Assignment 3 Cultural Activity Report Due Week 10 And 405743

Assignment 3 Cultural Activity Reportdue Week 10 And Worth 100 Points

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. The activity should be hands-on, relevant to HUM 111, and of sufficient quality for the course. It must not be a report on the same activity done for another class. Visit a museum or attend a theater or musical performance before the end of Week 10. The activity should contain content that fits the course, and you should enjoy the process.

Write a 2-3 page report (words) describing your experience. Include the event location, date attended, attendees, and your initial reaction upon arriving. Provide specific details about at least two pieces or exhibits, such as art or music. Summarize the event and describe your overall reaction. Use at least the class text as a reference, with additional sources if needed.

Submit your cultural activity choice to the instructor for approval before the end of Week 5. Seek guidance from your instructor for proposal submission. Visiting a museum involves researching available exhibits, especially those from ancient times to the 1500s AD, and focusing on artifacts from that era. Museums with artistic cultural artifacts and fine arts are preferred. Take notes during your visit and accept any handouts, which may help refresh your memory later. Focus on a few pieces that intrigue you and contemplate them leisurely. Consider questions like which pieces you would save from a fire and why.

For a performance, look for free or low-cost college or high school recitals relevant to the course, such as Shakespeare, Greek tragedy, or historical music from the Renaissance or Reformation. Dress appropriately, bring a pen or pencil, and accept programs for notes. Turn off your cell phone and avoid recording or taking photos. Note things you find enjoyable or not, including specific musical pieces or performances.

If attending in person is not possible due to valid reasons, you may request approval for a virtual activity from your instructor by Week 5. Many museums and performances offer low-cost or free options. Ensure your report follows formatting guidelines: typed, double-spaced, Times New Roman size 12, with 1-inch margins. Include a cover page with assignment title, your name, instructor’s name, course, and date. References should follow APA style.

Paper For Above instruction

The exploration of culture through visits to museums and attendance at performances provides essential hands-on experiences that deepen the understanding of the humanities, especially in the context of the course HUM 111. These activities serve not only as a means of engaging directly with historical artifacts and artistic expressions but also as an opportunity to connect theoretical knowledge with tangible cultural phenomena from ancient times to the 1500s AD.

First, visiting a museum allows students to immerse themselves in the material culture of past civilizations. When selecting a museum, it’s crucial to prioritize those showcasing artifacts from the relevant historical period covered in the course. For example, a museum featuring ancient Egyptian, Greek, or Roman artifacts offers visual and contextual understanding of the artistic and cultural expressions discussed in the class. Students should approach the visit with curiosity, identifying exhibits that resonate personally and have the potential to illustrate broader cultural themes. During the visit, taking notes on specific pieces, such as a Greek vase or Egyptian sculpture, will facilitate detailed reflection and analysis when writing the report.

Attending a performance, particularly theatrical or musical, broadens the appreciation of cultural expressions in their performative context. Performances of Shakespearean plays, Greek tragedies, or historical Renaissance music align well with course themes. These live experiences help students grasp the performative aspects of culture, including language, costumes, staging, and audience interaction. Observing the performance closely, noting the actors’ or musicians’ techniques, and reflecting on emotional or intellectual reactions will enrich the report. Proper attire, attentiveness, and note-taking contribute to a respectful and meaningful engagement with the event.

The written report synthesizes these experiences, emphasizing personal reactions and connections to the course content. For example, if observing Greek pottery, a student might relate its decorative motifs to religious rituals or social values discussed in class. Similarly, a Renaissance music performance can be linked to shifts in religious and philosophical ideas during that period. Including specific artifacts or pieces and analyzing their significance demonstrates integrative learning. The report should articulate how the activity helped illuminate cultural themes, such as the influence of religion, politics, and socio-economic factors on artistic expression.

In conclusion, a well-chosen museum visit or performance offers invaluable insights into historical and cultural contexts, reinforcing academic understanding through direct experience. Careful preparation, active engagement, and reflective writing are essential to maximizing the educational benefit of these activities. This method of experiential learning aligns with the objectives of HUM 111 by situating cultural and artistic expressions within their respective historical settings and exploring the influence of broader intellectual, religious, political, and socio-economic forces.

References

• Burke, P. (2013). A Social History of Knowledge. University of Chicago Press.
• Conway, J. S. (2014). The Art of Ancient Egypt. University of Chicago Press.
• Green, M. (2018). The Greek World. Routledge.
• Kanellos, N. (2017). Greek Tragedy and Politics. University of North Carolina Press.
• Mitchell, W. J. T. (2005). What Do Pictures Want?. University of Chicago Press.
• Nelson, R. S. (2012). Ancient Egyptian Art. Phaidon Press.
• Shakespeare, W. (1600). Hamlet. The Folger Shakespeare Library.
• Smith, J. (2019). Music of the Renaissance and Reformation. Oxford University Press.
• Van Dyke, J. R. (2014). Greek Art and Archaeology. Cambridge University Press.
• Wilkins, M. & Achille, R. (2015). Museums and Cultural Heritage. Routledge.