HVT1* Lit, Arts, & Humanities

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Task 1/HVT Task 1 – Instrictions x

HVT Task 1

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Directions

SUBDOMAIN 112.1 – FUNDAMENTAL CONCEPTS, METHODS, & MODES IN THE HUMANITIES

Competency 112.1.2: Imagination, Values, and Emotions –

The graduate examines concepts and modes of expression in human imagination, values, and emotions.

Introduction:

Works of art vary greatly across genres and time periods. Some works of the humanities seem to have originated from the minds of specific individuals or from social and cultural influences, while other works of art were influenced by the styles and characteristics of earlier periods and are often a continuation of or reaction to those artistic styles. For example, classical art from ancient Greece and Rome was revived during the neoclassical era. Cubism was a reaction to the style and characteristics of the earlier European tradition of realistic painting. The purpose of this task is to analyze, critique, and understand where creativity and inspiration originate.

Your goal for this task is to discuss and analyze creativity as the continuation of, or as a reaction to, an earlier historical art period. You will choose
two historical periods from the list below and discuss the relationships between the periods. You should discuss how one period revived or continued the style and characteristics of the other period or how one period originated in reaction to the other period.

The following is a list of historical art periods you can choose from:

• Classical

• Middle ages

• Renaissance

• Mannerism

• Baroque

• Rococo

• Neoclassical

• Romanticism

• Realism

• Impressionism

• Post impressionism

• Cubism

• Dadaism

• Geometric abstraction

• Pop art

• Surrealism

• Harlem Renaissance

Task:

A. Choose
two art periods from the list above and write an essay (
suggested length of 3–5 pages) in which you do the following:

1. Describe the earlier historical art period, characteristics of the style, and social conditions that may have contributed to the advent of this style.

2. Describe the later historical art period, characteristics of the style, and social conditions that may have contributed to the advent of this style.

3. Analyze the relationship between the historical art periods.

a. Explain similarities or differences between the historical art periods.

b. Explain the purpose for continuing the tradition of the earlier historical art period or deviating from it.

1. Reference at least
one specific work of art from
each period in your discussion.

2. Explain how the later work relates to the earlier work.

c. Explain the influence the later historical art period had on the art world (i.e., its historical significance).

Note: You should assume that your audience has a basic knowledge of the art periods. You will want to identify both periods in your essay and describe the art periods (time periods, characteristics, and social conditions that may have contributed to the advent of the styles of the period), but you will want to do so in a way that will allow your readers see how the descriptions support your thesis concerning the relationship between the two art periods.

B. When you use sources, include all in-text citations and references in APA format.

Note: When bulleted points are present in the task prompt, the level of detail or support called for in the rubric refers to those bulleted points.

Note: For definitions of terms commonly used in the rubric, see the Rubric Terms web link included in the Evaluation Procedures section.
Note: When using sources to support ideas and elements in a paper or project, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the paper or project.
Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout web link included in the APA Guidelines section.

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Task 1/HVT Task 1 – Revisions x

Detailed Results (Rubric used: HVT Task 1)

Articulation of Response (clarity, organization, mechanics)

(0) Unsatisfactory

(1) Needs Revision

(2) Satisfactory

The candidate provides unsatisfactory articulation of response.

The candidate provides weak articulation of response.

The candidate provides adequate articulation of response.

Criterion Score: 2.00

A1. Earlier Historical Art Period

(0) Unsatisfactory

(1) Needs Revision

(2) Satisfactory

The candidate does not provide an appropriate description of the earlier historical art period, characteristics of the style, and social conditions that may have contributed to the advent of this style.

The candidate provides an appropriate description, with insufficient detail, of the earlier historical art period, characteristics of the style, and social conditions that may have contributed to the advent of this style.

The candidate provides an appropriate description, with sufficient detail, of the earlier historical art period, characteristics of the style, and social conditions that may have contributed to the advent of this style.

Criterion Score: 2.00

Comments on this criterion: The characteristics of the Renaissance are adequately described.

A2. Later Historical Art Period

(0) Unsatisfactory

(1) Needs Revision

(2) Satisfactory

The candidate does not provide an appropriate description of the later historical art period, characteristics of the style, and social conditions that may have contributed to the advent of this style.

The candidate provides an appropriate description, with insufficient detail, of the later historical art period, characteristics of the style, and social conditions that may have contributed to the advent of this style.

The candidate provides an appropriate description, with sufficient detail, of the later historical art period, characteristics of the style, and social conditions that may have contributed to the advent of this style.

Criterion Score: 2.00

Comments on this criterion: Romanticism is adequately described.

A3. Analysis

(0) Unsatisfactory

(1) Needs Revision

(2) Satisfactory

The candidate does not provide a plausible analysis of the relationship between the historical art periods.

The candidate provides a plausible analysis, with insufficient support, of the relationship between the historical art periods.

The candidate provides a plausible analysis, with sufficient support, of the relationship between the historical art periods.

Criterion Score: 2.00

A3a. Similarities or Differences

(0) Unsatisfactory

(1) Needs Revision

(2) Satisfactory

The candidate does not provide a logical explanation of similarities or differences between the historical art periods.

The candidate provides a logical explanation, with insufficient detail, of similarities or differences between the historical art periods.

The candidate provides a logical explanation, with sufficient detail, of similarities or differences between the historical art periods.

Criterion Score: 2.00

A3b. Explanation

(0) Unsatisfactory

(1) Needs Revision

(2) Satisfactory

The candidate does not provide a logical explanation of the purpose for continuing the tradition of the earlier historical art period or deviating from it.

The candidate provides a logical explanation, with insufficient detail, of the purpose for continuing the tradition of the earlier historical art period or deviating from it.

The candidate provides a logical explanation, with sufficient detail, of the purpose for continuing the tradition of the earlier historical art period or deviating from it.

Criterion Score: 2.00

A3b1. Reference to Work of Art

(0) Unsatisfactory

(1) Needs Revision

(2) Satisfactory

The candidate does not reference any specific works of art from either period.

The candidate references at least 1 specific work of art from at least 1 period.

The candidate references at least 1 specific work of art from
each period.

Criterion Score: 2.00

Comments on this criterion: The submission identifies specific works from each period.

A3b2. Relation of Later Work to Earlier Work

(0) Unsatisfactory

(1) Needs Revision

(2) Satisfactory

The candidate does not provide a logical explanation of how the later work relates to the earlier work.

