The best aspects of this course were the professor’s engaging class discussions that pushed students to think and his wil ingness to help al students. Students learned a lot about European art history through informative lectures and museum visits. The worst aspect of this course was the dull and uninformative lectures, which were often disorganized. The course would improve if the lectures were shorter and much more engaging. Students also suggested al owing high school AP Art History credits to be transferrable, as this course mimics exactly what was learned in that class. Prospective students should know this is a writing intensive class that will teach them the basics of art history.

The best aspects of this course included that there was no textbook, and that the professor was very enthusiastic when giving lectures. Students found the lectures to be very engaging and interesting. Suggestions for improvement included having more structured lectures to promote discussion in class, as well as posting the PowerPoint slides to Blackboard for future reference. Prospective students might find it helpful if they have prior knowledge of art history, as there is no textbook but there are readings that must be completed before class.

The best aspects of this course included the enthusiasm and passion of the professor. Many students who had prior art history experience found that the course focused more on the history then the art aspect, and felt that some of the concepts were glossed over in favor of classical theories. Some suggestions for the course included providing a textbook, as well as focusing more on art history and less on illustrated history. Students would also like to see less reading and more emphasis on discussion. Prospective students who are interested in learning art history are encouraged to take this course, but to be warned that the focus is more on history than art.

Students praised this course for covering varied and interesting subject matter and for having an enthusiastic instructor. Perceived issues with the course included a belief that there was an excessive amount of required reading and that it wasn’t incorporated into the in-class discussion. Suggestions for improvement included a desire by multiple students that the instructor provide more foundational information about artwork particularly for those who may not have a background in art. Prospective students should know that students found the course was a good introduction to Johns Hopkins’ art history courses; however, students found that having a background in art history was helpful.