First read this book chapters 6-8. “For White Folks who Teach in the Hood…and for the Rest of Y’allToo: Reality Pedagogy and Urban Education.Boston, MA: Beacon Press, 2016.” by Emdin, Christopher.

Assignment instructions:

Write a total of 1 page reflection about chapters 6-8 and it should be in SINGLE SPACE FORMAT. And it should be very clear about where it says: in chapter 6, ……., in chapter 7,……., in chapter 8, ……

Also, instead of only summarizing the chapters, I also want you to include your own thoughts about each of the chapters.

Also, I need you to provide me a similarity report.

Pick three pieces you find interesting. (Photograph yourself with the work and take one of the work alone) this is your proof of attendance!

1. Write about 1 piece (I will send you the pictures to choose from)

2. Write an objective analysis using The Feldman’s Method of Art Criticism, of one of the piece of art you selected from the museum. (800 word minimum) MLA format. Analysis notes card must be used and submitted.

3. FELDMAN METHOD OF ART CRITICISMFeldman’s Model of Art Criticism
   From the work of Edmund Burke Feldman, available in many of his books from
   the late 1060’s and early 70’s
   Description-Describe : Tell what you see (the visual facts). Descriptive words about an artwork are like pointers; they draw attention to somethingworth seeing – so remember that the words that you use must be NEUTRAL. Do not useterms that denote value judgments, such as beautiful, disorderly, funny looking,harmonious, etc. Instead, focus on the factual information, such as smooth, bright, round,a lake, a shape, etc. This is important so that you don’t jump toconclusions before going through all the steps.Here are questions you might consider:
   • What is the name of the artist who created the artwork?
   • What kind of artwork is it, what medium is it?
   • What is the name of the artwork?
   • When was the artwork created?
   • Name some other major events in history that occurred at the same time this artwork was created.
   • List the literal objects in the painting (trees, people, animals, mountains, rivers, etc.).
   • What do you notice first when you look at the work(s)? Why?
   • What kinds of colors do you see? How would you describe them?
   • Are there lines in the work(s)? If so, what kinds of lines are they?
   • What sort of textures do you see? How would you describe them?
   • What time of day/night is it? How can we tell?

   Analysis-
   Focus on the formal aspects of elements of art, principles of design, and other
   formal considerations: exaggeration, composition etc.

   USE ANALYSIS NOTE CARDS FOR THIS SECTIONAnalysis of relationships such as sizes, shapes, colors, textures, space and volumes, etc., encourages a complete examination of the artwork.In this step consider the most significant art principles that were used in the artwork. Describe how the artist used them to organize the elements. It also reveals the decision-making process of the artist, who wants the viewer to make certain connections within the artwork.“How does the artist create a center of interest?” How does the use of color
   impact the painting?”
   Interpretation-
   Propose ideas for possible meaning based on evidence. Viewers project their
   emotions/feelings/intentions onto the work. “What do you think it means”?
   “What was the artist trying to communicate”? “What clues do you see that
   support your ideas”?An interpretation seeks to explain the meaning of the work based on what you have learned so far about the artwork, what do you think the artist was trying to say?Interpretation is the meaning of the work based on the information in steps 1 and 2. Interpretation is about ideas (not description) or sensation or feelings. Don’t be afraid of revising your interpretation when new facts are discovered (such as the date of the artwork, or the personal history of the artist, etc.) Conversely, don’t be reluctant to make an interpretation from your analysis of only the visual information.Here are questions you might consider:

   • What do you think it means?
   • How does this relate to you and your life?
   • What feelings do you have when looking at this artwork?
   • Do you think there are things in the artwork that represent other things/symbols?
   • Why do you think that the artist chose to work in this manner and made these kinds of artistic decisions?
   • Why did the artist create this artwork?

   Judgment-Judgment, the final step, is often the first statement that is expressed about an artworkbefore it has really been examined. Judgment in that case is neither informed nor critical but simply an opinion.
   Research the artwork! Don’t forget to cite your sources. What was the artist’s statement in this work?(research) After careful observation, analysis, and interpretation of an artwork, and research you are ready to make your own judgment. This is your personal evaluation based on the understandings of the work allowing you to make an informed and critical judgment.Discuss the overall strengths/success/merit of the work.Here are some questions you should address/

   • Why do you think this work has intrinsic value or worth? What is the value you find in the work(s)? (For example, is it a beautiful work of art, does it convey an important social message, affects the way that I see the world, makes insightful connections, reaffirms a religious belief, etc.)
   • Do you think that the work(s) has a benefit for others?
   • Do you find that the work communicates an idea, feeling or principle that would have value for others?
   • Could the reason you find the work lacking come from a poor use of the elements of art? Explain.
   • What kind of an effect do you think the work could have for others?
   • Rather than seeing the work as being very effective or without total value, does the work fall somewhere in-between? Do you think that the work is just o.k.? What do you base this opinion on? The use of elements of art? Lack of personal expression? The work lacks a major focus? Explore your criticism of the work (s) as much as you would any positive perceptions. Realize that your own tastes and prejudices may enter into your criticism. Give your positive and negative perceptions.

Question One

This first question is to ensure that you understand the concept of the demographic transition and the relationship among mortality, fertility, and income. More broadly, it will encourage you to think critically by having to come up with a theoretical reason for your choices. It will also expose you to a variety of sources of demographic data and will give you experience in creating charts and maps. Your grade will depend on the neatness and clarity of your maps and charts, the thoughtfulness with which you answer the questions, and your understanding of the course lectures and readings.

1. Early in this quarter, we talked about how data get put into categories and how arbitrary some of those categories are. We used race as an example, but many other categories must be defined arbitrarily. In this exercise, you have an opportunity to define some categories of your own. You are to group countries according to their stage in the demographic transition. Based on your reading of the textbook, your class notes, and the article by Ronald Lee, you will have to create the criteria for each stage based on available data (see accompanying Excel file) and then sort countries into each category. To make this exercise a little more manageable, you should restrict your analysis to the African continent. Provided for you in an accompanying file are data from the 2019 World Data Sheet from the Population Reference Bureau, but you can also find data from the United Nations at https://www.un.org/development/desa/dpad/least-developed-country-category.html (Links to an external site.)), and the United States Census Bureau’s international database (https://www.census.gov/programs-surveys/international-programs/about/idb.html (Links to an external site.)).

Then you will map your choices by country (mapchart.net is easy to use and free). Once you have made a map and labeled it according to the stage of the demographic transition, download it so that you can embed it in your final exercise. Remember to title the map. Then, in no more than two double-spaced pages, explain your criteria for creating the categories that you did. Why do you think those criteria are reasonable? Do you see any patterns in the map? If so, what?

In the accompanying file you will find a map that I made of the demographic transition in countries in the Middle East. For some reason, the map for the Middle East did not provide country names, but you should be able to get them for Africa. If I were writing up a summary of these countries, I would start by defining each stage of the demographic transition. Next, I would assign specific levels of mortality, fertility, and other variables to specific stages. For instance, any country with below-replacement fertility clearly should be in Stage 4. Then I would argue that because of the history of warfare in this region, no regional development patterns really stand out. Currently war-torn Yemen (deep red) is the only country in the Middle East that arguably still seems to be in Stage 1 of the demographic transition because of its high infant mortality rate (43) and high total fertility rate (3.9). No other country in the region has mortality or fertility rates that high. Iraq, also war-torn, and the Palestinian Territories appear to be in Stage 2, although at the lower end, heading to Stage 3. I left them at Stage 2 because their TFRs were above 3. [Note: This is my arbitrary interpretation of the cut-off between Stage 2 and Stage 3 for this region. Recall that historically, different parts of the world maintained different fertility levels in Stage 1, so you may need to set your cut-off for the various stages of the demographic transition in Africa at a different place than I did.] Most of the countries in the Middle East seem to be in Stage 3 of the demographic transition because of their relatively low infant mortality rates and total fertility rates, which are only slightly above replacement level. Saudi Arabia’s TFR is at replacement level, but its somewhat higher IMR and lower life expectancy suggest that it has not yet reached Stage 4. Several countries, such as Turkey, Bahrain, and Lebanon, appear to have crossed the threshold into Stage 4, because their mortality rates are below 10 and their TFRs are at or below replacement level of 2.1 children per woman. Two such countries – Cyprus and the United Arab Emirates – have reached very low levels of fertility, at 1.5 or below. I could not assign a stage to Israel, because it is an outlier. It is the only highly developed country in the world with a high TFR (3.1).

Map

As you write up this assignment, you may want to be more specific about the cut-off points you used for each stage, since you will be dealing with more countries.

1. What questions do you have about the overarching Unit 5 assignment? Although not due until the end of the class, it is important that you begin planning for this project early in the course. What are your initial thoughts about how you will approach this assignment? Explain.
2. Using the product you chose in Unit 1 discussion board, List two features of the product and assess how they transform into benefits for you; determine consumer behavior towards your product as compared to their current behavior towards your competitor’s product. Discuss how the product fits your lifestyle or psychographic.
3. Based on Maslow’s Hierarchy of Needs, what level of need will your ‘improved’ product meet? Explain.
4. Draft a mission statement for your product and set three (3) specific applicable marketing goals which you would like to meet in your marketing strategy