Choose a work to discuss from one genre that interprets a work from another genre

Choose a work to discuss from one genre that interprets a work from another genre

Choose a work to discuss from one genre that interprets a work from another genre

Discussion

Required Resources

Read/review the following resources for this activity:

Textbook: Chapter 15

Lesson

Minimum of 1 primary source (from artist)

Minimum of 1 scholarly source

Initial Post Instructions

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For the initial post, select and address one of the following options:

Option 1: Choose a work to discuss from one genre that interprets a work from another genre.

Include the title, artist, and description of both works.

Examine how the artist of the second work captured the subject or story of the first.

Support your point(s) with a statement from the second artist that discusses the influence, reasoning, or interpretation of the original work on the second work.

Click below for examples

Link: Examples

Option 2: Choose a work that is interdisciplinary (incorporates two or more disciplines), such as Hamilton from our lesson this week.

Include the title and artist(s).

Examine the genres that are intermingled to create the work.

How effective is the blending of genres in the work?

Why do you think the artist used different disciplines in the work?

Support your point(s) with a statement from the artist and one from a critic.

Option 3: Choose a work of art from any genre that depicts or tells the story of a real life event from any time period, such as The Consecration of the Emperor Napoleon and the Coronation of Empress Joséphine on December 2, 1804 by Jacques Louis David.

Include the title and the artist and some background of the event.

What is the relationship between the work of art and the event?

Did the artist depict the event accurately?

Does the artist make changes regarding the event? If so, why do you think the artist made these changes?

Examine the artist’s message in the depiction.

Support your point(s) with a statement from the artist.

Follow-Up Post Instructions

Respond to at least one peer. Further the dialogue by providing more information and clarification.

Writing Requirements

Minimum of 2 posts (1 initial & 1 follow-up)

Minimum of 2 sources cited (assigned readings/online lessons and an outside source)

APA format for in-text citations and list of references

Grading

This activity will be graded using the Discussion Grading Rubric. Please review the following link:

Link (webpage): Discussion Guidelines

Course Outcomes

CO 1: Identify the content, forms, and/or techniques of work of art (e.g., architecture, fine art, literature, and/or drama).

CO 2: Analyze the content, forms, and/or techniques of a work of art (e.g., architecture, fine art, literature, and/or drama).

CO 3: Explain the historical/cultural/social context in which a work was created.

CO 4: Classify works of art using different approaches (by discipline, genre, style, period, etc.) in order to contextualize the works and relate them to a variety of influences.

Due Date

Due Date for Initial Post: By 11:59 p.m. MT Recommended by Wednesday

Due Date for Follow-Up Posts: By 11:59 p.m. MT on Saturday

Posts must be on two separate days.

Welcome to our final week of discussions!

Art does not exist in a vacuum from what happens in other disciplines and I hope you see, as we have moved through this class, that there are many connections across mediums to explore similar ideas. One method of exploration is for one medium to explore ideas in another and a great example of this is the 2018 film Spiderman: Into the Spiderverse which explores the medium of comic books through animation and cinema. Directors Phil Lord and Ezra Miller who also created the popular films The Lego Movie and 21 Jump Street see to have found a way to tell stories that should have felt like generic cash grabs in a surprisingly earnest and real way. One way they have done this is by weaving in post-postmodern (or post-ironic) ideas into their films.

This is done by an honest approach to the subject, whether selling toys or exploring comics, and articulating that this is the nature of what the film is. However, unlike films that explore this nakedly honest motive with sarcastic dismissal, Lord and Miller seek to find the redeeming and human connection in their piece. In Spiderman: Into the Spiderverse, Lord and Miller need to explore the origin story of Miles Morales, which they know has been done to death. So how do they do it? By exploring his origin story in the context of the origin stories of other figures. He is placed in the context of what Spiderman has been and can be and then defines himself earnestly despite his unoriginality in a uniquely original format.

Spider-Man: Into the Spider-Verse' Reveals the Hero's Future | WIRED

Looking forward to your final posts this week!

The discussions are open throughout the class, but you can only get credit for posting during the week the discussion is assigned. That means that I will be grading posts in Week 8 discussions that are submitted between Sunday 10/20 and Saturday 10/26.

References:

Hoffman, L. (2017, February). PostIrony: The Nonfictional Literature of David Foster Wallace and Dave Eggers. Retrieved from https://www.academia.edu/34108785/Postirony_Introduction.pdf

Discussion Grading Rubric_Gen Ed_ JAN21

Discussion Grading Rubric_Gen Ed_ JAN21
Criteria Ratings Pts

This criterion is linked to a Learning OutcomeInitial Post Content
7 pts

Outstanding

Addresses ALL aspects of the initial discussion question(s), applying experiences, knowledge, and understanding regarding ALL weekly concepts.

5 pts

Very Good

Addresses MOST aspects of the initial discussion question(s), applying experiences, knowledge, and understanding of MOST of the weekly concepts.

3 pts

Competent

Address SOME aspects of the initial discussion question(s), applying experiences, knowledge, and understanding of SOME of the weekly concepts.

0 pts

Poor

Minimally address the initial discussion question(s) or does not address the initial question(s).

7 pts

This criterion is linked to a Learning OutcomeInitial Post Evidence & Sources
4 pts

Outstanding

Integrates evidence to support discussion from assigned readings OR online lessons, AND at least one outside scholarly source. Sources are credited.

3 pts

Very Good

Integrates evidence to support discussion from assigned readings OR online lessons. Sources are credited.

2 pts

Competent

Integrates evidence to support discussion only from an outside source with no mention of assigned reading or lesson. Sources are credited.

0 pts

Poor

Does not integrate any evidence.
4 pts

This criterion is linked to a Learning OutcomeFollow-up Post
8 pts

Outstanding

Response furthers the dialogue by providing more information and clarification, thereby adding much depth to the discussion.

6 pts

Very Good

Response furthers the dialogue by adding some depth to the discussion

4 pts

Competent

Response does not further the dialogue significantly; add little depth to the discussion.

0 pts

Poor

Does not respond to another student or instructor.
8 pts

This criterion is linked to a Learning OutcomeProfessional Communication

4 pts

Outstanding

Presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation).

3 pts

Very Good

Presents information in an organized manner (few errors in English grammar, spelling, syntax, and punctuation).

2 pts

Competent

Presents information using understandable language but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation).

0 pts

Poor

Presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation).

4 pts

This criterion is linked to a Learning OutcomeFrequency of Responses
2 pts

Outstanding

Posts in the discussion on two different days.

0 pts

Poor

Posts fewer than two different days OR does not participate at all.
2 pts

Total Points: 25