HUM 200 Project Part Two: Presentation Draft
See attached rubric for instructions and 6-4 project for artifacts
HUM 200 Project Part Two: Presentation Draft Guidelines and Rubric
Overview: An effective presentation includes a summary of the main points in the presentation slides, but the presenter adds additional content to unpack each point on the slides. This is where speaker notes are particularly useful. Some presenters have the capability of memorizing the details and being cued by the outline in the presentation, or even speaking off the cuff. However, for the purposes of this project, in this module, you will draft your presentation slides, as well as your speaker notes that will accompany the presentation slides.
Prompt: Using the templates provided in your Soomo webtext, draft the slides and speaker notes for your presentation. The purpose of the speaker notes is to fill in the details you believe are necessary to include in the presentation in order to address the critical elements below, but will not necessarily be included on the presentation’s slides. Your speaker notes can either be bulleted points for each step of your presentation or more developed paragraphs to help you deliver the presentation. This part is up to you; either way, these notes should contain substantial details to address each of the required parts of your presentation.
Specifically, the following critical elements must be addressed:
I. Provide a brief overview of your artifacts, theme, and thesis statement. How are they situated within the domain of the humanities?
II. Explain how the theme, as it is expressed in the cultural artifacts, and thesis statement impact the audience. In other words, how is the theme relevant to members of the audience? Why should the audience care about your thesis statement? Support your response with specific examples from your exploration document.
III. Describe the evidence from subjective and objective cultural analyses that you have to support your conclusions about the impact of the theme and cultural artifacts on you personally and on your audience. Support your response with specific examples from your exploration document.
IV. Explain why the theme and cultural artifacts are important to you personally. In other words, why did you select these artifacts to study? Why did you select your theme, especially if there are other themes that could apply?
V. Explain how studying the humanities can give you both a personal and professional advantage. In other words, what is the benefit of studying the humanities?
VI. Explain why the humanities are important to society. In other words, what do the humanities tell us about our own culture and experiences? How do the humanities impact us? Support your response with specific examples from your exploration document and your own personal and professional experiences.
VII. Communicate your message in a way that is tailored to your specific audience. For instance, you could consider your vocabulary, your audience’s potential current humanities knowledge or lack thereof, and what is specifically important to the audience.
Guidelines for Submission: You will upload the PowerPoint file of your presentation draft that you downloaded from Soomo to the course submission link for instructor grading and feedback. Please see the feedback provided by your instructor in your SNHU course. Your presentation should have approximately 5 to 7 slides that include speaker notes. Use current APA style guidelines (or another format approved by your instructor) for any potential references you would want to include in your notes for the presentation.
Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value
Overview Provides brief overview of artifacts, theme, and thesis statement and explains how they are situated within the domain of the humanities
Provides brief overview of artifacts, theme, and thesis statement and explains how they are situated within the domain of the humanities but with gaps in detail or clarity
Does not provide brief overview of artifacts, theme, and thesis statement and does not explain how they are situated within the domain of the humanities
Impact the Audience
Explains how theme, as it is expressed in cultural artifacts, and thesis statement impact the audience, supporting response with examples from exploration document
Explains how theme, as it is expressed in cultural artifacts, and thesis statement impact the audience, but with gaps in clarity, detail, or support
Does not explain how theme, as it is expressed in cultural artifacts, and thesis statement impact the audience
Evidence Describes evidence from subjective and objective cultural analysis that supports conclusions about impact of theme on self and audience, supporting response with examples from exploration document
Describes evidence from subjective and objective cultural analysis that supports conclusions about impact of theme on self and audience but with gaps in clarity, detail, or support
Does not describe evidence from subjective and objective cultural analysis that supports conclusions about impact of theme on self and audience
Personally Explains why theme and cultural artifacts are personally important
Explains why theme and cultural artifacts are personally important but with gaps in clarity or detail
Does not explain why theme and cultural artifacts are personally important
