Welcome back! Tuesday, August 20th, 2013

Welcome Back! Tuesday, August 20th

Hello, Humanities Students!

I welcome you to an exciting semester! I am thrilled that you have chosen to take this class. Humanities is a senior English credit, designed to give you a broad understanding of the many facets that affect human perspective. Our focus will pertain to art, literature, drama, music, philosophy, religion and architecture concerning the Classical to the Renaissance time periods.

HOMEWORK for Thursday, August. 23rd
Please remember the following:

1. Your signed Disclosure Document. Please read this section of the document with your parents, cut and paste it as a Word document,  and then please sign it along with your parents. Please bring the signed form to class on THURSDAY!

Dear Parents,

 I amso excited to have the opportunity to work with your student this year; I sincerely care about them. Their progress in Humanities Academy is extremely important to me. If you are concerned about your student's academic standing, need clarification regarding the disclosure document, an assignment, or feel that we need to visit regarding other concerns , please contact me at school (801-610-8175 ext. 610), or I can also be reached by e-mail  (kcrampton@alpinedistrict.org). Contacting me by e-mail is the most effective form of communication. I ask that you take an active role in your student's education at Timpanogos High School. I have developed a blog (www.humanitieswithcrampton.blogspot.com), which is designed to assist students with their assignments and assessments. I believe you and your student will find it a useful and helpful source. If you would like to make an appointment with me, I am available during the B3 prep period time. I hope this will be a positive year for your student; I look forward to working with them and you!

Sincerely,
Kori Crampton

________________________________________________________________________

I have read and understand the disclosure document for Humanities.

Student's Name (please print) _____________________________________ Date: ____________
Parent's Signature ______________________________________________ Date: ____________

2. Your notebook organized and set-up with the following tabs ("homework, handouts, notes, vocab./mechanics and journal)

3. Your assignment entitled "What are the Humanities? Why is studying the Humanities important?" 

As you consider these questions, remember the story shared with you in class today regarding the blind men and the elephant, specifically in relationship to the second questions.

 

As you consider these questions, remember the images and video clips that were shared with you today in class. 

WELCOME TO HUMANITIES!

I look forward to seeing you on Thursday..
Cheers,
Crampton

Final Exam Explanation

Dear Humanities Kids,

YOUR FINAL EXAM is QUICKLY APPROACHING .....FRIDAY, MAY 24th!

YOUR FINAL EXAM QUESTION:

If you were enrolled in a Humanities course 400 years in the future, what would your curriculum entail regarding the 20th-21st centuries... (our time period....and a few years in the past). In essence, what would you study and why from our current time period.?How do the Humanities exhibit themselves in our current culture and why are they worth studying? So, what pieces of literature from the 21st century would you study and why? What architectural forms from our time would we study and why? What religious views would we study? What pieces of artwork would we study? WHY? WHY? WHY?

 

Prior to the exam. you will randomly pull three subjects for discussion. For example, you might pull "Art, Literature and Architecture." These will be the subjects for your body paragraphs. You are welcome to use any notes, and I suggest that you do, to assist  with answering the above question.  Think about why we have studied the time periods that we have, and their corresponding art, architecture, culture, and literature. Consider what will SIGNIFICANTLY EFFECT future generation from our time period.

 

I look forward to reading your responses, my young friends.

 

Cheers,

Crampton 

Romanesque and Gothic Time Periods

Dear Humanities Kids,

REMINDERS:
1. You must return your textbooks to the library as soon as possible.
2. CER #2 is due on Thurday, May 16th!
3. Journal entries are due on May 16th!
4. Plan on a "Quest" covering Byzantium, Romanesque, Gothic time period as well as Islam on Tuesday!


PRACTICE QUIZ:
1. Okay, guys, for some reason the quiz is loading in this post. However, I have it on the post for May 2012. So go to the previous post on the right side of the home page and find the second post for May. You will see images from the Gothic time period. I will continue to post it for you here, but at least you have an alternative for the practice quiz.

Enjoy your weekend, and remember to tell your mother's how much you love, value and venerate them.

