Looking Back and Reflecting

Last year in HUMN 2001, I had difficulties with comprehending the material and integrating the concepts into the interdisciplinary essays. It was difficult to become accustomed to the formatting and figuring out how to write satisfactory essays. Unlike essays in AP Language, AP Literature, or expository writing classes in college, one’s knowledge of cultures and the ability to integrate concepts is necessary for these interdisciplinary essays. In HUMN 2001, I struggled but this year, I feel like I understand what the expectations are and I have had some practice from last year. I have been striving to improve my essay writing skills and to keep up with reading assignments better so that I will be prepared for the interdisciplinary essays. Instead of rushing through the essay planning process, I have started preparing for the essays sooner and putting more thought into them. Throughout the course of the semester, I feel like I am getting a better grasp of what constitutes a well-written, well-structured, and comprehensive essay. This course has deepened my appreciation and interest for cultures, and art in particular. I feel more cultured and aware of literature, art, and music references that I come across. World Humanities has expanded my knowledge and cognitive ability to make connections between cultures. Relating to Bloom’s taxonomy, I am more able to apply what I have learned by analyzing because in other courses in the past, there is an emphasis on memorization. I rarely feel like I am truly internalizing what I have learned because there is no application. I can still remember some of the concepts and horizons from HUMN 2001 because of the processes of reviewing, reflecting, analyzing, applying, making comparisons, and using a higher level of thinking to construct interdisciplinary essays.

I think that having a foundation and knowing the expectations for the essays from HUMN 2001 has helped me in this semester. It usually takes me a while to grow accustomed to new formats and teaching styles so having that consistency helped me focus on improving my skills. The style of teaching has been systematic and thorough, so I would tell students who are going to be in Dr. Armstrong’s HUMN 2002 class to be prepared to put in time and effort. It is not just being able to comprehend the material, but being able to apply it. Dr. Armstrong is very diligent and methodical, and he has taught us how to develop a higher level of thinking. Because he puts in the time and effort to make sure that his students are getting the most out of the course, he has been one of my favorite professors. His genuine concern for his students’ comprehension of the material is not something that one can come across in every course in college. As for the transition from the first portion of World Humanities to the second portion, there have been several aspects that have improved. The essay formatting and guidelines in HUMN 2001 were complicated and caused some misunderstandings but the progression that was made this year has made it much clearer. Being able to see examples of good essays and being taught how to prepare for the interdisciplinary exams has been very helpful. All in all, I have enjoyed being in HUMN 2001 and HUMN 2002, and they have been incomparable courses. The unique integration of literature, art, and music has expanded my knowledge and have made me realize how past eras and various cultures have influenced the present-day world.

Word Count: 581

Reviewing Midterm Performance

For the final interdisciplinary essay exam, I will be focusing on developing and maintaining a clear line of thought throughout the whole essay. I often feel unorganized and overwhelmed by the amount of information that I have retained and want to write about. If I am not careful, I may include extraneous material that may cause my essay to stray away from the thesis. Also, I need to come up with a strong thesis and support it with literature, art, and music material that I feel the most comfortable with. For the midterm, I felt like I was more familiar with the material and perhaps it was because the differentiation between cultures was more prominent whereas the Nineteenth Century, Pre-WWI Modernism, Post-WWI Modernism, and Postwar Boom have some similar concepts. Also, I noticed that some of the comments on my essays are about expanding upon what I had stated and providing clarification. The paragraphs that had more detail often scored higher than the ones that lacked clarification.

For my essay about China, the main claim is that the Chinese hold traditional value in the question of how one can cultivate oneself to reach the highest potential. The natural course of life, also known as the Way, is the ultimate pursuit and with cultivated insight, one can embark towards a transformation. The two period concepts used throughout the essay for the literature, art and music are The Value of a Nature and a Way and Cultivated Insight. In Analects, the idea of cultivating insight through discipline, skill, and following the natural course is emphasized by Confucius. Fan Kuan represents nature, the Way, and cultivated insight through the composition of Travelers Among Mountains and Streams. The perspective represents the natural order of the universe and allows the viewer to internalize the beauty of nature and to gain insight. The Running Brook by Lui Tsun-Yuen portrays how nature is in constant flux with the representation of the movement of water. The varying tempos and dynamics emphasize the process of transforming oneself to build harmony. The conclusion introduces the idea that a strong intuition and sense of self will ensure that one is on the correct path towards achieving the Way.

Word Count: 367

Music Report #2

The ASU Wind Ensemble performed at the Maxwell Performing Arts Theater on November 22th, and was directed by Dr. John Wojcik. The opening piece was Fanfare and Flourishes by James Curnow, which was written in the early 1900s. It had a very triumphant and upbeat melody that was driven by the strong rhythms. The woodwinds led the fanfare melody and a new melody was introduced by the brass section. The blending of polyphony created a magnificent introduction to the program.

