Select a significant event (either positive or negative) that occu.docx

Select a significant event (either positive or negative) that
occurred before you reached adulthood and that has had a life-
shaping effect on your life.
Write a two page paper in which you:
1. Briefly describeyour significant event (one to two (1-2)
sentences).
2. Discusswhy the memory of the event you described may or
may not be completely accurate.
3. Determinethe effect the event has had on your subjective
well-being.
4. Discussthe role the event may have played in the continued
development of your personality.
5. Determinethe positive or negative impacts of the event on
your overall health (including your reaction to stressors and
your ability to cope).
Your assignment must follow these formatting requirements:
· Be typed, double spaced, using Times New Roman font (size
12), with one-inch margins on all sides; references must follow
APA or school-specific format. Check with your professor for
any additional instructions.
· Include a cover page containing the title of the assignment, the
student’s name, the professor’s name, the course title, and the
date. The cover page and the reference page are not included in
the required page length.
Task 1/HVT Task 1 - Instrictions.docx
HVT Task 1
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Directions
SUBDOMAIN 112.1 - FUNDAMENTAL CONCEPTS,
METHODS, & MODES IN THE HUMANITIESCompetency
112.1.2: Imagination, Values, and Emotions -The graduate
examines concepts and modes of expression in human
imagination, values, and emotions.
Introduction:
Works of art vary greatly across genres and time periods. Some
works of the humanities seem to have originated from the minds
of specific individuals or from social and cultural influences,
while other works of art were influenced by the styles and
characteristics of earlier periods and are often a continuation of
or reaction to those artistic styles. For example, classical art
from ancient Greece and Rome was revived during the
neoclassical era. Cubism was a reaction to the style and
characteristics of the earlier European tradition of realistic
painting. The purpose of this task is to analyze, critique, and
understand where creativity and inspiration originate.
Your goal for this task is to discuss and analyze creativity as
the continuation of, or as a reaction to, an earlier historical art
period. You will choose two historical periods from the list
below and discuss the relationships between the periods. You
should discuss how one period revived or continued the style
and characteristics of the other period or how one period
originated in reaction to the other period.
The following is a list of historical art periods you can choose
from:
• Classical
• Middle ages
• Renaissance
• Mannerism

• Baroque
• Rococo
• Neoclassical
• Romanticism
• Realism
• Impressionism
• Post impressionism
• Cubism
• Dadaism
• Geometric abstraction
• Pop art
• Surrealism
• Harlem Renaissance
Task:
A. Choose two art periods from the list above and write an
essay (suggested length of 3–5 pages) in which you do the
following:
1. Describe the earlier historical art period, characteristics of
the style, and social conditions that may have contributed to the
advent of this style.
2. Describe the later historical art period, characteristics of the
style, and social conditions that may have contributed to the
advent of this style.
3. Analyze the relationship between the historical art periods.
a. Explain similarities or differences between the historical art
periods.
b. Explain the purpose for continuing the tradition of the
earlier historical art period or deviating from it.
1. Reference at least one specific work of art from each period
in your discussion.
2. Explain how the later work relates to the earlier work.
c. Explain the influence the later historical art period had on
the art world (i.e., its historical significance).

Note: You should assume that your audience has a basic
knowledge of the art periods. You will want to identify both
periods in your essay and describe the art periods (time periods,
characteristics, and social conditions that may have contributed
to the advent of the styles of the period), but you will want to
do so in a way that will allow your readers see how the
descriptions support your thesis concerning the relationship
between the two art periods.
B. When you use sources, include all in-text citations and
references in APA format.
Note: When bulleted points are present in the task prompt, the
level of detail or support called for in the rubric refers to those
bulleted points.
Note: For definitions of terms commonly used in the rubric, see
the Rubric Terms web link included in the Evaluation
Procedures section.
Note: When using sources to support ideas and elements in a
paper or project, the submission MUST include APA formatted
in-text citations with a corresponding reference list for any
direct quotes or paraphrasing. It is not necessary to list sources
that were consulted if they have not been quoted or paraphrased
in the text of the paper or project.
Note: No more than a combined total of 30% of a submission
can be directly quoted or closely paraphrased from sources,
even if cited correctly. For tips on using APA style, please refer
to the APA Handout web link included in the APA Guidelines
section.
Task 1/HVT Task 1 - Revisions.docx

Detailed Results (Rubric used: HVT Task 1)
Articulation of Response (clarity, organization, mechanics)
(0) Unsatisfactory
(1) Needs Revision
(2) Satisfactory
The candidate provides unsatisfactory articulation of response.
The candidate provides weak articulation of response.
The candidate provides adequate articulation of response.
Criterion Score: 2.00
A1. Earlier Historical Art Period
(0) Unsatisfactory
(1) Needs Revision
(2) Satisfactory
The candidate does not provide an appropriate description of the
earlier historical art period, characteristics of the style, and
social conditions that may have contributed to the advent of this
style.
The candidate provides an appropriate description, with
insufficient detail, of the earlier historical art period,
characteristics of the style, and social conditions that may have
contributed to the advent of this style.
sufficient detail, of the earlier historical art period,
Comments on this criterion: The characteristics of the
Renaissance are adequately described.
A2. Later Historical Art Period
(0) Unsatisfactory
(1) Needs Revision
(2) Satisfactory
later historical art period, characteristics of the style, and social
conditions that may have contributed to the advent of this style.

insufficient detail, of the later historical art period,
sufficient detail, of the later historical art period, characteristics
of the style, and social conditions that may have contributed to
the advent of this style.
Comments on this criterion: Romanticism is adequately
described.
A3. Analysis
(0) Unsatisfactory
(1) Needs Revision
(2) Satisfactory
The candidate does not provide a plausible analysis of the
relationship between the historical art periods.
The candidate provides a plausible analysis, with insufficient
support, of the relationship between the historical art periods.
The candidate provides a plausible analysis, with sufficient
support, of the relationship between the historical art periods.
A3a. Similarities or Differences
(0) Unsatisfactory
(1) Needs Revision
(2) Satisfactory
The candidate does not provide a logical explanation of
similarities or differences between the historical art periods.
The candidate provides a logical explanation, with insufficient
detail, of similarities or differences between the historical art
periods.
The candidate provides a logical explanation, with sufficient
detail, of similarities or differences between the historical art
periods.
A3b. Explanation

(0) Unsatisfactory
(1) Needs Revision
(2) Satisfactory
The candidate does not provide a logical explanation of the
purpose for continuing the tradition of the earlier historical art
period or deviating from it.
detail, of the purpose for continuing the tradition of the earlier
historical art period or deviating from it.
detail, of the purpose for continuing the tradition of the earlier
historical art period or deviating from it.
A3b1. Reference to Work of Art
(0) Unsatisfactory
(1) Needs Revision
(2) Satisfactory
The candidate does not reference any specific works of art from
either period.
The candidate references at least 1 specific work of art from at
least 1 period.
The candidate references at least 1 specific work of art from
each period.
Comments on this criterion: The submission identifies specific
works from each period.
A3b2. Relation of Later Work to Earlier Work
(0) Unsatisfactory
(1) Needs Revision
(2) Satisfactory
The candidate does not provide a logical explanation of how the
later work relates to the earlier work.
detail, of how the later work relates to the earlier work.
detail, of how the later work relates to the earlier work.

Comments on this criterion: Although specific works are
identified, they are analyzed independently.
A3c. Influence of Later Historical Art Period
(0) Unsatisfactory
(1) Needs Revision
(2) Satisfactory
The candidate does not provide a logical explanation of the
influence the later historical art period had on the art world.
detail, of the influence the later historical art period had on the
art world.
detail, of the influence the historical art period had on the art
world.
Comments on this criterion: The characteristics of Romanticism
are adequately described. A logical explanation needs to be
provided for the influence the Romanticism had on the art
world.
B. Sources
(0) Unsatisfactory
(1) Needs Revision
(2) Satisfactory
When the candidate uses sources, the candidate does not provide
in-text citations and references for each source used.
When the candidate uses sources, the candidate provides
appropriate in-text citations and references with major
deviations from APA style.
appropriate in-text citations and references accurately or with
only minor deviations from APA style, OR the candidate does
not use sources.

Task 1/HVT_Task_1.pdf
1 RHVT Task 1.
RHVT Task 1
2 RHVT Task 1.
Introduction:
In this paper I shall discuss the early historical art of
Renaissance and Romanticism period. The

Romanticism movement began in late eighteenth century and
dealt primarily with the literature
and art. Similarly, the Renaissance movement, which thrived
from the fourteenth century to
seventeenth century, was known for its achievements in art,
literature and music as well. The
following paper shall compare and contrast the two periods and
shall discuss the relationship
between the two in terms of their art.
Renaissance and earlier historical art:
Description:
The word Renaissance is a French word which means ‘rebirth’.
The Renaissance period refers to
the rebirth of humanism during the 14th, 15th and 16th century
in Europe. The Renaissance
movement began close to the middle Ages and ended in the late
seventeenth century. The
movement originated from Italy and expanded to other parts of
Europe in a considerably less
time. In short the Renaissance period was a time of rebirth of
humanism and new discoveries in
fine arts, literature, music, philosophy, science and technology,
architecture and in religion and

spirituality. [Bober, P. P., Rubinstein, R., & Woodford, S.
(1986). ]
In spirit of Humanism, the artists of the early Renaissance
increasingly incorporated human
forms in their artworks. Portrayal of life-like human forms was
common and the artists thrived to
provoke perfection and a realistic effect within the things that
they created in order to portray
humanism in its true form. The artists particularly focused in
developing new techniques and
methods of creating more realistic paintings. Specific methods
were adopted to add emotions to
the painting and add a life-like and three-dimensional effect
within the paintings. Studies and
3 RHVT Task 1.
researches were also carried out in the early Renaissance period
on the human and animal
anatomy to better understand the human form.
Characteristics of the Early Renaissance Period:
The artists of the early Renaissance Periods believed that art
could not remain stationary and

motionless. They believed that art should to develop and stay in
motion for ever. Some of the
important characteristic of the early Renaissance Period are
listed below:
Ancient Greek and Roman times.
The early Renaissance artists studied the use of light, color and
space techniques which
were previously used by the Greeks and the Romans. Using
their research from the
previous artistic periods they evolved new techniques and
patterns of painting.
focus to human
rather than heavenly creatures
which use to be the center of attention in the medieval times.
[Bober, P. P., Rubinstein, R., & Woodford,
S. (1986). ]
attention towards seeking
realistic effect and perfection within the sculptures that they
made.
represented humans carrying out
their daily activities such as dancing, eating, reading, etc. They

did not portray them as in
doing extraordinary activities. This perhaps, might have added
to the realistic effect of
their paintings.
early Renaissance period and
was used by other artists to create illusions of space and time.
Some of the artworks
4 RHVT Task 1.
based on this particular technique include “Trinity”, that was
painted by Masaccio and
“Metal Recto” by Alberti are worth mentioning here.
[Huaghton, N. (2004).]
Over all, in the early Renaissance period modern ideas were
being explored and were being
developed. For example, the artists became more and more
aware of the human beauty than that
of other worldly things. Furthermore, they also started to
question the church on several matters.
Some even found their belief diminishing as they became more
and more aware.

Characteristics of the Late Renaissance Period:
The late Renaissance period also known as Mannerism shifted
the focus of the artists towards the
style and manner of a certain object rather than the substance
itself. Most of the artworks
produced within this period were not specifically based on new
techniques. Some characteristics
are as follow:
eing adopted.
various poses that seemed
somewhat unnatural. Even nude human sculptures were painted
in this way.
include Giorgio Vasari and
Michelangelo.
different hidden meaning within
relating to something else as a symbol.

(2004).]
5 RHVT Task 1.
Romanticism:
The period of Romanticism thrived between the 18th and 19th
century. With the start of
Romanticism, the initiation of artistic culture began which went
on to redefine the ways in which
the people of Western society perceived things. The
Romanticism movement emphasized
revolution. Romanticism dignified individualism, subjectivism,
irrationalism, imagination,
emotion and nature.
Common Characteristics of the Romantic Period:
ctivism and Individualism.
that nature held.
dreams, mystery and

fantasy.
architecture was becoming
common.
In the era of the Romanticism, imagination was given huge
importance. The people became
aware that imagination is the basic faulty through which art is
primarily generated. They became
aware that imagination alone provided humans with the power
to see things as they are and
differentiate between them. Furthermore, Nature also formed a
fundamental part of the Romantic
6 RHVT Task 1.
art. The landscape painting and scenery designing became
common alongside the development
of poetry inspired by the nature. Moreover, symbolism and
Myth were also emphasized.
Artists increasingly shifted towards to the ‘exotic’ art from the
past. They turned their attention

towards folk legends and previous works and techniques. The
artists of the Romantic period did
not particularly get their inspiration themselves from the public.
They based their ideas and
created art from within their own emotions.
One of the basic characteristic of Romanticism was the idea of
“the feeling and emotion of the
artist”. Romanticism defined true art as that which was created
unconsciously by an artist.
Romanticism suggests that nature and human world as a whole
are an important part of art and
are prove healthy when incorporated in to art itself.
Romanticism was basically a movement
initiated in order to revolt against the political and social
customs against the Age of
Enlightenment. Moreover, it was also aimed at the scientific
justification of nature. These social
and political conditions added to the speed with which the
movement expanded. This period was
linked with liberalism as well.
Some of the artworks include:
- Bridge near Mount Grimsel by William Pars. (1770)
- Coalbrookdale bei Nacht by Philippe Jacques de

Loutherbourg.
Some of the literary works include:
- Michelangelo - The Holy Family – (1506).
- Durer - Lamentation over the Dead Christ – (1500).
Relationship and comparison between the Romanticism and
Renaissance Periods:
7 RHVT Task 1.
There are many similarities and differences between the two
artistic periods. The two artistic
periods promote and belief in individualism. But their focus was
somewhat different –
Renaissance focused on humanism and Romantic Period focused
on Romanticism. Therefore,
both Renaissance and Romanticism have different perspectives
of viewing art. Both promoted
the incorporation of nature in the artistic works, therefore the
context of the art are quite similar.
The Romanticism period stressed upon imagination and
individual thinking. Renaissance also
appreciated the thought of individual thinking and promoted
similar aspects.

The Romantic though on the Renaissance is visible on various
fronts. Many of the artworks and
paintings of the Romantics period prove that they were/are the
continuation of the Medieval and
the Renaissance period. Another example of adoption of
Renaissance art is seen in William
Shakespeare’s work. He has seemed to have taken ideas form
the Renaissance Period. His main
interest lay in human characters and relationships
8 RHVT Task 1.
References:
1. Bober, P. P., Rubinstein, R., & Woodford, S. (1986).
Renaissance artists & antique
sculpture: a handbook of sources. H. Miller.

2. ANDERSON, N. (1933). THE ROMANTIC ERA. The Year's
Work in Modern Language
Studies, 4, 70-72.
3. Huaghton, N. (2004). Perception of beauty in Renaissance
Art. Retrieved from:
http://sirl.stanford.edu/~bob/teaching/pdf/arth202/Haughton_Re
naissance_beauty_JCosm
eticDermatology04.pdf
9 RHVT Task 1.
References:

1. Dixon, A G. (1999). Renaissance.
2. Padgen, A. (1993). European Encounters With the New
World: From Renaissance to
Romanticism.
3. Wu, D. (2012). Romanticism: An Anthology.
4. Gunderson, J. (2008). Romanticism.
5. Nauert, C G. (2006). Humanism and the Culture of
Renaissance Europe. Page – 191.
Task 1/Rubric - HVT Task 1.doc
HVT Task 1
Unsatisfactory
Needs Revision

Satisfactory
Score/Level
Articulation of Response (clarity, organization,
mechanics)
The candidate provides unsatisfactory
articulation of response.
The candidate provides weak
The candidate provides adequate
A1. Earlier Historical Art Period
The candidate does not provide an
appropriate description of the earlier historical art period,
The candidate provides an appropriate
description, with insufficient detail, of the earlier historical art
period, characteristics of the style, and social conditions that
may have contributed to the advent of this style.

description, with sufficient detail, of the earlier historical art
A2. Later Historical Art Period
appropriate description of the later historical art period,
description, with insufficient detail, of the later historical art
description, with sufficient detail, of the later historical art
A3. Analysis
The candidate does not provide a
plausible analysis of the relationship between the historical art

periods.
The candidate provides a plausible
analysis, with insufficient support, of the relationship between
the historical art periods.
analysis, with sufficient support, of the relationship between the
historical art periods.
A3a. Similarities or Differences
The candidate does not provide a logical
explanation of similarities or differences between the historical
art periods.
The candidate provides a logical
explanation, with insufficient detail, of similarities or
differences between the historical art periods.
explanation, with sufficient detail, of similarities or differences
between the historical art periods.
A3b. Explanation

explanation of the purpose for continuing the tradition of the
earlier historical art period or deviating from it.
explanation, with insufficient detail, of the purpose for
continuing the tradition of the earlier historical art period or
deviating from it.
explanation, with sufficient detail, of the purpose for continuing
the tradition of the earlier historical art period or deviating from
it.
A3b1. Reference to Work of Art
The candidate does not reference any
specific works of art from either period.
The candidate references at least 1
specific work of art from at least 1 period.
The candidate references at least 1
specific work of art from each period.
A3b2. Relation of Later Work to Earlier Work

explanation of how the later work relates to the earlier work.
explanation, with insufficient detail, of how the later work
relates to the earlier work.
explanation, with sufficient detail, of how the later work relates
to the earlier work.
A3c. Influence of Later Historical Art Period
explanation of the influence the later historical art period had
on the art world.
explanation, with insufficient detail, of the influence the later
historical art period had on the art world.
explanation, with sufficient detail, of the influence the
historical art period had on the art world.
B. Sources

When the candidate uses sources, the
candidate does not provide in-text citations and references for
each source used.
candidate provides appropriate in-text citations and references
with major deviations from APA style.
accurately or with only minor deviations from APA style, OR
the candidate does not use sources.
Task 2/HVT Task 2 - Instructions.docx
HVT Task 2
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Directions
SUBDOMAIN 112.2 - DISCIPLINES & CULTURAL
CONTEXT OF THE HUMANITIESCompetency 112.2.1:
Connections Across Disciplines - The graduate recognizes and
analyzes relationships within the disciplines of the humanities
and how themes and concepts connect across individual
disciplines of the humanities.
Competency 112.2.2: Humanities and Culture - The graduate
recognizes and analyzes the interaction and integration of the
humanities with cultures, and how specified cultural attitudes
change over time.

Introduction:
“Knowledgeable interaction with works of art makes life better:
We see more of what can be seen, and we hear more of what can
be heard. Our entire existence grows richer and deeper” (Sporre,
2009, p. 2).
From your studies, you have seen how culture, societal norms,
belief systems, and past experiences all affect the way people
view the world. Learning about different methods of
investigating the world sheds light on people’s personal
approaches and also helps people understand the overall human
experience. Whether analytical skills are applied to assess a
task at work, or a humanistic point of view is used to help see
an issue from another perspective, these methods of looking at
the world help people to become more aware of their world,
provide and shape a frame of reference that is deeper and more
meaningful, and give insight into their own abilities and
perceptions.
In this task, you will analyze and interpret three creative works
from three separate disciplines of the humanities using methods
of subjective and objective analysis. These standard methods of
analysis allow you to view and interpret works from the
humanities systematically, assess how meaning is constructed
and imparted to a viewer or audience, and develop analytical
and critical thinking skills. You will communicate your
thoughts through a multimedia presentation (e.g., PowerPoint,
Keynote). While the content of your presentation will concern
analyzing, interpreting, comparing, and contrasting three
creative works from separate disciplines, your overarching goal
will be to explain how the three artworks you analyze
demonstrate the value of the humanities in life in meaningful
ways.

Scenario:
The organization you work for has asked you to attend a
conference entitled “The Importance of Humanities in the
Professions” and give a presentation about why being
knowledgeable about the humanities is valuable in regards to
your profession. Your organization would like you to develop a
multimedia presentation in which you analyze three creative
works from three separate disciplines in the humanities and
connect these works to your chosen profession under one
common theme.
First you must choose one work of literature from a given list.
Once you have selected a literary work, you will need to select
two works from separate disciplines in the humanities fall under
the same thematic umbrella as the literary work you have
selected. Your presentation will show how all three works
connect to the one theme that you have chosen, and how that
theme connects to your profession.
The two nonliterary works you select must come from the
following disciplines: two-dimensional visual art (e.g., painting,
drawing, photography, printmaking, or collage), music or film.
You should choose works that appeal to you personally, are
striking to you in some way, and/or evoke a strong response in
you. In the presentation, you will want to make it clear to
conference participants how these works show how knowledge
of the humanities can enhance performance in your profession,
your perceptions of the human experience, and your
understanding of your profession and chosen roles in life.
When selecting a literary work and two nonliterary works, look
for common themes addressed in the works. For example, if you
are a science teacher or becoming a science teacher, you could
choose a novel, a film, and a painting that deal with the theme
of humankind’s commitment to scientific progress. Then, you

will need to consider how the theme surfaces in the novel. You
will then want to consider how the film, which has cinematic
elements, helps the viewer to understand the theme of scientific
progress differently from the novel and the painting. What
different techniques has the painter used to address this same
theme? How is this different from how the theme is treated in
the novel?
Note: Your multimedia presentation should contain 25 to 30
slides. While many presentations tend to be brief to allow
speakers to fill in other details, your presentation should be able
to stand alone as a self-contained presentation. It should
demonstrate the depth of the analysis and reflection that you
have done. Your challenge will be to communicate your points
through a series of clear, focused, and concise slides that
represent your knowledge and convey your unique analytical
points and insights.
Select a work of literature from the following list:
NOVELS:
The Great Gatsby by F. Scott Fitzgerald, 1925
The Scarlet Letter by Nathaniel Hawthorne, 1850
The Call of the Wild by Jack London, 1903
NOVELLAS:Death of Ivan Ilyich by Leo Tolstoy, 1886
The Invisible Man by H. G. Wells, 1897
SHORT STORIES:
“The Package” by Kurt Vonnegut, 1952
“Johnny Mnemonic” by William Gibson, 1981
“The Lottery" by Shirley Jackson, 1948
“A Small, Good Thing” by Raymond Carver, 1983
“Silver Water” by Amy Bloom, 1993
“The Third and Final Continent” by Jhumpa Lahiri, 1999
“The Lost ‘Beautifulness’” by Anzia Yezierska, 1920
“The Veldt” by Ray Bradbury, 1950

“The Handsomest Drowned Man in the World” by Gabriel
García Márquez, 1968
POEMS:
“That the Science of Cartography is Limited” by Eavan Boland,
1994
“A Brave and Startling Truth” by Maya Angelou, 1995
“Invictus” by William Ernest Henley, 1888
“If” by Rudyard Kipling, 1895
“Praise Song for the Day” by Elizabeth Alexander, 2009
“Let America be America Again” by Langston Hughes, 1935
ESSAY:
“A Talk to Teachers” by James Baldwin, 1963*
*This work has themes which can apply to all professions.
Select two creative works from the following disciplines (each
work must be from a different discipline):
• Two-dimensional visual art (e.g., painting, drawing,
photography, printmaking, or collage)
• Music
• Film
Note: While it is important to select a literary work and two
non-literary works that share a common theme, it is equally
important to include variety in your choices. Please do not
select a film, artistic, or musical adaptation of your literary
choice as one of the non-literary creative works. For example,
you should not choose The Great Gatsby as your literary work
and a film adaptation of this same novel, and a picture of Jay
Gatsby.
Task:
Develop a multimedia presentation (suggested length of 25-30
slides) in which you do the following:
Note: Be sure to use slides effectively by following multimedia
presentation conventions (e.g., use text and bullets to convey

key points, maintain parallel structure with text and bullets,
arrange slides cohesively to create a smooth flow, use images to
accentuate and substantiate points).
A. Introduce the three works you will be analyzing (suggested
length of 4–5 slides) by doing the following:
1. Summarize background details about the three works,
including author or artist names, titles of the works, and the
disciplines to which the works belong.
2. Provide a thesis statement to clarify for your audience how
all three works connect to a common theme that applies directly
to your chosen profession.
B. Provide an objective analysis (suggested length of 4–6
slides) by doing the following:
1. Describe the literary work. Your description should include:
• Form
• Subject matter (Explain in 2–3 sentences.)
a. Summarize, in list form, how the author approaches the
subject matter (reveals what the work is about) without
discussing your personal opinions.
2. Describe the first nonliterary work of art. Your description
should include:
• Media, form, or genre
• Subject matter
• Artist’s techniques in terms of media or style (i.e., how the
technique allows you to differentiate this work from other
works of the same discipline.)
a. Discuss how four elements of artistic composition are used
in the first nonliterary work of art.
3. Describe the second nonliterary work of art. (This should be
from a different discipline than the work you chose for part B2.)
Your description should include:
• Media, form, or genre
• Subject matter
• Artist’s techniques in terms of media or style (i.e., how the
technique allows you to differentiate this work from other

works of the same discipline.)
a. Discuss how four elements of artistic composition are used
in the second nonliterary work of art.
C. Provide a subjective analysis (suggested length of 4–6
slides) by doing the following:
1. Discuss the literary work, addressing the following:
• Your subjective interpretation of meaning found in the work
• The mood of the literary work
• The theme(s) (i.e., overarching ideas or concepts) you see in
the literary work
a. Discuss how you reached your conclusions about your
personal interpretation, mood, and theme for the literary work.
2. Describe the first nonliterary work of art, addressing the
following:
• Your subjective interpretation of meaning found in the first
nonliterary work
• The mood of the first nonliterary work
the first nonliterary work
personal interpretation, mood, and theme for the first
nonliterary work of art.
3. Describe the second nonliterary work of art, addressing the
following:
• Your subjective interpretation of meaning found in the work
• The mood of the second nonliterary work
the second nonliterary work
personal interpretation, mood, and theme for the second
D. Analyze the relationship among the works (suggested length
of 4–5 slides). Your analysis should include:
• Similarities in subject matter, mood, and theme among the

works
• Differences in subject matter, mood, and theme among the
works
1. Discuss how the similarities and differences enhance your
understanding of the themes and moods.
E. Reflect on each analysis presented (parts B, C, and D)
(suggested length of 3–5 slides), by addressing the following:
1. How the themes, moods, and meanings you have identified in
the works shed light on the human condition
2. How you relate these themes, moods, and meanings to your
profession
3. How knowledge of the humanities is valuable in relation to
your profession
F. Summarize your main points in a conclusion (suggested
length of 2–3 slides).
Note: Your conclusion could include how the similarities and
differences in the works relate to form, subject, theme, mood, or
technique and are significant in terms of your profession and
your life.
G. When you use sources, include all in-text citations and
references in APA format.
Note: When bulleted points are present in the task prompt, the
level of detail or support called for in the rubric refers to those
bulleted points.
Note: For definitions of terms commonly used in the rubric, see
the Rubric Terms web link included in the Evaluation
Procedures section.
Note: When using sources to support ideas and elements in a
paper or project, the submission MUST include APA formatted

in-text citations with a corresponding reference list for any
direct quotes or paraphrasing. It is not necessary to list sources
that were consulted if they have not been quoted or paraphrased
in the text of the paper or project.
Note: No more than a combined total of 30% of a submission
can be directly quoted or closely paraphrased from sources,
even if cited correctly. For tips on using APA style, please refer
to the APA Handout web link included in the APA Guidelines
section.Reference List:Note: This reference list refers only to
direct citations in the task above and may be different from
those you need to complete the task. Consult your course of
study for a list of suggested learning resources.
Sporre, D. J. (2009). Perceiving the arts: An introduction to the
humanities. 9th ed. Upper Saddle River, NJ: Pearson.
Janaro, R.P. and Altshuler, T.C. (2009). The art of being
human. 9th ed. Upper Saddle River, NJ: Pearson.
Task 2/HVT Task 2 - Revisions.docx
Detailed Results (Rubric used: HVT Task 2)
Articulation of Response (clarity, organization, mechanics)
(0) Unsatisfactory
(1) Does Not Meet Standard
(2) Minimally Competent
(3) Competent
(4) Highly Competent
The candidate provides unsatisfactory articulation of response.
The candidate provides weak articulation of response.
The candidate provides limited articulation of response.
The candidate provides adequate articulation of response.
The candidate provides substantial articulation of response.

A1. Background Details
(0) Unsatisfactory
(3) Competent
The candidate does not provide a logical summary of
background details about the 3 works, including author or artist
names, titles of the works, and the disciplines to which the
works belong.
The candidate provides a logical summary, with no detail, of
background details about the 3 works, including author or artist
names, titles of the works, and the disciplines to which the
works belong.
The candidate provides a logical summary, with limited detail,
of background details about the 3 works, including author or
artist names, titles of the works, and the disciplines to which
the works belong.
The candidate provides a logical summary, with adequate detail,
of background details about the 3 works, including author or
artist names, titles of the works, and the disciplines to which
the works belong.
The candidate provides a logical summary, with substantial
detail, of background details about the 3 works, including
author or artist names, titles of the works, and the disciplines to
which the works belong.
Comments on this criterion: Three creative works were
identified:
Literature: "The Great Gatsby" (F.S. Fitzgerald)
Film: "Catch Me If You Can"
Music: "Hallelujah" (L. Cohen)
A2. Thesis Statement
(0) Unsatisfactory

(3) Competent
The candidate does not provide a thesis statement to clarify for
the audience how all 3 works connect to a common theme that
applies directly to the candidate’s chosen profession.
The candidate provides a thesis statement, with no detail, to
clarify for the audience how all 3 works connect to a common
theme that applies directly to the candidate’s chosen
profession.
The candidate provides a thesis statement, with limited detail,
to clarify for the audience how all 3 works connect to a common
profession.
The candidate provides a thesis statement, with adequate detail,
to clarify for the audience how all 3 works connect to a common
profession.
The candidate provides a thesis statement, with substantial
detail, to clarify for the audience how all 3 works connect to a
common theme that applies directly to the candidate’s chosen
profession.
Comments on this criterion: A theme was presented. Please
identify the chosen profession and discuss how the theme and
profession connect.
B1. Objective Description: Literary Work
(0) Unsatisfactory
(3) Competent
literary work.
The candidate provides an appropriate description, with no
detail, of the literary work.

The candidate provides an appropriate description, with limited
adequate detail, of the literary work.
substantial detail, of the literary work.
Comments on this criterion: "The Great Gatsby" was described.
B1a. Summary: Literary Work
(0) Unsatisfactory
(3) Competent
The candidate does not provide a logical summary in list form
of how the author approaches the subject matter without
discussing personal opinions.
The candidate provides a logical summary in list form, with no
detail, of how the author approaches the subject matter without
discussing personal opinions.
The candidate provides a logical summary in list form, with
limited detail, of how the author approaches the subject matter
without discussing personal opinions.
adequate detail, of how the author approaches the subject matter
without discussing personal opinions.
substantial detail, of how the author approaches the subject
matter without discussing personal opinions.
B2. Objective Description: First Nonliterary Work
(0) Unsatisfactory
(3) Competent

first nonliterary work of art.
detail, of the first nonliterary work of art.
adequate detail, of the first nonliterary work of art.
substantial detail, of the first nonliterary work of art.
Comments on this criterion: "Catch Me If You Can" was
described.
B2a. Elements of Artistic Composition: First Nonliterary Work
(0) Unsatisfactory
(3) Competent
The candidate does not provide a logical discussion of how 4
elements of artistic composition are used in the first nonliterary
work of art.
The candidate provides a logical discussion, with no detail, of
how 4 elements of artistic composition are used in the first
The candidate provides a logical discussion, with limited detail,
of how 4 elements of artistic composition are used in the first
The candidate provides a logical discussion, with adequate
detail, of how 4 elements of artistic composition are used in the
The candidate provides a logical discussion, with substantial
B3. Objective Description: Second Nonliterary Work

(0) Unsatisfactory
(3) Competent
second nonliterary work of art.
detail, of the second nonliterary work of art.
adequate detail, of the second nonliterary work of art.
substantial detail, of the second nonliterary work of art.
Comments on this criterion: "Hallelujah" was described.
B3a. Elements of Artistic Composition: Second Nonliterary
Work
(0) Unsatisfactory
(3) Competent
The candidate does not provide a logical discussion of how 4
elements of artistic composition are used in the second
how 4 elements of artistic composition are used in the second
of how 4 elements of artistic composition are used in the second

C1. Subjective Discussion: Literary Work
(0) Unsatisfactory
(3) Competent
The candidate does not provide a logical discussion of the
literary work.
the literary work.
of the literary work.
C1a. Conclusions: Literary Work
(0) Unsatisfactory
(3) Competent
The candidate does not provide a logical discussion of how
conclusions were reached about the personal interpretation,
mood, and theme for the literary work.
how conclusions were reached about the personal interpretation,
mood, and theme for the literary work.
of how conclusions were reached about the personal
interpretation, mood, and theme for the literary work.

detail, of how conclusions were reached about the personal
Comments on this criterion: How the conclusion was reached
for the literary work was not evident; please provide.
C2. Subjective Description: First Nonliterary Work
(0) Unsatisfactory
(3) Competent
adequate detail, of the first nonliterary work of art.
substantial detail, of the first nonliterary work of art.
C2a. Conclusions: First Nonliterary Work
(0) Unsatisfactory
(3) Competent
mood, and theme for the first nonliterary work of art.

mood, and theme for the first nonliterary work of art.
interpretation, mood, and theme for the first nonliterary work of
art.
art.
art.
Comments on this criterion: How the conclusion was reached
for the film was not evident; please provide.
C3. Subjective Description: Second Nonliterary Work
(0) Unsatisfactory
(3) Competent
adequate detail, of the second nonliterary work of art.
substantial detail, of the second nonliterary work of art.
C3a. Conclusions: Second Nonliterary Work
(0) Unsatisfactory

(3) Competent
mood, and theme for the second nonliterary work of art.
mood, and theme for the second nonliterary work of art.
interpretation, mood, and theme for the second nonliterary work
of art.
of art.
of art.
D. Analysis of Relationships
(0) Unsatisfactory
(3) Competent
The candidate does not provide a plausible analysis of the
relationship among the works.
The candidate provides a plausible analysis, with no support, of
the relationship among the works.
The candidate provides a plausible analysis, with limited
support, of the relationship among the works.
The candidate provides a plausible analysis, with adequate

The candidate provides a plausible analysis, with substantial
D1. Enhanced Understanding
(0) Unsatisfactory
(3) Competent
The candidate does not provide a logical discussion of how the
similarities and differences enhance personal understanding of
the themes and moods.
The candidate provides a logical discussion, with no support, of
how the similarities and differences enhance personal
understanding of the themes and moods.
The candidate provides a logical discussion, with limited
support, of how the similarities and differences enhance
personal understanding of the themes and moods.
E1. Human Condition
(0) Unsatisfactory
(3) Competent
The candidate does not provide relevant reflection on how the
themes, moods, and meanings in the works shed light on the
human condition.
The candidate provides relevant reflection, with no detail, on

how the themes, moods, and meanings in the works shed light
on the human condition.
The candidate provides relevant reflection, with limited detail,
on how the themes, moods, and meanings in the works shed
light on the human condition.
The candidate provides relevant reflection, with adequate detail,
on how the themes, moods, and meanings in the works shed
light on the human condition.
The candidate provides relevant reflection, with substantial
detail, on how the themes, moods, and meanings in the works
shed light on the human condition.
E2. Personal Connection
(0) Unsatisfactory
(3) Competent
The candidate does not provide relevant reflection on how the
candidate relates the themes, moods, and meanings to the
candidate’s chosen profession.
how the candidate relates the themes, moods, and meanings to
the candidate’s chosen profession.
on how the candidate relates the themes, moods, and meanings
to the candidate’s chosen profession.
on how the candidate relates the themes, moods, and meanings
to the candidate’s chosen profession.
detail, on how the candidate relates the themes, moods, and
meanings to the candidate’s chosen profession.
Comments on this criterion: The chosen profession was not
included. Please present the profession as part of the discussion.

E3. Knowledge of the Humanities
(0) Unsatisfactory
(3) Competent
The candidate does not provide relevant reflection on how
knowledge of the humanities is valuable in relation to the
candidate’s profession.
how knowledge of the humanities is valuable in relation to the
candidate’s profession.
on how knowledge of the humanities is valuable in relation to
the candidate’s profession.
on how knowledge of the humanities is valuable in relation to
the candidate’s profession.
detail, on how knowledge of the humanities is valuable in
relation to the candidate’s profession.
Comments on this criterion: The chosen profession was not
included. Please present the profession as part of the discussion.
F. Conclusion
(0) Unsatisfactory
(3) Competent
The candidate does not provide a logical summary of the main
points in a conclusion.
The candidate provides a logical summary, with no support, of
the main points in a conclusion.
The candidate provides a logical summary, with limited support,
of the main points in a conclusion.

The candidate provides a logical summary, with adequate
support, of the main points in a conclusion.
The candidate provides a logical summary, with substantial
support, of the main points in a conclusion.
G. Sources
(0) Unsatisfactory
(3) Competent
When the candidate uses sources, the candidate does not provide
in-text citations and references.
When the candidate uses sources, the candidate provides only
some in-text citations and references.
appropriate in-text citations and references with major
appropriate in-text citations and references with minor
appropriate in-text citations and references with no readily
detectable deviations from APA style, OR the candidate does
not use sources.
Comments on this criterion: Sources were presented. Please
include a reference for the music.
Task 2/HVT_Task_2.pptx
Literary Presentation
The Great Gatsby, Hallelujah and Catch me if you can

The Great Gatsby
The Great Gatsby was a novel written by F. Scott Fitzgerald and
its first edition was published in 1925 in English, in the United
States.
The novel covers the era from Autumn
1922 to 1929. The novel is considered
belongs to fiction and fantasy.
Catch me if you can
Catch Me if You Can is a film based on the life and
achievements of Frank Abegnale Jr. who performed successful
cons before his 19th birthday in order to become a millionaire.
The movie was released in 2002 with Leanardo DiCaprio as
Abegnale and Tom Hanks as Hanratty, the stubborn police
officer who was determined to catch Abegnale.
Hallelujah by Lenard Cohen
Hallelujah is a song written and sung by Lenard Cohen, a
professional Canadian musician who recorded the song in 1984.
The song provides a touch of both gospel and waltz music. The
song was covered by many famous singers like Jeff Buckley and
Rufus Wainwright. [Ratcliff, 2012]
Thesis Statement
The three works connect all connect to the profession of low-
scale singing in which singers from poor family backgrounds
and cultures utilize their talent of music and art to gain
monetary power.

