Liturature, Arts and Humanities
ateter
2_tasks.rarTask 1.rar
Task 1/Rubric-1.htm
IWT Task
1 (0813)
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Unsatisfactory |
Needs Revision |
Satisfactory |
Score/Level |
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Articulation of Response (clarity, organization, mechanics) |
The candidate provides unsatisfactory articulation of response. |
The candidate provides weak articulation of response. |
The candidate provides adequate articulation of response. |
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A1. Earlier Historical Art Period |
The candidate does not provide an appropriate description of the earlier period, characteristics of the style, and social conditions that may have contributed to the advent of this style. |
The candidate provides an appropriate description, with insufficient detail, of the earlier period, characteristics of the style, and social conditions that may have contributed to the advent of this style. |
The candidate provides an appropriate description, with sufficient detail, of the earlier period, characteristics of the style, and social conditions that may have contributed to the advent of this style. |
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A2. Later Historical Art Period |
The candidate does not provide an appropriate description of the later period, characteristics of the style, and social conditions that may have contributed to the advent of this style. |
The candidate provides an appropriate description, with insufficient detail, of the later period, characteristics of the style, and social conditions that may have contributed to the advent of this style. |
The candidate provides an appropriate description, with sufficient detail, of the later period, characteristics of the style, and social conditions that may have contributed to the advent of this style. |
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A3. Relationship |
The candidate does not provide a statement describing the relationship between the periods. |
The candidate does not provide a plausible statement describing the relationship between the periods. |
The candidate provides a plausible statement of the relationship between the periods. |
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A3a. Similarities or Differences |
The candidate does not provide a logical explanation of the stylistic and historical similarities or differences between the periods. |
The candidate provides a logical explanation, with insufficient detail, of the stylistic and historical similarities or differences between the periods. |
The candidate provides a logical explanation, with sufficient detail, of the stylistic and historical similarities or differences between the periods. |
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A3b. Explanation |
The candidate does not provide a logical explanation of the purpose for continuing the tradition of the earlier period or deviating from it. |
The candidate provides a logical explanation, with insufficient detail, of the purpose for continuing the tradition of the earlier period or deviating from it. |
The candidate provides a logical explanation, with sufficient detail, of the purpose for continuing the tradition of the earlier period or deviating from it. |
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A4. Comparison of Works. |
The candidate does not compare a work from the earlier period with a work from the later period. |
The candidate compares a work from the earlier period with a work from the later period with insufficient detail. |
The candidate compares a work from the earlier period with a work from the later period with sufficient detail. |
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A5. Influence of Later Historical Art Period |
The candidate does not provide a logical explanation of the influence the later period had on the future art world. |
The candidate provides a logical explanation, with insufficient detail, of the influence the later period had on the future art world. |
The candidate provides a logical explanation, with sufficient detail, of the influence the later period had on the future art world. |
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B. Sources |
The candidate does not provide in-text citations and/or references for each source used. |
The candidate provides appropriate in-text citations and/or references with major deviations from APA style. |
The candidate provides appropriate in-text citations and/or references accurately or with only minor deviations from APA style. |
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Task 1/Rubric_files/colorschememapping.xml
Task 1/Rubric_files/filelist.xml
Task 1/Rubric_files/themedata.thmx
Task 1/Task 1.docx
SUBDOMAIN 112.1 - FUNDAMENTAL CONCEPTS, METHODS, & MODES IN THE HUMANITIES Competency 112.1.2: Imagination, Values, and Emotions - The graduate examines concepts and modes of expression in human imagination, values, and emotions.
