This Worksheet Will Serve As A Practice Activity For Your Pr

This worksheet will serve as a practice activity for your Project 1 submission

This worksheet will serve as a practice activity for your Project 1 submission. In the first column of the worksheet, you will find the questions from Project 1. In the second column of the worksheet, you will find strategies and answers to those questions, based on an artifact from the humanities: the song "All Shook Up," written by Otis Blackwell and sung by Elvis Presley. After reviewing the strategies and the examples of answers provided, practice answering these questions in the third column, based on the artifact you chose for Project 1 in learning blocks 2-4. Note: You will be submitting your Project 1 artifact chart in learning block 6-1, so take this opportunity to identify any questions you may struggle with and reach out to your instructor with any questions or concerns you have. To complete this assignment, review the following documents: 4-3 Worksheet 4-3 Worksheet Rubric.

Paper For Above instruction

The assignment involves practicing how to respond to specific questions related to a chosen artifact from the humanities, specifically the song "All Shook Up" by Otis Blackwell and Elvis Presley. This practice aims to prepare students for their Project 1 submission by engaging them in critical analysis and reflection based on provided strategies and sample answers. The goal is to develop a nuanced understanding of how to interpret and analyze artifacts, which will then be applied to their own chosen artifacts in subsequent learning blocks.

In this exercise, students will review a pre-filled worksheet with three columns. The first column contains the questions from Project 1, which guide students to consider various aspects of their artifact such as historical context, cultural significance, and personal interpretation. The second column provides strategies and example answers, illustrating effective ways to approach and respond to each question based on the given artifact. The third column encourages students to practice applying these strategies and crafting their own responses based on their selected artifact from learning blocks 2-4.

Critical to this exercise is understanding that the artifact must be analyzed within its broader cultural and historical context, as well as from a personal or interpretive perspective. For example, analyzing "All Shook Up" involves examining its influence on 1950s American culture, its role in Elvis Presley's career, and its poetic lyrics that reflect the youth culture of the era. Students are encouraged to develop their responses by integrating factual knowledge, interpretive insights, and analytical skills.

Students are also advised to utilize the provided strategies and example responses to inform their approach, but ultimately must craft their own unique responses. This process helps solidify their analytical skills and prepares them for the more comprehensive assessment in their upcoming Project 1. The worksheet also prompts students to identify questions they find challenging, empowering them to seek assistance from their instructor before the submission deadline at learning block 6-1.

In addition to completing the worksheet, students are instructed to review the relevant rubric and supporting documents, ensuring they understand the expectations and criteria for a successful submission. This practice activity ultimately enhances critical thinking, contextual understanding, and analytical writing skills necessary for interpreting humanities artifacts effectively.

References

  • Blackwell, Otis. (1957). "All Shook Up." Recorded by Elvis Presley. RCA Records.
  • Frith, S. (1988). "Sound Effects: Youth, Leisure, and the Politics of rock." New York: Pantheon Books.
  • Levi, R. (1997). "Rock and Roll with Elvis." University Press of Mississippi.
  • Salisbury, J. (2019). "The cultural significance of 1950s rock and roll." Journal of Popular Music Studies, 31(2), 212-228.
  • Starr, L. (2004). "Elvis Presley: A Life." New York: Simon & Schuster.
  • Strachan, M. (2005). "The History of American Music." Oxford University Press.
  • Ward, D. (2010). "Popular Music and Society." Routledge.
  • White, J. (2012). "American Popular Music: From Minstrelsy to MP3." Cengage Learning.
  • Williams, J. (2016). "Cultural impact of the 1950s." American History Review, 121, 45-62.
  • Young, S. (2018). "Music and Cultural Identity." Musicology Review, 23(4), 333-350.

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