Examines the history of built and natural environments as inter-related phenomena, and explores how human beings have positioned themselves architecturally in relation to the environment at various cultural moments. Focuses primarily on the 19th & 20th century and the scope is global.
GE: WRT, E, E1, F. ENROLLMENT BY DISCUSSION SECTION

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History of Western art from the eighteenth century to the present.
GE: WRT, E, E1, F. ENROLLMENT BY DISCUSSION SECTION

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An introduction to the rich artistic traditions in ancient Mesoamerica and Andean South America. We examine major monuments of sculpture, architecture, ceramics, and painting to better understand the culture's world view, socio-political and economic institutions, and religious beliefs. An interdisciplinary approach is used from the fields of anthropology/archaeology, history and ethnology. GE: F, WRT, NWC. ENROLLMENT BY DISCUSSION SECTION.

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The university is very different from high school, not just socially but also intellectually. All the education you had prior to UCSB was concerned primarily with getting you to absorb information; at a research university the end goal is to get you to produce knowledge. The course includes a history of how universities came to be the way they are, and a guide to how UCSB works in particular. But the major focus is to introduce you to how faculty construct knowledge from one discipline to another, from art history to physics, from English to sociology: what kinds of evidence are used, how research proceeds, and what constitutes knowledege. The point is to make you a self-aware consumer of the intellectual wealth that UCSB has to offer, and to ease your way through an intimidating and sometimes bewildering set of expectations and demands. The expectations of the humanities are very different from those of the social sciences, for example; but, there is a history and reason for these differences. This knowledge is goal of the course. GE: E-2, WRT

For centuries, artists, historians, politicians and scholars have pointed to Classical Greece (ca. 480-323 BCE) as the foundation for the values and institutions of "western" civilization. Visual culture from the Renaissance to the Postmodern present has continually referenced the Classical past, and the discipline of art history itself began with an 18th century study of Classical art. Yet the period we call "Classical" represents a relatively late stage in Greek cultural history whose earliest manifestation dates back at least five centuries prior. By confronting the sometimes forgotten, overlooked or disavowed strangeness of the "Archaic" period of Greece (ca. 750-480 BCE), this course will allow us to rethink how we recognize or construct our own values and origins. Working chronologically, we will reference myth and literary production in addition to the visual arts in order to explore issues such as ideology, power, sex and gender, intoxication, cultural appropriation, the sacred, humor, abstraction, realism, idealism, style, pictorial narrative, and the art market. Although our chronological focus is 750-480, we will examine developments both before and after to more readily appreciate the themes of this course.

Prerequisite: not open to freshmen. Not open for credit to students who have completed Art History 152E. GE: F, WRT

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Eleventh century architecture in France, Italy, Spain, Germany, and England. Prerequisite: upper-division standing. Recommended: Art History 105C or 105G or consent of instructor. Not open for credit to students who have completed Art History 153M. GE: F

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An examination of art of the last 100 years. Treats painting , architecture, and sculpture in a manner that emphasizes the social, economic, and cultural background. Prerequisite: upper-division standing. GE: F, WRT

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The university is very different from high school, not just socially but also intellectually. All the education you had prior to UCSB was concerned primarily with getting you to absorb information; at a research university the end goal is to get you to produce knowledge. The course includes a history of how universities came to be the way they are, and a guide to how UCSB works in particular. But the major focus is to introduce you to how faculty construct knowledge from one discipline to another, from art history to physics, from English to sociology: what kinds of evidence are used, how research proceeds, and what constitutes knowledege. The point is to make you a self-aware consumer of the intellectual wealth that UCSB has to offer, and to ease your way through an intimidating and sometimes bewildering set of expectations and demands. The expectations of the humanities are very different from those of the social sciences, for example; but, there is a history and reason for these differences. This knowledge is goal of the course. GE: E-2, WRT