The second piece was the Puszta, written in 1987 by Jan Van der Roost, which included the Andante Moderato, Tranquillo, Allegro Molto, and Marcato-Presto. It is a suite of four gypsy dances that have the same feel of authentic folk dances and this one in particular caught my attention. The syncopated beats of Hungarian folk dances have always been my favorite and I was able to hear a lot of musical details within this piece. Dr. John Wojcik described the piece as a folk dance with Hungarian flavor. The Andante Moderato started off with some flourishes in its somber beginning and the tempo picked up and progressed into a fast-paced melody that included syncopated rhythms highlighted by the tambourine and percussion section. It continued on to the Tranquillo, an even-paced, legato melody, after a few minutes and then went back to the Allegro Molto, which was a quick melody. It had a variety of timbres, including trombone, oboe, clarinet, bassoon, with a prominent percussion section. The timpani drove the melodies and syncopation, emphasizing the Hungarian feel. The Marcato-Presto had some of the same recurring melodies and themes and like many Hungarian folk dances, it ended with a flourish. The contrast between the even, somber melodies with the frenzied, syncopated melodies was heightened by the changes in dynamics. Back in high school, I was in a symphonic orchestra and a chamber orchestra and we played a few Hungarian dances and we focused on keeping steady rhythms to drive the melody. The changes in tempo in the performance were precise and distinguished the four suites of the Puszta very well. As a result, this piece was my most favorite piece of the program. I really enjoyed the Hungarian rhythms and the performers did a great job with the execution of the piece.

Next in the program was Canzon in Echo by Giovanni Gabrieli, which was originally written in the late 1500s, and then arranged by Mr. Garafalo. The whole piece featured steady melodies with a call and response effect, hence the “echo” in the piece’s title. One section of the woodwinds would play the melody and another section, such as the brass section, would respond by echoing the same melody. The piece after that was the Sun Dance, written by Frank Ticheli in the late 1900s, which Dr. Wojcik described as a “light song that is fun to listen to.” The mellifluous melodies blended together beautifully and the piece had an airy, joyful feel. Purple Carnival, written in 1933 by Harry L. Alford, is a march that was influenced by Sousa. It had the elements of a fanfare with its dignified, powerful, and playful flute melodies. The last piece of the program was American Barndance, written by Richard Saucedo in the late 1900s. The piece had Americana rhythms and melodies, with sections alternating from quick, dance-like rhythms to soothing melodies. While listening, I could imagine the fun atmosphere of people dancing at barndances. The beginning of the piece featured one person on percussion and some woodwinds, which modulated to a hazy, flowing melody with triangles and chimes. It then progressed to an uneven meter and ended with a powerful conclusion.

Overall, I am glad that I attended the Woodwind Ensemble concert since it has been a few years since I have been to any music ensemble concerts. It has made me appreciate woodwinds music and the concert demonstrated how a woodwinds ensemble can perform many different genres of music due to the diversity of instruments within it.

Word Count: 665

Analysis Paragraphs

Throughout the past labs, we have been working on formulating strong analysis paragraphs by looking at examples, critiquing them, and learning about the elements that are required. One of the most important factors is having transitions to allow thoughts to flow and connect to the next. I noticed that the excellent essay examples always had strong transitions and that was what separated it from the adequate essay examples. Because there has been strong emphasis on it, I am planning on utilizing more transitions for the final interdisciplinary essay exam. Another helpful point is to start wide and narrow down to specific details, creating a funnel-like effect. I feel like I can conceptualize the task better when I think about that analogy. After presenting the thesis, it should be broken down to the two period concepts, its significance within the culture or time period, and then supplemented with more details.

In an art analysis example that we looked at, the critique included that it needed more expansion to illuminate the thesis. Also, more features should have been picked out to help support the analysis and to make the thesis clear. Additionally, we took flexibility as an example of a concept that has multiple definitions and we could even state that we will expand on all of them within the essay. Concepts can be exhibited differently in literature, art, and music, so it should not be limited.

I think that I have been doing fairly well with picking cultures and times periods to which I feel comfortable writing about. Usually, I will pay attention to which works of literature that I understand the best throughout the semester, make connections to the period concepts, and see how the art and music relates. Although I feel like I understand the concepts for the most part, my connections and analysis can definitely be stronger. With a significant amount of material to work with, it can often seem overwhelming and it is a matter of filtering through and focusing on the ones that are relevant to the subject of the essays. I need to make my analysis paragraphs stronger by developing a clear line of thought and keep it consistent throughout my essays. The review of this process has been more helpful than the one in HUMN 2001 because I was still getting used to the format and process last semester. However, I am glad that I have stayed with the same professor because it would have been difficult adjusting to a different style of teaching and grading. Now that we have taken a look at what is required to attain a good grade through the use of example paragraphs and instructions for analysis, I feel like I have a better grasp of the task.

Word Count: 459

Concert Report #1

On October 20^th, I attended “The Oktoberfest: Fall Opera Scene Recital” at the Maxwell Performing Arts Theater. It featured performances by the ASU Opera Ensemble. It was directed by Patti Myers and the piano accompaniment was provided by Phillip Streetman. Although I have studied and taken lessons in classical music all my life, I have not had much exposure to opera music so I thought this would be a great opportunity. The program featured a range of vocals with a majority of female vocals, and there was piano accompaniment. The performances varied from arias with a solo performer, duets, to ensembles in different combinations and the performers were Garry Grant, Thomas Reed, Ashley Thom, Jaclyn Londino, Jennifer Morey, Malcolm Verbeck, Nancy Chafin, Larissa Roman Rodriguez, Sarah Price, and Kate Pendleton. As for the time periods of the compositions by Wolfgang Amadeus Mozart, Engelbert Humperdinck, Johann Strauss Jr., and Otto Nicolai, it was centered around the mid-1700s to the early 1900s.

