Assignment Prompt & Instructions
SEE ATTACHMENTS
– ## UnitResourcesInsertUnitTitle8.html1.zip
– ## ModuleFourProjectDraftGuidelinesandRubric.html.zip
**## UnitResourcesInsertUnitTitle8.html1.zip**
## Unit Resources [Insert Unit Title]8.html
## Introduction
The resources in this module explore how the humanities influence the development of empathy.
| | |
| — | — |
|  | Required Resources |
Reading:
[Catching Feelings for a Triceratops: How Live Theater in Museums Evokes Empathy in Visitors](https://go.openathens.net/redirector/snhu.edu?url=https%3A%2F%2Fadvance.lexis.com%2Fapi%2Fpermalink%2F1ad60200-8cfb-4e5c-85f1-6cfa4a744833%2F%3Fcontext%3D1519360%26identityprofileid%3D54Q9Q854566)
This resource demonstrates how a live performance can transform an audience and help them empathize with the characters on the stage. This resource will help you complete your project. As you read, consider the following:
– How can feelings of empathy help increase our intellectual curiosity?
– In what ways does the artist’s creation—that is, the life-sized puppet—impact the audience’s experience and their ability to empathize with the character?
Reading:
[Arts and Humanities as Catalysts for a Culture of Empathy](https://humanitiesartsandsociety.org/magazine/taking-care/)
This resource, written from the viewpoint of the artist, will explain how art can enhance empathy and create a more caring society. This resource will help you complete your project.
As you read, consider the following:
– What is the artist’s role in society?
– How can an artist influence how we view social issues?
Reading:
[Art and Empathy: Four Thought Leaders Explain the Connection](https://new.artsmia.org/stories/art-and-empathy-four-thought-leaders-explain-the-connection)
This resource will provide you with four diverse perspectives on how empathy is important in various career paths and how the arts can help people develop more empathy. This resource will help you complete your project. As you read, consider the following:
– In what ways have your ideas about empathy and its importance expanded?
– Can you think of any specific instances when you experienced a creative work such as a play, painting, or film and developed empathy for the characters portrayed?
Video:
[Bring Positivity and Happiness in Life Through Dance | Stuti Aga | TEDxBasel](https://www.youtube.com/watch?v=k6-5CQwHA_g) (8:24)
This TEDx Talks video, which you will use to help you complete this module’s discussion and project draft, explores how the performing arts can enhance your ability to empathize with others. This resource will help you complete your project. As you view, consider these questions:
– How does the speaker use dance to process and express emotion? How do those emotions help us better understand people who have different backgrounds from us through empathy?
– How does Aga’s story help to understand how to empathize with a dancer when they are onstage?
– Did you dance with her? Why, or why not? What did you learn about yourself and Indian dance by participating?
A video transcript is available:
[Transcript for Bring Positivity and Happiness](https://www.sweetstudy.com/questions/course_documents/HUM%20102%20Transcript%20for%20Bring%20Positivity%20and%20Happiness.docx?isCourseFile=true).
Video:
[Writing Tip: Subjective vs Objective Language](https://www.youtube.com/watch?v=YDFkFcmnJ7g) (2:37)
As we write about the arts, we often use both objective and subjective language. This video examines when to use both kinds of writing and how it helps to communicate ideas clearly. As you view, consider these questions:
– Which kind of writing do you tend to use as you’ve written about creative works in this term?
– How could you add more objective and subjective writing to your work to strengthen your ideas?
## course_documents/HUM 102 Transcript for Bring Positivity and Happiness.docx
## **HUM 102 Transcript for Bring Positivity and Happiness**
[00:00:09.440] STUTI AGA: Hi, I’m Stuti Aga, and I’m a passionate dancer. I’ve trained and trained for ten years in Bharatanatyam and Indian classical dance form, while also pursuing my degree in computer engineering. Hardly did I realise the profound significance of professional training and love for dance until I relocated to Switzerland at the age of 24, after getting married.
[00:00:35.880] Well, where I found myself completely alone, cut off from my family, friends, and a crazy bustle of 20 million people of Mumbai, my home. The online world is no substitute to the real life. It was through dance that I forged connections and cultivated a community. Rather than feeling like a lonely outsider, my students and my co-dancers became my community, and the entire country, my performance stage.
[00:01:10.920] Today, I joyously impart my passion for dance to others through regular classes, workshops, performances, and events. And I do so along with my job in I-T and having two lovely young kids. Three if you consider my husband, who do not seem to find anything in the house. [AUDIENCE LAUGHING] Dance allowed me to connect with my body on a deeper level, promoting mindfulness and self-awareness.
[00:01:40.800] As we move to the rhythm of music, we become attuned to it and we forget all the worries around us and reach a state of peace and positivity. There’s a very important aspect that I would like to highlight, which is about dance, which often gets unnoticed, which is the profound emotional release it provides. Think about it. When we hold on to our thoughts and feelings, we become, they multiply within us, and burdening our hearts and our minds.
[00:02:16.470] But when we speak out, when we express ourselves, a sense of relief washes us over. For example, one day I had a depressing day at work because of some tiffs with the coworkers. That day, I was practicing “Ghoomar”, an Indian folk dance style from Rajasthan. This is in particular performed only by women, and the lyrics often talk of sharing the daily pains of the household and overcoming them.
[00:02:45.790] Whether you are a city professional or a housewife in a village, sharing in that catharsis leads to an emotional unburdening. A similar thing happened when I was feeling stressed out by my family life. As you know, I have two, three. So I was feeling stressed out by my family life and I felt I have no more energy and strength to manage all the balls up in my air, in the air. And then we were energized by dancing “Garba” from Gujarat, dedicated to the power of the goddess, reminding ourselves of the divine feminine power to manage it all through.
