artist’s name, the title of the work, the date, and the medium. This paper must also include at least 3 visual elements and two principles of design.
Finally, this project has an individual element for each student. Each student must submit a 1-page (200-word) paper on why art is important to society.
This week examines the Ancient World, the Classical and Medieval West, the Renaissance. And the Baroque periods in Europe.
Read Chapters 15, 16, and 17
Written Assignment
Find an examples of a contemporary work of art that relates in some way to ancient works. Explain the connections you observe. 1- 2 pages. This assignment encourages the student to begin looking at art in a historical context.
This week examines Modern and Contemporary art.
Read Chapters 21, 22, 23, 24, and 25
Assign final group project.
Work on final exam project
Final Exam Project:
This assignment will consist of THREE submissions: One piece of art (including four total process pics with a pic of final piece) and one artist statement and a link to the original art you are copying.
For this assignment, choose a piece of art from a museum on the internet and copy that artwork to paper or canvas. You must complete the artwork yourself, no tracing or digital tools allowed.
As with any art projects for this course, the piece must be original for this course (even though it is a copy of another's work), and you must submit process pics as you create the piece.
Use the same criteria from Project 2:
Drawing: must be minimum 11" x 14" paper. I suggest larger. No newsprint. Must use white heavyweight art paper, at least 90 lb. Pencil, pen and ink, charcoal, crayon, color pencil, or any sort of mix of those tools.
No Lined paper!!! No Notebook Paper!!
Painting: must be minimum 11" x 14" canvas or board only. Use as many colors as you think will be needed to recreate the piece. I recommend using acrylic (most affordable, available) but you may use any other paint (oil, etc.). Should be applied using brushes but may use other methods. Any subject matter is okay (you cannot shock or offend me) as long as it does not represent an attack on any person or group of people. No hate imagery allowed. Do not use lined notebook paper under any circumstances.
This art must be an attempt to copy another artist. Your individual skill level doesn't matter, so don't worry too much about accuracy, but I should be able to see similarities in composition, coloring, etc.
You will also submit at least four progress pics of your work being created. While helpful, pics of materials used do not count toward progress pics. Progress pics are pics of your actual artwork going through the developmental process.
You must also submit an artist’s statement.
An artist’s statement is simply you telling me why you created what you did. It should be a minimum of 200 words, MLA style, and include any thoughts on the process or problems encountered. What was your intent and were you satisfied with the final outcome? See criteria in grading rubric for more specifics.
To Recap:
You are to create a piece of art that you have attempted to copy from another artist's museum piece and submit pics of it, along with a brief artist’s statement explaining what you have done and why.
Submit at least four progress pics of your art, including final outcome. Only show materials used as they are relevant to the assignment. Showing materials does not count toward the progress pictures.
Must include a link to the original piece you are copying.
Artist statement- minimum 200 words MLA style in .doc or .docx.
Please contact me with any questions.
Faculty who suspect violation of academic honesty, cheating, plagiarism, collusion, or abuse of resource materials may assign an academic penalty. Students must be notified of their right to appeal before the academic penalty is imposed.
Students subject to penalty due to academic honesty have the right to appeal the decision. Refer to the current LSCO Catalog for details on the appeal process.
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Hybrid classes are a mix of face-to-face and online environments. Students will be expected to attend class during the scheduled meeting time. (Include the policy on absences and tardiness.) In addition to classroom attendance, your weekly active participation in the online component (Blackboard and/or homework software) will be considered and expected.
Hybrid-Flexible (HyFlex) courses utilize a blended course design that allows students to choose how they will ATTEND their class sessions. Students can choose to attend sessions in-person or live online without attending class on campus. A watch later option is available to students taking a HyFlex course, however, students may utilize watch later sessions no more than three classes during an 8-week term or five classes during a 16-week term.
Contact Instructor to make up any late work
• Face-to-Face - No food, drink, tobacco, cell phones, etc.
• Online - Since face-to-face meetings in the classroom may be replaced by online meetings through discussion boards, emails, and/or Blackboard Collaborate, students are expected to follow the rules of netiquette in these forums.
• Hybrid - When face-to-face meetings in the classroom are replaced by online meetings through discussion boards, emails, and/or Blackboard Collaborate, students are expected to follow the rules of netiquette in these forums.
