Syllabus

Mature Content

Art history is replete with nude figures and adult content. Most often, nudes are not titillating, but just matter-of-fact depictions of the human body—consider Michaelangelo’s David, for example. We would be remiss in your education and you would be ill prepared to enter the art world if we shielded you from every instance of nudity (such as Donatello’s Birth of Venus, that are central to art historical discourse) or difficult topics (war, violence, sex, race, politics). As adults, we can be expected to have calm and rational discourse around sensitive subjects within the moral context of BYU. Course content has been selected “remembering BYU’s mission to provide a “broad university education” that is at once ‘spiritually strengthening,’ ‘intellectually enlarging,’ and ‘character building.’” Notice is often given for adult content in the course and you are invited to speak with the instructor if you have misgivings about any of the readings or course content, so that they might guide you on detours around subjects and material you would prefer to avoid.

The following are some references for consideration. During Education Week of 2016, Elder Jeffery R. Holland delivered an address titled “Religion: Bound by Loving Ties” in the Marriott Center wherein he projected large images of art that include “the undraped figure.” President Spencer W. Kimball, in his “Climbing the Hills Ahead” and “The Gospel Vision of the Arts” addresses, gives examples of great works of art that feature nudity. These illustrate that there is a time and a place for consideration and study of the human figure in art. In addition, President Kimball references Shakespeare’s “remarkable” plays Hamlet, Othello, King Lear, and Macbeth, all of which are works of literature that deal with mature content including violence, sex, and war.

BYU has published their “Guidelines for Selecting and Teaching Literary and Visual Materials at BYU Policy,” wherein they spell out the following:

Responsibilities of Faculty

• To choose both required and optional works with care and in keeping with the stated mission and aims of BYU, and to strive to create a climate which invites sensitivity to the Spirit of God and which recognizes that spiritual sensitivities will differ among individuals.
• To read or view materials before showing or assigning them–realizing that, as is the case with film, MPAA and similar ratings may be unreliable guides.
• Not to require students to view unedited R-rated movies, as a matter not simply of content but of obedience to prophetic counsel.
• To provide a context for the study of literary and visual materials that will strengthen students’ critical awareness of relevant historical, cultural, moral, and aesthetic issues–thus enabling them to understand the larger purposes served by studying works that may include potentially disturbing elements.
• To respond to student concerns with openness and respect and, where feasible, to provide alternative assignments to students who have reasonable objections to an assigned work.

Responsibilities of Students

• To make a good-faith effort to understand and accommodate the legitimate purposes of the course, remembering BYU’s mission to provide a “broad university education” that is at once “spiritually strengthening,” “intellectually enlarging,” and “character building.”
• In the event that a particular assignment seems objectionable, to discuss the matter with the instructor and, if necessary, request an alternative assignment.
• If the matter cannot be resolved with the instructor, to follow the prescribed procedure for dealing with concerns.

Resolving Concerns

Students should first take their concerns to the teacher and attempt to resolve the matter together [emphasis added]. Entered into with humility, openness, and mutual respect, these discussions can be an important learning experience for students and instructors alike. Students who feel that their concerns have not been satisfactorily handled by the instructor, or who feel unable to speak to the instructor, may take their concerns to the department chair. In some cases, the department chair may require a written statement of complaint. If the concern cannot be resolved at the department level, it may be referred to the college dean. Normally, a written statement will be required for any complaint that goes beyond the department level. All parties in these matters should cultivate a spirit of patience and understanding. Approached in such a spirit, discussions about the propriety of teaching particular literary and visual materials can become occasions for serious reflection on what it means to study and teach academic subjects with the Spirit of God.

Grade	Percent
A	93%
A-	90%
B+	87%
B	83%
B-	80%
C+	77%
C	73%
C-	70%
D+	67%
D	63%
D-	60%
E	0%

Average work gets average grades. An “A” is given to thoughtful serious students who attend regularly, contribute positively to the class and whose work, research and experimentation are beyond the norm.

Hooked on Aerobics illustrating that high effort results in a better grade. Just being present and going through the motions might get you a C.

Regarding your work load, the University’s article Realizing the Rigors of College Education sums it up well:

Students need to understand college-level academic expectations

Most freshmen know they will have to work harder in college than they did in high school, but few understand how much harder. [. . . ] in order to succeed academically at BYU, students need to study at least two hours outside of class for every hour they spend in class. Most course work at BYU will be more rigorous and demanding than their high school coursework. And there is more of it. An average class load for freshman is about 14 hours—that means they are in class 14 hours per week. It also means that they need to study at least 28 hours a week outside of class—three or four or five times as much as they are used to studying. That’s a big adjustment for these young people, especially while they are living away from home for the first time.

