Humanities Worksheet: Realism Impressionism and Modern World

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PART 1

Download the worksheet and save it to your local files on your computer. Then, in the first table, complete the following:

  1. For each era, identify an artifact that depicts one of the characteristics provided.
  2. Explain which characteristic you think it represents, and why.

PART 2

Open the worksheet that you worked on earlier in the week. Then, complete the second table, address the following:

  1. In the first column, identify creators from the twentieth and twenty-first centuries who you think made important contributions to art and culture in the form of humanities artifacts that impacted society.
  2. Identify one of the artifacts they created (in the second column) and the medium of the artifact (in the third column). Recall from Fundamentals of Human Culture that mediums can include dance, literature, sculpture, visual arts, architecture, music, performance, and so forth. Then, explain why you believe the creator felt the need to express their ideas (in the fourth column).

For example, if one of the people you chose was John Lennon, you could identify one of his songs and discuss how the song relates to examples of his social activism.

Once you have completed the second table, answer the question presented at the bottom of the page: What differences do you notice between the artifacts from each era? Reflecting on what you have learned in this theme, where do you think those differences stemmed from?

Once the worksheet is complete, save the file a final time. Submit your completed worksheet for grading.


NOTES TO TUTOR: I have attached pdf files of the materials needed for this assignment in the order needed. along with the rubric and worksheet. please reach out to me if you have any questions!

thank you for your help!!

