Course Number: SAI 323

Course Title: Christian Architecture

Professor Anthony Grumbine

anthonygrumbine@gmail.com, 805.901.5394

1. COURSE DESCRIPTION

Christian Architecture SAI 323 is a study of the origins and development of Christian Architecture from Early Christianity through the present day. Through an understanding of the history, theory, stylistic characteristics and design principles of sacred architecture, students will gain a knowledge and understanding of the reasons behind the beauty found in the great churches of the Catholic tradition. This knowledge will then be used to evaluate recent changes in sacred architecture practice, and the theories that underpin these designs. The final goal of the course is to educate and involve the student in the on-going dialogue regarding form and meaning of Sacred Architecture in our Church today. 2. ENVISIONED LEARNING OUTCOMES

• Students will demonstrate recognition of key sacred architecture buildings from early Christianity to present day

• Students will demonstrate an understanding of the aesthetic principles fundamental to the various architecture styles and their relationship to Christian architecture

• Students will demonstrate an ability to analyze the composition and order of sacred architecture, and its relationship to the liturgy.

• Students will demonstrate an understanding of the current status of sacred architecture, and be able to critically comment on recent examples of church designs.

3. COURSE SCHEDULE

Week 1: Introduction & Architecture Style Part I

Lecture

PowerPoint - Christian Architecture Overview Part I Readings

Letter to Artists – St. John Paul II

In Tiers of Glory – Michael S. Rose

Chapters 1 & 2

Sacred Places: The Significance of the Church Building – Ratzinger from Part II, Ch.2 Spirit of the Liturgy Assignments

Post one-paragraph summary of a key point from each Reading. Comment on one other student summary.

Week 2: Architecture Style Part II

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Lectures

PowerPoint – Christian Church Architecture - Byzantium to Renaissance Readings

The Alphabet of Giants: G.K. Chesterton on Sacred Architecture – Dale Ahlquist

In Tiers of Glory – Michael S. Rose

Chapters 3 - 7 Assignments

Architecture style elevation studies.

Week 3: Architecture Style Part III Lectures

PowerPoint – Baroque to 3rd Millennium Readings

In Tiers of Glory – Michael S. Rose

Chapters 8 - 11 Assignments

Architecture style elevation studies.

Week 4: Architecture, Liturgy & Theology Lectures

PowerPoint - The Church Building and Beauty Readings

Catholic Church Architecture and the Spirit of the Liturgy – Dennis McNamara. Chap 1 & 2 (pg. 6 - 29) Assignments

Post two-paragraph summary of key points of Readings. Comment on one other student summary.

Week 5: The Old Testament, The Temple and Salvation

Lectures

PowerPoint – Salvation History, the Use and Meaning of the Temple, and the Heavenly Vision Readings

Catholic Church Architecture and the Spirit of the Liturgy – Dennis McNamara. Chap. 3 (pg. 30 – 57) Assignments

Post two-paragraph summary of key points of Reading(s). Comment on one other student summary.

Week 6: From the New Testament to the Architecture of the Sabbath

Lectures

PowerPoint- The Temple, The Church and The Heavenly Jerusalem

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Readings

Catholic Church Architecture and the Spirit of the Liturgy – Dennis McNamara. Chap. 4 & 5 (pg. 59 – 81) Assignments

Post two-paragraph summary of key points of Reading(s). Comment on one other student summary.

Week 7: God and the Details Lectures

Expressing Structure, Decoration and Ornamentation in Classical Architecture Readings

Catholic Church Architecture and the Spirit of the Liturgy – Dennis McNamara. Chap. 6 (pg. 82-105) Assignments

Plan and elevation studies. Detail study

Week 8: Ornament and Church Architecture Lectures

Expressing Truths through Decorum Readings

Catholic Church Architecture and the Spirit of the Liturgy – Dennis McNamara. Chap. 7 (pg 107-122) Assignments

Plan and section studies.