Literary Work: The Great Gatsby
The Great Gatsby has been written in a narrative form. From the
start, the story is told by a narrator, Nick Carraway who starts
telling the story in past tense.
The subject matter of The Great Gatsby is money, love and
aspiration, the three things that can affect men to a great extent.
Literary Work: The Great Gatsby
Author’s approach to subject matter:
The author uses a narrative tone to describe and develop the
whole story. The author utilizes several descriptive adjectives
and expressions to clarify situations.
A natural flow pattern can be viewed in the book in which a
logical connection between the proceeding and preceding events
can be made. [Thiersch, 1966]
Hallelujah by Lenard Cohen was recorded in 1984. The word
literally is an expression for joy used sometimes, in religious
terms.
The subject matter is that there are several forms of happiness
in life.
The different forms of joy are expressed using lyrics like “you
saw her bathing on the roof” and “baby I’ve been here before”.
Singer like Jeff Buckley believed that the lyrics referred to a
sexual orgasm in some sense.
The four elements of music composition: sound, duration, pitch
rise/drop and dynamic flow were all professionally perfected in
this song. The song had high and low notes, had a rhythmic flow

in lyrics and the pitch differences were maintained throughout.
Catch me if you can
The movie was based on the life and career of Frank Abegnale
Jr. who was a professional con man since his youth. His theft
and stealth strategies spanned from 1964 to 1967.
Leanardo DiCaprio based portrayed his character with Tom
Hanks who played Hanratty, the officer who caught Abegnale in
real life in France.
The artistic formulation of the movie is elegant. It successfully
engages the audience in the story which has a natural flow of
events.
Catch me if you can
The Mise en scene of this movie or the elements of visual art
were extraordinary.
Imaging
The image quality of the movie was excellent. The lighting was
good.
Time
The movie had a feasible run time.
Sound
Sound quality was clear and loud
Motion The whole movie had a natural flow and order
Analysis of The Great Gatsby
The Great Gatsby basically explained the “roaring twenties”
where Americans were living lives of great luxury. The theme
and the tone of the author was descriptive and illustrative. All
the major characters were explained fully and it was easy to
understand the type of personalities the characters possessed.

All the major elements of artistic composition were covered in
the book including: tone, expression, language, prose etc.
Analysis of Hallelujah by Lenard Cohen
My subject interpretation of the song reflects directly from the
lyrics of the song. The lyrics define happiness and joy that a
person feels in his life and love, lust and passion that
accompany fear, sadness and loneliness that live side by side.
Analysis of Hallelujah by Lenard Cohen
The song has covers several themes.
In the beginning, the lyrics give a religious touch to the song by
using words like “David used to please the Lord”. As the song
progresses, the theme changes and the song describes sexual
feelings, love and passion from a third-person’s perspective.
Analysis of Catch Me if You Can
The movie was basically created for business purposes. But the
story, and the fact of it being based on a true one, was very
engaging. The rhythmic flow of events and action, drama and
emotions in the movie compelled the audience to watch on and
on.
Analysis of Catch Me if You Can
The character of Frank Abegnale Jr. was portrayed by DiCaprio
excellently.
There were several moods in the movie. Frank’s love life as
well as his feelings for his father and his worries for his illegal
profession presented a great variety of themes.
[Studiocodex.com, 2007]

Themes and moods amongst the three works
The themes and moods in the three works of art had several
variations. Hallelujah, The Great Gatsby and Catch me If you
Can: all had several varieties of themes and story lines that had
several similarities and differences.
Similarities
The similarities are as follows:
All three works had a great variety of themes
All three works of art had a generalized character around which
the ideas were based
The works shared the “sadness” mood in some places
Differences
Several differences can be analyze amongst the three works:
The order with which the variety of moods and themes changed
was not symmetric amongst them.
The works did not share a common theme but had parts of them
interrelated with certain common aspects
Each work had a separate style during the presentation of ideas
Reflection on human condition
The themes and ideas presented in the three literary works
explain the adulthood in a human’s life when he realizes what
the world is all about. The condition of a human during these
emotional setbacks and ups are explained thoroughly through
music, drama and written dialect; collectively in the works.
Relation of literary works with profession
The profession to which these works were related was explained

in the thesis statement. The three works reflect the main parts
of a low-scale singer’s life in which he follows a routine and
faces many challenges during his small career. The process of
the formation of emotions, energies and experiences of his life
are all interlinked with the three works.
Value of humanities
The value of humanities can be analyzed by the fact that it has
been used since the creation of man. Since ancient times, people
have been creating works of art and music to please themselves
or to express themselves in such a way that speed would not
have allowed them to.
Conclusion
All the great works in history have had a direct relation with the
humanities. The humanities have been a very interesting
discipline that has covered all the major aspects of society and
human culture. The three works analyzed in this presentation
were a classic example of humanitarian literature.
Conclusion
Catch Me If You Can, The Great Gatsby and Hallelujah had
differences in tone and mood in some aspects but all shared a
common idea.
Each artist had his own way of communicating and presenting.
References
Thiersch, R A. (1966). A structural analysis of the Great
Gatsby.
Ratcliff, M. (2012). Lenard Cohen: the music and the mystique.
Studiocodex.com. (2007). Art Elements. Retrieved from:
http://www.studiocodex.com/composition01.html

Task 2/Rubric - HVT Task 2.doc
HVT Task 2
Unsatisfactory
Does Not Meet Standard
Minimally Competent
Competent
Highly Competent
Score/Level
Articulation of Response (clarity, organization,
mechanics)

The candidate provides unsatisfactory
The candidate provides weak
The candidate provides limited
The candidate provides adequate
The candidate provides substantial
A1. Background Details
summary of background details about the 3 works, including
author or artist names, titles of the works, and the disciplines to
which the works belong.
summary, with no detail, of background details about the 3
works, including author or artist names, titles of the works, and

the disciplines to which the works belong.
summary, with limited detail, of background details about the 3
works, including author or artist names, titles of the works, and
the disciplines to which the works belong.
summary, with adequate detail, of background details about the
3 works, including author or artist names, titles of the works,
and the disciplines to which the works belong.
summary, with substantial detail, of background details about
the 3 works, including author or artist names, titles of the
works, and the disciplines to which the works belong.
A2. Thesis Statement
The candidate does not provide a thesis
statement to clarify for the audience how all 3 works connect to
a common theme that applies directly to the candidate’s chosen
profession.
The candidate provides a thesis
statement, with no detail, to clarify for the audience how all 3
works connect to a common theme that applies directly to the
candidate’s chosen profession.