• Hyflex - Whether attending in person or online (synchronously or asynchronously)—students are expected to engage respectfully and responsibly. Arrive prepared, minimize distractions, and participate actively using appropriate tools (e.g., microphones, chat, discussion boards). When joining remotely, keep your camera on when possible, mute your microphone when not speaking, and use the chat feature constructively. In the classroom, be mindful of peers who are joining online by speaking clearly and allowing space for all voices. All communication should remain professional.
Exams are online
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For every hour in class (or unit of credit), students should expect to spend at least two to three hours per week studying and completing assignments. For a 3-credit-hour class, students should prepare to allocate approximately six to nine hours per week outside of class in a 16-week session OR approximately twelve to eighteen hours in an 8-week session. All Online/Hybrid students should expect to spend at least as much time in this course as you would in the traditional, face-to-face class.
A = 90 - 100%
B = 80 - 89
C = 70 - 79
D = 60 - 69
F = below 60
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Students who believe they have a disability requiring an academic adjustment/auxiliary aid are encouraged to contact the Director of Student Care & Accessibility at studentcare@lsco.edu. Students are encouraged to apply before the start of the semester when at all possible. The Accommodation Request Form and details regarding the appropriate documentation needed can be found here: https://www.lsco.edu/advising/disability.asp. Once approved, the signed accommodation form provided by the Director of Student Care & Accessibility must be submitted to the instructor at least two business days in advance of need.
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The instructor reserves the right to manage a positive learning environment and will not tolerate inappropriate conduct in the course. Rude correspondence (discourteous or impolite, especially in a deliberate way) in e-mails, telephone calls, in person, or comments made to other class members, the instructor, or the office staff.
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Students should check in advance with the institution to which they plan to transfer credit to confirm transferability.
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Never attending or ceasing to attend classes DOES NOT constitute a drop or withdrawal. You remain registered until you request a drop from the instructor. Failure to act in a timely manner will result in an "F" grade for the course. It is the student's responsibility to follow up with the LSCO advising office to ensure that all drops/withdrawals are processed as desired.
The grade of "I" may be given when any requirement of the course, including the final examination, is not completed. Students seeking an incomplete should have completed 75% of the course requirements and be passing the course at the time of the request. Arrangements to complete deficiencies in a course should be made in advance of the end of the semester with the instructor. The instructor will process the Incomplete form online, and a confirmation will be sent to the student’s LSCO email.
Incomplete work must be finished during the next long semester. If not, the Office of Admission and Records must change the "I" grade to the grade of "F." The course must then be repeated if credit is desired. An "I" grade also automatically becomes an "F" if the student registers for the course prior to removing the deficiencies and receiving a grade change. The instructor may record the grade of "F" for a student who is absent from the final examination and is not passing the course.
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Refer to the current catalog or for details on the formal grade appeal process.
Lamar State College Orange has identified seven educational goals to specify the knowledge and skills that students should gain from completing academic and technical programs with the College. These goals are:
• Critical thinking (General Education, Technical) – Students will be able to demonstrate creative thinking, innovation, inquiry, analysis, evaluation, and synthesis of information.
• Communication (General Education, Technical) – Students will be able to effectively develop, interpret and express ideas through written, oral and visual communication.
• Empirical and quantitative skills (General Education, Technical) – Students will be able to manipulate and analyze numerical data or observable facts and create informed conclusions.
• Teamwork (General Education, Technical) – Students will be able to consider different points of view and to work effectively with others to support a shared purpose or goal.
• Social responsibility (General Education, Technical) – Students will be able to recognize and acquire a sense of intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national and global communities.
• Personal responsibility (General Education, Technical) – Students will be able to connect choices, actions, and consequences to ethical decision-making.
• Professional competency (Technical) – Students will be able to recognize or demonstrate skills that depict professional values and employability. If the career has licensure or certification requirements, students may prepare for the licensure and certification in a capstone course and sit for the licensure or certificate at the end of the program.
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Students can set a password here: https://www2.lsco.edu/sspr/
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No food or tobacco products are allowed in the classroom. Only students enrolled in the course are allowed in the classroom, except by special instructor permission. It is inappropriate for minor children to be on campus due to the potential liability to the College, the risk of harm to the children, and decreased employee productivity due to distractions and disruptions.
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Refer to the LSCO Catalog (Student Services, Complaints) for details on the complaint process.
Student-Staff and Student-Instructor Complaint Process involving Safety, Harassment, or Title IX:
Students who have experienced a safety, harassment, or title IX event should access and complete the Title IX/Clery: Anonymous Reporting Form found in any of these locations:
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Refer to the LSCO Catalog (Student Services, Complaints) for details on the complaint process.
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