2023/2024
English for Specific Purposes. History of Art - 3
Type:
Optional course
Delivered by:
School of Foreign Languages
When:
1-3 module
Open to:
students of one campus
Instructors:
Marina Chashko
Language:
English
ECTS credits:
3
Contact hours:
52
Course Syllabus
Abstract
This course is designed for the 2nd-year Undergraduate (Bachelor's) students whose major is Art or whose interest lies in Art both as an academic discipline and as a professional field. The course is offered within the HSE unified “Concept of the Development of English-language Communicative Competence of HSE Students ” and adheres to the "Regulations for Interim and Ongoing Assessment of Students at National Research University Higher School of Economics” . “English for Specific Purposes. History of Art-3” continues the courses “English for Specific Purposes. History of Art-1,2” and covers Modules 1-3 of the 2nd-year studies of the Bachelor's students.
Learning Objectives
- The course is aimed at developing BA 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.
- Engaging students in such quasi-professional activities allows to set the following learning objectives of the course: • find out purposes, useful strategies and means of learning about Art; • work with different sources and types of information for finding new solutions to the existing problems of the art field; • discover various types and genres of texts that narrate, describe and analyse art periods, events and issues; • design innovative creative and personally meaningful research, educational and professional projects related to art field using Information and Communications technology (ICT); • practice analytical and critical thinking skills; • acquire an ability to cooperate in a team and work autonomously; • reflect on the personal and team work and experience; • develop their problem-solving skills and creativity.
- Pre-requisites: • intermediate level of the English language (B2 level / Independent user according to CEFR): According to the HSE unified the Concept of Development of English-language Communicative Competence of HSE 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. • being able to use English language as a tool to search and work with information autonomously; • being able to comprehend and analyze written and spoken speech using digital sources for academic purposes; • being able to interact and hold written and oral communication in English in the process of individual and team work; • being able to use ICT means (Internet, e-sources, on-line platforms, etc.) for educational purposes.
- The course is aimed at developing the skills of: Reading: • Understanding specialised complex longer texts*/articles and reports concerned with contemporary problems (CEFR) • Understanding text structure • Using basic reading techniques, skimming & scanning (predicting, understanding main ideas, understanding details) *can use a dictionary occasionally to confirm his/her interpretation of terminology Listening: • Understanding dialogues and polylogues on both familiar and unfamiliar topics • Understanding lectures • Understanding academic/ professional presentations which are linguistically complex • Using basic listening techniques (predicting, understanding main ideas and details) • Following extended speech and complex lines of arguments • Note-taking Writing: (can write clear, well-structured texts on a variety of subjects expanding points of view, developing arguments, synthesising and evaluating information, can evaluate different ideas or solutions to a problem): • Summary • Essay: opinion, discussion • Report • E-mail (business correspondence) • CV • Review of a film/book/play Speaking: • Debates (debate on abstract, complex topics) • Monologue:descriptive/informative/reasoning • Presentation (can give reasons in support or against a particular point of view, give the advantages and disadvantages of various opinions).
Expected Learning Outcomes
- • to create description of the main characteristics of an art object (an element of the subject-matter, a formal element, a principle of design, the medium used for a work of art, the style or “ism” (period), the purpose of creating the work etc.) in written and oral formats according to the given quasiprofessional task;
- • to produce descriptions of art objects and speculate about them in written and oral formats using summarizing, emphasizing, quoting, comparing and contrasting, paraphrasing etc. techniques and making appropriate linguistic choices (style, lexical units, grammar constructions, means of expression etc.);
- • 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;
- Students should be prepared: • to find, read, analyse and explain different formats and structures of the descriptions of art objects and apply them according to the given quasiprofessional task; to work with ideas and concepts related to the art field individually and in a team using the brainstorming, formulating, refining, adapting, arguing, debating, supporting, transforming etc. strategies;
- Students are expected to develop listening skills: • Understanding dialogues and polylogues on both familiar and unfamiliar topics • Understanding lectures • Understanding academic/ professional presentations which are linguistically complex • Using basic listening techniques (predicting, understanding main ideas and details) • Following extended speech and complex lines of arguments • Note-taking
- Students are expected to develop reading skills: • Understanding specialised complex longer texts*/articles and reports concerned with contemporary problems (CEFR) • Understanding text structure • Using basic reading techniques, skimming & scanning (predicting, understanding main ideas, understanding details) *can use a dictionary occasionally to confirm his/her interpretation of terminology
- Students are expected to produce in speaking: • Debates (debate on abstract, complex topics) • Monologue:descriptive/informative/reasoning • Presentation (can give reasons in support or against a particular point of view, give the advantages and disadvantages of various opinions).
- Students are expected to produce in writing: (can write clear, well-structured texts on a variety of subjects expanding points of view, developing arguments, synthesising and evaluating information, can evaluate different ideas or solutions to a problem): • Summary • Essay: opinion, discussion • Report • E-mail (business correspondence) • CV • Review of a film/book/play
- Students should be prepared: • to work with ideas and concepts related to the art field individually and in a team using the brainstorming, formulating, refining, adapting, arguing, debating, supporting, transforming etc. strategies; • to work with sources and different types of information about art: • searching and finding relevant info; • identifying, analyzing and evaluating the sources (including e-sources);
- • extracting, organizing and completing the information according to the given task using the strategies of predicting, prioritizing, identifying the general and specific (detailed), key and additional info, recognizing relevant/irrelevant, major and supporting facts, opinions, arguments etc., differentiating between narration, description and reasoning; • to integrate smartly the learned theories, concepts, terms and definitions from the professional context into the speech.
- • to show the skills of presenting and speculating when delivering the concept of the Art project/project concept and participating in a Q&A session;
- • to design a concept of an educational/research or applied Art project; • to show the skills of speculating while participating in discussions, Q/A sessions;
- • to create information products for presenting and promoting Art projects (writing overviews, descriptions, reviews; running poster sessions, making publications etc.);
- • to overview and analyse research, educational and applied Art projects – their concepts, aims, tasks, sources, structure, methodology, technologies and techniques, information products, etc.;
Interim Assessment
- 2023/2024 3rd module0.3 * Final Assessment + 0.25 * Independent Assessment + 0.2 * Oral Assessment + 0.25 * Written Assessment
Bibliography
Recommended Core Bibliography
- Cormack, R. (2018). Byzantine Art (Vol. Second edition). Oxford: OUP Oxford. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1729690
- How to write about contemporary art : with 34 illustrations and 64 source texts, Williams, G., 2015
Recommended Additional Bibliography
- Porter, D. (2007). Check Your Vocabulary for Academic English : All You Need to Pass Your Exams: Vol. 3rd ed. A&C Black Business Information and Development.
- Roman art, Zanker, P., 2010