Category: Art

please see attached file for instruction

Competencies 1029.1.2 : Analyzing Humanities During the Information Age The learner analyzes the humanities during the Information Age. Introduction In this task, you will write an analysis of one work. You will choose the work from the gallery of accepted works in the linked Task 2 Gallery of Works.” Note: The one work you choose must be selected from the linked gallery. Requirements Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See Understanding Similarity Reports for more information. Grammarly Note: Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing. See Use Grammarly for Education Effectively for more information. Microsoft Files Note: Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc. All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file. For more information, please see Computer System and Technology Requirements. You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course. A. Choose one work from the linked Task 2 Gallery of Works, and analyze your chosen work by doing the following: 1. Describe the historical context or events that influenced the artist or the creation of the work. 2. Analyze how this work reflects the technological innovations or innovative thinking from the period in which it was created. 3. Analyze how the work represents the community or communities that it was created for or about. 4. Analyze how the work challenged ideas about the culture represented or about what constitutes artistic expression. B. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized. Note: An in-text citation notes specifically where in the submission the source is used, and the corresponding reference includes the author, date, title, and location of information (e.g., publisher, journal, website URL). C. Demonstrate professional communication in the content and presentation of your submission. File Restrictions File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( ) File size limit: 200 MB File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z Rubric A1:HISTORICAL CONTEXT Not Evident The submission does not describe the historical context or events that influenced the artist or the creation of 1 work from the gallery. Approaching Competence The submission inaccurately describes the historical context or events that influenced the artist or the creation of 1 work from the gallery. Competent The submission accurately describes the historical context or events that influenced the artist or the creation of 1 work from the gallery. A2:TECHNOLOGICAL INNOVATIONS OR INNOVATIVE THOUGHT Not Evident The submission does not analyze how the work reflects the technological innovations or innovative thinking from the period in which it was created. Approaching Competence The submission inaccurately analyzes how the work reflects the technological innovations or innovative thinking from the period in which it was created. Competent The submission accurately analyzes how the work reflects the technological innovations or innovative thinking from the period in which it was created. A3:COMMUNITY REPRESENTATION Not Evident The submission does not analyze how the work represents the community or communities that it was created for or about. Approaching Competence The submission inaccurately analyzes how the work represents the community or communities that it was created for or about. Competent The submission accurately analyzes how the work represents the community or communities that it was created for or about. A4:CHALLENGES TO CULTURAL IDEAS OR ARTISTIC EXPRESSION Not Evident The submission does not analyze how the work challenged ideas about the culture represented or about what constitutes artistic expression. Approaching Competence The submission inaccurately analyzes how the work challenged ideas about the culture represented or about what constitutes artistic expression. Competent The submission accurately analyzes how the work challenged ideas about the cultures represented or about what constitutes artistic expression. B:SOURCES Not Evident The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized. Approaching Competence The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate. Competent The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available. C:PROFESSIONAL COMMUNICATION Not Evident This submission includes pervasive errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation, negatively impacting the professional quality and clarity of the writing. Specific errors have been identified by Grammarly for Education under the Correctness category. Approaching Competence This submission includes substantial errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation. Specific errors have been identified by Grammarly for Education under the Correctness category. Competent This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding. Web Links Task 2 Gallery of Works( )

