Art Appreciation thoroughly investigates how quality is determined and created by artists in order to evaluate and appreciate art on a deeper level. This course emphasizes why each topic contributes to valuing a piece of art and provides the necessary knowledge to do so. Students are first introduced to the elements and principles of art and the importance of artists’ context and perspective. The course then covers different periods in art history, different techniques in art, and how to research and evaluate art.
This is an exploration of visual art forms and their cultural connections for the student with little experience in the visual arts. The course includes a brief study of art history and in depth studies of the elements, media, and methods used in creative process and thought. Visual and performing arts are part of the Humanities: academic disciplines that study the human condition and, in addition to the arts, include languages, literature, law, history and religion. This course will teach students to develop a five-step system for understanding visual art in all forms based on description, analysis, meaning, context and judgment.Login: guest_oclPassword: ocl
This course explores the world’s visual arts, focusing on the development of visual awareness, assessment, and appreciation by examining a variety of styles from various periods and cultures while emphasizing the development of a common visual language. The materials are meant to foster a broader understanding of the role of visual art in human culture and experience from the prehistoric through the contemporary. This is an Open Educational Resource (OER), an openly licensed educational material designed to replace a traditional textbook.
This course is an exploration of visual art forms and their cultural connections for the student with little experience in the visual arts. It includes a brief study of art history and in depth studies of the elements, media, and methods used in creative processes and thought. Upon successful completion of this course, students will be able to: interpret examples of visual art using a five-step critical process that includes description, analysis, context, meaning, and judgment; identify and describe the elements and principles of art; use analytical skills to connect formal attributes of art with their meaning and expression; explain the role and effect of the visual arts in societies, history, and other world cultures; articulate the political, social, cultural, and aesthetic themes and issues that artists examine in their work; identify the processes and materials involved in art and architectural production; utilize information to locate, evaluate, and communicate information about visual art in its various forms. Note that this course is an alternative to the Saylor FoundationĺÎĺ_ĺĚĺ_s ARTH101A and has been developed through a partnership with the Washington State Board for Community and Technical Colleges; the Saylor Foundation has modified some WSBCTC materials. This free course may be completed online at any time. (Art History 101B)
This course is an introduction to the basic principles of biology focusing on humans as biological organisms. Topics include chemistry; cell and tissue structure; human body structure and function; human reproduction and development; human genetics, heredity and evolution; and human ecology. An emphasis is placed on the application of principles to current issues, including common human diseases, genetic engineering, and the impact of humans on the world's ecosystems.
Basic Hindi is an online, interactive, theme-based textbook for the true beginner of Hindi language. It promotes communicative, linguistic, and cultural competence. It has mixture of pedagogical approaches to fit all types of learning and teaching philosophies/styles to achieve intermediate low to mid ACTFL proficiency level within a semester.
Basic Urdu is a theme-based, interactive open-source online textbook for the true novice learners of the Urdu language. The book uses mixed pedagogical approaches to language teaching to match diverse teaching and learning styles. It aims to help learners achieve intermediate low to mid-proficiency levels set by the American Council on the Teaching of Foreign Languages (ACTFL).
Biology is designed for multi-semester biology courses for science majors. It is grounded on an evolutionary basis and includes exciting features that highlight careers in the biological sciences and everyday applications of the concepts at hand. To meet the needs of today’s instructors and students, some content has been strategically condensed while maintaining the overall scope and coverage of traditional texts for this course. Instructors can customize the book, adapting it to the approach that works best in their classroom. Biology also includes an innovative art program that incorporates critical thinking and clicker questions to help students understand—and apply—key concepts.
In this lesson, students will analyze several of the elements that combined to make Berry such an important and influential artist. They will examine his pioneering guitar riffs, his carefully crafted lyrics that spoke directly to the emerging market of white, middle-class teen listeners, his blend of R&B and Country and Western influences, and his energetic performance style, which helped pave the way for a generation of guitar-playing showmen.
In this lesson, students explore the particularities of Bo Diddley's music, contrasting it with other artists of the late 1940s and early 50s, specifically John Lee Hooker's "Boogie Chillen," Chuck Berry's "School Days" and The Chordettes' "Mr. Sandman." Through comparative listening, students will determine elements of Bo Diddley's style, including his emphasis on rhythm and lyrical content, and examine how his recordings compared with the popular music of his peers. In groups, students watch 1980s-era footage of Grandmaster Flash and the Furious Five, engaging in a guided discussion to draw conclusions as to whether they believe Bo Diddley can be viewed as a precursor to Hip Hop.
