Categories
Humanities

Take pictures of the things that catch your eye.

As you go about your normal life, consider the architecture all around you. Look at your home, the buildings along the streets, the place you work, where you attend school or worship, and the structures showcased in television and movies. Try to recognize the architectural elements and styles you are learning about. Take pictures of the things that catch your eye. You can complete this optional assignment to earn up to 15 extra credit points. Just submit the items below.
Share your overall experience in 6-7 sentences. You might discuss what architectural features you noticed, a new building you discovered, or if you were surprised by something along the journey.
Include two or three photos you took and explain why you were moved to capture those sights. Write 3-4 sentences for each picture. See How do I…? for instructions on adding images to a discussion post.
Comment on two classmates’ posts with 3-4 sentences each. Please leave these replies immediately after submitting your main post (leeway for the first two participants).

Grading Criteria:
Overall Experience: Overall experience of noticing architecture is provided, written in 6-7 sentences (or more).
Two Photos Explained: This criterion is linked to a Learning Outcom
Two (or more) photographs are included, along with 3-4 sentences on each explaining why moved to capture those sights.

Categories
Humanities

2-discuss the significance of each revolution.

1-Read and take notes on the four revolutions taking place in Europe/USA during the Enlightenment.
2-Discuss the significance of each revolution.
3-How do we still see the impact of these revolutions today?

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Humanities

Is it representative, affirmative, summative, normative, and/or iconic?

Please submit two separate posts to this discussion: one from either A or B, and then one from either C or D.
In the first post, contribute to answering ONE of the study questions listed under A and B. Formulate your answers in 3–4 sentences, using your own words rather than quoting sources. Number your answer at the beginning of your post (e.g. “A2”). If another student has already answered the question, only post if you have enough to add, and post it in the appropriate thread. Otherwise, pick another question.
A Parthenon:
How do features of the Parthenon relate to its function?
How does the Parthenon relate to its natural or architectural environment?
How does the Parthenon relate to its cultural environment? Is it representative, affirmative, summative, normative, and/or iconic? Or is it neutral, innovative, or provocative? How?
How does the Parthenon relate to the human condition? What is its scale, psychological effect, or usefulness in meeting human needs?
B Pantheon:
How do features of the Pantheon relate to its function?
How does the Pantheon relate to its natural or architectural environment?
How does the Pantheon relate to its cultural environment? Is it representative, affirmative, summative, normative, and/or iconic? Or is it neutral, innovative, or provocative? How?
How does the Pantheon relate to the human condition? What is its scale, psychological effect, or usefulness in meeting human needs?
In the second post, pick a characteristic from C or give an example for D and formulate your answer in 2–3 sentences, again using your own words rather than quoting sources. Number your answer at the beginning of your post (e.g. “D2”). If another student has already discussed the item, only post if you have enough to add, and post it in the appropriate thread. Otherwise, pick another item or example.
C Gothic Style
As mentioned in the video Building the Great Cathedrals, St. Denis started a wave of Gothic-style churches across Europe, such as the nearby Notre Dame and the more northern Amiens Cathedral. Discuss Gothic architecture by examining the elements below.
Height and Light: Explain what this is and its importance to the form and function of the Gothic style.
Pointed Arch: Explain what this is and its importance to the form and function of the Gothic style.
Ribbed Vault: Explain what this is and its importance to the form and function of the Gothic style.
Flying Buttress: Explain what this is and its importance to the form and function of the Gothic style.
Stained Glass: Explain what this is and its importance to the form and function of the Gothic style.
D Brunelleschi’s Renaissance Innovations:
Considering the information you read and the videos you watched, give an example of one innovation Brunelleschi used when constructing the dome of the Florence cathedral and describe how it worked.

Categories
Humanities

5 enlightenment – the ideas of the enlightenment – youtube

5 Enlightenment – The Ideas of the Enlightenment – YouTube
1-Make a list with the ideas trending in the Age of Enlightenment.
2-Name three which can still be seen today. How? Explain.

