CHY4U: Seminar- Analysis and Critique of Historical Art/Music/Poetry

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Gilbert Phelps
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1 CHY4U: Seminar- Analysis and Critique of Historical /Music/Poetry Purpose of Assignment This seminar is designed to foster students historical knowledge and application skills. Students will also develop skills in the areas of thinking/inquiry and communication. As well, students will develop their seminar presentation skills. Assignment Specifications Students are responsible for choosing a teacher-approved painting/picture, song or poem. The choice must fall within a period of History being studied in this course. As well, the choice may be any artistic genre. Students will do outside research and ensure they address the following statements/questions. 1. What is the historical impetus for the creation of this piece of art? 2. Who created the artwork, song or poem? Why are they of historic importance? 3. Does the artwork, song or poem contain any historical biases/inaccuracies? 4. What was the artwork, song or poem s original purpose? 5. Does the artwork, song or poem effectively achieve its purpose(s)? 6. Any other observations/insights. Seminar Specifications The seminar will be a minute critique of the selected art, song or poem. The seminar must not consist of reading from notes. Instead, research and conclusions should be presented in an interesting and creative fashion. It should consist of the following sections: 1. Introduction The introduction should be unique and command the attention of the audience. A hook will help achieve this. The hook is a provocative prop, statement/question, cartoon, video clip, etc. that is presented to the audience at the beginning of the seminar. It piques the audience s interest and leaves it wanting to know more. After the hook is used, the topic can be briefly introduced. Be sure to explain why the art, song or poem was a particularly relevant one. 2. Body of Presentation The seminar can model the structure of an essay in that it describes, explains, and argues the point being made in the seminar. A short biography of the artist must also be included in the seminar. A handout outlining the seminar is useful so that the audience can easily follow the seminar while taking notes, etc. While the seminar must introduce the audience to the entire song or poem (if possible), the song or reading of the poem

2 may not comprise over 33% of the seminar s content. If the topic is a painting then the student must exhibit it to the class. 3. Conclusion The conclusion should very briefly summarize the seminar. It should also explain why the topic is an important one. Furthermore it should leave the audience with a sense of the art s, song s or poem s relevance and overall effectiveness. Leaving the audience with one or more questions/speculations on the matter will help stimulate discussions. 4. Discussion/Activity This section of the Seminar allows the audience to ask questions and start discussion about the topic of study. This allows for clarification of issues and the formation of informed attitudes regarding the topic. Ideally, the presenter should create a structured activity that will engage the audience. Student: work, Song or Poem Selection and ist Evaluation Students will be evaluated according to the attached rubric. Assignment Due Date: Unit 1 Vitruvian Man The temptation of St. Anthony The Martyrdom of St. Ursula The Prodigal Son The Ecstasy of St. Teresa The Nightwatch David The Anatomy Lesson of Dr. Nicolaus Tulp The Crucible Sistine Chapel (one work/scene) Unit 2 The Descent from the Cross Pilgrimage to Cythera The Stolen Kiss Napoleon Crossing the Alps The Tennis Court Oath

3 Poetry/Fiction A Modest Proposal Music The Marseillaise Any work by Handel (the Messiah, etc.) Any work by Mozart (The Marriage of Figaro, The Magic Flute, Requiem, a symphony, etc.) Any work by Beethoven (Concerto or Symphony) Unit 3 The Death of Sarandanapalus The Fighting Temeraire The Burning of Shelley God Creating the Universe (Ancient of Days) Impression Sunrise Sunday Afternoon on the Island of La Grande Jatte Starry Night Over the Rhone The Potato Eaters Poetry/Fiction Ode. Intimations of Immortality The Rime of the Ancient Mariner Kubla Khan To a Nightingale Prometheus Unbound Don Juan Ozymandias When I Have Fears Jane Eyre Any work by Charles Dickins Any work by Emile Zola Any work by George Bernard Shaw Unit 4-5 The Dream The Thinker Any work by Debussy Any work by Andy Warhol Any work by Tom Thomson or the Group of Seven Poetry/Fiction Any WWI Poet/Poem The Hollow Men Ulysses Heart of Darkness Any work by Virginia Wolfe Music Any WWI Song Any early Jazz song Any early rock and roll song Any 1960s protest song Any contemporary protest song *Any other approved topic

4 Presentation included a hook that related to and introduced the topic. (T/C) Presentation included a biography of the artist(s) (K) A handout with all relevant information was provided to fellow students (T/C) Presentation included a description and analysis of the art piece. (K/A) The conclusion included an explanation of why this piece of art is important in history (how it affected history and why its relevant today). (A) Discussion activity was included and was engaging. (T/A/C) Spelling and Grammar errors. Bibliography done in proper Chicago format. Student makes eye contact in presentation. Student uses appropriate voice level while presenting. CHY4U Seminar Evaluation Rubric Level 4 Level 3 Level 2 Level 1 Always Mostly Sometimes Rarely No errors Few errors (1-2) Some errors (3-5) Multiple errors (more than 5) Always Mostly Sometimes Rarely Throughout Most of the time Sometimes Rarely Throughout Most of the time Sometimes Rarely

5 I completed a limited amount of research I explained a few of the components of CHY4U Seminar Self Evaluation: Checklist Level 1 Level 2 Level 3 Level 4 I completed some I completed a research the I applied a limited amount of my knowledge from this course to my I used a limited amount of reliable sources to complete my I explained some of the components of the I applied some of my knowledge from this course to my I used some reliable sources to complete my amount of research I explained most of the components of the I applied a amount of my knowledge from this course to my I used a amount of reliable sources to complete my I completed a thorough amount of research I explained all, or almost all of the components of the. I applied a thorough amount of my knowledge from this course to my. I used an excellent amount of reliable sources to complete my. Comments: I worked really hard on: Something I could improve on: How can I make this improvement:

English 334: Reason and Romanticism Fall 2009 (WEC/AA program) Vol. 10, No. 1 Price 7 Pence

English 334: Reason and Romanticism Fall 2009 (WEC/AA program) Vol. 10, No. 1 Price 7 Pence Vital Information About the Course and Instructor Latest Intelligence Instructor: Dallas Liddle, Ph.D. Meetings: