Humanities Test-Out 02 – Visual Art

Competency Develop a vocabulary for criticizing, evaluating, and describing works of art.

For this assessment task, you are asked to act as an art critic and analyze a series of works. When art critics discuss art, they describe art works in terms of style and medium. Art critics interpret meanings of art and make judgements of a work’s validity to the importance of a piece in the larger context of art history and culture. Art critics also evaluate art in the context of aesthetics.

Please watch the presentation below as a refresher on this deliverable’s content. The presentation will not tell you everything you need to know to pass this test-out, but it should serve as a refresher.

Assessment 2 PPT (See attachment)

Competency

Develop a vocabulary for criticizing, evaluating, and describing works of art.

Instructions

For this competency, you will assume the role of a critic. View each piece of work listed below and analyze it as a piece of art, identifying key elements of the work and using terminology common to the discipline. Using a few concise paragraphs for each piece, your analysis should discuss each work as a critic would and include, using the proper vocabulary, what you think the work is about.

Grading Rubric (for each response)

0

1

2

3

4

Category

Not Submitted

No pass

Competence

Proficiency

Mastery

Elements

Not Submitted-0

Does not identify key elements of the piece of art-1

Identifies the key elements of that piece of art.-2

Identifies the key elements of that piece of art and explains them.-3

Identifies the key elements of that piece of art and explains them, referencing other works of art.-4

Vocabulary

Not Submitted-0

Does not use the vocabulary common to that field of art.-1

Uses the common vocabulary of that field of art.-2

Uses the common vocabulary of that field of art with explanation.-3

Uses the common vocabulary of that field of art with a detailed explanation.-4

Subject/Movement

Not Submitted-0

Does not offer an explanation as to what the piece is about or the movement the piece represents.-1

Explains what the piece is about or the movement the piece represents.-2

Explains what the piece is about or the movement the piece represents in detail.-3

Explains what the piece is about or the movement the piece represents in detail, referencing other works of art.-4

Coverage

No pieces discussed.-0

Pieces discussed, but not enough detail provided.-1

Pieces discussed, and details provided.-2

Pieces thoroughly discussed, and insightful details provided.-3

Pieces thoroughly discussed, and insightful details provided, making reference to additional works.-4

 Week 10 Discussion: Gastroesophageal Reflux Disease and Peptic Ulcer Disease 

J.G. is a 42-year-old white man presenting with a 2-month history of intermittent midepigastric pain. The pain sometimes wakes him up at night and seems to get better after he eats a meal. J.G. informs you that his doctor told him that he had an infection in his stomach 6 months ago. He never followed up and has been taking over-the-counter Zantac 75 for 2 weeks without relief. He takes no other medications. He is concerned because the pain is continuing. He has no other significant history except he is a 20 pack-year smoker and he drinks 5 cups of coffee a day. He eats late at night and goes to bed about 30 minutes after dinner. He is allergic to penicillin.

Diagnosis: Peptic Ulcer Disease: Answer the following questions in full sentences using APA citations. 

List specific goals for treatment for J.G.

What drug therapy would you prescribe for J.G.? Why?

Discuss specific patient education based on the prescribed therapy.

List one or two adverse reactions for the selected agent that would cause you to change therapy.

What would be the choice for second-line therapy?

What lifestyle changes would you recommend to J.G.?

 Work must be supported by peer-reviewed article published within 5 years.

 Do Not use Citations please

Instructions: Read the Case Study below and discuss the questions that follow: 

Aron, a single father, is raising his daughter on his own.

“Naomi is a good girl, you know?” She does her homework, and she likes hanging out with me. She even laughs at my jokes still, but sometimes I worry that she’s going to become anorexic or something,” he says. “She’s not overly thin or anything, but she just doesn’t eat like I think she should. Breakfast is the toughest time. We end up yelling at each other every morning before school with me running behind her as she heads downstairs and out the front door of our building, and me yelling, ‘Here! At least take this!’ and I stuff a banana or an apple in her backpack, while she yells, ‘Dad, you’re embarrassing me!’ Sometimes I look up, and, oh man, she’s right. Sometimes there are other kids at the corner waiting for the bus and here she is, my sweet little Naomi with her crazy dad grabbing at her backpack! Poor baby, but it drives me crazy that she won’t eat!”

1.      As soon as the nutritionist mentions breakfast, Aron throws his hands up and says, “No, don’t even talk about it, man! Breakfast is like our worst thing! She’s such a picky eater, and mornings are her worst time.” What advice can you offer?

2.      Aron’s income is 25% below the poverty level for the United States. He asks, “How do I find out if Naomi is eligible for reduced-price school lunches?” What might you advise Aron?

3.      As it turns out, Naomi does qualify for reduced-price lunches at her school. However, things don’t go very well. She often comes home from school hungry. Aron, who can find only part-time work 3 nights a week, meets her at the door most days and is distressed, he says, to find that “her stomach is actually growling, and she’s all weak and listless. She’s asked if she can go back to packing a lunch, even though my lunches aren’t very good. Usually, all we have in the cupboard is some pantry food such as peanut butter, saltines, and raisins.” When he asks her why she wants “our lousy lunch stuff,” she says, “Everybody sees who gets the ‘poor kid’ lunches. I get made fun of.” 

Suppose you are the school nurse at Naomi’s school. Brainstorm about ways you might support students like Naomi.

Consider the role and responsibilities of school nurses—on the levels of both the individual child and the family, as well as their influence on their particular educational system and the community at large.

 Mark and Jacqueline have been married for 30 years. They have grown children who live in another state. Jacqueline’s mother has moved in with the couple because she has Alzheimer’s disease. Jacqueline is an only child and always promised her mother that she would care for her in her old age. Her mother is unaware of her surroundings and often calls out for her daughter Jackie when Jacqueline is in the room. Jacqueline reassures her mother that she is there to help, but to no avail. Jacqueline is unable to visit her children on holidays because she must attend to her mother’s daily needs. She is reluctant to visit friends or even go out to a movie because of her mother’s care needs or because she is too tired. Even though she has eliminated most leisure activities with Mark, Jacqueline goes to bed at night with many of her caregiving tasks unfinished. She tries to visit with her mother during the day, but her mother rejects any contact with her daughter. Planning for the upcoming holidays seems impossible to Mark, because of his wife’s inability to focus on anything except her mother’s care. Jacqueline has difficulty sleeping at night and is unable to discuss plans even a few days in advance. She is unable to visit friends and is reluctant to have friends visit because of the unpredictable behavior of her mother and her need to attend to the daily care. Reflective Questions 1. How do you think this situation reflects Jacqueline’s sense of role performance? 2. How do you think that Jacqueline may be contributing to her own health? 

 

Scenario: Family
An 83, year old woman is recovering from pneumonia. She has Alzheimer’s disease and has become increasingly hostile and unmanageable in the home setting. Her 65, year old daughter is distraught about the idea of placing her mother in a long term care facility but feels she is not able to care for her.

• As a nurse, what is your role in this situation?
• How might you help the daughter with her decision?
• What information would you give the daughter?