Week 9: Columns and Church Architecture Lectures

From Anthropomorphic Analogy to Theological Significance: Columns in Church Architecture Readings

Catholic Church Architecture and the Spirit of the Liturgy – Dennis McNamara. Chap. 8 (pg 107-133) Assignments

Column studies

Week 10: Iconic Images and the Eschaton

Lectures

The Sacred Image – From Realism to the Idealization Readings

Catholic Church Architecture and the Spirit of the Liturgy – Dennis McNamara. Chap. 9 (pg 134-153) Assignments

Post two-paragraph summary of key points of Reading(s). Comment on one other student summary.

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Week 11: Understanding Liturgical Images

Lectures

PowerPoint – Devotional Images through the Ages Readings

Catholic Church Architecture and the Spirit of the Liturgy – Dennis McNamara. Chap. 10 (pg 155-164) Assignments

Post two-paragraph summary of key points of Reading(s). Comment on one other student summary.

Week 12: The 20th Century and the Liturgical Movement

Lectures

PowerPoint – The Architectural Response to the Liturgical Movement Readings

Catholic Church Architecture and the Spirit of the Liturgy – Dennis McNamara. Chap 11 (pg 171-185) Assignments

Post two-paragraph summary of key points of Reading(s). Comment on one other student summary.

Week 13: Vatican II and Sacrosanctum Concilium Lectures

PowerPoint – What Vatican II Actually Said About Architecture Readings

Catholic Church Architecture and the Spirit of the Liturgy – Dennis McNamara. Chap. 12 (pg 187-193) Assignments

Post two-paragraph summary of key points of Reading(s). Comment on one other student summary.

Week 14: Meeting House or Church? Lectures

PowerPoint – Fundamentals of a New Church Readings

Catholic Church Architecture and the Spirit of the Liturgy – Dennis McNamara. Chap. 13 & Conclusion (pg 195 -215) Assignments

Post two-paragraph summary of key points of Reading(s). Comment on one other student summary.

Week 15: Recent Sacred Architecture Discourse

Lectures

PowerPoint – Current Developments in Sacred Architecture Readings

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Reservation of the Blessed Sacrament – Ratzinger from Ch 4, Spirit of the Liturgy

The Liturgy in the Thought of Benedict XVI

Ecclesia Quaerens Artes – Duncan Stroik

Meeting with Artists - Benedict XVI

Built of Living Stones – NCCB (sections TBD)

Assignment

Post one-paragraph summary of key points of Reading(s). Comment on one other student summary.

4. COURSE REQUIREMENTS

• e.g. Discussion Postings – 30%

• Midterm Paper – 30%

• Final Project – 40% 5. REQUIRED READINGS and RESOURCES:

• Catholic Church Architecture and the Spirit of the Liturgy –Dennis McNamara (approx. $45-$50)

• The Spirit of the Liturgy – Ratzinger (excerpts online provided)

• In Tiers of Glory – Michael S. Rose

• Letter to Artists – St. John Paul II

• Built of Living Stones – NCCB. Online

• General Instruction of the Roman Missal – Online 6. SUGGESTED READINGS and RESOURCES:

• The Church Building as a Sacred Place: Beauty, Transcendence, and the Eternal – Duncan Stroik

• How to Read Churches – Dennis McNamara

• Sacred Architecture Journal – Available Online 7. EVALUATION

(Basis of evaluation with explanation regarding the nature of the assignment and the percentage of the grade assigned to each item below). Students who have difficulty with research and composition are encouraged to pursue assistance with the Online Writing Lab (available at http://www.holyapostles.edu/owl).

GRADING SCALE:

A 94-100; A- 90-93; B+ 87-89; B 84-86; B- 80-83; C+ 77-79; C 74-76; C- 70-73 D 60-69; F 59 and below

Grading Rubric for the Blog Entries (BE) and Discussion Board (DB) Postings

1 (F) 2 (D) 3 (C) 4 (B) 5 (A)

CONTENT

Absence of Understanding

Posting shows no awareness of the concepts addressed in the topic by shifting off-

Misunderstanding

Posting demonstrates a misunderstanding of the basic concepts addressed in the topic through an inability to re-

Adequate Understanding

Posting demonstrates an adequate understanding of the basic concepts

Solid understanding

Posting demonstrates an understanding of the basic concepts addressed in the topic and uses that

Insightful understanding

Posting demonstrates an understanding of the basic concepts of the topic through the use of

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examples topic explain them addressed in the topic

and by by a re-explanation of

making connections to them

other concepts

WRITING & EXPRESSION

Incomplete writing

Posting is only partially written or fails to address the topic

command-level writing, making a clear impression

Posting is a thorough response to the topic; thoughtful and insightful examination of issues; compelling organization and development ; superior syntax and diction; error-free grammar, mechanics, and usage

RESEARCH

Missing Research

Paper shows no evidence of research: citation of sources missing.

