Description
I have an assessment that needs to be corrected I will attach the file and the rubric that has comments on what needs to be created. !!!!!!!!!Choose an artifact and then use the four steps provided for analyzing artifacts. Build your problem-solving skills by following the steps to analyze cultural artifacts and articulate your own self- and social-awareness through looking at the experiences of yours and others.IntroductionThe calling of the humanities is to make us truly human in the best sense of the word.– J. Irwin Miller, IndustrialistWhat makes humans . . . human? Part of the answer lies in the very different ways we express ourselves and our experiences (through art, architecture, music, religion, literature, and more). And with over 7.6 billion people on planet Earth, understanding how those expressions connect and distinguish us from one another is a critical part of becoming better citizens of the world (U.S. Census Bureau, n.d.).Just a few generations ago, the odds of people from completely different backgrounds or communities crossing paths were small. But in today’s digital world, we have instant access to communities and cultures unlike our own. As we all come together to live, work, and share experiences, it is more important than ever that we understand our own perspectives and the perspectives of others so that we can see the big picture when facing complex issues.You’ll explore how different cultures and groups demonstrate their unique perspectives on what it means to be human. As you do, you’ll discover how broadening your own perspective will help you better collaborate with others and solve problems in today’s global world.In this course, you’ll develop three skills that will help you adapt in a global world. They are:Problem solving: As you examine the art, literature, and music of other cultures, you’ll use critical thinking to frame problems, explain other people’s viewpoints, and create solutions informed by diverse and ethical perspectives.Relationship building: While learning about cultures across different time periods, you will discover that even the earliest humans understood the importance of working with others.Self-awareness and social awareness: Recognizing your thoughts, emotions, and intentions is a uniquely human trait, which is why it is fundamental to the study of humanities. By managing your responses to unfamiliar experiences and being open to new perspectives, you will better understand the people you encounter in your personal and professional life.As you use these skills together, you’ll become better equipped to build collaborative relationships and solve diverse problems in a global workplace. You’ll also gain the awareness you need to recognize how social and cultural differences may impact the ways you interact with others.In this assessment, you’ll learn more about the benefits of studying humanities and discover how you can strengthen your problem-solving, relationship-building, and self- and social-awareness skills in this course and beyond. Now get ready to explore other cultures, broaden your perspective, and discover what makes humans . . . human.If you change the way you look at things, the things you look at change.– Wayne Dyer, author and motivational speakerTacos or lasagna. Sushi or curry. Pickles or kimchi. The foods we were exposed to as kids—by our families, communities, religions, and geographical locations—shape our preferences as adults. And it’s not just about food. Our backgrounds influence the perspectives we have on music, literature, television, art, and more. By acknowledging this influence, we become better able to consider how the perspectives of others with different cultural backgrounds might also differ from our own.In this assessment, you will strengthen your problem-solving and self- and social-awareness skills by exploring strategies that will help you examine artifacts from other cultures more objectively. Being able to recognize how perspectives affect the way we see the world will also help you better understand other points of view so you can tackle the challenges you face at home, work, and school and make the best decisions for your future.Changing your perspectives will not only transform you, but also the whole world.– Ji-Hae Park, violinistWho was your favorite musician when you were a child? Are you still a fan of that artist today? You may still be an avid admirer, or you may cringe at the music you used to love. Either way, your perspective of that artist has probably changed over time. Your perspectives on music, art, culture, and more are constantly evolving as you grow, meet new people, have new experiences, travel, and learn more about the world around you.In this assessment, you will continue to strengthen your problem-solving skills as you examine the personal and cultural experiences that influence the choices you make. You’ll also hone your self- and social-awareness skills by learning how to manage your reactions to things that may initially surprise you. As you explore more about your perspectives and how they are influenced by your experiences, you’ll be better able to consider new perspectives, look at cultural artifacts objectively, and navigate through difficult issues at work or with friends.ReferencesBrainyQuote. (n.d.). Ji-Hae Park quotes. https://www.brainyquote.com/quotes/jihae_park_5675…BrainyQuote. (n.d.). J. Irwin Miller quotes. https://www.brainyquote.com/quotes/j_irwin_miller_…BrainyQuote. (n.d.). Wayne Dyer quotes. https://www.brainyquote.com/quotes/wayne_dyer_3841…OverviewThis assessment gives you the opportunity to practice the skill of problem-solving