This survey course relies mostly on powerpoint lectures and assigned critical readings/analyses in the beginning of the semester.  After mid-term, it transitioned into more student-led discussions of themes that have been common to art since the 1980s.  I used the implied narrative of the slide lecture to create a historical foundation of key theoretical and critical issues in contemporary art since 1960.  I adopted the thematic model as a way to incorporate a wider array of topics and to encourage students to research/relate their own intellectual interests to our class study.

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