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Aesthetic, Interpretive, & Literary Perspectives

Approaches & Perspectives

OVERVIEW:

This document provides a description of the Aesthetic, Interpretive, and Literary Perspectives component of University Studies. In so doing, it differentiates between common component-level student learning outcomes and discipline-specific course-level learning outcomes. The goal is to encourage the development of challenging and varied University Studies courses that share common assessable student learning outcomes.

PART I: DESCRIPTION AND RATIONALE

This component of the University Studies program includes courses that focus on artistic and creative expression as a means of experiencing and understanding our world. These disciplines include music, dance, theater, the visual arts, art history, creative writing, film studies, literature and the philosophy of aesthetics. The category's fundamental purpose is to provide students with intellectual and experiential engagement with literature and the arts, thereby fostering an understanding and appreciation of the cultural significance of imaginative thinking, creative composition and performance. Courses in the Aesthetic, Interpretive, and Literary Perspectives component will foster creativity, self-expression, analytical thinking, communication skills and an intimate, humanistic view of the linkages between art and social culture throughout history. In addition, such knowledge cultivates the imaginative empathy required to appreciate and value diverse cultural traditions.

PART II: COMMON STUDENT LEARNING OUTCOMES ALIGNED TO UNIVERSITY STUDIES GOALS

The following are the Common Student Learning Outcomes for Aesthetic, Interpretive, and Literary Perspectives. These are aligned with the UNCW Learning Goals. Each course in this category must address all of the Common Student Learning Outcomes for the category, and list these Common SLOs along with course-specific SLOs in the course syllabus. Proposals for inclusion in the category will describe the opportunities which will be provided for students to learn the outcome (readings, class discussion and/or activities, applied projects) and list the specific sources of evidence (exams, papers, projects, quizzes, etc.) that will be used to determine the level of student understanding.

The student will:

  • AILP 1. Demonstrate the ability to critically analyze and make cogent subjective judgments regarding artistic and literary works, using the appropriate conventions and language of appropriate arts and humanities disciplines. [Foundational Knowledge, Critical Thinking, Thoughtful Expression]
  • AILP 2. Demonstrate an understanding and appreciation of the significance of major literary and artistic work and movements within their larger socio/historical contexts. [Foundational Knowledge]
  • AILP 3. Demonstrate basic knowledge of the importance of artistic expression to free and open-minded inquiry in human society. [Foundational knowledge]

PART III: STUDENT COMPLETION REQUIREMENTS

Students are required to take six hours from this component, including at least two courses with different prefixes.

CATEGORY SPECIFIC GUIDELINES FOR PROPOSERS

  • Courses should be introductions to disciplinary fields.
  • Courses in this category should included some focus on teaching approaches to critical analysis of course subject matter in disciplinarily appropriate ways.