and self- and social-awareness as you analyze how your personal experiences and perspective influence how you make decisions when examining artifacts that illustrate diverse and ethical perspectives.In this assessment, you will choose a cultural artifact and analyze it using the strategies you’ve learned so far in the course. You’ll explore how your own personal experiences and perspective may have influenced your reaction to the artifact. By using these strategies, you’ll be better equipped with information to help you make more objective and informed decisions, solve complex problems and think through situations related to diversity and ethics, and build relationships and collaborate in the workplace and at home. As you follow these steps to analyze a cultural artifact, you are actively practicing the process of thinking through a problem and breaking it down into its parts, helping you to become a better problem solver across the board.Additionally, self- and social-awareness and articulation skills are critical in navigating the workplace and working with others, whether at work or at home. This assessment will leverage what you have learned so far in the course to continue to explore information about the human experience and understand what perspectives you hold and how they impact the choices and decisions you make. In Assessments 2 and 3, you will be able to take the insights from this assessment and apply them to explaining the perspectives of others and collaborating with your fellow classmates toward a common goal. All along the way, you will continue to hone your self- and social-awareness skills to help you engage with others more effectively and more compassionately.PreparationChoose one of the artifacts to use in this assessment:van Gogh, V. (1890). First steps, after millet [Oil on canvas]. The Met Fifth Avenue, New York, NY, United States. https://www.metmuseum.org/art/collection/search/43…InstructionsUse the four steps for analyzing artifacts to analyze your cultural artifact. Use the Cultural Artifact Analysis Assessment Template [DOCX] to complete the following:Step 1: Describe your reactions to the artifact including the artistic elements, time period, and materials used to create the artifact. Describe your reactions to the artifact and how it makes you feel. Identify elements such as shapes, colors, instruments, et cetera, that you see or hear. Explain the reasoning and possible influences for choosing this artifact.Identify additional information about the artifact such as the artist or musician, when it was created, and materials used.If it’s a painting, what materials were used?If it’s a piece of music, how long is the piece? Step 2: Describe the historical and artistic contexts of the artifact. Describe the historical context such as the time period, the place, and reasons why the artist might have had for creating the artifact.Describe the artistic context such as the visual and aural techniques and symbols. Include reasons that explain why these techniques were used.Step 3: Interpret the meaning of the artifact using the historical and artistic contexts to support the interpretation.Discuss what you think the artist was trying to say through the artifact.Use the historical context, artistic context, and specific details to support your conclusions about the artist’s message. Connect your interpretation of the artifact to your own cultural lens and identify how your cultural lens influenced your interpretation.Step 4: Connect to the cultural values conveyed through the artifact.Identify two cultural values that you believe the artist was trying to convey through the artifact. Relate the artist’s cultural values to your own. Examine the similarities or differences that you see between your cultural values and the artist’s cultural values.Step 5: Reflect on what you learned about how culture shapes our perspectives and impacts the decisions you make about the meaning of the cultural artifact.Explain how your cultural perspective shaped your response and connection with the artifact.Describe how using the four steps for analyzing artifacts helped you to engage with the artifact and if your feelings about the artifact stayed the same or changed after you engaged with it more deeply.Save your assessment with this title: Your Name_HUM-FPX1100_Assessment _1_Cultural_Artifact_Analysis.Additional RequirementsYour submission should meet the following requirements:Written communication: Write in complete sentences free from errors that detract from the overall message.Font and font size: Arial, 12 point.Citations: Include complete APA citations of your sources. Review the Evidence and APA section of the Writing Center for more information on how to cite your sources.Competencies MeasuredBy successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:Competency 3: Analyze cultural differences and similarities of people globally.Describe one’s reactions to the artifact including the artistic elements, time period, and materials used to create the artifact.Identify two cultural values conveyed through the artifact.Competency 4: Analyze the role of culture and artistic expression in human thought and behavior.Describe the historical and artistic contexts of the artifact. Interpret the meaning of the artifact using the historical and artistic contexts to support the interpretation.Reflect on the learnings on how culture shapes one’s perspectives and impacts the decisions one make about the meaning of the cultural artifact.Competency 5: Address assessment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.Write in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics.