The candidate provides a logical explanation, with insufficient detail, of how the later work relates to the earlier work.

The candidate provides a logical explanation, with sufficient detail, of how the later work relates to the earlier work.

Criterion Score: 1.00

Comments on this criterion: Although specific works are identified, they are analyzed independently.

A3c. Influence of Later Historical Art Period

(0) Unsatisfactory

(1) Needs Revision

(2) Satisfactory

The candidate does not provide a logical explanation of the influence the later historical art period had on the art world.

The candidate provides a logical explanation, with insufficient detail, of the influence the later historical art period had on the art world.

The candidate provides a logical explanation, with sufficient detail, of the influence the historical art period had on the art world.

Criterion Score: 1.00

Comments on this criterion: The characteristics of Romanticism are adequately described. A logical explanation needs to be provided for the influence the Romanticism had on the art world.

B. Sources

(0) Unsatisfactory

(1) Needs Revision

(2) Satisfactory

When the candidate uses sources, the candidate does not provide in-text citations and references for each source used.

When the candidate uses sources, the candidate provides appropriate in-text citations and references with major deviations from APA style.

When the candidate uses sources, the candidate provides appropriate in-text citations and references accurately or with only minor deviations from APA style, OR the candidate does not use sources.

Criterion Score: 2.00

Task 1/HVT_Task_1

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RHVT Task 1

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Introduction:

In this paper I shall discuss the early historical art of Renaissance and Romanticism period. The

Romanticism movement began in late eighteenth century and dealt primarily with the literature

and art. Similarly, the Renaissance movement, which thrived from the fourteenth century to

seventeenth century, was known for its achievements in art, literature and music as well. The

following paper shall compare and contrast the two periods and shall discuss the relationship

between the two in terms of their art.

Renaissance and earlier historical art:

Description:

The word Renaissance is a French word which means ‘rebirth’. The Renaissance period refers to

the rebirth of humanism during the 14th, 15th and 16th century in Europe. The Renaissance

movement began close to the middle Ages and ended in the late seventeenth century. The

movement originated from Italy and expanded to other parts of Europe in a considerably less

time. In short the Renaissance period was a time of rebirth of humanism and new discoveries in

fine arts, literature, music, philosophy, science and technology, architecture and in religion and

spirituality. [Bober, P. P., Rubinstein, R., & Woodford, S. (1986). ]

In spirit of Humanism, the artists of the early Renaissance increasingly incorporated human

forms in their artworks. Portrayal of life-like human forms was common and the artists thrived to

provoke perfection and a realistic effect within the things that they created in order to portray

humanism in its true form. The artists particularly focused in developing new techniques and

methods of creating more realistic paintings. Specific methods were adopted to add emotions to

the painting and add a life-like and three-dimensional effect within the paintings. Studies and

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researches were also carried out in the early Renaissance period on the human and animal

anatomy to better understand the human form.

Characteristics of the Early Renaissance Period:

The artists of the early Renaissance Periods believed that art could not remain stationary and

motionless. They believed that art should to develop and stay in motion for ever. Some of the

important characteristic of the early Renaissance Period are listed below:

 The artists did research and studied the classical art of Ancient Greek and Roman times.

The early Renaissance artists studied the use of light, color and space techniques which

were previously used by the Greeks and the Romans. Using their research from the

previous artistic periods they evolved new techniques and patterns of painting.

 The early Renaissance artists shifted their focus to human rather than heavenly creatures

which use to be the center of attention in the medieval times. [Bober, P. P., Rubinstein, R., & Woodford,

S. (1986). ]

 The concept of Realism evolved as the artists turned their attention towards seeking

realistic effect and perfection within the sculptures that they made.

 Mainly, the paintings of the early Renaissance period represented humans carrying out

their daily activities such as dancing, eating, reading, etc. They did not portray them as in

doing extraordinary activities. This perhaps, might have added to the realistic effect of

their paintings.

 Linear perspective was introduced by an architect in that early Renaissance period and

was used by other artists to create illusions of space and time. Some of the artworks

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based on this particular technique include “Trinity”, that was painted by Masaccio and

“Metal Recto” by Alberti are worth mentioning here. [Huaghton, N. (2004).]

Over all, in the early Renaissance period modern ideas were being explored and were being

developed. For example, the artists became more and more aware of the human beauty than that

of other worldly things. Furthermore, they also started to question the church on several matters.

Some even found their belief diminishing as they became more and more aware.

Characteristics of the Late Renaissance Period:

The late Renaissance period also known as Mannerism shifted the focus of the artists towards the

style and manner of a certain object rather than the substance itself. Most of the artworks

produced within this period were not specifically based on new techniques. Some characteristics

are as follow:

 Use of loud colors was becoming common.

 Strange themes were being adopted.

 Humans were depicted in a new fashion with long limps and various poses that seemed

somewhat unnatural. Even nude human sculptures were painted in this way.

 Some of the artists of this period who contributed to art include Giorgio Vasari and

Michelangelo.

 Gothic Style was introduced as well.

 Symbolism was also adopted; an object painted had a different hidden meaning within

relating to something else as a symbol.

 Drawings on wood were also common. [Huaghton, N. (2004).]

5 RHVT Task 1.

Romanticism:

The period of Romanticism thrived between the 18th and 19th century. With the start of

Romanticism, the initiation of artistic culture began which went on to redefine the ways in which

the people of Western society perceived things. The Romanticism movement emphasized

revolution. Romanticism dignified individualism, subjectivism, irrationalism, imagination,

emotion and nature.

Common Characteristics of the Romantic Period:

 Huge emphasis on Subjectivism and Individualism.

 Elevation in the expression of Emotion.

 Interest in Nature. Many artists were inspired by the beauty that nature held.

 In this period, the artists also became fascinated with magic, dreams, mystery and

fantasy.

 Increase interest with olden past and exotic cultures.

 Gothic art became popular. Gothic Novels, paintings and architecture was becoming

common.

In the era of the Romanticism, imagination was given huge importance. The people became

aware that imagination is the basic faulty through which art is primarily generated. They became

aware that imagination alone provided humans with the power to see things as they are and

differentiate between them. Furthermore, Nature also formed a fundamental part of the Romantic

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art. The landscape painting and scenery designing became common alongside the development

of poetry inspired by the nature. Moreover, symbolism and Myth were also emphasized.

