Marjorie Benton

Artist

/in /by

VIRTUAL MUSEM TOUR: Houston, Tx

Only submit essays written in standard MS Word or PDF format.

Please be certain your final paper includes:

Answer preview

Rachel Jones used the abstraction technique to make the art. It allows an audience to perceive beyond the tangible aspect of the painting. It explores the unknown and intuition, and freedom of the artist. It is evident in the ability to connect to the intention presented by the artist. This style of art frees the mind of the artists from visual restrictions. It is why Jones incorporated the mouth, teeth, and flowers. The artists utilized the abstraction technique to center on an exploration of self-identity. In relation to the Black figures, the interiority of their bodies and their lived experience was related. The abstracted forms of mouth, teeth, and flowers portray a literal entry and symbol to the interior and self (The Museum of Fine Arts, Houston. 2019). Another approach applied by the artist is figurative. The painting portrays the natural forms of human aspects, including the teeth and the mouth. However, Rachel Jone’s figurative approach is not highlighted meticulously. Instead, the figuration is unclear at first glance, but a detailed audience can recognize the figurative pieces of the teeth, the lips, and the flowers.

[1304 Words]

Artist

Marjorie Benton

Primatologist and anthropologist 

/in /by

Select an artifact that interests you and conduct a conversation about it with another person. Then, incorporate that dialogue to write about how artists collaborate and influence each other\’s work.

Introduction

You can’t live through a day without making an impact on the world. And what’s most important is to think about the impact of your actions on the world around you.

– Jane Goodall, primatologist and anthropologist 

Think for a moment and try to remember the last time that a piece of art—a book, a movie, a song, a painting, or any other work—made you cry. Perhaps, they were tears of joy. Or, maybe you were sad because a certain lyric reminded you of a painful moment from your past, or because you could relate to a character’s struggles. In any case, the art made an impact on your life, just as it was designed to do. Understanding the positive and negative impacts we can have on others through art and other artifacts is a critical part of working together successfully.

In this assessment, you will continue to strengthen your self- and social-awareness skills and relationship-building skills as you explore how the humanities can be used to impact others, why it’s important to reflect on that impact, and how understanding your impact can help you collaborate with your co-workers and peers.

What you see depends not only on what you look at, but also on where you look from.

– James Deacon, artist

Through this course, you have studied what it means to be human. And you’ve explored the unique ways people all over the world express themselves and their different perspectives through art, culture, music, religion, literature, and more. Along the way, you’ve also learned how important it is to broaden your own perspective, so you can think and act appropriately in different cultural environments and better collaborate and solve problems with peers, colleagues, and co-workers whose experiences and perspectives are different from your own.

In this assessment, you’ll look back at all you’ve learned so far and discover how these same concepts and skills will allow you to continue to broaden your perspective, collaborate with others, and solve problems as you encounter new cultures and ideas outside of the classroom.

Many of humanity’s finest achievements—such as the International Space Station, the Allied victories in the Second World War, and the founding of the United Nations—were made possible by people of different cultures coming together to pursue a shared goal. In fact, history shows us that when diverse groups collaborate, they are likely to achieve more than groups that are less diverse(Page, 2008) With this in mind, you\’ll continue to strengthen your relationship-building skills by exploring how nations and cultures have collaborated throughout history. And you’ll consider how collaboration can help you to achieve success in your own workplace and community.

References

Page, S. E. (2008). The difference: How the power of diversity creates better groups, firms, schools, and societies. Princeton University Press. https://press.princeton.edu/books/paperback/9780691138541/the-difference

Quotefancy. (n.d.). Jane Goodall. https://quotefancy.com/quote/981661/Jane-Goodall-Your-life-matters-You-can-t-live-through-a-day-without-making-an-impact-on

Quote Me on That. (2016). Where you look from. http://www.quotemeonthat.com/quotes/category/perspective

Overview

This assessment allows you to practice your problem-solving skills and self- and social-awareness skills as you reflect on the nature of the creative process. In this assessment, you will:

  • Explore how your own experiences influenced your choice of a cultural artifact. Did you choose a literary work, film, song, or painting? Explore ways in which your personal experiences and cultural context might have influenced that choice. This allows you to think critically about our perspectives are shaped by cultural context.
  • Examine the creative process then use the information to analyze your selected artifact. Do you think there are fundamental differences in the creative process when it is a collaborative process rather than a solitary one? Also apply what you’ve learned from your research into the life of the artist, or the artists working together, who created the artifact.
  • Explain how the artist\’s cultural and personal experiences can be detected in the cultural artifact. No matter what profession you work in, creative thinking is a path to success. Reflecting on the creative process and learning about what inspires others will help you better access your creative potential.
  • Expand your interpretive skills and deepen your understanding of the practice of interpreting the achievements of human creativity. Exploring similarities between the creative and the interpretive processes will give you new insights into both, and thereby improve your competencies in creative problem-solving.

Preparation

Select an artifact that you would like to use as the subject of your writing. You are free to choose from any type of artifact, which can range from things like literary works, film, musical pieces, or artwork. After you have your artifact selected, find a person with whom you can have a 10–15 minute dialog about your artifact. This person might be a family member, friend, co-worker, et cetera. You may hold your conversation in person, over the phone, or virtually; the choice is yours.

Your conversation should be informal and relaxed—we want you to have fun with it. And here are some ideas on how to guide your conversation:

  1. Show or play the artifact to the other person and allow them to examine it.
  2. Share your reasons for why you chose this artifact and why it resonates with you.
  3. Provide a few interesting details about the artist.
  4. Invite the person to share their thoughts about the artifact and reactions to anything you shared.

Additionally, unlike the previous assessments, you won\’t have a template to use. Your writing should follow an academic format and flow.

Instructions

In this assessment, you will write an academic piece that addresses the prompts listed below.?????:

  • Step 1:Reflect on how culture and artistic expressions influence human thought and behavior.
    • Provide insights on how this artifact might influence people’s thinking and behavior in the future.
  • Step 2: Explain how the artifact reflects both collaborative and individual efforts.
    • Describe the path, journey, or process the artist used to create the artifact and discuss the collaboration or influences that happened between the artist and others.
    • Describe the ways the artist put his or her interpretation and creativity to shape and craft the final artifact.
    • Explain how the artist\’s cultural and personal experiences can be detected in the cultural artifact.
    • Provide specific examples to support your response.
  • Step 3: Relate how the creative process uses problem-solving, relationship-building, and self- and social-awareness skills.
    • Describe the creative process the artist used and provide examples of how the artist used problem-solving, relationship-building, and self- and social-awareness skills to help him or her to complete the artifact.
    • Provide an example of how you can use the artist\’s process and methods to support your endeavors. If you have had a similar experience, you may use your experience to illustrate the connection between these concepts and skills.
    • Provide specific examples to support your descriptions.
  • Step 4: Explain how the interpretive process can be a collaborative process.
    • Identify how people in a group sharing ideas, thoughts, experiences, et cetera, could influence one another in the course of connecting with or interpreting the artifact. Provide a specific example of when you experienced this.
      • If so, how did it change? Provide specific details.
      • If not, why do you think this is?
    • Describe your conversation with another person about your artifact.
      • What did you enjoy or not enjoy about the conversation?
      • Did the other person point out something you didn\’t notice? What was it?
      • Did you connect with the other person and find some shared experience through your conversation about the artist or artifact?
      • Did this also uncover something new you learned about yourself or the other person?
      • Did you connect with the other person by finding some shared experience through your discussion about the artist or artifact?
      • Did this also uncover something new you learned about yourself or the other person?
    • Provide specific examples to support your response.

Additional Requirements

Your submission should meet the following requirements:

  • Written communication: Written communication should be free of errors that detract from the overall message.
  • Formatting: Format your submission in APA style, with a title page, double spacing, and a reference page.
  • Citations: Properly cite sources according to APA rules. Review Evidence and APA for more information on how to cite your sources.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

  • Competency 1: Analyze personal cultural bias.
    • Reflect on how culture and artistic expressions influence human thought and behavior.
  • Competency 2: Examine how diversity influences decision-making and collaboration.
    • Explain how the artifact reflects both collaborative and individual efforts.
  • Competency 4: Analyze the role of culture and artistic expression in human thought and behavior.
    • Explain how the interpretive process can be a collaborative process.
  • Competency 5: Address assessment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
    • Write in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics.

