Assignment Prompt & Instructions
ATTACHED ALL I NEED IS FOR YOU TO FINISH THE END. PULL THE OTHER ONE TOGETHER TO FINISH THE PROJECT.
– ## ProjectGuidelinesandRubric1.html1.zip
**## ProjectGuidelinesandRubric1.html1.zip**
## Project Guidelines and Rubric1.html
## HUM 102 Project Guidelines and Rubric
### Competencies
In this project, you will demonstrate your mastery of the following competencies:
– Differentiate the various perspectives of the humanities in relation to a topic
– Examine how the humanities influence understanding of one’s self-identity
– Explain how the humanities shape the relationship between the self and society
### Overview
As you navigate your academic and professional careers, you will encounter many different perspectives and cultures. Whether it’s business, governmental relations, graphic design, or cooking, all fields lead back to human beings. In this course, you have learned how the humanities teach us about each other and also about ourselves. 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.
### Directions
For this project, you will choose one of the three topics (diversity, mental health, or activism) and view the topic through different creative works that represent the visual, literary, or performing arts subject areas of the humanities. First, you must identify two creative works associated with your topic. The creative works must be from two different humanities subject areas. These creative works can be selected from a list of works located in the Project Resources linked in the Supporting Materials section below. Alternatively, you may choose to select two creative works not included in the provided list with instructor approval. You may choose from the following humanities subject areas:
– Visual art (paintings, photographs, sculpture, architecture, drawing, film)
– Performing arts (theater, dance, music, opera)
– Literature (novels, poems, scripts for plays, short stories, song lyrics)
To complete this project, you will use the Project Template. You will use the same template that you began in Module Two and continued using for the Project Draft assignments. Review the instructor feedback on these assignments to revise your work before submitting this project.
Parts One and Two of the template involve describing the two creative works you selected that represent your chosen topic (diversity, mental health, or activism). The third part of the template involves a reflection in which you will consider how the humanities in general influence self-identity.
Specifically, you must address the following:
#### Part One: Choose the Creative Works
In this section, you will specify which topic you have chosen and the two creative works that you have chosen. You will use the two creative works to compare various subject areas of the humanities in relation to your chosen topic. Address the following criteria in Part One.
1. Creative Works: Describe the two creative works.
1. Your chosen topic (mental health, diversity, or activism)
2. The names of the chosen creative works
3. The subject area of the humanities they fall under (visual, literary, or performing arts)
– Understand the Topic: Describe how the chosen creative works can be used to understand the topic.
1. How do the different humanities subject areas you have chosen (visual, literary, or performing arts) approach the topic?
– 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 a different cultural or social background?
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 reconsider 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?
#### Part Three: Identity and the Humanities
In this section, you will reflect on how the humanities influence understanding of self-identity. Address the following criteria in Part Three.
1. Humanities and Self-Identity: Describe the relationship between the humanities and self-identity.
1. How do creative works impact the way people view themselves?
2. How has a specific reading or creative work in this course challenged your own understanding of your identity?
– Sociocultural Factors: Describe sociocultural factors that influence identity construction.
1. How do sociocultural factors, such as ethnicity, race, religion, and sexuality, influence one’s identity?
2. Think of a moment when your identity was shaped by a factor such as race, religion, gender, economic class, or nationality. What course material helped you understand this moment more clearly? How did it change how you viewed that moment?
– Different Humanities Subject Areas: Explain how different humanities subject areas can be used to understand one's identity.
1. Choose two different humanities subject areas (literary, visual, and performing arts) and explain how each helped you consider your own identity.
– Self-Concept: Explain how diverse perspectives influence self-concept.
1. Consider examples of diverse perspectives discussed in this course. Which perspective in the course was most different from your own? Why?
2. Choose one to three examples or creators with views other than your own who you have learned about in this course. What did you learn from those different perspectives that showed you some aspect of your own self-concept?
### What to Submit
Use the Project Template to create your project and submit it for grading. You will use at least four sources for your project. Two must be your creative works and two others should be your research into your topic. All citations should adhere to APA style.
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 support your work on the project:
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 that you may choose from as well as resources for each of the three topics (mental health, diversity, and activism).