The program started off with The Magic Flute, Act I, which was performed a quintet of the characters Tamino, Papageno, First Lady, Second Lady, and Third Lady. The piece switched from solo, duet, and quintet performances. The vocals ranged from bass, baritone, tenor, to soprano, which created a beautiful blend of polyphonic melodies. The second piece was an Act II duet from The Magic Flute featuring Papageno and Papagena. It was a light and playful piece that stirred laughs in the audience. The male and female vocals complemented each other and the colorful melodies created a very light-hearted atmosphere. Act II, Scene 2 of Hansel and Gretel by Engelbert Humperdinck featured three characters: the Sand Fairy, Hansel, and Gretel. Having a basic knowledge of the classic children’s tale made it easier to follow the storyline in the piece. The other pieces up to this point were more difficult to follow since they were scenes taken out of an opera.

Next in the program was Die Fledermaus, “Farewell” which was a trio from Act I featuring Rosalinde, Adele, and Eisenstein. The theatrical aspect of this piece had a great effect on the piece since it aided the audience’s understanding of the storyline. The dialogue between the characters created a blending of bass tones and soprano tones and because of the dynamic contrasts that set the mood, different emotions such as anger or joviality were expressed. The fifth piece was an opening duet from Act I of The Merry Wives of Windsor with the characters Frau Fluth and Frau Reich. The two female performers’ voices blended together to create a duet with The last piece in the program was musical selections from Act II of Die Fledermaus. The entire ensemble participated in the piece at various points and in various groups within the introduction, arias, ensemble and aria, and the finale. The party atmosphere started off with some dialogue and then it led to some solo performances which portrayed the characters’ contrasting personalities. Through the tone and speed of the pieces, it indicated the type of mood and the emotions being conveyed.

One piece in particular that stood out to me was the opening duet from The Merry Wives of Windsor, Act I. Ashley Thom’s and Jaclyn Londino’s blending of vocals created compelling emotions and through dynamic contrasts, varying slow and rapid rhythms and melodies, the emotions of the characters were well-conveyed. The story line is about Sir John Falstaff who is courting two wealthy married women, Mistress Ford and Mistress Page. When he sends both of them nearly identical letters, they compare them and decide to seek revenge. The duet featured the two mistresses reading their letters out loud, and the call and response all throughout the piece was very well-articulated. The piece started off at a steady tempo and once the characters became enraged and were formulating ideas to seek revenge, the tempo, rhythm, and dynamics and pitches increased to indicate the change in mood. This one stood out to me because as the mistresses became progressively infuriated while comparing their letters, the amount of drama kept on building up. The call and response was well-executed and it goes to show that opera has the ability to convey strong emotions, drama, and dialogue through the different tone of voices. One’s emotion and the atmosphere can be determined by the speed of the tempo and rhythms, dynamics, and timbres involved.

My favorite piece was the duet of Papageno and Papagena from Act II of The Magic Flute. The theatrical elements such as the two characters chasing each other around the stage and their facial expressions along with the two complementing male and female vocals created a very entertaining atmosphere. After the first piece, which was not as upbeat, it was surprising to hear the rapid, playful melodies of the duet. Although I enjoyed all of the pieces and could not say that I disliked any of them, the quintet in The Magic Flute, Act I did not stick in my memory like some of the other pieces did. I found that the more upbeat and catchy songs such as the duet with Papageno and Papagena made a better lasting impression and I could remember more details.

The abilities of the performers were astounding and I enjoyed having the opportunity to see the kind of talent that students at Augusta State University possess. Plus, there were some students from HUMN 2002 performing that night too so it was great seeing them perform. I noticed that the abilities of the performers did affect the music because the emotional impact and connection to the audience is crucial. For example, the strong soprano arias throughout the program featured beautiful vocals which portrayed the storylines. Overall, I am glad that I attended this performance because I was able to learn from this listening experience. The performance provided a glimpse into the world of opera. The blending of dialogue, emotions, and drama are very entertaining to watch and the fact that it was performed by an opera ensemble from our own campus made me appreciate it even more. It goes to show that you do not have to go very far to witness such talent.

Word Count: 1,028

Extra Credit Blog #1

On Friday, I attended the presentation of “High and Low: What is Excellence in the Arts” that featured Franklin Einspruch, who is an art writer, speaker, and cultural critic from Boston. Einspruch began by defining the word “excellence” as the act of excelling, surpassing, and outdoing. One of the issues he brought up is the question of what makes one piece of art superior over other pieces? Einspruch questioned whether it is a matter of objective quality or subjective perception. It can be a matter of opinion and taste and he said that it was somewhat of a conspiracy theory where people passively absorb notions of culture and society. As for the objective quality, he said that if people fail to see the beauty within a popular and well-received piece of art, they can be seen as blind, ignorant, or naïve. Einspruch revealed that excellence is not within the object or within us. It is dynamic, not subjective or objective.

I liked the point that he made about duplication. He showed a painting on the projection screen and then in the next slide, it was duplicated. He stated that it changes completely when an image is duplicated because we automatically start trying to make comparisons and figuring out the differences between the two of them. An individual painting will have a greater effect upon us. Another great point that was made was about how some artists create multiple copies of the same piece of art that have minor variations. The second one is usually not as good and with each additional piece, it begins to lose its initial quality. The first version was created out of inspiration and emotion, without anything to compare it to. Paradoxically, the only way to find out which qualities are worth keeping is to do something entirely different. There were elements of HUMN 2002 that he mentioned in his presentation such as the sublime. Einspruch stated that a high artist should keep the sublime in the back of his mind but should strive towards excellence and hope that the sublime will sneak into his artwork. He also mentioned economy of form, which made me relate back to Japan’s period concepts. Additionally, Einspruch showed the painting, “Luncheon on the Grass” by Monet and it was interesting to think that I would not have recognized it if we had not learned about it in HUMN 2002. All in all, I am glad I attended the presentation because I feel more informed about the critique of art. It provided a look into the complex elements involved in the many facets of art.