Answer preview

When coming up with the song El Pito, Cuba used the melody in Chano Pozo and Dizzy Gillespie’s “Manteca.” The word Pito refers to whistling, which is quite evident in the song due to the extensive whistling in the track coupled with the repetition of the chant “I’ll never go back to Georgia” (Flores, 2016). This chant was created by Gillespie in a couple of his recordings of “Manteca,” many years before Cuba’s hit song was released. Since the song does not seek to recreate the improvised bebop sounds associated with Gillespie’s initial “El Pito,” the track does not change between Latin rhythms and the traditional swing like in many of Gillespie’s initial Latin Jazz recordings (Flores, 2016). Due to this, the song does not have the bridge where the Cuban percussion was eliminated in this part of the track.

[2167 Words]

 

Primatologist and anthropologist

Marjorie Benton

Shooting an Elephant

/in , /by

Compare and contrast the conflicts faced by Orwell in “Shooting an Elephant” to those faced by Gideon in “No Witchcraft for Sale.” To what unique revelation does Orwell’s position as a police officer lead him? How can Gideon’s ultimate decision not to share his knowledge be interpreted as an act of rebellion and an assertion of the dignity and worth of his culture?

 

2.What do pieces such as “Marriage Is a Private Affair” and the excerpt from Nectar in a Sieve demonstrate about the influence of modern ideas and modern ways on traditional cultures? How are the characters in these works affected by the modernization of their respective societies

3.Of all the characters highlighted in the works included in this unit, which one did you relate to or identify with the most in terms of his or her struggles and conflicts? Why? What was it about this character that made him or her affect you as he or she did? Be sure to point to specific examples from the work to support your response.

 

Do own research but 2 reference per question needed

Requirements: 1000-1500 words

Answer preview

Orwell’s position as a police officer leads him to discover a couple of things. Orwell’s position meant that he was held in contempt by the natives. He was tripped up during football games between the locals and Europeans, and local priests even insulted him (Yeasmin et al., 2013). These experiences instilled two things into Orwell. They confirmed his perception that imperialism was evil since it inspired hatred and enmity between natives and European imperialists (Yeasmin et al., 2013). Orwell understood why the priests hated living under European rule. Due to this, he often found himself caught in between his hatred for the empire he served and his anger against the natives who taunted him and held him in contempt, making it impossible for him to do his job (Yeasmin et al., 2013).

[1226 Words]

Shooting an Elephant

Marjorie Benton

Buddhist Art and Architecture

/in /by

VIS127P Arts of Japan

Guidelines for Your Term Paper (30%)
Length: 5-6 pages of text in length, typed, 1.5 spaced, 12 font , not including a Works Cited Page

**At LEAST 4 academic references / sources for your paper. These sources include peer-reviewed books, periodical journals, and museum journals. An example would be the Art Bulletin or Google Scholar. These sources are written by and further the research of scholars.

The grade will be based on your clarity of presentation, perceptive use of
existing scholarship, effectiveness of the evidence you present, the quality and persuasiveness of
your argument, and the soundness of your conclusions.

Topic: I began wondering how ancient China influenced Japan in terms of artworks and architecture. My research paper will focus specifically on the relationship between the Tang dynasty of China and Japan, including the deep relations between the two countries and how the Tang civilization shapes modern Japanese artworks. I will elaborate on the topic by providing a brief history of the two and examine the similarities between artworks and architecture during that period.
For the essay, please consider focusing on one or two issues that are most relevant to the development of aesthetics and try to be as specific as possible – what kind of artworks are you referring to (i.e., Buddhist art, Buddhist architecture, scroll paintings, etc.) Consider choosing one type of art for your paper in order to develop a detailed analysis.