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Capella University Scoring Guide Tool
HUM-FPX1100
u01a1 – Cultural Artifact Analysis
Learner: Erik , Hovsepyan
OVERALL COMMENTS
Erik, thank you for your cultural artifact analysis of Van Gogh’s “First Steps, after Millet.” Please see my comments on
the rubric below.
Thank-you, Dr. Gerber
RUBRICS
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CRITERIA 1
Describe one’s reactions to the artifact including the artistic elements, time period, and
materials used to create the artifact.
COMPETENCY
Analyze cultural differences and similarities of people globally.
NON_PERFORMANCE:
Does not identify one’s reactions to the artifact including the artistic elements, time period, and materials
used to create the artifact.
BASIC:
Identifies one’s reactions to the artifact including the artistic elements, time period, and materials used to
create the artifact.
PROFICIENT:
Describes one’s reactions to the artifact including the artistic elements, time period, and materials used to
create the artifact.
DISTINGUISHED:
Describes one’s reactions to the artifact including the artistic elements, time period, and materials used to
create the artifact; includes personal stories /details to enrich the descriptions.
Comments:
You have described this painting as warm and eye-catching. Develop the description of your reaction and how
this reaction relates to the details of this painting. For example, what is the scene of the painting? What colors
are used? What are the details in the painting including the objects. These details will set the foundation for
your analysis.
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CRITERIA 2
Describe the historical and artistic contexts of the artifact.
COMPETENCY
Analyze the role of culture and artistic expression in human thought and behavior.
NON_PERFORMANCE: Does not identify the historical and artistic contexts of the artifact.
BASIC: Identifies the historical and artistic contexts of the artifact.
PROFICIENT: Describes the historical and artistic contexts of the artifact.
DISTINGUISHED:
Describes the historical and artistic contexts of the artifact; includes specific details to support the artist’s
reasons for creating the artifact.
Comments:
Develop this section by looking specifically at the historical and artistic context. For example, what was
happening in Van Gogh’s life? What is the historical and artistic context? Van Gogh choose to ‘translate’ a
sketch by Millet. His brother photographed the drawing. Why did Millet, and hence Van Gogh, choose to
portray French peasants? Considering these questions will help you understand Van Gogh’s motivations in
painting “First Steps”.
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CRITERIA 3
Interpret the meaning of the artifact using the historical and artistic contexts to support the
interpretation.
COMPETENCY
Analyze the role of culture and artistic expression in human thought and behavior.
NON_PERFORMANCE: Does not interpret the meaning of the artifact.
BASIC:
Interprets the meaning of the artifact but does not use the historical and artistic contexts to support the
interpretation.
PROFICIENT:
Interprets the meaning of the artifact using the historical and artistic contexts to support the interpretation.
DISTINGUISHED:
Interprets the meaning of the artifact using the historical and artistic contexts to support the interpretation;
connects interpretation to one’s own cultural lens and influences.
Comments:
You wrote of the meaning of family. Develop this interpretation by considering the details of the painting. What
do you imagine the man’s and woman’s life to be? What is the significance of the first step in this context?
How would you distinguish your cultural lens from the painting itself, including Van Gogh’s cultural context.
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CRITERIA 4
Identify two cultural values conveyed through the artifact.
COMPETENCY
Analyze cultural differences and similarities of people globally.
NON_PERFORMANCE:
Does not identify any cultural values but they are not conveyed through the artifact.
BASIC: Identifies one or two cultural values but they are not conveyed through the artifact.
PROFICIENT: Identifies two cultural values conveyed through the artifact.
DISTINGUISHED:
Describes two cultural values conveyed through the artifact; includes examination of how the artist’s values
are similar to or different from one’s own.
Comments:
You wrote of the cultural values of Being and Collectivism. Develop this explanation and explain in detail how
these values are portrayed through “First Steps, after Millet.”
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CRITERIA 5
Reflect on the learnings on how culture shapes one’s perspectives and impacts the
decisions one make about the meaning of the cultural artifact.
COMPETENCY
Analyze the role of culture and artistic expression in human thought and behavior.
NON_PERFORMANCE: Does not reflect on the learnings on the meaning of the cultural artifact.
BASIC:
Reflects on the learnings on but does not frame it within how culture shapes one’s perspectives and how it
impacts decisions.
