LibGuides: ARTD 3014/ARTD 7015G: Across Byzantium: Arts and Architectures of Empire: Assignments

Due Dates

Date	Assignment Due
9/14	Quiz 1
9/21	Quiz 2:
9/30	Quiz 3:
11/4	Quiz 4:
10/12	Midterm
10/26	Iconoclasm Presentations
10/28	Paper Outline
11/11 11/16	Paper Draft Due Optional Extra Credit Due
11/18	Paper Writing Workshop
12/2	Final Paper Due
12/14	Final Paper Revisions Due
12/21	Final Exam

Quizzes

Quizzes

There will be four quizzes throughout the semester. These short (10-20 minute) quizzes correlate to learning goals 1 and 2 on the syllabus, and are designed to ensure students are able to identity major elements of Byzantine art, geography and history. These low-stakes assignments are also designed as preparation for the midterm and final exam.

Quiz 1: Geography (9/14 in class)

Students will be required to identify significant locations within the Byzantine empire on a map. Students will be provided a map on the first day of class, and will be required to

label the same map during the quiz. This quiz will take place in class, and students will turn in their quizzes by email during class. This is the only quiz that is NOT open-book. I do not use proctoring software, which I believe can unfairly penalize students. This is on the honor system.

Quiz 2: Comparison Quiz (9/21 in class)

Students will be asked to compare two works of art, which have been discussed in class or in the assigned readings. Students will have twenty minutes to complete their response in class. This assignment is designed as preparation for the midterm and final exam comparison questions. Students should use both formal analysis and historical context to compare the two works of art, discussing how they show similar or distinct trends in Byzantine art. This quiz is open book.

Quiz 3: Short Answer Quiz (9/30 in class)

Students will have twenty minutes to complete a short answer quiz, which is designed in preparation for the essay section of the midterm and final exams. Students will be expected to reference works of art studied in class to answer a question regarding developments in Byzantine art and architecture. This quiz is open book.

Quiz 4: Comparison Quiz (11/4 in class)

Quiz Rubric

Content and Analysis: 80 Points Total

Thesis: (20 points)

For 20 points

The response has a clear and concise thesis that states the overall argument to be proven in

the response

Thesis responds to prompt

For 10 points

The response has a general thesis that suggests what will be argued, but not in a clear and

concise manner

Thesis responds to prompt

For 5 points

The response has a general thesis that suggests what will be argued, but not in a clear and

concise manner

Thesis does not respond to prompt

For 0 points

• No thesis

Argument: (60 points)

For 60 points

Argument supports the thesis
Argument makes use of ample visual and historical information as evidence
Argument uses relevant art historical terms to prove point
Argument has a logical flow to support thesis

For 30 points

Argument supports the thesis
Argument uses relevant art historical terms to prove point
Argument uses some visual and historical information to support argument, but does not

draw on enough evidence

Argument has a logical flow to support thesis

For 20 points

Argument relates to thesis
Argument uses relevant art historical terms
Argument does not have a logical flow to support thesis
Argument uses some visual or historical information to support argument, but does not draw on enough evidence

For 10 points

Argument does not relate to thesis
Insufficient evidence is used
Argument does not have a logical flow to support thesis

Formatting (20 points total)

For 20 points:

Response is in full sentences and, if necessary, broken down into paragraphs
Paragraphs have introductory and concluding sentences
Response has been proofread

For 10 points

Response is in full sentences but has no paragraph breaks (if paragraphs are necessary based

on your argument)

Paragraphs don’t have introductory and concluding sentences
Response has been proofread

For 5 points

Response is not in full sentences
There are no paragraphs/paragraphs don’t have introductory and concluding sentences
Response has not been proofread

Paper

Research Paper Descriptions
Research Paper Questions
Paper Rubric
To be used for paper draft, final paper, and paper revisions
Paper Outline Rubric

Research Paper Questions

Pick ONE prompt for your research paper.

1) How did Justinian the Great’s building and artistic program support his position as emperor, and how did this program display his power in relation to divine power?

Hint: focus in on one or two works of art and argue for the type of power being presented based on content, iconography, style, and context. You will want to look at secondary sources as well as primary written sources.