Cheers,
Mrs. Crampton

Thursday, April 18th, 2013

Dear Humanities Kids,

If you missed class, we completed the following:



3. Journal #10/#11: Rome: Plato's view on violence
Please consider the following quote by Plato: "Violence does more than represent the limits of knowledge; it limits all knowledge." Now consider the psychological or sociological explanation as to why Rome had gladiators and why Roman citizens enjoyed watching the "games." In your opinion, why do advanced societies value deplorable acts? Hypothesize what form the "games" take today. What are the modern day counter parts to the gladiator?


4.
WELCOME TO THE COLOSSEUM and the PANTHEON! These structures are two of the most amazing architectural masterpieces created by the Romans.


The Colosseum (70A.D.)





The Parthenon ("all the gods)

If you missed class, on either Tuesday or Thursday, we discussed the significance of both structures to the Roman people. We also reviewed how the Romans created both the Colosseum and the Pantheon.

We also discussed the significance of Pompeii and the pieces of artwork that were discovered there.

HOMEWORK:
1. Each student received information regarding Rome. These annotations/notations (5-7)/ choose TWO COLORS to us/DUE ON MONDAY!

Have a great weekend!
Cheers,
Crampton

Tuesday, March 12th, 2012

Dear Humanities Kids,

STOP MISSING CLASS, Cute Kids! PAY YOUR FIELD TRIP COST, cute kids!
1 For those of you that missed the Greek names, Roman names, Symbols and Domains I have included this information for you below.

Athena, Minerva, owl/breast plate/olive tree/spear/helmet, Wisdom and Strategy
Hephaestus, Vulcan, fire/hammer/anvil/tongs/ god of invention and creativity
Aphrodite, Venus, Doves/Roses/ sign of three/goddess of love and sex
Ares, Mars,skull/ helmet/dogs/sword/spear/shield,god of war and carnage
Hermes/Mercury/winged hat, winged shoes and caduceus/ messenger, commerce and takes the dead to the underworld.
Homework: 

1. Test covering Greek Gods on MONDAY! You will see pictures of the Greek gods, and I will ask that you identify the god via their symbols.  You will need to identify the Greek, Roman, one symbol not shown, and two domains if the god has more than one.

 3. Read the information assigned to you today in class covering a specific Greek god.
Dennoly: You have Ares
Becky: You have Athena
Brittany: You have Hera
(PLEASE STOP BY MY ROOM TO COLLECT THE INFORMATION)
 
Rachel: I spoke with Tiffany, kiddo! Please continually check the blog for your assignments and explanations. If you have any questions you are welcome to e-mail me. Tiffany indicated that she would purchase a copy of the text for you. Please read the section entitled "The Gods." and then annotate and notate (using all your colors) four points/god.....NOT FOUR POINTS/PAGE! E-mail your notations to me. Once you have completed that assignment, we will move on. Keep in touch! I am proud of you, and I KNOW THAT YOU CAN DO THIS!
 

4. Create Flashcards for the gods. You can use a 1/4 of the number that you create on the quiz.

 PRACTICE QUIZ for Monday's Test
Please identify the god by their Greek and Roman names, symbols not shown and domains (include all of them if they have more than one.) Some of the images depict all the symbols so identify the gods' Greek and Roman names along with their domains. I apologize that some of the images are slightly blurry. No clue????????

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

Friday, March 8th, 2013

Dear Humanities Kids,

STOP MISSING CLASS! What do you want me to say?

"Did I miss anything important?"
"No, nothing. We did nothing...Oh, wait...we actually watched Hercules the entire class period." 

1. We started our discussion of Greek Mythology, specifically the Greek Pantheon. Each student received a copy of  their text book. We went to the library and checked out the books. If you were absent then you will need to obtain a book on your own time.  Students were asked to read pgs. 21- 37 regarding the Greek gods.  Please read, annotate and notate the information on the gods. Notate a minimum of four points for EACH GOD, not each page. You are welcome to use all the colors.

2. We also corrected the exams covering EGYPT.

3. Don't forget that your CER #1 is due on THURSDAY>


DO YOUR BEST NOT TO MISS CLASS!

Wednesday and Friday, January 30th and February 1st

Dear Humanities Kids,

I think I have corrected the problems with the blog; thank-you for letting me know that you were unable to access it.

