Psychology and Art 4023/PSY 4023

Dr. LeeAnn Bartolini Bertrand 27

Office hours: T 11-12, Th 9-10 and 2-3 and by appointment at many other times

Course meets in L201

Course Description:

Psychology and Art is an interdisciplinary course that integrates art historical knowledge with current psychological theory about how we perceive art and the inner/outer psychological processes of,

primarily, the visual artist. The course is divided into four general areas of focus. First, a general introduction to the topic; second, art and perception; third, the psychology of the artist, and finally creativity.

Required Texts:

Berger, J. Ways of Seeing
Solso, R. Cognition and the Visual Arts
Web reading and article handouts
Viewing film

Other Recommended Texts:

Biographies of Artists
Alperson, P. The Philosophy of the Visual Arts
Arieti, S. Creativity: The magic synthesis
Arnheim, R. The Power of the Center: a study of composition in the visual arts
Arnheim, R. Towards a Psychology of Art
Arnheim, R. Visual Thinking
Berger, J. About Looking
Berlyne, D. Aesthetics and Psychobiology
Bloomer, C. Principles of Visual Perception
Boden, M.. The Creative Mind
Brink, A. The Creative Matrix
Csikszentmihalyi, M. Creativity: Flow and the Psychology of Discovery and Invention
Davis, D. ArtCulture: Essays on the Post-Modern
Dewey,J. Art as Experience
Feinstein, H. Reading Images
Finn, D. How to Look at Everything
Funch. The Psychology of Art Appreciation.
Gardner,H. Art, Mind and Brain: A Cognitive Approach to Creativity
Gedo, M. Looking at art from the inside out.
Hogg, J. Psychology and the Visual Arts
Jensen, J. Is Art Good for Us?
Koestler, A. The Act of Creation
Kris, E. Psychoanlytic explorations in art
Langer, S. Problem of Art
Langer, S. Reflections on Art: A sourcebook of writings by artists
Lucie-Smith, E. Thinking about Art
Ludwig, A. The Prince of Greatness: Resolving the Creativity and Madness Controversy
Manguel, A. Reading Pictures: A History of Love and Hate
Massironi, M. The Psychology of Graphic Images
Newton, S. Painting, psychoanalysis, and spirituality
Panofsky, E. Meaning in the Visual Arts
Parker, D. Perception and Artistic Style
Parsons, M. How we Understand Art
Pepper, Stephen Principles of Art Appreciation
Pfenninger, K. The Origins of Creativity
Rose, G. The power of Form
Ross, S. Art and Its Significance: An Anthology of Aesthetic Theory
Runco, M. Pritzker, S. Encyclopedia of Creativity
Shlain, L. Art and Physics
Stephan, M. A Transformation Theory of Aesthetics
Sternberg, R. The Nature of Creativity
Taylor, J. Learning to Look
Wade, N., Swanston, M. Visual Perception: An Introduction
Weisber, R. Creativity: Genius and Other Myths
Winner. Invented Worlds: The Psychology of the Arts

Weblinks

The website are not included in the course outline, but are very helpful.

Art Journals Online - http://wwwilpi.com/artsource/journals.html
Art by school and region - http://lii.org/search/file/schoolsofart
Aeshetics Resource - http://aesthetics-online.org
Artchive - http://artchive.com
World Wide Art Resources - http://wwar.com/
Art History Resources on the Web - http://witcombe.sbc.edu/ARTHLinks.html
Virtual Museums Page - http://icom.museum/vlmp/
Web Gallery of Art - http://gallery.euroweb.hu/index.html
Art on the Web - http://www.zeroland.co.nz/
Color Theory - http://www.worqx.com/sitemap.htm

COURSE OUTLINE

August 28

Welcome and administrative introductions

Review of Syllabi

What can psychology contribute to the world or the arts?

Elements and Principles of Design – Handout

We will look together at: http://www.kn.pacbell.com/wired/art2/artspeak/index.html

What is art? Who is an artist? What is aesthetics (Berlyne’s theory of, Vygotsky theory of)

After tonight’s class please email LeeAnn a message with the subject heading “Psychology of Art Student” so that she can create a class email list

September 4

The Meaning of art for culture. The integration of art and religion.