Competencies 1029.1.1 : Analyzing Diverse Voices and Cultural Interactions The learner analyzes diverse voices, ideas, perspectives, and cultural interactions through the lens of the humanities. Introduction In this task, you will write an analysis of two works. You will choose one work from each of the two different galleries linked in the Web Links section: Task 1 Gallery of Works A and Task 1 Gallery of Works B. Note: The works you choose must be selected from the provided galleries, and you must choose one from each gallery. Requirements Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See Understanding Similarity Reports for more information. Grammarly Note: Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing. See Use Grammarly for Education Effectively for more information. Microsoft Files Note: Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc. All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file. For more information, please see Computer System and Technology Requirements. You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course. A. Choose one work from the linked Task 1 Gallery of Works A, and analyze your chosen work by doing the following: 1. Describe the work, including themes or stylistic characteristics from its discipline. 2. Describe the historical context that influenced the artist and the creation of the work. 3. Analyze how the work represents the culture or communities it was created for or about. B. Choose one work from the linked Task 1 Gallery of Works B, and analyze your chosen work by doing the following: 1. Describe the work, including themes or stylistic characteristics from its discipline. 2. Describe the historical context that influenced the artist and the creation of the work. 3. Analyze how the work represents the culture or communities it was created for or about. C. Describe how each of the works described in parts A1 and B1 influenced other cultures or communities. D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized. Note: An in-text citation notes specifically where in the submission the source is used, and a corresponding reference includes the author, date, title, and location of information (e.g., publisher, journal, website URL). E. Demonstrate professional communication in the content and presentation of your submission. File Restrictions File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( ) File size limit: 200 MB File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z Rubric A1:WORK DESCRIPTION: GALLERY A Not Evident The submission does not describe 1 work from Gallery A. Or the submission does not describe how the work reflects key themes or stylistic characteristics from its discipline. Approaching Competence The submission inaccurately describes 1 work from Gallery A. Or the submission inaccurately describes how the work reflects key themes or stylistic characteristics from its discipline. Competent The submission accurately describes 1 work from Gallery A, including how the work reflects key themes or stylistic characteristics from its discipline. A2:HISTORICAL CONTEXT: GALLERY A Not Evident The submission does not describe the historical context that influenced the artist or the creation of the work from Gallery A. Approaching Competence The submission inaccurately describes the historical context that influenced the artist or the creation of the work from Gallery A. Competent The submission accurately describes the historical context that influenced both the artist and the creation of the work from Gallery A. A3:CULTURAL ANALYSIS: GALLERY A Not Evident The submission does not analyze how the work from Gallery A represents the culture or communities it was created for or about. Approaching Competence The submission inaccurately analyzes how the work from Gallery A represents the culture or communities it was created for or about. Competent The submission accurately analyzes how the work from Gallery A represents the culture or communities it was created for or about. B1:WORK DESCRIPTION: GALLERY B Not Evident The submission does not describe 1 work from Gallery B. Or the submission does not describe how the work reflects key themes or stylistic characteristics from its discipline. Approaching Competence The submission inaccurately describes 1 work from Gallery B. Or the submission inaccurately describes how the work reflects key themes or stylistic characteristics from its discipline. Competent The submission accurately describes 1 work from Gallery B, including how the work reflects key themes or stylistic characteristics from its discipline. B2:HISTORICAL CONTEXT: GALLERY B Not Evident The submission does not describe the historical context that influenced the artist or the creation of the work from Gallery B. Approaching Competence The submission inaccurately describes the historical context that influenced the artist or the creation of the work from Gallery B. Competent The submission accurately describes the historical context that influenced both the artist and the creation of the work from Gallery B. B3:CULTURAL ANALYSIS: GALLERY B Not Evident The submission does not analyze how the work from Gallery B represents the culture or communities it was created for or about. Approaching Competence The submission inaccurately analyzes how the work from Gallery B represents the culture or communities it was created for or about. Competent The submission accurately analyzes how the work from Gallery B represents the culture or communities it was created for or about. C:GLOBAL IMPACTS Not Evident The submission does not describe how the works described in parts A1 and B1 influenced other cultures or communities. Approaching Competence The submission inaccurately describes how the works described in parts A1 and B1 influenced other cultures or communities. Competent The submission accurately describes how the works described in parts A1 and B1 influenced other cultures or communities. D:SOURCES Not Evident The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized. Approaching Competence The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate. Competent The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available. E:PROFESSIONAL COMMUNICATION Not Evident This submission includes pervasive errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation, negatively impacting the professional quality and clarity of the writing. Specific errors have been identified by Grammarly for Education under the Correctness category. Approaching Competence This submission includes substantial errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation. Specific errors have been identified by Grammarly for Education under the Correctness category. Competent This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding. Web Links Task 1 Gallery of Works A( ) Task 1 Gallery of Works B( )

College athletes should get paid because they work very hard, make a lot of money for their schools, and risk getting seriously hurt. Even though they get scholarships, that is not always enough. It would be fair to give them money for everything they do. First, college athletes help their schools earn millions of dollars. Big sports like football and basketball bring in money from ticket sales, TV deals, and merchandise. The National Collegiate Athletic Association (NCAA) makes billions of dollars from college sports every year. Coaches can make millions of dollars, and schools build huge stadiums because so many fans come to games. The athletes are the ones playing the games and entertaining the fans, so it makes sense that they should get a share of the money too. Second, being a college athlete is almost like having a full-time job. They wake up early to practice, go to class during the day, and then practice or travel for games after school. This can take up most of their time. Because of their busy schedules, many athletes do not have time to get part-time jobs like other students. Even though scholarships can pay for tuition, they do not always cover food, clothes, and other personal needs. Getting paid would help athletes take care of themselves while they focus on school and sports. Another reason college athletes should get paid is because they can get seriously injured. Sports like football and basketball can cause broken bones, concussions, and other long-term injuries. If an athlete gets hurt badly, their dream of playing professional sports could end. They are taking big risks for their schools, so they should be rewarded for that. Some people think athletes should not get paid because they already get scholarships. However, other students can earn money for their talents, like playing music or working on campus. College athletes work just as hard, if not harder. Paying them would be fair and show respect for their effort. In conclusion, college athletes should get paid because they make money for their schools, work very hard, and risk getting hurt. It is only fair that they receive payment for everything they do.

TO TURN IN: SUBMIT A .PDF (OR A WORD DOC) OF YOUR PAPER TO THIS DROPBOX. I CAN’T ACCEPT ANY OTHER FORMAT

Write a 3-4-page paper on a Western classical music topic related to music composed

sometime between 600 and 1827. Here are the guidelines:

1). The paper can be on any topic as long as it is related to classical music written sometime between 600 and 1827.. It does not necessarily have to be on a topic covered in class.

2). The paper needs to be 12-point font, Times New Roman, and double spaced.