Word Count: 434

Nineteenth Century

How does one’s subjectivity of experiences in his or her inner life construct reality? In the Nineteenth Century, there was a newfound focus on reality, harsh living conditions, and the lower class. With the lens turned upon realistic conditions, the works of literature, art, and music began to depict realistic inner lives. Instead of the melodrama and intense emotions of the previous Baroque and Romantic eras, inner life is conveyed as accurately as possible. Along with a focus on realism, there is an emphasis on the subjectivity of experience and the recognition of the limitations of any point of view. Experience is greatly valued and the focus is turned away from meanings that transcend individuals and the abstraction of reality. The poem, “Spleen,” by Baudelaire, Rigoletto (Act III) by Verdi, and A Bar at the Folies-Bergè by Manet all embody the concepts of realistic inner lives and subjectivity.

One thing that I had not paid much attention to prior to this lab was my usage of clear transitions. I felt disorganized while writing my interdisciplinary midterm exam essays so I do not think that my sentences and paragraphs flowed very well. I often feel overwhelmed with all of the information I want to make sure I will convey so instead of thinking rationally and forming coherent transitions, my sentences become too choppy. It felt like I was listing off facts and information instead of trying to convey my point. This time around, I tried my best to create a smoother flow in order to emphasize my two period concepts of “realistic inner lives” and “subjectivity.” I had trouble formulating a good question and thesis to tie together the concepts of the pieces.

As for note-taking, I have been diligent about taking notes in class because personally, I retain information better when I can refer back to my notes while writing blog posts, doing reading questions, studying for music and art analyses, and planning for my essays. This time around, I decided to print out the Baudelaire poems so that I can annotate the pages instead of reading off of my computer. Throughout class discussions, I have underlined and written notes in the margins and it has helped me gain a better understanding and retain the information better. I feel like the connections that we make in class can become crucial information when it comes time to start planning for essays. Instead of struggling to remember what concepts applied to the pieces, I can just refer to my notes and see which period concepts I have jotted down and elaborated upon.

Word Count: 430

Pre-Exam Jitters, and It's Not From My Coffee

Since it has been approximately five months since the last interdisciplinary essays that we wrote in HUMN 2001 last semester, I read over the guidelines once again over the weekend to refresh my mind. Over the course of the past few weeks, the task of sorting through all of the material that we have covered so far, and planning out two essays seemed like a daunting task. I have to admit that I was dreading it but I knew that I could not keep on putting it off. With three exams and a paper due this week, I wanted to start planning as soon as possible. One of my goals for HUMN 2002 is to keep up with the material and start preparing sooner. I made the mistake of not spending enough time in the preparation process and having to cram everything into a short amount of time.

After reading the guidelines, I began brainstorming to see which periods and cultures, and which works of literature, art, and music I felt the most comfortable with. Then, I wrote down possible themes that could be integrated into the thesis, and after a process of elimination, I think I will be settling with writing about China and Romanticism. I figured that if I pick works of literature that I feel most comfortable with and manage to find works of art and music that support the same period concepts, I would feel more comfortable. I feel that Analects by Confucius, and Faust by Goethe would be great pieces to write about. For the list of possible China essay themes, I wrote down the Value of a Nature and a Way, Harmony, Cultivated Insight, the Social Nature of Reality, Flexibility, and Existence as Change. As for Romanticism, I may choose to focus on the Sublime, Power Emotions/Moods/Experiences, Revolt Against Strict Forms/Escape, and the Imagination. My next step is to make graphic organizers to help me keep track of important points, and then write drafts of both essays. I feel like I have a pretty good understanding of the concepts but I just need to make sure that I can seamlessly incorporate them into the literature, art, and music. Lastly, it should be interesting to be typing the essays on laptops instead of hand-writing them. I always had the issue of time management and wanting to write more than I could write within the allotted amount of time. Hopefully, I will feel at ease once I have finished the planning and drafting process of the two essays, and until then, I am determined to continue with the preparation process!

Word Count: 434

Interdisciplinary Essay Countdown: Three Weeks

With the interdisciplinary essay exam coming up, I found last Friday’s lab very helpful because it was a good way to refresh the guidelines and format. Having the chance to see an essay from HUMN 2001 allowed me to get a sense of the amount of detail and knowledge that are necessary to earn a high mark. Last year, I had thought that the interdisciplinary essay was supposed to be concise and right to the point but after some clarification and then further reinforcement from Friday’s lab, I feel like I have a better understanding of the level of cultural knowledge that needs to be expressed in the essay.

At this point, all of the material that we have covered seems a bit overwhelming but I will begin organizing my notes and mapping out some possible essay ideas. We have covered China, Japan, and Baroque, with Neoclassicism and Romanticism coming up in the next two weeks. These cultures each have their own period concepts and my next task is to find a way to create connections between the literature, art, and music to the period concepts within each culture. My mistake last year was a lack of preparation for the essays. I felt disorganized and did not take enough time to prepare. If I can get a sense of which concepts I would like to focus on, I can begin finding the pieces that will exemplify them. I am hoping to maintain a clear line of thought and maintain it throughout the entire essay, so my choice of literature, art, and music pieces will be crucial.

