Chat with us, powered by LiveChat Read the attached guidlines and rubric for instructions. The comparitive art analysis is going to be about ‘The two Fridas’ by Frida Kahlo and ‘Self-potrai | EssayAbode

Read the attached guidlines and rubric for instructions. The comparitive art analysis is going to be about ‘The two Fridas’ by Frida Kahlo and ‘Self-potrai

Read the attached guidlines and rubric for instructions. The comparitive art analysis is going to be about "The two Fridas" by Frida Kahlo and "Self-potrait" by Judith Leyester. You will compare those two works with eacother and then comparing them to the modern world "selfie" 

FAS 202 Final Project Guidelines and Rubric

Overview The final project for this course is the creation of a comparative art analysis essay. The advent of postmodernism in the late twentieth century brought with it a skepticism of the cultural artifacts that preceded it. The postmodern artist understands that art in all forms—visual, literary, musical, performance, and so on—is a manifestation of its period and that these artistic expressions endure and continue to shape the human experience. The purpose of the final project is to demonstrate an understanding of the function of art in its specific era, as well as in contemporary times, and as an articulation of the social and cultural forces that influence the creative endeavor of the artist. A primary method in the study of the humanities, a comparative approach, allows us to reflect on a singular element and observe both similarities and differences. In employing a comparative approach, we begin to ask the questions necessary to come to an understanding of the objects being compared and the conditions of their creation. We learn that each object is a product of its environment—its social, historical, and cultural climate. For the final project, you will utilize the comparative approach to study two works of art as conveyors of meaning, capable of shaping cultural identity and our historical understanding. Your study will focus on how your chosen works deal with their shared theme as a product of their particular time. In Milestone Two, you will select a contemporary work (created within the past 20 years) or social construct and analyze that work for how it parallels the relationship between the two works you have selected for the final project. The project is divided into two milestones, which will be submitted at different points in the course to scaffold learning and ensure a quality final submission. These milestones will be submitted in Modules Three and Five. The completed final project will be submitted in Module Seven. In this assignment, you will demonstrate your mastery of the following course outcomes:

1. Analyze the formal characteristics and historical context of creative works from the Baroque period and beyond 2. Analyze creative works from the Baroque period and beyond for their influence on the expression of social and cultural conditions, issues, and the

human experience 3. Analyze the relationship between creative works from the Baroque period and beyond and their historical themes and settings 4. Articulate well-reasoned arguments regarding the relevance and role of the humanities in contemporary culture and society

Prompt The purpose of this final project is to evaluate your knowledge of the skills necessary for performing a visual and contextual analysis of two works and to measure your application of these techniques as you relate the works to real-world relevance/popular culture/ideas/concepts.

Select two works from one theme provided on the List of Comparisons (linked to in your online course). Works must be chosen from this list. The first work will be from one of the following categories: baroque, rococo, neoclassicism, or romanticism. The second will be modern (e.g., realism, impressionism, postimpressionism); postmodern; or contemporary (created within the past 20 years). You will identify a common/shared theme (e.g., social or cultural issue) in both works. For example, in Judith Leyster’s Self Portrait (Dutch baroque, 1630) and Frida Kahlo’s The Two Fridas (surrealism, 1939), a shared theme is the presentation of self. After identifying the common theme in both works, you will develop an essay that explores how each work is a product of its particular historical moment. In Milestone Two, you will address the relevance of this shared theme in contemporary culture by choosing a third work that exemplifies this theme. This third work could be a specific contemporary work (created within the past twenty years) belonging to any genre of the arts, or even a contemporary social construct such as reality television or social media. For example, you could consider the presentation of self as a relevant and recurring theme on Facebook today. Specifically, the following critical elements must be addressed:

I. Introduction This section of the comparative analysis will introduce readers to the works you have selected to analyze.

A. Identify each of the two selected works from the List of Comparisons. Include an image of the work and one paragraph that identifies the artist, title (in italics), date, medium, dimensions, stylistic movement, cultural origin, and current collection (i.e., Where the work is housed? This could be a museum, a gallery, or a private collection).

B. What is your main argument/thesis statement about the relationship between your selected works and their shared theme?

II. Visual and Historical Analysis This section will provide a visual and historical analysis of the physical characteristics in each work as well as the connections of each work to its historical and cultural context.

A. Explain how each of your two selected works reflects the social or cultural identity of its day. Support your response with examples. B. What influence have your two selected works had in the shaping of social or cultural identities? C. What influence have your two selected works had on a modern or contemporary expression of the identified shared theme? Support your

response with examples.

III. Comparative Analysis In this section, you will compare and contrast your two selected works.

A. What formal characteristics are similar between the two works? What characteristics are different? Be sure to reference specific aspects of each work.

B. How did each respective culture’s traditions and ideologies influence the two works you have selected? Be sure to use examples to support your response.

C. How does each work represent its particular social, historical, and cultural climate? Be sure to use examples to support your response.

IV. Parallels In this section, you will introduce a third creative work and explain how that work parallels the relationship between the two works previously selected.