Studying the Humanities
Explains how studying the humanities can give both a personal and professional advantage
Explains how studying the humanities can give both a personal and professional advantage but with gaps in clarity or detail
Does not explain how studying the humanities can give both a personal and professional advantage
Humanities Explains why the humanities are important to society, supporting response with examples from exploration document and personal and professional experience
Explains why the humanities are important to society but with gaps in clarity, detail, or support
Does not explain why the humanities are important to society
Message Communicates message effectively in a way that is tailored to specific audience
Communicates message to audience but communication is not effective or is not tailored to specific audience
Does not communicate message to audience 13.5
Articulation of Response
Submission has no major errors related to citations, grammar, spelling, syntax, or organization
Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas
Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas
- HUM 200 Project Part Two: Presentation Draft Guidelines and Rubric
Exploration Document 7
Southern New Hampshire University
HUM200: Applied Humanities
June 12, 2022
The first artifact that I have chosen is Romeo and Juliet by William Shakespeare. It was written by Shakespeare about 1594-96 in his period of “early mastery” during the Italian Renaissance. Shakespeare wrote Romeo and Juliet to help couples appreciate their love for one another. Romeo and Juliet has a setting in Verona, Italy. Verona up until 1405 was an independent city but eventually become Venetian Republic (Pserb, Park Ridge Illinois, 2011). The second artifact that I have chosen is West Side Story the musical. The music is by Leonard Bernstein, lyrics by Stephen Sondheim, and book by Arthur Laurents. West side Story is set in the mid-1950s, in the Upper West Side of Manhattan in New York City. Which in this era was considered a multiracial, blue collar neighborhood (Gottlieb, 2001).
William Shakespeare’s Romeo and Juliet were about two young Italian lovers who were cruelly fated to die at the hands of each other. It has been one of Shakespeare’s most regularly produced works, along with Hamlet, for several centuries after his death. In popular culture, the two primary characters are now seen as archetypal examples of young loves. Romeo and Juliet’s tragic love story is one in a long series of tragic tales dating back to prehistoric times. The Tragical History of Romeus and Juliet by Arthur Brooke in 1562 and Palace of Pleasure by William Painter in 1567 are both based on an Italian legend. Two of Shakespeare’s most well-known characters, Mercutio and Paris, were both heavily affected by Romeo and Juliet. The play is assumed to have been composed between 1591 and 1595, and the quarto edition was first published in 1597. The text in the first quarto was poor, but subsequent editions altered it to more nearly approximate Shakespeare’s original.
Steven Spielberg and Tony Kushner worked together on the script for Steven Spielberg’s upcoming musical drama, West Side Story, which will be published in 2021. It’s the sequel to the 1957 theatrical musical of the same name, which was adapted for the second time for the big screen. In support of their roles in this film, Rachel Zegler, Ansel Elgort, Mike Faist, David Alvarez, and Rita Moreno join them. Moreno served as an executive producer for the 1961 film adaptation alongside Kushner. The image includes music by Leonard Bernstein and lyrics by Stephen Sondheim. 20th Century Fox began development on the project in 2014, and Kushner began writing the script in 2017. After Spielberg’s contract was signed in January 2018, casting began in September 2018. Justin Peck choreographed the dance numbers. Filming began in July 2019 in New York and New Jersey and lasted two months. West Side Story premiered at Jazz at Lincoln Center’s Rose Theater in New York City on November 29, 2021, just three days after Sondheim’s death.
The two relics share a common theme of love. The protagonists in both artworks have to deal with both elements of their lives. These people stick together to achieve a common objective. They are depicted as inseparable, despite the difficulties they have endured in their lives, through this example.
Falling in love at a young age is hard to justify to either your parents or society. Either way no one really thinks you are in “love” and that is it just “puppy love”. Because how can anyone at a young age be in love or even know what love is? Well, when I was young, my husband and I fell in love and both sides of the family were like not. They were not having it. I grew up in what society saw as high class and my husband grew up in what society saw a low class. So, my parents did not see eye to eye with how his family was living and vice versa. It was very difficult. But I was fixing to turn the age of 18 and they could no longer control it caused many feuds in both sides of the family. Even though there were no deaths involved it seemed like death when we were not speaking to any family members, for both sides. We were excluded from both sides of the family for quite some time, but after all our story ended up a fairy tale and we are all together as one.
I lived in a neighborhood that had an old couple. The couple were in their 90s and would accompany each other to the grocery every evening. One day I confronted the couple and asked them how long they were married. They told me they were married and had stayed together for 66 years. They narrated how they could not live without each other and even explained how they were afraid of death as it would separate each other. When the wife died, the husband fell ill and died two weeks later. The death of the two affected much as I had grown too close with them in their last days. This shows how love and death are linked and how death contrasts love.
One of the professions that could be affected by love and death is psychology therapist. This is due to the fact that psychologists are often called upon to help clients with emotional and psychological issues. People who have experienced the loss of loved ones and those who have died are among those who benefit from this service. If a counselor or psychologist is to be successful, their knowledge of death and love and how they connect to their client’s mental and psychological well-being can play a role.
One of the most resourceful humanities resources that can be used is EDITEment which contains lesson plans under humanities with an option for the user to select the artifacts needed. Each of the source has an option to explore it through the guidance of a teaching plan. In addition to JSTOR is another resource that can be used in researching for artifacts such as Romeo and Juliet and West Side Story. This is more efficient because it includes articles and books that were written between the early 1900s and the present. OmniFile Full Text Mega is an additional useful tool. Humanities journal articles on a variety of topics and themes, such as death and love, can be found in this database of secondary sources.
Both artifacts demonstrate the power of love as a strategy for overcoming adversity. Despite the fact that the objects represent different eras of history, they both demonstrate the importance of love as the primary approach for navigating life’s obstacles together. Literature is responsible for the inception of both mediums. The West Side Story is also made into a film, which captures every detail of the original novel.
As a means of raising public awareness, Romeo and Juliet was conceived. When it came to developing strong families and communities in this time period, love was considered an essential ingredient. One of the reasons why West Side Story has become so popular is because of its depiction of modern society as defined and formed by the modern culture.
The two pieces of art are created using literature. In the first artwork, Romeo and Juliet, the story is written as a novel which describes the story. Also, the artwork is created as a film which follows every detail written as piece of literature.
In the two artifacts presented in the case, the theme of love and death are brought simultaneously throughout the play. However, there is a major gap created on defining the role of death throughout the play. However, there is an evidence in how death has been used in creating clarity in the role of love between the characters.
Thesis: Assessing the role of death as a contrasting idea of love between two suitors.
An appropriate audience that can be interested in the topic include literature scholars and students who are learning on effective strategies to write and author books. This is because in both cases, there is use of high level of skills in describing characters and using common themes to create unique story line that inspires wide base of audience.
The message can be tailored to fit the characters of scholars. This include explaining the styles used in developing the artifacts and how the impacts of the styles to the literature work. This provides a more resourceful and informative resource for the students and scholars connect with the artists and learn ways of communicating more effectively with the target audience.
EDSITEment (2022). Driving Excellence in Humanities Education. https://edsitement.neh.gov/student-activities
JSTOR (2022). Explore the World’s Knowledge, Cultures and Ideas. https://www.jstor.org/
EBSCO (2022). Humanities. https://www.ebsco.com/products/research-databases/omnifile-full-text-mega Atchity, K. J. (2021). Romeo and Juliet by William Shakespeare. Salem Press Encyclopedia of Literature.
Lee, D. A. (2022). West Side Story (musical). Salem Press Encyclopedia.
Elizabeth A. Wells. (2011). West Side Story : Cultural Perspectives on an American Musical. Scarecrow Press.
Gottlieb, Jack. 2001. West Side Story Guide. Leonard Bernstein Office. Retrieved on May 11, 2022 from https://leonardbernstein.com/works/view/9/west-side-story
Pserb, Park Ridge Illinois. May 18, 2011. Why Shakespeare wrote Romeo and Juliet. Retrieved on May 11, 2022 from https://www.teenink.com/nonfiction/academic/article/328034/Why-Shakespeare Wrote Romeo-and Juliet/#:~:text=Well%2C%20the%20answer%20to%20this,lovers%20can%20find%20t emselves%20in.
Challoner, H., & Papayianni, F. (2018). Evaluating the role of formulation in counselling psychology: A systematic literature review. The European Journal of Counselling Psychology, 7(1).
Somoza‐Fernández, M., Rodríguez‐Gairín, J. M., & Urbano, C. (2018). Journal coverage of the emerging sources citation index. Learned Publishing, 31(3), 199-204.