2021/2022

English for Specific Purposes. History of Art - 2

Type: Optional course

Delivered by: School of Foreign Languages

When: 3, 4 module

Open to: students of one campus

Instructors: Marina Chashko

Language: English

ECTS credits: 5

Contact hours: 80

Course Syllabus

Abstract

The discipline refers to the variable educational tracks offered to students of the curricula for bachelor's and master's degree at choice while mastering the optional course of English in accordance with the Concept of developing English-speaking communicative competence of students of Higher School of Economics — National Research University https://www.hse.ru/docs/381549301.html The course “English for Specific Purposes (History of Art)”-2 continues English for Specific Purposes (History of Art) -1 class and is designed for the 1st year Undergraduate (BA) students that study History of Art. The course adheres to the "Regulations for Interim and Ongoing Assessments of Students at National Research University Higher School of Economics and the "Conception of the development of students’ English communicative competence". The main goal of this course is to develop students’ professional intercultural communicative competence (PICC) that is referred to as the “integrative ability of solving professional tasks with the help of foreign language”. The types of learning activities, methods of instruction and the materials of the course enable to model social and professional context of the future graduates’ career paths in the field of Art and engage students into the process of using English as a tool of solving professional tasks while developing their hard and transferrable skills, cultivating ability to analyze and think critically, work with different types of information autonomously, cooperate with others, set goals, create new products, work on projects and reflect on their own experience. The course supports guided and autonomous learning engaging on-line/distance learning sources, develops professionally valuable skills and competences and provides tools for undertaking life-long learning activities. Pre-requisites: • intermediate level of the English language (B2 level / Independent user according to CEFR): According to the HSE unified “Conception of the development of students’ English communicative competence” students should either successfully pass the Placement Test with not lower than B2 level result or possess a Certificate for the appropriate level of one of the international English language tests listed in the Annex 3 to the HSE Conception to be able to take this course.

Learning Objectives

• This course continues English for Specific Purposes (History of Art) -1 class and is aimed at developing BA History of Art students’ professional intercultural communicative competence (PICC) that is referred to as the “integrative ability of solving professional tasks with the help of foreign language” . Development of the PICC, as an integrative goal of this course, ensures plunging students as active participants into the process of solving a variety of professionally-oriented tasks with the help of the English language that model a broad diverse social and (quasi-)professional context of their future career paths.
• • provides an opportunity to discover various genres, formats, strategies, purposes and means of learning and narrating about the History of Art, as well as describing and interpreting art works of different styles and periods, creating and presenting art-related projects in English using Information and Communications technology (ICT);
• • gives a chance to work with different sources and types of information for finding new solutions to the existing problems and designing innovative creative and personally meaningful research, educational and professional projects related to their future professional field;
• • practices analytical and critical thinking skills;
• • helps acquire an ability to cooperate in a team and work autonomously;
• • enables to reflect on their own and their team work and experience;
• • develops problem solving skills and creativity.

Expected Learning Outcomes

• Students are expected to develop listening skills: - to improve understanding of dialogues and polylogues on both familiar and unfamiliar topics; - to develop understanding of lectures and learning context; - to develop skills of using basic listening techniques (predicting, understanding main ideas and details); - to form skills of note-taking.
• Students are expected to develop reading skills: - understanding of articles, reports, straightforward and specialised texts concerned with contemporary problems at the threshold/vantage/effective operational proficiency level - understanding of text structure - skills of using basic reading techniques skimming and scanning (predicting, understanding main ideas, understanding details)
• Students are expected to produce in speaking: - monologue (informative/descriptive/argumentative/persuasive speech) - dialogue on general, academic and professional topics (active listening, questioning, responding to questions, emphasizing, discussion strategies) - presentation (informative/descriptive/argumentative/persuasive speech)
• Students are expected to produce in writing: - summary - essay (opinion, discussion) - e-mail
• Students should be prepared: • to find, read and comprehend valid interpretations of art objects and integrate them in their own speech products according to the given professional task;
• Students should be prepared: • to search, describe and speculate about existing types and formats of research, educational and professional art projects;
• • to analyze and use existing formats and examples of texts combining descriptions and interpretations of art works;
• • to identify the goal, object, subject matter, problem, urgency, materials, primary and secondary sources of an art project;
• • to integrate smartly the learned theories, concepts, terms and definitions from the professional context into the speech.
• • to organize / participate in the process of designing an art project;
• • to produce interpretation of an art work/artist/movement using evaluating, criticizing, supporting, arguing, comparing and contrasting, quoting, referencing and exemplifying techniques, adopting multiple registers and avoiding plagiarism;
• • to show the skills of presenting and speculating about art projects while participating in discussions, Q/A sessions and giving the presentation;

Course Contents

• Interpreting Art: “Evaluating texts”. Iconographic and Iconologic Interpretation.
• Presenting Art: Projects.