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6-3 Realism and Impressionism Listen Listen Overview: Realism and Impressionism Realism, Impressionism, and post-Impressionism are cultural eras that took place largely in Europe, Great Britain, and the United States. In the mid-nineteenth century, social a!tudes were changing. Self-indulgence and exo"cism were replaced by reverence for everyday life and images such as a seat by the fire with a loving family, including children and pets. This cozy scene was even reflected in the snug apartment of one Mr. Sherlock Holmes at 221B Baker St., the imaginary crea"on of a Bri"sh doctor, Arthur Conan Doyle. During this period of transi"on, the simple pleasures of life were celebrated. In the United States, the New England author Henry David Thoreau built a cabin with his own hands and lived there for two years, eventually wri"ng the bestseller Walden. As the century drew on, reform was in the air. Thoreau, Frederick Douglass, Harriet Beecher Stowe, and other writers fearlessly opposed slavery in the United States, while in Great Britain, the author Charles Dickens decried child labor and the lot of the poor. Ar"sts began selec"ng simple subjects for their art, rather than emo"onal ba#le scenes or dreamy landscapes filled with desola"on. Realism was a widespread movement in Europe and the United States in which the common things of daily life were considered worthy of considera"on on their own terms. For example, a pot of milk and a cow would be considered worthy objects for a pain"ng. In the United States, Winslow Homer painted pictures of fishermen at sea. In France, Gustave Courbet painted poor workers in a stone quarry or on the farm, o$en using dull earth tones to emphasize the actual appearance of the land. From Realism, it was a small step to Impressionism. While Realism a#empted to portray objects and ac"vi"es as seen by the human eye in almost a clinical, scien"fic manner, Impressionism a#empted to capture life’s flee"ng impressions, with feelings, images, and sensa"ons, rather than the harsh lines of Realism. Impressionism also influenced music and literature. The impressionist composer Debussy wrote haun"ng music that seemed to dri$ around no"ons of tonality, such as the song “Clair de Lune” (moonlight). The American composer Amy Beach wove lateRoman"c and impressionist tone clusters into her many works, especially notable in songs about birds and flowers. Authors such as the novelists Émile Zola (French) and Virginia Woolf (Bri"sh) began to break the rules that had governed fic"on wri"ng for centuries, abandoning strict chronology and moving seamlessly in and out of "me. Once the great ar"sts, writers, composers, and other thinkers of the late nineteenth and early twen"eth centuries began to demolish the old ways of crea"ng, there was no turning back. It was just a ma#er of "me before great originals like Picasso in art, Stravinsky in music, and Joyce in fic"on were to build a new modern consciousness out of the ashes of polite Victorian society. Ar"cle: A Beginner's Guide to Realism This link provides an overview of Realism including examples of ar"facts from the "me period. Ar"cle: A Beginner's Guide to Impressionism This link provides an overview of impressionist art with several excellent examples. 6-3-1 Worksheet: Realism, Impressionism, and Modern World, Part 1 Download the worksheet and save it to your local files on your computer. Then, in the first table, complete the following: 1. For each era, iden"fy an ar"fact that depicts one of the characteris"cs provided. 2. Explain which characteris"c you think it represents, and why. Once your work is complete, save the file again. You will complete the second table later this week. You will submit your worksheet at the end of this week. To complete this assignment, review the following documents: Worksheet Realism, Impressionism, and the Modern World Worksheet Realism, Impressionism, and the Modern World Rubric Reflect in ePor!olio Download Print Open with docReader Ac"vity Details You have viewed this topic This learning block explores a cultural trend toward more realis"c depic"ons of human experience. Realism in turn led to Impressionism and post-Impressionism from the late nineteenth to the early twen"eth century. This was a cultural perspec"ve in which crea"ve innovators depicted the impressions made upon the senses. A$er par"cipa"ng in this learning block, you will be able to: Explore the drama"c shi$s in cultural mood as the decline of Roman"cism led to Realism, Impressionism, and the dawn of the modern world Last Visited Apr 8, 2019 4:33 PM 6-4 Modern World Listen Listen Overview: Modern World We le! the great ar"sts, writers, and thinkers of the nineteenth century as they were beginning to challenge the forms and conven"ons of their art. Instead of producing neatly painted scenes depic"ng the world in scien"fic detail, visual ar"sts began to paint with greater energy and abandon, some"mes slapping paint on a canvas to emulate the effects of light, or drawing exaggerated cartoons to create social cri"cism (such as the French poli"cal ar"st Daumier). The very forms that great art depended on were being broken down. In the early twen"eth century, this approach to art exploded into a revolu"on in which creators smashed the old forms and embraced everything that was new. The ar"st Pablo Picasso pushed the limits of visual art as far as he could before developing cubism, a way of