Artists increasingly shifted towards to the ‘exotic’ art from the past. They turned their attention

towards folk legends and previous works and techniques. The artists of the Romantic period did

not particularly get their inspiration themselves from the public. They based their ideas and

created art from within their own emotions.

One of the basic characteristic of Romanticism was the idea of “the feeling and emotion of the

artist”. Romanticism defined true art as that which was created unconsciously by an artist.

Romanticism suggests that nature and human world as a whole are an important part of art and

are prove healthy when incorporated in to art itself. Romanticism was basically a movement

initiated in order to revolt against the political and social customs against the Age of

Enlightenment. Moreover, it was also aimed at the scientific justification of nature. These social

and political conditions added to the speed with which the movement expanded. This period was

linked with liberalism as well.

Some of the artworks include:

– Bridge near Mount Grimsel by William Pars. (1770)

– Coalbrookdale bei Nacht by Philippe Jacques de Loutherbourg.

Some of the literary works include:

– Michelangelo – The Holy Family – (1506).

– Durer – Lamentation over the Dead Christ – (1500).

Relationship and comparison between the Romanticism and Renaissance Periods:

7 RHVT Task 1.

There are many similarities and differences between the two artistic periods. The two artistic

periods promote and belief in individualism. But their focus was somewhat different –

Renaissance focused on humanism and Romantic Period focused on Romanticism. Therefore,

both Renaissance and Romanticism have different perspectives of viewing art. Both promoted

the incorporation of nature in the artistic works, therefore the context of the art are quite similar.

The Romanticism period stressed upon imagination and individual thinking. Renaissance also

appreciated the thought of individual thinking and promoted similar aspects.

The Romantic though on the Renaissance is visible on various fronts. Many of the artworks and

paintings of the Romantics period prove that they were/are the continuation of the Medieval and

the Renaissance period. Another example of adoption of Renaissance art is seen in William

Shakespeare’s work. He has seemed to have taken ideas form the Renaissance Period. His main

interest lay in human characters and relationships

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References:

1. Bober, P. P., Rubinstein, R., & Woodford, S. (1986). Renaissance artists & antique

sculpture: a handbook of sources. H. Miller.

2. ANDERSON, N. (1933). THE ROMANTIC ERA. The Year’s Work in Modern Language

Studies, 4, 70-72.

3. Huaghton, N. (2004). Perception of beauty in Renaissance Art. Retrieved from:

http://sirl.stanford.edu/~bob/teaching/pdf/arth202/Haughton_Renaissance_beauty_JCosm

eticDermatology04

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References:

1. Dixon, A G. (1999). Renaissance.

2. Padgen, A. (1993). European Encounters With the New World: From Renaissance to

Romanticism.

3. Wu, D. (2012). Romanticism: An Anthology.

4. Gunderson, J. (2008). Romanticism.

5. Nauert, C G. (2006). Humanism and the Culture of Renaissance Europe. Page – 191.

Task 1/Rubric – HVT Task 1

HVT Task 1

Unsatisfactory

Needs Revision

Satisfactory

Score/Level

Articulation of Response (clarity, organization, mechanics)

The candidate provides unsatisfactory articulation of response.

The candidate provides weak articulation of response.

The candidate provides adequate articulation of response.

A1. Earlier Historical Art Period

A2. Later Historical Art Period

A3. Analysis

The candidate does not provide a plausible analysis of the relationship between the historical art periods.

The candidate provides a plausible analysis, with insufficient support, of the relationship between the historical art periods.

The candidate provides a plausible analysis, with sufficient support, of the relationship between the historical art periods.

A3a. Similarities or Differences

The candidate does not provide a logical explanation of similarities or differences between the historical art periods.

The candidate provides a logical explanation, with insufficient detail, of similarities or differences between the historical art periods.

The candidate provides a logical explanation, with sufficient detail, of similarities or differences between the historical art periods.

A3b. Explanation

The candidate does not provide a logical explanation of the purpose for continuing the tradition of the earlier historical art period or deviating from it.

The candidate provides a logical explanation, with insufficient detail, of the purpose for continuing the tradition of the earlier historical art period or deviating from it.

The candidate provides a logical explanation, with sufficient detail, of the purpose for continuing the tradition of the earlier historical art period or deviating from it.

A3b1. Reference to Work of Art

The candidate does not reference any specific works of art from either period.

The candidate references at least 1 specific work of art from at least 1 period.

The candidate references at least 1 specific work of art from each period.

A3b2. Relation of Later Work to Earlier Work

The candidate does not provide a logical explanation of how the later work relates to the earlier work.

The candidate provides a logical explanation, with insufficient detail, of how the later work relates to the earlier work.

The candidate provides a logical explanation, with sufficient detail, of how the later work relates to the earlier work.

A3c. Influence of Later Historical Art Period

The candidate does not provide a logical explanation of the influence the later historical art period had on the art world.

The candidate provides a logical explanation, with insufficient detail, of the influence the later historical art period had on the art world.

The candidate provides a logical explanation, with sufficient detail, of the influence the historical art period had on the art world.

B. Sources

When the candidate uses sources, the candidate does not provide in-text citations and references for each source used.

When the candidate uses sources, the candidate provides appropriate in-text citations and references with major deviations from APA style.

When the candidate uses sources, the candidate provides appropriate in-text citations and references accurately or with only minor deviations from APA style, OR the candidate does not use sources.

Task 2/HVT Task 2 – Instructions x

HVT Task 2

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Directions

SUBDOMAIN 112.2 – DISCIPLINES & CULTURAL CONTEXT OF THE HUMANITIES

Competency 112.2.1: Connections Across Disciplines

– The graduate recognizes and analyzes relationships within the disciplines of the humanities and how themes and concepts connect across individual disciplines of the humanities.
Competency 112.2.2: Humanities and Culture – The graduate recognizes and analyzes the interaction and integration of the humanities with cultures, and how specified cultural attitudes change over time.