[00:03:29.630] Even now, every week, I look forward to my Tuesday evenings to energize myself for the entire week. So let us all remember the power of dance, not just as a form of entertainment, but as a means of emotional liberation. I have, over the last 14 years in Switzerland, danced and embraced this transformative journey with many groups of 5 to 500 people.
[00:04:02.990] And some of you may have here already joined me there. But today, I would like to travel on this journey of emotional relief with you all through Bollywood music. So let’s begin. May I request you all to give a minute to realize what is your state of being at the moment? Think about what you feel at this very moment. Some of you are relaxed. Some of you are exhausted. Some of you are inspired.
[00:04:38.870] Now, may I request you all to stand up where you are? What we will do now is I’ll play a Bollywood song called “Gallan Goodiyaan,” and that means sweet talk. And we will all move together to the music. What is this song tell us about? This song narrates about a community gathering where one person comes and says I will dance to the beat.
[00:05:09.390]
STUTI AGA: You sway to the rhythm and we will together create a colorful and fun atmosphere that everyone joins us and dances with us, and goes crazy. [STUTI AGA and AUDIENCE LAUGHING] My heart is feeling so joyed, and happy at this moment that I can bring the moon and the stars to the ground. You know, Bollywood music is poetic, yeah? And at last it says, my heart goes “dhak dhak.” My bangles goes jingle, jingle. We all dance here tonight, and we create a sweet memory. Ready?
AUDIENCE: Yes.
STUTI AGA: Yes.
[00:06:00.470] [<GALLAN GOODIYAAN> BY <SHANKAR-EHSAAN-LOY> IS PLAYING]
STUTI AGA: [SINGING ALONG THE MUSIC TRACK]
[00:07:24.460] STUTI AGA: [LAUGHING] Ohh my god. [AUDIENCE APPLAUDING] Please sit. I need not ask, but I would still like to ask. How do you feel? Do you feel more happy and more joyful? [AUDIENCE CHEERING] Thank you all for energizing me and joining me in this journey where dance can transform your emotions into positivity and embrace happiness, no matter where and when. Thank you. [AUDIENCE APPLAUDING]
**image1.png**
**## ModuleFourProjectDraftGuidelinesandRubric.html.zip**
## Module Four Project Draft Guidelines and Rubric.html
## HUM 102 Module Four Project Draft Guidelines and Rubric
### Overview
As we have seen throughout this course, creative works allow us to make sense of our own identities as well as the world around us. They can serve as an entry point for understanding complicated topics. For this assignment, you will analyze the two creative works you have chosen that represent your project topic. You will describe how diverse perspectives represented in the works add value and how the humanities shape the relationship between self and society regarding your topic.
You will also be revisiting the idea of biases and assumptions that you worked on in the Module Three Short Answer Assignment. This time, rather than thinking about your own biases and assumptions, you’ll be thinking about the biases and assumptions that the creator brings into the work.
Before working on this assignment, consult the Project Guidelines and Rubric in the Supporting Materials section below.
The Project Resources webpage is also linked in the Supporting Materials section below. You selected your creative works from this list in Module Two; however, you may find it helpful to review the list of works.
### Directions
You will continue to use the Project Template that you began in Module Two for this assignment. For your Module Two project proposal, you drafted the first two components of Part One of your project on questions 1 and 2 of the template. Now, for this assignment, you will draft the rest of Part One along with all of Part Two of the template.
Specifically, you must address the following:
#### Part One: Choose the Creative Works
In this section, you will use the two creative works you chose for the Module Two project proposal to compare various subject areas of the humanities in relation to your chosen topic. Address the following criteria in Part One:
1. Already drafted in your Module Two project proposal.
2. Already drafted in your Module Two project proposal.
3. Value of the Diverse Perspectives: Describe the value of the diverse perspectives demonstrated in the chosen creative works.
1. What are examples of diverse perspectives represented in the creative works?
2. What do these diverse perspectives add to the work?
– Biases and Assumptions: Describe potential biases and assumptions present in the creative works in relation to the topic.
1. In what ways does the work challenge the audience’s assumptions or provoke deeper reflection about the cultural issue it addresses?
2. How does the work present multiple perspectives, contradictions, or ambiguities that invite interpretation and discussion?
#### Part Two: Self and Society
In this section, you will use the two creative works you chose to demonstrate how the humanities shape the relationship between self and society regarding your topic. Address the following criteria in Part Two:
1. Create Meaning: Describe how the creative works create meaning surrounding the topic.
1. How do the creative works help the audience to make sense of the topic?
2. How do the creative works help the audience to make sense of society in relation to the topic?
– Society’s Perception: Describe how the creative works have impacted society’s perception of the topic.
– Different Groups: Describe how the creative works might be perceived by different groups of people.
1. How might different generations or cultures perceive the creative works differently?
– Development of Empathy: Explain how the creative works influence the development of empathy regarding the topic.
1. How does the work invite the audience to see the world from another person’s perspective, especially someone with issues they may not have encountered personally?
2. What specific emotions or experiences in your works help the audience feel a deeper connection to people or issues they might not have encountered personally?
– Critical Thinking: Explain how the creative works encourage critical thinking regarding the topic.
1. How do the works challenge an audience to more deeply consider their assumptions or examine their own cultural perspectives?
2. How can you describe the artistic choices in the work, such as color in a visual work or the sound of the music in a song, in an objective way? How do your personal reactions to those choices add a subjective layer to your analysis?
### What to Submit
Use the Project Template to create your Project Draft and submit Part One and Part Two for grading. You must cite your chosen creative works. If other sources are used, follow APA guidelines for citations both throughout and at the end of your paper. Keep in mind that for your completed project, you will need to cite two creative works that you chose as well as at least two resources used to research your topic (mental health, diversity, or activism). This submission includes creative works and resources provided in the Project Resources.