This research paper will include the following:

  1. Introduction
  2. The history between Tang Dynasty and Japan
  3. Artworks and architecture under Tang influences
  4. Comparing similarities and differences
  5. Conclusion

You should develop an issue related to but not duplicating the
course material (Japanese art from the Jomon period to the 18th century). Typical topics for term
papers (among many other possibilities) might include a close study of a single monument or
work of art, examination of developments within a single innovative artistic style, a particular
aspect of a single artist’s work, or a carefully delimited discussion about the development of a
particular type of subject matter, to mention only a few possibilities. Please make good use of
provided references materials and digital resources available through the library website and
major museum sites. The grade will be based on your clarity of presentation, perceptive use of
existing scholarship, effectiveness of the evidence you present, the quality and persuasiveness of
your argument, and the soundness of your conclusions.

In your research, use all the resources available to you in the library and on the web to find
additional material about the topic in the form of books, articles, and images.

Your final paper, like all good writing, should be organized to tell a story or to solve a problem,
with an introduction, presentation of the evidence, and clear conclusion. Achieving this goal
usually requires careful editing and some rewriting, so don’t wait until the night before the paper
is due to start writing, but budget your research time so that you can get to work on your draft as
early as possible. Please edit the paper carefully and critically. This will probably lead you to do
some reorganization, so please leave yourself adequate time to do so.

Technical matters:
The paper should be roughly 6-8 pages in length. Longer is acceptable, if needed, after editing,
but not required.

Please type your paper in a font of 12 pitch, 1.5 spaced, and paginated.

***Please use the standard scholarly note and bibliography format and cite all your sources,
including both notes and bibliography. You may use either MLA or Chicago Style for notes.

The textbook can be used as a model for the formats of bibliography and Chicago Style notes.
All sources, including online ones, should be documented.

Be careful and critical of your sources, especially online sources. Wikipedia is not scholarly and
should not be cited as a primary source, although the better articles sometimes have bibliography
that is well worth consulting. Academic, museum, and peer-reviewed sources should be your
primary references. When in doubt, please ask.

Please include illustrations of the works of art you discuss or that support your argument. You
should identify each illustration in a caption or list of illustrations in a format similar to what you see in the textbook. In addition to artist, title, medium and format, date, and dimensions, you should include the collection that owns the work, if known, and the source of your illustration (whether print and internet). Please do not insert the illustrations in the text but append them at the end.

Examples- Format of References:

Book:

Varley, Paul. Japanese Culture. Honolulu: University of Hawaii Press, 4th edition, 2000

Book Chapters:
Wu, Hung. “The Origins of Chinese Painting (Paleolithic Period to Tang Dynasty),” in Three
Thousand Years of Chinese Painting, eds., Yang Xin and others. New Haven and London: Yale
University Press, 1997. pp. 15-86.

Journal Article:
Hay, Jonathan. “Ambivalent Icons: Works of Five Chinese Artists Based in the United States.”
Orientations 23, no.7 (July 1992): 37-43.

Format of Citations:

MLA (in-essay citation):
(Varley, 68) or (Varley, 2000, 85)
Chicago Style (footnotes or endnotes):
Varley, Japanese Culture, 164
or
Hung, “The Origins of Chinese Painting (Paleolithic Period to Tang Dynasty),” 75

Requirements: 5-6 pages

Answer preview

Cultural exchange is an important occurrence among adjacent countries and influences the acquisition of cultural artifacts. The cultural exchange occurred between China and Japan during the Tang dynasty (618-907 CE)[1]. During this period, the Japanese traveled the central plain of China via the port of Port of Changjiang River. Country Wa (as Japanese was known at the time)maintained contact with China to exchange religion, education, language, and culture[2]. Religion was the most important factor in China and Japan’s diplomacy. Public diplomacy promoted the spread of Buddhism and the overall Tang Dynasty culture to Japan. However, Buddhism religion first spread to Japan from Korean King Syong-myong, who presented icons and ritual objects to the royal court, and it spread in Japan during (572–621 CE). Since the Tang dynasty, Buddhism became the most important thing in China and Japan’s diplomacy. Jian Zhen Monk visited Japan via the southeast littoral of China to Japan across the oceans[3]. In the subsequent centuries, Japanese Monks visited China during the Tang dynasty bringing Buddhist texts and images[4].