Writing difficult to

Acceptable writing, but

Solid writing with understand, serious

could use some

something interesting improvement needed

sharpening of skill

to say

Posting touches only on

Posting is an uneven

Posting is an adequate the surface of the topic

response to parts of the

response to the topic; and proceeds to talk

topic; somewhat

some depth and about something else;

conventional treatment;

complexity in treatment; confusing organization

satisfactory organization,

persuasive organization or development; little

but more development

and development, with elaboration of position;

needed; adequate

suitable reasons and insufficient control of

syntax and diction, but

examples; level- sentence structure and

could use more vigor;

appropriate syntax and vocabulary;

overall control of

diction; mastery of unacceptable number of

grammar, mechanics,

grammar, mechanics, errors in grammar,

and usage, but some

and usage, with hardly mechanics, and usage

errors

any error

Solid research and documentation

A number of relevant scholarly sources revealing solid research; sources appropriately referenced in paper; only a few minor citation errors.

COMMUNITY INTERACTION (50-word response)

Inadequate response

Response merely provides laudatory encouragement for original post, e.g., “Excellent post! You really have thought of something there.”

Inadequate research

Weak research and/or

Adequate research and/or documentation

documentation

and documentation

Over-reliance on few sources; spotty

Inadequate number or quality of sources; many

but needs improvement

documentation of facts

facts not referenced;

Good choice of sources in text; pattern of citation

several errors in citation

but could be improved errors.

format.

with some additions or better selection; did not always cite sources.

Poor response

Acceptable response

Individually-conscious

Community-conscious

Response misses the

Response makes a

contributory response

contributory response

point of the original

contribution to the

Response makes a

Response makes a posting or merely

posting to which it

contribution to the

contribution to the summarizes original

responds.

posting to which it

learning community and posting to which it

responds and fosters its

fosters its development. responds.

development.

8. DISABILITIES ACCOMMODATIONS POLICY

Holy Apostles College & Seminary is committed to the goal of achieving equal educational opportunities and full participation in higher education for persons with disabilities who qualify for admission to the College. Students enrolled in online courses who have documented disabilities requiring special accommodations should contact Bob Mish, the Director of Online Student Affairs, at rmish@holyapostles.edu or 860-632-3015. In all cases, reasonable accommodations will be made to ensure that all students with disabilities have access to course materials in a mode in which they can

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understanding effectively in the examples it provides


receive them. Students who have technological limitations (e.g., slow Internet connection speeds in convents) are asked to notify their instructors the first week of class for alternative means of delivery. 9. ACADEMIC HONESTY POLICY

Students at Holy Apostles College & Seminary are expected to practice academic honesty.

Avoiding Plagiarism

In its broadest sense, plagiarism is using someone else's work or ideas, presented or claimed as your own. At this stage in your academic career, you should be fully conscious of what it means to plagiarize. This is an inherently unethical activity because it entails the uncredited use of someone else's expression of ideas for another's personal advancement; that is, it entails the use of a person merely as a means to another person’s ends. Students, where applicable:

• Should identify the title, author, page number/webpage address, and publication date of works when directly quoting small portions of texts, articles, interviews, or websites.

• Students should not copy more than two paragraphs from any source as a major component of papers or projects.

• Should appropriately identify the source of information when paraphrasing (restating) ideas from texts, interviews, articles, or websites.

• Should follow the Holy Apostles College & Seminary Stylesheet (available on the Online Writing Lab’s website at http://www.holyapostles.edu/owl/resources).

Consequences of Academic Dishonesty:

Because of the nature of this class, academic dishonesty is taken very seriously. Students participating in academic dishonesty may be removed from the course and from the program.