Although Brightspace allows the addition of video notes in assignment submissions, you may not use the Video Note tool to complete this assignment.
### Supporting Materials
The following resources will support your work on this assignment:
Reading:
[Project Guidelines and Rubric](https://www.sweetstudy.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=2077250&type=content&rcode=snhu-3132306)
This resource provides an overview of the project along with specific criteria you must address.
Reading:
[Project Resources](https://www.sweetstudy.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=2077250&type=content&rcode=snhu-3132307)
This resource contains a list of creative works as well as resources for each of the three topics (mental health, diversity, and activism).
### Module Four Project Draft Rubric
| Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
| — | — | — | — | — |
| Value of Diverse Perspectives | Describes the value of diverse perspectives demonstrated in the chosen creative works | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include describing diverse perspectives demonstrated in the chosen works or providing more detail on how these diverse perspectives add value to the works | Does not attempt criterion | 14 |
| Biases and Assumptions | Describes potential biases and assumptions present in the creative works in relation to the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include identifying biases and assumptions or providing more information about the biases present in relation to the topic | Does not attempt criterion | 14 |
| Create Meaning | Describes how the creative works create meaning surrounding the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include describing how the creative works help the audience make sense of the topic and describing the kind of message the creative work sends about the topic | Does not attempt criterion | 12.4 |
| Society's Perception | Describes how the creative works have impacted society's perception of the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing more detail on the impact the creative work has on society's perception of the topic | Does not attempt criterion | 12.4 |
| Different Groups | Describes how the creative works might be perceived by different groups of people | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing more detail on perspectives of different generations/cultures | Does not attempt criterion | 12.4 |
| Development of Empathy | Explains how the creative works influence the development of empathy regarding the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include explaining why the creative works do or do not influence the development of empathy | Does not attempt criterion | 12.4 |
| Critical Thinking | Explains how the creative works encourage critical thinking regarding the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing more detail on how the creative works encourage critical thinking regarding the topic | Does not attempt criterion | 12.4 |
| Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 5 |
| Citations and Attributions | Uses citations for ideas requiring attribution, with consistent minor errors | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 5 |
| Total: | 100% |
**## ModuleFourProjectDraftGuidelinesandRubric.html.zip**
## Module Four Project Draft Guidelines and Rubric.html
## HUM 102 Module Four Project Draft Guidelines and Rubric
### Overview
As we have seen throughout this course, creative works allow us to make sense of our own identities as well as the world around us. They can serve as an entry point for understanding complicated topics. For this assignment, you will analyze the two creative works you have chosen that represent your project topic. You will describe how diverse perspectives represented in the works add value and how the humanities shape the relationship between self and society regarding your topic.
You will also be revisiting the idea of biases and assumptions that you worked on in the Module Three Short Answer Assignment. This time, rather than thinking about your own biases and assumptions, you’ll be thinking about the biases and assumptions that the creator brings into the work.
Before working on this assignment, consult the Project Guidelines and Rubric in the Supporting Materials section below.
The Project Resources webpage is also linked in the Supporting Materials section below. You selected your creative works from this list in Module Two; however, you may find it helpful to review the list of works.
### Directions
You will continue to use the Project Template that you began in Module Two for this assignment. For your Module Two project proposal, you drafted the first two components of Part One of your project on questions 1 and 2 of the template. Now, for this assignment, you will draft the rest of Part One along with all of Part Two of the template.
Specifically, you must address the following:
#### Part One: Choose the Creative Works
In this section, you will use the two creative works you chose for the Module Two project proposal to compare various subject areas of the humanities in relation to your chosen topic. Address the following criteria in Part One:
1. Already drafted in your Module Two project proposal.
2. Already drafted in your Module Two project proposal.
3. Value of the Diverse Perspectives: Describe the value of the diverse perspectives demonstrated in the chosen creative works.
1. What are examples of diverse perspectives represented in the creative works?
2. What do these diverse perspectives add to the work?
– Biases and Assumptions: Describe potential biases and assumptions present in the creative works in relation to the topic.
1. In what ways does the work challenge the audience’s assumptions or provoke deeper reflection about the cultural issue it addresses?
2. How does the work present multiple perspectives, contradictions, or ambiguities that invite interpretation and discussion?
#### Part Two: Self and Society
In this section, you will use the two creative works you chose to demonstrate how the humanities shape the relationship between self and society regarding your topic. Address the following criteria in Part Two:
1. Create Meaning: Describe how the creative works create meaning surrounding the topic.
1. How do the creative works help the audience to make sense of the topic?
2. How do the creative works help the audience to make sense of society in relation to the topic?
– Society’s Perception: Describe how the creative works have impacted society’s perception of the topic.
– Different Groups: Describe how the creative works might be perceived by different groups of people.
1. How might different generations or cultures perceive the creative works differently?
– Development of Empathy: Explain how the creative works influence the development of empathy regarding the topic.
1. How does the work invite the audience to see the world from another person’s perspective, especially someone with issues they may not have encountered personally?
2. What specific emotions or experiences in your works help the audience feel a deeper connection to people or issues they might not have encountered personally?
– Critical Thinking: Explain how the creative works encourage critical thinking regarding the topic.
1. How do the works challenge an audience to more deeply consider their assumptions or examine their own cultural perspectives?
2. How can you describe the artistic choices in the work, such as color in a visual work or the sound of the music in a song, in an objective way? How do your personal reactions to those choices add a subjective layer to your analysis?
### What to Submit
Use the Project Template to create your Project Draft and submit Part One and Part Two for grading. You must cite your chosen creative works. If other sources are used, follow APA guidelines for citations both throughout and at the end of your paper. Keep in mind that for your completed project, you will need to cite two creative works that you chose as well as at least two resources used to research your topic (mental health, diversity, or activism). This submission includes creative works and resources provided in the Project Resources.
Although Brightspace allows the addition of video notes in assignment submissions, you may not use the Video Note tool to complete this assignment.
### Supporting Materials
The following resources will support your work on this assignment:
Reading:
[Project Guidelines and Rubric](https://www.sweetstudy.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=2077250&type=content&rcode=snhu-3132306)
This resource provides an overview of the project along with specific criteria you must address.
Reading:
[Project Resources](https://www.sweetstudy.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=2077250&type=content&rcode=snhu-3132307)
This resource contains a list of creative works as well as resources for each of the three topics (mental health, diversity, and activism).
### Module Four Project Draft Rubric
| Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
| — | — | — | — | — |
| Value of Diverse Perspectives | Describes the value of diverse perspectives demonstrated in the chosen creative works | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include describing diverse perspectives demonstrated in the chosen works or providing more detail on how these diverse perspectives add value to the works | Does not attempt criterion | 14 |
| Biases and Assumptions | Describes potential biases and assumptions present in the creative works in relation to the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include identifying biases and assumptions or providing more information about the biases present in relation to the topic | Does not attempt criterion | 14 |
| Create Meaning | Describes how the creative works create meaning surrounding the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include describing how the creative works help the audience make sense of the topic and describing the kind of message the creative work sends about the topic | Does not attempt criterion | 12.4 |
| Society's Perception | Describes how the creative works have impacted society's perception of the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing more detail on the impact the creative work has on society's perception of the topic | Does not attempt criterion | 12.4 |
| Different Groups | Describes how the creative works might be perceived by different groups of people | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing more detail on perspectives of different generations/cultures | Does not attempt criterion | 12.4 |
| Development of Empathy | Explains how the creative works influence the development of empathy regarding the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include explaining why the creative works do or do not influence the development of empathy | Does not attempt criterion | 12.4 |
| Critical Thinking | Explains how the creative works encourage critical thinking regarding the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing more detail on how the creative works encourage critical thinking regarding the topic | Does not attempt criterion | 12.4 |
| Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 5 |
| Citations and Attributions | Uses citations for ideas requiring attribution, with consistent minor errors | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 5 |
| Total: | 100% |
**## UnitResourcesInsertUnitTitle8.html1.zip**
## Unit Resources [Insert Unit Title]8.html
## Introduction
The resources in this module explore how the humanities influence the development of empathy.
| | |
| — | — |
|  | Required Resources |
Reading:
[Catching Feelings for a Triceratops: How Live Theater in Museums Evokes Empathy in Visitors](https://go.openathens.net/redirector/snhu.edu?url=https%3A%2F%2Fadvance.lexis.com%2Fapi%2Fpermalink%2F1ad60200-8cfb-4e5c-85f1-6cfa4a744833%2F%3Fcontext%3D1519360%26identityprofileid%3D54Q9Q854566)
This resource demonstrates how a live performance can transform an audience and help them empathize with the characters on the stage. This resource will help you complete your project. As you read, consider the following:
– How can feelings of empathy help increase our intellectual curiosity?
– In what ways does the artist’s creation—that is, the life-sized puppet—impact the audience’s experience and their ability to empathize with the character?
Reading:
[Arts and Humanities as Catalysts for a Culture of Empathy](https://humanitiesartsandsociety.org/magazine/taking-care/)
This resource, written from the viewpoint of the artist, will explain how art can enhance empathy and create a more caring society. This resource will help you complete your project.
As you read, consider the following:
– What is the artist’s role in society?
– How can an artist influence how we view social issues?
Reading:
[Art and Empathy: Four Thought Leaders Explain the Connection](https://new.artsmia.org/stories/art-and-empathy-four-thought-leaders-explain-the-connection)
This resource will provide you with four diverse perspectives on how empathy is important in various career paths and how the arts can help people develop more empathy. This resource will help you complete your project. As you read, consider the following:
– In what ways have your ideas about empathy and its importance expanded?
– Can you think of any specific instances when you experienced a creative work such as a play, painting, or film and developed empathy for the characters portrayed?
Video:
[Bring Positivity and Happiness in Life Through Dance | Stuti Aga | TEDxBasel](https://www.youtube.com/watch?v=k6-5CQwHA_g) (8:24)
This TEDx Talks video, which you will use to help you complete this module’s discussion and project draft, explores how the performing arts can enhance your ability to empathize with others. This resource will help you complete your project. As you view, consider these questions:
– How does the speaker use dance to process and express emotion? How do those emotions help us better understand people who have different backgrounds from us through empathy?
– How does Aga’s story help to understand how to empathize with a dancer when they are onstage?
– Did you dance with her? Why, or why not? What did you learn about yourself and Indian dance by participating?
A video transcript is available:
[Transcript for Bring Positivity and Happiness](https://www.sweetstudy.com/questions/course_documents/HUM%20102%20Transcript%20for%20Bring%20Positivity%20and%20Happiness.docx?isCourseFile=true).
Video:
[Writing Tip: Subjective vs Objective Language](https://www.youtube.com/watch?v=YDFkFcmnJ7g) (2:37)
As we write about the arts, we often use both objective and subjective language. This video examines when to use both kinds of writing and how it helps to communicate ideas clearly. As you view, consider these questions:
– Which kind of writing do you tend to use as you’ve written about creative works in this term?
– How could you add more objective and subjective writing to your work to strengthen your ideas?
## course_documents/HUM 102 Transcript for Bring Positivity and Happiness.docx
## **HUM 102 Transcript for Bring Positivity and Happiness**
[00:00:09.440] STUTI AGA: Hi, I’m Stuti Aga, and I’m a passionate dancer. I’ve trained and trained for ten years in Bharatanatyam and Indian classical dance form, while also pursuing my degree in computer engineering. Hardly did I realise the profound significance of professional training and love for dance until I relocated to Switzerland at the age of 24, after getting married.
[00:00:35.880] Well, where I found myself completely alone, cut off from my family, friends, and a crazy bustle of 20 million people of Mumbai, my home. The online world is no substitute to the real life. It was through dance that I forged connections and cultivated a community. Rather than feeling like a lonely outsider, my students and my co-dancers became my community, and the entire country, my performance stage.
[00:01:10.920] Today, I joyously impart my passion for dance to others through regular classes, workshops, performances, and events. And I do so along with my job in I-T and having two lovely young kids. Three if you consider my husband, who do not seem to find anything in the house. [AUDIENCE LAUGHING] Dance allowed me to connect with my body on a deeper level, promoting mindfulness and self-awareness.
[00:01:40.800] As we move to the rhythm of music, we become attuned to it and we forget all the worries around us and reach a state of peace and positivity. There’s a very important aspect that I would like to highlight, which is about dance, which often gets unnoticed, which is the profound emotional release it provides. Think about it. When we hold on to our thoughts and feelings, we become, they multiply within us, and burdening our hearts and our minds.
[00:02:16.470] But when we speak out, when we express ourselves, a sense of relief washes us over. For example, one day I had a depressing day at work because of some tiffs with the coworkers. That day, I was practicing “Ghoomar”, an Indian folk dance style from Rajasthan. This is in particular performed only by women, and the lyrics often talk of sharing the daily pains of the household and overcoming them.
[00:02:45.790] Whether you are a city professional or a housewife in a village, sharing in that catharsis leads to an emotional unburdening. A similar thing happened when I was feeling stressed out by my family life. As you know, I have two, three. So I was feeling stressed out by my family life and I felt I have no more energy and strength to manage all the balls up in my air, in the air. And then we were energized by dancing “Garba” from Gujarat, dedicated to the power of the goddess, reminding ourselves of the divine feminine power to manage it all through.
[00:03:29.630] Even now, every week, I look forward to my Tuesday evenings to energize myself for the entire week. So let us all remember the power of dance, not just as a form of entertainment, but as a means of emotional liberation. I have, over the last 14 years in Switzerland, danced and embraced this transformative journey with many groups of 5 to 500 people.
[00:04:02.990] And some of you may have here already joined me there. But today, I would like to travel on this journey of emotional relief with you all through Bollywood music. So let’s begin. May I request you all to give a minute to realize what is your state of being at the moment? Think about what you feel at this very moment. Some of you are relaxed. Some of you are exhausted. Some of you are inspired.
[00:04:38.870] Now, may I request you all to stand up where you are? What we will do now is I’ll play a Bollywood song called “Gallan Goodiyaan,” and that means sweet talk. And we will all move together to the music. What is this song tell us about? This song narrates about a community gathering where one person comes and says I will dance to the beat.
[00:05:09.390]
STUTI AGA: You sway to the rhythm and we will together create a colorful and fun atmosphere that everyone joins us and dances with us, and goes crazy. [STUTI AGA and AUDIENCE LAUGHING] My heart is feeling so joyed, and happy at this moment that I can bring the moon and the stars to the ground. You know, Bollywood music is poetic, yeah? And at last it says, my heart goes “dhak dhak.” My bangles goes jingle, jingle. We all dance here tonight, and we create a sweet memory. Ready?
AUDIENCE: Yes.
STUTI AGA: Yes.
[00:06:00.470] [<GALLAN GOODIYAAN> BY <SHANKAR-EHSAAN-LOY> IS PLAYING]
STUTI AGA: [SINGING ALONG THE MUSIC TRACK]
[00:07:24.460] STUTI AGA: [LAUGHING] Ohh my god. [AUDIENCE APPLAUDING] Please sit. I need not ask, but I would still like to ask. How do you feel? Do you feel more happy and more joyful? [AUDIENCE CHEERING] Thank you all for energizing me and joining me in this journey where dance can transform your emotions into positivity and embrace happiness, no matter where and when. Thank you. [AUDIENCE APPLAUDING]
**image1.png**
**## ModuleFourProjectDraftGuidelinesandRubric.html.zip**
## Module Four Project Draft Guidelines and Rubric.html
## HUM 102 Module Four Project Draft Guidelines and Rubric
### Overview
As we have seen throughout this course, creative works allow us to make sense of our own identities as well as the world around us. They can serve as an entry point for understanding complicated topics. For this assignment, you will analyze the two creative works you have chosen that represent your project topic. You will describe how diverse perspectives represented in the works add value and how the humanities shape the relationship between self and society regarding your topic.
You will also be revisiting the idea of biases and assumptions that you worked on in the Module Three Short Answer Assignment. This time, rather than thinking about your own biases and assumptions, you’ll be thinking about the biases and assumptions that the creator brings into the work.
Before working on this assignment, consult the Project Guidelines and Rubric in the Supporting Materials section below.
The Project Resources webpage is also linked in the Supporting Materials section below. You selected your creative works from this list in Module Two; however, you may find it helpful to review the list of works.
### Directions
You will continue to use the Project Template that you began in Module Two for this assignment. For your Module Two project proposal, you drafted the first two components of Part One of your project on questions 1 and 2 of the template. Now, for this assignment, you will draft the rest of Part One along with all of Part Two of the template.
Specifically, you must address the following:
#### Part One: Choose the Creative Works
In this section, you will use the two creative works you chose for the Module Two project proposal to compare various subject areas of the humanities in relation to your chosen topic. Address the following criteria in Part One:
1. Already drafted in your Module Two project proposal.
2. Already drafted in your Module Two project proposal.
3. Value of the Diverse Perspectives: Describe the value of the diverse perspectives demonstrated in the chosen creative works.
1. What are examples of diverse perspectives represented in the creative works?
2. What do these diverse perspectives add to the work?
– Biases and Assumptions: Describe potential biases and assumptions present in the creative works in relation to the topic.
1. In what ways does the work challenge the audience’s assumptions or provoke deeper reflection about the cultural issue it addresses?
2. How does the work present multiple perspectives, contradictions, or ambiguities that invite interpretation and discussion?
#### Part Two: Self and Society
In this section, you will use the two creative works you chose to demonstrate how the humanities shape the relationship between self and society regarding your topic. Address the following criteria in Part Two:
1. Create Meaning: Describe how the creative works create meaning surrounding the topic.
1. How do the creative works help the audience to make sense of the topic?
2. How do the creative works help the audience to make sense of society in relation to the topic?
– Society’s Perception: Describe how the creative works have impacted society’s perception of the topic.
– Different Groups: Describe how the creative works might be perceived by different groups of people.
1. How might different generations or cultures perceive the creative works differently?
– Development of Empathy: Explain how the creative works influence the development of empathy regarding the topic.
1. How does the work invite the audience to see the world from another person’s perspective, especially someone with issues they may not have encountered personally?
2. What specific emotions or experiences in your works help the audience feel a deeper connection to people or issues they might not have encountered personally?
– Critical Thinking: Explain how the creative works encourage critical thinking regarding the topic.
1. How do the works challenge an audience to more deeply consider their assumptions or examine their own cultural perspectives?
2. How can you describe the artistic choices in the work, such as color in a visual work or the sound of the music in a song, in an objective way? How do your personal reactions to those choices add a subjective layer to your analysis?
### What to Submit
Use the Project Template to create your Project Draft and submit Part One and Part Two for grading. You must cite your chosen creative works. If other sources are used, follow APA guidelines for citations both throughout and at the end of your paper. Keep in mind that for your completed project, you will need to cite two creative works that you chose as well as at least two resources used to research your topic (mental health, diversity, or activism). This submission includes creative works and resources provided in the Project Resources.
Although Brightspace allows the addition of video notes in assignment submissions, you may not use the Video Note tool to complete this assignment.
### Supporting Materials
The following resources will support your work on this assignment:
Reading:
[Project Guidelines and Rubric](https://www.sweetstudy.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=2077250&type=content&rcode=snhu-3132306)
This resource provides an overview of the project along with specific criteria you must address.
Reading:
[Project Resources](https://www.sweetstudy.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=2077250&type=content&rcode=snhu-3132307)
This resource contains a list of creative works as well as resources for each of the three topics (mental health, diversity, and activism).
### Module Four Project Draft Rubric
| Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
| — | — | — | — | — |
| Value of Diverse Perspectives | Describes the value of diverse perspectives demonstrated in the chosen creative works | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include describing diverse perspectives demonstrated in the chosen works or providing more detail on how these diverse perspectives add value to the works | Does not attempt criterion | 14 |
| Biases and Assumptions | Describes potential biases and assumptions present in the creative works in relation to the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include identifying biases and assumptions or providing more information about the biases present in relation to the topic | Does not attempt criterion | 14 |
| Create Meaning | Describes how the creative works create meaning surrounding the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include describing how the creative works help the audience make sense of the topic and describing the kind of message the creative work sends about the topic | Does not attempt criterion | 12.4 |
| Society's Perception | Describes how the creative works have impacted society's perception of the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing more detail on the impact the creative work has on society's perception of the topic | Does not attempt criterion | 12.4 |
| Different Groups | Describes how the creative works might be perceived by different groups of people | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing more detail on perspectives of different generations/cultures | Does not attempt criterion | 12.4 |
| Development of Empathy | Explains how the creative works influence the development of empathy regarding the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include explaining why the creative works do or do not influence the development of empathy | Does not attempt criterion | 12.4 |
| Critical Thinking | Explains how the creative works encourage critical thinking regarding the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing more detail on how the creative works encourage critical thinking regarding the topic | Does not attempt criterion | 12.4 |
| Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 5 |
| Citations and Attributions | Uses citations for ideas requiring attribution, with consistent minor errors | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 5 |
| Total: | 100% |
**## UnitResourcesInsertUnitTitle8.html1.zip**
## Unit Resources [Insert Unit Title]8.html
## Introduction
The resources in this module explore how the humanities influence the development of empathy.
| | |
| — | — |
|  | Required Resources |
Reading:
[Catching Feelings for a Triceratops: How Live Theater in Museums Evokes Empathy in Visitors](https://go.openathens.net/redirector/snhu.edu?url=https%3A%2F%2Fadvance.lexis.com%2Fapi%2Fpermalink%2F1ad60200-8cfb-4e5c-85f1-6cfa4a744833%2F%3Fcontext%3D1519360%26identityprofileid%3D54Q9Q854566)
This resource demonstrates how a live performance can transform an audience and help them empathize with the characters on the stage. This resource will help you complete your project. As you read, consider the following:
– How can feelings of empathy help increase our intellectual curiosity?
– In what ways does the artist’s creation—that is, the life-sized puppet—impact the audience’s experience and their ability to empathize with the character?
Reading:
[Arts and Humanities as Catalysts for a Culture of Empathy](https://humanitiesartsandsociety.org/magazine/taking-care/)
This resource, written from the viewpoint of the artist, will explain how art can enhance empathy and create a more caring society. This resource will help you complete your project.
As you read, consider the following:
– What is the artist’s role in society?
– How can an artist influence how we view social issues?
Reading:
[Art and Empathy: Four Thought Leaders Explain the Connection](https://new.artsmia.org/stories/art-and-empathy-four-thought-leaders-explain-the-connection)
This resource will provide you with four diverse perspectives on how empathy is important in various career paths and how the arts can help people develop more empathy. This resource will help you complete your project. As you read, consider the following:
– In what ways have your ideas about empathy and its importance expanded?
– Can you think of any specific instances when you experienced a creative work such as a play, painting, or film and developed empathy for the characters portrayed?
Video:
[Bring Positivity and Happiness in Life Through Dance | Stuti Aga | TEDxBasel](https://www.youtube.com/watch?v=k6-5CQwHA_g) (8:24)
This TEDx Talks video, which you will use to help you complete this module’s discussion and project draft, explores how the performing arts can enhance your ability to empathize with others. This resource will help you complete your project. As you view, consider these questions:
– How does the speaker use dance to process and express emotion? How do those emotions help us better understand people who have different backgrounds from us through empathy?
– How does Aga’s story help to understand how to empathize with a dancer when they are onstage?
– Did you dance with her? Why, or why not? What did you learn about yourself and Indian dance by participating?
A video transcript is available:
[Transcript for Bring Positivity and Happiness](https://www.sweetstudy.com/questions/course_documents/HUM%20102%20Transcript%20for%20Bring%20Positivity%20and%20Happiness.docx?isCourseFile=true).
Video:
[Writing Tip: Subjective vs Objective Language](https://www.youtube.com/watch?v=YDFkFcmnJ7g) (2:37)
As we write about the arts, we often use both objective and subjective language. This video examines when to use both kinds of writing and how it helps to communicate ideas clearly. As you view, consider these questions:
– Which kind of writing do you tend to use as you’ve written about creative works in this term?
– How could you add more objective and subjective writing to your work to strengthen your ideas?
## course_documents/HUM 102 Transcript for Bring Positivity and Happiness.docx
## **HUM 102 Transcript for Bring Positivity and Happiness**
[00:00:09.440] STUTI AGA: Hi, I’m Stuti Aga, and I’m a passionate dancer. I’ve trained and trained for ten years in Bharatanatyam and Indian classical dance form, while also pursuing my degree in computer engineering. Hardly did I realise the profound significance of professional training and love for dance until I relocated to Switzerland at the age of 24, after getting married.
[00:00:35.880] Well, where I found myself completely alone, cut off from my family, friends, and a crazy bustle of 20 million people of Mumbai, my home. The online world is no substitute to the real life. It was through dance that I forged connections and cultivated a community. Rather than feeling like a lonely outsider, my students and my co-dancers became my community, and the entire country, my performance stage.
[00:01:10.920] Today, I joyously impart my passion for dance to others through regular classes, workshops, performances, and events. And I do so along with my job in I-T and having two lovely young kids. Three if you consider my husband, who do not seem to find anything in the house. [AUDIENCE LAUGHING] Dance allowed me to connect with my body on a deeper level, promoting mindfulness and self-awareness.
[00:01:40.800] As we move to the rhythm of music, we become attuned to it and we forget all the worries around us and reach a state of peace and positivity. There’s a very important aspect that I would like to highlight, which is about dance, which often gets unnoticed, which is the profound emotional release it provides. Think about it. When we hold on to our thoughts and feelings, we become, they multiply within us, and burdening our hearts and our minds.
[00:02:16.470] But when we speak out, when we express ourselves, a sense of relief washes us over. For example, one day I had a depressing day at work because of some tiffs with the coworkers. That day, I was practicing “Ghoomar”, an Indian folk dance style from Rajasthan. This is in particular performed only by women, and the lyrics often talk of sharing the daily pains of the household and overcoming them.
[00:02:45.790] Whether you are a city professional or a housewife in a village, sharing in that catharsis leads to an emotional unburdening. A similar thing happened when I was feeling stressed out by my family life. As you know, I have two, three. So I was feeling stressed out by my family life and I felt I have no more energy and strength to manage all the balls up in my air, in the air. And then we were energized by dancing “Garba” from Gujarat, dedicated to the power of the goddess, reminding ourselves of the divine feminine power to manage it all through.
[00:03:29.630] Even now, every week, I look forward to my Tuesday evenings to energize myself for the entire week. So let us all remember the power of dance, not just as a form of entertainment, but as a means of emotional liberation. I have, over the last 14 years in Switzerland, danced and embraced this transformative journey with many groups of 5 to 500 people.
[00:04:02.990] And some of you may have here already joined me there. But today, I would like to travel on this journey of emotional relief with you all through Bollywood music. So let’s begin. May I request you all to give a minute to realize what is your state of being at the moment? Think about what you feel at this very moment. Some of you are relaxed. Some of you are exhausted. Some of you are inspired.
[00:04:38.870] Now, may I request you all to stand up where you are? What we will do now is I’ll play a Bollywood song called “Gallan Goodiyaan,” and that means sweet talk. And we will all move together to the music. What is this song tell us about? This song narrates about a community gathering where one person comes and says I will dance to the beat.
[00:05:09.390]
STUTI AGA: You sway to the rhythm and we will together create a colorful and fun atmosphere that everyone joins us and dances with us, and goes crazy. [STUTI AGA and AUDIENCE LAUGHING] My heart is feeling so joyed, and happy at this moment that I can bring the moon and the stars to the ground. You know, Bollywood music is poetic, yeah? And at last it says, my heart goes “dhak dhak.” My bangles goes jingle, jingle. We all dance here tonight, and we create a sweet memory. Ready?
AUDIENCE: Yes.
STUTI AGA: Yes.
[00:06:00.470] [<GALLAN GOODIYAAN> BY <SHANKAR-EHSAAN-LOY> IS PLAYING]
STUTI AGA: [SINGING ALONG THE MUSIC TRACK]
[00:07:24.460] STUTI AGA: [LAUGHING] Ohh my god. [AUDIENCE APPLAUDING] Please sit. I need not ask, but I would still like to ask. How do you feel? Do you feel more happy and more joyful? [AUDIENCE CHEERING] Thank you all for energizing me and joining me in this journey where dance can transform your emotions into positivity and embrace happiness, no matter where and when. Thank you. [AUDIENCE APPLAUDING]
**image1.png**
**## ModuleFourProjectDraftGuidelinesandRubric.html.zip**
## Module Four Project Draft Guidelines and Rubric.html
## HUM 102 Module Four Project Draft Guidelines and Rubric
### Overview
As we have seen throughout this course, creative works allow us to make sense of our own identities as well as the world around us. They can serve as an entry point for understanding complicated topics. For this assignment, you will analyze the two creative works you have chosen that represent your project topic. You will describe how diverse perspectives represented in the works add value and how the humanities shape the relationship between self and society regarding your topic.