PROFICIENT:
Reflects on the learnings on how culture shapes one’s perspectives and impacts the decisions one make
about the meaning of the cultural artifact.
DISTINGUISHED:
Reflects on the learnings on how culture shapes one’s perspectives and impacts the decisions one make
about the meaning of the cultural artifact, and includes examples to expand on the meaning of the artifact or
one’s feelings about the artifact.
Comments:
Good points about how you interpret this painting. In general how do you think that culture shapes
perspective? How does this impact the way you interpret this painting? How would you expand on the
meaning of the painting?
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CRITERIA 6
Write in a well-organized and concise manner that adheres to the rules of grammar, usage,
and mechanics.
COMPETENCY
Address assessment purpose in a well organized text, incorporating appropriate evidence and tone in
grammatically sound sentences.
NON_PERFORMANCE: Does not write in a well-organized and concise manner.
BASIC:
Writes in a way that is unclear, wordy, or disconnected, with errors in grammar, usage, and mechanics.
PROFICIENT:
Writes in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics.
DISTINGUISHED:
Organizes content so clarity is enhanced and all ideas flow logically and smoothly. Writes concisely,
precisely, and directly, with nearly flawless adherence to the rules of grammar, usage, and mechanics.
Comments:
This is well-written.
Supplemental Feedback
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SUPPLEMENTAL CRITERIA 1
Purpose
Compose a text that articulates meaning relevant to the main topic, scope, and purpose of
the prompt
BEGINNING: This text is unrelated to the assignment prompt.
DEVELOPING:
This text is related to the assignment prompt but does not demonstrate an understanding of the main topic,
scope, and purpose.
SKILLED:
This text responds to the assignment prompt and appropriately addresses the main topic, scope, and
purpose.
ADVANCED:
This text presents a focused response to the assignment prompt and demonstrates a thorough
understanding of the main topic, scope, and purpose.
Comments:
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SUPPLEMENTAL CRITERIA 2
Organization
Develop text using organization, structure, and transitions that demonstrate understanding
of relationship between main and subtopics
BEGINNING:
This text does not include a thesis statement and is organized inappropriately for the assignment.
DEVELOPING:
The thesis statement in this text is unclear and/or the text is presented in paragraphs with unclear main
idea(s) and/or transitional phrases.
SKILLED:
This text includes a thesis statement and is organized into paragraphs, with clear main ideas and effective
transitional phrases.
ADVANCED:
This text reflects a strong thesis statement. Additionally, this text is organized with skillful transitions into
paragraphs with clear main ideas, sufficient evidence, analysis, and linking information.
Comments:
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SUPPLEMENTAL CRITERIA 3
Evidence
Integrate into text appropriate use of scholarly sources and evidence
BEGINNING: This text included plagiarized information.
DEVELOPING:
This text lacks synthesis of information from sources and/or the credibility of the sources is questionable,
with many flaws in APA citation style.
SKILLED:
The included evidence was integrated and synthesized from outside sources, most of which are scholarly,
with minimal flaws in APA citation style.
ADVANCED:
The evidence in this text was integrated and synthesized from credible, scholarly, and professionally sound
sources, with minimal flaws in APA citation style.
Comments:
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SUPPLEMENTAL CRITERIA 4
Tone
Apply in text the standard writing conventions for the discipline, including structure, voice,
person and tone
BEGINNING: Text uses language inappropriate for the intended audience.
DEVELOPING:
This text does not meet writing conventions for the discipline and lacks appropriate voice, person, and/or
tone for the intended audience.
SKILLED:
This text meets writing conventions for the discipline and there were minimal issues in appropriate use of
voice, person, or tone for the intended audience.
ADVANCED:
This text exhibits strict adherence to writing conventions for the discipline and uses appropriate voice,
person, and tone for the intended audience.
Comments:
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SUPPLEMENTAL CRITERIA 5
Sentence Structure
Produce text with minimal grammar, usage, spelling, and mechanical errors
BEGINNING:
Text meaning is unclear due to errors in sentence structure, grammar, usage, word choice, spelling, or
mechanics in 75% or more of text.
DEVELOPING:
Text meaning is interrupted due to sentence structure, grammar, usage, word choice, spelling, or mechanical
errors in 25%-75% or more of text.
