Biohacked Boerboels LLC needs to create his own pedigree for Bladva Allexa. See the attached dogcert of Bladva Allexa.

Learning Goal: I’m working on a art case study and need guidance to help me learn.Biohacked Boerboels LLC needs to create his own pedigree for Bladva Allexa. See the attached dogcert of Bladva Allexa. You are tasked with finding a picture from each dog listed on Bladva Allexa pedigree and creating a family tree in picture formatted: Wording should be as the dogcert states with a picture of the dog added. Also add link of picture to the appropriate website from where you located. Meaning when I click on the picture, it should take me to the website to see the same picture that’s on the picture family tree of Allexa dogcert. Also Watermark the document with Biohacked Boerboels,LLC Logo. Any questions before taking this assignment?
Requirements: docx   |   .doc file

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This assignment is a formal analysis that uses contextual evidence to support a

This assignment is a formal analysis that uses contextual evidence to support a thesis about a work from the RISD collection. At this point you have already completed your visual analysis; you may expand on the same artwork you have already written about.
Your paper should have a title, an introduction that names the work you will be discussing and indicates the principal points you want to make about it. Your paper should have well organized paragraphs, a sense of development, and a conclusion. General claims you make about your chosen artwork should be backed up with specific visual evidence and contextual evidence based the readings and lectures. You should make claims about the artwork based on your viewing experience, but you should not, in general, narrate that experience.
Use the assigned readings to explore how to apply historical and iconographical analysis to your chosen artwork.
You must include your Academic Essay Checklist at the end of your paper.
For more information, see http://faculty.washington.edu/maurice/chstu410/chicago.pdf
In your editing process, please make use of the Academic Checklist worksheet available on the course page, and at the following link: You must attach your checklist to your paper to indicate that you went through an editing process.
https://static1.squarespace.com/static/5979f27e579fb3cca0a88824/t/5bb65ba21905f417c58107b8/1538677666731/Academic+Essay+Skills+Checklist.pdf
Strategies for Formal Analysis
Don’t forget to consider our strategies for formal analysis. Remember that you don’t have to use all visual elements, just the ones relevant to your argument.
Overall description. Describe the piece as a whole. What is this object—a painting, a sculpture, a photograph, a piece of furniture, an installation? List and describe individual components and explain if, and how, they form a whole.
Materials. What material(s) is the piece made of? Describe the appearance, color, texture, surfaces, edges, patterns, solidity, strength, and other properties related to materials.
Relationship to space. How does the piece relate to the space around it, and to you? What kind of space does the piece create?
Composition. How do the various elements in the piece interact and come together? Are they harmonious, or do they clash with one another? Is the composition crowded or spare? Is there a focal point or focal points?
Shape. What are the predominant shapes of the piece?
Content and function. What is the main function of the piece? If describing a figurative work, can you identify the content and subject matter? If describing a utilitarian work, what is the function?
Style. Can you identify stylistic features of the work? If describing a figurative work, pay attention to how content and subject matter are represented, including stylization, idealization, peculiar forms, etc. If describing a utilitarian work, describe the style of ornaments, shapes, patterns, etc.
Scale and proportion. Try to give an idea of the approximate dimensions. What is the relative proportion of the work—in relation to the subject matter represented, but also in relation to the uses, functions, human scale, and the surroundings?
Additional considerations. Unity and variety; balance (symmetry and asymmetry); massing and volume; light and shadow; color and palette.
Based on this analysis, what message or meaning does this work communicate to you?
Format
Your paper should be 4 pages long, or about 1,000 words, not counting images.
Type your paper in 12-point Times New Roman font, double-spaced, with 1-inch margins on all sides.
Provide a title for your paper.
Your paper should have a clear introduction, argument, and conclusion. Think carefully about how you organize your ideas, the sequence of paragraphs, and the transitions between general comments and specific details.
In your introduction, identify the work you have chosen, providing the author name, title of work, date, medium, and location.
Proofread, spell-check, and copy-edit your paper.
Include page numbers.
Be sure to include your name on the first page / cover page.
Include your bibliography if you used sources beyond the lecture
Include your Academic Essay checklist as proof of your editing process. https://static1.squarespace.com/static/5979f27e579fb3cca0a88824/t/5bb65ba21905f417c58107b8/1538677666731/Academic+Essay+Skills+Checklist.pdf