This is a 3-credit-hour course where we meet for 6 hours each week. That means that you are expected to do at least 3 hours of work outside of class each week. That being said, some students study and work faster, and some a little slower. I have designed the course load to be about 3 hours of work outside of class per week for an average reader. You may end up spending a little more or a little less time depending on your individual abilities and backgrounds.

Assignment grades will be based on the following:

• Conceptual Concerns (40%)
  • Student demonstrates evidence that they understand and inventively integrate conceptual concerns and implications of print and web design.
  • Excellent: Student demonstrates conversational familiarity with the course content—making interesting connections between ideas, readings, and presentations.
  • Average: Student is able to recall and recite material, but not do anything interesting with it.
  • Below Average: Student struggles to demonstrate a grasp of the material and shows no facility in connecting ideas or new thinking.
• Execution (40%)
  • When executing a project, the student demonstrates a firm grasp of the materials, techniques, hardware, and software. The student’s skills and approach are appropriate to their concept. In written/oral assignments, this includes proper spelling, punctuation, sentence structure, grammar and formatting for written assignments; and annunciation, confidence and focused arguments for oral assignments.
  • Excellent: Student displays skills and sensitivity when creating projects. The level of craft and approach to making is appropriate to the concept. In written/oral assignments, student understands writing and presentation modes including style guides and oral confidence and is able to nimbly employ these tools in their art projects, writing, and speaking.
  • Average: Student work shows some flaws in their understanding of materials and skills. Stylistic and formatting mistakes are present.
  • Below Average: The execution is unconsidered and hasty. Student repeatedly makes the same mistakes and ignores instructor input and suggestions.
• Assessment/Critique (10%)
  • The student will produce a self-evaluation for each art project including the strengths and weaknesses of a given work and plans for future improvement. This will also include an accounting of time taken. The student will also be present for and participate in group critiques of projects.
  • Excellent: The student thoughtfully and honestly engages in the self-reflective process of critiquing their own work and efforts. The student enthusiastically engages with group critiques, seeking ways to offer constructive feedback to other students.
  • Average: The student performs a cursory and surface-level assessment of their work and efforts. They make neutral comments during the group critiques and do not fully engage.
  • Below Average: The student demonstrates an inability to honestly engage with their work as it exists in the world, and does not adequately participate in group critiques, or is absent/tardy.
• Following Instructions (10%)
  • The student adheres to the guidelines provided for the course and the assignment. If the paper has a particular framework, the student adheres to that framework. If an assignment is to be submitted as a Word doc on Learning Suite, the student does not email the instructor a PDF.
  • Excellent: A detail-oriented student who takes instruction and fastidiously executes it within their work.
  • Average: A student who misses some details because they didn’t read instructions thoroughly or take proper notes when instructions were given.
  • Below Average: Student ignores basic instructions and guidance given for assignments.
• On-time Submission
  • Typically, projects will lose 5 points (out of 100) per 24-hour period they are late. Specifics are addressed within each assignment brief.

Grades will be posted on Learning Suite.

There is material covered in class that will be advantageous for you to know in general, and specifically for your assignments. A missed class, or a missed portion of class will put you at a disadvantage. Being able to participate in class discussion and have your questions answered will also be important for your development as an artist. You are encouraged to take diligent notes so you can retain the details of tutorials and assignments, but also to help other students who may miss class./p>

If you miss class for any reason (illness, work, travel, etc.), you have two options:

1. see if anyone recorded the lecture;
2. talk to a classmate about what was missed.

Borrowing notes is a pale substitute for participating in the lecture/demonstration since all content is being filtered and edited by someone else. Being present in class is optimal.

Three unexcused absences will lower your grade one entire letter (from an A- to a B-, and so on). Any student missing five or more classes (excused or unexcused) will not receive a passing grade in the course—except in the rare case where extenuating circumstance prevent consistent attendance, conditions are communicated to the professor and agreed upon in advance, and there is exceptional effort given to remaining caught up with the class. Two tardies equal one absence. Excused absences are only granted for reasons of illness or family emergencies and should be communicated to me prior to class. I reserve the right to change this attendance policy.