A. How do the shared historical themes and settings tie your two previously selected works to the third, contemporary work or social construct? B. Discuss how the theme is still relevant today, using the third, contemporary work or social construct you selected to support your response.

V. Conclusion

In this section, you will discuss the relevance and value of studying works of art and cultural artifacts with regard to their influence, relevance, and impact on modern and contemporary culture and practice.

A. What is the value of challenging perceived notions of historical, cultural, and social identity? How do the humanities, as a discipline, help us understand this? Be sure to justify your response.

B. How does our understanding of social and cultural practices of the past impact how we conduct ourselves socially and professionally in the present? How do the humanities, as a discipline, help us understand this? Be sure to justify your response.

C. What is the responsibility of the artist to society, especially in terms of shaping our understanding of ourselves and the world in which we live? How do the humanities, as a discipline, help us understand this? Be sure to justify your response.

Milestones Milestone One: Introduction (Section I) In Module Three, you will submit your introduction to the final project. First choose a pair of works from the provided List of Comparisons and then choose a shared theme (e.g., social or cultural issue). For each work, include an image of the work and identify the artist, title (in italics), date, medium, dimensions, stylistic movement, cultural origin, and current collection (i.e., Where the work is housed? This could be a museum, a gallery, or a private collection). Finally, formulate a main argument/thesis statement in which you explain the relationship between your chosen works and your contemporary example. The components of this milestone will serve as the skeletal framework of your essay and will help you develop the rest of the required elements. This milestone will be graded with the Milestone One Rubric. Milestone Two: Rough Draft (Sections I–IV) In Module Five, you will submit your rough draft of Sections I–IV of the final project. Incorporate the introduction you created for Milestone One with the rest of the required elements (except for the conclusion, which you will include in your final submission). Use the feedback from Milestone One to form a thorough introduction. Once you've engaged in a meaningful comparison of the two works of art, you can begin to consider how those works relate to the corresponding theme and its historical and contemporary relevance by adding a third, contemporary work or social construct that shares the theme and cultural significance of these two works. This draft should be as detailed as possible, addressing each of the following major headings: Introduction, Visual and Historical Analysis, Comparative Analysis, and Parallels. This milestone will be graded with the Milestone Two Rubric. Final Submission: Comparative Art Analysis Essay In Module Seven, you will submit your completed comparative art analysis essay. For this submission, you will develop your conclusion (Section V) and combine it with Sections I–IV, revised to incorporate the instructor’s feedback. You will also apply knowledge you gained throughout the course, including feedback from

the discussion assignments and any relevant and valuable feedback you may have gained from your peers’ posts or responses. This submission will be graded with the Final Project Rubric.

Final Project Rubric Guidelines for Submission: Your comparative art analysis essay must be 3–5 pages in length (in addition to a cover page and references) and should use 12-point Times New Roman font, double spacing, and one-inch margins. It must be written in MLA format and include at least four scholarly sources cited in MLA format.

Critical Elements Exemplary Proficient Needs Improvement Not Evident Value Introduction: Identification [FAS-202-01]

N/A Comprehensively identifies both works from the List of Comparisons, including an image of the work and one paragraph that outlines the artist, title, date, medium, dimensions, stylistic movement, cultural origin or period of creation, and current collection (100%)

Identifies both works from the List of Comparisons, but response does not cover all elements specified in the prompt (55%)

Does not identify both works (0%)

5.94

Introduction: Main Argument/Thesis

[FAS-202-03]

Meets “Proficient” criteria and makes especially clear connections between the main argument/thesis statement, the selected works, and the shared theme or social construct (100%)

Discusses the main argument/thesis statement about the relationship between selected works and the shared theme or social construct (85%)

Discusses the main argument/thesis statement about the relationship between selected works and the shared theme or social construct, but discussion is cursory or illogical (55%)

Does not discuss the main argument/thesis statement about the relationship between selected works and the shared theme or social construct (0%)

7.92

Visual and Historical Analysis: Reflection

[FAS-202-02]

Meets “Proficient” criteria, and examples provide cogent connections between each work and the social and cultural identity of its day (100%)

Explains how each of the two works reflects the social or cultural identity of its day and supports response with examples (85%)

Explains how each of the two works reflects the social or cultural identity of its day, but explanation is cursory or illogical or examples provided are not relevant (55%)

Does not explain how each of the two works reflects the social or cultural identity of its day (0%)

7.92

Visual and Historical Analysis: Identities

[FAS-202-02]

Meets “Proficient” criteria, and response makes especially clear connections between the shared works and their influence on the shaping of social or cultural identities (100%)

Explains the influence the two selected works have had in the shaping of social or cultural identities (85%)

Explains the influence the two selected works have had in the shaping of social or cultural identities, but explanation is cursory or illogical (55%)

Does not explain the influence the two selected works have had in the shaping of social or cultural identities (0%)

7.92

Critical Elements Exemplary Proficient Needs Improvement Not Evident Value Visual and Historical Analysis: Expression

[FAS-202-02]

Meets “Proficient” criteria, and examples illustrate clear connections between the selected works and the expression of the shared theme (100%)

Explains the influence the two selected works have had on a modern or contemporary expression of the identified shared theme, using examples to support response (85%)