[2346 Words]

Buddhist Art and Architecture

Marjorie Benton

Writing about Art

/in , /by
  1. Write a two-page in-depth commentary for one of your works of art and, of course, include the image of that work. Writing about Art resource posted in Course Content. Submit by the end of week 6 to the proper area. Format, cite caption, and reference in MLA style with author/date and proper in-text citations required. Use Spell/Grammar check. Save as a Word doc or pdf file.Need Some Ideas?So, you are selecting one of your works of art for stage 5 and writing a more in-depth essay. You can include the information you wrote in stage 4 about the one artwork then expand on it; possibly it can serve as an overview or introductory statement. Or, you can mix the content from 4 within the in-depth content for 5. One strong direction might be to bring in an outside artwork or works that would make a great comparative study. Or, you could further discuss the elements and principles of art focusing on a particular element or principle. Or, possibly talk about the iconography more extensively than the short descriptions written for Stage 4.Deliverables:
ARTWORK TO BE USED

Thierry Mugler | Haute Couture Autumn/Winter (1997-1998) by Les Arts Décoratifs

Requirements: 2 pages

Answer preview

Therefore, women’s empowerment can be expressed through art; there is more than meets the eye. The haute couture by Mugler is not just a piece of art to be seen and marveled at, but it is a representation of women’s empowerment. The incredible haute couture was created at a time when the artist faced much criticism for the kind of materials he used for producing his art. However, instead of backing down, Bugler produced this controversial haute couture to depict his feminist support. Forms of art, whether painting, music or play, can be used to relay a message of empowerment and support for a good course (Jones 24). The use of women in art must be purely for conveying an educative, historical, or cultural message to avoid facing criticism from feminists.

[635 Words]

Writing about Art

Marjorie Benton

The Empire State Building

/in /by

You are to respond to a fine art and give your opinion regarding that art. It is your review of the piece of art. The end of each chapter guides you to how to respond to each form..

 

Drama, Music, Dance,, Architecture,. (In example, you can choose a movie and a building, a play and a dance piece, a concert and painting etc. DO NOT write a general paper on the subject of Film, Sculpture etc., You MUST write about a specific piece that you witnessed yourself under those categories – A movie, or specific sculpture at the museum etc.)

Content: Your content grade will be based chiefly on your ability to apply the vocabulary and concepts we discuss in class to the art work you respond to (that means you use the words – correctly – in the paper). You will also be graded on your analysis of the art and your ability to evaluate the art and support your judgments with quality justifications.

Format: The response must be typed and organized into paragraph form. You will be graded on how well you organize your thoughts, apply the material, and the effort shown.

You will LOSE points:

Requirements: 1 page

 whatever subject you pick to write about let me know and i can send you som

Answer preview

The building’s endurance is approximated to last for over 7000 years. The building is fitted with steel columns and fireproof cinder concrete, the keystone to the building’s tensile strength and protection against fire. The bearing wall of the building supports over 100 stories, a record the building broke for being the first building ever to have over 100 stories.

The building is an international cultural icon, attracting millions of tourists yearly. In 2019, the building’s 89th floor was equipped with an assertory room where tourists can have a spectacular view of New York and its surrounding. Due to its fame and strategic position, over 250 television shows and films have featured the building’s unique architecture in its production.

[316 Words]

The Empire State Building

Marjorie Benton

Feminist art

/in , /by

 

After reading this week’s content, select 1 question to write about.

1. What does the term, “feminist art” mean to you? Give at least one example and post an image.

2. Discuss the differences between Modernism and Postmodernism as related to feminist art. Give at least one example and post an image.

3. Define “otherness.” Give at least one example as related to our studies this week and post an image.

4. Discuss what is meant by “cultural stereotyping.” Give at least one example as related to our studies this week and post an image.

Answer preview

The feminist art movement is perceived as a multi-disciplinary movement. This is because feminist artists are not unified by a single style or medium (Langfeld 3). Feminist artists often combined elements from different movements such as video art, conceptual art, and body art into their artworks (Langfeld 3). This allowed them to present messages about women’s experiences and call for gender equality (Langfeld 3). The end goal of doing this was to generate conversations between art viewers and artworks via the inclusion of a female perspective in the artworks (Langfeld 5). Feminist artists believed art should not solely be an object for aesthetic admiration. Instead, it should prompt viewers to inquire about the existing political and social atmosphere (Langfeld 5). By doing this, the hope was that these inquiries would prompt people to change society and create gender equality.

