Student Name Capella University HUM FPX 1150 Cultural Understanding in a Global World Prof. Name Date Culture and Artistic Expressions’ Impact on Human Thought and Behavior Culture and artistic expression significantly influence how people think, feel, communicate, and behave. Art provides a way for individuals to express emotions, preserve cultural experiences, understand different perspectives, and respond to social issues. Through literature, music, painting, sculpture, film, theater, and other creative forms, people can encounter ideas and experiences that shape their understanding of themselves and the world around them. Artistic works can also encourage empathy and social awareness by helping audiences connect with people whose backgrounds or experiences differ from their own. Art can function as a record of collective memory. While historical documents often focus on events, dates, and factual information, artistic expressions can preserve the emotions, values, beliefs, and personal experiences associated with those events. As a result, art allows ideas and cultural experiences to be communicated across generations, societies, and geographical boundaries. HUM FPX 1150 Assessment 4 Creative Process of Creating and Interpreting Cultural Artifacts Research has also examined the relationship between artistic engagement and human well-being. For example, research associated with Newcastle University examined the effects of viewing modern art among older adults and reported positive experiences related to well-being. Participation in creative activities such as music and theater has also been associated with educational and social development. The National Art Education Association recognizes artistic activity as an important avenue for creative expression, personal development, and engagement with culture. Art can further contribute to social change. Songs, films, literature, and visual artworks can draw attention to social inequalities and provide opportunities for marginalized communities to communicate their experiences. Because artistic works can evoke emotions as well as communicate ideas, they may encourage audiences to reconsider assumptions and engage with social issues from different perspectives. Introduction of the Cultural Artifact One cultural artifact that illustrates the relationship between art, culture, communication, and human behavior is Naomi Shihab Nye’s “Gate A-4.” The narrative describes an encounter at an airport involving Nye and a Palestinian woman who experiences difficulty communicating with others while waiting for a delayed flight. The story provides an accessible example of how a simple interpersonal interaction can challenge assumptions about cultural difference. Rather than focusing on division, Nye’s narrative emphasizes communication, kindness, hospitality, and shared humanity. In HUM FPX 1150 Assessment 4: Creative Process of Creating and Interpreting Cultural Artifacts, examining “Gate A-4” provides an opportunity to consider how a cultural artifact can influence individual thinking and behavior. The narrative also demonstrates how creative expression can communicate social values in a way that encourages readers to reflect on their own relationships and interactions. Reflection on Naomi Shihab Nye’s “Gate A-4” The central idea of “Gate A-4” is the transformative potential of compassion and human connection. The airport setting brings together people from different cultural and linguistic backgrounds. Within this unfamiliar environment, Nye responds to another person’s uncertainty with patience and assistance. The encounter demonstrates that meaningful communication does not always depend on sharing the same language, culture, or life experience. Compassion can create a point of connection even when people initially appear different from one another. Nye’s narrative can therefore encourage readers to reconsider how they respond to unfamiliar people. Instead of immediately focusing on differences, individuals can look for shared human experiences such as uncertainty, kindness, family, communication, and the desire to feel welcomed. How Cultural Artifacts Influence Human Thinking and Behavior Cultural artifacts influence people by presenting ideas and experiences in forms that audiences can interpret personally. A story such as “Gate A-4” does more than describe an interaction; it encourages readers to think about how their own assumptions and behaviors affect other people. The narrative may encourage individuals to: These effects demonstrate why cultural artifacts are important in understanding human behavior. Artistic expressions can create opportunities for reflection and may influence how individuals approach relationships, cultural differences, and social situations. The Role of Art in Building Cultural Understanding Art provides a particularly effective way of communicating experiences that may be difficult to explain through factual information alone. Literature, for example, allows readers to encounter events through a character’s or author’s perspective. This can encourage readers to consider emotions, motivations, and circumstances that they might not otherwise encounter. In “Gate A-4,” the airport encounter becomes a broader reflection on cultural understanding. The story illustrates how ordinary interactions can challenge assumptions about identity and difference. This reflects a broader function of literature: helping individuals encounter perspectives beyond their immediate social environments. Art can also preserve cultural identity. Stories, songs, paintings, films, and other creative works can communicate traditions, memories, beliefs, and experiences from one generation to another. In this way, cultural expression contributes to both individual identity and collective memory. Using the Creative Process for Problem-Solving and Relationship-Building Creative processes can support problem-solving because they encourage individuals to consider situations from multiple perspectives. Rather than immediately accepting one interpretation, creative thinking allows people to explore alternatives and identify connections between seemingly different experiences. Naomi Shihab Nye’s narrative illustrates this process through communication and empathy. The situation at the airport could have remained an uncomfortable interaction between strangers. Instead, assistance and communication create an opportunity for relationship-building. Creative approaches to problem-solving can involve: These skills are relevant beyond artistic settings. They can be applied in education, healthcare, workplaces, families, and communities where effective communication and cultural awareness are essential. Developing Social Awareness Through Artistic Expression Social awareness involves recognizing how individual experiences are connected to broader cultural and social environments. Artistic works can strengthen this awareness by exposing audiences to perspectives they may not regularly encounter. “Gate A-4” provides an example of how a personal experience can communicate a broader social message. The interaction described by Nye encourages readers to consider how cultural differences can influence communication and how empathy can help overcome those barriers. The story also demonstrates that social awareness does not necessarily require large-scale actions. Everyday behaviors—such as listening, offering assistance, showing patience,

Student Name Capella University HUM FPX 1150 Cultural Understanding in a Global World Prof. Name Date Heroic Qualities Analysis Heroism can take many forms depending on a culture’s values, beliefs, and experiences. The biblical story of David and Goliath and Sony Pictures Animation’s short film “Hair Love” present two different cultural perspectives on heroic qualities. David demonstrates heroism through faith, courage, and willingness to confront danger despite being physically disadvantaged. In “Hair Love,” the father demonstrates heroism through perseverance, family love, emotional growth, and the willingness to overcome fear. Together, these artifacts show that a hero does not always have to be a powerful warrior; heroism can also involve facing personal challenges, supporting loved ones, and believing in oneself. As explained in Exploring Cultures: Adapting in a Global World, traditional ideas of heroism often involve a warrior who uses “strength, skill, and bravery to defeat an enemy” (Capella University, n.d.). However, cultural perspectives can broaden this definition by showing that courage may also involve overcoming fear, demonstrating compassion, and persevering through difficult circumstances. Heroic Qualities in David and Goliath The story of David and Goliath, found in 1 Samuel 17, presents David as an unlikely hero. Goliath, a Philistine champion and experienced warrior, challenged the Israelites to send one person to fight him. The outcome of the battle would determine which group would dominate the other. Because of Goliath’s size, strength, armor, and military experience, the Israelites were afraid to accept his challenge. David, however, volunteered to fight Goliath even though he was young and had no formal military training. Saul questioned David’s ability to defeat the experienced warrior, explaining that David was only a youth while Goliath had been a warrior from his youth (BibleGateway, n.d.). Despite this concern, David remained confident in his faith. David also refused to depend on conventional weapons or armor. Instead, he chose a sling and five smooth stones. His confidence came primarily from his belief that God would help him defeat the Philistine. When David approached Goliath, he did not allow the giant’s physical strength to determine the outcome. He used his sling to strike Goliath in the forehead, causing him to fall. David then used Goliath’s sword to defeat him. David’s actions demonstrate several qualities commonly associated with heroism: The story therefore presents heroism as something that can come from faith and conviction rather than physical strength alone. Heroic Qualities in “Hair Love” The animated short film “Hair Love” presents a different understanding of heroism. Instead of focusing on physical combat or defeating an enemy, the story centers on a father and daughter navigating a difficult but meaningful everyday experience. The young girl wants to style her hair and uses a tablet to follow a tutorial. She remembers her mother’s encouraging message that success requires effort and love. However, her attempts do not go as planned. Her father then tries to help her, even though he has little confidence in his ability to style her hair. At first, the father becomes overwhelmed. He attempts to hide his daughter’s hair beneath a hat, but she refuses. His first attempt at styling her hair is unsuccessful, and he becomes discouraged. His frustration eventually causes his daughter to become upset and run away crying. The father recognizes that he has failed to