As for mapping out an essay, I am thinking of focusing Japanese culture and its ideas of simplification and closeness to nature. There is an emphasis on valuing the concept of the Way, accepting the natural course of things, and the meaningfulness of simplification within the culture’s pieces. The Great Wave embodies these concepts and because we spent time analyzing it and connecting it to concepts in class, I think I would have an ample amount of information to use. The simple narrative of The Tale of Genji, and the song, Sakura, are prime examples of the power of simplicity. While these pieces may be simple and do not contain a lot of ornamentation, they exemplify the cultural values. I am still trying to figure out a question that will tie it all together, and I would like to focus on the idea of simplicity and how a minimal amount of material can create a maximum effect.

Word Count: 423

"Mimosa in falling rain..."

While listening to the shakuhachi flute performance, the melodies were delicate yet poignant at times. It included the aesthetics of Japanese performance such as the concepts of stillness and motion, action and inaction, contemplation and application, and “wabi,” also known as simplicity. The Japanese culture emphasizes minimal use of material for maximum effect. The simplicity reflected the concept of “ma,” because of the meaningful silence, timing of space, and space between notes. Essentially, the silence spoke for itself in great volumes. Because “ma” was present, “wabi” was also another concept that was included in the interpretation of the performance. Instead of heavy ornamentation and complex melodies, there is beauty within simplicity. A main aspect of Japanese music performance is its meditative purposes. It serves as a practice for breathing, being in the moment, finding the spiritual center, tranquility, and staying focused.

The Zen calligraphy pieces followed along similar themes with the depictions of simplicity and balance. There is a balance within the surface because of the medium’s brush stroke and the texture of the paper. Within the rapidness, energy, and physicality of laying down the strokes, there must be balance to make the strokes perfect. In the pieces with circles, the stroke defines the interior, which is an empty space of mass. The symbolism of circles and emptiness represent balance, unity, and simplicity. There is a presence of “wabi,” the beauty of simplicity, and “sabi,” which is solitude. The idea of meditation also reappears in the Zen calligraphy because in order to create these strokes, the mind must be emptied of all clutter and it is all up to the material, surface, and the artist’s hand. The artist must be balanced, focused, and be in the moment.

The Basho haiku that we read during the Zen lab was “Xi Shi’s drooping eyelids:/mimosa in falling rain/at Kisakata./Shining on sand/transported by pilgrims—/pure light of the moon.” The paradox of simple yet abstract is present within the poem. The content of the poem is abstract because of ideas such as the pilgrims being able to transport the light of the moon. The form of the pattern along with the fairly simple words conveys simplicity. The concept of “Yugen” is a poetic principle that describes profound mystery, depth, darkness, beauty, elegance, and sadness, and it can be seen within the poem. Everything from the mimosa in falling rain to the pure light of the moon leave the interpretations open for the reader. The tranquility of the image being depicted creates a sense of mystery and quiet beauty.

Word Count: 424

"Everything in the world is right; I am wrong..."

After a recap of the period concepts of harmony, flexibility, ritual/past, existence, cultural insight, emptiness, nature, and reality, we began to analyze the literature piece, “Spring in Wu-Ling.” After reading it out loud, we discussed the meanings and concepts that emerge within the piece. Li Ch’ing Chao used the form of poetry to say what she could not say in real life and she intended to express the feelings evoked at that particular moment, to cultivate insight, and to enlighten. The piece is about the struggle with overwhelming melancholy that prevents Li Ch’ing Chao from moving on. Her surroundings are in harmony but her sense of loss and sorrow prevent her from re-building her life and re-discovering her individuality. She understands that she must accept her loss but taking the steps towards it has been her biggest challenge.

After going through the analysis, we began to piece together period concepts that appeared throughout the poem. The concept of connectedness to people in Confucianism is reflected in Li Ch’ing Chao’s recognition that “everything in the world is right” yet she is wrong. In other words, she is striving towards the Way and finding happiness once again but she still dwells in the past. She contemplates going out to Double Creek to go boating, which symbolizes reaching a peace of mind and acceptance. However, she fears that her misery would cause the boats to not budge. The concept of individuality is embodied in Daoism and it has been said that one can set ambitions but if he or she is not in the right mindset and is not truly devoted, they cannot be successful. Buddhism emphasizes the need to let go of memories, moments, people, and possessions, but Li Ch’ing Chao struggles to internalize this mindset. Her grief pulls her in one direction while her logic pulls her in the other.

I have always enjoyed doing literature analysis and seeking the deeper meanings below the surface. Because we had done some analysis in HUMN 2001, I felt that it was easier to connect the period concepts to the literature. While the distinctions between Confucianism, Daoism, and Buddhism are still a bit blurry, I am hoping that further reading and lectures will create more distinctions.

Word Count: 372

And The Countdown Begins!

Towards the beginning of the semester, I was still in the process of becoming accustomed with essentially having three courses combined into one. I have taken a few music history courses in high school and at a music conservatory but having the integration of art and literature made it more challenging. Not only did we have to learn the material from each section, but we also had to find connections between the concepts of each culture. In the past, I have always had trouble applying concepts. I can usually memorize information but the issue was taking it to the next level. HUMN 2001 has allowed me to appreciate the cultures and periods that we have learned about and it has made me realize that the world is truly remarkable. Throughout the centuries, all of the cultures have contributed various innovations that have led to the advancement of other cultures. In fact, our own culture is a fusion of cultures from all around the world. By having the chance to actually experience various religions through our off-campus labs, I was able to get a glimpse of the amount of diversity.