2) In the middle Byzantine period, there was active trade between the Byzantine Empire and its neighbors. How did exchange influence Byzantine styles from this period (roughly the end of Iconoclasm to 1204)?

Hint: You will want to focus on one element- is there an architectural technique, a motif/symbol, a material, etc. that you find particularly interesting? Think about how this element is used across cultures and how it is re-used and manipulated in a Byzantine context.

3) How was art and architecture used to spread Christianity in the 4^th-5^th centuries?

Hint: This is a fairly open-ended question, and there are many approaches you could take. For example, you could focus on medium (architecture, manuscripts, relief sculpture, etc.). You will want to think in particular about audience- who is seeing, using, and interacting with the objects you discuss? What is their message and how do they convey that stylistically?

Research Paper

Below you will find descriptions of all components of the research paper. Choose ONE question and answer in a 4-5 (5-6 for graduate students) page original research paper. Please review the rubric for formatting guidelines.

Outline (10/28)

Students will email their outline to Professor Carroll by the start of class on 10/28. The more information you include on the outline, the easier it will be to write your paper. The paper outline should include the following components:

A clear thesis (in full sentences)
A clear plan of development- the points in your plan of development should correlate to the sections of your paper
A breakdown of the sections of your final paper. You could do this paragraph by paragraph or as larger sections.
1. Each section/paragraph should have a topic sentence associated with it. This is the main claim you will discuss in that section to support your larger thesis.
Each section/paragraph should include a list of evidence you will use to support your section argument.
1. This could be bullet pointed or in full sentences
2. Include works of art to be discussed, quotes and sources you will be using
3. Explain how these sources (visual and written) relate to your argument

Draft 1 (11/11)

This draft is not graded competitively, but is required in order to participate in the paper writing workshop. You should turn in a draft of your paper to be read by your classmates. This is not a final draft, but it is also not a rough draft. It should be properly formatted, be proofread, and contain footnotes. Your paper draft should follow the following formatting guidelines:

5 pages, double spaced, Times or Times New Roman 12-point font.
Pages should be numbered
Include a title
Your name should be on each page
Cite your sources using footnotes (not parenthetical citations) in Chicago style. Information on how to format your footnotes may be found here: https://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html

Final Paper (12/2)

Your final paper is due by email to Professor Carroll by the start of class on 12/2. This paper should be your complete, final paper. It should include revisions based on comments from your classmates during the paper workshop. Your final paper should follow the following formatting guidelines:

5 pages, double spaced, Times or Times New Roman 12-point font
Pages should be numbered
Include a title
Your name should be on each page
Cite your sources using footnotes (not parenthetical citations) in Chicago style. Information on how to format your footnotes may be found here: https://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html

Paper Revisions (12/14)

After receiving your grade for your final paper, you will have the opportunity to revise your paper based on my comments for a new grade. (If your grade on the revised paper is lower, you will receive the initial higher grade). You must email your paper to Professor Carroll by the start of class on 12/14 to submit a final paper for revision.

Paper Rubric- To Be Used for Paper Draft, Final Paper, and Final Paper Revisions

Content and Analysis: 80 Points Total

Thesis: 20 points

For 20 points:

Paper has a clear and concise thesis that the states the overall argument to be proven
Thesis is based on visual elements as well as historical context
Thesis responds directly to prompt

For 10 points:

Paper has a general thesis that suggests what will be argued, but not in a clear and concise manner
Thesis is based on visual elements as well as historical context
Thesis relates to prompt indirectly

For 5 points

Paper has a general thesis that suggests what will be argued, but not in a clear and concise manner
Thesis is based only on visual elements
Thesis does not respond to prompt

For 0 points

No thesis

Argument: 60 points

For 60 points

Argument supports the thesis
Argument uses visual analysis and historical evidence, and connects evidence back to the thesis
Argument relies on visual and written sources
Argument uses relevant art historical terms to prove point
Argument has a logical flow to support thesis

For 45 points:

Argument supports the thesis
Argument uses visual analysis and historical context, but does not connect evidence back to the thesis
Argument relies on visual and written sources
Argument uses relevant art historical terms to prove point
Argument has a logical flow to support thesis