3). The paper needs to include a Title Page and a Bibliography page. These two pages are NOT included in the page count. You also need to have footnotes in the paper.

4). Use at least four sources. Your textbook may be one of the sources. You may not use Wikipedia, but you may use other internet sources.

5). Use Chicago Style to cite your sources. You will receive a 0 on the assignment if you do not cite your sources or if you use direct quotes without putting quotation marks around them.

6). The paper may include score images or other images appropriate to the topic (within reason of course. An image can’t take up an entire page..).

7). No extra points will be given for making your paper longer than 3-4 pages. I want you to focus on QUALITY rather than QUANTITY.

***Due Date for confirming your paper TOPIC with me: Week 6 by the start of class! The 2nd question on the midterm is “What is your research paper topic?”***

Ideas for paper topics:

Research the life of one composer

Research one piece by one composer (focus on the history behind it)

Research how a composers music evolved throughout the course of their lives

Research the origins of a musical instrument

Research how music from the time period covered in class influenced other musical genres or contemporary artists

Museum Paper Requirements – for both virtual and in person museum visits:

General Requirements:

• The essay should be 750-1000 words total.
• Please attach your assignment with label of last name and assignment # as a Word document.
• Do not paste your assignment into the comment box.
• Use standard formatting with one-inch margins and 12 pt. Times font.
• Cite all sources in text and in a works cited section.
• Please observe the due date and the policy on late work.
• Place all images in an appendix. Save them at a lower resolution so the file is not too large to upload.

Your introduction should include:

• The name of the museum, physical location, website and title of the exhibit.
• You should include a general statement about the overall impression of the museum.

Main Body Paragraphs:

• Give an overview of the entire museum, space and specific exhibit.
• Then choose one or two specific works of art to discuss.
• Include the main identifying facts about the work of art.
• Describe the appearance of the artwork using vocabulary learned in class so far.
• How does it fit in with the rest of the show?
• What do you believe the artist is trying to say?
• What devices were used to communicate this?
• Was the artist successful?
• Look for artists statements, facts or other information about the artwork. Remember you are focusing on the artwork and biographical information about the artist should be kept to a minimum.
• Use the Art Elements and Principles of Design to describe your selected work of art.
• What is the viewing experience like? Does the size of the art object affect your impression of it? If viewing virtually how do you think viewing the work on a device affects your impression?
• Can you associate it with an artistic style or idea (classical nonrepresentational, abstract, surrealistic, etc.)
• What do you think the artist is trying to say? What is the purpose of this piece?
• Can you relate to it on a personal level?
• How could the idea be carried further? What might the artist do next? Could the piece be improved?
• How does the artwork connect or relate to the other art works in the exhibit? Think back to the overall focus of the exhibit and museum

Conclusion:

• Give a brief overview of what you discussed, your impression of the museum and art works and what you may have learned.

Images

Images should go in an Appendix page. They should include a formal source citation and a caption that includes all identifying information such as artist, medium, date, title, dimensions and source.

Works Cited

A works cited section should include any and all sources referenced such as the text- book, the museum website and additional sources you used.

Tips:

• Paraphrase source material into your own words and own voice.
• Proofread carefully and use a formal tone.
• Check word count.
• Write using essay format. Do not list information.
• Avoid focusing on biographical information on the artist. Keep the focus on the artwork, museum visit and your own observations.
• Use as many art elements and principles of design as possible.
• Avoid clichs.
• Observe the deadline.
• Make sure you are focusing on fine arts rather than craft, science or historical exhibits etc.

MUSIC HISTORY III: WESTERN ART 600-1820: CONCERT REPORT

Write a 1-2 page report on a classical music concert. **ONLINE CONCERTS ARE ACCEPTABLE**.The report should be TIMES NEW ROMAN, 12-point font and DOUBLE SPACED. Your report should include the following:

1). What group (or soloist) is playing?

2). What is the instrumentation?

3). What composers are being featured?

4). Give a general explanation of what happened at the concert. Focus on the music.

5). What was your favorite piece and why?

6). What was your least favorite piece and why?

7). Overall thoughts.

Concert Guidelines: The concert needs to feature at least some music written between 600 and 1827. Its ok if not every piece is from that time period.

This report is due Week 9 in class. Submit it to the LMS dropbox titled “DROPBOX FOR CONCERT REPORT” by the start of class.

*You must submit an MS Word doc or .pdf file. I won’t accept any other format.*

**Remember that this report should be largely based on your own thoughts while listening to the concert. It shouldnt be based on other peoples analyses or opinions.**

**MOST IMPORTANT: IF YOU WATCH AN ONLINE CONCERT, YOU MUST SUBMIT A LINK TO THE CONCERT WITH YOUR REPORT!! IF YOU WATCH AN IN-PERSON CONCERT, YOU MUST SUBMIT A SCREENSHOT COPY OF YOUR PROGRAM OR TICKET STUB, OR A PICTURE THAT YOU TOOK AT THE CONCERT!!**

Please write a discussion post that includes sources cited in MLA. Instructions are attached