In this lesson, students will trace the influence of Gospel music on early Rock and Roll, particularly in R&B's embrace of such key musical features as the call-and-response and in the uses of complex rhythms. The class will make side-by-side comparisons of Gospel and early Rock and Roll songs, as well as work in groups to chart the overall influence of Gospel on a range of different popular music genres.
This lesson will focus on two of those DJs: Memphis's Dewey Phillips, whose popular show "Red Hot and Blue" frequently featured music by African-American artists, and Los Angeles's Hunter Hancock, widely regarded as the first DJ in the western part of the country to regularly play R&B on the air. Reaching both black and white audiences, these pioneering DJs played an integral role in bringing African-American music into the mainstream, a process that lay at the heart of the soon-to-come Rock and Roll revolution.
In this lesson, students embark on a "walking tour" of Memphis, using the city as a case study through which to view complex race relations and integration issues that affected communities across the U.S. While plotting points of historical interest on a map, students consider how artists such as Elvis, the Mar-Keys, and Booker T. and the MGs resisted social norms through their music and performances. Listening to oral history from Stax owner Jim Stewart, students explore how an integrated record label operated in the middle of a segregated community and was able to create a unique and powerful Soul sound that signaled a shift in race relations in America.
In this lesson, students will watch a 25-minute video, Aretha Franklin ABC News Close Up (1968), as a pre-lesson activity. In class, students examine a timeline of landmark events that occurred during the women's movement from 1961 to 1971. While watching multiple live performances of Aretha Franklin, including "Dr. Feelgood," "Do Right Woman," "Respect," "(You Make Me Feel Like) A Natural Woman," and "Chain of Fools," students will seek to identify Gospel influences and investigate whether issues related to women's rights are reflected in the songs as well. The extension activity includes an insightful personal narrative that provides an account of sexism that existed during the Civil Rights era.
In this lesson, students will learn about behind-the-scenes operations at Motown Records and a few of the company's most important contributors through a "cafe conversation."
In this lesson, students will examine the history and popularity of "We Shall Overcome" and investigate six additional songs from different musical genres that reveal the impact of the Civil Rights movement. These are: Billie Holiday's "Strange Fruit," a poignant Blues song depicting the horrors of lynching; Bob Dylan's "Oxford Town," a Folk song about protests after the integration of the University of Mississippi; John Coltrane's "Alabama," an instrumental Jazz recording made in response to the September 1963 church bombing in Birmingham, Alabama, that killed four African-American girls; Nina Simone's "Mississippi Goddam," a response to the same church bombing as well as the murder of civil rights activist Medgar Evers in Mississippi; Sam Cooke's "A Change is Gonna Come," a Soul song written after Cooke's arrest for attempting to check in to a whites-only motel in Shreveport, Louisiana; and Odetta's "Oh Freedom," a spiritual that Odetta performed at the 1963 March on Washington.
Accompanying the musical and political changes in Soul music that took place as the 1960s moved forward into the 1970s was a profound shift in African-American identity. Whereas Motown artists had been groomed for mass consumption by white audiences in the mid-1960s, Soul artists increasingly embraced a style much more in sync with their African roots (and in many cases reflecting a more militant political view). These developments paralleled musical changes in which melody was to varying degrees made secondary to an emphasis on rhythm and groove, as it often was in traditional African musical forms. Together, these shifts were emblematic of the growing Black Pride movement, with its characteristic slogan, "black is beautiful." This lesson looks at these social and musical changes, with a focus on James Brown and his seminal proclamation of black pride, "Say It Loud, I'm Black and I'm Proud."
In this lesson, students will examine photographs, live recordings, video interviews, and a government report in order to learn about the historical and cultural context of the Soul music recorded in the 1970s.
In this lesson, students investigate a collection of musical performances, television interviews, and movie trailers, discussing how black artists of the 1970s, including James Brown, George Clinton, and Curtis Mayfield, addressed black audiences through the music and aesthetics of Funk, casting a light on all that the Civil Rights movement could not do for a racially divided America.
In this lesson, students will examine raw documentary footage, demographic charts, television news stories, and song lyrics to connect the sounds of early Hip Hop to the substandard living conditions in American inner cities in the late 1970s, particularly the Bronx in New York City. Students will compose their own verses to Grandmaster Flash's "The Message," to be followed up with a research-driven writing assignment to further explore the urban environment depicted in the landmark song.