Nochlin, Linda, Representing Women, 1999

A study of the use of the female form in Western art and the intriguing contradictions underlying the representation and allegorical use of women. A brief survey of women in European art is included. Topics include the female nude, women and myth, the virgin and the whore, and meaning and use of allegory. Students may receive credit for only one of the following courses: ARTH 199U, ARTH 338, or ARTH 489U.

The successful student will be able to:

• understand and identify the issues involved, such as gender issues, their social contexts and political frameworks
• see the history of art in a wider perspective
• recognize and evaluate themes and styles in works of art portraying the female image

Our secondary goal is to promote writing and literacy skills.

The diversity of the representations of the female form in Western art will be explored.  Recently the traditional views and interpretations of works of art representing women have been put into question.  One prominent advocate of this revision is our author, Linda Nochlin.  Just as In the Copernican revolution the earth was replaced as the center of the universe.  Likewise this new approach has challenged and overturned the longstanding habit of putting man in the center of all our thinking about artistic representation.

From this new perspective we shall reconsider the representation of the image of woman.  What is the meaning of the nude female figure in art?  How can we today change the habits and ingrained ideas of the centuries to be able to gain a fresh awareness of being men and women in today’s world?

This task calls for an alert and thoughtful study of the ways we see.

Seeing is an act of interpretation.  Our ways of seeing are shaped by our ready made stencil-like prejudices and unexamined habits.  We have to dig down through these false or distorted ways of seeing to emerge with fresh, newborn eyes.  In this way perhaps we can be open and liberated as men and as women into a richer and happier vision of the world.

Papers: 20%,
Essay quizzes (2), 10% each,
class presentations and participation, 40%,
Journal, 20%.

FIRST DAY SCHEDULE

9:00  Introductory lecture.  Historical background to subject and themes stated in the course introduction.  Plans for projects, class presentations, group work, themes for class discussions, journals.

10:00 Small group projects:  Look at illustrations from text, prepare presentations for next hour.

11:00 Presentations, general guidelines and feedback from class members and class discussion.

12:00 Lunch

1:00 Lecture (first part) on history of representation of women in the ancient world: Egypt, Greece, Ancient Near East and the Mediterranean.

2:00 Students work on their own and in pairs to make plans for their written essay which is to be handed in at the second class meeting.  During this time instructor will discuss with individual students and with the class any questions that arise.

3:00 Class and instructor select illustrations to discuss as examples of what is expected in the written work, and consider the overall structure of the textbook and its chapters.

4:00 Lecture (second part) on history ofrepresentation of women in the Christian Middle Ages and the Renaissance leading up to the 19th and 20th centuries.

5:00 Twenty to thirty minute essay to be written on thoughts and discoveries so far, with reference to a few selected illustrations.  This will be followed by a final summing up and response to questions.

SECOND DAY SCHEDULE

9.00  Introduction to themes in text with reference to the history of representation in Western art.  Questions from class.

10:00  Student presentations as assigned which were prepared during two weeks, with class discussion.

11.00  Student presentations continued.  Comments and discussion.

12:00  lunch

1:00  Lecture on further issues raised in the history of representation of images of women in many different contexts.  And while these new and corrective points are urgent to restore a just gender balance, what of a male perspective?  Is some exaggeration necessary to get the woman's situation across?  What are the dangers of over-interpretation of past images of women?

2:00  Outline of matters raised by student presentations. Critical discussion.

3:00  Group projects in groups of two or three using selected illustrations from the book for prresentation to the class.  First presentations.

4:00  Further presentations and discussion.  Thirty minute essay quiz.

5:00  Summary lecture and review.  Class discussion. Ideas and suggestions for future independent research, including bibliography citing valuable books to broaden one's knowledge in this and other areas.