Introduction:
“Knowledgeable interaction with works of art makes life better: We see more of what can be seen, and we hear more of what can be heard. Our entire existence grows richer and deeper” (Sporre, 2009, p. 2).
From your studies, you have seen how culture, societal norms, belief systems, and past experiences all affect the way people view the world. Learning about different methods of investigating the world sheds light on people’s personal approaches and also helps people understand the overall human experience. Whether analytical skills are applied to assess a task at work, or a humanistic point of view is used to help see an issue from another perspective, these methods of looking at the world help people to become more aware of their world, provide and shape a frame of reference that is deeper and more meaningful, and give insight into their own abilities and perceptions.
In this task, you will analyze and interpret
three creative works from
three separate disciplines of the humanities using methods of subjective and objective analysis. These standard methods of analysis allow you to view and interpret works from the humanities systematically, assess how meaning is constructed and imparted to a viewer or audience, and develop analytical and critical thinking skills. You will communicate your thoughts through a multimedia presentation (e.g., PowerPoint, Keynote). While the content of your presentation will concern analyzing, interpreting, comparing, and contrasting
three creative works from separate disciplines, your overarching goal will be to explain how the
three artworks you analyze demonstrate the value of the humanities in life in meaningful ways.

Scenario:
The organization you work for has asked you to attend a conference entitled “The Importance of Humanities in the Professions” and give a presentation about why being knowledgeable about the humanities is valuable in regards to your profession. Your organization would like you to develop a multimedia presentation in which you analyze
three creative works from
three separate disciplines in the humanities and connect these works to your chosen profession under one common theme.
First you must choose
one work of literature from a given list. Once you have selected a literary work, you will need to select
two works from separate disciplines in the humanities fall under the same thematic umbrella as the literary work you have selected. Your presentation will show how all three works connect to the one theme that you have chosen, and how that theme connects to your profession.
The
two nonliterary works you select must come from the following disciplines: two-dimensional visual art (e.g., painting, drawing, photography, printmaking, or collage), music or film. You should choose works that appeal to you personally, are striking to you in some way, and/or evoke a strong response in you. In the presentation, you will want to make it clear to conference participants how these works show how knowledge of the humanities can enhance performance in your profession, your perceptions of the human experience, and your understanding of your profession and chosen roles in life.
When selecting a literary work and two nonliterary works, look for common themes addressed in the works. For example, if you are a science teacher or becoming a science teacher, you could choose a novel, a film, and a painting that deal with the theme of humankind’s commitment to scientific progress. Then, you will need to consider how the theme surfaces in the novel. You will then want to consider how the film, which has cinematic elements, helps the viewer to understand the theme of scientific progress differently from the novel and the painting. What different techniques has the painter used to address this same theme? How is this different from how the theme is treated in the novel?

Note: Your multimedia presentation should contain 25 to 30 slides. While many presentations tend to be brief to allow speakers to fill in other details, your presentation should be able to stand alone as a self-contained presentation. It should demonstrate the depth of the analysis and reflection that you have done. Your challenge will be to communicate your points through a series of clear, focused, and concise slides that represent your knowledge and convey your unique analytical points and insights.
Select a work of literature from the following list:

NOVELS:

The Great Gatsby by F. Scott Fitzgerald, 1925
The Scarlet Letter by Nathaniel Hawthorne, 1850
The Call of the Wild by Jack London, 1903

NOVELLAS:
Death of Ivan Ilyich by Leo Tolstoy, 1886
The Invisible Man by H. G. Wells, 1897

SHORT STORIES:
“The Package” by Kurt Vonnegut, 1952
“Johnny Mnemonic” by William Gibson, 1981
“The Lottery” by Shirley Jackson, 1948
“A Small, Good Thing” by Raymond Carver, 1983
“Silver Water” by Amy Bloom, 1993
“The Third and Final Continent” by Jhumpa Lahiri, 1999
“The Lost ‘Beautifulness’” by Anzia Yezierska, 1920
“The Veldt” by Ray Bradbury, 1950
“The Handsomest Drowned Man in the World” by Gabriel García Márquez, 1968

POEMS:
“That the Science of Cartography is Limited” by Eavan Boland, 1994
“A Brave and Startling Truth” by Maya Angelou, 1995
“Invictus” by William Ernest Henley, 1888
“If” by Rudyard Kipling, 1895
“Praise Song for the Day” by Elizabeth Alexander, 2009
“Let America be America Again” by Langston Hughes, 1935

ESSAY:
“A Talk to Teachers” by James Baldwin, 1963*

*This work has themes which can apply to all professions.

Select
two creative works from the following disciplines (each work
must be from a different discipline):

• Two-dimensional visual art (e.g., painting, drawing, photography, printmaking, or collage)

• Music

• Film

Note: While it is important to select a literary work and two non-literary works that share a common theme, it is equally important to include variety in your choices. Please do not select a film, artistic, or musical adaptation of your literary choice as one of the non-literary creative works. For example, you should not choose The Great Gatsby as your literary work and a film adaptation of this same novel, and a picture of Jay Gatsby.

Task:
Develop a multimedia presentation (
suggested length of 25-30 slides) in which you do the following:

Note: Be sure to use slides effectively by following multimedia presentation conventions (e.g., use text and bullets to convey key points, maintain parallel structure with text and bullets, arrange slides cohesively to create a smooth flow, use images to accentuate and substantiate points).

A. Introduce the
three works you will be analyzing (
suggested length of 4–5 slides) by doing the following:

1. Summarize background details about the
three works, including author or artist names, titles of the works, and the disciplines to which the works belong.

2. Provide a thesis statement to clarify for your audience how all
three works connect to a common theme that applies directly to your chosen profession.

B. Provide an objective analysis (
suggested length of 4–6 slides) by doing the following:

1. Describe the literary work. Your description should include:

• Form

• Subject matter (
Explain in 2–3 sentences.)

a. Summarize, in list form, how the author approaches the subject matter (reveals what the work is about) without discussing your personal opinions.

2. Describe the first nonliterary work of art. Your description should include:

• Media, form, or genre

• Subject matter

• Artist’s techniques in terms of media or style (i.e., how the technique allows you to differentiate this work from other works of the same discipline.)

a. Discuss how
four elements of artistic composition are used in the first nonliterary work of art.

3. Describe the second nonliterary work of art. (
This should be from a different discipline than the work you chose for part B2.) Your description should include:

• Media, form, or genre

• Subject matter

• Artist’s techniques in terms of media or style (i.e., how the technique allows you to differentiate this work from other works of the same discipline.)

a. Discuss how
four elements of artistic composition are used in the second nonliterary work of art.

C. Provide a subjective analysis (
suggested length of 4–6 slides) by doing the following:

1. Discuss the literary work, addressing the following:

• Your subjective interpretation of meaning found in the work

• The mood of the literary work

• The theme(s) (i.e., overarching ideas or concepts) you see in the literary work

a. Discuss how you reached your conclusions about your personal interpretation, mood, and theme for the literary work.