[1220 Words]

Feminist art

Marjorie Benton

Holocaust films from the perspective of children

/in , /by

Because I’m now writing a dissertation, the total will be 10500 words. Right now I provide an outline of the introduction and 2 chapters. Please write about 3000 words for each chapter, and the introduction is about 800 words. Total is 6800-7000 words. For each chapter use 10 references. (Please try your best to find the source from these websites: Jstor, google scholar, Proquest, and online library)

Note: You don’t need to write the conclusion for this Paper for now, it will be next time.

1. Please watch 3 films: that are all about Holocaust films from the perspective of children: Boy in the Striped Pajamas(2008), Le Voyage de Fanny (2016), Un sac de Billes (2017)

And please follow my outline and questions, if you have more deep thinking, you could add more points. It’s very important to me, the paper should be more analytical than descriptive, more deep thinking and focus on the main point and title.

I have attracted my outline below, Please read it carefully, and I have uploaded several articles below which is related to Chapter 1, please read them and use them as references.

Next time would be revised the first parts you hand on to me, and I will provide chapter 3 and the conclusion outlines. You can continue working on it.

Requirements: 6800-7000

Hi, as I mentioned, for this cooperation, you only need to write the introduction and Chapters 1 and 2, I will send you the Chapter 3 outline now, just to let you know what is going on following, it might help your thesis statement , but you don’t need to write the Chapter 3 and conclusion.

 

Chapter3

  • Morality in Jewish Holocaust Films
  • Although few people are unadulterated heroes or villains, historical dramas rarely acknowledge these ‘grey zones’ and instead offer moral absolutes. Thus, the traditional narrative binary opposition (Friend – Enemy) is mitigated in children’s movies without the need to convey traumatic memories through overly realistic war movies.
videos

The Boy in the Striped Pajamas(2008)

https://www.iyf.tv/play/AY8d6ZWeGiD

Un sac de Billes (2017)

https://www.youtube.com/watch?v=19MpLMjOBvw&t=100s

 

: Fanny’s Journey (2016)

https://tinyzonetv.se/watch-movie/watch-fannys-jou…

Answer preview

Jewish holocaust films hold a crucial place in cinematic history, providing a poignant medium to bear witness to one of the darkest chapters in human history. The Holocaust, a genocide campaign orchestrated by the Nazis and their collaborators between 1941 and 1945, led to the systematic extermination of approximately 6 million Jews and millions of others, including Roma people, LGBTQ+ individuals, people with disabilities, and political dissidents (Weissman, 2004). These films not only serve as a means of remembrance but also as powerful educational tools to ensure that future generations understand the horrors of the past and strive to prevent such atrocities from happening again. Within the genre of Jewish holocaust films, a notable and deeply significant category emerges the films from the perspective of the children.

[7439 Words]

Holocaust films from the perspective of children

Marjorie Benton

Contemporary artist

/in /by

VIRTUAL MUSEM TOUR: Houston, Tx

Only submit essays written in standard MS Word or PDF format.

Please be certain your final paper includes:

Answer preview

Rachel Jones used the abstraction technique to make the art. It allows an audience to perceive beyond the tangible aspect of the painting. It explores the unknown and intuition, and freedom of the artist. It is evident in the ability to connect to the intention presented by the artist. This style of art frees the mind of the artists from visual restrictions. It is why Jones incorporated the mouth, teeth, and flowers. The artists utilized the abstraction technique to center on an exploration of self-identity. In relation to the Black figures, the interiority of their bodies and their lived experience was related. The abstracted forms of mouth, teeth, and flowers portray a literal entry and symbol to the interior and self (The Museum of Fine Arts, Houston. 2019). Another approach applied by the artist is figurative. The painting portrays the natural forms of human aspects, including the teeth and the mouth. However, Rachel Jone’s figurative approach is not highlighted meticulously. Instead, the figuration is unclear at first glance, but a detailed audience can recognize the figurative pieces of the teeth, the lips, and the flowers.