Music and literature have always been my favorite areas but my interest for art has grown throughout the semester. It was interesting to see the progression of techniques and styles in art from early Hinduism to the Renaissance. After going to the Morris Museum of Art, I now have a newfound love for Impressionism and it has inspired me to begin drawing in my sketchbook again. The course has taught me to look at paintings in an entirely different perspective. I enjoyed learning about great classics such as Dante’s Inferno and learning more about religions in the literature section of HUMN 2001. I love learning about psychology, sociology, and literature, and many aspects of the course have fallen into those categories. Although I have had some struggles within the course, it has taught me to appreciate humanity’s diversity and I look forward to taking HUMN 2002 next semester.

Word Count: 337

IDEE Jitters

Upon hearing about the changes that will happen with the next interdisciplinary essay exam, I felt a bit more at ease. With the first exam, it seemed like everybody struggled with the guidelines and understanding what our expectations were. The new guidelines make it seem more concise and possibly line up with the types of essays that are normally utilized in exams that I have taken in the past. However, I am still feeling slightly unsure of exactly what the final product should be like but with further review in class, I am hoping to get a better grasp. One thing that I am worried about is whether I will be able to make the differentiations between the Medieval and Renaissance periods in class. As stated in class, it seems like many of the time periods have started to blend into each other since we have covered many of them in this semester so far. With the last exam, each of the cultures were unique from each other and were much easier to differentiate. I am beginning to look over and organize the materials in order to prepare for the essays. Also, instead of just organizing the materials and blocking out the essays, I will also write the essays ahead of time. By doing so, I think that I will get a better idea of whether my essays fulfill all of the guidelines. As for the themes within these cultures and time periods, it seems like the ideas of honor, courtly love, devotion, and chivalry are the main ones for Medieval and Renaissance. Even though Islam has many differences than the Medieval and Renaissance time periods, I will have to see which time periods I feel the most comfortable and knowledgeable about. Last week in class, we were reviewing the reading materials that we have covered so far and at that point, I realized that I have been having trouble with remembering all of the names, writers, characters, story lines, and values attached to each one. Not only is it just memorizing, but it is also comprehension and being able to apply it to themes. Within the next few days, I will make study guides for each of the stories we have read so that it will be easier to narrow down the time periods and pick two to write about for the interdisciplinary essay exam.

Word Count: 396

Church of the Most Holy Trinity

I had read some information and saw pictures of the church prior to the visit but once I arrived there, I realized that the website did not do justice to how magnificent it is. Once I was seated in the pews, I let the beautiful surroundings just soak in. There was gold detailing throughout the church, ornamentation, columns, arches, stunning stained glass windows with biblical depictions, dim lighting, rows of wooden pews, and an organ up on the balcony above the entrance.

I thought it was remarkable that the church is about 150 years old and was built during the Civil War. The pastor was very knowledgeable, composed, and knew what he was talking about. He used the metaphor of a memory chip throughout the presentation and constantly made references to it. He stated that the church symbolizes the Christian community and its history and the heroic virtue of the saints through its symbols. The symbols include the stained glass windows, stations, and icons painted throughout the church. Even the architecture reflects the past. The style is of the Romanesque revival and features asymmetric architecture, with the tall steeple on the right and a shorter tower on the left. The Romanesque period is known for its heavy and strong style, but there is often scrollwork, which adds a light and delicate touch. The pastor referred to the church as an architectural gem. He also explained that the stained glass windows serve as a Catholic memory and helps them remember where they are from. All of the Catholic churches may differ in styles and sizes, but they are joined together because of their purpose. People are reminded by symbols, hear scriptures, and as the pastor said, “It becomes our own story and we become the holy people…We are surrounded by the words of God.”

Overall, I really enjoyed this visit because of the great presentation given by the pastor and how beautiful the church was. With all of the past visits, it has been very valuable to be able to connect the material that we have read and learned about in class to the visits.


Word Count: 354

Reflection

While in the process of planning and writing the interdisciplinary essays, I had misunderstood the guidelines. Like many of my classmates, I thought that the essay was supposed to be a concise essay that provided a quick summary and analysis, and was straight to the point. Instead of elaborating and proving that I knew the material, I felt like I was holding back and had to shorten my paragraphs. After the clarification in class, I was still unsure of what a good essay would entail. I think that the change in format and omission of themes for the next essays will result in less misinterpretations and I am hoping that I will be able to do well. I like the fact that the focus will not be on the themes like before because I felt like I was spending all of my time trying to make connections between the literature, art, and music to the theme. I would try to find abstract ways to connect the concepts to the themes and it affected my analysis. Hopefully, the new format will allow me to concentrate on the pieces themselves. I am also trying to do a better job with keeping up with the material and reading assignments in order to start preparing earlier for the exams.

I thought that the lab on Friday was very useful and that I have a better grasp of what an exemplary analysis would have to be like. Now that I know what kinds of details should be used, I will be sure to include them in my essays. The school website with the pictures of paintings and architecture and their descriptions will certainly be a great resource as well. Prior to the lab, I probably would have described the pieces, analyzed them, and applied them to the themes. However, after the lab, I have learned that we should include much more details and apply them to the bigger picture.

