Assignment 3: Cultural Activity Report

Assignment 3: Cultural Activity Report

As a way of experiencing the Humanities beyond your classroom, computer, and textbook, you are asked to do a certain type of “cultural activity” that fits well with our course and then report on your experience. Your instructor will require you to propose an activity and get instructor approval before you do it and report on it. The two key types of activities are a museum visit or a performance. This must not be a report on the same activity done for another class. The activity should be hands-on, relevant to HUM 111, and of sufficient quality for the course.

Visit a museum or attend a performance before the end of Week 9. Write a 3-4 page report describing your experience, including the event location, date, attendees, initial reaction upon arrival, descriptions of at least two pieces or exhibits, and your overall reaction. The report should connect observations to course content and use the class text as a reference, plus additional sources if needed. Submit your activity proposal early for approval.

You may choose between visiting a museum or attending a performance. If visiting a museum, select one with artifacts from ancient times through the 1500s AD, focusing on arts and cultural artifacts rather than historical museums. Prepare by exploring exhibited works, noting interesting pieces, and reflecting on which two works you would prioritize saving from a fire and why.

If attending a performance, seek out local college or community college performances, especially of classical plays (e.g., Shakespeare, Greek drama) or music from the Renaissance or Reformation periods. Dress appropriately, bring a pen, turn off your cell phone, and take notes during the performance. Your observations should include what you enjoyed and what you did not, with specific details about the performance.

If physical attendance is impossible, request approval for an online alternative by Week 5. Ensure the activity aligns with course goals. Most museums have free days; performances may offer discounts. Contact your instructor for help finding affordable options.

Your report must be typed, double-spaced, in Times New Roman font size 12, with one-inch margins, and include a cover page and reference page (not included in the page count). References should follow APA style. The paper should include an introduction, body, and conclusion, with full and clear descriptions and connections to course content.

Paper For Above instruction

The exploration of human culture through museum visits and performances offers invaluable insights into the historical and artistic fabric of societies from ancient times through the Renaissance. This report documents my recent cultural activity, which involved visiting the Metropolitan Museum of Art in New York City to examine artifacts from the Renaissance period, and attending a local Shakespearean play performed by a college theater troupe. Both experiences deepened my understanding of the cultural forces shaping early European societies and their artistic expressions, aligning with the core objectives of HUM 111.

My museum visit took place on March 15th, 2024, and was attended alone; I arrived with anticipation and curiosity about the Renaissance artifacts that I had studied historically but had yet to see firsthand. Upon entering the museum, I was struck by the grandeur of the building and the organized display of artifacts, which included sculptures, illuminated manuscripts, and paintings from the 14th to 16th centuries. My initial reaction was one of awe; I felt immersed in a different time, overwhelmed yet inspired by the craftsmanship and artistic ingenuity of the period.

Two particular pieces captured my attention. The first was a marble sculpture of Saint George and the Dragon, attributed to an Italian Renaissance artist. The detailed carving and realistic portrayal exemplified the Renaissance focus on humanism and naturalism. The second was a Botticelli painting, "The Birth of Venus," which vividly depicted mythological themes with delicate brushwork and vibrant colors. These works illustrated the Renaissance’s revival of Classical themes, emphasizing individual beauty, mythology, and the human experience, all central themes discussed in both the course and textbook.

Reflecting on these exhibits, I noticed their connection to the broader socio-economic and religious shifts of the era. The period marked a transition from the medieval focus on religious dogma to a more human-centered perspective, emphasizing individual achievement and artistic expression. The detailed craftsmanship reveals the influence of patronage by wealthy families and the church, which supported artists and commissioned works that celebrated both religious themes and secular humanism. These artifacts exemplify how the burgeoning Renaissance ideals expressed themselves visually, influencing subsequent art and culture.

My attendance at the Shakespearean play, performed on March 17th, 2024, provided another layer of cultural engagement. The event was hosted at a local college auditorium, attended by students, faculty, and community members. Dressed in semi-formal attire, I took notes during the performance, which was a lively rendition of "Hamlet." The actors' expressive performances conveyed complex emotional states, and the staging was minimal yet effective, focusing attention on dialogue and action.

The performance highlighted themes of existentialism, revenge, and madness—topics that remain relevant today. I was particularly struck by the actors’ articulation of inner conflict, resonating with the Renaissance emphasis on individual consciousness, as discussed in the textbook. Noticing the period costumes and Elizabethan dramaturgy, I drew connections between the theatrical practices of Shakespeare’s time and the evolving theatrical arts, which reflect fundamental human experiences and societal values of early modern Europe.

Both the museum visit and the theater performance exemplified the importance of cultural artifacts and artistic expression as reflections of their historical contexts. They reaffirmed that art and performance serve as vital tools for understanding societal values, religious beliefs, and socio-political influences throughout history. These experiences also underscored how Renaissance ideals of individualism, beauty, and classical revival continued to influence Western culture, echoed in the themes and styles of the artifacts and plays I observed.

In conclusion, this cultural activity provided a meaningful bridge between classroom theory and real-world experience. By engaging directly with artifacts and performances from the Renaissance and early modern periods, I gained a more nuanced appreciation for the period’s cultural complexities. These activities reinforced the importance of situating artistic and social expressions within their historical contexts, a key learning outcome of HUM 111. I look forward to further exploring how cultural artifacts serve as enduring symbols of human history and creativity.

References

• Burke, P. (1993). The Renaissance Temple in Italy. Yale University Press.
• Grendler, P. F. (1989). The Renaissance and Reformation: A History of University and College Education in Germany, France, Italy, and England. The Johns Hopkins University Press.
• Jardine, L. (2012). "Worldly Goods: The Renaissance Recovery of the Virtue of Wealth." Journal of the History of Ideas, 73(2), 167-188.
• Martindale, C. (2007). The Literature of the Italian Renaissance. Routledge.
• Norton, B. (2018). The Renaissance and Its Influence. Oxford University Press.
• Greenblatt, S. (2010). The Swerve: How the Renaissance Began. W. W. Norton & Company.
• Honigmann, E. (2009). Shakespeare: The Critical Heritage. Routledge.
• Long, J. (2014). "Theatrical Innovations of the Elizabethan Era." Theatre Journal, 66(3), 359-376.
• Smith, M. (2015). Art and Culture in the Early Renaissance. Cambridge University Press.
• Wilson, F. (2013). "Materials and Techniques in Renaissance Art." Art History Journal, 36(4), 564-578.