The changing role of the artist: artist as craftsperson, as genius, as celebrity.

Julain Jaynes’ Hypotheses

In preparation for tonight’s class, please read and review the material on the following website. Pay special attention to the section on Non-EuroAmerican Modes of Thinking:http://char.txa.cornell.edu

And to the diversity in art during one given year at: http://artchive.com/1925/1925.html

September 11

The Content of art. Symbols. Iconography.

Meaning and Metaphor in Art.

Read: Ways of Seeing by Berger for tonight

September 18

Guest Speaker: Dr. Bill Philips on perception (and cognition)

Art and visual perception: The Gestalt School

In preparation for tonight’s class, please read and review the material on the following websites: http://psych.hanover.edu/Krantz/art

Read: Solso, Chapter 1,2,3 for tonight

September 25

Art, the brain and cognition

The writings of V.S. Rachmachandran

Read: Solso, Chapters 4,5,9 for tonight

October 2

The Freudian and Jungian Schools: Major ideas on the “psychoanalysis of the artist” (Freud, Jung, and Rank)

In preparation for tonight’s class, please read and review the material on the following websites: Neuroscience Art Gallery at - http://www.epub.org.br/cm/gallery/all.htm

October 9

The Existential and Humanistic Schools:

Major ideas on the meaning of art in the artist’s life

October 16

Case Examples: Psychobiography of selected artists

Children and art. Does the current educational system encourage artistic expression?

Reflect on your own artistic history.

October 23

See Film - Rivers and Tides

October 30

Art assessment: Using art to understand personality

Research on the Personality of Art appreciation

Is the ability to appreciate art genetically or environmentally determined?

November 6

Is art therapeutic?

Art as therapy for the artist.

Expressive arts therapy.

November 13

Guest speaker: Lisa Nave, MFT an experiential exercise in art as therapy (Workshop leader for Transformation Through Image and Metaphor: Painting as Healing)

November 20

Understanding the Creative Process -For the artist (creator). For the receiver.

Is “madness” really associated with creativity – and to what extent?

Rollo May and Abraham Maslow’s views

Required: View the film River and Tides by tonight and be prepared to discuss Andy Goldsworthy

November 27

Remember - No class – Thanksgiving holiday

December 4

Student Oral Presentations of Artists

December 11

Student Oral Presentations of Artists

COURSE REQUIREMENTS

Attendance: missing more than two classes results in a grade of C or lower.
READ AND DO THE ASSIGNMENTS: Students are expected to read the required readings and to look at the associated weblinks. Students are prepared for a number of unannounced “pop” quizzes throughout the semester by keeping up to speed with reading and attending class..
Midterm Paper: Attend a museum or gallery exhibit and write a minimum of 2 pages on your visual experience using the materials from the first five classes. Write a minimum of 2 pages on the artist and what you understand about the relationship between their art and their personal history.
Research Paper: All students will choose one artist and do a psychological biographical “sketch” of the relationship between the artist’s personal history and their works of art. While the socio-cultural period in which the artist lived is crucial to their art, the focus of this paper is on the inner psychological life of the artist. (While the course focuses on the visual artist, students can choose any artistic medium.)
Oral Presentation: All students will present their artist to the class in a twenty minute oral and visual presentation. Student presentations will follow a specific format (to be handed out in the early weeks of the course) and all students should rehearse their presentations to create visual interest and clarity of communication. Powerpoint may be a helpful tool for this assignment.

Evaluation Procedures

Attendance and Participation – 20%
Quizzes 20%
Midterm Paper 20%
Research Paper 20%
Oral Presentation 20%

POLICIES AND PROCEDURES

I believe that formal teaching is a rare opportunity. My goal for this course is to introduce you to what is undoubtedly an enormous area of study. The process of teaching is reducing years of potential research and reading into one sixteen week experience where you leave having learned something new, something substantial, with a thirst to know more. The learning process is fluid and as such the syllabus may change. These are my classroom policies and procedures.

Success in this course can be achieved by taking responsibility for your own learning. This means being a serious student (attend class, read, reflect, research, ask questions and see the results). In hours this means approximately six to ten hours a week on this course. Take advantage of my office hours or make an appointment to see me if anything is unclear.