Word Count: 324

As-Salamu Alaykum

Muslims greet each other with the phrase, “As-Salamu Alaykum,” meaning “peace be upon you.” Our visit to the Islamic Society of Augusta has been my most favorite one so far. Mjad Sabke, the imam, had a really refreshing sense of humor while possessing a lot of wisdom and insight. He is from Lebanon but has been living in the United States since the 1980s. It was very evident that he is proud of his roots and is very devoted to his religion.

He explained about the Five Pillars of Islam and went into much detail for each one. The first one is the belief in one god and that the prophet, Muhammad, is the messenger. Muslims must pray five times a day; in the morning before sunrise, noon, afternoon, sunset, and night. Next, Muslims must pay charity out of their savings and not their income whenever it is possible. Lastly, they must perform a pilgrimage (hajj) once a year at Mecca. As for the beliefs of Islam, they believe in the oneness of God and that he is watching over them, the existence of prophets and messengers, and revelations. Also, they believe that everything that happens is a result of God because he is the one in control. Muslims also believe that there is a judgment day where they will be put on trial so that their actions can be judged.

One part of the presentation that really stood out to me was the part about relationships. Sabke explained that differences are good and that there is nothing wrong with disagreements. Having disagreements are normal and even the best relationships must have them. The best community is where people share commonalities yet they respect differences amongst themselves. Each of us has our own methodologies but we still have the ability to join together as a community. This statement had a lot of significance to me because I have always had the same mindset. Many people believe that disagreements are not good when it comes to relationships, but they actually strengthen relationships. The fact that one person can get along with another despite their differences really says something.

Word Count: 357

Interdisciplinary Essay Worries

The lit midterm portion made me realize how much material we have covered throughout the semester so far. Although I keep up with the reading questions, keep good notes, and attend every class, it can become overwhelming at times. History is not one of my strengths and I have always had trouble with memorizing facts and connecting them to the bigger picture. I feel like memorizing concepts is not enough, and one must be able to connect each of the concepts to the culture, and ultimately, to the main themes of the course. It is essentially three courses integrated into one so I am still in the process of becoming adjusted to that.

For my first essay, I am planning on focusing on the role of suffering on human life. I picked Hinduism as my main culture because I feel like we spent more time on this culture and the concepts are more engrained in my mind. Many of the components of Hinduism’s literature, art, and music can be connected to the concept of suffering. I think that I will be able to make a connection between suffering, and moksha, samsara, and karma. Lastly, I will be comparing and contrasting it to Judaism. Both cultures have some commonalities such as having the ultimate goal of uniting with God. However, one of the main differences that I will be addressing is about Judaism’s linear pattern of life and Hinduism’s cyclic pattern. The Jewish believe that throughout life, one is constantly developing and strengthening his relationship with God. On the other hand, one of Hinduism’s principles is that the divine essence is unchanging.

The next culture that I feel most comfortable about is Classical Greece, so I will be focusing on that for my second essay. For this essay, I am discussing the impact of obligations and how it shapes one’s life. The idea of upholding duties is very prevalent in Greek literature, art, and music so I will connect them to the period concepts of idealism, shaping the soul, and excellence. I thought that Rome would be a perfect choice for the compare/contrast portion because both cultures have their unique features. While Rome was set on maintaining their empire and conquest, Classical Greece was somewhat of the opposite.

Word Count: 377

"Do unto others as you would have them do unto you"

Having not a lot of knowledge about Judaism, I was eager to learn more about it during our visit at the Congregation Children of Israel Synagogue. The rabbi was friendly and knowledgeable, answering everybody’s questions thoroughly. It was obvious that he is devoted to his religion and is well-informed about all of its aspects. He emphasized that the phrase, “Do unto others as you would have them do unto you” is one of the core values of Judaism. As a Buddhist, I related the quote to one pertaining to Buddhism; “Putting oneself in the place of another, one should not kill nor cause another to kill.” Both Judaism and Buddhism hold the belief of putting others before oneself.

The rabbi made many comparisons to Christianity and he referred to Christianity as a fate system while Judaism is more of a family. He said that Christianity is essentially the combination of Judaism and a belief in Jesus. The Jewish are not a race and instead, they are a group comprised of a diverse range of people. In Orthodox synagogues, men and women are separated and the services are held entirely in Hebrew. For the services at the Congregation Children of Israel, it is half-Hebrew and half-English. Men cover their heads with yarmulkes for cultural reasons such as showing respect. In Orthodox synagogues, men are required to cover their heads at all times. I found it interesting when the rabbi brought up the point about American culture having the opposite custom. As a sign of respect and etiquette, Americans usually remove their hats upon entering indoors. Along with the yarmulkes, the Jewish also wear prayer shawls that have fringes that represent remembering the commandments.

Although Hanukkah is the most well-known Jewish holiday, it is actually one of the less important holidays. Passover is one of the most important Jewish holidays and it celebrates the Exodus in Egypt and there is also Yom Kippur. The rabbi opened up the tall decorative panels in the center of the synagogue stage and everybody murmured in awe as it revealed beautiful scrolls. After removing the decorative covering, he recited a small portion in Hebrew and then translated it to English. He stated that each scroll takes a year to write and if the calligraphy is imperfect, it must be recopied onto a new sheet of parchment paper. Overall, I am glad I had the opportunity to sit in a synagogue and learn about Judaism from the perspective of a rabbi.