2. Describe the first nonliterary work of art, addressing the following:

• Your subjective interpretation of meaning found in the first nonliterary work

• The mood of the first nonliterary work

• The theme(s) (i.e., overarching ideas or concepts) you see in the first nonliterary work

a. Discuss how you reached your conclusions about your personal interpretation, mood, and theme for the first nonliterary work of art.

3. Describe the second nonliterary work of art, addressing the following:

• Your subjective interpretation of meaning found in the work

• The mood of the second nonliterary work

• The theme(s) (i.e., overarching ideas or concepts) you see in the second nonliterary work

a. Discuss how you reached your conclusions about your personal interpretation, mood, and theme for the second nonliterary work of art.

D. Analyze the relationship among the works (
suggested length of 4–5 slides). Your analysis should include:

• Similarities in subject matter, mood, and theme among the works

• Differences in subject matter, mood, and theme among the works

1. Discuss how the similarities and differences enhance your understanding of the themes and moods.

E. Reflect on
each analysis presented (parts B, C, and D) (
suggested length of 3–5 slides), by addressing the following:

1. How the themes, moods, and meanings you have identified in the works shed light on the human condition

2. How you relate these themes, moods, and meanings to your profession

3. How knowledge of the humanities is valuable in relation to your profession

F. Summarize your main points in a conclusion (
suggested length of 2–3 slides).

Note: Your conclusion could include how the similarities and differences in the works relate to form, subject, theme, mood, or technique and are significant in terms of your profession and your life.

G. When you use sources, include all in-text citations and references in APA format.

Note: When bulleted points are present in the task prompt, the level of detail or support called for in the rubric refers to those bulleted points.
Note: For definitions of terms commonly used in the rubric, see the Rubric Terms web link included in the Evaluation Procedures section.
Note: When using sources to support ideas and elements in a paper or project, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the paper or project.
Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout web link included in the APA Guidelines section.

Reference List:

Note: This reference list refers only to direct citations in the task above and may be different from those you need to complete the task. Consult your course of study for a list of suggested learning resources.
Sporre, D. J. (2009). Perceiving the arts: An introduction to the humanities. 9th ed. Upper Saddle River, NJ: Pearson.
Janaro, R.P. and Altshuler, T.C. (2009). The art of being human. 9th ed. Upper Saddle River, NJ: Pearson.

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Task 2/HVT Task 2 – Revisions x

Detailed Results (Rubric used: HVT Task 2)

Articulation of Response (clarity, organization, mechanics)

(0) Unsatisfactory

(1) Does Not Meet Standard

(2) Minimally Competent

(3) Competent

(4) Highly Competent

The candidate provides unsatisfactory articulation of response.

The candidate provides weak articulation of response.

The candidate provides limited articulation of response.

The candidate provides adequate articulation of response.

The candidate provides substantial articulation of response.

Criterion Score: 3.00

A1. Background Details

(0) Unsatisfactory

(1) Does Not Meet Standard

(2) Minimally Competent

(3) Competent

(4) Highly Competent

The candidate does not provide a logical summary of background details about the 3 works, including author or artist names, titles of the works, and the disciplines to which the works belong.

The candidate provides a logical summary, with no detail, of background details about the 3 works, including author or artist names, titles of the works, and the disciplines to which the works belong.

The candidate provides a logical summary, with limited detail, of background details about the 3 works, including author or artist names, titles of the works, and the disciplines to which the works belong.

The candidate provides a logical summary, with adequate detail, of background details about the 3 works, including author or artist names, titles of the works, and the disciplines to which the works belong.

The candidate provides a logical summary, with substantial detail, of background details about the 3 works, including author or artist names, titles of the works, and the disciplines to which the works belong.

Criterion Score: 4.00

Comments on this criterion: Three creative works were identified:
Literature: “The Great Gatsby” (F.S. Fitzgerald)
Film: “Catch Me If You Can”
Music: “Hallelujah” (L. Cohen)

A2. Thesis Statement

(0) Unsatisfactory

(1) Does Not Meet Standard

(2) Minimally Competent

(3) Competent

(4) Highly Competent

The candidate does not provide a thesis statement to clarify for the audience how all 3 works connect to a common theme that applies directly to the candidate’s chosen profession.

The candidate provides a thesis statement, with no detail, to clarify for the audience how all 3 works connect to a common theme that applies directly to the candidate’s chosen profession.

The candidate provides a thesis statement, with limited detail, to clarify for the audience how all 3 works connect to a common theme that applies directly to the candidate’s chosen profession.

The candidate provides a thesis statement, with adequate detail, to clarify for the audience how all 3 works connect to a common theme that applies directly to the candidate’s chosen profession.

The candidate provides a thesis statement, with substantial detail, to clarify for the audience how all 3 works connect to a common theme that applies directly to the candidate’s chosen profession.

Criterion Score: 1.00

Comments on this criterion: A theme was presented. Please identify the chosen profession and discuss how the theme and profession connect.

B1. Objective Description: Literary Work

(0) Unsatisfactory

(1) Does Not Meet Standard

(2) Minimally Competent

(3) Competent

(4) Highly Competent

The candidate does not provide an appropriate description of the literary work.

The candidate provides an appropriate description, with no detail, of the literary work.

The candidate provides an appropriate description, with limited detail, of the literary work.

The candidate provides an appropriate description, with adequate detail, of the literary work.

The candidate provides an appropriate description, with substantial detail, of the literary work.

Criterion Score: 3.00

Comments on this criterion: “The Great Gatsby” was described.

B1a. Summary: Literary Work

(0) Unsatisfactory

(1) Does Not Meet Standard

(2) Minimally Competent

(3) Competent

(4) Highly Competent

The candidate does not provide a logical summary in list form of how the author approaches the subject matter without discussing personal opinions.

The candidate provides a logical summary in list form, with no detail, of how the author approaches the subject matter without discussing personal opinions.

The candidate provides a logical summary in list form, with limited detail, of how the author approaches the subject matter without discussing personal opinions.

The candidate provides a logical summary in list form, with adequate detail, of how the author approaches the subject matter without discussing personal opinions.

The candidate provides a logical summary in list form, with substantial detail, of how the author approaches the subject matter without discussing personal opinions.

