What does the comparative analysis you just performed in this essay help YOU determine about what was important to each respective culture and how can we find parallels to our culture today?

SOCIAL/ POLITICAL ROLE
• Besides serving a predominantly religious function, we may find that each structure
served a social and/or political role .
Describe how each structure played a role in society beyond a religious purpose.
SECTION 4
COMPARE/ CONTRAST
In this section, you will demonstrate critical thinking as you perform your comparative
analysis.
Discuss and elaborate on the following points of similarity between these two structures:
1) Served as religious burial sites in which to honor the dead.
2) Involved precision planning and construction with thought given to site layout
and astronomical alignment.
3) Functioned to make beneficial connections between humankind and the universe
After considering the similarities, briefly discuss what the differences are between the two structures. What do the differences tell us about these two cultures?
CONCLUSION
Architectural structures embody value and belief systems. What does the comparative
analysis you just performed in this essay help YOU determine about what was important to each respective culture and how can we find parallels to our culture today?

What is therapeutic jurisprudence? What value does this approach have for the administration of justice within settler-colonies? Do you think the Koori Court might be considered a practising example of therapeutic jurisprudence?

Purpose: To develop an original research piece addressing a key issue in Indigenous Justice

Value: 50%

Word count: 2000 words. You have +/- 10% leeway with the word count. Word count includes all text in your essay (i.e. in-text references, headings, etc), but excludes the bibliography.

Instructions:

Answer one of the following essay questions:

What is therapeutic jurisprudence? What value does this approach have for the administration of justice within settler-colonies? Do you think the Koori Court might be considered a practising example of therapeutic jurisprudence?
How do discourses of race and racism influence the quality and access to justice for Indigenous Australians?
Discuss the role Indigenous interpreters in the administration of justice. Why are interpreters necessary functionaries in the administration of justice for many Indigenous Australians? Why do you think access to interpreters has historically been restricted in many settings in Australia, and to what effect?

What kind of truth does each work try to achieve? What methods is each artist using to create this kind of truth? How do these methods differ from each other?

The Truth of Art

Instructions
Aaron Douglas’s style “is the result of a deep-rooted belief that in trying to imitate the actual world, art-as-likeness was really falsifying the way we see that world.” Although all art is a form of imitation—whether of the actual or the imaginary world—Douglas’s belief highlights the way artists have used conflicting methods of getting to the “truth” of the world.

Choose one image from early “realistic” methods of artistic representation and one image from later “art of alteration” and analyze the following: What kind of truth does each work try to achieve? What methods is each artist using to create this kind of truth? How do these methods differ from each other?

Review “Renaissance Art” and “Art as Alteration” ; “The Modern American Novel” .

Examine and react to pieces of art. A formal art analysis offers a great start to examining a piece before moving into other factors such as social context and iconography, etc.

Welcome to Unit 4. Now that we have explored the meaning of art, art qualities and art materials, we are going to pull it all together to discuss art analysis. Art is meant to be engaged with, we as humans are meant to examine and react to pieces of art. A formal art analysis offers a great start to examining a piece before moving into other factors such as social context and iconography, etc. This unit focuses only on the visual analysis, but in future units we will discus meaning, iconography, social context, etc.

Using the Met Timeline of Art, find an art piece that you will give a visual analysis of. You will then create a screen recording, making a 2-4 minute video of the qualities within the piece. Try to describe the visual qualities thoroughly within the analysis. You must submit the technical information of your chosen art piece along with the link to your video.
If you are not sure how to create a screencapture video, you are able to use Screen-Cast-O-Matic to create a free screen capture video.

What was your inspiration? What led you to make your artistic decision(s)? What are your overall feelings towards cubism?

Cubism, as innovated by artists like Pablo Picasso and Georges Braque, “combined a large range of viewpoints,” placing an emphasis on the geometry of a subject and showing it from multiple perspectives. The result is a fractured image across the canvas . For your second artistic expression exercise, you will create a self-portrait in the cubist style.

Instructions:
This assignment features two components.

