EXPLORATION OF HUMANITIES

EXPLORATION OF HUMANITIES

Competencies: 129.1.1: Foundations of Humanities – The graduate assesses the development of humans through the study of key concepts, disciplines, and primary influences of the

humanities. 129.1.2: Classical Period – The graduate analyzes the primary contributions and characteristics of humanities during the classical period.

129.1.4: Renaissance – The graduate analyzes the primary contributions and characteristics of humanities during the Renaissance. 129.1.6: Neoclassicism – The graduate analyzes the primary contributions and characteristics of humanities within the neoclassical and Enlightenment period.

129.1.7: Romanticism – The graduate analyzes the primary contributions and characteristics of humanities during the romantic period. 129.1.8: Realism – The graduate analyzes the primary contributions and characteristics of humanities during the realism movement.

Introduction:

“Technology alone is not enough—it’s technology married with the liberal arts, married with the humanities, that yields us the results that make our heart sing.” – Steve Jobs, introducing the iPad 2 in 2011 (MindEdge, Inc., 2014)

From your studies, you have seen how culture, belief systems, and exposure to the arts affect the way people view the world. Learning about these differences in perspective helps us to have a better understanding of what it means to be human. When we understand and value the humanistic point of view, we bring creative solutions and fresh new ideas to the challenges we face in our personal and professional lives. We are schooled in the fundamentals of close analysis, critical thinking, and teasing out the complexities of issues which have no simple right or wrong answer.

In task 1, you wrote an analysis on a piece of literature. In this task, you will write an analysis (suggested length of 3–5 pages) of one work from the disciplines of visual art or music. Choose one work from the list below: Classical Period

Art: • Exekias, Achilles and Ajax Playing a Dice Game (Athenian black-figure amphora), ca. 540−530 BCE • Praxiteles, The Aphrodite of Cnidus (Knidos) c. 350 BCE • Alexandros of Antioch, Venus de Milo, between 130−100 BCE • Apollodorus of Damascus, Trajan’s Column, c. 107 CE • After Leochares, Apollo Belvedere, c. 120 CE • Agesander, Athenodorus, and Polydorus of Rhodes, The Laocoön Group, Late 2nd Century

Renaissance

Art: • Leonardo da Vinci, Annunciation, c. 1472 • Titian, Bacchus and Ariadne, c,1520 • Hans Holbein the Younger, The Ambassadors, 1533 • Marcus Gheeraerts the Younger, Queen Elizabeth I (Ditchley Portrait), c. 1592

Music:

• Josquin des Prez, Mille Regretz (French Chanson), c. 1521 • Giovanni Pierluigi da Palestrina, Sicut Cervus (motet), c. 1581 • Thomas Morley, Now is the Month of Maying, 1595 • John Farmer, Fair Phyllis (English Madrigal) 1599

NeoClassical (Art) / Classical (Music)

Art: • Antonio Canova, Psyche Revived by Cupid’s Kiss, c. 1777 • Jacques Louis David, The Death of Socrates, 1787 • Sir John Soane, Bank of England, 1788–1833 • Ingres, La Grande Odalisque, 1814

Music:

• W.A. Mozart, Piano Concerto No. 20 in D Minor, K. 466 – “Romanze” (second movement), 1785 • W.A. Mozart, Overture to The Marriage of Figaro K. 492, 1786 • Franz Joseph Haydn, Symphony No. 94 in G Major (Surprise), 1792 • Ludwig van Beethoven, Symphony No. 5 in C Minor, Op. 67,”Allegro con brio” (first movement), 1804–1808

Romanticism Art:

• Henry Fuseli, The Nightmare, 1781 • John Constable, The Hay Wain, 1821 • Eugene Delacroix, The Death of Sardanapalus, 1827 • J.M.W. Turner, Slave Ship, 1840

Music:

• Franz Schubert, Erlking D.328 (Lied), 1815 • Hector Berlioz, Dream of the Witches’ Sabbath from Symphonie fantastique, 1830 • Clara Schumann, 4 pieces fugitives, Op.15, 1853 • Bedrich Smetana, The Moldau from Má Vlast, 1874

Realism

Art: • Gustave Courbet, The Stone Breakers, 1849 • Rosa Bonheur, The Horse Fair, 1852-1855 • James Whistler, Arrangement in Grey and Black, No.1: Portrait of the Artist’s Mother, 1871 • Édouard Manet, A Bar at the Folies-Bergère, 1882

Music:

• Stephen Foster, Old Folks at Home,1851 • John Philip Sousa, The Stars and Stripes Forever, 1896-97 • Giacomo Puccini, Madama Butterfly, 1904 • Julia Ward Howe, The Battle Hymn of the Republic, 1862

Use the link near the bottom of this page to access direct links to the works listed above.

Once you have selected and viewed the work, you will create a paragraph of descriptive writing with your personal observations about the work. This paragraph must be written before you do research on the work, the artist or composer, and the period it comes from. You will need to be detailed in your description of the work.

The next step will be to research the work, the life of the artist, and the period. You will then be ready to create your analysis. This process of analysis will require you to discuss the historical context of the work, pertinent aspects of the artist’s or composer’s biography, themes and/or stylistic characteristics of its historical period and finally, the relevance of this work for audiences today.

The final requirement of the task will be to reflect on this process and describe how the analysis informed or altered your perception of the work.

Requirements:

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. Use the Turnitin Originality Report available in Taskstream as a guide for this measure of originality.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

 

A. Record your initial reaction to the work (suggested length of 1 paragraph or half a page) by doing the following: 1. Describe your initial thoughts and/or feelings about the work. 2. Describe in detail at least one aspect of the work that most interests you.

B. Analyze the work (suggested length of 2–4 pages) by doing the following:

1. Describe the historical context of the period in which the work was created. 2. Discuss insights into the work that can be gained from the artist’s biography. 3. Analyze how this work explores a particular theme and/or stylistic characteristic from its period. 4. Explain the relevance of this work for today’s audiences.

C. Discuss how the deeper knowledge you gained through your analysis has informed or altered your thoughts and/or feelings about the work (suggested length of 1 paragraph

or half a page).

D. When you use sources to support ideas and elements in a paper or project, provide acknowledgement of source information for any content that is quoted, paraphrased or summarized. Acknowledgement of source information includes in-text citation noting specifically where in the submission the source is used and a corresponding reference,

which includes the following: • author • date • title • location of information (e.g., publisher, journal, website URL)

E. Demonstrate professional communication in the content and presentation of your submission.

Note: The use of APA citation style is encouraged but is not required for this task. Evaluators will offer feedback on the acknowledgement of source information but not with regard to conformity with APA or other citation style. For tips on using APA style, please refer to the APA Resources web link found under General Information/APA Guidelines in the left-hand panel in Taskstream.

Reference List:

Note: This reference list refers only to direct citations in the assessment above and may be different from those you need to complete the assessment. Consult your Course of Study for a list of suggested learning resources.

MindEdge, Inc. (2014). Introduction to the humanities. Waltham, MA: MindEdge, Inc.

 

Web Links:

1. Direct Links to the works listed above

2. UXT Task 2 Rubric


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