support his daughter emotionally. He follows her and watches the video featuring her mother’s encouraging words. Motivated by those words, he decides to try again. This time, he succeeds in styling his daughter’s hair, and the experience brings them closer together. The story ends with the father and daughter visiting the mother in the hospital. The mother has lost her hair because of illness, yet the daughter reassures her that she is beautiful. This moment reinforces the film’s broader message that beauty is not determined solely by physical appearance. The father’s heroism is therefore expressed through: Comparing Heroism Across the Two Cultures David and the father in “Hair Love” experience very different circumstances, but both characters demonstrate courage. David faces an external physical threat in the form of Goliath, while the father faces an internal challenge involving fear, uncertainty, and a desire to support his daughter. Faith is an important element in both stories, although it appears differently. David’s courage is explicitly connected to his religious faith. He trusts God and believes that his faith gives him the strength necessary to face Goliath. In “Hair Love,” the father’s confidence develops through the encouragement and support of his family, particularly the mother’s words. This distinction illustrates how cultural contexts can shape ideas about heroism. David represents the traditional image of the underdog who confronts a powerful opponent, while the father represents a more personal form of heroism based on love, perseverance, and family relationships. The two stories also demonstrate that courage does not necessarily mean the absence of fear. As Murphy Jr. (n.d.) explains in discussing heroic leadership, courage can involve acting despite fear. The father is initially afraid and uncertain, but he does not allow those feelings to prevent him from trying again. Similarly, David does not allow Goliath’s size and reputation to prevent him from accepting the challenge. Main Cultural Lessons About Heroic Qualities The story of David and Goliath emphasizes faith, courage, and trust in God. David’s victory is not presented as the result of superior physical strength. Instead, his confidence comes from his belief that God will support him. This perspective reflects the close relationship between religion and culture. Religion can influence cultural values, behaviors, and ideas about how individuals should respond to challenges (Zed, 2021). David’s story also demonstrates that individuals who appear weak or inexperienced can accomplish significant things when they possess determination and confidence. His example has continued to serve as a cultural symbol of overcoming seemingly impossible obstacles. “Hair Love,” on the other hand, emphasizes confidence, perseverance, family relationships, and self-acceptance. The film also draws attention to the cultural significance of African American hair. Hair can be closely connected to identity, family traditions, self-expression, and

Student Name Capella University HUM FPX 1150 Cultural Understanding in a Global World Prof. Name Date Chosen Cultural Artifact: The cultural artifact I selected is the song “If I Can Dream,” written by Walter Earl Brown and performed by Elvis Presley in 1968. The song reflects themes of equality, hope, social awareness, and human rights, making it particularly significant within the historical context of the civil rights movement. Although I first knew Elvis primarily through more energetic songs such as “Hound Dog” and “Burning Love,” my understanding of “If I Can Dream” changed as I became older. The song’s message of hope and racial equality now has a deeper meaning for me because I can better understand the social and historical circumstances surrounding its creation. My connection to the song also comes from childhood. My stepfather was a devoted Elvis Presley fan and frequently played his music at home. I remember singing along to Elvis’s songs without fully understanding their meanings. Years later, after hearing “If I Can Dream” again while watching a movie, I became especially interested in its emotional message. Unlike many of Elvis’s popular songs, this performance focuses on hope, unity, and the possibility of a more peaceful and equal society. Listening to it as an adult helped me recognize how a cultural artifact can take on a different meaning as a person’s experiences and understanding develop. Historical and Artistic Context of “If I Can Dream” “If I Can Dream” was recorded and performed by Elvis Presley during a particularly turbulent period in American history. The song was released in 1968, a year marked by significant political and social conflict, including the assassinations of Dr. Martin Luther King Jr. and Senator Robert F. Kennedy. The civil rights movement was also demanding greater racial equality and challenging longstanding forms of discrimination. The assassination of Dr. King on April 4, 1968, had a particularly significant impact on the United States. King had become one of the most recognizable leaders of the civil rights movement and had advocated for racial equality, nonviolence, and social justice. His 1963 “I Have a Dream” speech expressed a vision of a society in which people would be judged by their character rather than the color of their skin (King, 1963). HUM FPX 1150 Assessment 2 Comparative Analysis and Reflection The historical connection between Dr. King’s message and “If I Can Dream” is important when interpreting the song. According to Graceland (2018), Elvis was deeply affected by King’s assassination and the social unrest occurring around him. Memphis, Elvis’s hometown, was also closely connected to the civil rights movement during this period. Walter Earl Brown wrote “If I Can Dream” in response to the social and political climate of 1968. The lyrics communicate a desire for a future characterized by peace, equality, understanding, and human connection. Elvis’s emotional performance further strengthened these themes. Artistically, the song differs from many of Elvis Presley’s better-known rock-and-roll performances. The arrangement incorporates orchestral elements, percussion, background vocalists, and a dramatic vocal delivery. These elements create a serious and inspirational atmosphere that reinforces the song’s message. Elvis’s powerful delivery makes the performance feel more like a public statement about hope and social change than simply a popular song. Cultural Values Conveyed Through the Artifact The central cultural value communicated through “If I Can Dream” is equality. The song presents the idea that people should be able to live together without racial hatred, discrimination, or violence. Its message reflects the broader struggle for civil rights and the desire for a society in which individuals have equal opportunities and are treated with dignity. Another important value is hope. The song does not simply describe the problems facing society; it imagines the possibility of a better future. This is significant because cultural artifacts can preserve the hopes and concerns of the people who create and experience them. The song also communicates the value of social awareness. Understanding “If I Can Dream” requires considering the historical events surrounding its creation. When the song is separated from its 1968 context, much of its significance can be overlooked. Learning about the civil rights movement, racial tensions, and the events surrounding Dr. King’s assassination provides a clearer understanding of why its message was so meaningful. My personal experiences also influence how I interpret these cultural values. I grew up in a predominantly Black neighborhood and was exposed to African American musical traditions and cultural influences. I have also encountered prejudiced conversations within my family. These experiences have made me more aware of the importance of treating people fairly and recognizing how prejudice can influence relationships and communities. Because of these experiences, the song’s emphasis on equality feels personally meaningful to me. While I did not experience extreme racism during my childhood, I recognize that prejudice and discrimination can appear in everyday conversations and social interactions. “If I Can Dream” encourages me to think about the importance of challenging these attitudes rather than accepting them as normal. How the Cultural Artifact Shapes Perspectives Cultural artifacts can influence the way people understand history, society, and other cultures. Music is particularly powerful because it can communicate emotions and ideas in ways that may be more personal than historical documents alone. A song can introduce listeners to social issues while encouraging them to reflect on their own beliefs and experiences. “If I Can Dream” demonstrates how a musical performance can become connected to a larger historical moment. Listening to the song while understanding the events of 1968 provides a different experience from simply hearing it as an Elvis Presley recording. The historical context helps explain why the song emphasizes hope, unity, peace, and equality. At the same time, people may interpret the same cultural artifact differently. Personal experiences, family backgrounds, education, cultural environments, and individual values can all influence interpretation. Someone who experienced the civil rights era may understand the song differently from someone hearing it decades later. Similarly, my childhood memories of listening to Elvis with my stepfather influence the

Student Name Capella University HUM FPX 1150 Cultural Understanding in a Global World Prof. Name Date History in Cinema: Historical films often balance factual accuracy with creative storytelling. Titanic demonstrates this balance by recreating the 1912 disaster through detailed settings, costumes, social class distinctions, and fictional characters. While the film successfully communicates the scale, emotion, and social conditions surrounding the Titanic disaster, some elements are dramatized or fictionalized for cinematic purposes. Understanding the difference between historical fact and creative interpretation helps viewers appreciate Titanic as both entertainment and a representation of a significant historical event. Historical Setting in Titanic James Cameron’s Titanic presents two major settings: the modern-day salvage operation and the RMS Titanic in 1912. The opening scenes take place aboard a salvage ship, where treasure hunters led by Brock Lovett search the wreck of the Titanic for valuable artifacts. Their investigation eventually connects them to an image of a young woman wearing the famous fictional necklace known as the Heart of the Ocean. The story then shifts to April 1912, when the RMS Titanic begins its maiden voyage. The historical ship is presented through detailed interior and exterior sets designed to recreate its appearance, luxurious facilities, and social