In addition, non-course-related electronic-device use means that you are not mentally present in class. Each instance of using a device for non-course purposes will count as a tardy.

Attendance at and participation in group critiques is mandatory. 10% of each project grade is dedicated to a written self-reflection/assessment and participating in the group critique. If you are tardy the day of the group critiques, your assignment will also be counted late, resulting in a five-point penalty.

You will be required to access the course content and schedule on a regular basis on Learning Suite and the course website.

Etiquette and Tips

I know it is tempting to do other homework, surf the web, check your bank account, send/receive texts/emails, or peruse social media while in class. Please be mentally present in class and focus on the content rather than being distracted. You are better off taking notes and being actively engaged.

I encourage in-class internet and computer usage for the following things:

• working on assignments;
• seeking online solutions to project problems;
• looking up artists, movements, and words with which you are unfamiliar;
• taking notes.

The use of any electronics for non-course-related purposes is forbidden and students. Each infraction will be counted as a tardy.

Generative large-language models (LLM) or artificial intelligence (AI) such as Open AI, Chat GPT, Gemini, Copilot, Grok, and DeepSeek are still fledgling technologies (I will use the terms AI and LLM interchangeably). It is understandable that they may be seen as saviors for individuals who struggle with writing. Since the tech is so new, and still learning, it is not yet a reliable tool for generating full academic texts for this course. The use of these technologies is not banned in this class, but you should exercise caution when employing them. You may use them to build outlines or basic, introductory help with some of your work, but I do not recommend them for the following reasons:

• AI-generated text is generally fairly easy to identify as AI does not write very well, and does not generate new thought (see point below). Students may think the generated text sounds good, just because they are less familiar with good academic writing, solid academic thinking, clean semantic coding, and more.
• AI is not a creative entity, capable of bridging thought as I am asking you to do in this class. It can only reorganize and regurgitate existing thought and writing on the topics. Relying on it heavily, or at all, can adversely impact your approach to papers and projects, your learning experience, and/or your grade.
• Using AI to conduct your research or write outlines for your papers precludes the possibility of surprise and discovery through research and can prematurely prejudice and commit you to the content and direction of your paper without the discovery phase during research. What AI hands you should be looked at skeptically and you should not use it as a primary resource.
• AI is still often wrong. Using it without double-checking its output can endanger your grade and your standing at the university. Chat GPT, for example, can fake footnotes and sources, leading to charges of plagiarism for the student. It will insist that artworks, articles, and books say things that they do not. What is presented as fact in the AI output can be incorrect or completely fictional. AIs can also be swayed by their input prompts, meaning that if the input is inaccurate, the output will also likely be inaccurate. You need to do your own work and double-check all output. If you submit factually incorrect material, you cannot blame the AI.
• Because these predictive, LLMs are shaped by human input, they are subject to inherit the same human prejudices, racism, sexism, and incorrectness of their source material.
• Most AI models have been trained on unethically sourced material, which is intellectual theft. Choosing to build your work upon this, as well as validate the AI models through your usage, is morally dubious and a form of academic colonialism.
• Security surrounding these is negligible at this point with multiple leaks tying users to specific inquiries.

If you choose to use AI to assist you with your projects, you need to know how to cite it properly as a source in your footnotes and bibliographies, or thoroughly and specifically account for its usage in project reports and self-assessments. You should negotiate how this should be done with the professor in advance.

Plagiarism and cheating can include a student’s efforts to obscure their level of participation, work, and expertise. If you use AI, just as you would with any source, you need to “acknowledge the original intellectual work of others that is included in [your] own work.”¹ When AI-generated text or imagery has been used on any assignment in this course, if the student fails to appropriately acknowledge the use of AI, the student will immediately fail the course. I have failed students for this infraction in the past. The best solution is to not use it at all. The cost outweighs the potential low-level benefits.

I am happy to work with students who need different accommodations. That being said, I will need a letter from the University Accommodations Office in order make exceptions for deadlines, course policies and other adaptations. Even if you think that you may not need to take advantage of these exceptions, please get your accommodation letter to me within the first three weeks of class. It is much harder for me to work with you if I don’t receive a letter until the end of the semester. Any accommodations you need me to make regarding assignments and exams should be brought up at least 24 hours prior to the due date.