Word Count: 414

Discobolus

The Discobolus of Myron, also known as the “discus thrower,” has become one of the symbols of Classical Greece. The discus thrower appears to be releasing the discus from his hand and the sculpture represents strength, energy, symmetry, balance, and athleticism. His pose has been described as being unnatural and as an inefficient way to be throwing a discus. The discus thrower’s face displays no emotion, which is common amongst other Classical Greek statues. Beginning in the Classical Greek period, the implementation of sculptures conveying motion began. The Discobolus displays potential energy in his pose and all of the muscles throughout his body are prominent. In the Greek language, “symmetria” is the balance and harmony of parts and proportions. The athlete’s pose conveys equilibrium, balance, and proportions that were constructed with precision. Compared to Ancient Greece, the sculptures and art of Classical Greece were more expressive and there was a stronger focus on the ratios and proportions of the body. Myron, the artist, was famous for his skill in capturing the essence of humans and animals in all of his sculptures. In class, we learned that sculptures were usually representations of what the Greeks thought idealized bodies should look like. In my opinion, the Discobolus successfully captures the ideas of athleticism and strength.

I tried my best to capture the details of the Discobolus sculpture by describing the features, including some Greek terminology, and including some significant traits of the time period. For example, I made a connection between the sculpture and the importance of idealistic bodies in Classical Greece. Even though I feel like I did a fairly decent job with the description, it was difficult forming more analysis. Also, I was not sure of how to go about connecting my analysis to the period concepts and the main concepts of suffering, obligation, and judgment.

Word Count: 306

Selflessness

After reading the interdisciplinary essay exam materials, I have gotten a sense of what the tasks are. I have also realized how valuable good note-taking will be once we begin planning and writing the essays. By building up a lot of information, it will provide more material to be utilized and will make the task less daunting. At this point, we have just started the semester but it seems like there are many components that must be kept up with in order to succeed. The words “suffering,” “obligation,” and “judgment” can be applied to any culture because they are all universal in our world. Although they may exist at varying levels, they impact us in one way or another. Some cultures may value a certain aspect more than another culture would. One may have obligations that they must accomplish and they can vary from family-related, educational, to moral obligations. He or she must use their judgment to determine whether or not to tend to these obligations, or the course of actions they must take. The concept of suffering could be linked into the ideas of obligations and judgment because if one is not wise in judging their obligations, it can lead to suffering. These three factors are part of what defines and shapes what it is to be human in multiple ways. Humans possess the ability to make their own decisions but part of it is knowing the consequences that could emerge as a result of a poor decision or lack of action. It appears as though one’s judgment is possibly the strongest factor that will determine the consequences that will follow. One must know the importance of values, what he or she must accomplish, and possess good rationale. People who are in control of themselves have a greater chance of being in control of their surroundings. Of course, some things are beyond our control and are inevitable, but to a certain extent, one does possess the power of making decisions to yield success.

The Bhagavad Gita is centered around the ideas of maintaining one’s duties, understanding oneself, selflessness, devotion, and honor. The Raga Piloo serves as a way to connect people with spirituality, alternate states of mind, joy, calmness, and unity. Even the structural patterns of the raga symbolize the cycle of life itself. Similarly, the Shiva Nataraja depicts a dance that is meant to allow Brahma to begin creation. Its multiple components represent overcoming ignorance, destruction for creation, eliminating obstacles, and strength. There is a strong emphasis on being able to understand and build a strong connection to oneself in Hinduism, and these three examples demonstrate the core values. The ultimate goal is to reach moksha, which is where one has been able to escape the cycle of rebirth and has become one with Brahma. In order to reach moksha, the highest level of peace and devotion must be obtained. All throughout Hindu literature, music, and art, the central themes of Hinduism are evident and it goes to show its significance in the culture.

Word Count: 506

Namaste

Upon hearing about an opportunity to hear a presentation at the Hindu Temple Society of Augusta, I was eager to learn about a culture to which I have had limited experience. When I arrived at the temple, I had to remove my shoes before entering the main room because it is required in Hindu temples. In their culture, they believe that the feet are impure and because the feet and shoes come in contact with dirt, they are unclean. Shoes are the lowest part of the body and the dirt that collects on them symbolizes spiritual negativity. It is simply respectful to remove shoes to avoid bringing in impurities. Continuing on with that aspect, while seated in the temple, we had to sit cross-legged because pointing the feet towards the altar is considered disrespectful. While waiting for the presentation to begin, I made some observations of my surroundings such as the statues of the gods on the altar. I noticed that they utilized vibrant colors, shiny gold and silver, jewels, weapons, and a wide variety of facial expressions. While some of the figures had serene facial expressions, Ganesh’s face expressed anger, which is meant to ward off bad spirits.

I noticed myriad commonalities between Hinduism and Buddhism. For example, in both religions, there is a belief in reincarnation, the cycle of birth, death, and rebirth. There is an emphasis on the concepts of dharma and karma as well. Dharma is one’s duty and righteous path in life, which is essential in reaching moksha in Hinduism and nirvana in Buddhism. I hold a strong belief in karma and personally believe that all actions bear consequences. The outcomes reflect our past actions and decisions, which can also go on to affect our future reincarnated lives. Both Hinduism and Buddhism focus on one’s well-being, connection of the mind and spirit, and the path to moksha, enlightenment, or nirvana.

Overall, I am very grateful to have had a chance to learn more about Hinduism because I have always found different cultures to be very fascinating. All cultures have different beliefs, rituals, ways of life, and values. Although there are many differences between religions, there are often many similarities as well. It goes to show that the world is very diverse, yet there are common values that unite each of the cultures.

Word Count: 387