Interpreting Images
Images, just like words, can be read according to their own sets of vocabulary and syntactical relationships. Unfortunately, many people believe that images are straight-forward and do not require the type of interpretive skill that, say, reading a foreign language demands. And yet, many people self-professedly do not understand abstract art, medieval art, or other types of images that stray from mimetic naturalism. This course is an introduction to visual vocabulary and the various strategies for reading images. Though it is not a survey class, we will examine materials from a variety of periods in order to explore the ways in which objects, images, and monuments convey meaning. Various strategies for interpreting art include the questions: what is happening within the work of art (formal analysis, iconography, style) and what is happening around the work of art (social and economic contexts, ideological and political trends). Each week we will focus on a specific issue or strategy for interpreting art. We will apply them to comparisons between art from various periods of history as a means of providing exposure to a wide variety of material within a critical framework.
Students are expected to come to class prepared to discuss the reading assignment. Attendance is mandatory; more than three absences will result in the grade being lowered by half a grade. I expect that each one of you will take reading notes, and will bring them to class. In class, I want to give as much time to the topic of discussion as we are able, so throughout the semester I may cross out some of the reading listed below. If this happens, then I will print out a new syllabus for each of you. A paper will be due in two installments, the first of which will focus on visual description and analysis of a single work of art (3-4 pages), and the second installment will apply a particular strategy for contextual interpretation of that work of art (6-8 pages). It will involve research, and to get you started, I have placed a few appropriate books on reserve. Each student will present their research in class on assigned days, 15-20 minutes long, three students a day. A final exam will test for your ability to identify and discuss images; students are responsible for all material given in lecture and in the readings. If I feel that students are not completing all of the readings on the assigned days, then I may choose to give pop quizzes in order to give due credit to the students who are indeed completing all the readings. I will give a writing tutorial during one of our class meetings in order to indicate exactly what an argument is, and how to get from creating one to the inverse process of communicating one. We will visit the museum in order to analyze the formal elements of works of art in person. I hope to schedule a fieldtrip. Evaluations will be weighted according to the following four tasks: the success of the argument of the final paper, the class presentation, the midterm exam, and the final exam. Since class participation is extremely important for your learning, I will encourage it by granting an extra half grade to those students who regularly contribute thoughtful comments; the quality of your contribution, not just quantity, will matter.
All of the reading materials are on reserve at the library.