Introduction: Works of art vary greatly across genres and time periods. While it may seem that these works originate solely from the minds of specific individuals, artists are influenced by the styles and characteristics of earlier periods as well as social and political events of the time. Works of art are often a continuation of or reaction to earlier artistic styles. For example, classical art from ancient Greece and Rome was revived during the neoclassical era. Cubism was a reaction to the style and characteristics of the earlier European tradition of realistic painting. The purpose of this task is to analyze, critique, and understand where creativity and inspiration originate. Choose two periods from the list below and discuss the relationship between the periods. You should discuss how one period revived or continued the style and characteristics of the other period or how one period deviated from the other period. You may focus on any two periods from the list below and any of the following disciplines within the humanities: music, visual art, architecture, and literature. Please note that not all disciplines are represented in each period. Additionally, please focus on the same discipline for each of your two periods. For example, compare romantic music with impressionist music or architecture from the middle ages with architecture from the renaissance.
The following is a list of historical art periods you can choose from: • Classical • Middle ages • Renaissance • Mannerism • Baroque • Rococo • Neoclassical • Romanticism • Realism • Impressionism • Post impressionism • Cubism • Dadaism • Geometric abstraction • Harlem Renaissance • Surrealism • Pop art
Task:
A. Choose two art periods from the list above and write an essay ( suggested length of 3–5 pages) in which you do the following:
1. Describe the earlier period. Your description should include the characteristics of the style, and social conditions that may have contributed to the advent of this style.
2. Describe the later period. Your description should include the characteristics of the style, and social conditions that may have contributed to the advent of this style.
3. Describe the relationship between the periods.
a. Explain the stylistic and historical similarities or differences between the periods.
b. Explain how the later period continued or deviated from the artistic style and tradition of the earlier period.
4. Compare one specific work from the earlier period with one specific work from the later period. Both works should be from the same discipline (music, visual art, architecture, or literature).
5. Explain the stylistic influence that the later art period had on the future art world. (i.e., its legacy, or historical influence)
Note: You will want to identify both periods in your essay and describe the art periods (time periods, characteristics, and social conditions that may have contributed to the advent of the styles of the period), but you will want to do so in a way that will allow your readers to see how the descriptions support your thesis concerning the relationship between the two art periods.
B. Include all in-text citations and references in APA format.
Note: Each work of art named should have an in-text citation and reference. You must include in-text citations and corresponding reference. Note: When bulleted points are present in the task prompt, the level of detail or support called for in the rubric refers to those bulleted points.
Note: For definitions of terms commonly used in the rubric, see the Rubric Terms web link included in the Evaluation Procedures section.
Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout web link included in the APA Guidelines section.
Task 2.rar
Task 2/Rubric-Task 2.htm
IWT Task
2 (0813)
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Unsatisfactory |
Does Not Meet Standard |
Minimally Competent |
Competent |
Highly Competent |
Score/Level |
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Articulation of Response (clarity, organization, mechanics, relevant use of content terminology) |
The candidate provides no evidence of response to the prompts. |
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. |
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A1. Introduction |
The candidate does not select works from the appropriate disciplines. The works do not vary in subject matter. Introductory information about the 3 works is not included. |
The candidate does not select works from the appropriate disciplines or the works do not vary in subject matter or the candidate provides incomplete introductory information about the 3 works. |
The candidate selects works from the appropriate disciplines and the works vary in subject matter and the candidate provides adequate introductory information about the 3 works, including author or artist names, titles of the works, and the disciplines to which the works belong. |
The candidate selects works from the appropriate disciplines and the works vary in subject matter and the candidate provides complete introductory information with limited detail about the 3 works, including author or artist names, titles of the works, and the disciplines to which the works belong. |
The candidate selects works from the appropriate disciplines and the works vary in subject matter and the candidate provides complete introductory information with substantial detail about the 3 works, including author or artist names, titles of the works, and the disciplines to which the works belong. |