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ASSIGNMENT: Based on the prolonged observation of your chosen artwork and the pr

ASSIGNMENT: Based on the prolonged observation of your chosen artwork and the preliminary research about its content and context, produce an art historical—analytical or interpretative—essay consisting of engaging formal analysis, profound content interpr
oreign terms, and terminology. Capitalize proper names. Use shortened titles when using repeatedly.
Tense: Write the sections on form and content using present tense verbs; past tense is acceptable in context.
Voice: Quotations must be no longer than 3 lines of text at a time. SUGGESTED OUTLINE:
Except for Introduction, Thesis, and Conclusion, the arrangement of paragraphs can be creative.
1. INTRODUCTION:
Look at your Choice Reflection. As you introduce the object to the reader, you may provide your general impressions of the artwork to help your reader become acquainted with it. Relay factual and descriptive aspects of its physical condition. Rationalize whether these aspects play a role in viewing the work. Provide a general definition of the visual style (i.e., representational figurative art) to indicate a transition to a more academic discussion.
2. THESIS STATEMENT: the persuasive plan of argument
Look at your Thesis Statement. The thesis statement provides a map for the rest of the paper. By now, you have chosen either an interpretative or analytical thesis statement. Outline the steps necessary for grasping the overall meaning of the artwork. Discuss a particular historical value of art or explain which methodology may suit your analysis best. Sketch the type of evidence that will serve your argument (e.g., formal qualities that express ideas; content that reveals historical beliefs or practices; a context that contravenes the production of art rather than supports it).
3. CONTENT ANALYSIS: what or who is depicted?
Look at your Research. At this stage, you should have reliable scholarly sources on the topic. Your evidence should be comprehensive enough to support your thesis. Some art values and methods concern content more than context and may be applicable in this discussion. Make sure you explore content on a deep, insightful level. Such exploration may require connecting the genres of art to pictorial conventions. All symbolism and allegorical meanings will require differentiation of a particular manifestation from the general kind.
FA21 WRITING INTENSIVE—RESEARCH PAPER JOHNSON
4. FORMAL ANALYSIS: how is the content expressed?
Look at your Formal Analysis. You already recorded your initial reactions to the work, and you produced a concise analysis of the elements of art and principles of design. Determine whether that analysis is sufficient for your thesis and whether it helps explain the work’s content or context. You may broaden your scope and ask whether the artist succeeded in making the art object. Artistic techniques can help address this issue. Consider detailing the necessary steps involved in the process and ways the artist augmented it (did they make it better, different, or achieved a different result than expected?).
5. HISTORICAL CONTEXT: why was the artwork produced, or what was its function?
Look at your Annotated Bibliography. More research may be required to complete this section because you need to explain how your chosen artwork is a specimen of a particular Period Style (e.g., Renaissance or Interwar Art). That means you must discuss the historical epoch via your chosen artwork. Show your mastery of the material by weaving the art-historical aspects together. The discussion of the Period Style is the crux of your paper that anchors the unique relationship of form and content within its historical context. If you discovered patrons or institutions involved in the work’s creation, discuss them in more detail. Consider if there were important historical events that affected the production of your chosen piece.
6. CONCLUSION:
Briefly paraphrase your Thesis Statement (as presented above). Justify the evidence you used. Explain why it is essential to look at your artwork or why it requires historical evaluation. Bring your thesis full circle, that is, reveal how your paper produces a new understanding of your artwork or how it resolves an analytical problem. Point to broader implications of learning from this theme (artwork, technique, artist, etc.) or hypothesize a new project your research encourages. Finally, consider including a provocative insight or a pithy quotation from your sources that gives your reader a satisfying learning experience.
7. WORKS CITED:
Look at your Works Cited submission. At a final stage, you may have more than 5 scholarly sources that you used in your research. Make sure, all sources follow the MLA format.
ONLINE WRITING RESOURCES:
Revisions from Marjorie Munsterberg, Writing About Art
Editing and Proofreading from the Writing Center of the UNC at Chapel Hill
Revising for Cohesion from the Online Writing Lab of Purdue University
QCC CAMPUS RESOURCES:
Center for Tutoring and Academic Support
TigerWrite offers online help with academic writing in general Note: Advance inquiries/appointments are required.

