Socio-cultural Commentary - Analysis of Death Themes in Art

Attention

Remember developmental theories, the bio-psycho-social model, and Bronfenbrenner’s Ecological Systems Theory

Learning Outcomes

Upon completion of this lesson's material, students will be able

• Discuss the topic of death, thereby opening up previously avoided lines of communication with family and friends.
• Seriously contemplate and accepted the reality of one's death.
• Describe the development of cultural and societal attitudes regarding death and dying.
• Demonstrate an understanding of the variety of different attitudes toward death in America
• Define the interrelationships among intellectual, psychological, spiritual, and physical health in one's own life. Students demonstrate this competence by understanding how intellectual functioning and psychological, spiritual, and physical health interact and contribute to overall health. Definition of each component is critical to understanding that interrelationship, and students must apply their knowledge to an example/interviewee from their own lives.
• Describe personal experiences of love, life, laughter, joy, gratitude, introspection, self-care, self-reflection and relaxation.

Teaching

The Death Interviews
Life & Death: Pacific Sun Interview: A Matter of Life and Death by Steve McNamara
Death and Dying Interviews

And watch:

Robert Waldinger’s ted.com talk: What makes a good life? Lessons from the longest study on happiness
Make sure to read the interviews within our Kubler-Ross text.

Some questions that other classes have asked for this interview were:

• Background Information – demographics: Age, job, race/ethnicity, hometown, where they live.
  
• What is your current religion?
  
• What religion did you grow up with?
  
• Do you consider yourself to be a spiritual person? Why or why not?
  
• How do you know the interviewer?
  
• What is your family structure? (Married, single, separated, divorced, widowed/kids, ages of children, who lives at home (with you)?
  
• If married, do you share religions/spiritual beliefs?
  
• Have you thought about your death? What do you hope to happen?
  
• What are your wishes for when you pass?
  
• What arrangements would you like? Have you verbalized these plans?
  
• Do you think that your current beliefs (about death) have been influenced by how you were raised? How so?
  
• How do you feel about death, in general?
  
• How do you feel about your own death?
  
• Have you ever experienced any significant loss?
  
  • If so: [Ask if they can talk about it with you] who/when/how? How did it affect you?
• Are you a military service member or veteran? (Branch, time period, active combat, etc.)
  
• What were your parents like? Were they in the military?
  
• What is your earliest memory of death?
  
• How do you feel the losses in your life have influenced your views on death?
  
• Do you know your parents views on death?
  
• Do your parents’ views on death influence your own?
  
• How do you feel about the following death related topics? [Ever appropriate, not appropriate? Explain]
  • Assisted suicide
  • Capitol Punishment
  • Suicide
  • Cremation
  • Abortion
  • Euthanization of pets 
  • Life support
    

Follow up these questions as you feel comfortable- don’t press your interviewee, but try to understand their viewpoints on these topics, and how/why….

• Have you ever been responsible for making arrangements for someone else’s passing? Please describe that experience.
  
• What do you think happens after you die?
  
• Are you afraid to die?
  
• Do you ever avoid this topic [death]? Why/Why not?
  
• Will you be responsible for planning any death arrangements in the future? If so, whose? How do you feel about it?
  
• What do you feel is the least desirable cause of death? If you could choose, how would you go?
  
• In your personal life or in your profession, have you ever cared for anyone who was dying? If so, can you please describe that experience?
  
• Given your own family history, are there any concerns you may have about your own life and death? (Life expectancy, degenerative illness or disease, history of terminal or life-threatening concerns)
  
• Does your family history suggest how long you may live?
  
• Anything this interview made you think of that you can share?
  

Think about developmental psychology, human development, and experiences across a life-span. Why would these questions matter? Read through them, and order them in a manner that makes sense to you and your interviewee.

Please feel free to add to them for your interview.

PLEASE be cautious and word these questions in a sensitive manner, prefacing your interview with the topic of discussion and empowering your interviewee to respond as needed.

Remember- DO NO HARM!!

Assessment

COMMUNITY INTERVIEW PROJECT: This assignment will require students to interview a friend, relative or community member about their experiences and perspectives on death and dying. Questions to ask and interview approaches will be discussed during class time or via the on-line discussion forums (course questions, student lounge, and through instructor use of the Bb and/or email).

From these interviews, students will write a three-page informal paper discussing their interview experience, background of their interviewee and what they learned from their interview in relation to their own family’s approach to death and dying. I do not need a transcription of the interview, but I want the interviewee’s story.

The second half of this assignment will include a five minute, class presentation on your interview project and reflection of learning.

For online classes, this presentation will include a PowerPoint/prezi/powtoons feature, a recorded interview montage OR other integration of technology to present your findings.

KVCC does have some standard apps and instructions that we use for iPads...one for doing presentations and one for recording.

http://www.kvccdocs.com/iPad/m-Learning-Presenting.html

http://www.kvccdocs.com/iPad/m-Learning-Recording.html

Powerpoint, prezi or other technological tools can be used, as well.