|
|
|
|
|
|
|
|
|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
1.00 Credits
This course will introduce students to the architecture and social life of British eighteenth- and nineteenth-century century domestic houses, great and small. We will examine the social and historical role of the house as a container of collections of art, and look at their interior, as well as exterior decoration. Reference will be made to those houses which may be visited by students, such as Sir John Vanbrugh's Blenheim Palace of 1705, and, near London, Lord Burlington's Chiswick House of 1727, or Robert Adam's Syon House (1760-9) and Osterley Park (1761-80). In London itself, we will look at Sir John Soane's House and Museum of 1812-3. The course will be taught in a series of slide lectures, followed up by study visits to at least two houses, for example, one by Adam in the environs of London, and one by Soane in the centre of London.
-
1.00 Credits
This course will look at the evolution of post-modern thought and examine its development in the context of the late modern movement. Issues such as the classical revival in painting, the influence of pop on new figurative art, new wave Italian design and Memphis, and post-modern architecture will be seen against a backdrop of political and social change in the 1980s. The course will be taught in a series of slide lectures, followed up by a gallery visit, and a study trip to a recent building such as Richard Rogers' controversial Lloyd's of London (in the City) or James Stirling's Tate Gallery extension.
-
1.00 Credits
The course introduces students to the work of Britain's principal contemporary painters and sculptors. Discussion centers around the meaning and implications of works of art and the techniques employed. A visit is organized to one of London's major museums as well as to commercial galleries.
-
1.00 Credits
Britain has a rich and varied history of portraiture, stretching from medieval tombs and the images of kings and queens at Westminster Abbey to the exploration of film and multiple images as portraiture techniques in the twenty-first century. Many of these finest examples are to be found in London, notably at the National Portrait Gallery (close to the ND London Centre). This course will use these collections to study the development of portraiture in Britain from its earliest days to the present. Portraits will be considered in terms of the economic context in which they were painted, studio practice, artistic convention, and changing attitudes to women, children and less privileged social groups.
-
1.00 Credits
This course will introduce students to the main themes of Victorian art. We will investigate the relations between art and society in nineteenth-century London, explore artistic neighborhoods and life-styles, and consider how artists approached subjects such as life and death, love and sexuality, work and leisure, urban living and city streets. After an initial briefing session at Suffolk Street, the classes will be given in major London museums so that students can learn about Victorian art and architecture by actually looking at it and walking round it. We will visit the Victoria and Albert Museum in South Kensington, Tate Britain at Millbank, the Museum of London at the Barbican and/or Leighton House, the magnificent artist's residence built in a lavish style in west London. On each visit the course tutor will provide an introduction, give expert guidance on looking and interpreting, and lead the discussion and question time.
-
1.00 Credits
This course may only by taken with the permission of the Program. This series of five weekly seminars focus on the conceptual issues arising out of four escorted field-trips to locations and exhibitions that integrate art, technology, the sciences, culture, and society in their historical and contemporary contexts. The course provides a broad-ranging and intellectually stimulating course for London program students with more advanced academic abilities. It exposes students to the diverse, constantly-changing nature of London's intellectual and cultural life, encourages an inter-disciplinary approach to learning, with the aim of broadening students? intellectual and artistic horizons, and raising issues that could become the basis of independent research projects and senior theses. A required bibliography of primary- and secondary-sources provides the framework for these excursions and discussions.
-
4.00 Credits
Literature course offered in Santaigo, Chile
-
4.00 Credits
Japanese Literature course offered in Santiago, Chile
-
6.00 Credits
Taught as PRAC 3000 'Development Practicum' at host institution. The Development Practicum offers students a hands-on opportunity to learn about development in the field. Each student selects a development organization with which to complete a six-week Development Practicum. The practicum can be completed in Kampala or other areas of Uganda with organizations engaged in a broad spectrum of development projects. Students directly apply the concepts and skills of field-based learning discussed in the Field Study Seminar, the language capabilities developed through both formal instruction and informal practice, and the important area-studies background conveyed in the Development Studies Seminar. In addition, students have occasion to hone their skills in dealing with and learning from the unexpected as well as accomplishing a major learning task in a challenging new environment. MAJOR COURSE OBJECTIVES: 1) To provide the opportunity for hands-on experience with a development organization; 2) To select, design, and implement an individual study that investigates a dimension of development in Uganda; 3) To learn and utilize effectively a field-study report format.
-
1.00 - 6.00 Credits
The Independent Study Project (ISP) offers students a unique opportunity to test and enhance their classroom knowledge of post-conflict transformation in the field. Students apply and test the concepts and skills gained in the field study seminar, the language capabilities developed through both formal and informal instruction and the theories and concepts conveyed in the post-conflict transformation and national and ethnic identity seminar. In addition, students have the opportunity to hone their skills in dealing with and learning from the unexpected, and accomplishing a major learning task in a new and challenging environment.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Privacy Statement
|
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2025 AcademyOne, Inc.
|
|
|