Fall 2026 AHVS 362A: Modern Art in Europe and North America, 1900 to 1945 (Units: 1.5)

Course Description

This art history course begins with an introduction to some of the revoluntionary art movements in Europe that contributed to major breakthroughs and innovations in 20th century art. Starting from the 1913 Armory show, the course will proceed to cover early 20th century Abstraction and Surrealism, with special attention to the discourses around “primitivism” and “spiritualism."  Students will be encouraged to become knowledgeable participants in the ongoing debates about what art is, who it's for, and who gets to benefit from it. Course format is based on lectures and class discussions. 

Biography/Teaching Statement

A bit about Jessica

My research investigates the relationships between Christianity and art in the late modern period. I consider how curators in the 1990s shifted the conversation on art and spirituality, and how religiously-inflected artworks impact individuals and societies by creating community and posing critical yet essential questions about the nature of spirituality, religion and art. I am a PhD candidate in Art History and Visual Studies at the University of Victoria, where I also earned an MA Art History and Visual Studies and a BA in History in Art and Psychology. I have a diploma of Fine Arts from the Vancouver Island School of Art (class of 2015), and am a faculty member there (since 2018). I am also an Associate Fellow at the Center for Studies in Religion and Society (CSRS) at UVic. A practicing artist and mother of two, my artwork is based on illuminated manuscripts and textile patterns, and explores the imaginative construction of sacred space and cultural heritage. I have 25+ years of experience teaching art, art history, creative development and Christian studies across many communities in Victoria, both secular and sacred.

My teaching philosophy and practices 

My teaching methods are designed to equip students for deeper and more ready engagement with themselves and one-another. I believe and seek to convince students that human flourishing is a communal effort to which each person brings their gifts and voice. My engagement with the arts is as a facilitator that affirms the possibility for meaning and helps people refine and hone their sense of the sacred (and the profane) in dialogue with artworks, artists and curators.

The core value guiding my teaching is hospitality, and I emphasize practice-based learning and scholarship. I think of myself as a host—someone to provide and tend an environment for learning, serve nutritious and enticing readings, and facilitate edifying discussion and exciting debates. The assignment structure is therefore weighted to put equal emphasis on scholarly practices, participation, and finished work. 

Course Objectives and Learning Outcomes

• To offer an introduction to early 20th Century Modern Art movements in Western Europe and the United States
• To understand how modernism impacted European and North American artworlds
• To become conversant with the core concepts of modernism, abstraction, and the avant-garde
• To develop skills in research and communication; including using the library, reflecting on history, and creating short, collegial presentations
• To learn to think about art and history through major exhibitions

Class Expectations

• For discovery and learning to take place, our classroom must be a place of active listening and respect for one-another. 
• Students are encouraged to participate in discussion each week and to approach the readings with curiosity. 
• Class readings will be delivered in a digital format via the class website. Students are expected to have reliable access to a computer with an internet connection. 
• I want students to succeed! Please speak with me after class or by email at any time if you have any learning challenges or barriers to your participation.
• Art History is dense and endless and full of rabbit-holes– follow your inklings! Research is an important part of art-making.

Textbooks

There is no textbook for this course. Please see the schdule for assigned readings.

Attendance

Class attendance and participation are mandatory and make up a significant part of your grade. Students may not have more than six unexcused class sessions to receieve a passing grade. Please send me a short email if you realize you are going to or have missed class. To excuse an absence, detailed explanations and personal information are not necessary, but you may indicate if it is due to illness, travel, or family responsibilties.

Academic Concessions

Be sure to review the guidelines for Academic Concessions in the Undergraduate Calendar, since the requirements and processes are frequently updated: 

Please note that for deferrals, the Calendar states that “In order to support conditions for student success, a significant portion of the course must be completed before a deferral may be granted."

This means completing 50% or more of the core course components, including attendance.

Use of Generative AI in Assignments

Assignments and Evaluation

Students can expect to spend 3 hours a week on homework, including weekly readings, vocabulary, and special assignments.

A) Attendance – 15%: Check-ins at Oct 22 and Dec 3 

Students must not miss more than six class sessions to receive a passing grade*
*please see “Attendance” and “Academic Concessions” above

B) Weekly Vocab  –  20%: Check-ins at Oct 22 and Dec 3             

Use the readings and videos to create a handwritten list of vocab words: 

prepare five definitions each week for discussion in class for a total of ten sets at the end of term (50 words), and five sets at mid-term (25 words).

C) Presentation I: Core Concepts – 15% (Pass/Fail)  October 20 & 22    SEE PRESENTATIONS HANDOUT         

A 5-minute presentation (3-5 slides) that explains and gives a relevant example of one vocabulary word/core concept we've encountered so far.

D) Imagined Exhibitions Package – 20%: Due December 7th      SEE EXHIBITIONS HANDOUT     
(GenAI allowed--all uses must be cited)      

Select 7-10 pieces to include in an imaginary art exhibition. You are the curator, so you get to set the main idea, choose the works, and arrange them in a way that interests you. Must include slides, appropriate captions/didactic material, map of exhibition space, and 2 page (1000 words) essay on your thinking behind it all. More parameters to follow.

E) Presentation II: Imagined Exhibitions  – 15% (Pass/Fail)  Nov. 24 & 26     SEE PRESENTATIONS HANDOUT  

A 5-minute presentation (3-5 slides) on your Imagined Exhibition!

F) Final Quiz  – 15%  December 3rd                                                                             

30-question, open-note quiz, including fill-in-the-blank, multiple choice, and two short in-class essays. 

Late Assignment Submission Policy

This course is designed to move at a reasonable pace and spaces assignments accordingly. I offer automatic extensions. Please try to follow the suggested due dates, as there will be no feedback on late assignments. No work will be accepted after December 7th. 

Essential Course Components

To pass this course, students must complete the following:

Attendance with no more that 6 unexcused absences

Two presentations to your colleagues to help you summarize your thought and practice clarity and organization. These presentations may be made one-on-one to the instructor upon special request

• Core concepts (5-10 min)
• Imagined exhibition Proposal (5-10 min)

Major Project: Imagined Exhibition Package (Due Dec 7th)
And exhibition proposal and additional components (may be agreeed upon between instructor and student). Allows you to apply your ideas and explore artworks and artists of interest

Final Quiz (Dec. 3) a 30-question, open note quiz

Schedule of Classes

Posting of Grades

Typically marks for assignments, examinations, and provisional final grades, are made available through a Learning Management System (LMS) like Brightspace, where each student will be able to view only their own grades. Sometimes numerical marks/grades may be posted publicly to the entire class. In that case, full student numbers or names will not be included with the posted information.