Reading:
[Creative Works APA Citation Guide](https://www.sweetstudy.com/questions/course_documents/HUM%20102%20Creative%20Works%20APA%20Citation%20Guide.pdf?isCourseFile=true)
This resource contains the general format for APA citations for various forms of creative works as well as examples and links to more information.
### Project Rubric
| Criteria | Exceeds Expectations (100%) | Meets Expectations (85%) | Partially Meets Expectations (55%) | Does Not Meet Expectations (0%) | Value |
| — | — | — | — | — | — |
| Creative Works | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes the creative works | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include identifying creative works from different humanities subject areas or a more detailed description of the creative works | Does not attempt criterion | 7.5 |
| Understand the Topic | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes how the chosen creative works can be used to understand the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include identifying creative works or providing a more detailed description of how the chosen works can be used to understand the topic | Does not attempt criterion | 7.5 |
| Value of Diverse Perspectives | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | 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 | 7.5 |
| Biases and Assumptions | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | 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 | 7.5 |
| Create Meaning | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | 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 works send about the topic | Does not attempt criterion | 6 |
| Society's Perception | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | 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 works have on society's perception of the topic | Does not attempt criterion | 6 |
| Different Groups | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | 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 | 6 |
| Development of Empathy | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | 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 | 6 |
| Critical Thinking | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | 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 | 6 |
| Humanities and Self-Identity | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes the relationship between the humanities and self-identity | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing more detail on the relationship between the humanities and self-identity | Does not attempt criterion | 7.5 |
| Sociocultural Factors | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes sociocultural factors that influence identity construction | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include identifying sociocultural factors or providing more detail on how these factors influence identity construction | Does not attempt criterion | 7.5 |
| Different Humanities Subject Areas | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains how different humanities subject areas can be used to understand one's identity | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include identifying different humanities subject areas or explaining how more than one humanities subject area can be used to understand one’s identity | Does not attempt criterion | 7.5 |
| Self-Concept | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains how diverse perspectives influence one's self-concept | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include identifying diverse perspectives or providing more detail on how these diverse perspectives influence one’s self-concept | Does not attempt criterion | 7.5 |
| Clear Communication | Exceeds expectations with an intentional use of language that promotes a thorough understanding | 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 few or no minor errors | 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% |
## course_documents/HUM 102 Creative Works APA Citation Guide.pdf
HUM 102 Creative Works APA Citation Guide
The following document contains the general format for APA citation for various forms of creative
works. You may use this resource as a guide when citing creative works for your project as well as other
assignments.
For more information on APA citation style, refer to the APA Style: Basics Library Guide.
Creative
Work
General Format Example
Song Artist, A. A. (Year). Title of song [Song].
On Title of album. Label. (Original work
published year)
The Beatles. (2021). Get back (Remix)
[Song]. On Let it be. Capitol. (Original
work published 1970)
Album Recording artist. (Year of release). Title of
album [Album]. Record label.
The National. (2019). I am easy to find
[Album]. 4AD.
Film Director, A. A. (Year). Title of film [Film].
Production Company.
Melfi, T. (2016). Hidden figures [Film].
Chernin Entertainment; Levantine Films.
Television
Show
Series:
Producer, A. A. & Producer, B. B.
(Producers). (Date). Title of TV series [TV
series]. Production Company.
Individual episode:
Writer, A. A. (Writer) & Director, B. B.
(Director). (Date episode aired). Title of
episode (Season number, Episode
number) [TV series episode]. In A. A.
Producer, B. B. Producer, & C. C.
Producer (Producers), Title of TV series.
Production Company.
Series:
Daniels, G., Schur, M., Klein, H., Miner,
D., Sackett, M., Holland, D., & Goor, D.
(Executive Producers). (2009–2015).
Parks and recreation [TV series]. Deedle-
Dee Productions; 3 Arts Entertainment.
Individual episode:
Morgan, P. (Writer & Director). (2016,
November 4). Hyde Park corner (Season
1, Episode 2) [TV series episode]. In P.
Morgan, S. Daldry, R. Fox, A. Harries, S.
Mackie, & M. B. Shaw (Executive
Producers), The Crown. Left Bank
Pictures.
Museum
Artwork
(painting,
sculpture,
photograph,
print,
drawing, and
installation)
Viewed in person:
Artist, A. A. (Year). Title of work
[Medium]. Museum Name, Museum
Location.