Explains the influence the two selected works have had on a modern or contemporary expression of the identified shared theme, but explanation is cursory or illogical or does not use examples to support response (55%)

Does not explain the influence the two selected works have had on a modern or contemporary expression of the identified shared theme (0%)

7.92

Comparative Analysis: Characteristics [FAS-202-01]

Meets “Proficient” criteria, and specific aspects referenced demonstrate a sophisticated awareness of formal characteristics in artwork (100%)

Explains the similarities and differences present in the formal characteristics of the two works, referencing specific aspects of each work (85%)

Explains the similarities and differences present in the formal characteristics of the two works, but explanation is cursory or there are gaps in referencing specific aspects of each work (55%)

Does not explain the similarities and differences present in the formal characteristics of the two works (0%)

5.94

Comparative Analysis: Traditions

[FAS-202-01]

Meets “Proficient” criteria, and response demonstrates a complex grasp of how each work was influenced by its respective culture and ideology (100%)

Determines how each respective culture’s traditions and ideologies influenced the chosen works, using examples to support response (85%)

Determines how each respective culture’s traditions and ideologies influenced the chosen works, but determination is cursory or illogical or does not use examples to support response (55%)

Does not determine how each respective culture’s traditions and ideologies influenced the chosen works (0%)

5.94

Comparative Analysis: Climate

[FAS-202-01]

Meets “Proficient” criteria, and response demonstrates a sophisticated awareness of the relationship between the selected works and the social, historical, and cultural climate relevant to each work (100%)

Explains how each work represents its particular social, historical, and cultural climate, supporting response with examples (85%)

Explains how each work represents its particular social, historical, and cultural climate, but explanation is cursory or illogical or does not use examples to support response (55%)

Does not explain how each work represents its particular social, historical, and cultural climate (0%)

5.94

Parallels: Historical Themes

[FAS-202-03]

Meets “Proficient” criteria, and response demonstrates keen insight into the influence of historical themes and settings on creative endeavors (100%)

Explains how the shared historical themes and settings tie the two previously selected works to the third, contemporary work or social construct (85%)

Explains how the shared historical themes and settings tie the two previously selected works to the third, contemporary work or social construct, but explanation is cursory or illogical (55%)

Does not explain how the shared historical themes and settings tie the two previously selected works to the third, contemporary work or social construct (0%)

7.92

Critical Elements Exemplary Proficient Needs Improvement Not Evident Value Parallels: Relevance

[FAS-202-03] Meets “Proficient” criteria and demonstrates a sophisticated awareness of the theme’s continued relevance (100%)

Discusses how the theme is still relevant today, using the third, contemporary work or social construct to support response (85%)

Discusses how the theme is still relevant today, but discussion is cursory, contains inaccuracies, or does not use the third, contemporary work or social construct to support response (55%)

Does not discuss how the theme is still relevant today (0%)

7.92

Conclusion: Perceived Notions

[FAS-202-04]

Meets “Proficient” criteria, and provided justification demonstrates a complex grasp of the value of challenging perceived notions (100%)

Explains the value of challenging perceived notions of historical, cultural, and social identity and how the humanities, as a discipline, further understanding of that value, justifying response (85%)

Explains the value of challenging perceived notions of historical, cultural, and social identity and how the humanities, as a discipline, further understanding of that value, but explanation is cursory or illogical, or there are gaps in justification (55%)

Does not explain the value of challenging perceived notions of historical, cultural, and social identity and how the humanities, as a discipline, further understanding of that value (0%)

7.92

Conclusion: Conduct Ourselves

[FAS-202-04]

Meets “Proficient” criteria, and provided justification demonstrates a sophisticated awareness of how the past impacts the present (100%)

Explains how understanding social and cultural practices of the past impacts how individuals conduct themselves socially and professionally in the present, and how the humanities, as a discipline, further that understanding, justifying response (85%)

Explains how understanding social and cultural practices of the past impacts how individuals conduct themselves socially and professionally in the present, and how humanities, as a discipline, further that understanding, but explanation is cursory or illogical or there are gaps in justification (55%)

Does not explain how understanding social and cultural practices of the past impacts how individuals conduct themselves socially and professionally in the present, and how the humanities, as a discipline, further that understanding (0%)

7.92

Conclusion: Responsibility [FAS-202-04]

Meets “Proficient” criteria, and provided justification demonstrates a sophisticated awareness of how artists shape perspectives (100%)

Explains the responsibility of the artist to society and how the humanities, as a discipline, help in understanding that responsibility, justifying response (85%)

Explains the responsibility of the artist to society and how the humanities, as a discipline, help in understanding that responsibility, but explanation is cursory or illogical, or there are gaps in justification (55%)

Does not explain the responsibility of the artist to society and how the humanities, as a discipline, help in understanding that responsibility (0%)

7.92

Critical Elements Exemplary Proficient Needs Improvement Not Evident Value Articulation of

Response Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format (100%)

Submission has no major errors related to citations, grammar, spelling, syntax, or organization (85%)

Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas (55%)

Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas (0%)

4.96

Total 100%

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