1 paragraph- Name one major event/crisis/occurrence that impacted your life and

1 paragraph- Name one major event/crisis/occurrence that impacted your life and the world around you.  How would you memorialize it?  What type of project/monument/statue/writing/etc. would you propose to memorialize it?  What criteria are important to you in your conceptualization of a proper memorialization?
2nd paragraph-
Keeping in mind how Dinh Q. Le, Simon Leung, and Binh Danh wove together the various components and revealed the inextricably complicated and multilayered nature of memory, reflect on the following prompt : recall the most vivid memory you have from your childhood.  How is that memory constructed?  Now think about the images that make up a national memory for you – whether it is the United States or another nation that you have kinship to.  Where do those images come from?  How have those images come together to make up your remembrance of that memory?

please write an informal response that addresses the distinct perspective that t

please write an informal response that addresses the distinct perspective that the material below discusses.
You must choose, identify and describe any five of the options below. you must write one page on each video or film you choose. (minimum 5 video/films) 
Describe the main arguments put forward?
What questions do the readings pose for you?
You must address questions posed by the material below
Please focus the discussions on the works of art and film below
Pay particular attention to the ways that social constructions are reproduced, challenged or subverted in specific works of
art and film. Interpret and critique representations of race and ethnicity in the works viewed. 
You could/should also relate one or two+ videos and themes together.
Links to the videos and films:
Betye Saar, LACMA, 2020, 8 minutes

Kehinde Wiley: A New Republic, 2015, 4 minutes

James Luna, “take a picture with a real Indian,” 1991ff., performance, Whitney Museum of American Art, New York, 3 minutes

James Luna, La Nostalgia: the artifact piece, video of a talk, 2009, 3 minutes the artifact piece was part of the “Streetworks” exhibition organized by Sushi Gallery, 1987, in San Diego

James Luna, Chapel for Pablo Tac, created for the Venice Biennale, 2005, (installed at the Smithsonian’s National Museum of the American Indian in 2011), video 2011, 3 minutes

Tatyana Fazlalizadeh, “Stop Telling Women to Smile,” PBS 2018, 5 minutes
https://www.pbs.org/video/tatyana-fazlalizadeh-visual-artist-goax45/
Theaster Gates, How to revive a neighborhood: with imagination, beauty and art, Ted talk, 2015, 17 minutes

Kimberle Crenshaw, The urgency of intersectionality, Ted talk, 2016, 19 minutes

Lorna Simpson, Easy to Remember, 2001, film, 3 minutes
https://lsimpsonstudio.com/films/easy-to-remember-2001
Lorna Simpson, interview, Jeu de Paume, 2013, video, 9 minutes

Kimsooja, Art 21, PBS, 2009, video, 12 minutes
https://art21.org/watch/art-in-the-twenty-first-century/s5/kimsooja-in-systems-segment/
Bryan Stevenson, “We need to talk about injustice,” Ted talk, 2012, 23 minutes https://www.ted.com/talks/bryan_stevenson_we_need_to_talk_about_an_injustice?language=en
“A Saudi Artist at Standing Rock: Ahmed Mater,” a CULTURUNNERS film in partnership with the Guardian, 2016, 5 minutes
https://www.ahmedmater.com/films/ahmed-at-standing-rock
Amalia Mesa-Bains, “An Ofrenda for Dolores del Rio,” Smithsonian American Art Museum, 2014, 3 minutes

Arthur Jafa, love is the message, the message is death, 2017, 7 minutes

Faith Ringgold, interview, PBS, 2014, 14 minutes

“The Shifting History of Confederate Monuments,,” PBS, 2017, 6 minutes

Charlottesville Removes Confederate Statues, Equal Justice Inititative, July 13, 2021
https://eji.org/news/charlottesville-removes-confederate-statues/
Jamie McGee, “Remove a Confederate Statue? A Tennesee City did this instead,” New York Times, October 24, 2021

Confederate Monuments in New Orleans, The Atlantic, 2017, 2 minutes

Choose one Neoclassical Art and one Romanticism Art from the list below and writ

Choose one Neoclassical Art and one Romanticism Art from the list below and write a compare and contrast essay that answers the following questions:
Neoclassical Arts (Choose one):
Antoine-Jean Gros, Napoleon at the Pesthouse at Jaffa, 1804
Jacques-Louis David, Self-Portrait, 1794
Jacques-Louis David, Oath of the Horatii, 1784
Jacques-Louis David, Death of Marat, 1793
Jacques-Louis David, The Coronation of Napoleon, 1805–1808
Romanticism Arts (Choose one):
Anne-Louis Girodet-Trioson, The Burial of Atala, 1808
Anne-Louis Girodet-Trioson, Portrait of Citizen Jean-Baptiste Belley, Ex-Representative of the Colonies, 1797
Jean-August-Dominique Ingres, Grande Odalisque, 1814
Henry Fuseli, The Nightmare, 1781
Francisco Goya, The Family of Charles IV, 1800
Francisco Goya, The Third of May 1808-1814
Francisco Goya, Saturn (Devouring One of His Children), 1819–1823
Theodore Gericault, Raft of the Medusa, 1818–1819
Eugene Delacroix, Death of Sardanapalus, 1826
Eugene Delacroix, Liberty Leading the People, 1830
John Constable, The Haywain, 1821
Questions:
1. What are the stylistic similarities and differences between the two artworks?
a. Be sure to analyze the stylistic characteristics of each artwork and any stylistic inspiration from past period styles.
b. Don’t forget to apply art historical vocabulary (from the Glossary) in your analysis.
2. What role does cultural context play in the similarities or differences between these two artworks?
a. Discuss the subject matter of each artwork as well as how the cultural context may have informed the choice of subject matter.
b. In order to understand its cultural significance, you may want to consider who commissioned the artwork and what its intended function was.
Please cite any sources you use in MLA format.