For 30 points:

Argument supports the thesis
Argument uses visual analysis and some historical context, but does not connect this evidence back to the thesis
Argument relies on visual OR written sources
Argument uses relevant art historical terms to prove point
Argument has a logical flow to support thesis

For 10 points:

Argument does not relate to thesis
Little evidence is used
Argument does not have a logical flow to support thesis

Formatting (20 points total)

For 20 points:

Paper is in full sentences
Paper has an introduction paragraph, body paragraphs, and a conclusion paragraph
Paragraphs have introductory and concluding sentences
Paper has been proofread
At least 5 scholarly sources are used and cited properly with footnotes in the Chicago Style
Paper is 3-5 pages (5-6 for graduate students)

For 10 points:

Paper is in full sentences
Paper is not separated into introduction paragraph, body paragraphs, and a conclusion paragraph
Paragraphs do not have introductory and concluding sentences
Paper has been proofread
At least 5 scholarly sources are used and cited properly with footnotes in the Chicago Style
Paper is not required length

For 5 points:

Paper is not in full sentences
There are no paragraphs/paragraphs don’t have introductory and concluding sentences
Paper has not been proofread
No scholarly sources have been consulted

A note on footnotes: if a source is used and not cited, the paper will receive an automatic 0/100 as plagiarism is not tolerated in the course. Please be in touch with questions about how to cite your sources. It is extremely important that you at least try to cite your sources properly. This paper is an opportunity to learn how to use footnotes properly. This does not mean you can’t have small mistakes. However, blatantly not citing your source(s) is considered plagiarism.

Paper Outline Rubric

10 points total

1. Outline is submitted on time (1 point)

2. Outline has a clear thesis in full sentences. Thesis should be clear, concise, and respond directly to the prompt. (2 points)

3. Outline has a clear plan of development (1 point)

4. Outline is organized into introduction paragraph, body paragraphs, and conclusion paragraphs (full sentences are not necessary, but your evidence should be broken up into sections based on paragraphs) (1 point)

5. Each section/paragraph has a list of evidence to support that paragraph (2 points)

6. It is clearly explained how each piece of evidence will be used to support the argument (1 point)

7. At least 5 scholarly sources are referenced and citations in Chicago Style are included (1 point)

8. Outline includes visual and written evidence (1 point)

Extra Credit

Extra Credit Description

Extra Credit

Review your midterm exam, and pick ONE question to redo. You may only redo one of the three questions, NOT the entire exam. Rewrite your answer based on the feedback you received. I will grade your submission, and this will replace your original grade for that question on the midterm.

EXAMPLE:

Your midterm grade was as follows-

Comparison 1: 25/30

Comparison 2: 26/30

Essay: 32/40

GRADE: 83/100 B

You choose to redo the essay question, and receive a 36/40. Your new midterm grade would be-

Comparison 1: 25/30

Comparison 2: 26/30

Essay: 36/40

GRADE” 87/100 B+

Should your grade on the resubmitted question be lower than your grade on the original exam, your grade will not be lowered. The higher score will count towards your exam grade.

This is not just an opportunity to raise your exam grade, but also a good way to study for the final exam. Complete the rewrite under exam conditions. If you pick a comparison question, rewrite the answer in 20 minutes. If you pick the essay, rewrite the answer in 30 minutes. Simulating exam conditions will be most effective for studying for the final exam.

THIS ASSIGNMENT IS OPTIONAL.

Email to Prof. Carroll by 11:59PM on 11/16.

Iconoclasm Presentations

Iconoclasm Presentations (10/26)

The class will be split up into small groups and asked to present on an icon they have been assigned. Presentations should be 8-10 minutes long, with each student presenting for about 2 minutes. The majority of preparation for these presentations will take place in class. You will be graded on your ability to draw from the sources (written and visual), to make an argument about your assigned icon, and to convey that argument clearly and effectively. When icons are assigned, you will be given a list of questions to guide you as you research your icon and develop your argument. This activity correlates to learning goal 4, and is designed to encourage critical thinking. Students will be given an individual and group grade, which will be combined for each student’s total presentation grade. The individual score will be worth 60%, and the group score 40%.

Presentation Instructions

Group 1: Tapestry with the Virgin and Child

Start Here- https://www.clevelandart.org/art/1967.144

Group 2: Miniature Mosaic of the 40 Martyrs of Sebasteia

Start Here- https://www.doaks.org/resources/bliss-tyler-correspondence/art/bz/BZ-1947-24.jpg/view

Group 3: Icon of St. Peter

Start Here- http://vrc.princeton.edu/sinai/items/show/6456

Group 4: Virgin Hodegetria and the Man of Sorrows

Start Here- https://www.nga.gov/features/byzantine/virginmanofsorrows.html

Group 5: Virgin Galaktotrophousa

Start Here- http://vrc.princeton.edu/sinai/items/show/6842

Group 6: Enkolpion

Start Here- https://www.doaks.org/resources/bliss-tyler-correspondence/art/bz/BZ.1938.28.jpg/view

Questions Your Presentation Should Answer

Where and when is your icon from?
What is it made of? How was it made?
How was it used?
Where was it used? (church, private home, worn, etc.)
What type of icon is it? Does it fall into a “type” of icon? (ex: acheiropoieta, Hodegetria,etc.)
What does it depict? What stories or who does it represent?
Is there evidence of any destruction (iconoclasm)?
What are the major scholarly arguments that have been made about this icon? Do you agree with these? Why or why not?

Presentation Rubric

Group Grade (40 Points)

Structure (20 points)

For 20 points:

Presentation presents background on icon, a clear argument about the significance of the icon or its use, and a conclusion (see guiding questions for more instructions about making an argument)
Presentation is well paced and the argument is presented in an easy to follow manner
Each group member presents for an approximately equal amount of time
Group presents a slideshow which contains a final slide properly citing all sources in Chicago Style

For 10 points:

Presentation presents background on icon, but does not make an argument about the icon’s significance or meaning (see guiding questions for more instructions about making an argument)
Presentation is not paced well
Each group member presents for an approximately equal amount of time
Group presents a slideshow which contains a final slide properly citing all sources in Chicago Style

For 5 points:

Presentation does not present background on icon, and does not make an argument about the icon’s significance or meaning (see guiding questions for more instructions about making an argument)
Presentation is not paced well
Group members present for an uneven amount of time
No slideshow or slideshow does not contain a final slide properly citing all sources in Chicago Style

Content (20 points)

For 20 points:

Overall argument relies on primary written and visual sources
Argument uses historical context and places the icon within its correct historical context
Information presented is correct
Thesis is clear and original

For 10 points:

Overall argument relies on primary written OR visual sources
Argument uses historical context and places the icon within its correct historical context
Information presented is primarily correct
Thesis is clear

For 5 points

No thesis
Argument is confusing
Information provided is primarily inaccurate

Individual Grade

Presentation (20 Points)

For 20 points:

Individual presentation is well paced and does not cut into other group members’ time
Presentation is well articulated (this doesn’t mean you can’t be nervous, but we should be able to hear and understand you clearly)
Group member is not reading from a script (you may refer to notes but should be looking at your audience even though this will be over zoom)
Student responds well to questions from the class

For 10 points:

Individual presentation is well paced but cuts into other group members’ time or is too short
Presentation is well articulated (this doesn’t mean you can’t be nervous, but we should be able to hear and understand you clearly)
Group member reads from a script (you may refer to notes but should be looking at your audience even though this will be over zoom)
Student does not respond to questions from the class

For 5 points:

Individual presentation cuts into other group members’ time or is too short
Presentation is not well articulated (for example, speaking too quickly to understand)
Group member reads from a script (you may refer to notes but should be looking at your audience even though this will be over zoom)
Student does not respond to questions from the class

Content (40 Points)

For 40 points:

Individual argument is clear and well organized
Individual argument relies on ample visual and written evidence
Individual argument uses historical context to support claims
There is a clear understanding of the source material and the argument about the icon is logical

For 30 points:

Individual argument is clear and well organized
Individual argument relies on some visual and written evidence
Individual argument uses historical context to support claims
There is a clear understanding of the source material and the argument about the icon is logical

For 20 points:

Individual argument is clear and well organized
Individual argument relies on visual OR written evidence
Individual argument uses some historical context to support claims
There is a clear understanding of the source material and the argument about the icon is logical

For 10 points:

Individual argument is not clear and well organized
Individual argument relies on visual OR written evidence
Individual argument uses some historical context to support claims
There is a clear understanding of the source material and the argument about the icon is mostly correct

For 0 points:

Individual argument is not clear and well organized
Argument is not supported with evidence

Exams

Exams

Midterm Exam (10/12)

Students will be required to complete the exam in class, and will have the full class period to answer 2 comparison questions and 1 short essay, which will take the same format as quizzes.

Final Exam (12/21)

Students will be required to complete the exam in class, and will have the full class period to answer 3 comparison questions and 2 short essays, which will take the same format as quizzes.

Exam Rubric

Comparison Questions (30 points total)

Thesis: (5 points)

For 5 points

The response has a clear and concise thesis that states the overall argument to be proven in

the response

Thesis responds to prompt

For 3 points

The response has a general thesis that suggests what will be argued, but not in a clear and

concise manner

Thesis responds to prompt

For 1 point

The response has a general thesis that suggests what will be argued, but not in a clear and

concise manner

Thesis does not respond to prompt

For 0 points

• No thesis

Argument: (20 points)

For 20 points

Argument supports the thesis
Argument makes use of ample visual and historical information as evidence
Argument uses relevant art historical terms to prove point
Argument has a logical flow to support thesis

For 15 points

Argument supports the thesis
Argument uses relevant art historical terms to prove point
Argument uses some visual and historical information to support argument, but does not

draw on enough evidence

Argument has a logical flow to support thesis

For 10 points

Argument relates to thesis
Argument uses relevant art historical terms
Argument does not have a logical flow to support thesis
Argument uses some visual or historical information to support argument, but does not draw on enough evidence

For 5 points

Argument does not relate to thesis
Insufficient evidence is used
Argument does not have a logical flow to support thesis

Formatting (5 points total)

For 5 points:

Response is in full sentences and, if necessary, broken down into paragraphs
Paragraphs have introductory and concluding sentences

For 3 points

Response is in full sentences but has no paragraph breaks (if paragraphs are necessary based

on your argument)

Paragraphs don’t have introductory and concluding sentences

For 2 points

Response is not in full sentences
There are no paragraphs/paragraphs don’t have introductory and concluding sentences

Essay Questions (40 points total)

Thesis: (10 points)

For 10 points

The response has a clear and concise thesis that states the overall argument to be proven in

the response

Thesis responds to prompt

For 5 points

The response has a general thesis that suggests what will be argued, but not in a clear and

concise manner

Thesis responds to prompt

For 3 points

The response has a general thesis that suggests what will be argued, but not in a clear and

concise manner

Thesis does not respond to prompt

For 0 points

• No thesis

Argument: (25 points)

For 25 points

Argument supports the thesis
Argument makes use of ample visual and historical information as evidence
Argument uses relevant art historical terms to prove point
Argument has a logical flow to support thesis

For 20 points

Argument supports the thesis
Argument uses relevant art historical terms to prove point
Argument uses some visual and historical information to support argument, but does not

draw on enough evidence

Argument has a logical flow to support thesis

For 15 points

Argument relates to thesis
Argument uses relevant art historical terms
Argument does not have a logical flow to support thesis
Argument uses some visual or historical information to support argument, but does not draw on enough evidence

For 10 points

Argument does not relate to thesis
Insufficient evidence is used
Argument does not have a logical flow to support thesis

Formatting (5 points total)

For 5 points:

Response is in full sentences and, if necessary, broken down into paragraphs
Paragraphs have introductory and concluding sentences

For 3 points

Response is in full sentences but has no paragraph
Paragraphs don’t have introductory and concluding sentences

For 2 points

Response is not in full sentences
There are no paragraphs/paragraphs don’t have introductory and concluding sentences