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I’m working on a english discussion question and need support to help me understand better.
Part 1:
In this Module, we will train ourselves to identify, and then to ultimately rethink, racial codes that often permeate our society. Before we begin analyzing “racial codes” in popular culture, we need to have a shared vocabulary and historical understanding of how such racial codes came to be.
With this goal in mind, we will watch two short, but information packed videos.
IMPORTANT: TAKE NOTES
Please take notes as you watch the videos; you should know the video’s main idea and examples that they use in the video; this information will help you with following assignment (i.e., your summaries of the videos) and with the quiz on the following page.
TIME NEEDED:
In totality, the videos should take about 10 minutes to watch.
SHORT INTRODUCTION:
If you’ve ever applied for a government job or attended any public school such as Pierce, you’ve probably marked a racial category; and, even if you have yet to check any box, more than likely a family member has checked one for you during the US Census years.
In the US Census, as in the USA in general, race has become a key, defining factor:
The act of checking off a box reinforces the idea that people can be categorized by physical traits. So it may be challenging to wrap our heads around the reality that race is a man-made idea.
To further define this idea of RACE AS A SOCIAL CONSTRUCT, please check out this video: (3:07).
TAKE NOTES
IN SUM:
As we can see, the inclusion and removal of groups from the category of “white” further reinforces that race is arbitrary, or a category that can be changed, depending on a country’s political objectives.
WATCH:
The MTV videos are so popular because they pack a lot of accurate information in a short amount of time; here Franchesca Ramsey provides an excellent overview of race and the challenges of we face as a theoretically color blind society (5:36):
TAKE NOTES:
Watch: Color Brave
To-Do Date: Mar 22 at 11:59pm
Great progress! So far, you should have an understanding of race as a social construct.
In the upcoming pages, we will examine and analyze representations of race. During our discussions and analysis of racial codes, I ask that we be not be color blind, but be
Color Brave
This saying comes from Melody Hobson, a leading CEO. She proposes that we need to be able to discuss racial representation. See below:
WATCH VIDEO / 15 minutes needed / Transcript Available: BRAVE
CLICK ON NEXT TO CONTINUE
The Second Part:
Analysis of Watch Ads
To-Do Date: Mar 24 at 11:59pm
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Now that we share a common vocabulary, or understanding about what “race” is, we can see how this idea has been socially constructed and reinforced in popular media such as advertisements. For this assignment, you will be looking at the advertisement below and doing a “semantic map” on what you see and the racial codes you think are being demonstrated. INSTRUCTIONS:
WHY YOU NEED TO DO THE OBSERVATION LIST:Based on your observations, you will be posting an analysis of the racial codes in these advertisements. The SHINOLA WATCH advertisement comes from the “Portfolio” section of our text, Signs of Life.
LIST WHAT YOU SEE:
FOR FURTHER REVIEW (OPTIONAL)Some people might think that this comparative example is not a common pattern in watch advertising; you could test your theory by Googling “watch advertisements.” What kinds of advertisements appear and do you notice a similar pattern as the one modeled here?
Template: Comparative Analysis of AdvertisementNow you are ready to prep for your discussion post.
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DESCRIBE WHAT YOU SEE FOR MODEL #1 |
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EXPLAIN HOW THIS REFLECTS AN ASSUMPTION ABOUT RACE |
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DESCRIBE WHAT YOU SEE FOR MODEL 2 |
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EXPLAIN HOW THIS REFLECTS AN ASSUMPTION ABOUT RACE |
LET’S POST OUR RESPONSES ON THE FOLLOWING PAGE…
7.2 / DISCUSSION: Watch Advertisements – Home Group 5
No unread replies.No replies.
The only people who see the whole picture are the ones who step outside the frame.?
OVERVIEW:
For this assignment, you will be sharing your analysis of the watch advertisements.
TIP:
Write you answers in Word or Google Docs, then paste information into text box. This will prevent you from losing any information if you have a computer glitch.
INSTRUCTIONS:
In your response,
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- Describe a difference between how the male models are represented (or what you literally see); then explain what this difference implies about racial codes or messages.
- Describe another difference between how the male models are represented (or what you literally see); then explain what this difference implies about racial codes or messages.
- Respond to two classmates and let them know what you think about their analysis. Do they need additional explanation, or can you see how they arrived at their analysis?
Click on red submit assignment button in top right-hand side of this page. When the text box appears, paste your answers there.
IMPORTANT: THIS ASSIGNMENT IS NOT ELIGIBLE FOR THE 7 DAY LATE PASS. YOU MUST POST BY MARCH 24 & RESPOND BY MARCH 30.
CANVAS SUPPORT:
If you are having any issues regarding canvas and it is during business hours, you can email onlinehelp@piercecollege.edu. If it is evenings or weekend, you can call Canvas support at 844-303-5589.
RUBRIC:
This assignment is worth 15 points. To see the rubric, click on three dotted button at right hand top of this page.Part 3:
LAST ASSIGNMENT: Rereading the Signs
I use every opportunity, whether on my radio show or on television, to break stereotypes– Ryan Seacrest
REVIEW:
In this module, we began with Melody Hobson’s idea of being “color brave” as our critical framework, then began to explore the implied racial codes in popular media.
While recognizing these codes may make us more aware, this act alone is insufficient. One powerful way to rethink these implied codes is to actively flip them to test their legitimacy. In order to explore exactly what FLIPPING THE CODE means, please see our next step below.
YOU WILL BE WRITING A SUMMARY ON THIS VIDEO, SO MAKE SURE TO TAKE NOTES.Time Needed: 16:50 minutes / TRANSCRIPT: HOW TO DECONSTRUCT RACISM |
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PROCEED TO FOLLOWING PAGE
Some people think racism has dissipated or no longer exists. But it’s hidden in more strategic places– Jaylen Brown
SUMMARIZE THE VIDEO:HOW TO DECONSTRUCT RACISM | BARATUNDE THURSTON |
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- In one paragraph, write a summary of the video: Remember, cite the speaker, title of the speech, and the main idea. Identify three examples that the writer uses to support his main idea.
- Add a thesis statement. Do you think the speaker’s method would be effective against prejudice? Why or why not?
- Before you submit your work, check for MLA format and include a Works Cited for the video. (Below is an overview of the proper Works Cited format for your convenience).
- Submit your writing sample by clicking on the red submission button in the top right-hand side of this page.
OVERVIEW OF WORKS CITED FORMAT FOR A VIDEO
(EasyBib (Links to an external site.) and OWL MLA (Links to an external site.) now have citation generators to help, but be careful with how you format this citation. See Works Cited for a reminder. Also, see citation format below: To cite a film or video in MLA format, locate the following pieces of information:
The name of the creator of the film or video
The title of the film or video
The title of the site that the video was found on (Canvas)
The names of any contributors, such as a director or performer
*The version (if applicable)
Any numbers associated with the video
The publisher
The publication date
The name of the database (if applicable)
*The location (usually a URL)GENERAL example of citation structure:Last name, First name of the creator. Title of the film or video. Title of the website, role of contributors and their First name Last name, Version, Numbers, Publisher, Publication date, URL.SPECIFIC example of citations for films or videos found on a website:RotoBaller. RotoBaller MLB: Top Fantasy Baseball Catcher Dynasty League Prospectsfor 2016. YouTube, commentary by Raphael Rabe, 27 Mar. 2016,youtu.be/gK645_7TA6c.
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