Portrait – Complete a Cubist-style self-portrait! You may use paints, color crayons or pencils, pastels, etc. It must be completed on an 8 1/2″ x 11″ piece of paper. Submit a picture of your self-portrait, along with a picture of yourself — the subject.
Essay – Having completed your self-portrait, write a 500 word essay about your process. What was your inspiration? What led you to make your artistic decision(s)? What are your overall feelings towards cubism?

Is the work interactive, dynamic, collaborative, participatory, or adaptable? Does it explore appropriation, feedback, or instant replay? Does it expose the mechanics of video?

Nam June Paik
In paragraph 2, you should briefly describe your example and point to the specific characteristics of Video and New Media Art you see used. For example, is the work interactive, dynamic, collaborative, participatory, or adaptable? Does it explore appropriation, feedback, or instant replay? Does it expose the mechanics of video? Does it explore process? You should be able to apply at least two characteristics of Video Art and two characteristics of New Media to your example.
When discussing your artwork, you may also consider if the artist explores time, movement, color, or sound. Is the work projected outside, or is it within the walls of the gallery or museum space? How does the work’s location affect the viewer’s experience of it? Does the video immerse the viewer in an installation, or is it more intimate?
Paragraph 3 should address your interpretation of the artwork; this is what you think the work of art is about. Since you are viewing the video online, you might think about how this platform differs from being in the same physical space as the artwork. Be sure to back up any interpretation with direct observation of the art object!

Discuss how the function of literature compares with the function of myth as described in chapter 3.

The Functions of Literature and Myth

Instructions
Discuss how the function of literature compares with the function of myth as described in chapter 3. To focus your answer, consider the hero myth alongside any combination of Homer’s Iliad, the novels of Ernest Hemingway discussed in this chapter, and one or more war poems from the chapter’s end.

Review “What is Myth” and “The Hero as World Myth” ; “An Early Masterpiece: Homer’s Iliad,” “The Modern American Novel,” and “Critical Focus: Exploring the Poetry of War”.

Create an exhibition of 5 to 7 works that illustrate that theme. You must choose at least one work from each of the lessons leading up to the final.

You are the curator of a small online exhibition!
This paper will consist of a virtual exhibition. You will create an exhibition of 5 to 7 works that illustrate that theme. You must choose at least one work from each of the lessons leading up to the final. The works can be anything found on Visual Note-Taking Guides or the ARTstor sets EXCEPT comparisons that come from different periods or cultures. IMAGES TO BE USED FOR PAPER ARE INCLUDED BELOW. THE THEME IS “Self-Portraiture”.
This paper will consist of an introduction  minimum 1.5 paragraph per work . Finish with a brief conclusion that ties everything together. For more information, please see the grading rubrics document .

Create an exhibition of 5 to 7 works that illustrate that theme. You must choose at least one work from each of the lessons leading up to the final.

You are the curator of a small online exhibition!
This paper will consist of a virtual exhibition. You will create an exhibition of 5 to 7 works that illustrate that theme. You must choose at least one work from each of the lessons leading up to the final. The works can be anything found on Visual Note-Taking Guides or the ARTstor sets EXCEPT comparisons that come from different periods or cultures. IMAGES TO BE USED FOR PAPER ARE INCLUDED BELOW. THE THEME IS “Self-Portraiture”.
This paper will consist of an introduction, minimum 1.5 paragraph per work . Finish with a brief conclusion that ties everything together. For more information, please see the grading rubrics document .

Are you choosing artworks with a similar aesthetic and color story? Or are they united by their concepts and subject matter? Does one piece change the meaning of another when placed beside it?

Impressive revolution
For our final project, you have been promoted to a new, and perhaps arbitrarily granted, level of authority. You are now the curator of your own imaginary gallery show. This means that you get to decide what art makes the cut, and what doesn’t.
Along with your title, chosen images, and prospectus, please submit 2-3 sentences about each artwork that you chose, explaining why you chose it and how it works within the context of your gallery show. Are you choosing artworks with a similar aesthetic and color story? Or are they united by their concepts and subject matter? Does one piece change the meaning of another when placed beside it?
I look forward to seeing you spin a new narrative around what we’ve learned in class.