[1304 Words]

Contemporary artist

Marjorie Benton

Social-awareness skills and relationship-building skills

/in /by

Select an artifact that interests you and conduct a conversation about it with another person. Then, incorporate that dialogue to write about how artists collaborate and influence each other\’s work.

Introduction

You can’t live through a day without making an impact on the world. And what’s most important is to think about the impact of your actions on the world around you.

– Jane Goodall, primatologist and anthropologist 

Think for a moment and try to remember the last time that a piece of art—a book, a movie, a song, a painting, or any other work—made you cry. Perhaps, they were tears of joy. Or, maybe you were sad because a certain lyric reminded you of a painful moment from your past, or because you could relate to a character’s struggles. In any case, the art made an impact on your life, just as it was designed to do. Understanding the positive and negative impacts we can have on others through art and other artifacts is a critical part of working together successfully.

In this assessment, you will continue to strengthen your self- and social-awareness skills and relationship-building skills as you explore how the humanities can be used to impact others, why it’s important to reflect on that impact, and how understanding your impact can help you collaborate with your co-workers and peers.

What you see depends not only on what you look at, but also on where you look from.

– James Deacon, artist

Through this course, you have studied what it means to be human. And you’ve explored the unique ways people all over the world express themselves and their different perspectives through art, culture, music, religion, literature, and more. Along the way, you’ve also learned how important it is to broaden your own perspective, so you can think and act appropriately in different cultural environments and better collaborate and solve problems with peers, colleagues, and co-workers whose experiences and perspectives are different from your own.

In this assessment, you’ll look back at all you’ve learned so far and discover how these same concepts and skills will allow you to continue to broaden your perspective, collaborate with others, and solve problems as you encounter new cultures and ideas outside of the classroom.

Many of humanity’s finest achievements—such as the International Space Station, the Allied victories in the Second World War, and the founding of the United Nations—were made possible by people of different cultures coming together to pursue a shared goal. In fact, history shows us that when diverse groups collaborate, they are likely to achieve more than groups that are less diverse(Page, 2008) With this in mind, you\’ll continue to strengthen your relationship-building skills by exploring how nations and cultures have collaborated throughout history. And you’ll consider how collaboration can help you to achieve success in your own workplace and community.

References

Page, S. E. (2008). The difference: How the power of diversity creates better groups, firms, schools, and societies. Princeton University Press. https://press.princeton.edu/books/paperback/9780691138541/the-difference

Quotefancy. (n.d.). Jane Goodall. https://quotefancy.com/quote/981661/Jane-Goodall-Your-life-matters-You-can-t-live-through-a-day-without-making-an-impact-on

Quote Me on That. (2016). Where you look from. http://www.quotemeonthat.com/quotes/category/perspective

Overview

This assessment allows you to practice your problem-solving skills and self- and social-awareness skills as you reflect on the nature of the creative process. In this assessment, you will:

  • Explore how your own experiences influenced your choice of a cultural artifact. Did you choose a literary work, film, song, or painting? Explore ways in which your personal experiences and cultural context might have influenced that choice. This allows you to think critically about our perspectives are shaped by cultural context.
  • Examine the creative process then use the information to analyze your selected artifact. Do you think there are fundamental differences in the creative process when it is a collaborative process rather than a solitary one? Also apply what you’ve learned from your research into the life of the artist, or the artists working together, who created the artifact.
  • Explain how the artist\’s cultural and personal experiences can be detected in the cultural artifact. No matter what profession you work in, creative thinking is a path to success. Reflecting on the creative process and learning about what inspires others will help you better access your creative potential.
  • Expand your interpretive skills and deepen your understanding of the practice of interpreting the achievements of human creativity. Exploring similarities between the creative and the interpretive processes will give you new insights into both, and thereby improve your competencies in creative problem-solving.

Preparation

Select an artifact that you would like to use as the subject of your writing. You are free to choose from any type of artifact, which can range from things like literary works, film, musical pieces, or artwork. After you have your artifact selected, find a person with whom you can have a 10–15 minute dialog about your artifact. This person might be a family member, friend, co-worker, et cetera. You may hold your conversation in person, over the phone, or virtually; the choice is yours.