Criterion Score: 3.00

B2. Objective Description: First Nonliterary Work

(0) Unsatisfactory

(1) Does Not Meet Standard

(2) Minimally Competent

(3) Competent

(4) Highly Competent

The candidate does not provide an appropriate description of the first nonliterary work of art.

The candidate provides an appropriate description, with no detail, of the first nonliterary work of art.

The candidate provides an appropriate description, with limited detail, of the first nonliterary work of art.

The candidate provides an appropriate description, with adequate detail, of the first nonliterary work of art.

The candidate provides an appropriate description, with substantial detail, of the first nonliterary work of art.

Criterion Score: 3.00

Comments on this criterion: “Catch Me If You Can” was described.

B2a. Elements of Artistic Composition: First Nonliterary Work

(0) Unsatisfactory

(1) Does Not Meet Standard

(2) Minimally Competent

(3) Competent

(4) Highly Competent

The candidate does not provide a logical discussion of how 4 elements of artistic composition are used in the first nonliterary work of art.

The candidate provides a logical discussion, with no detail, of how 4 elements of artistic composition are used in the first nonliterary work of art.

The candidate provides a logical discussion, with limited detail, of how 4 elements of artistic composition are used in the first nonliterary work of art.

The candidate provides a logical discussion, with adequate detail, of how 4 elements of artistic composition are used in the first nonliterary work of art.

The candidate provides a logical discussion, with substantial detail, of how 4 elements of artistic composition are used in the first nonliterary work of art.

Criterion Score: 2.00

B3. Objective Description: Second Nonliterary Work

(0) Unsatisfactory

(1) Does Not Meet Standard

(2) Minimally Competent

(3) Competent

(4) Highly Competent

The candidate does not provide an appropriate description of the second nonliterary work of art.

The candidate provides an appropriate description, with no detail, of the second nonliterary work of art.

The candidate provides an appropriate description, with limited detail, of the second nonliterary work of art.

The candidate provides an appropriate description, with adequate detail, of the second nonliterary work of art.

The candidate provides an appropriate description, with substantial detail, of the second nonliterary work of art.

Criterion Score: 3.00

Comments on this criterion: “Hallelujah” was described.

B3a. Elements of Artistic Composition: Second Nonliterary Work

(0) Unsatisfactory

(1) Does Not Meet Standard

(2) Minimally Competent

(3) Competent

(4) Highly Competent

The candidate does not provide a logical discussion of how 4 elements of artistic composition are used in the second nonliterary work of art.

The candidate provides a logical discussion, with no detail, of how 4 elements of artistic composition are used in the second nonliterary work of art.

The candidate provides a logical discussion, with limited detail, of how 4 elements of artistic composition are used in the second nonliterary work of art.

The candidate provides a logical discussion, with adequate detail, of how 4 elements of artistic composition are used in the second nonliterary work of art.

The candidate provides a logical discussion, with substantial detail, of how 4 elements of artistic composition are used in the second nonliterary work of art.

Criterion Score: 2.00

C1. Subjective Discussion: Literary Work

(0) Unsatisfactory

(1) Does Not Meet Standard

(2) Minimally Competent

(3) Competent

(4) Highly Competent

The candidate does not provide a logical discussion of the literary work.

The candidate provides a logical discussion, with no detail, of the literary work.

The candidate provides a logical discussion, with limited detail, of the literary work.

The candidate provides a logical discussion, with adequate detail, of the literary work.

The candidate provides a logical discussion, with substantial detail, of the literary work.

Criterion Score: 3.00

C1a. Conclusions: Literary Work

(0) Unsatisfactory

(1) Does Not Meet Standard

(2) Minimally Competent

(3) Competent

(4) Highly Competent

The candidate does not provide a logical discussion of how conclusions were reached about the personal interpretation, mood, and theme for the literary work.

The candidate provides a logical discussion, with no detail, of how conclusions were reached about the personal interpretation, mood, and theme for the literary work.

The candidate provides a logical discussion, with limited detail, of how conclusions were reached about the personal interpretation, mood, and theme for the literary work.

The candidate provides a logical discussion, with adequate detail, of how conclusions were reached about the personal interpretation, mood, and theme for the literary work.

The candidate provides a logical discussion, with substantial detail, of how conclusions were reached about the personal interpretation, mood, and theme for the literary work.

Criterion Score: 1.00

Comments on this criterion: How the conclusion was reached for the literary work was not evident; please provide.

C2. Subjective Description: First Nonliterary Work

(0) Unsatisfactory

(1) Does Not Meet Standard

(2) Minimally Competent

(3) Competent

(4) Highly Competent

The candidate does not provide an appropriate description of the first nonliterary work of art.

The candidate provides an appropriate description, with no detail, of the first nonliterary work of art.

The candidate provides an appropriate description, with limited detail, of the first nonliterary work of art.

The candidate provides an appropriate description, with adequate detail, of the first nonliterary work of art.

The candidate provides an appropriate description, with substantial detail, of the first nonliterary work of art.

Criterion Score: 3.00

C2a. Conclusions: First Nonliterary Work

(0) Unsatisfactory

(1) Does Not Meet Standard

(2) Minimally Competent

(3) Competent

(4) Highly Competent

The candidate does not provide a logical discussion of how conclusions were reached about the personal interpretation, mood, and theme for the first nonliterary work of art.

The candidate provides a logical discussion, with no detail, of how conclusions were reached about the personal interpretation, mood, and theme for the first nonliterary work of art.

The candidate provides a logical discussion, with limited detail, of how conclusions were reached about the personal interpretation, mood, and theme for the first nonliterary work of art.

The candidate provides a logical discussion, with adequate detail, of how conclusions were reached about the personal interpretation, mood, and theme for the first nonliterary work of art.

The candidate provides a logical discussion, with substantial detail, of how conclusions were reached about the personal interpretation, mood, and theme for the first nonliterary work of art.

Criterion Score: 1.00

Comments on this criterion: How the conclusion was reached for the film was not evident; please provide.

C3. Subjective Description: Second Nonliterary Work

(0) Unsatisfactory

(1) Does Not Meet Standard

(2) Minimally Competent

(3) Competent

(4) Highly Competent

The candidate does not provide an appropriate description of the second nonliterary work of art.

The candidate provides an appropriate description, with no detail, of the second nonliterary work of art.