If you missed class, we started by having a practice session for your test, which is scheduled for Thursday, February 7th.

We looked at the following piece by Mary Cassatt called The Bath and then discussed the composition, color, balance/harmony, movement and mood established by the piece. Remember that part of your exam on THURSDAY pertains to doing the same evaluation. Make sure you refer to the five images I have posted for you below. Review and research them in order to make sure that you have a strong understanding of the composition, color, balance/harmony, movement and mood for each. I HAVE INCLUDED A FORMER STUDENT'S RESPONSE BELOW THE IMAGE.

Elisa Wilson Wilson, 1

Mrs. Crampton

Mythology

September 22, 2001

The Bath by Mary Cassatt

The Bath by Mary Cassatt embraces the natural love between a mother and a child. Through the design elements of composition, color, balance, mood and movement one greatly appreciates Cassatt’s intent, and the viewer develops a deeper understanding for Cassatt's depiction of the mother and child.

The composition of The Bath focuses the audience’s attention on the child. The eye is immediately drawn to the child, and then to the mother. This draws attention to the emotion of the moment. Cassatt has also used circles in the piece to indicate unity and peace between the mother and child. One can see the circle in the basin, the shape of the heads, and in the circular form of the pitcher. The background of the painting appears muted or slightly fussy, which helps bring the attention to the mother and child. The overall arrangement of subjects gives the viewer a sense of peace.

The color used indicates a moment of peace. Cassette used white for the little girl to indicate her innocence and naivety. The mother appears in a stripped dress using light green, pink and white. These colors let the audience know that the moment is serene. The red colored carpet, although subtle, lets the audience know that the relationship between the mother and child is genuine.

Cassatt has created a balance in the work, as the mother and child are placed in the middle of the piece. No contention or disharmony exists here. The balance gives the viewer an understanding of harmony and relaxation, as these are the emotions experienced by the two subjects.

The movement of the piece begins first with the child. The audience sees the little girl and then the eye is drawn down toward the basin. The mother washing the child’s foot helps the audience understand the connection between the two of them. In addition, both subjects are looking in the same direction towards the child’s feet as the mother gently cleans them. This positioning helps the audience follow the gaze to the feet of the child.

The audience becomes captured by the peaceful and relaxed mood set by this piece. Cassatt clearly valued relationships, especially those among children and mothers. The mother portrays concern for the child’s well-being by securing the child in her lap with one hand, while the other hand gently caresses the girl’s foot. These actions appear natural, and help the viewer recognize the significane of the relationship.

Dear Humanities Kids,

1. Your first EXAM is scheduled for Thursday, February 7th. Prepare this way:

a. What are the Humanities?

b. Why is studying the Humanities so important?

c. Why should an "observer" learn more of the time period and artist's personal life prior to making a judgement about a piece of art?

d. Define the following terms and make sure you can apply them: Composition, Mood, Color, Balance/Unity, and Movement

e. Students will randomly draw one piece of artwork from the "hat." They will then need to evaluate the piece using the above elements. We did this in class with "The Raft of the Medusa" and "The Bath." In order to assist you with this section of the exam, I have included the pieces of artwork below. Realize that you won't know your focus until the day of the exam; however, you can easily learn more about them through some research. Remember that I am going to ask you to comment on the composition, color, mood, balance/unity and movement in the piece that you select.

"Judith and Holofernes" by Artemisia Gentileschi

"The Weeping Woman" by Pablo Picasso

"The Dead Christ" by Mantegna

"Burial of Count Orgaz" by El Greco

"Penitent Magdalene" by Georges de la Tour

Today in class we discussed the different perspectives gained from the research you did concerning each of the controversial pieces. We shared those perspectives with each other.
We then created our own Jackson Pollock pieces based upon what we learned about him in class.

HOMEWORK:
1. Locate information for TWO of the FIVE art pieces  included above. You can easily locate the information via the Internet. Focus on composition, color, mood, balance/unit and movement.
2.STUDY FOR YOUR FIRST EXAM, cute kids!

Posted by Mrs. Crampton at 5:49 AM