SKILLED:
Text conveys clear meaning with minimal issues in grammar, usage, word choice, spelling, or mechanical
errors in 10%-25% of text.
ADVANCED:
Text complexity and concision conveys clear meaning, with grammar, usage, word choice, spelling, or
mechanical errors in 10% or less of text.
Comments:
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Assessment 1: Cultural Artifact Analysis
Directions: Use this template to complete your cultural artifact analysis.
1.
Describe your reactions to the artifact, including the artistic elements, time
period, and materials used to create the artifact. How does it make you feel?
We are oral beings, and over time learn to respond to other people’s articulations
and begin to comprehend what they might be communicating (Krippendorff, 2018). The
artifact is warm and eye-catching. It reflects life in the 18th Century and the serenity of
the moment, based on the colors used by the artist. The artifact is a photograph taken
by Theo and transferred to a canvas by his brother Von Gogh (Van Gogh, 1890). The
canvas material brings out its originality, capturing the time and Century taken. The
artifact makes me identify with the happenings of the moment as I picture myself in
those times. The reasoning and possible influences for choosing this artifact are that
anyone can identify with it based on the fact that we all come from families, value family,
and have a history.
2.
Describe the historical and artistic contexts of the artifact. What do you need to
know about it?
Based on the environment captured in the artifact, its history goes back to the
18th Century. The outfits of the characters represented and the activities taking place
reflect the same. The artist might have had reasons for creating the artifact to remind us
of our origin and sensitize us on the importance of valuing and treasuring family. The
family was highly esteemed, portraying a human being’s aspect of being human. The
community highly emphasized division and specification of roles too.
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3.
Interpret the meaning of the artifact using the historical and artistic contexts to
support the interpretation. What is the meaning of the artifact?
The sole meaning of artifacts for use by others is to have the ability to be
meaningful to others according to their individual and diverse conceptions (Krippendorf
& Butter, 2007). The meaning of the artifact provided is the treasure of family and
togetherness. The artist was trying to say that all people should value family, as
portrayed in the artifact by the man working on the land and the wife and child coming to
check on him. It shows the togetherness in the family and how each family member
looks out after the other. The artifact also indicates that family existed long ago, even in
the 18th Century and before that. My cultural lens influenced my interpretation because
the same family setup and collectivism apply to my culture. Having a functional family is
something that my culture strives to achieve as well.
4.
Connect to the cultural values conveyed through the artifact. How does the
artifact relate to you? What similarities or differences are there between your own
cultural perspective and those presented in the artifact?
The cultural values conveyed in the artifact correlate with my cultural values. Two
cultural values the artist might have wanted to bring out in the artifact are Collectivism
and Being. One is defined by how he lives and carries himself out, while people also
value togetherness and doing things together. In my culture, the man is meant to labor
and provide for his wife and children while the wife brings up the children and does
household chores. Those roles were well defined and cut out. On the other hand,
children are meant to show regard and gratitude to the parents and help out when
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needed and once called upon. The difference between my cultural perspective and that
of the artifact is that my culture values having many children.
5.
Reflect on what you learned about how culture shapes our perspectives and
impacts the decisions you make about the meaning of the cultural artifact. How does
your cultural perspective shape your response and connection with the artifact? Did
your feelings about the artifact stay the same or change after you engaged with it?
Culture makes us form a particular world view of things based on what we see,
hear, and witness around us. It also makes us know what is right and wrong, usual and
unusual, and to distinguish them. This perception has helped me derive the artifact’s
meaning, looking back at what I witnessed in my culture. Notably, this perspective also
makes me connect with the antique and respond positively because the artifact reflects
the norms of my culture. I have engaged well with the artifact using the four steps for
analyzing artifacts. It has rekindled memories of my culture and history as well as the
beauty thereof. My feelings about the artifact remain the same after engaging with it.
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References
Krippendorf, K., & Butter, R. (2007, January). Semantics: Meanings and Contexts of
Artifacts. The University of Pennsylvania ScholarlyCommons.
Krippendorff, K. (2018). Discourses in the design of cultural artifacts. In Inspired by
Bakhtin (pp. 77-111). Academic Studies Press.
Van Gogh, V. (1890). First steps, after millet [Oil on canvas]. The Met Fifth Avenue,
New York, NY, United
States. https://www.metmuseum.org/art/collection/search/43…
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