10. ATTENDANCE POLICY Even though you are not required to be logged in at any precise time or day, you are expected to login several times during each week. Because this class is being taught entirely in a technology- mediated forum, it is important to actively participate each week in the course. In a traditional classroom setting for a 3-credit course, students would be required, per the federal standards, to be in class three 50-minute sessions (or 2.5 hours a week) and prepare for class discussions six 50- minute sessions (or 5 hours) a week. Expect to devote at least nine 50-minute sessions (or 7.5 quality hours) a week to this course. A failure on the student’s part to actively participate in the life of the course may result in a reduction of the final grade. 11. INCOMPLETE POLICY

An Incomplete is a temporary grade assigned at the discretion of the faculty member. It is typically allowed in situations in which the student has satisfactorily completed major components of the course and has the ability to finish the remaining work without re-enrolling, but has encountered extenuating circumstances, such as illness, that prevent his or her doing so prior to the last day of class. To request an incomplete, distance-learning students must first download a copy of the Incomplete Request Form. This document is located within the Shared folder of the Files tab in Populi. Secondly, students must fill in any necessary information directly within the PDF document. Lastly, students

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must send their form to their professor via email for approval. “Approval” should be understood as the professor responding to the student’s email in favor of granting the “Incomplete” status of the student. Students receiving an Incomplete must submit the missing course work by the end of the sixth week following the semester in which they were enrolled. An incomplete grade (I) automatically turns into the grade of “F” if the course work is not completed.

Students who have completed little or no work are ineligible for an incomplete. Students who feel they are in danger of failing the course due to an inability to complete course assignments should withdraw from the course. A “W” (Withdrawal) will appear on the student’s permanent record for any course dropped after the end of the first week of a semester to the end of the third week. A “WF” (Withdrawal/Fail) will appear on the student’s permanent record for any course dropped after the end of the third week of a semester and on or before the Friday before the last week of the semester. 12. ABOUT YOUR PROFESSOR

My name is Anthony Grumbine and I am looking forward to a wonderful semester with you. You can e-mail me at agrumbine@holyapostles.edu or contact me by phone at (805) 901-5394. Beauty and truth in art and architecture have been a driving force in my education and professional practice, and are a core part of my teaching philosophy as well. It is my hope and goal to help you more fully understand the exquisite inheritance brought to us by Catholic artists and architects in service to the Church.

My background is one of working “in the trenches” of art and architecture. As an architect at Principal at Harrison Design, a firm specializing in traditional architecture, my projects range from designing new churches, to residences, to historic restorations. As an artist, I work in watercolor, oil paints, pencil and other media with works published in books, magazines and on-line. As a writer, I have published pieces in on-line newspapers, magazines, as well as writing and illustrating the architecture styles guidelines for the City of Santa Barbara (the city I work in). As a teacher and lecturer, I have taught courses ranging from perspective drawing, to watercolor, to the history of architectural styles, and regularly give talks on architecture.

In terms of studies, my education includes a B.A. Art History from Carleton University (Ontario, Canada), a Bachelors of Architecture from Carleton University, and a Masters in Architecture from the University of Notre Dame. Locally I serve on the City of Santa Barbara’s Historic Landmarks Commission, as well as a board member for the the Santa Barbara Trust for Historic Preservation. The greatest strength and blessing in my life, is my wife of 18 years. We live in Santa Paula, California, with our 8 architecturally astute children.

As a teaching style, I tend to integrate a variety of methods including reading, listening, watching, writing, and even drawing (don’t worry, everyone can do these exercises) as ways to understand and appreciate the subject. Strongly formed by the works of St. John Paul II, especially the Theology of the Body, I recognize the fundamental role beauty has in forming the soul, and the vocation of the artist in creating that gift for others. As St. John Paul II states in his Letter to Artists: Beauty is a key to the mystery and a call to transcendence. It is an invitation to savour life and to dream of the future. That is why the beauty of created things can never fully satisfy. It stirs that hidden nostalgia for God which a lover of beauty like Saint Augustine could express in incomparable terms: “Late have I loved you, beauty so old and so new: late have I loved you!”. Looking forward to an illuminating semester with all of you.

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