Assignment 3: Cultural Activity Report

Due 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 (students should look for any instructions in that respect).
Every effort should be made to ensure that this is a hands-on experience (not a
virtual one), that this activity fits the HUM 112 class well, and that the
activity is of sufficient quality for this university course. The two (2) key
types of activities are a museum visit or a performance. Note: This must not be a report on the same activity (and certainly
not the same report) as done for another class, like HUM 111. For instance, one
might go to the same museum as done for HUM 111, but this HUM 112 report will
focus on entirely different works and displays.

1. Visit a museum or gallery
exhibition or attend a theater, dance, or musical performance before the end of
Week 10. The activity (museum or performance) should have content that fits our
course well. Have fun doing this.

2. Write a two to three (2-3) page
report (500-750 words) that describes your experience.

• Clearly
identify the event location, date attended, the attendees, and your initial
reaction upon arriving at the event.

• Provide
specific information and a description of at least two (2) pieces.

• Provide a
summary of the event and describe your overall reaction after attending the
event.

• Use at
least the class text as a reference (additional sources are fine, not necessary
unless required by your content). Your report should include connections you
make between things observed in your activity and things learned in the course
and text.

Note: Submit
your cultural activitychoice to the instructor for approval before the end of Week 5
(earlier is even better). Look for guidance from the instructor for how or
where to make your proposal. You may also seek advice from your instructor
(provide your town / state or zip code) for a good activity in your general
area.

Visiting a Museum

• It makes
sense to approach a museum the way a seasoned traveler approaches visiting a
city for the first time. Find out what is available to see. In the museum, find
out what sort of exhibitions are currently housed in the museum and start with
the exhibits that interest you.

• If there
is a travelling exhibition, it’s always a good idea to see it while you have
the chance. Then, if you have time, you can look at other things in the museum.

• Every
effort should be made ahead of time to identify a museum that has items and
works one can easily connect to our HUM 112 class and book. Since HUM 112
covers from 1600 AD to the present, it makes more sense to focus on items from
this time frame. In general, museums with fine arts work better than history
museums.

• Any
questions about whether a museum-visit activity fits the course and assignment
well enough will be decided by the instructor when the student seeks approval
for the activity. Any alternative activity outside the normal ones listed here,
such as for those limited by disability or distance, will be determined by the
instructor. Normally, we do not expect students to travel over an hour to get
to an approved activity.

• Make
notes as you go through the museum and accept any handouts or pamphlets that the
museum staff gives you. While you should not quote anything from the printed
material when you do your report, the handouts may help to refresh your memory
later.

• The
quality of your experience is not measured by the amount of time you spend in
the galleries or the number of works of art that you actually see. The most
rewarding experiences can come from finding two or three (2 or 3) pieces of art
or exhibits which intrigue you and then considering those works in leisurely
contemplation. Most museums have benches where you can sit and study a
particular piece.

• If you
are having a difficult time deciding which pieces to write about, ask yourself
these questions: (1) If the museum you are visiting suddenly caught fire, which
two (2) pieces of art or exhibits would you most want to see saved from the
fire? (2) Why would you choose those two (2) particular pieces?

Attending a Performance

• Check
your local colleges to see if there are any free or low-cost performances or
student recitals. Student performances are generally of almost the same quality
as professional performances, but typically cost much less. However,
performances of high school level or lower will not meet this requirement.

• Try to do
a quality performance that fits the class subject matter well. Sorry—but this is not for pop music or rock
music, rap, country music, gospel music, comedy routines, your kid’s dance
recital, your international friend’s wedding, high school plays, renaissance
fairs, etc. Instead, think of college level or professional recitals, string
quartets, symphony orchestras, opera, jazz, some stage dramas, etc.

• Any
questions about whether a performance activity fits the course and assignment
well enough will be decided by the instructor when the student seeks approval
for an activity. Any alternative activity outside the normal ones listed here,
such as for those limited by disability or distance, will be determined by the
instructor. Normally, we do not expect students to travel over an hour to get
to an approved activity.

• Unlike
visiting a museum, where you can wear almost anything, people attending
performances are often expected to “dress up” a bit.

• Take a
pen or pencil with you and accept the program you are offered by the usher; you
will probably want to take notes on it during or after the performance.

• Turn off
your cell phone before entering the auditorium. Do not use your phone to record
the music or to take pictures or videos. To play it safe, turn the phone
off.

• Most long
musical performances have at least one (1) intermission. If the lights start
blinking, it is the sign that the performance is about to begin.

• Look for
very specific things (such as a particular piece of music or the way certain
instruments sounded at a specific time) which tend to stand out as either
enjoyable or not enjoyable. Be sure to take notes of the things which you find
enjoyable as well as the things which are not enjoyable.

Note: If a
student is unable to attend a cultural event in person due to circumstances
beyond the student’s control, then the instructor will recommend an alternate
event / activity for the student to “attend” online. The “virtual” event /
activity is usually only for students who, due to their physical location,
cannot possibly attend an event / activity in person; typically, these students
are stationed overseas or have no means of transportation. Experience shows most museums and activities are modest in cost and
manageable for students, and you will often see students from other
universities there on similar course projects. If you are facing financial
hardship, keep in mind that many museumshave a
free day each week and performance discounts are often available for students
and veterans, among others. Feel free to ask your instructor to help with
finding low-cost options. If you believe that you have a legitimate
reason for attending a “virtual” activity, you must
contact the instructor no later than Week 5
for your request to be considered.

Your assignment must follow these formatting requirements:

• Be typed,
double spaced, using Times New Roman font (size 12), with one-inch margins on
all sides; citations and references must follow APA Style format. Check with
your professor for any additional instructions. (Note: Students can find APA style materials located in the course
shell for reference)

• Include a
cover page containing the tile of the assignment, the student’s name, the
professor’s name, the course title, and the date. The cover page and the
reference page are not included in the required assignment page length.

Note: Your
instructor may direct you to other resources and helps, and may supplement
these instructions to assist you in doing the best work possible on this
assignment.

The specific course learning outcomes associated with this
assignment are:

• Explain
the importance of situating a society’s cultural and artistic expressions
within a historical context.

• Examine
the influences of intellectual, religious, political, and socio-economic forces
on social, cultural, and artistic expressions.

• Use
technology and information resources to research issues in the study of world
cultures.

• Write
clearly and concisely about world cultures using proper writing mechanics

Grading for this assignment will be based on answer quality, logic
/ organization of the paper, and language and writing skills, using the
following rubric.