They have a magnificent team. These people are always kind and willing to listen to your concerns or issues. Better yet, your assignment is always ready before the time, they usually send you a draft to double-check before they finalize your paper.
Special NOTE: This event could have been a past or virtual experience. It must be clear which for the paper.Due to my limited geographical situation virtual is preferred. It would appear more situationally related.
o Clearly identify the event location,date attended, the attendees, and your initial reaction upon arriving at theevent.
o Provide specific information and adescription of at least two (2) pieces (e.g., art, exhibits, music,etc.).
o Provide a summary of the event anddescribe your overall reaction after attending the event.
o Your report should includeconnections you make between things observed in your activity and thingslearned in the course and text.
Humanities World Cultures prehistory- 1600
Visiting a Museum
· It makes sense to approach a museum the way a seasoned travelerapproaches visiting a city for the first time. Find out what there is availableto see. In the museum, find out what sort of exhibitions are currently housedin the museum and start with the exhibits that interest you.
· If there is a travelling exhibition, it’s always a good idea tosee it while you have the chance. Then, if you have time, you can look at otherthings in the museum.
· Every effort should be made ahead of time to identify a museumthat has items and works one can easily connect to our HUM 111 class and book.Since HUM 111 covers from ancient times to the 1500s AD, it makes more sense tofocus on items from that time frame. In general, museums with artistic culturalartifacts and fine arts work better than history museums.
· Any questions about whether amuseum-visit activity fits the course and assignment well enough will bedecided by the instructor when the student seeks approval for the activity. Anyalternative activity outside the normal ones listed here, such as for thoselimited by disability or distance, will be determined by the instructor.Generally, we do not expect students to travel over an hour to get to anapproved activity.
· Take notes as you go through the museum and accept any handoutsor pamphlets that the museum staff gives you. While you should not quoteanything from the printed material when you do your report, the handouts mayhelp to refresh your memory later.
· The quality of your experience is not measured by the amount oftime you spend in the galleries or the number of works of art that you actuallysee. The most rewarding experiences can come from finding two (2) or three (3)pieces of art or exhibits which intrigue you and then considering those worksin leisurely contemplation. Most museums even have benches where you can sitand study a particular piece.
· If you are having a difficult time deciding which pieces towrite about, ask yourself these questions: (1) If the museum you are visitingsuddenly caught fire, which two (2) pieces of art or exhibits would you mostwant to see saved from the fire? (2) Why would you choose those two (2)particular pieces?
Attending a Performance
· Check your local colleges to see if there are any free orlow-cost performances or student recitals. Student performances are generallyof almost the same quality as professional performances, but typically costmuch less. However, performances of high school level or lower will not meetthis requirement.
· A performance that is relevant to a HUM 111 course is moredifficult to find than a performance that would be relevant to HUM 112 (whichcovers from 1600 to the present). However, our course does cover Shakespeareand Greek tragedy and drama, so any performances of those will work. Note:One can sometimes find music performances of music from the Renaissance orReformation period, or even earlier.
· Any questions about whether a performance activity fits thecourse and assignment well enough will be decided by the instructor when thestudent seeks approval for an activity. Any alternative activity outside thenormal ones listed here, such as for those limited by disability or distance,will be determined by the instructor. Generally, we do not expect students totravel over an hour to get to an approved activity.
· Unlike visiting a museum, where you can wear almost anything,people attending performances are often expected to “dress up” a bit.
· Take a pen or pencil with you and accept the program you areoffered by the usher; you will probably want to take notes on it during orafter the performance.
· Turn off your cell phone before entering the auditorium. Do notuse your phone to record the music or to take pictures or videos. To play itsafe, turn the phone off.
· Most long musical performances have at least one (1)intermission. If the lights start blinking, it is a sign that the performanceis about to begin.
· Look for very specific things (such as a particular pieceof music or the way certain instruments sounded at a specific time) which tendto stand out as either enjoyable or not enjoyable. Be sure to take notes of thethings which you find enjoyable as well as the things which are not enjoyable.
Special Note: Hey Student,
Themuseum experience does not have to coincide with any particular timeframerelated to our book. Here in Atlanta, students can go to The Bodies Exhibitwhich looks at real human cadavers to show how the body functions in its manyparts and what it looks like inside. Students often visit the Civil Rightsmuseum. Your options are broad. If all else fails, you can do an on-linevirtual tour of most museums around the world. It will just need to be cited asa virtual tour.
Dr. XXXXX X XXXXXXX
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