Grading: An A is an outstanding, superior, and nearly flawless paper or test
A B is a very good, of fine quality, and exceeds minimum expectations
A C is average and represents satisfactory work
A D is below course expectations and represents a significant problem in one's work
An F is, well, failing and represents and overall poor performance in class assignments and usually indicates a lack of attendance, poor scheduling, or little effort

I attempt to assign grades fairly and without bias. I do not enjoy being pressured into giving A grades. I freely give A's when deserved.

Papers: All Papers must be typed, double-spaced, with a 12 point easily readable font type, have one inch margins, a title page with all necessary information, and a staple. A and B papers have few, if any, spelling or grammar errors. I expect complete referencing when the assignment requires it (e.g. research papers) and prefer that papers not be in plastic folders. Also, if you are a PSY, NURSING, or OT major APA format is expected in all research-type papers.

Late Papers: I expect that papers will be turned in on time. I will accept late papers, although late papers will be downgraded and will be reduced and additional letter grade for each week that they are late. Late papers will not be accepted after the third day of Finals week - no exceptions! Please tell me if you decide not to complete an assignment (otherwise I believe I have lost your paper…)

Make-up Exams: Make-up exams will be given only in emergency situations. If you must miss an exam, contact me within a week of the exam to explain the reason and to discuss the possibility of a make-up exam.

Incompletes: I only use the incomplete system for personal tragedies. I will not accept procrastination as an excuse.

Study Groups: I highly recommend that students form study groups.It is best to meet two weeks before every test. Begin by reviewing class notes and then discuss how the textbook/article reading supports what has been presented in class. At the second meeting review the "Test Study Guide Handout" and attempt to answer every item. Or divide the items between group members before the second meeting and then share answers - taking notes as each member "teaches" you about the potential test item. Reward yourself when the session is completed...

Please see the Academic Honesty Policy in the Dominican University catalogue. I follow this policy and will not tolerate plagiarism. Plagiarism is taking the work of another person and passing it off as one’s own. The way to avoid plagiarism is to use quotes and/or in text references. I will not pass a student who cheats. DO NOT CUT AND PASTE FROM THE INTERNET.

Research Papers are just that: RESEARCH. This means that you will consult at least four books, plus four articles, plus four WEB pages and other resources while searching for information on your topic. Doing less than this results in a lower grade on a research paper. Do not rely on the Internet alone! Effective research takes time and planning. APA referencing style is followed.

Students with special needs: You know who you are. I do not. If I need to assist you in a special way let me know early in the semester. I will do my best to make my classroom conducive to your learning. Keep me informed of what you need. DO not do this at the last minute.

Classroom Guidelines: Arrive on time. Try not to leave early No eating during class time.
Remember to Monitor your own "air time". If you tend to be silent - speak. If you tend to share a lot - understand that no one appreciates a student who uses a psychology class for personal "therapy" or personal story-telling.
Respect the academic environment: listen to others, learn from others, ask good questions, be prepared...GET INVOLVED in the class and in your own learning. This is essential for the class to be a success for all of us.

Returning Papers and Tests: My personal rule of thumb is one week for tests and two weeks for papers. I attempt to honor this policy – sometimes I fall short. I will let you know if this happens. Please try not to ask until I am late…

Missed Classes: You do not have to notify me if you miss one class. However, please leave me a message if you miss multiple classes in a row due to a serious illness or family emergency.

A Final perspective: I borrowed this from M. Nielsen who borrowed it from someone else…
If we could, at this time, shrink the earth’s population to a Village of precisely 100 people, with all existing human ratios remaining the same, it would look like this:

The Village would be made up of 57 Asians, 21 Europeans, 14 from North and South America, and 8 Africans
70 would be non-white; 30 white
70 would be non-Christian; 30 Christian
6 people would control 50% of the entire wealth, and all 6 of them would be from the United States
70 would be unable to read
50 would suffer from malnutrition
80 would live in substandard housing
1 would have a University education

As you can see, being in University is a rare privilege. Teaching you is a rare privilege. Let us both make good use of this opportunity. NOW LET US LEARN TOGETHER.

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