You will also be revisiting the idea of biases and assumptions that you worked on in the Module Three Short Answer Assignment. This time, rather than thinking about your own biases and assumptions, you’ll be thinking about the biases and assumptions that the creator brings into the work.
Before working on this assignment, consult the Project Guidelines and Rubric in the Supporting Materials section below.
The Project Resources webpage is also linked in the Supporting Materials section below. You selected your creative works from this list in Module Two; however, you may find it helpful to review the list of works.
### Directions
You will continue to use the Project Template that you began in Module Two for this assignment. For your Module Two project proposal, you drafted the first two components of Part One of your project on questions 1 and 2 of the template. Now, for this assignment, you will draft the rest of Part One along with all of Part Two of the template.
Specifically, you must address the following:
#### Part One: Choose the Creative Works
In this section, you will use the two creative works you chose for the Module Two project proposal to compare various subject areas of the humanities in relation to your chosen topic. Address the following criteria in Part One:
1. Already drafted in your Module Two project proposal.
2. Already drafted in your Module Two project proposal.
3. Value of the Diverse Perspectives: Describe the value of the diverse perspectives demonstrated in the chosen creative works.
1. What are examples of diverse perspectives represented in the creative works?
2. What do these diverse perspectives add to the work?
– Biases and Assumptions: Describe potential biases and assumptions present in the creative works in relation to the topic.
1. In what ways does the work challenge the audience’s assumptions or provoke deeper reflection about the cultural issue it addresses?
2. How does the work present multiple perspectives, contradictions, or ambiguities that invite interpretation and discussion?
#### Part Two: Self and Society
In this section, you will use the two creative works you chose to demonstrate how the humanities shape the relationship between self and society regarding your topic. Address the following criteria in Part Two:
1. Create Meaning: Describe how the creative works create meaning surrounding the topic.
1. How do the creative works help the audience to make sense of the topic?
2. How do the creative works help the audience to make sense of society in relation to the topic?
– Society’s Perception: Describe how the creative works have impacted society’s perception of the topic.
– Different Groups: Describe how the creative works might be perceived by different groups of people.
1. How might different generations or cultures perceive the creative works differently?
– Development of Empathy: Explain how the creative works influence the development of empathy regarding the topic.
1. How does the work invite the audience to see the world from another person’s perspective, especially someone with issues they may not have encountered personally?
2. What specific emotions or experiences in your works help the audience feel a deeper connection to people or issues they might not have encountered personally?
– Critical Thinking: Explain how the creative works encourage critical thinking regarding the topic.
1. How do the works challenge an audience to more deeply consider their assumptions or examine their own cultural perspectives?
2. How can you describe the artistic choices in the work, such as color in a visual work or the sound of the music in a song, in an objective way? How do your personal reactions to those choices add a subjective layer to your analysis?
### What to Submit
Use the Project Template to create your Project Draft and submit Part One and Part Two for grading. You must cite your chosen creative works. If other sources are used, follow APA guidelines for citations both throughout and at the end of your paper. Keep in mind that for your completed project, you will need to cite two creative works that you chose as well as at least two resources used to research your topic (mental health, diversity, or activism). This submission includes creative works and resources provided in the Project Resources.
Although Brightspace allows the addition of video notes in assignment submissions, you may not use the Video Note tool to complete this assignment.
### Supporting Materials
The following resources will support your work on this assignment:
Reading:
[Project Guidelines and Rubric](https://www.sweetstudy.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=2077250&type=content&rcode=snhu-3132306)
This resource provides an overview of the project along with specific criteria you must address.
Reading:
[Project Resources](https://www.sweetstudy.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=2077250&type=content&rcode=snhu-3132307)
This resource contains a list of creative works as well as resources for each of the three topics (mental health, diversity, and activism).
### Module Four Project Draft Rubric
| Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
| — | — | — | — | — |
| Value of Diverse Perspectives | Describes the value of diverse perspectives demonstrated in the chosen creative works | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include describing diverse perspectives demonstrated in the chosen works or providing more detail on how these diverse perspectives add value to the works | Does not attempt criterion | 14 |
| Biases and Assumptions | Describes potential biases and assumptions present in the creative works in relation to the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include identifying biases and assumptions or providing more information about the biases present in relation to the topic | Does not attempt criterion | 14 |
| Create Meaning | Describes how the creative works create meaning surrounding the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include describing how the creative works help the audience make sense of the topic and describing the kind of message the creative work sends about the topic | Does not attempt criterion | 12.4 |
| Society's Perception | Describes how the creative works have impacted society's perception of the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing more detail on the impact the creative work has on society's perception of the topic | Does not attempt criterion | 12.4 |
| Different Groups | Describes how the creative works might be perceived by different groups of people | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing more detail on perspectives of different generations/cultures | Does not attempt criterion | 12.4 |
| Development of Empathy | Explains how the creative works influence the development of empathy regarding the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include explaining why the creative works do or do not influence the development of empathy | Does not attempt criterion | 12.4 |
| Critical Thinking | Explains how the creative works encourage critical thinking regarding the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing more detail on how the creative works encourage critical thinking regarding the topic | Does not attempt criterion | 12.4 |
| Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 5 |
| Citations and Attributions | Uses citations for ideas requiring attribution, with consistent minor errors | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 5 |
| Total: | 100% |
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