Technology alone is not enough

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.

  1. Record your initial reaction to the work (suggested length of 1 paragraph or half a page) by doing the following:
  2. Describe your initial thoughts and/or feelings about the work.
  3. Describe in detail at least one aspect of the work that most interests you.
  4. Analyze the work (suggested length of 2–4 pages) by doing the following:
  5. Describe the historical context of the period in which the work was created.
  6. Discuss insights into the work that can be gained from the author’s biography.
  7. Analyze how this work explores a particular theme and/or stylistic characteristic from its period.
  8. Explain the relevance of this work for today’s audiences.
  9. 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).
  10. 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)

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.

 

 

 

 

Rubric:

 Task 2

value: 0.00 value: 1.00 value: 2.00 value: 3.00 value: 4.00 Score/Level
Articulation of Response (clarity, organization, mechanics) The candidate provides unsatisfactory articulation of response. The candidate provides weak articulation of response. The candidate provides limited articulation of response. The candidate provides adequate articulation of response. The candidate provides substantial articulation of response.  
A1. Initial Thoughts The candidate does not provide an appropriate description of initial thoughts and/or feelings about the work. The candidate provides an appropriate description, with no detail, of initial thoughts and/or feelings about the work. The candidate provides an appropriate description, with limited detail, of initial thoughts and/or feelings about the work. The candidate provides an appropriate description, with adequate detail, of initial thoughts and/or feelings about the work. The candidate provides an appropriate description, with substantial detail, of initial thoughts and/or feelings about the work.  
A2. Aspect(s) of Interest The candidate does not provide an appropriate description of at least 1 aspect of the work that most interests the candidate. The candidate provides an appropriate description, with no detail, of at least 1 aspect of the work that most interests the candidate. The candidate provides an appropriate description, with limited detail, of at least 1 aspect of the work that most interests the candidate. The candidate provides an appropriate description, with adequate detail, of at least 1 aspect of the work that most interests the candidate. The candidate provides an appropriate description, with substantial detail, of at least 1 aspect of the work that most interests the candidate.  
B1. Historical Context The candidate does not provide an appropriate description of the historical context of the period in which the work was written. The candidate provides an appropriate description, with no detail, of the historical context of the period in which the work was written. The candidate provides an appropriate description, with limited detail, of the historical context of the period in which the work was written. The candidate provides an appropriate description, with adequate detail, of the historical context of the period in which the work was written. The candidate provides an appropriate description, with substantial detail, of the historical context of the period in which the work was written.  
B2. Insights into the Work The candidate does not provide a logical discussion of insights into the work that can be gained from the author’s biography. The candidate provides a logical discussion, with no detail, of insights into the work that can be gained from the author’s biography. The candidate provides a logical discussion, with limited detail, of insights into the work that can be gained from the author’s biography. The candidate provides a logical discussion, with adequate detail, of insights into the work that can be gained from the author’s biography. The candidate provides a logical discussion, with substantial detail, of insights into the work that can be gained from the author’s biography.  
B3. Exploration of a Particular Theme The candidate does not provide a plausible analysis of how this work explores a particular theme and/or stylistic characteristic from its period. The candidate provides a plausible analysis, with no detail, of how this work explores a particular theme and/or stylistic characteristic from its period. The candidate provides a plausible analysis, with limited detail, of how this work explores a particular theme and/or stylistic characteristic from its period. The candidate provides a plausible analysis, with adequate detail, of how this work explores a particular theme and/or stylistic characteristic from its period. The candidate provides a plausible analysis, with substantial detail, of how this work explores a particular theme and/or stylistic characteristic from its period.  
B4. Relevance of the Work The candidate does not provide a logical explanation of the relevance of this work for today’s audiences. The candidate provides a logical explanation, with no detail, of the relevance of this work for today’s audiences. The candidate provides a logical explanation, with limited detail, of the relevance of this work for today’s audiences. The candidate provides a logical explanation, with adequate detail, of the relevance of this work for today’s audiences. The candidate provides a logical explanation, with substantial detail, of the relevance of this work for today’s audiences.  
C. Effect of Analysis on Perception The candidate does not provide a logical discussion of how the deeper knowledge gained through analysis has informed or altered thoughts and/or feelings about the work. The candidate provides a logical discussion, with no detail, of how the deeper knowledge gained through analysis has informed or altered thoughts and/or feelings about the work. The candidate provides a logical discussion, with limited detail, of how the deeper knowledge gained through analysis has informed or altered thoughts and/or feelings about the work. The candidate provides a logical discussion, with adequate detail, of how the deeper knowledge gained through analysis has informed or altered thoughts and/or feelings about the work. The candidate provides a logical discussion, with substantial detail, of how the deeper knowledge gained through analysis has informed or altered thoughts and/or feelings about the work.  
D. Sources There is evidence of quoted, paraphrased or summarized content without acknowledgement of source information. This level is also appropriate if task instructions require the candidate to quote, paraphrase or summarize content from a source to complete the assessment, and this has not yet been done. The candidate provides required acknowledgement of source information for quoted, paraphrased and summarized content. However, in-text citations and/or source information is incomplete or inaccurate with respect to author, date, title and the location of the information (e.g., publisher, journal or website URL). Not applicable. Not applicable. The candidate provides source information for all quoted, paraphrased and summarized content. Source information appears to include accurate and complete acknowledgement of source information regarding the author, date, title and location of the information (e.g., publisher, journal or website URL) as well as appropriate in-text citation. This level is also appropriate if there is no evidence of quoted, paraphrased or summarized content, and it is not required by the instructions.