- First Year Seminar
- Global & Historical Studies
- Analytic Reasoning
- The Natural World
- Perspectives in the Creative Arts
- Physical Well Being
- The Social World
- Texts & Ideas
- Speaking Across the Curriculum
- Writing Across the Curriculum
- Social Justice and Diversity
- Butler Cultural Requirement
- Indianapolis Community Requirement
- Directors & Coordinators
- CORE Faculty FAQ
Perspectives in the Creative Arts
A menu of three-hour courses to be taken from the first year onward.
- To develop cognitive and affective appreciation for the process and products of artistic creation.
- To participate actively in the creation of an artistic product.
- To reflect on the nature and sources of aesthetic value.
- To develop habits of participation in artistic and cultural events that will lead to lifelong engagement within the creative arts.
Learning Outcomes used for Assessment
- Students will develop cognitive and affective appreciation for the process and products of artistic creation.
- Students will participate actively in the creation of an artistic product.
- Students will reflect on the nature and sources of aesthetic value.
Corresponding University Outcomes
- Students will explore various ways of knowing in the humanities, social and natural sciences, quantitative and analytic reasoning, and creative arts (Cognitive—“know”).
- Students will articulate and apply required content knowledge within their area(s) of study (Cognitive—“do”).
- Students will be exposed to the value of lifelong learning (Affective—“Value”).
Six years ago, at the Center for Faith and Vocation Workshop, Dr. Deb Skinner and Gautam Rao discovered they had "mutual interest in each other's disciplines," Skinner recounts, "and vowed to find a way to explore the relationship between marketing and art." The result is Aesthetics and Design, a course built on the premise that art is everywhere but few people acknowledge it in the form of everyday practical objects. "From an academic perspective, it's very satisfying to hear students report that they never realized the role that art/design/aesthetics play in the development of products and communications," Skinner explains. The course "pushes them to see the world a little differently, whether it's the wonder of the IMA just down the street or the hidden talent they have for creating art."
Susan McGuire would agree about the importance of pushing students to think differently about their world. In Latin Dance, African Roots, students are introduced to the national dances of Cuba, Brazil, Argentina and Peru through dance workshops taught by professionals from the Indianapolis community. Along the way, students discover the influence of indigenous cultures, colonization, and the Atlantic slave trade on the development of dances such as Samba, Rumba, Tango, and Capoeira. "These dances carry great meaning in their respective cultures," McGuire offers, "fostering a sense of community and identity. These people 'dance with belief'." Exposure to international dance is vital, McGuire believes, "as students graduate into an increasingly global society, any encounter that they have with people from other cultures beforehand is immensely valuable."'