CHAPMAN UNIVERSITY

University Honors Program

One University Drive
Orange, CA 92866

COURSE SYLLABUS

HON 348 Spring 2012

Magic and the Occult in Renaissance Culture and Art

Catalog Description:
Prerequisite: acceptance to the University Honors Program, or consent of instructor.
This course will trace the development of magic in renaissance culture and examine its
importance in shaping philosophical and artistic approaches as well as in shaping
renaissance man understanding of the world. Particular attention will be placed to the role
of magic in constructing masculine identity. Students will be directly involved in
faculty’s research on the subject. (Offered as needed.) 3 credits.

Course Learning Outcomes:

• Gain an understanding of the role of magic in renaissance culture.
• Gain an understanding of the difference between ceremonial and natural magic.
• Gain an understanding of Marsilio Ficino’s philosophical concept of Magic.
• Understand how magic was reflected and constructed categories of masculine
identity
• Gain an understanding of gender construction in general in Italian Renaissance
Visual Culture.
• Apply knowledge of social, political, geographical, and religious factors to a deeper
understanding of specific text of magic written during the Medieval and the
Renaissance era.
• Synthesize specific connections between art and beliefs in magic.
• Apply the above knowledge and skills to evaluate specific works of art.

Honors Program Learning Outcomes

1. To provide a starting point for integrative exploration of the development of cultures and
intellectual achievements from a variety of disciplinary and interdisciplinary perspectives.

2. To help students develop the ability to critically analyze and synthesize a broad range of
knowledge through the study of primary texts and the encouragement of active learning with
fellow students, faculty, and tests (broadly understood).

3. To help students intentionally apply more integrative and interdisciplinary forms of

understanding as they engage advances in knowledge and deal with dramatic challenges
shaping the world.

4. To help students develop effective communication skills, specifically in the areas of

written and oral exposition and analysis.
Content:
• Definition of Renaissance
• Humanism and approaches to Magic
• Ficino’s De Vita
• Magic as tool to construct masculinity
• Magic as a scientific tool
• Alchemy and the elite patron
• Gender Construction and Gender roles in Italian Renaissance culture

Current Required Texts:

Zambelli, Paola, White Magic, Black Magic in the European Renaissance, 2007
Leopardi, Liliana Engraved Gems and Occult Magic – Manuscript in progress (PDF)

Instructional strategies:
The course will consist of lectures and class discussions, weekly handouts, museum tours,
and analysis of works of art and architecture in their cultural, political, and religious context.
Weekly writing and a final research paper required.

Methods of Evaluation:
Students will be evaluated on the basis of class attendance, slide exams and research paper.

Readings Reports 30%

Final Research Paper 40%
Slide Exams 20%
Class Participation 10%

Course Grading Standards:

A range: Excellent. "A" is given only for transcendent work. "A" work is truly exceptional,
work that achieves a very high degree of originality and insight as well as showing
intellectual sophistication and complete mastery of the course material. "A" projects are also
technically perfect and written with elegance and style.
Lower "A" range work demonstrates that the student is capable of independent, creative, and
critical thought, can synthesize their knowledge well, and can produce a finely wrought
product. Also, this level of work contains significant insights and ideas deriving from the
student's own research and understanding of the course materials. In addition to the "B"
qualities listed below, an "A-" project or exam is also very well written.
B range: Very good. "B" work indicates the student has mastered the material of the course,
and demonstrates sound knowledge of all the facts and information given concerning the
object or issue in question. "B" projects will show the student thinking clearly and with rigor
about issues and ideas. The student also has the ability to articulate his or her knowledge in
the form of a clearly written essay.
Upper and lower ends of this range will indicate, for the former, a higher degree of
performance, or, for the latter, a corresponding loss of clarity, insight, sophistication, and/or
writing ability.
C range: Adequate. "C" work demonstrates the student's basic understanding of the
material, with some mistakes or gaps in knowledge of relatively minor import. There may be
flaws in written ability or expression (e.g. lack of coherence and organization, spelling and
word choice issues, and inability to clearly express ideas or opinions) which detract from the
student's ability to demonstrate his or her knowledge.
D range: Poor. "D" work displays some comprehension of the basic course material, but
shows major gaps and flaws in the amount and quality of the student's knowledge. "D"
papers and exams have serious flaws in factual information or in written expression.
F: Failure. Failing work shows no knowledge, or that the student cannot pull together the
few things he or she does know into any synthetic understanding of the material of the class.
"F" work will have serious flaws in writing, grammar, spelling, and structure.

Chapman University Academic Integrity Policy:

The course syllabus should include the following statement:
Chapman University is a community of scholars which emphasizes the mutual responsibility
of all members to seek knowledge honestly and in good faith. Students are responsible for
doing their own work, and academic dishonesty of any kind will not be tolerated anywhere
in the university

Students with Disabilities Policy:

The course syllabus should include the following statement:
In compliance with ADA guidelines, students who have any condition, either permanent or
temporary, that might affect their ability to perform in this class are encouraged to inform
the instructor at the beginning of the term. The University, through the Center for Academic
Success, will work with the appropriate faculty member who is asked to provide the
accommodations for a student in determining what accommodations are suitable based on
the documentation and the individual student needs. The granting of any accommodation
will not be retroactive and cannot jeopardize the academic standards or integrity of the
course.

Prepared by: Liliana Leopardi, Spring 2012

Last revised: Spring 2012

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