Assessment Elements

• Written assessment
• Oral assessment
  PRESENTATION ASSESSMENT CRITERIA (max 10 points) Language Use (max 3 points): 3 points – the speaker uses an appropriate amount of academic vocabulary, terminology is relevant to the subject, synonyms are used to avoid repetitions, the hedging strategies are applied when applicable, the speaker uses collocations and advanced grammar when needed, pronunciation and speech flow are natural, occasional vocabulary and grammar mistakes in speech causing no difficulties for the audience; texts on slides have no vocabulary and grammar mistakes; the speaker naturally fills in the pauses caused by breakdowns of different nature; 2 points – the speaker complies with academic register, the speech is characterized by fluency and adequate pace; the speaker does not use collocations, omits vocabulary and grammar mistakes that sometimes cause difficulties for the audience, and/or there are 1-2 vocabulary and/or grammar mistakes on slides; the speaker naturally fills in the pauses caused by breakdowns of different nature; 1 point – the speaker demonstrates limited language resource; the vocabulary and grammar are generally appropriate with a few non-impeding inaccuracies; the speaker fills in the pauses caused by breakdowns of different nature with effort; 0 points – the speaker demonstrates poor language resources, omits vocabulary and grammar mistakes that cause serious difficulties for the audience, and the speaker does not fill in the pauses. Manner of Delivery (max 2 points): 2 points – the presenter speaks with confidence maintaining a certain level of dynamics and keeping an appropriate posture and body language, maintains the adequate level of eye contact, uses stress, intonation and pausing appropriately; the presentation is given without reading off the slides or paper within the given time limit; the presenter makes 1-2 pronunciation mistakes in words of common use causing no difficulties for the audience, when answering questions; the speaker interacts with ease and responds appropriately; 1 point – the presenter makes 3-4 pronunciation mistakes causing difficulties for the audience and/or the presenter uses stress, intonation and pausing with limited control causing some difficulties for the audience; the presentation is given without reading off the slides or paper, when answering questions; the speaker interacts with effort or responds inappropriately; the speaker delivers the content within the given time limit; 0 points – the presenter makes 5 and more pronunciation mistakes in words of common use causing difficulties for the audience; the speaker does not interact with the audience; the presentation is given with reading off the slides or paper; the presentation does not fit the time limit. Visual Aids (max 2 points): 2 points – the visuals are prepared in a certain style consistent throughout the presentation and well readable (font, color); each visual has a heading relevant to the overall theme of the presentation, conforming to the academic register; each visual contains only key words and phrases without complete sentences; presentation as a whole has an adequate balance of graphic and verbal information; 1 point – the visuals are well readable (font, color), contain both complete sentences and key words and phrases, presentation has a disbalance of graphic and verbal information; 0 points – the visuals are not well readable, and do not conform to the academic register.
• Independent work assessment
  Students are expected to turn in assignments on the due date. In case of any problems with submitting the assignments, giving presentations etc. on the due date, despite officially proven reasonable excuses, students must inform the instructor about the occurred issue in advance or no later than in 24-hour period after the deadline. If the instructor is informed, assignments (besides listening, group work tasks and the final test) can be accepted after the deadline and presentations can be rescheduled according to the decision of the instructor. All course participants are expected to interact in a respectful manner, be fully engaged with the groupmates, the instructor and the course content. Students must adhere to generally accepted standards of academic honesty, including but not limited to refraining from cheating, plagiarizing, inappropriately collaborating, mispresenting one’s work.
• Final assessment
  Blocking elements are not present. All assessment elements besides the Final test cannot be retaken. Ongoing, interim and final tests’ materials include assignments focused on assessing listening, reading, writing and speaking performance of the students, as well as various lexical and grammatical quizzes and tasks designed to develop and control the ability to use appropriate vocabulary items and phrases, grammatical constructions, communicative strategies and techniques etc. while solving professional communicative tasks.
• Oral assessment
• Oral assessment

Interim Assessment

• 2021/2022 4th module
  0.2 * Oral assessment + 0.25 * Written assessment + 0.3 * Final assessment + 0.25 * Independent work assessment

Bibliography

Recommended Core Bibliography

• How to write about contemporary art : with 34 illustrations and 64 source texts, Williams, G., 2015

Recommended Additional Bibliography

• Hausman, J. J. (2012). TEACHING IN THE ART MUSEUM: Interpretation as Experience. Arts & Activities, 150(5), 8. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=f5h&AN=70202818
• History of Art. Western Europe and Russia : учеб. пособие, Миньяр-Белоручева А.П., 2009
• Self, R. (2014). The Architecture of Art Museums : A Decade of Design: 2000 - 2010. London: Routledge. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=nlebk&AN=760768
• Troelenberg, E.-M., & Savino, M. (2017). Images of the Art Museum : Connecting Gaze and Discourse in the History of Museology. Boston: De Gruyter. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1466625