AH298 is a thematically organized survey of Roman Baroque monuments, especially painting and sculpture, from the end of the 16^th century through the third quarter of the 17^th century.  The on-site classes are arranged by themes and chronology.  Emphasis is placed on visual analysis and the interpretation of objects in their specific social, historical contexts.

Although conceived as a way to provide an in-depth introduction to monuments of the Roman Baroque, students will be introduced to key themes in the study of Italian Baroque art and artists by means of readings directly related to site visits.  Some of the themes include: the impact of the decisions of the Council of Trent and the Counter-Reformation; the unity of the visual arts in the Baroque period; the problem of using the biography of an artist for understanding works of art; the critical reception and impact of the Renaissance and ancient Roman “pagan” monuments and sculpture; the collecting and display of Renaissance and Baroque art in palaces; the relationship between Christian archaeology and Baroque art; the cult of relics of saints and Christ; the social urban development of the city; the impact of natural events (plaque and floods) on the arts and the city;  and the pilgrim versus the art connoisseur view of art.   By exploring these themes, students will be introduced to the Roman Baroque as a time of dramatic social and religious change in which the role of art in Roman society laid the ground work for our modern ideas about high art, collecting, and the viewing of art.  Much emphasis will be placed on the artists Bernini and Caravaggio, and monuments in public, private and sacred spaces of Rome.

Students will:

- learn the survey of Baroque monuments and art in Rome.

- learn how to identify key moments in Roman Baroque art.

- understand the social, political, and religious meaning of monuments in Baroque Rome.

- gain experience in research and critical looking through the writing of a site-based paper assignment.

- develop critical thinking, reading, and observation skills.

Assessment Guidelines for assigning main letter grades: A, B, C,D, and F.

A:  Work of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensiveknowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.

B:  This is highly competent level of performance and directly addresses the question or problem raised.

There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.

C:  This is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.

D:  This level of performances demonstrates that the student lacks a coherent grasp of the material.

Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.

F: This work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.

One unexcused absence is permitted (but highly discouraged) without grade penalty. You are still responsible for the content of that missed meeting, which may include a site-based writing assignment (10%). Three tardies count as one unexcused absence. Please note that being physically present in all class sesssions (or missing 1 session) will only result in a grade of B- for Participation/Attendance (15%). If you strive for a higher grade, you must participate in discussions.

Because this is an on-site class, students are expected to plan accordingly to arrive on time to class, wear the appropriate shoes and clothing for inclimate weather and dress appropriately for sacred spaces (knees and shoulders covered, and all parts in between!).  Please see the ATAC link below for directions on public transit to arrive.  A document including tips on arriving to various sites will also be posted on the course page (MyJCU).  

PLEASE arrive on time.  Students who arrive late to class will have to find the group on their own, pay their own entrance to the museum, miss important information announced at the start of class, and/or possibly not be able to enter the museum due to group reservations.  

Please refer to the university catalog for the attendance and absence policy.