7-1 Project Submission please see attached work three project draft uploaded with the instructions and rubric and the template to use for this assignment is also included, please use it thank you. Cho

HUM 102 Module Five Project Draft Template

Part One: Choose the Creative Works

1. Describe the two creative works.

A. Chosen Topic: Mental Health

B. Names of Creative Works:
- The Scream by Edvard Munch (Visual Art)
- Mad Girl’s Love Song by Sylvia Plath (Literary Work)

C. Why I Chose These Creative Works:
Both pieces provide incredibly poignant and symbolic depictions of mental health issues. Through twisted shapes, color, and expressionism, *The Scream* visibly communicates psychological misery and interior anxiety, bringing unseen agony to light. Meanwhile, *Mad Girl’s Love Song* uses lyrical language, repetition, and imagery reminiscent of hallucinations to convey emotional instability and bewilderment. Collectively, they provide insight into how people experience and communicate psychological anguish, reflecting the effects of mental illness on both a personal and societal level.

1. Describe how the chosen creative works can be used to understand the topic.

The two artistic creations, which are from the humanities fields of literature and visual art, each offer a distinct perspective on mental health. Munch's *The Scream* is an example of visual art that uses color and symbolic images to viscerally and universally depict anxiety. As seen in Plath's *Mad Girl's Love Song*, literature provides a personal, introspective experience of emotional turmoil and mental perplexity. By integrating these two viewpoints, we may create a more comprehensive and nuanced knowledge of mental health through both language and visual representation.

1. Describe the value of the diverse perspectives demonstrated in the chosen creative works.

*The Scream* is written from a European, male point of view, but it captures a universal sensation of existential horror. On the other hand, *Mad Girl’s Love Song* is based on a female voice negotiating the emotional upheaval of mental instability and love. These opposing viewpoints—one internal and poetic, the other outward and symbolic—enhance our comprehension of mental health as a complex problem impacted by gender, time, and artistic medium.

1. Describe potential biases and assumptions present in the creative works in relation to the topic.

The visual dramatization of emotional suffering in *The Scream* may contribute to the perception of mental illness as being overt and overwhelming. The poem by Plath may romanticize insanity and heavily emphasize personal emotional anguish, which may not be representative of larger or systemic perspectives. A more critical and inclusive knowledge of the subject is made possible by acknowledging these prejudices.

1. Describe how the creative works create meaning surrounding the topic.

*The Scream* illustrates how societal settings and individual emotions are intertwined, expressing a strong internal reaction to contemporary society. Plath's poem uses poetic repetition and fragmentation to show how mental illness impacts perception, memory, and identity.

1. Describe how the creative works have impacted society’s perception of the topic.

Both pieces have helped spread the word about mental health. A cultural emblem for psychological anxiety is *The Scream*. *Mad Girl's Love Song* has contributed female viewpoints and emotional depth to the public conversation about mental illness.

1. Describe how the creative works might be perceived by different groups of people.

While younger audiences associate *The Scream* with contemporary concerns, older audiences may view it as a result of post-industrial isolation. Some people may find Plath's writings empowering, but others may find them too emotional or intimate.

1. Explain how the creative works influence the development of empathy regarding the topic.

By making mental illness an emotional experience, these artistic creations humanize it. This increases empathy and lessens stigma, urging people to understand people with mental health issues rather than pass judgment on them.

1. Explain how the creative works encourage critical thinking regarding the topic.

Plath's poem pushes the reader to comprehend ambiguity and unreliability in one's own memory and feeling, while *The Scream* encourages interpretation of symbolic and visual evidence. Both pieces invite spectators to consider the unseen aspects of mental health.

1. Describe the relationship between the humanities and self-identity.

The humanities are crucial for building and knowing self-identity as they are the doorways for reflection of people’s inner feelings. Literature, visual arts, or performance as creative works serve as mirrors offering people to identify their emotional lives and reinterpret them. The humanistic engagement promotes a deeper emotional awareness, and it can be restorative and work in the mental health treatment (Hoffman, 2016). For example, someone who suffers from anxiety may find that a novel or painting reflects his or her experiences. Thus, aiding that person to vocalize and comprehend his or her identity. Symbolic meaning and narratives that realize personal struggles to the broader human experiences are a proposition of the humanities.

1. Describe sociocultural factors that influence identity construction.

Ethnicity, race, gender identity, sexuality and religion are serious sociocultural factors that affect identity development. What these factors do determine is how people will go about expressing themselves, or whether their mental health sufferings will be validated or stigmatized by society. In a way, this is what Cvetkovich (2012) means when she contends that mental health could not be explained only in cultural terms; Public emotions such depression is influenced by political, social and historical conditions. Take, for example, individuals who live in communities which stigmatize psychological distress and may have trouble incorporating mental health into their self-concept, or individuals who may identify with narratives of resilience impressed on them by their collective histories

1. Explain how different humanities subject areas can be used to understand one's identity.

Each discipline within the humanities has tools by which one may learn more about themselves. In literary works we see introspective narratives that assist readers to associate with various characters and introspective conditions. Symbolic imagery of visual art that can be a painting or photography expresses psychological depth; the performing arts of theater, for example, or music create an embodied experience of identity and an emotional release. However, De Botton (2002) suggests that it is not only about aesthetic pleasure offered by the arts but also about self-investigation and emotional growth. The ongoing development of self – identity, especially in relation to mental health, it is contributed each sub field differently.

1. Explain how diverse perspectives influence self-concept.

Different people having diverse perspectives challenge our assumptions. It exposes us to additional ways to think about and understand identity. To expose people to mental health narratives, people of different races or cultural backgrounds help develop empathy. For instance, we can expand Western models and take a broader view of psychological wellbeing. For example, by learning how mental health is perceived in particular Indigenous communities or LGBTQ+ communities. With the dependence of humanistic education on multiple perspectives, according to Hoffman (2016) it breeds empathy and makes people rethink their place in terms of the larger human community. Therefore, the diversification in the humanities are essential in forming a self-concept one would be able to have an informed, compassionate, and adaptable one.

Cvetkovich, A. (2012). Depression: A public feeling. Duke University Press.

De Botton, A. (2002). The art of travel. Vintage International.

Hoffman, E. (2016). Humanities and mental health: The soul of mental health treatment. Journal of Humanistic Psychology, 56(1), 3–9. https://doi.org/10.1177/0022167815613604