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107 Essay #3, Arakawa Analyzing Race and/or Class and/or Gender in a Hollywood Text

Basically, I want you to analyze how class or gender (or any combination --> race, class, and gender) functions in a particular image-based Hollywood (popular) text. You can approach your discussion by looking at any of the following:

1) the construction of race and/or class and/or gender (as identifiable categories with accompanying norms) 2) the subversion (overturning/overthrowing) of race and/or class and/or gender expectations (as they are overwhelmingly known and understood) 3) the reinscription (to reestablish or rename in a new and perhaps stronger form or context) of dominant/traditional views of race and/or class and/or gender despite an attempt to transgress (to go beyond limits set or prescribed by; to break) and/or deconstruct them (to adapt or separate the elements of for use in an ironic or radically new way) 4) a willingness to use dominant/traditional views of race and/or class and/or gender

For this paper, you are to analyze the representation of race, class, gender in some Hollywood "text." You may look at a new/old popular music video, or a TV show, or a movie, or a commercial. In line with the spirit of semiotic analysis, my desire is that you become accustomed to analyzing the texts that surround you in your daily life. As you go about this assignment, you might ask yourself how the text reflects or redefines attitudes toward racial/gender/class identity and race/class/gender relations. Does your text challenge (transgress/complicate) or perpetuate (reinscribe) stereotypes? Or both? Or, does your text completely undermine current stereotypes by subverting (180 degrees in the opposite direction) them for shock value? To what degree do these subversions work, if at all? What problems do you see with the text's representations? These are only possible questions that you might consider -- take them or leave them as you like. (Please refer to the Video Presentation Workshop handout for additional brainstorming/focusing questions)

Requirements 1) The paper must be 4-5 pages, typed, double-spaced, a regular font no bigger than 12, one-inch margins all around. 2) You must cite at least two secondary sources from our assigned readings or other articles in Signs of Life. Please use the MLA style for citing texts in the text of your paper and in the Works Cited portion of your paper. 3) Be very specific and concrete! Incessantly refer to specific/details from the text (primary) you are discussing. 4) Please do not let evidence speak for itself; that is, do not simply refer to something from your text and then say nothing about it. Evidence is to be incorporated into your paper, which means that in your discussion you cite the text and outside sources as part of your discussion. 5) This kind of analysis is demanding in several ways. First, you must come up with a position in response to the text you have chosen. Then, you have to develop an argumentative discussion, which has to be well- reasoned, well-planned, well- organized, well-developed, and well-written. Please be sure to see me if you have any questions. I am more than willing to help you as you develop your paper.

Rough Draft Due: Wed. 11/25 -- Peer Response/Critique Workshop for Essay #3. [Bring at least three printed copies to our regular classroom]

Final Draft Due: Fri. 12/4 at the start of class. Please remember to use the MLA Documentation Style format and to attach the appropriate drafts, initialed exercises, etc. [Cont’d on back]

Essay #3 - Video Presentation Workshop

Presentation goals: To help you to develop ideas for your Essay #3 and to receive (from an audience) some feedback on your pre-writing/discovery work. Expect to show no more than 3-5 minutes of a representative portion of your chosen text. You will then share some of your observations to date on this video clip. Lastly, you will receive some feedback from the class. All total, your entire presentation should be about 10 minutes long. Please be ready to present on your day—>little to no class time for make-ups.

Please find below information to assist you in the preparation of your presentation:

Clarity is important. Your 10-minute presentation needs to be clear, concise, and easy to follow. Please find below a suggested ordering of your presentation content.

1. Tell us the title of your Essay #3 chosen text (Introduce your text). 2. Show your video clip or visual aid–> 5 minutes maximum. 3. Please state the criteria by which you plan to analyze your text. (See the Essay #3 handout for suggestions).

Also, which Signs of Life articles might you reference? 4. Do your best to state a working thesis. 5. Point out a few details from your video clip and discuss your observations (develop your argument). 6. Conclude your report.

If you follow the above presentation conditions, you should be able to convey your ideas within 5 minutes. If you could show less of your video, you will have more time to explain your observations. As it is, you must show no more than 5 minutes of video. (Feel free to alter the order of the above criteria when you present.)

Here are some questions to consider not only as you evaluate your peers’ presentations but also as you develop your own papers. 1) Does the presenter support his/her working thesis with specifics from the video? Are his/her observations convincing?

What would make these observations more convincing? 2) What outside sources (articles from SOL, for example) would help bolster the presenter’s argument? 3) Does the presenter allow for possible objections/other opinions and does he/she refute them convincingly? 4) Can you suggest a way to develop the presenter’s ideas? 5) Does the presenter end on a strong note? That is, is his/her argument underscored? -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

[Possible brainstorming questions: When did this text originally air? How popular was this text when it first aired? Was it controversial at the time? Did all age groups enjoy it? Why or why not? Who has the "power" in the video? Why? How is this person depicted? How are the surrounding (minor) characters contrasted against the main character? Which characters are objectified (treated as things—less than human, or possessions, or as glorified objects for example)? How do these depictions reinforce or refashion or go against patriarchal norms? Why? What stereotypes are transgressed (violated/broken down/questioned) and/or subverted (challenged/undermined, completely—180 degrees in the opposite direction)? Which stereotypes are upheld or challenged? Why? What fantasies/desires are fulfilled regarding race, class, gender? What might these stereotypes say about appearances, disabilities (certain bodies and their value in society)? What unwittingly becomes promoted? How does the narrative/”story” end and what bearing does this have on the text’s symbolic meaning?] Possible overall goals: Have we been made more aware about how race and/or class and/or gender “works” in the text? Do we now have a fuller understanding of and more heightened ability to read its surface meanings (and beyond)? Have we become more willing to question underlying suppositions about race and/or class and/or gender representations and as connected to the socio-historical context in which this text originally aired?