Viewed on a museum website:
Artist, A. A. (Year). Title of work
[Medium]. Museum Name, Museum
Location. URL
Viewed in person:
Monet, C. (1900). The water lily pond
[Painting]. Museum of Fine Arts, Boston,
MA, United States.
Viewed on a museum website:
Emmoser, G. (1579). Celestial globe with
clockwork [Gilded silver and brass globe].
The Met Fifth Avenue, New York, NY,
United States.
https://www.metmuseum.org/art/collec
tion/search/193606
[https://libguides.snhu.edu/c.php?g=157152&p=7238037](https://libguides.snhu.edu/c.php?g=157152&p=7238037)
[https://www.metmuseum.org/art/collection/search/193606](https://www.metmuseum.org/art/collection/search/193606)
[https://www.metmuseum.org/art/collection/search/193606](https://www.metmuseum.org/art/collection/search/193606)
Creative
Work
General Format Example
Book Author, A. A. (Year). Title of book. Source. Harari, Y. N. (2015). Sapiens: A brief
history of humankind. HarperCollins
Publishers.
Short Story Short story in a book:
Author, A. (Year). Title of short story. In
A. Editor (Ed.). Title of book (pp. XX–XX).
Publisher.
Short story in a periodical:
Author, A., & Author, B. (Year). Short
story title. Title of Periodical,
volume(issue), pages. URL
Short story in a book:
Sunday, S. (2020). A walk through the
brain. In A. Barry (Ed.). Psychological
foundations: Stories of the brain (pp. 66–
70). Newman.
Short story in a periodical:
Johnson, A., & Smith, A. (2019). My brain
simplified. Psychology Reviewed, 2(5),
216–22.
https://psychologyreviewed.com/johnso
n/smith/my_brain_simplied
Poem In print:
Poet, A. (Year). Poem title. In A. Editor
(Ed.), Book title (pp. XX–XX). Publisher.
Online:
Poet Surname, Initial(s). (Year, Month
Date). Title of poem. Name of website.
URL
In print:
Frost, R. (1959). The road not taken. You
Come Too (p. 83). Henry Holt and
Company.
Online:
Frost, F. (2019, Jan 10). Fire and ice.
Poetry Foundation.
https://poetryfoundation.org/poems/44
263/fire-and-ice
**## ProjectGuidelinesandRubric1.html1.zip**
## Project Guidelines and Rubric1.html
## HUM 102 Project Guidelines and Rubric
### Competencies
In this project, you will demonstrate your mastery of the following competencies:
– Differentiate the various perspectives of the humanities in relation to a topic
– Examine how the humanities influence understanding of one’s self-identity
– Explain how the humanities shape the relationship between the self and society
### Overview
As you navigate your academic and professional careers, you will encounter many different perspectives and cultures. Whether it’s business, governmental relations, graphic design, or cooking, all fields lead back to human beings. In this course, you have learned how the humanities teach us about each other and also about ourselves. 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.
### Directions
For this project, you will choose one of the three topics (diversity, mental health, or activism) and view the topic through different creative works that represent the visual, literary, or performing arts subject areas of the humanities. First, you must identify two creative works associated with your topic. The creative works must be from two different humanities subject areas. These creative works can be selected from a list of works located in the Project Resources linked in the Supporting Materials section below. Alternatively, you may choose to select two creative works not included in the provided list with instructor approval. You may choose from the following humanities subject areas:
– Visual art (paintings, photographs, sculpture, architecture, drawing, film)
– Performing arts (theater, dance, music, opera)
– Literature (novels, poems, scripts for plays, short stories, song lyrics)
To complete this project, you will use the Project Template. You will use the same template that you began in Module Two and continued using for the Project Draft assignments. Review the instructor feedback on these assignments to revise your work before submitting this project.
Parts One and Two of the template involve describing the two creative works you selected that represent your chosen topic (diversity, mental health, or activism). The third part of the template involves a reflection in which you will consider how the humanities in general influence self-identity.
Specifically, you must address the following:
#### Part One: Choose the Creative Works
In this section, you will specify which topic you have chosen and the two creative works that you have chosen. You will use the two creative works to compare various subject areas of the humanities in relation to your chosen topic. Address the following criteria in Part One.