hierarchy. The film shows grand dining rooms, first-class accommodations, staircases, public spaces, and areas occupied by passengers from different social classes. The historical setting is particularly important because the Titanic disaster occurred on April 15, 1912, after the ship struck an iceberg in the North Atlantic Ocean late on April 14. The film uses this documented event as the foundation for its fictional romance and dramatic narrative. The Two Main Settings in the Film The film’s settings help establish the difference between historical reality and cinematic storytelling. The salvage ship: The opening storyline follows Brock Lovett and his team as they investigate the wreck of the Titanic. This provides a connection between the present and the events of 1912 while introducing the mystery surrounding the Heart of the Ocean. The RMS Titanic: Most of the story takes place aboard the ship during its maiden voyage. The film emphasizes the vessel’s luxurious design, passenger accommodations, entertainment, and strict social divisions between first-, second-, and third-class passengers. How Titanic Uses Mise-en-Scène to Recreate History One of the film’s most effective historical storytelling techniques is its use of mise-en-scène. Mise-en-scène refers to the visual elements placed within a scene, including sets, costumes, lighting, makeup, props, and the positioning of actors. In Titanic, these elements work together to create a convincing representation of life aboard the famous ocean liner. The detailed costumes reflect early twentieth-century fashion, while the ship’s interiors communicate the differences between wealthy and working-class passengers. Lighting also contributes to the film’s emotional and historical atmosphere. Brightly lit first-class areas often communicate luxury and social privilege, while darker and more crowded scenes below deck emphasize the restrictions experienced by third-class passengers. These visual contrasts help audiences understand the social hierarchy that existed aboard the ship. Historical Accuracy and Creative Interpretation Although Titanic is based on a real historical disaster, not every character or event shown in the movie is historically documented. Jack Dawson and Rose DeWitt Bukater, for example, are fictional characters created to provide the film with a central love story. The Heart of the Ocean is also a fictional creation. Its role in the story allows the filmmakers to connect the modern salvage operation with Rose’s memories of the disaster. At the same time, the film incorporates real historical figures and circumstances. Captain Edward Smith, Thomas Andrews, J. Bruce Ismay, and other individuals connected to the actual voyage appear in the story. Their presence helps connect the fictional narrative with documented historical events. This combination of real and fictional elements is common in historical cinema. Filmmakers often use fictional characters and reconstructed dialogue to make complex historical events more accessible and emotionally engaging to audiences. The Portrayal of Social Class on the Titanic Social class is one of the most visible historical themes in Titanic. The film contrasts the lifestyles of wealthy first-class passengers with those of passengers traveling in third class. First-class passengers are shown enjoying elegant dining rooms, formal clothing, private spaces, music, dancing, and other forms of luxury. In contrast, third-class passengers are portrayed in more crowded environments with fewer amenities. The class distinction becomes particularly significant during the sinking of the ship. Access to different parts of the vessel and the evacuation process demonstrates how social and economic divisions could influence passengers’ experiences during a disaster. The film therefore uses the Titanic disaster not only as a story about a shipwreck but also as an opportunity to explore wealth, privilege, relationships, and social inequality. Love, Sacrifice, and the Emotional Impact of the Disaster The central relationship between Jack and Rose gives the historical disaster an emotional focus. Their relationship is fictional, but it allows the audience to experience the disaster through the perspective of two individuals from different social backgrounds. As the ship begins to sink, the film shifts from romance to survival. Scenes involving separation, sacrifice, panic, and loss emphasize the human consequences of the disaster. This emotional approach is one reason historical disaster films can have a strong influence on how audiences remember major events. The fictional romance does not represent the experience of every Titanic passenger. Instead, it functions as a narrative device through which the filmmakers explore broader themes of love, freedom, social class, courage, and sacrifice. How Titanic Influences Public Understanding of History Historical films can shape public perceptions of past events because they translate complex historical information into visual and emotional narratives. Titanic introduced or reinforced knowledge of the disaster for generations of viewers who may not have previously studied the event in detail. The film encourages audiences to think about several historical issues, including: However, viewers should distinguish between what the film dramatizes and what historical records establish. A feature film is not a documentary, and dramatic storytelling can simplify, combine, or fictionalize events. Maritime Safety and Lessons