“We are united by our common primary identity as children of God (Acts 17:29; Psalm 82:6) and our commitment to the truths of the restored gospel of Jesus Christ (BYU Mission Statement). We strive to create a community of belonging composed of students, faculty, and staff whose hearts are knit together in love (Mosiah 18:21) where:

• “All relationships reflect devout love of God and a loving, genuine concern for the welfare of our neighbor (BYU Mission Statement);
• “We value and embrace the variety of individual characteristics, life experiences and circumstances, perspectives, talents, and gifts of each member of the community and the richness and strength they bring to our community (1 Corinthians 12:12–27);
• “Our interactions create and support an environment of belonging (Ephesians 2:19); and
• “The full realization of each student’s divine potential is our central focus (BYU Mission Statement).”

Honor Code

In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their academic work. Academic honesty means, most fundamentally, that any work you present as your own must in fact be your own work and not that of another. Violations of this principle may result in a failing grade in the course and additional disciplinary action by the university. Students are also expected to adhere to the Dress and Grooming Standards. Adherence demonstrates respect for yourself and others and ensures an effective learning and working environment. It is the university’s expectation, and every instructor’s expectation in class, that each student will abide by all Honor Code standards. Please call the Honor Code Office at 422-2847 if you have questions about those standards.

Preventing & Responding to Sexual Misconduct

In accordance with Title IX of the Education Amendments of 1972, Brigham Young University prohibits unlawful sex discrimination against any participant in its education programs or activities. The university also prohibits sexual harassment-including sexual violence-committed by or against students, university employees, and visitors to campus. As outlined in university policy, sexual harassment, dating violence, domestic violence, sexual assault, and stalking are considered forms of “Sexual Misconduct” prohibited by the university.

University policy requires all university employees in a teaching, managerial, or supervisory role to report all incidents of Sexual Misconduct that come to their attention in any way, including but not limited to face-to-face conversations, a written class assignment or paper, class discussion, email, text, or social media post. Incidents of Sexual Misconduct should be reported to the Title IX Coordinator at t9coordinator@byu.edu or (801) 422-8692. Reports may also be submitted through EthicsPoint at https://titleix.byu.edu/report or 1-888-238-1062 (24-hours a day).

BYU offers confidential resources for those affected by Sexual Misconduct, including the university’s Victim Advocate, as well as a number of non-confidential resources and services that may be helpful. Additional information about Title IX, the university’s Sexual Misconduct Policy, reporting requirements, and resources can be found at http://titleix.byu.edu or by contacting the university’s Title IX Coordinator.

Student Disability

Brigham Young University is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with disabilities. A disability is a physical or mental impairment that substantially limits one or more major life activities. Whether an impairment is substantially limiting depends on its nature and severity, its duration or expected duration, and its permanent or expected permanent or long-term impact. Examples include vision or hearing impairments, physical disabilities, chronic illnesses, emotional disorders (e.g., depression, anxiety), learning disorders, and attention disorders (e.g., ADHD). If you have a disability which impairs your ability to complete this course successfully, please contact the University Accessibility Center (UAC), 2170 WSC or 801-422-2767 to request a reasonable accommodation. The UAC can also assess students for learning, attention, and emotional concerns. If you feel you have been unlawfully discriminated against on the basis of disability, please contact the Equal Employment Office at 801-422-5895, D-285 ASB for help.

Academic Honesty

The first injunction of the Honor Code is the call to “be honest.” Students come to the university not only to improve their minds, gain knowledge, and develop skills that will assist them in their life’s work, but also to build character. “President David O. McKay taught that character is the highest aim of education” (The Aims of a BYU Education, p.6). It is the purpose of the BYU Academic Honesty Policy to assist in fulfilling that aim. BYU students should seek to be totally honest in their dealings with others. They should complete their own work and be evaluated based upon that work. They should avoid academic dishonesty and misconduct in all its forms, including but not limited to plagiarism, fabrication or falsification, cheating, and other academic misconduct.

Respectful Environment

“Sadly, from time to time, we do hear reports of those who are at best insensitive and at worst insulting in their comments to and about others… We hear derogatory and sometimes even defamatory comments about those with different political, athletic, or ethnic views or experiences. Such behavior is completely out of place at BYU, and I enlist the aid of all to monitor carefully and, if necessary, correct any such that might occur here, however inadvertent or unintentional.

“I worry particularly about demeaning comments made about the career or major choices of women or men either directly or about members of the BYU community generally. We must remember that personal agency is a fundamental principle and that none of us has the right or option to criticize the lawful choices of another.”