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https://www.metmuseum.org/art/collection/search/40007 This is the only reference

https://www.metmuseum.org/art/collection/search/40007
This is the only reference required do not use anything else
Describe the general characteristics of landscape painting in Chinese culture.
What do you know about the life of the artist that is relevant to this painting?
What is the subject of the painting?
What is unique about the artist’s techniques and approach?
Describe the highlights of this painting.
What feelings are evoked by this painting?
Is there a political point of view expressed in this painting? How?
Is there a religious or philosophical point of view expressed in this painting? How?

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1. BEGIN: Choose one of the artifacts or monuments from chapters 1, 2, 3, or

1. BEGIN: Choose one of the artifacts or monuments from chapters 1, 2, 3, or 4.
2. RESEARCH: Consult at least TWO significant academic source outside the book that enhances your understanding of the object’s context and visual characteristics. Whatever the source, it should improve your ability to effectively analyze and understand the visual appearance of the object. This could be a museum site that allows you to observe the piece from several views. For objects removed from their original context, you might investigate more about their place of discovery. This could be an article that gives details about the conditions of its discovery, its state of deterioration, etc. This could even be a museum entry on a different object, but one closely related to that from the text. Consult the “Finding Academic Resources” page for extra guidance and ideas.
3. RESPOND/FORMAT:
a. First list the bibliographic data for the outside sources (Chicago-style
).
b. Introduce your chosen work.
c. Address each outside source by explaining how and why the information in the source allows new or better formal understanding of the work. Avoid repeating indisputable facts or common truths about the piece: these are not needed for a cited sources.
d. Within your synopsis of the citations, construct a full visual analysis of the work, similar to what we perform in class. Consider how the relevant visual elements (line, shape, mass/volume, value, color, texture, motion, proportion and scale, etc.) are composed using the relevant principles of design (unity and variety, balance, emphasis and subordination, rhythm).
d. Conclude by addressing how your visual analysis reflects the originating culture (Paleolithic, Neolithic, Sumerian, Assyrian, etc.) and/or indicate the piece’s intended purpose. Remember . . . we are examining cultures with radically different structures for sustenance and society (hunter/gatherer vs. agriculture, city-states vs. pharaohs, etc.)and the artworks reflect these different philosophies and ideas. Address how this either corroborates, enhances, or complicates the position taken by our text.
4. Respond to a classmate’s post! (due the following Monday)
Objectives:
Learn to navigate art historical resources outside the textbook
Perform visual analysis on a work of art
Reflect on your visual analysis and assessment of context to perform a cultural/historical analysis on a work of art
Provide information to your classmates on works covered by the text
Word count: 250-500 words
Grading Rubric: A=meets 3 criteria, B=meets 2 criteria, C=meets 1 criteria
Entry successfully identifies and uses an art historical resource outside the textbook
Visual analysis is effective and utilizes appropriate vocabulary
Entry addresses the cultural/historical meaning of the work. This meaning is directly related to the visual analysis.

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Arts Project Rubric Student Name: _________________________________________ Titl