Simon Schama’s Jacques-Louis David_1 of 4 – YouTube
Watch clip 12:55-end
Simon Schama’s Jacques-Louis David_2 of 4 – YouTube
Watch clip Begin-2:40
1-How are these political issues still seen today in our nation?
2-Describe how J. L David neoclassical style reveal these problems in his “Oath to the Horatii”

Categories
Humanities

While this assignment is not designed to be a research paper, outside sources are, of course, acceptable, so long as they are meticulously cited in the way you learned in rhetoric last year (chicago style).

Topics: you can choose one between 8 topics!
Related materials: film “On the Waterfront,” or the book “The trial and death of Socrates
Topics list:
1. Write a Platonic dialogue of your own. One speaker is a citizen of Athens who served as a member of the Assembly in 399 B.C. and voted to convict Socrates. It is twenty years later and he is explaining the trial and justifying his position to his son. This child, however, is a student at Plato’s Academy and therefore accustomed to hearing Socrates highly praised. He is also well schooled in posing probing, even infuriating Socratic questions. If you wish, you may choose to make the father the one who uses Socratic Method on the son. Consider all you have learned about the trial and its context and do your best to emulate Socrates’ method of cross-examination.
2. Write a dialogue updating the Crito. Suppose a young person is about to be published into a war he or she opposes as unwise and unjust. There are three options: going to war, going to jail, or fleeing the country. A friend comes to this person and argues for fleeing to Canada or Sweden. The young publishee is like Socrates, the friend like Crito. They debate the issue. Both conflicts (the young publishee’s and Socrates’) involve a collision between duty to the law or state and the values of personal ethics or family welfare. How would the debate go? What would the Socratic publishee do, and why?
3. Terry Malloy goes through a compressed but considerable moral development in On the Waterfront. Where does this growth begin and why? Show how each stage is dramatized with the examination of a specific scene. What crucial choices does Terry make and, in each instance, how is he influenced by others? How would you say his choices at each stage are a function of his sense of himself? What values do these choices reflect? Where does Terry end up?
4. If you are intrigued by the film as a work of self-justification by its director and screenwriter for giving names to the House Un-American Activities Committee, write an essay on how effectively the film does justify their choice. How good is the analogy between Terry’s testimony and theirs? Is it always right to cooperate with the authorities and, if not, why not? You might want to conduct a bit of research on the times, or on the feud between Kazan and Arthur Miller, especially if you have read, seen, or studied Miller’s play The Crucible. Kazan and Miller had been the closest of colleagues – one writing fine plays, the other brilliantly directing them—until both were summoned by HUAC. Kazan’s film is a defense of testifying; Miller’s play a denunciation, using the trials in Salem in 1692 to denounce the anti-communist crusade as a witch hunt. If you are interested in Miller’s approach, let me know and I’ll supply an article he wrote about it all.
5. Write an essay on the “villains” of On the Waterfront, who are also moral agents. Early in the film Johnny Friendly has a speech giving his view of life and justifying his brutality. Terry’s brother Charley in several places explains his position on moral matters. Do Friendly and Charley differ and, if so, how? How are their views of life and their experiences causes of their choices? How would you describe their moral ideas? Is either character worthy of our sympathy, or both, and, if so, why?
6. On the Waterfront as a descriiption of a society, specifically of American society in the middle of the last century. The film is about workers, labor unions, and those who negotiate with or control them. Does the film convey a coherent social or political message, something broader than just an analogy to justify Kazan’s and Schulberg’s testimony? Does it effectively link social and economic issues about money and power to moral ones about right and wrong? What kind of values does the film seem to endorse? Is it really an attack on “collectivism” and an ode to “moral individualism” as some critics have claimed or is it more complicated than that? You might consider applying some of the methods of social analysis you studied in Social Science last year to the film.
7. We discussed the idea that a moral decision is only difficult when it is a choice between two goods and two bads. Write an essay on the theme of moral dilemmas and choice in the film focusing on all the principal characters, not just Terry but also Edie, Father Barry, Charley, and Johnny Friendly. All of these people undergo changes based on their choices in the course of the film. What are the principles and values on which they act or which draw them in another direction? How do their backgrounds and experiences condition these choices – or how do they overcome these conditions to act as they do. After your analysis, draw any conclusions you think are justified.
8. This is a topic for those interested in cinematic art. Write an essay on the construction of On the Waterfront, the choices made by its director regarding, for example, cinematography (e.g., camera angles, cross-cutting, long-shots, close-ups, etc.), lighting, the blocking of scenes (who is where and why), the disposition and use of props as visual symbols, the integration of Bernstein’s music, why and where the acting strikes you as particularly effective. You might want to consider the distinguished and influential place of this film in American film history, or you might choose to focus on a few crucial scenes. I’d still like this paper to include some account of the moral force of the film, without which it would not have had the influence it clearly has enjoyed; but the emphasis here would be on how this force is generated by the filmmaker’s art.
Format: Use 12-point font, double-spaced with decent margins all around. All papers should have a title, numbered pages, your name, and the date. While this assignment is not designed to be a research paper, outside sources are, of course, acceptable, so long as they are meticulously cited in the way you learned in Rhetoric last year (Chicago style). 4-6 pages
Grading: “I like to scribble in your margins – or, now, type in comments as I read. It’s a rather conversational way of responding, as if I were hearing you and replying. Many of my comments aren’t corrections but simply things you made me think of or little congratulations on especially sharp insights and elegant writing. It’s an occasion for me to go on teaching. I don’t use rubrics because I didn’t like them when I was a student or during the year I tried using them as a teacher. For me, the paper grade takes into account pretty much everything: organization, grammar, spelling, understanding of the texts being examined, originality, quality of research if any is done, plus my sense of what a good or bad essay is, based on the thousands I’ve read.”
Please use easy sentence structure!