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A2. Thesis Slide |
The candidate does not provide a thesis slide. |
The candidate provides a thesis slide, but does not clarify for the audience how the selected works share a common theme that connects to a profession within the candidate’s field of study |
The candidate provides a thesis slide, to clarify for the audience how the selected works share a common theme that connects to a profession within the candidate’s field of study |
The candidate provides a thesis slide, with adequate detail, to clarify for the audience how the selected works share a common theme that connects to a profession within the candidate’s field of study. |
The candidate provides a thesis slide, with substantial detail, to clarify for the audience how the selected works share a common theme that connects to a profession within the candidate’s field of study. |
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B1. Objective Description: Literary Work |
The candidate does not provide a description of the literary work. |
The candidate provides a partial description of the literary work |
The candidate provides an accurate description of the literary work |
The candidate provides an accurate description, with additional detail, of the literary work |
The candidate provides an accurate description, with substantial detail, of the literary work |
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B1a. Four Elements of Literature |
The candidate does not provide 4 elements of literature. |
The candidate does not provide a description of how 4 elements of literature are used in the literary work. |
The candidate provides an accurate description of how 4 elements of literature are used in the literary work. . |
The candidate provides an accurate description with additional detail, of how 4 elements of literature are used in the literary work. |
The candidate provides an accurate description with substantial detail, of how 4 elements of literature are used in the literary work. |
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B2. Objective Description: First Nonliterary Work |
The candidate does not provide a description of the first nonliterary work. |
The candidate provides a partial description of the first nonliterary work. |
The candidate provides an accurate description of the first nonliterary work. |
The candidate provides an accurate description, with additional detail, of the first nonliterary work. |
The candidate provides an accurate description, with substantial detail, of the first nonliterary work. |
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B2a.Four Elements : First Nonliterary Work |
The candidate does not provide 4 elements for the first nonliterary work. |
The candidate does not provide a description of how 4 elements are used in the first nonliterary work of art. |
The candidate provides an accurate description of how 4 elements are used in the first nonliterary work. |
The candidate provides an accurate description with additional detail, of how 4 elements are used in the first nonliterary work. |
The candidate provides an accurate description with substantial detail, of how 4 elements are used in the first nonliterary work. |
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B3. Objective Description: Second Nonliterary Work |
The candidate does not provide a description of the second nonliterary work. |
The candidate provides a partial description of the second nonliterary work. |
The candidate provides an accurate description of the second nonliterary work. |
The candidate provides an accurate description, with additional detail, of the second nonliterary work. |
The candidate provides an accurate description, with substantial detail, of the second nonliterary work. |
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B3a. Four Elements: Second Nonliterary Work |
The candidate does not provide 4 elements for the second nonliterary work. |
The candidate does not provide a description of how 4 elements are used in the second nonliterary work of art. |
The candidate provides an accurate description of how 4 elements are used in the second nonliterary work. |
The candidate provides an accurate description with additional detail, of how 4 elements are used in the second nonliterary work. |
The candidate provides an accurate description with substantial detail, of how 4 elements are used in the second nonliterary work. |
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C1a. Mood: Literary Work |
The candidate does not provide the mood(s) of the literary work. |
The candidate provides the mood(s), with no detail, of the literary work. |
The candidate provides the mood(s), with limited detail, of the literary work. |
The candidate provides the mood(s), with adequate detail, of the literary work. |
The candidate provides the mood(s), with substantial detail, of the literary work. |
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C1b. Theme(s): Literary Work |
The candidate does not provide the theme(s) of the literary work. |
The candidate provides the theme(s), with no detail, of the literary work. |
The candidate provides the theme(s), with limited detail, of the literary work. |
The candidate provides the theme(s), with adequate detail, of the literary work. |
The candidate provides the theme(s), with substantial detail, of the literary work. |
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C1c. Interpretation: Literary Work |