statement, with limited detail, to clarify for the audience how
all 3 works connect to a common theme that applies directly to
statement, with adequate detail, to clarify for the audience how
all 3 works connect to a common theme that applies directly to
statement, with substantial detail, to clarify for the audience
how all 3 works connect to a common theme that applies
directly to the candidate’s chosen profession.
B1. Objective Description: Literary Work
appropriate description of the literary work.
description, with no detail, of the literary work.
description, with limited detail, of the literary work.

description, with adequate detail, of the literary work.
description, with substantial detail, of the literary work.
B1a. Summary: Literary Work
summary in list form of how the author approaches the subject
matter without discussing personal opinions.
summary in list form, with no detail, of how the author
approaches the subject matter without discussing personal
opinions.
summary in list form, with limited detail, of how the author
opinions.
summary in list form, with adequate detail, of how the author
opinions.
summary in list form, with substantial detail, of how the author

opinions.
B2. Objective Description: First Nonliterary Work
appropriate description of the first nonliterary work of art.
description, with no detail, of the first nonliterary work of art.
description, with limited detail, of the first nonliterary work of
art.
description, with adequate detail, of the first nonliterary work
of art.
description, with substantial detail, of the first nonliterary work
of art.
B2a. Elements of Artistic Composition: First
Nonliterary Work

discussion of how 4 elements of artistic composition are used in
the first nonliterary work of art.
discussion, with no detail, of how 4 elements of artistic
composition are used in the first nonliterary work of art.
discussion, with limited detail, of how 4 elements of artistic
discussion, with adequate detail, of how 4 elements of artistic
discussion, with substantial detail, of how 4 elements of artistic
B3. Objective Description: Second Nonliterary
Work
appropriate description of the second nonliterary work of art.
description, with no detail, of the second nonliterary work of

art.
description, with limited detail, of the second nonliterary work
of art.
description, with adequate detail, of the second nonliterary
work of art.
description, with substantial detail, of the second nonliterary
work of art.
B3a. Elements of Artistic Composition: Second
Nonliterary Work
discussion of how 4 elements of artistic composition are used in
the second nonliterary work of art.
discussion, with no detail, of how 4 elements of artistic
composition are used in the second nonliterary work of art.
discussion, with limited detail, of how 4 elements of artistic

discussion, with adequate detail, of how 4 elements of artistic
discussion, with substantial detail, of how 4 elements of artistic
C1. Subjective Discussion: Literary Work
discussion of the literary work.
discussion, with no detail, of the literary work.
discussion, with limited detail, of the literary work.
discussion, with adequate detail, of the literary work.
discussion, with substantial detail, of the literary work.

C1a. Conclusions: Literary Work
discussion of how conclusions were reached about the personal
discussion, with no detail, of how conclusions were reached
about the personal interpretation, mood, and theme for the
literary work.
discussion, with limited detail, of how conclusions were
reached about the personal interpretation, mood, and theme for
the literary work.
discussion, with adequate detail, of how conclusions were
the literary work.
discussion, with substantial detail, of how conclusions were
the literary work.
C2. Subjective Description: First Nonliterary
Work

appropriate description of the first nonliterary work of art.
description, with no detail, of the first nonliterary work of art.
description, with limited detail, of the first nonliterary work of
art.
description, with adequate detail, of the first nonliterary work
of art.
description, with substantial detail, of the first nonliterary work
of art.
C2a. Conclusions: First Nonliterary Work
art.

about the personal interpretation, mood, and theme for the first
C3. Subjective Description: Second Nonliterary
Work
appropriate description of the second nonliterary work of art.
description, with no detail, of the second nonliterary work of
art.

description, with limited detail, of the second nonliterary work
of art.
description, with adequate detail, of the second nonliterary
work of art.
description, with substantial detail, of the second nonliterary
work of art.
C3a. Conclusions: Second Nonliterary Work
of art.
about the personal interpretation, mood, and theme for the

D. Analysis of Relationships
The candidate does not provide a
plausible analysis of the relationship among the works.
analysis, with no support, of the relationship among the works.
analysis, with limited support, of the relationship among the
works.
analysis, with adequate support, of the relationship among the
works.

analysis, with substantial support, of the relationship among the
works.
D1. Enhanced Understanding
discussion of how the similarities and differences enhance
discussion, with no support, of how the similarities and
differences enhance personal understanding of the themes and
moods.
discussion, with limited support, of how the similarities and
moods.
discussion, with adequate support, of how the similarities and
moods.
discussion, with substantial support, of how the similarities and
moods.

E1. Human Condition
The candidate does not provide relevant
reflection on how the themes, moods, and meanings in the
works shed light on the human condition.
The candidate provides relevant
reflection, with no detail, on how the themes, moods, and
meanings in the works shed light on the human condition.
reflection, with limited detail, on how the themes, moods, and
reflection, with adequate detail, on how the themes, moods, and
reflection, with substantial detail, on how the themes, moods,
and meanings in the works shed light on the human condition.
E2. Personal Connection

reflection on how the candidate relates the themes, moods, and
meanings to the candidate’s chosen profession.
reflection, with no detail, on how the candidate relates the
themes, moods, and meanings to the candidate’s chosen
profession.
reflection, with limited detail, on how the candidate relates the
themes, moods, and meanings to the candidate’s chosen
profession.
reflection, with adequate detail, on how the candidate relates
the themes, moods, and meanings to the candidate’s chosen
profession.
reflection, with substantial detail, on how the candidate relates
the themes, moods, and meanings to the candidate’s chosen
profession.
E3. Knowledge of the Humanities
reflection on how knowledge of the humanities is valuable in
relation to the candidate’s profession.

reflection, with no detail, on how knowledge of the humanities
is valuable in relation to the candidate’s profession.
reflection, with limited detail, on how knowledge of the
humanities is valuable in relation to the candidate’s profession.
reflection, with adequate detail, on how knowledge of the
reflection, with substantial detail, on how knowledge of the
F. Conclusion
summary of the main points in a conclusion.
summary, with no support, of the main points in a conclusion.
summary, with limited support, of the main points in a
conclusion.

summary, with adequate support, of the main points in a
conclusion.
summary, with substantial support, of the main points in a
conclusion.
G. Sources
candidate does not provide in-text citations and references.
candidate provides only some in-text citations and references.
with major deviations from APA style.
with minor deviations from APA style.

with no readily detectable deviations from APA style, OR the
candidate does not use sources.

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Select a significant event (either positive or negative) that occu.docx