1. Creative Works: Describe the two creative works.
1. Your chosen topic (mental health, diversity, or activism)
2. The names of the chosen creative works
3. The subject area of the humanities they fall under (visual, literary, or performing arts)
– Understand the Topic: Describe how the chosen creative works can be used to understand the topic.
1. How do the different humanities subject areas you have chosen (visual, literary, or performing arts) approach the topic?
– 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 a different cultural or social background?
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 reconsider 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?
#### Part Three: Identity and the Humanities
In this section, you will reflect on how the humanities influence understanding of self-identity. Address the following criteria in Part Three.
1. Humanities and Self-Identity: Describe the relationship between the humanities and self-identity.
1. How do creative works impact the way people view themselves?
2. How has a specific reading or creative work in this course challenged your own understanding of your identity?
– Sociocultural Factors: Describe sociocultural factors that influence identity construction.
1. How do sociocultural factors, such as ethnicity, race, religion, and sexuality, influence one’s identity?
2. Think of a moment when your identity was shaped by a factor such as race, religion, gender, economic class, or nationality. What course material helped you understand this moment more clearly? How did it change how you viewed that moment?
– Different Humanities Subject Areas: Explain how different humanities subject areas can be used to understand one's identity.
1. Choose two different humanities subject areas (literary, visual, and performing arts) and explain how each helped you consider your own identity.
– Self-Concept: Explain how diverse perspectives influence self-concept.
1. Consider examples of diverse perspectives discussed in this course. Which perspective in the course was most different from your own? Why?
2. Choose one to three examples or creators with views other than your own who you have learned about in this course. What did you learn from those different perspectives that showed you some aspect of your own self-concept?
### What to Submit
Use the Project Template to create your project and submit it for grading. You will use at least four sources for your project. Two must be your creative works and two others should be your research into your topic. All citations should adhere to APA style.
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 support your work on the project:
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 that you may choose from as well as resources for each of the three topics (mental health, diversity, and activism).
Reading:
[Creative Works APA Citation Guide](https://www.sweetstudy.com/questions/course_documents/HUM%20102%20Creative%20Works%20APA%20Citation%20Guide.pdf?isCourseFile=true)
This resource contains the general format for APA citations for various forms of creative works as well as examples and links to more information.
### Project Rubric
| Criteria | Exceeds Expectations (100%) | Meets Expectations (85%) | Partially Meets Expectations (55%) | Does Not Meet Expectations (0%) | Value |
| — | — | — | — | — | — |
| Creative Works | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes the creative works | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include identifying creative works from different humanities subject areas or a more detailed description of the creative works | Does not attempt criterion | 7.5 |
| Understand the Topic | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes how the chosen creative works can be used to understand the topic | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include identifying creative works or providing a more detailed description of how the chosen works can be used to understand the topic | Does not attempt criterion | 7.5 |
| Value of Diverse Perspectives | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | 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 | 7.5 |
| Biases and Assumptions | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | 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 | 7.5 |
| Create Meaning | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | 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 works send about the topic | Does not attempt criterion | 6 |
| Society's Perception | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | 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 works have on society's perception of the topic | Does not attempt criterion | 6 |
| Different Groups | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | 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 | 6 |
| Development of Empathy | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | 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 | 6 |
| Critical Thinking | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | 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 | 6 |
| Humanities and Self-Identity | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes the relationship between the humanities and self-identity | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include providing more detail on the relationship between the humanities and self-identity | Does not attempt criterion | 7.5 |
| Sociocultural Factors | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes sociocultural factors that influence identity construction | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include identifying sociocultural factors or providing more detail on how these factors influence identity construction | Does not attempt criterion | 7.5 |
| Different Humanities Subject Areas | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains how different humanities subject areas can be used to understand one's identity | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include identifying different humanities subject areas or explaining how more than one humanities subject area can be used to understand one’s identity | Does not attempt criterion | 7.5 |
| Self-Concept | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains how diverse perspectives influence one's self-concept | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include identifying diverse perspectives or providing more detail on how these diverse perspectives influence one’s self-concept | Does not attempt criterion | 7.5 |
| Clear Communication | Exceeds expectations with an intentional use of language that promotes a thorough understanding | 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 few or no minor errors | 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% |
## course_documents/HUM 102 Creative Works APA Citation Guide.pdf
HUM 102 Creative Works APA Citation Guide
The following document contains the general format for APA citation for various forms of creative
works. You may use this resource as a guide when citing creative works for your project as well as other
assignments.