Collection Presentation For the Collection Presentation, students are to create

Collection Presentation
For the Collection Presentation, students are to create a PowerPoint presentation containing the following:
• At least 6 pieces of artwork (color images).
• Image labels for each piece of artwork.
o Label should include:
 Artist
 Title
 Date
o Label should appear on the slide directly under the image (not in the notes section).
• Notes written under each slide:
o Include a short analysis of work and justification for its inclusion. This can mirror the information included
in your Curatorial Statement. Treat the notes section as what you would “say” if you were giving a live
presentation. It is imperative that you use your own thoughts and language here.
• Works Cited slide

Prompt: Read one of the two assigned articles below: Meier, Prita. 2009. “Object

Prompt:
Read one of the two assigned articles below:
Meier, Prita. 2009. “Objects on the Edge: Swahili Coast Logics of Display.” (Links to an external site.) African Arts 42 (4): 8–23.
Wynne-Jones, Stephanie. OR “The public life of the Swahili stonehouse,  (Links to an external site.)14th–15th centuries AD.” Journal of Anthropological Archaeology, Volume 32, Issue 4, 2013, 759-773.
Write an essay of 300 words minimum answering the following questions related to the article you chose:
For the Meier article: What is the Swahili Coast Logics of Display, according to Meier? Analyze at least one architectural example discussed in the article to support your argument.  Only one direct quote of one sentence may be used.
For the Wynne-Jones article: In what ways is the Swahili house designed around public function? Address plan, layout, architecture, decoration, ritual objects, and functions in your answer. Also explain and address the principle of structural depth in your response. Analyze a minimum of one Swahili house discussed in the article to support your arguments. Only one direct quote of one sentence may be used.
In what ways is the Swahili house designed around public function? Address plan, layout, architecture, decoration, ritual objects, and functions in your answer. Also explain and address the principle of structural depth in your response. Note: focus on one of the Swahili houses the author discusses, for example the Songo Mnara palace or House 44. You will need to summarize the main points the author makes about the public versus private areas of the Swahili building you choose to write about. This is not a visual analysis, but more of a spatial one.
Provide an image of the main architectural example you are discussing.

Write an essay discussing David of Michelangelo’s CULTURAL significance. Be sure

Write an essay discussing David of Michelangelo’s CULTURAL significance. Be sure to cover the following points in your analysis:
1. Identify the artist, title, period, style, and medium.
2. Discuss the subject matter of the artwork. Does it contain any iconography, symbolism, narrative, story, or message?
3. Discuss the cultural (religious, historical, political) context of the artwork.
4. Why is this artwork culturally significant? What does it tell us about the culture, religion, or region that produced it?
5. Be sure to apply specific art historical terms in your answer.
6. Use complete sentences and paragraphs including an introduction and conclusion.
7. Each essay should be one to two pages in length, double-spaced, 12 pt. font.
8. Be sure to apply specific art historical terms (vocabulary) in your answers.
9. Cite all your sources, including the module material, using MLA format.

2. List 3 main points made by Rice on the significance of the dream imagery in t

2. List 3 main points made by Rice on the significance of the dream imagery in the Mughal painting, Jahangir’s Dream.
3. List 3 main points made by Kapadia on the Mughal painting, Jahangir Preferring a Sufi Shaikh to Kings.
4. Then, in a separate paragraph or two, answer the following question: How does the portrayal of the Mughal emperor’s relationship to other rulers in Jahangir’s Dream differ from that in Jahangir Preferring a Sufi Shaikh to Kings? Support your arguments with iconographic and visual details in the paintings. https://sites.lsa.umich.edu/khamseen/short-form-videos/2020/jahangirs-dream/
https://www.khanacademy.org/humanities/art-islam/chronological-periods-islamic/islamic-art-late-period/a/bichtir-jahangir-preferring-a-sufi-shaikh-to-kings
dont use outside sources.

Write an essay discussing The Triumph of Galatea by Raphael’s STYLISTIC signific

Write an essay discussing The Triumph of Galatea by Raphael’s STYLISTIC significance. Be sure to cover the following points in your analysis:
1. Identify the artist, title, period, style, and medium.
2. Analyze the stylistic characteristics (light, line, color, scale, medium, and subject matter).
3. Why is the artwork stylistically significant? How does it represent its regional, religious, or cultural style?
4. What stylistic influences can you identify?
5. Be sure to apply specific art historical terms in your answer.
6. Use complete sentences and paragraphs including an introduction and conclusion.
7. Each essay should be one to two pages in length, double-spaced, 12 pt. font.
8. Be sure to apply specific art historical terms (vocabulary) in your answers.
9. Cite all your sources, including the module material, using MLA format.

