Meuseum Of Art Assignment

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Dallas museum of art

Part I

Find an artwork that represents a non-western culture. The work can be contemporary or very old, but it must display traditions, techniques or philosophies that are specific to that non-western culture.

Answer the following questions:

What is the title and medium of the artwork. When was the work created and what culture and /or artist created it?

Describe the artwork in detail. (50 word minimum)

What is the purpose of this artwork for religious, political, ceremonial or utilitarian purposes? How was the artifact used? What aspects of the artwork give clues to its purpose?

Describe your thoughts about this artwork. Do you like it? Do you hate it? If you have a strong like or dislike to the artwork are you respectful that the artist can stir such a powerful response? (50 word minimum).

Part II

Find an artwork that represents one of the following European art styles from the 18th or 19th century.

Baroque, Rococo, Neo-classicism, Romanticism, Impressionism or Post-Impressionism

What is the title, artist, medium and date of the artwork?

Describe the artwork in detail. (50 word minimum)

What style does the artwork represent? Why do you believe this artwork represents this particular style?

Describe your thoughts about this artwork. Do you like it? Do you hate it? If you have a strong like or dislike to the artwork are you respectful that the artist can stir such a powerful response? (50 word minimum).

Part III

Find an artwork that represents one of the following styles from the 20th century:

Cubism, Dada, Surrealism, De Stijl, Abstract Expressionism, Minimalism, or Feminism

What is the title, artist, medium and date of the artwork?

Describe the artwork in detail. (50 word minimum)

What style does the artwork represent? Why do you believe this artwork represents this particular style?

Describe your thoughts about this artwork. Do you like it? Do you hate it? If you have a strong like or dislike to the artwork are you respectful that the artist can stir such a powerful response? (50-word minimum).

Part IV

Save your receipt from the museum! Sign your receipt, photograph it, and upload it with your assignment. The time and date must be visible on the receipt. If you go to the museum during a period of free admission you must sign a brochure in place of your receipt as well as submit a photograph of yourself at the museum.

Gender Roles Set In Stone

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One could argue that old-fashioned attitudes regarding gender and “traditional” gender roles are becoming obsolete.  In many parts of the world women head major corporations and hold high positions of power—positions historically seen as being of the male domain.  In turn, many men freely choose to be “stay-at-home-dads” or enter professions that were once considered to be “feminine.”  Naturally, our contemporary views of gender and gender roles illustrate the social progress we have made as one human culture.

Yet, prehistoric and ancient works of art tell a different story—one that reinforces old-fashioned gender roles (and maybe for good reason).  Prehistoric and ancient representations of gender illustrate the social norms of their periods.  Naturally, these works of art were produced by people whose lives and values were quite different from ours.  Yet, the views of gender presented by these works of art are, despite our contemporary sensibilities, are still very recognizable.

Write an essay that analyzes the representation of gender and gender roles as seen in Woman of Willendorf (prehistoric: c. 25,000–20,000 B.C.E.) and Kouros/Statue of Standing Youth (ancient Greece: c. 580 B.C.E.).

Argument Essay

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The following questions will help you as you begin your study of a poem. (You might also be given or invent questions specific to a particular poem.) Answering the questions should provide useful information and a set of notes that will help you not only discuss the poem in class but write a paper about it. 1. What is your personal response to the poem when you first read it, when you read it later, when you hear it read? Is there any specific image, line, word, sound, or section of the poem that particularly strikes you, even if you can’t say why at this time? Does the poem remind you of anything in your own life? 2. What is in fact happening in the poem? Is there a story, a scene, a picture? Don’t worry about the theme or the symbolism of the poem until you notice what is straightforwardly and literally happening in the poem. 3. Is there a persona or speaker/character in the poem? Who is he or she? What specific clues are there in the poem that tell you what he or she is like? Even if the speaker of the poem simply seems to be the poet, characterize what you come to know about that voice. 4. Describe the world of the poem, the “setting,” both physical and social. 5. What is the relation or tension between speaker and world in the poem? Is it comfortable or uncomfortable? Does any change take place? 6. Experience the images in the poem, which are based on the senses of sight, sound, taste, touch, smell, and movement. List the images. Are there a number of discrete images or one extended image? Do the images form a pattern? Image and sound are the heart of poetry. Detailed work on this question on imagery and the one on sound that follows will provide you with solid evidence for your interpretation of the poem. 7. Pay attention to the sound of the poem. Read it out loud. If you can find a recording of the poet reading his or her poem, listen to that. Notice patterns of rhyme, rhythm, and repetition, for example, in repeated use of certain vowels or consonants. List any patterns you find. 8. How does the title comment on or extend the poem? Also notice any additional material, such as an epigraph or footnotes. Why are they there? 9. Pay attention to the beginning and the ending of the poem. Why does the poet begin here?Why end there?10. What is the mood or tone of the poem? What do you think creates that mood or tone—the images, the sounds, the speaker’s attitude? What emotions does the poem cause you to feel? 11. Finally, what does the poem “mean?” Notice that this is not the first questions to ask about a poem but almost the last, though if you are writing an explication or other type of essay on the poem, you might find the introduction to your paper beginning here, your thesis or interpretation of the poem being supported by the evidence you have gathered answering the previous ten questions. 12. You could now locate this poem—in relation to other poems by the same poet, to other poems written in the same historical period/place, and to historical issues and/or events contemporary with the poem

Writing For the Mass Media by James Stovall, reinforces this concept in the very first chapter, Sit Down and Write:

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Writing For the Mass Media by James Stovall, reinforces this concept in the very first chapter, Sit Down and Write:

“Writers for the mass media must understand the implications of what they do. Part of the writing process is developing a sense of what it means to communicate with a mass audience. Writers should understand that they are no longer writing for an individual (an essay for an English teacher, a text message to a friend) but for a larger audience.

Nor are they writing for themselves. Much of the writing done in K-12 education is justified as a means of self-expression for students. This writing is a valuable exercise for all individuals, but the mass-media environment, self-expression ranks second to information. Audiences are interested in the writer’s information and ideas, not in how the writer feels or thinks. This fact drives the sparse, unadorned style of writing that the media demand.

Self-expression is less important partly because in most media environments writing is a collaborative effort. Several writers may work together to produce a single piece of writing. Editors—people whose job it is to read the writing of others—are employed at every level to improve the writing whenever possible. The editing process is inseparable from the writing process. Writers for the mass media must possess an active sense of integrity about what they do. This integrity serves as a regulator for their behavior, making them unwilling to accept inaccuracies or imprecision in the writing process and unable to live with less than a very high standard of personal and intellectual honesty. They must understand and assimilate the ethical standards of their profession.

Writers for the mass media also understand enough about the process of writing to know that they can always improve. They view their craft with generous humility. Every writer, no matter how experienced or talented, begins with a blank page or an empty computer screen. The writer puts the words there, and no amount of experience or talent guarantees success. A good writer is always willing to do whatever it takes to improve the craft.”

Instructions:

After reading the above direct quote from your textbook, discuss how your writing and/or perception of media writing has changed or improved during this class. Think about your progress as a media writer. What did you learn about media writing this semester? Using examples from the class and the textbook, your discussion should include the following:

  1. What challenges did you face in learning how to write for the media? Explain.
  2. What was the most challenging assignment? Why?
  3. What was your favorite assignment? Why?
  4. What chapter did you learn the most from in the book? Why?

This post is about self-reflection and growth. Tell us about how you have grown as a writer in this course.