President Cecil O. Samuelson, Annual University Conference, August 24, 2010

“Occasionally, we … hear reports that our female faculty feel disrespected, especially by students, for choosing to work at BYU, even though each one has been approved by the BYU Board of Trustees. Brothers and sisters, these things ought not to be. Not here. Not at a university that shares a constitution with the School of the Prophets.”

Vice President John S. Tanner, Annual University Conference, August 24, 2010

Diversity and Inclusion in the Classroom

“Because we feel the depth of God’s love for His children, we care deeply about every child of God, regardless of age, personal circumstances, gender, sexual orientation, or other unique challenges” (President Russell M. Nelson, “The Love and Laws of God,” September 2019). As a university community we strive to foster an educational environment that promotes the personal dignity of every student and accept individual responsibility to eliminate racism, sexism, and nationalism. Our course participation reflects our understanding that every individual is a child of Heavenly Parents. We create learning environments in which every individual is motivated to express their opinions and perspectives and ask questions to augment discussions and learning. We listen to, learn from, and strive to consider thoughtfully the opinions of others. We use language that is polite, considerate, and courteous—even when we strongly disagree.

Covid 19 Statement

While COVID 19 conditions persist and until further notice, students and faculty are required to wear face coverings at all times during class; faculty are not at liberty to waive this expectation.

Students who feel sick, including exhibiting symptoms commonly associated with COVID 19 (fever; cough; shortness of breath/difficulty breathing; chills; muscle pain; sore throat; new loss of taste or smell; etc.) should not attend class and should work with their instructor to develop a study plan for the duration of the illness.

Inappropriate Use of Course Materials

All course materials (e.g., outlines, handouts, syllabi, exams, quizzes, PowerPoint presentations, lectures, audio and video recordings, etc.) are proprietary. Students are prohibited from posting or selling any such course materials without the express written permission of the professor teaching this course. To do so is a violation of the Brigham Young University Honor Code.

Plagiarism

Intentional plagiarism is a form of intellectual theft that violates widely recognized principles of academic integrity as well as the Honor Code. Such plagiarism may subject the student to appropriate disciplinary action administered through the university Honor Code Office, in addition to academic sanctions that may be applied by an instructor. Inadvertent plagiarism, which may not be a violation of the Honor Code, is nevertheless a form of intellectual carelessness that is unacceptable in the academic community. Plagiarism of any kind is completely contrary to the established practices of higher education where all members of the university are expected to acknowledge the original intellectual work of others that is included in their own work. In some cases, plagiarism may also involve violations of copyright law.

Intentional Plagiarism-Intentional plagiarism is the deliberate act of representing the words, ideas, or data of another as one’s own without providing proper attribution to the author through quotation, reference, or footnote.

Inadvertent Plagiarism-Inadvertent plagiarism involves the inappropriate, but non-deliberate, use of another’s words, ideas, or data without proper attribution. Inadvertent plagiarism usually results from an ignorant failure to follow established rules for documenting sources or from simply not being sufficiently careful in research and writing. Although not a violation of the Honor Code, inadvertent plagiarism is a form of academic misconduct for which an instructor can impose appropriate academic sanctions. Students who are in doubt as to whether they are providing proper attribution have the responsibility to consult with their instructor and obtain guidance. Examples of plagiarism include:

• Direct Plagiarism-The verbatim copying of an original source without acknowledging the source.
• Paraphrased Plagiarism-The paraphrasing, without acknowledgement, of ideas from another that the reader might mistake for the author’s own.
• Plagiarism Mosaic-The borrowing of words, ideas, or data from an original source and blending this original material with one’s own without acknowledging the source.
• Insufficient Acknowledgement-The partial or incomplete attribution of words, ideas, or data from an original source. Plagiarism may occur with respect to unpublished as well as published material. Copying another student’s work and submitting it as one’s own individual work without proper attribution is a serious form of plagiarism.

Mental Health

Mental health concerns and stressful life events can affect students’ academic performance and quality of life. BYU Counseling and Psychological Services (CAPS, 1500 WSC, 801-422-3035, caps.byu.edu) provides individual, couples, and group counseling, as well as stress management services. These services are confidential and are provided by the university at no cost for full-time students. For general information please visit https://caps.byu.edu; for more immediate concerns please visit http://help.byu.edu.