Relate how new scientific discoveries impacted the art of the early 20th century

Relate how new scientific discoveries impacted the art of the early 20th century.  Each student is to post an image of a material object, a painting, or a building and discuss the subject with regard to it (don’t use one shown in your textbook or already posted by a fellow student). use Chicago style.  write like the example.

Guidelines and Grading Guide for the Open-Book Midterm Exam (weighting: 10% tota

Guidelines and Grading Guide for the Open-Book Midterm Exam
(weighting: 10% total)
The open-book Midterm exam allows you to take notes, texts, or resources materials into the exam situation. It tests your ability to find and apply information and knowledge to deliver well-structured and well-presented arguments. The material you can take into the exam is your notes, readings, reference material. The resource materials are available to you, so you are expected to do more than reproduce them. Questions don’t just call on you to copy information. Instead, this exam will ask you to analyze, compare/ contrast, or evaluate information.
The exam is comprised of four sections (students will write in complete sentences and paragraphs approx. 5-6 typed pages):
1. 2 Slides identification /comparison (selected from those studied during the course): Everyone is responsible for the object’s following information for each image shown: 1. Artist, 2. Title and Location, 3. Date, signature, or inscriptions; 4. Artistic and Historical Age, 5. Artist’s Lifetime, 6. The technique, 7. Preservation, 8. Patronage, 9. Iconography, 10. Style
2. 1 Slide attribution: students suggest the probable artist and state their reasons for making this attribution
3. 2 Short-answer questions with open answers on a topic covered in class
4. 1 Essay question based on material covered in class
N.B., the Midterm exam is carefully timed: if you have a recognized learning disability for which you are entitled to extra time, please get in touch with the Office of Academic Support immediately to ensure that we can make proper arrangements for testing.
2 Slides identification /comparison (selected from those studied during the course)
Identifies and describes the images
Demonstrates understanding of the topic
Theoretical analysis is logically consistent
The key terms/concepts are defined and fully explained 
Makes some comparisons with other artists/artists studied until that point in class
2%
Excellent (grade A, grade 2%): All of the above is present and well-written
Good (grade B, grade 1,5%):  One of the above is missing
Adequate (grade C, grade 1%):  One or two of the above are missing, and/or writing style makes it difficult to understand what is being argued
Marginal (grade D, grade 0,5%): Most of the above is missing and/or writing style makes it very difficult to understand what is being argued
Inadequate (grade F, grade 0%): All above is missing
1 Slide attribution: students suggest the probable artist and state their reasons for making this attribution
Suggests the probable artist and states his/her reasons for making this attribution
Empirical evidence is provided
The key terms/concepts are defined and fully explained 
Makes some comparisons with artists/artists studied until that point in class
2%
Excellent (grade A, grade 2%): All of the above is present and well-written
Good (grade B, grade 1,5%):  One of the above is missing
Adequate (grade C, grade 1%): One or two of the above are missing, and/or writing style makes it difficult to understand what is being argued
Marginal (grade D, grade 0,5%): Most of the above is missing and/or writing style makes it very difficult to understand what is being argued
Inadequate (grade F, grade 0%): All above is missing
2 Short-answer questions with open answers on a topic covered in class
Demonstrates understanding of the topic
The key terms and concepts are defined and explained 
2%
Excellent (grade A, grade 2%): All of the above is present and well-written
Good (grade B, grade 1,5%): One of the above is missing
Adequate (grade C, grade 1%): One of the above is missing and/or writing style makes it difficult to understand what is being argued
Marginal (grade D, grade 0,5%): Most of the above is missing and/or writing style makes it very difficult to understand what is being argued
Inadequate (grade F, grade 0%): All above is missing
1 Essay question based on material covered in class
Answers the question clearly, with a full explanation 
The key terms/concepts are defined and fully explained 
2%
Excellent (grade A, grade 2%): All of the above is present and well-written
Good (grade B, grade 1,5%):  One of the above is missing
Adequate (grade C, grade 1%): One of the above is missing and/or writing style makes it difficult to understand what is being argued
Marginal (grade D, grade 0,5%): Most of the above is missing and/or writing style makes it very difficult to understand what is being argued
Inadequate (grade F, grade 0%): All above is missing
Overall Structure
Uses appropriate format
Presents items in a logical structure
Writing is clear and concise
Ensures correct spelling, grammar, and punctuation
2%
Excellent (grade A, grade 2%): All of the above is present with no errors
Good (grade B, grade 1,5%):  All of the above is present with a few errors in structure or format
Adequate (grade C, grade 1%):    Some of the above is present with errors in structure or format
Marginal (grade D, grade 0,5%):  Most of the above is absent with significant problems in layout and writing style
Inadequate (grade F, grade 0%):  All above is missing