The candidate does not provide the meaning of the literary work. |
The candidate provides the meaning, with no detail, of the literary work. |
The candidate provides the meaning, with limited detail, of the literary work. |
The candidate provides the meaning, with adequate detail, of the literary work. |
The candidate provides the meaning, with substantial detail, of the literary work. |
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C2a. Mood: First Nonliterary Work |
The candidate does not provide the mood(s) of the first nonliterary work. |
The candidate provides the mood(s), with no detail, of the first nonliterary work. |
The candidate provides the mood(s), with limited detail, of the first nonliterary work. |
The candidate provides the mood(s), with adequate detail, of the first nonliterary work. |
The candidate provides the mood(s), with substantial detail, of the first nonliterary work. |
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C2b. Theme(s): First Nonliterary Work |
The candidate does not provide the theme(s) of the first nonliterary work. |
The candidate provides the theme(s), with no detail, of the first nonliterary work. |
The candidate provides the theme(s), with limited detail, of the first nonliterary work. |
The candidate provides the theme(s), with adequate detail, of the first nonliterary work. |
The candidate provides the theme(s), with substantial detail, of the first nonliterary work. |
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C2c. Interpretation: First Nonliterary Work |
The candidate does not provide the meaning of the first nonliterary work. |
The candidate provides the meaning, with no detail, of the first nonliterary work. |
The candidate provides the meaning, with limited detail, of the first nonliterary work. |
The candidate provides the meaning, with adequate detail, of the first nonliterary work. |
The candidate provides the meaning, with substantial detail, of the first nonliterary work. |
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C3a. Mood: Second Nonliterary Work |
The candidate does not provide the mood(s) of the second nonliterary work. |
The candidate provides the mood(s), with no detail, of the second nonliterary work. |
The candidate provides the mood(s), with limited detail, of the second nonliterary work. |
The candidate provides the mood(s), with adequate detail, of the second nonliterary work. |
The candidate provides the mood(s), with substantial detail, of the second nonliterary work. |
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C3b. Theme (s): Second Nonliterary Work |
The candidate does not provide the theme(s) of the second nonliterary work. |
The candidate provides the theme(s), with no detail, of the second nonliterary work. |
The candidate provides the theme(s), with limited detail, of the second nonliterary work. |
The candidate provides the theme(s), with adequate detail, of the second nonliterary work. |
The candidate provides the theme(s), with substantial detail, of the second nonliterary work. |
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C3c. Interpretation: Second Nonliterary Work |
The candidate does not provide the meaning of the second nonliterary work. |
The candidate provides the meaning, with no detail, of the second nonliterary work. |
The candidate provides the meaning, with limited detail, of the second nonliterary work. |
The candidate provides the meaning, with adequate detail, of the second nonliterary work. |
The candidate provides the meaning, with substantial detail, of the second nonliterary work. |
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D. Similarities and Differences |
The candidate does not provide a comparison of moods, themes and meanings among the works. |
The candidate provides a partial comparison of moods, themes and meanings among the works. |
The candidate provides an adequate comparison of moods, themes and meanings. among the works. |
The candidate provides a expanded comparison of moods, themes and meanings among the works. |
The candidate provides a comprehensive comparison of moods, themes, and meanings among the works. |
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D1. Analysis of Relationship |
The candidate does not provide an explanation of the candidate’s expanded understanding of the themes and moods. |
The candidate provides a partial explanation of the candidate’s expanded understanding of the themes and moods. |
The candidate provides an adequate explanation of the candidate’s expanded understanding of the themes and moods. |
The candidate provides an expanded explanation of the candidate’s expanded understanding of the themes and moods. |
The candidate provides a comprehensive explanation of the candidate’s expanded understanding of the themes and moods. |
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E1. Human Experience |
The candidate does not provide a reflection on how these works enhance the candidate's understanding of the human experience. |
The candidate provides a partial reflection on how these works enhance the candidate's understanding of the human experience. |
The candidate provides an adequate reflection on how these works enhance the candidate's understanding of the human experience. |
The candidate provides an expanded reflection on how these works enhance the candidate's understanding of the human experience. |