breaking down images into visual building blocks. At the same "me, the Russian composer Igor Stravinsky set off riots with the performances of his music to The Rite of Spring, a score that incorporated primeval rhythms and dissonant chords, expressed in a sugges"ve ballet that shocked Edwardian sensibili"es. The novels of Joyce, Ka$a, and Woolf explored new approaches to pain"ng word pictures, such as se%ng an en"re novel in one day or imagining a world where men turned into insects or were jailed without knowing why. It was no coincidence that these changes occurred around the "me that Sigmund Freud published his theories about the conscious and subconscious mind. Just before, during, and a!er World War I (1916–18), the modern world was born. Throughout the twen"eth century and into our own "me, crea"ve thinkers and ar"sts have con"nued to explore and challenge with everchanging works that address the major concerns of the human race and individuals. New cultural media have developed, including the mo"on picture, invented by Thomas Alva Edison and today considered by many to be the signature art form of our "me. The Great Depression, Prohibi"on, women’s right to vote, civil rights in the United States, and World War II all not only paralleled changes in the arts and philosophy, but in many ways were influenced by them. Picasso’s mural Guernica not only cri"qued the whole no"on of war but influenced future discussions of conflict by opinion makers and the vo"ng public. The twen"eth century was also a "me of “isms” in the arts: not only cubism, but also fauvism (the art of wild colors), surrealism (think Dali’s mel"ng "mepieces), abstract expressionism, and even graffi"sm (Basquiat was one of the first graffi" ar"sts to earn serious considera"on). The more extreme fac"ons of the modern world since the birth of The Rite of Spring have been called the avant-garde, which is French for “going before.” Radicals such as conductor Pierre Boulez proclaimed, “Blow the opera houses up!” (as cited in Peyser, 2007, p. 292) and “All the art of the past should be destroyed!” (Peyser, 2007, p. 119) but not all avant-garde creators have been so focused on destruc"on. Andy Warhol, a visual ar"st from Pi'sburgh, built an expanding art empire on the humble founda"ons of Campbell Soup cans and photos of celebri"es. The twen"eth century also saw the emergence of new voices in Western culture, especially from those who had been marginalized. The rag"me music of Sco' Joplin and other composers and the development of spirituals and gospel music paved the way for the Jazz Age, which reached its peak in the so-called Roaring Twen"es. The Harlem Renaissance further provided a cultural topic for great ar"sts, writers, and other creators whose voices had been repressed for too long. The syncopated beat of jazz led to the Beat Genera"on, celebrated by Greenwich Village poets such as Allen Ginsberg and writer Jack Kerouac, who also wove Zen Buddhist themes into their work. Women’s voices also were raised in song, art, wri"ng, and philosophy. One of the most influen"al philosophers in the twen"eth century was Susanne Langer, who wrote Philosophy in a New Key, which explored how people need to create symbols and to inject their world with meaning. As the world entered the computer and digital age in the last third of the twen"eth century, electronic technology became both the message and the medium. In fact, a popular thinker of the mid-twen"eth century, Marshall McLuhan, coined the phrase “the medium is the message.” As the Beatles took the world by storm in the 1970s, ar"sts created new forms of expression, such as “happenings,” cartoons as serious art (Lichtenstein), and music for prepared piano by John Cage. Advances in film resulted in wide screen and special effects, rejuvena"ng the science fic"on genre in movies such as Star Wars. Black and white art-house fare by auteur directors such as Truffaut and Antonioni played down the street from Doris Day and Rock Hudson comedies. Later, Spike Lee reinvented the cinema from an African American sensibility. As the twen"eth century entered its final decades, the monumental art of the past, characterized by respectable figures on horseback in stone or bronze, had given way to the colorful plas"c art of Claes Oldenburg, known for crea"ng a giant Swiss Army knife sculpture, and Jeffrey Koons’s Balloon Dog, which looks like an oversized pink balloon toy. Music con"nued to evolve in crea"ve ways. On the popular front, rock and roll, Motown, country, and folk yielded to rap, hip hop, industrial, and alterna"ve sounds. On the classical stage, discord dominated in the works of the Polish composer Penderecki, while Philip Glass pioneered minimalism. Philosophically, Derrida’s deconstruc"onist ideas helped create a new interest in cri"cal thinking, a tradi"on that found its roots in the discourses of Socrates more than 2,000 years earlier. Literature con"nued to enchant and inspire millions as best-sellers such as The Hunger Games and Harry Po'er proved that popular fic"on could be complex and literary as well as ac"on-packed and exci"ng. In the early years of the twenty-first century, these trends con"nued to give birth to new forms of expression throughout the world. Many digital ar"sts today no longer use pen and paper at all; in fact, cursive wri"ng— the ar"s"c flow of penmanship cherished as a communica"on tool since the Middle Ages—may not be taught at all in the public schools of the