Categories
Humanities

These artifacts may take the form of any artistic medium, such as literature, poetry, music, film, dance, painting, and sculpture, and so on.

Overview: Your first step in developing Project Part One for the course is to identify the two artifacts you want to compare and the theme that is common to both artifacts. While you will analyze and compare these artifacts in Theme: Examining the Humanities, you want to make some initial observations. In this step, explain how you see the theme expressed in both of your artifacts. Then, reflect on how the theme itself is connected or relevant to you personally. For example, is this a theme you find particularly inspiring? Has this theme been particularly relevant to a past experience?
Prompt: Choose two cultural artifacts to analyze. These artifacts may take the form of any artistic medium, such as literature, poetry, music, film, dance, painting, and sculpture, and so on. However, it is important to choose two artifacts that have been created by different artists and were created during different time periods (ex. separated by at least 50 years). Then, identify an initial theme (or themes) that is common to both of your chosen artifacts. You will analyze these artifacts and their expression of the identified theme in Theme: Examining the Humanities and Theme: Impact of the Humanities.
Specifically, the following critical elements must be addressed:
I. Describe the cultural artifacts that you have chosen. Consider questions such as these in your response: What is the name or title of the artifact? Who is the author or artist? What is the date or time period when the artifact was created? What is the cultural location or physical setting of the artifact? In addition, you could consider including a photograph or image of each cultural artifact, if they are visual artifacts.
II. Identify at least one common theme that will serve as the framework of your exploration document. How is the theme expressed in your artifacts?
III. Reflect on how the theme you identified is related to your personal experience. For instance, you could discuss how the expression of the theme in your cultural artifacts is connected to you personally.
Rubric
Guidelines for Submission: Your artifacts and theme selection should adhere to the following formatting requirements: 1 to 2 pages in length, double-spaced, using 12-point Times New Roman font and one-inch margins. You should use current APA style guidelines (or another format approved by your instructor) for any potential citations or references.

Categories
Humanities

Hum 1020: arts and culture

1.
HUM 1020: Arts and Culture
Library Assignment #1
Write a coherent essay examining and discussing the dramatic values of ONE artwork from the periods(Renaissance) you have studied so far. I highly recommend Italian Baroque because of its dramatic/theatrical qualities. If you are feeling bold, you may pick from the future periods too but come to me first so I can give you the guidance on what to look for. Use the terms studied in class and the list of elements/principles of art below to describe the artistic form and content of this artwork. Finally, discuss how this artwork reflects the cultural trends of its era.
Paper should be done in your own words with 500 words minimum . Use MLA or APA format.
Color Balance
Form Contrast
Line Emphasis
Shape Proportion
Space Pattern
Texture Rhythm
Value Unity
Variety

Categories
Humanities

Watch clip 0-8:50

Caravaggio
Simon Schama’s Caravaggio_2 of 4 – YouTube
Watch clip 0-4:00
How is Caravaggio’s “Calling of St Mathew” a good example of Italian baroque? Remember the three ideals in baroque drama: Clarity, realism, and theatricality.