The candidate provides a comprehensive reflection on how these works enhance the candidate's understanding of the human experience. |
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E2. Personal Connection |
The candidate does not provide a reflection on how the themes and meanings relate to the candidate professionally. |
The candidate provides a partial reflection on how the themes and meanings relate to the candidate professionally. |
The candidate provides an adequate reflection on how the themes and meanings relate to the candidate professionally. |
The candidate provides an expanded reflection on how the themes and meanings relate to the candidate professionally. |
The candidate provides a comprehensive reflection on how the themes and meanings relate to the candidate professionally. |
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E3. General Knowledge of the Humanities |
The candidate does not provide a reflection on how a general knowledge of the humanities is valuable for professionals within the candidate’s field of study. |
The candidate provides a partial reflection on how a general knowledge of the humanities is valuable for professionals within the candidate’s field of study. |
The candidate provides an adequate reflection on how a general knowledge of the humanities is valuable for professionals within the candidate’s field of study. |
The candidate provides an expanded reflection on how a general knowledge of the humanities is valuable for professionals within the candidate’s field of study. |
The candidate provides a comprehensive reflection on how a general knowledge of the humanities is valuable for professionals within the candidate’s field of study. |
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F. Conclusion |
The candidate does not provide a summary of the main points in a conclusion. |
The candidate provides a partial summary of the main points in a conclusion. |
The candidate provides an adequate summary of the main points in a conclusion. |
The candidate provides an expanded summary of the main points in a conclusion. |
The candidate provides a comprehensive summary, of the main points in a conclusion. |
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G. In-Text Citations and References in APA Format |
The candidate does not provide any in-text citations or references. |
The candidate provides inaccurate or incomplete in-text citations or references. |
The candidate provides appropriate in-text citations and references with several major APA formatting errors. |
The candidate provides appropriate in-text citations and references with minor APA formatting errors. |
The candidate provides appropriate in-text citations and references with no readily detectable errors. |
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Task 2/Rubric-Task 2_files/colorschememapping.xml
Task 2/Rubric-Task 2_files/filelist.xml
Task 2/Rubric-Task 2_files/themedata.thmx
Task 2/Task 2.docx
SUBDOMAIN 112.2 - DISCIPLINES & CULTURAL CONTEXT OF THE HUMANITIES Competency 112.2.1: Connections Across Disciplines - The graduate recognizes and analyzes relationships within the disciplines of the humanities and how themes and concepts connect across individual disciplines of the humanities. Competency 112.2.2: Humanities and Culture - The graduate recognizes and analyzes the interaction and integration of the humanities with cultures, and how specified cultural attitudes change over time.
Introduction:
“Knowledgeable interaction with works of art makes life better: We see more of what can be seen, and we hear more of what can be heard. Our entire existence grows richer and deeper.” (Sporre, 2009, p. 2).
From your studies, you have seen how culture, societal norms, belief systems, and past experiences affect the way people view the world. Learning about these differences in perspective helps us to have a better understanding of the overall human experience. Whether analytical skills are applied to a task at work, or a humanistic point of view enables us to grasp an issue from another angle, these methods of looking at the world help us become more aware of our perceptions and provide a deeper and more meaningful existence.
In this task, you will analyze and interpret three creative works from three separate disciplines of the humanities using methods of subjective and objective analysis. Objective statements are based on simple observations and concrete information. Subjective statements are based on personal opinions, judgments, and feelings. These standard methods of analysis will enable you to critically view and interpret works from the humanities. You will use analytical and critical thinking skills to assess how meaning is constructed and imparted to a viewer or audience and will communicate your thoughts in a multimedia presentation (e.g., PowerPoint, Keynote). While the content of your presentation will focus on analyzing, interpreting, comparing, and contrasting three creative works from separate disciplines, your overarching goal will be to explain how the three works you analyze demonstrate the value of the humanities in meaningful ways.
Background:
Develop a multimedia presentation in which you analyze three creative works from three separate disciplines in the humanities. You will need to select works that share a common theme. This theme must relate to a profession within your field of study at WGU. You will share with your audience how being knowledgeable about the humanities and your selected theme is valuable in regards to this profession.