Arts Project Rubric
Student Name: _________________________________________ Title: _________________________________
Category
3
2
1
0
Presentation
*Typed in professional font style/size & double spaced
*One-inch margins
*Title page
If presented as a PowerPoint:
*Title slide
*Enough slides to represent ability
*Follows PowerPoint guidelines (bullets, font size, etc.)
*Uses “extras” (word art, clip art, transitions, backgrounds, etc.)
*Meets all requirements
*Looks professional
For PowerPoint:
*Title slide complete and creative
*Advanced number of slides
*Follows PowerPoint guidelines
*Student uses more than 3 of the “extras”
*Meets 3 requirements
*Legible
For PowerPoint:
*Title slide present and complete
*Adequate number of slides
*Follows most PowerPoint guidelines
*Uses at least 2-3 of the “extras”
*Meets 1-2 requirements
*Partially legible
For PowerPoint:
*Title slide present but incomplete
*Not quite adequate number of slides
*Follows some PowerPoint guidelines
*Uses one of the “extras”
*Does not meet requirements
*Illegible
*No title page
For PowerPoint:
*No title slide
*Does not use “extras”
*Inadequate number of slides
*Follows few or no PowerPoint guidelines
Content
*Presents a minimum of 3 examples of artist’s work
*Artwork is representative of artist
*Submits 4 or more examples of artist’s work
*Examples representative of all aspects of artist’s work
*Submits 3 examples of artist’s work
*Examples representative of artist
*Submits 1-2 examples of artist’s work
*Examples may not be representative of artist
*Does not submit examples of artist’s work
Evaluation
*Student articulates purpose/ process/elements/principles/ materials used in artist’s work
*Student can discuss all listed factors
Answers are complete and show an in-depth understanding
*Student can discuss 3 of the listed categories
*Most answers are complete
*Student can discuss 1-2 of the listed factors
*Answers are incomplete
*Student cannot discuss any of these factors
Historical/Cultural
Student can describe/evaluate genre used in relationship to culture/history of period when the art was created
*Student describes all parts of artwork in relationship to culture/history; shows in-depth understanding
*Student describes some parts of artwork in relationship to culture/history
*Student incompletely/ unclearly describes meaning of artwork in relationship to culture/ history
*Student cannot describe meaning of artwork in relationship to culture/ history
Convention
*Presentation is free of grammatical and spelling errors
*Correct sentence structure where applicable
*Relatively no grammatical &/or spelling errors
*Errors do not impede understanding
*Sophisticated word choice/ structure
*Few grammatical &/or spelling errors
*Errors occasionally impede understanding
*Appropriate word choice/ structure
*Many grammatical and/or spelling errors
*Errors impede understanding
*Immature word choice/structure
*Excessive grammatical and/or spelling errors
*Errors prevent understanding
Reference
*Reference page/slide with minimum of 3 sources
*Student uses own words
*Correct format used if quotations are included
*Reference page is complete and entries are in correct format
*More than 3 quality sources
*Student uses own words
*Correct format for quotations used.
*Reference page is complete but some entries may have incorrect format
*3 sources used
*Student uses own words
*Correct format for quotations used.
*Reference page is incomplete/incorrect
*Fewer than 3 sources
*Student uses own words
*Correct format for quotations not used.
*No Reference page/slide
*Work is plagiarized
Score: __________________ (Student’s scores must average at least 2 to be proficient)
Facilitator’s Signature: _________________________ Date: _____________
Colorado Model Content Standard for Visual Arts—Standards 1 (Observe and Learn to Comprehend) and 2 (Envision and Critique to reflect)—for High School Students:
Standard 1, Mastery 1: Historical and cultural context are found in visual art [Evidence outcomes: a, e]
Standard 1, Mastery 2: Art and design have a purpose and function [Evidence outcomes: a, c]
Standard 2, Mastery 1: Reflective strategies are used to understand the creative process [Evidence outcomes: a, b, c, d, e]
Standard 2, Mastery 2: A personal philosophy of art is accomplished through use of sophisticated language and studio art processes [Evidence outcome: c]
Standard 2, Mastery 3: Interpretation is a means for understanding and evaluating works of art [Evidence outcomes: b, d]

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The topic for Essay #2 is as follows: View the following YouTube video: Sally Ma

The topic for Essay #2 is as follows: View the following YouTube video: Sally Mann – Deep South – Photography (https://www.youtube.com/watch?v=5EiW9KIZy-c&ab_channel=E%C4%ABhwaz). It contains a series of photographic images by Sally Mann that are set to music. Perform some additional research on her technique and explain what 19th century method she is using to produce these images and why she uses it. What do you think about these images?

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Write an essay (two to three pages) on British film comedy. What does it have in

Write an essay (two to three pages) on British film comedy. What does it have in common with American comedy? What makes British “humour” different or unique? Support your view with examples from particular films using what you’ve learned about national cultures, cinematic styles, and comedy theories. movies that can be used to answer these questions and write this essay: “shaun of the dead”, and or “love actually”.

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There are 2 questions that have to be 2 paragraphs, 4 questions that have to be

There are 2 questions that have to be 2 paragraphs, 4 questions that have to be 1 paragraph, and 10 multiple choice questions
– Since I was late in uploading, I have given you a 1-day extension till 11:59pm MONDAY SEPT 27.
– There are three types of questions: Essay x 2 (20 points), Short Answer x 4 (10 points), Multiple Choice x 10 (2 points)
– Please write in full and complete paragraphs and sentences. Make sure your writing makes sense
– For essay questions, I expect at least 2 paragraphs. For short answers, I expect at least 1 paragraph. Your score will significantly decrease if you write less than this
– Use the course material: readings, lectures, slides etc. You can also use google if you need to! It is an open-book assignment

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