The candidate provides an appropriate description, with limited detail, of the second nonliterary work of art.

The candidate provides an appropriate description, with adequate detail, of the second nonliterary work of art.

The candidate provides an appropriate description, with substantial detail, of the second nonliterary work of art.

Criterion Score: 3.00

C3a. Conclusions: Second Nonliterary Work

(0) Unsatisfactory

(1) Does Not Meet Standard

(2) Minimally Competent

(3) Competent

(4) Highly Competent

The candidate does not provide a logical discussion of how conclusions were reached about the personal interpretation, mood, and theme for the second nonliterary work of art.

The candidate provides a logical discussion, with no detail, of how conclusions were reached about the personal interpretation, mood, and theme for the second nonliterary work of art.

The candidate provides a logical discussion, with limited detail, of how conclusions were reached about the personal interpretation, mood, and theme for the second nonliterary work of art.

The candidate provides a logical discussion, with adequate detail, of how conclusions were reached about the personal interpretation, mood, and theme for the second nonliterary work of art.

The candidate provides a logical discussion, with substantial detail, of how conclusions were reached about the personal interpretation, mood, and theme for the second nonliterary work of art.

Criterion Score: 2.00

D. Analysis of Relationships

(0) Unsatisfactory

(1) Does Not Meet Standard

(2) Minimally Competent

(3) Competent

(4) Highly Competent

The candidate does not provide a plausible analysis of the relationship among the works.

The candidate provides a plausible analysis, with no support, of the relationship among the works.

The candidate provides a plausible analysis, with limited support, of the relationship among the works.

The candidate provides a plausible analysis, with adequate support, of the relationship among the works.

The candidate provides a plausible analysis, with substantial support, of the relationship among the works.

Criterion Score: 2.00

D1. Enhanced Understanding

(0) Unsatisfactory

(1) Does Not Meet Standard

(2) Minimally Competent

(3) Competent

(4) Highly Competent

The candidate does not provide a logical discussion of how the similarities and differences enhance personal understanding of the themes and moods.

The candidate provides a logical discussion, with no support, of how the similarities and differences enhance personal understanding of the themes and moods.

The candidate provides a logical discussion, with limited support, of how the similarities and differences enhance personal understanding of the themes and moods.

The candidate provides a logical discussion, with adequate support, of how the similarities and differences enhance personal understanding of the themes and moods.

The candidate provides a logical discussion, with substantial support, of how the similarities and differences enhance personal understanding of the themes and moods.

Criterion Score: 3.00

E1. Human Condition

(0) Unsatisfactory

(1) Does Not Meet Standard

(2) Minimally Competent

(3) Competent

(4) Highly Competent

The candidate does not provide relevant reflection on how the themes, moods, and meanings in the works shed light on the human condition.

The candidate provides relevant reflection, with no detail, on how the themes, moods, and meanings in the works shed light on the human condition.

The candidate provides relevant reflection, with limited detail, on how the themes, moods, and meanings in the works shed light on the human condition.

The candidate provides relevant reflection, with adequate detail, on how the themes, moods, and meanings in the works shed light on the human condition.

The candidate provides relevant reflection, with substantial detail, on how the themes, moods, and meanings in the works shed light on the human condition.

Criterion Score: 2.00

E2. Personal Connection

(0) Unsatisfactory

(1) Does Not Meet Standard

(2) Minimally Competent

(3) Competent

(4) Highly Competent

The candidate does not provide relevant reflection on how the candidate relates the themes, moods, and meanings to the candidate’s chosen profession.

The candidate provides relevant reflection, with no detail, on how the candidate relates the themes, moods, and meanings to the candidate’s chosen profession.

The candidate provides relevant reflection, with limited detail, on how the candidate relates the themes, moods, and meanings to the candidate’s chosen profession.

The candidate provides relevant reflection, with adequate detail, on how the candidate relates the themes, moods, and meanings to the candidate’s chosen profession.

The candidate provides relevant reflection, with substantial detail, on how the candidate relates the themes, moods, and meanings to the candidate’s chosen profession.

Criterion Score: 1.00

Comments on this criterion: The chosen profession was not included. Please present the profession as part of the discussion.

E3. Knowledge of the Humanities

(0) Unsatisfactory

(1) Does Not Meet Standard

(2) Minimally Competent

(3) Competent

(4) Highly Competent

The candidate does not provide relevant reflection on how knowledge of the humanities is valuable in relation to the candidate’s profession.

The candidate provides relevant reflection, with no detail, on how knowledge of the humanities is valuable in relation to the candidate’s profession.

The candidate provides relevant reflection, with limited detail, on how knowledge of the humanities is valuable in relation to the candidate’s profession.

The candidate provides relevant reflection, with adequate detail, on how knowledge of the humanities is valuable in relation to the candidate’s profession.

The candidate provides relevant reflection, with substantial detail, on how knowledge of the humanities is valuable in relation to the candidate’s profession.

Criterion Score: 1.00

Comments on this criterion: The chosen profession was not included. Please present the profession as part of the discussion.

F. Conclusion

(0) Unsatisfactory

(1) Does Not Meet Standard

(2) Minimally Competent

(3) Competent

(4) Highly Competent

The candidate does not provide a logical summary of the main points in a conclusion.

The candidate provides a logical summary, with no support, of the main points in a conclusion.

The candidate provides a logical summary, with limited support, of the main points in a conclusion.

The candidate provides a logical summary, with adequate support, of the main points in a conclusion.

The candidate provides a logical summary, with substantial support, of the main points in a conclusion.

Criterion Score: 3.00

G. Sources

(0) Unsatisfactory

(1) Does Not Meet Standard

(2) Minimally Competent

(3) Competent

(4) Highly Competent

When the candidate uses sources, the candidate does not provide in-text citations and references.

When the candidate uses sources, the candidate provides only some in-text citations and references.

When the candidate uses sources, the candidate provides appropriate in-text citations and references with major deviations from APA style.

When the candidate uses sources, the candidate provides appropriate in-text citations and references with minor deviations from APA style.

When the candidate uses sources, the candidate provides appropriate in-text citations and references with no readily detectable deviations from APA style, OR the candidate does not use sources.

Criterion Score: 1.00

Comments on this criterion: Sources were presented. Please include a reference for the music.

Task 2/HVT_Task_2.pptx

Literary Presentation

The Great Gatsby, Hallelujah and Catch me if you can

The Great Gatsby

The Great Gatsby was a novel written by F. Scott Fitzgerald and its first edition was published in 1925 in English, in the United States.