Your conversation should be informal and relaxed—we want you to have fun with it. And here are some ideas on how to guide your conversation:

  1. Show or play the artifact to the other person and allow them to examine it.
  2. Share your reasons for why you chose this artifact and why it resonates with you.
  3. Provide a few interesting details about the artist.
  4. Invite the person to share their thoughts about the artifact and reactions to anything you shared.

Additionally, unlike the previous assessments, you won\’t have a template to use. Your writing should follow an academic format and flow.

Instructions

In this assessment, you will write an academic piece that addresses the prompts listed below.?????:

  • Step 1:Reflect on how culture and artistic expressions influence human thought and behavior.
    • Provide insights on how this artifact might influence people’s thinking and behavior in the future.
  • Step 2: Explain how the artifact reflects both collaborative and individual efforts.
    • Describe the path, journey, or process the artist used to create the artifact and discuss the collaboration or influences that happened between the artist and others.
    • Describe the ways the artist put his or her interpretation and creativity to shape and craft the final artifact.
    • Explain how the artist\’s cultural and personal experiences can be detected in the cultural artifact.
    • Provide specific examples to support your response.
  • Step 3: Relate how the creative process uses problem-solving, relationship-building, and self- and social-awareness skills.
    • Describe the creative process the artist used and provide examples of how the artist used problem-solving, relationship-building, and self- and social-awareness skills to help him or her to complete the artifact.
    • Provide an example of how you can use the artist\’s process and methods to support your endeavors. If you have had a similar experience, you may use your experience to illustrate the connection between these concepts and skills.
    • Provide specific examples to support your descriptions.
  • Step 4: Explain how the interpretive process can be a collaborative process.
    • Identify how people in a group sharing ideas, thoughts, experiences, et cetera, could influence one another in the course of connecting with or interpreting the artifact. Provide a specific example of when you experienced this.
      • If so, how did it change? Provide specific details.
      • If not, why do you think this is?
    • Describe your conversation with another person about your artifact.
      • What did you enjoy or not enjoy about the conversation?
      • Did the other person point out something you didn\’t notice? What was it?
      • Did you connect with the other person and find some shared experience through your conversation about the artist or artifact?
      • Did this also uncover something new you learned about yourself or the other person?
      • Did you connect with the other person by finding some shared experience through your discussion about the artist or artifact?
      • Did this also uncover something new you learned about yourself or the other person?
    • Provide specific examples to support your response.

Additional Requirements

Your submission should meet the following requirements:

  • Written communication: Written communication should be free of errors that detract from the overall message.
  • Formatting: Format your submission in APA style, with a title page, double spacing, and a reference page.
  • Citations: Properly cite sources according to APA rules. Review Evidence and APA for more information on how to cite your sources.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

  • Competency 1: Analyze personal cultural bias.
    • Reflect on how culture and artistic expressions influence human thought and behavior.
  • Competency 2: Examine how diversity influences decision-making and collaboration.
    • Explain how the artifact reflects both collaborative and individual efforts.
  • Competency 4: Analyze the role of culture and artistic expression in human thought and behavior.
    • Explain how the interpretive process can be a collaborative process.
  • Competency 5: Address assessment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
    • Write in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics.

Answer preview

Joe Cuba’s Sextet played a pivotal role in the creation and performance of the song. By 1965 when the song was released, Cuba and his Sextet had been collaborating for well over a decade (Flores, 2002). They were accomplished club artists who were well versed in working a crowd into a dancing frenzy. Their impact on the song can be deduced from the various accidental stops and starts noticeably within the track. This phenomenon can be attributed to the fact that Cuba and his Sextet had played the song numerous times live in dance clubs prior to going to the studio to record and subsequently release it (Flores, 2002). These unplanned stops and starts most likely resulted from live performance trial and error coupled with in-studio professionalism. By singing the track with Joe Cuba in dance clubs, his Sextet helped him refine the tune, contributing to the final product being a masterpiece. Even though the collaboration was indirect, the song has a deep connection to Gillespie, considering the bassline and melody in the song were borrowed from Gillespie and Chano’s “Manteca” (Flores, 2002).

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Social-awareness skills and relationship-building skills