Sheldon Engagement: Sociology 252

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11/03/2017 Added

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Students in a University of Nebraska sociology class visit Sheldon Museum of Art and use the arts to study social factors linked to health care.

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[00:00:04.261](music)
[00:00:04.667]We've been focusing the past few days on medical training,
[00:00:07.814]so how doctors become doctors.
[00:00:09.485].
[00:00:16.417]So you're going to imagine that you and your teammate
[00:00:18.948]are in charge of curating a small exhibit.
[00:00:21.719]It's for the hospital staff,
[00:00:23.324]directed at improving patient care.
[00:00:26.064]Think about the objects.
[00:00:27.199]Think about the curatorial role and think about
[00:00:29.977]the audience that you're selecting these works for.
[00:00:33.077].
[00:00:39.973]So even though they have, patients have this
[00:00:42.144]obvious energy and emotion coursing through them,
[00:00:45.890]the doctors will look at the stringent red lines
[00:00:48.309]around them and just kinda base their diagnosis off of that.
[00:00:51.827].
[00:00:53.870]It's a unique experience in just looking at it
[00:00:56.192]and seeing and understanding what most people
[00:00:59.002]may encounter on a daily basis.
[00:01:04.292]Kinda share what you found or what you selected
[00:01:06.711]that you felt was real important to have
[00:01:09.323]in your pretend show.
[00:01:11.645]And she just said that it looked like DNA and
[00:01:14.617]we wrote about it and it was actually about evolution
[00:01:17.798]and creation and stuff.
[00:01:19.517]If I was in a hospital and the name of the piece
[00:01:22.289]is "Born to Raise Hell", so he's born to do what he's doing.
[00:01:25.202]And that's what I liked about it.
[00:01:27.737]It was painted to be an optical illusion,
[00:01:29.722]to make you think it was a dollar bill with coins on it.
[00:01:31.974]And we said that that could kinda remind people that
[00:01:34.470]the money might not be exactly what you think
[00:01:37.103]it's gonna be when you get in.
[00:01:38.414]Sometimes it's easy for doctors to caught up
[00:01:39.892]in the medical side and all of the medication and stuff,
[00:01:43.352]but they need to step back and observe the patient
[00:01:45.751]I was kinda thinking about kinda remind them
[00:01:47.590]that their personal life and their work life
[00:01:50.364]balance matters too.
[00:01:51.790]You don't necessarily get training or even practice
[00:01:54.486]in how to balance those kinds of things,
[00:01:56.529]and it can hurt both the physician and
[00:01:58.132]it can hurt patient care.
[00:01:59.885]There's like a orange canvas with a yellow band in it.
[00:02:01.974]And we said that the yellow is like normal
[00:02:03.890]and below and above is like deviance of
[00:02:05.931]a lack of resources or of using too many resources.
[00:02:09.579]Okay, so make sure you hand me those sheets
[00:02:11.622]and have a nice fall break.
[00:02:13.828]In whatever the curriculum is, there's so many
[00:02:15.221]opportunities to think about how students can engage
[00:02:19.146]with art whether it's thinking about how
[00:02:21.874]math or engineering comes into play,
[00:02:23.708]or thinking about from the
[00:02:25.055]social science sort of perspective,
[00:02:26.495]how things that we study that we care about
[00:02:28.817]intersect with the kinds of work that artists do.

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Sheldon Engagement: Sociology 252

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