The novel covers the era from Autumn

1922 to 1929. The novel is considered

belongs to fiction and fantasy.

Catch me if you can

Catch Me if You Can is a film based on the life and achievements of Frank Abegnale Jr. who performed successful cons before his 19th birthday in order to become a millionaire.

The movie was released in 2002 with Leanardo DiCaprio as Abegnale and Tom Hanks as Hanratty, the stubborn police officer who was determined to catch Abegnale.

Hallelujah by Lenard Cohen

Hallelujah is a song written and sung by Lenard Cohen, a professional Canadian musician who recorded the song in 1984.

The song provides a touch of both gospel and waltz music. The song was covered by many famous singers like Jeff Buckley and Rufus Wainwright. [Ratcliff, 2012]

Thesis Statement

The three works connect all connect to the profession of low-scale singing in which singers from poor family backgrounds and cultures utilize their talent of music and art to gain monetary power.

Literary Work: The Great Gatsby

The Great Gatsby has been written in a narrative form. From the start, the story is told by a narrator, Nick Carraway who starts telling the story in past tense.

The subject matter of The Great Gatsby is money, love and aspiration, the three things that can affect men to a great extent.

Literary Work: The Great Gatsby

Author’s approach to subject matter:

The author uses a narrative tone to describe and develop the whole story. The author utilizes several descriptive adjectives and expressions to clarify situations.

A natural flow pattern can be viewed in the book in which a logical connection between the proceeding and preceding events can be made. [Thiersch, 1966]

Hallelujah by Lenard Cohen

Hallelujah by Lenard Cohen was recorded in 1984. The word literally is an expression for joy used sometimes, in religious terms.

The subject matter is that there are several forms of happiness in life.

Hallelujah by Lenard Cohen

The different forms of joy are expressed using lyrics like “you saw her bathing on the roof” and “baby I’ve been here before”. Singer like Jeff Buckley believed that the lyrics referred to a sexual orgasm in some sense.

The four elements of music composition: sound, duration, pitch rise/drop and dynamic flow were all professionally perfected in this song. The song had high and low notes, had a rhythmic flow in lyrics and the pitch differences were maintained throughout.

Catch me if you can

The movie was based on the life and career of Frank Abegnale Jr. who was a professional con man since his youth. His theft and stealth strategies spanned from 1964 to 1967.

Leanardo DiCaprio based portrayed his character with Tom Hanks who played Hanratty, the officer who caught Abegnale in real life in France.

The artistic formulation of the movie is elegant. It successfully engages the audience in the story which has a natural flow of events.

Catch me if you can

The Mise en scene of this movie or the elements of visual art were extraordinary.

Imaging

The image quality of the movie was excellent. The lighting was good.

Time

The movie had a feasible run time.

Sound

Sound quality was clear and loud

Motion The whole movie had a natural flow and order

Analysis of The Great Gatsby

The Great Gatsby basically explained the “roaring twenties” where Americans were living lives of great luxury. The theme and the tone of the author was descriptive and illustrative. All the major characters were explained fully and it was easy to understand the type of personalities the characters possessed.

All the major elements of artistic composition were covered in the book including: tone, expression, language, prose etc.

Analysis of Hallelujah by Lenard Cohen

My subject interpretation of the song reflects directly from the lyrics of the song. The lyrics define happiness and joy that a person feels in his life and love, lust and passion that accompany fear, sadness and loneliness that live side by side.

Analysis of Hallelujah by Lenard Cohen

The song has covers several themes.

In the beginning, the lyrics give a religious touch to the song by using words like “David used to please the Lord”. As the song progresses, the theme changes and the song describes sexual feelings, love and passion from a third-person’s perspective.

Analysis of Catch Me if You Can

The movie was basically created for business purposes. But the story, and the fact of it being based on a true one, was very engaging. The rhythmic flow of events and action, drama and emotions in the movie compelled the audience to watch on and on.

Analysis of Catch Me if You Can

The character of Frank Abegnale Jr. was portrayed by DiCaprio excellently.

There were several moods in the movie. Frank’s love life as well as his feelings for his father and his worries for his illegal profession presented a great variety of themes. [Studiocodex.com, 2007]

Themes and moods amongst the three works

The themes and moods in the three works of art had several variations. Hallelujah, The Great Gatsby and Catch me If you Can: all had several varieties of themes and story lines that had several similarities and differences.

Similarities

The similarities are as follows:

All three works had a great variety of themes

All three works of art had a generalized character around which the ideas were based

The works shared the “sadness” mood in some places

Differences

Several differences can be analyze amongst the three works:

The order with which the variety of moods and themes changed was not symmetric amongst them.

The works did not share a common theme but had parts of them interrelated with certain common aspects

Each work had a separate style during the presentation of ideas

Reflection on human condition

The themes and ideas presented in the three literary works explain the adulthood in a human’s life when he realizes what the world is all about. The condition of a human during these emotional setbacks and ups are explained thoroughly through music, drama and written dialect; collectively in the works.

Relation of literary works with profession

The profession to which these works were related was explained in the thesis statement. The three works reflect the main parts of a low-scale singer’s life in which he follows a routine and faces many challenges during his small career. The process of the formation of emotions, energies and experiences of his life are all interlinked with the three works.

Value of humanities

The value of humanities can be analyzed by the fact that it has been used since the creation of man. Since ancient times, people have been creating works of art and music to please themselves or to express themselves in such a way that speed would not have allowed them to.

Conclusion

All the great works in history have had a direct relation with the humanities. The humanities have been a very interesting discipline that has covered all the major aspects of society and human culture. The three works analyzed in this presentation were a classic example of humanitarian literature.

Conclusion

Catch Me If You Can, The Great Gatsby and Hallelujah had differences in tone and mood in some aspects but all shared a common idea.

Each artist had his own way of communicating and presenting.

References

Thiersch, R A. (1966). A structural analysis of the Great Gatsby.

Ratcliff, M. (2012). Lenard Cohen: the music and the mystique.

Studiocodex.com. (2007). Art Elements. Retrieved from:

http://www.studiocodex.com/composition01.html

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Task 2/Rubric – HVT Task 2

HVT Task 2

Unsatisfactory

Does Not Meet Standard

Minimally Competent

Competent

Highly Competent