For more information on APA citation style, refer to the APA Style: Basics Library Guide.
Creative
Work
General Format Example
Song Artist, A. A. (Year). Title of song [Song].
On Title of album. Label. (Original work
published year)
The Beatles. (2021). Get back (Remix)
[Song]. On Let it be. Capitol. (Original
work published 1970)
Album Recording artist. (Year of release). Title of
album [Album]. Record label.
The National. (2019). I am easy to find
[Album]. 4AD.
Film Director, A. A. (Year). Title of film [Film].
Production Company.
Melfi, T. (2016). Hidden figures [Film].
Chernin Entertainment; Levantine Films.
Television
Show
Series:
Producer, A. A. & Producer, B. B.
(Producers). (Date). Title of TV series [TV
series]. Production Company.
Individual episode:
Writer, A. A. (Writer) & Director, B. B.
(Director). (Date episode aired). Title of
episode (Season number, Episode
number) [TV series episode]. In A. A.
Producer, B. B. Producer, & C. C.
Producer (Producers), Title of TV series.
Production Company.
Series:
Daniels, G., Schur, M., Klein, H., Miner,
D., Sackett, M., Holland, D., & Goor, D.
(Executive Producers). (2009–2015).
Parks and recreation [TV series]. Deedle-
Dee Productions; 3 Arts Entertainment.
Individual episode:
Morgan, P. (Writer & Director). (2016,
November 4). Hyde Park corner (Season
1, Episode 2) [TV series episode]. In P.
Morgan, S. Daldry, R. Fox, A. Harries, S.
Mackie, & M. B. Shaw (Executive
Producers), The Crown. Left Bank
Pictures.
Museum
Artwork
(painting,
sculpture,
photograph,
print,
drawing, and
installation)
Viewed in person:
Artist, A. A. (Year). Title of work
[Medium]. Museum Name, Museum
Location.
Viewed on a museum website:
Artist, A. A. (Year). Title of work
[Medium]. Museum Name, Museum
Location. URL
Viewed in person:
Monet, C. (1900). The water lily pond
[Painting]. Museum of Fine Arts, Boston,
MA, United States.
Viewed on a museum website:
Emmoser, G. (1579). Celestial globe with
clockwork [Gilded silver and brass globe].
The Met Fifth Avenue, New York, NY,
United States.
https://www.metmuseum.org/art/collec
tion/search/193606
[https://libguides.snhu.edu/c.php?g=157152&p=7238037](https://libguides.snhu.edu/c.php?g=157152&p=7238037)
[https://www.metmuseum.org/art/collection/search/193606](https://www.metmuseum.org/art/collection/search/193606)
[https://www.metmuseum.org/art/collection/search/193606](https://www.metmuseum.org/art/collection/search/193606)
Creative
Work
General Format Example
Book Author, A. A. (Year). Title of book. Source. Harari, Y. N. (2015). Sapiens: A brief
history of humankind. HarperCollins
Publishers.
Short Story Short story in a book:
Author, A. (Year). Title of short story. In
A. Editor (Ed.). Title of book (pp. XX–XX).
Publisher.
Short story in a periodical:
Author, A., & Author, B. (Year). Short
story title. Title of Periodical,
volume(issue), pages. URL
Short story in a book:
Sunday, S. (2020). A walk through the
brain. In A. Barry (Ed.). Psychological
foundations: Stories of the brain (pp. 66–
70). Newman.
Short story in a periodical:
Johnson, A., & Smith, A. (2019). My brain
simplified. Psychology Reviewed, 2(5),
216–22.
https://psychologyreviewed.com/johnso
n/smith/my_brain_simplied
Poem In print:
Poet, A. (Year). Poem title. In A. Editor
(Ed.), Book title (pp. XX–XX). Publisher.
Online:
Poet Surname, Initial(s). (Year, Month
Date). Title of poem. Name of website.
URL
In print:
Frost, R. (1959). The road not taken. You
Come Too (p. 83). Henry Holt and
Company.
Online:
Frost, F. (2019, Jan 10). Fire and ice.
Poetry Foundation.
https://poetryfoundation.org/poems/44
263/fire-and-ice