Rembrandt
Simon Schama’s Rembrandt_1 of 4 – YouTube
Watch clip 0-8:50
1-How did Rembrandt look behind the pose of the rich he painted? How did he show them off without making them a show off?
2- How was he a virtuous manipulator of paint?
3-Why was he called a psychologist of the human condition?

Categories
Humanities

Your answers will not be used for marketing purposes.

The following question will give you a chance to self-evaluate, to think about what you’ve been learning in this course, and to draw your own conclusions about the value of studying the humanities.
Your answers may be used to determine how to improve the program for future students. Your answers will not be used for marketing purposes. Please respond in a paragraph of at least 5–7 sentences to fully address the question. Be sure to use your own words!
Over the past 11 weeks, you learned how we interpret information through our own cultural lenses. As you finish the course, why do you think it is important to study the humanities, and did your problem solving, relationship building, and self and social awareness skills help in your learning? Explain your thoughts using observations about course materials, interactions with other students, and feedback from your instructor.

Click Start a Submission on the Assignment page to write your answers in the textbox.
Make sure to click Submit when you are done.
Dr. C’s Reflection Tips:
Be sure to include examples from both the course material (2 examples) and your own experiences (2 examples) in your reflection.
Be sure to review the rubric for your reflection that is provided on the Assignment submission page at the Week 11 Reflect link. This will help you to check that you have met all requirements before you click Submit!

Categories
Humanities

Using the readings from this module, particularly in steps 2 and 3, you will construct a short survey around the theme of “american values.”

Using the readings from this module, particularly in Steps 2 and 3, you will construct a short survey around the theme of “American values.” What does that mean exactly? That is for you to determine. The research questions that I would like for you to consider are as follows:
Has there been a change in American values over the last several decades?
If so, how can we account for this shift?
If not, what factors contributed to the preservation of the American value system?

These broad, and rather ill-defined questions are intentionally vague in order to give you the opportunity to define what you mean by “American values” and to construct your own hypothesis (e.g. teenagers in the United States do not value or respect adults like they did twenty years ago because of the lack of strong role models OR most Americans value their right to vote just as much as they did twenty years ago because the political system continues to thrive and serve the needs of the people). Everyone will base their surveys on this topic; however, it is up to you how you construct your hypothesis and what direction your survey questions take.

Since this is an accelerated class, I am providing you with sample surveys Actions developed by students in the past on the same “American Values” theme. This is your starting point. Look over these surveys and either 1) adopt one of them as your own, making minor changes to the hypothesis and questions as you see fit (keep in mind that none of these surveys are perfect instruments); or 2) use these examples as inspiration to create your own hypothesis and survey. The choice is up to you as to what hypothesis and set of test questions you choose to employ.

Regardless, the first step is to develop a hypothesis, which is a statement that can be tested and debated. Please do not begin developing the survey until a solid hypothesis has been created. Again, there are sample surveys provided that you can use as a basis in developing your own survey (see attachment below).

This assignment begins with your development (or adoption) of a hypothesis developed around the theme of “American Values.” Once you have determined your hypothesis, you will develop (or adopt) a survey instrument intended to test your hypothesis. The requirements for the survey creation are as follows:

Each survey should take no longer than 3 minutes to complete and consist of between 7-10 questions. As you progress, you might want to test your survey out with someone close to you so that it can be timed.
The questions should vary in style so that you may get some experience interpreting different forms of questions.
At least two should be demographic questions (i.e. gender, age, major, political affiliation, etc.)
At least one should require a “yes” or “no” response
At least one should provide multiple options (i.e. A, B, C, D)
At least one should be open ended–a free-style response

Post your hypothesis and all survey questions that you will be using. You are not going to be graded on how strong your hypothesis or survey is in the end. This assignment is an exercise intended to allow you to experience the process of survey development and collection. If you find that there are areas in your survey that need work, that’s okay. It will give you more to talk about in your final research report