near future. The arts and philosophy may have changed radically over the past 10,000 or more years, but one thing is certain: They are as important and conspicuous as ever and, if anything, have taken on new significance as tools for communica"on, celebra"on, and self or societal expression. References Peyser, J. (2007). To Boulez and beyond. Lanham, MD: Rowman & Li'lefield. Video: Harlem Renaissance (2:54) Watch this short video on the Harlem Renaissance, an important part of world culture during the first half of the twen"eth century. Cap"on Video: "The Harlem Renaissance" (2:54) Ar"cle: La"na Writers Are Silent No Longer Women, LGBT, and minority writers and ar"sts are coming into their own in the modern world. This ar"cle from the Los Angeles Times describes the struggles and successes of La"na writers as they assert their right to self-expression and reach wider audiences. In prepara"on for the next ac"vity, as you read this ar"cle, think about other individuals who have made an impact with their crea"on. Reflect in ePor!olio Download Print Open with docReader Ac"vity Details Task: View this topic This learning block begins with innova"on and changes in world cultures beginning just before the outbreak of World War I in 1914. New a%tudes toward cultural norms, including the birth of civil and women’s rights and lesbian, gay, bisexual, and transgender (LGBTQIA) rights, led to greater freedom in the arts and literature, a trend s"ll unfolding in our own "me. A!er par"cipa"ng in this learning block, you will be able to: Assess the impact of the ar"facts created by influen"al people in the twen"eth and twenty-first centuries on the culture and society of the "mes 6-4-1 Worksheet: Realism, Impressionism, and Modern World, Part 2 Instruc!ons Open the worksheet that you worked on earlier in the week. Then, complete the second table, address the following: 1. In the first column, iden!fy creators from the twen!eth and twentyfirst centuries who you think made important contribu!ons to art and culture in the form of humani!es ar!facts that impacted society. 2. Iden!fy one of the ar!facts they created (in the second column) and the medium of the ar!fact (in the third column). Recall from Fundamentals of Human Culture that mediums can include dance, literature, sculpture, visual arts, architecture, music, performance, and so forth. Then, explain why you believe the creator felt the need to express their ideas (in the fourth column). For example, if one of the people you chose was John Lennon, you could iden!fy one of his songs and discuss how the song relates to examples of his social ac!vism. Once you have completed the second table, answer the ques!on presented at the bo"om of the page: What differences do you no!ce between the ar!facts from each era? Reflec!ng on what you have learned in this theme, where do you think those differences stemmed from? Once the worksheet is complete, save the file a final !me. Submit your completed worksheet for grading. To complete this assignment, review the following documents: Worksheet Realism, Impressionism, and the Modern World Worksheet Realism, Impressionism, and the Modern World Rubric Submissions No submissions yet. Drag and drop to upload your assignment below. Drop files here, or click below! Upload Choose Exis!ng Record You can upload files up to a maximum of 1 GB. Reflect in ePor"olio Ac!vity Details Task: Submit to complete this assignment Assessment HUM 100 Worksheet: Realism, Impressionism, and the Modern World Rubric Last Visited Apr 7, 2019 5:03 PM HUM 100 Worksheet: Realism, Impressionism, and the Modern World Rubric Critical Elements Engagement Part 1: Content Proficient (100%) Worksheet is complete Provides a response that demonstrates basic understanding of the characteristics of Realism and Impressionism Part 2: Content Provides a response that demonstrates basic understanding of human expression in the twentieth and twenty-first centuries Response Compares characteristics of the two eras Communicates Clearly Clearly communicates key ideas and thoughts Needs Improvement (75%) Worksheet is incomplete Response is missing components that would demonstrate basic understanding of the characteristics of Realism and Impressionism Response is missing components that would demonstrate basic understanding of human expression in the twentieth and twenty-first centuries Compares characteristics of the two eras, but response is unfocused or unclear Response needs clarification in order to support understanding of key ideas and thoughts Not Evident (0%) Worksheet is blank Response does not demonstrate a basic understanding of the characteristics of Realism and Impressionism Value 15 30 Response does not demonstrate a basic understanding of human expression in the twentieth and twenty-first centuries 30 Does not provide response 15 Key ideas or thoughts are not understandable 10 Total 100%
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HUM 100 Worksheet: Realism, Impressionism, and the Modern World
Part 1:
Realism
Characteristics:
1. Depiction of the ordinary
2. Real-life situations
3. Shift from the ideal to the real
Characteristic It
Artifact
Represents (Explain
Your Reasoning)
The Stonebreakers
Real life situations

Impressionism
Characteristics:
1. The play of light in...


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I was having a hard time with this subject, and this was a great help.

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