First you must choose one literary work from the given list below. Choose a literary work that has a theme that resonates with you and consider how this theme connects with your chosen profession. Every profession within your field of study at WGU (Business, IT, Nursing or Teaching) will have humanistic considerations. For example, a civil rights lawyer may be concerned with the theme of freedom, a firefighter with determination, a social worker with compassion, or an engineer with integrity. It is the intent of this task to explore the major themes of the humanities and their relevance to our professional lives. Once you have selected a literary work, you will need to select two non-literary works from separate disciplines that share the same theme as the literary work you have selected. Your presentation will show how all three works connect to the theme that you have chosen, and how that theme relates to a profession within your field of study at WGU. The two nonliterary works you select must come from the following disciplines: two-dimensional visual art (e.g., painting, photography, printmaking,), music or film (feature films, documentaries). You should choose works that appeal to you personally, are striking to you in some way, and/or evoke a strong response in you. In the presentation, you will show how exploration of the themes of these works can enhance performance in your profession and deepen your understanding of the human experience.
Note: Your multimedia presentation should contain 25 to 30 slides. This is not a conventional PowerPoint presentation. You may find that the majority of your slides are most effectively presented in paragraph form, with some utilizing the more traditional bullet point format. You are encouraged to use first person narrative (“I” statements) where appropriate. Your presentation should be self contained and all information should be on the slides (do not use speaker notes). Arrange slides in a way that creates cohesion and flow and use images to accentuate and substantiate points. Note: This presentation should demonstrate the depth of the analysis and reflection that you have done. Your challenge will be to communicate your points through a series of clear, focused, and concise slides that represent your knowledge and convey your unique analytical points and insights.
Select ONE work of literature from the following list (works are available online).
NOVELLAS: Death of Ivan Ilyich by Leo Tolstoy, 1886 The Invisible Man by H. G. Wells, 1897
SHORT STORIES: “The Package” by Kurt Vonnegut, 1952 “Johnny Mnemonic” by William Gibson, 1981 “The Lottery" by Shirley Jackson, 1948 “A Small, Good Thing” by Raymond Carver, 1983 “Silver Water” by Amy Bloom, 1993 “The Third and Final Continent” by Jhumpa Lahiri, 1999 “The Lost ‘Beautifulness’” by Anzia Yezierska, 1920 “The Veldt” by Ray Bradbury, 1950 “The Handsomest Drowned Man in the World” by Gabriel García Márquez, 1968
POEMS: “That the Science of Cartography is Limited” by Eavan Boland, 1994 “A Brave and Startling Truth” by Maya Angelou, 1995 “Invictus” by William Ernest Henley, 1888 “If” by Rudyard Kipling, 1895 “Praise Song for the Day” by Elizabeth Alexander, 2009 “Let America be America Again” by Langston Hughes, 1935
ESSAY: “A Talk to Teachers” by James Baldwin, 1963* * While the essay title addresses teachers, this work has themes that can apply to all professions. Select two creative works from the following disciplines (each work must be from a different discipline):
• Two-dimensional visual art (e.g., painting, photography, or printmaking)
• Music
• Film (feature film or documentary)
Note: Please do not select a film, artistic, or musical adaptation of your literary choice as one of the non-literary creative works. While it is important to select a literary work and two non-literary works that share a common theme, it is equally important to include variety in your choices. For example, you should not choose The Great Gatsby as your literary work and a film adaptation of this same novel, and a picture of Jay Gatsby. Task:
Develop a multimedia presentation ( suggested length of 25-30 slides) in which you do the following:
A. Introduce the three works you will be analyzing ( suggested length of 4–5 slides) by doing the following:
1. Create an introductory slide for each of the three works that includes the author’s or artist’s name, title of the work, and the discipline to which the work belongs.
2. Provide a thesis slide that clarifies for your audience how all three works connect to a common theme and describe how this theme relates to a profession within your field of study.
B. Provide an objective analysis* ( suggested length of 6-7 slides) by doing the following:
1. Describe the literary work. Your description should include:
• Form (short story, novel, etc.)
• Summary of the work (4-5 sentences)
• Author’s style, technique and/or characteristics
a. Choose four of the elements of literature outlined in the learning resource and describe how they are used in the literary work.
2. Describe the first nonliterary work of art. Your description should include:
• Media, form, or genre
• Summary of the work (4-5 sentences)
• Artist’s style, technique and/or characteristics
a. Choose four of the elements outlined in the learning resource and describe how they are used in your first non-literary work. (If your selection is music, use the elements of music, if it is a film, use the elements of film, if it is a painting or photograph, use the elements of two-dimensional visual art.)
3. Describe the second nonliterary work of art. ( This should be from a different discipline than the work you chose for part B2.) Your description should include:
• Media, form, or genre
• Summary of the work (4-5 sentences)
• Artist’s style, technique and/or characteristics
a. Choose four of the elements outlined in the learning resource and describe how they are used in your first non-literary work. (If your selection is music, use the elements of music, if it is a film, use the elements of film, etc.)
C. Provide a subjective analysis* ( suggested length of 6-7 slides) by doing the following:
1. Discuss the literary work, addressing the following:
a. The mood(s) of the literary work. Provide relevant details and examples that helped you identify the mood(s).
b. The theme(s) (i.e., overarching ideas or concepts) you see in the literary work. Provide relevant details and examples that helped you identify the theme(s).
c. Your interpretation of meaning found in the work. Provide relevant details and examples that helped you identify the meaning.
2. Describe the first nonliterary work of art, addressing the following:
a. The mood(s) of the first nonliterary work. Provide relevant details and examples that helped you identify the mood(s).
b. The theme(s) (i.e., overarching ideas or concepts) you see in the first nonliterary work. Provide relevant details and examples that helped you identify the theme(s).
c. Your interpretation of meaning found in the work. Provide relevant details and examples that helped you identify the meaning.
3. Describe the second nonliterary work of art, addressing the following:
a. The mood(s) of the second nonliterary work. Provide relevant details and examples that helped you identify the mood(s).
b. The theme(s) (i.e., overarching ideas or concepts) you see in the second nonliterary work. Provide relevant details and examples that helped you identify the theme(s).
c. Your interpretation of meaning found in the work. Provide relevant details and examples that helped you identify the meaning.
D. Analyze the relationship between the 3 works ( suggested length of 3–5 slides). Your analysis should include:
• Similarities in mood(s), theme(s), and meaning among the works.
• Differences in mood(s), theme(s), and meaning among the works.
1. Explain how analyzing the relationship between the works expanded your understanding of the theme(s).
E. Reflect on the analyses presented ( suggested length of 3–5 slides), by addressing the following:
1. How your analysis of these works has enhanced your understanding of the human experience (i.e. what it means to be human).
2. How these themes and meanings relate to you, as a professional within your field of study.
3. How a general knowledge of the humanities is valuable for professionals within your field of study.
F. Summarize your main points in a conclusion ( suggested length of 1-2 slides).
Note: Your conclusion could include revisiting your thesis statement and should bring closure to your presentation.
G. Create a reference list. Include all in-text citations and references in APA format. You must have a full reference for each work. Please note that each reference must correspond to an in-text citation.
* Objective statements about a work of art are based on simple observations and concrete information. Subjective statements are based on personal opinions, judgments, and feelings. Note: When bulleted points are present in the task prompt, the level of detail or support called for in the rubric refers to those bulleted points.
Note: For definitions of terms commonly used in the rubric, see the Rubric Terms web link included in the Evaluation Procedures section.
Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout web link included in the APA Guidelines section.
