Nadia Benmouna
As I enter my Woman Studies class I assumed what most people do about feminism. I assume the class will be about the female struggle, lesbianism, and female rights. I was also not surprised when I observed that the instructors were all females either. However, as the class progressed I realize that the class was not solely about what I had assumed. To me, this class was about more than feminism. This class focused on art and inner-evaluation. I as well learned a lot from reading the books that were assigned to the class. The books helped me gain a new perspective on art, cultural struggle, and feminism.
The first assignment that the teacher assigned opened my eyes to a new perspective of art. The assignment included a field trip to the National Museum of Women and the Arts Women, as well as four other museums. Prior to taking this class, art was an unfamiliar field for me. There was one perspective of art in my mind. This was the art work of the famous painters, Pablo Picasso and Vincent Van gough. It was the only art I was exposed to while I was at school. However, while I was observing the artwork in the museums, a lot of the art seemed simple. Some of the art was as simple as a dot on a piece of paper. Other works of art was beading on dress and clothing. I did not understand why this was considered art. Isn’t art supposed to be something I would not be able to make? As I began to analyze my assumptions, I realize that art is the ability to express oneself in a creative way. I started to consider this definition and realized that I could be an artist as well. I often express my most inner thoughts and feelings through poems. So this means that my poems are works of art because I am expressing my inner thoughts in a creative manner. However, does this mean that I am an artist in the eyes of others?
Not every person who claims to be an artist is considered to be an artist in society. Although I may consider myself an artist, others may not think that my poems are in fact works of art. In result of this, my artwork will not be displayed in a museum. Does this mean that that piece of dot on a piece of paper is any better than my poem? I believe not. People are the ones who give value to a piece of art. While reading “But is it Art”, by Cynthia Freeland, the chapter called Money, Markets, and Museums particularly stood out to me. This chapter addresses how certain works of art is worth millions of dollars in today’s society. An example of this is when the painting, “Sunflower”, by famous artist Vincent Van Gogh was sold for $39.9 million. The irony of this is that his works of art was unappreciated during his time living, and now it is suddenly valued greatly. His artwork was no more beautiful and astonishing now, than it was hundred of years ago. I believe the sudden value of his works of art was established because someone in society deemed his works of art to be great. This is not any person in society; it is someone who has power and wealth. If this type person reads my poem enjoys it, than it is art and it is valued. However, if I, a middle-class student, were to view the works of an underground artist and believe it is art, than the art is not valued any higher. Art has to be discovered by some with wealth and power in order for it to be recognized and valued. Or it has to be discovered by some that owns a particularly well-known art museum. However, these people have a different perception of art might. They may not view art the same way I do, or anyone else. To me these pieces of art are not any better than that of someone who has his art displayed at an art fair. There is a bias in the art world and many aspiring artists are suffering because of it.
In addition to gaining a new perception on art, I became more aware of my daily privileges and oppressions. Assignment three allowed me to evaluate my power in society. Prior to this assignment I did not consider my race, religion, language, gender, etc, to be areas that define my power in society. However, I soon realized that these characteristics put me in the category of marked and unmarked, or in other words oppressed and privileged. I was able to apply the theory of marked and unmarked while reading Kindred by Octavia Butler. The main character Dana is an African American living in the 1970’s, time travels to rural Maryland during the slavery era of 1800. When Dana time warped to the 1800s, she lost all the power she once had prior to her time travel. Although she was not completely powerless during the 1970’s, her race was still an issue. This story illustrates that race will always determine a persons power in society regardless of the time era. Dana may have been subjected to more discrimination and oppression during the 1800’s, but race was still an oppressing factor in her life. Her interracial marriage with a white man named Kevin, created a lot of hatred and oppression towards the couple. Kevin faced disapproval from his family and society because of they still disapproved of Dana’s race. This shows that despite the many years passed since the slavery era, race is still an oppressive dimension of difference.
Race still affects the power of a person in society today. While doing my third assignment I realized that race and religion are the only two dimensions of difference that oppress me. Prior in doing the assignment I thought that race could not still possibly be an oppressive factor in current society. However, after analyzing my past experiences in life, being an Arab can often take my power within society. While I was re-collecting how many times I have been subjected to discrimination, I realize that it occurs frequently. My friends, television shows, and teachers often make rude and racist remarks that I do not initially recognize. It is not until I think about it that I realize their words are hurtful.
While race was an oppressive factor for me, many other marked dimensions of differences were not. For example, the English language was specified as unmarked, but in society today being bi-lingual can be an advantage. My ability to speak a language other than English was beneficial to me and gave me a greater power in society. However the theory of marked and unmarked category proves otherwise. According to this theory, because of I am bi-lingual I am oppressed. I found this inaccurate. These categories of marked and unmarked are not permanent because society is constantly going through economic, social, and political change. Race should n longer be an issue in society today. People have struggled for centuries to eliminate racism and discrimination, but it still occurs today. I believe it is in human nature for people to think higher of their race. So as long as there are different races living amongst each other, there will always be racism.
In addition to becoming more aware of my oppressions and privileges, I gained a new perspective of feminism. Prior to taking this class, I have experienced discrimination based on my sex. I have been denied a job because of my gender. According to my friend, the employer told him that he did not to hire me because of ‘heavy lifting’. I was deeply hurt of his decision. However, I did not want to do something about it because everyone would consider me to be a feminist. I did not want to have this label on me because there are negative associations with it. People would immediately assume that I am a lesbian man-hater. However, while I read the book “Feminism is for Everybody”, by bell Hooks, I gained a new perspective to what feminism is. Throughout Bell Hooks’ book she shows that feminism is not always what it is portrayed to be. It is not the man hating, bra burning, lesbian, female movement that it is so often put out to be. I learned that not all feminists have these beliefs. Those who say that all feminist are lesbians, is the same thing as saying that all Arabs are all terrorists. These beliefs are based on assumptions. There is a wide range of feminist who view feminism in different perspectives.
I was able to realize that feminism means something different for each individual through the second assignment. While we were working as a group to come up with one cohesive definition, everyone expressed different ideas to what feminism was. I believed feminism was when a female feels as capable as male does. One person felt feminism had more to do with a woman feeling comfortable to express her beliefs in society. Another person felt that feminism is equality in the workplace. The definition of feminism meant something different for each person. So to say that all feminists are lesbians who hate men and believe that women are better than men is not true. There might be some who believe this way, but we can not assume that this is true for all feminist.
I entered this class with many assumptions that were proven to be false. This class has taught me that a lot of my assumptions are created by society. I was used to only one type of art because my school never exposed me to any others. I thought that feminism was a lesbian man-hating movement but that is because it is what I see on television. Society and the media often shape our perception on certain issues. However, these perceptions are often distorted and are not necessarily true.
May 19, 2008
May 14, 2008
Final Paper
Dan Kogut
Final Paper
When I first signed up for Women’s Studies 250 – Women, Art, and Culture, I expected the class to center around why men are evil and other standard feminist assumptions. Much to my surprise, this course was nothing that I expected. The layout of the course allows for interpretation of the material and lectures, due to the four distinct sections that come together to form one solid idea. The first section, titled “An Introduction to Women, Art & Culture” on the syllabus is just that, an overall introduction. This section is intended to get the class thinking about different art types and to think critically about the deeper meaning. Also, the first major assignment in this section was designed to challenge our original assumptions of feminism. After visiting multiple museums in
Throughout the semester, a member of the class goes on a journey through feminism ideals and learning. You start out as a greenhorn, with many of your own stereotypes and unsupported assumptions. After the first assignment, some who are unwilling to do the work will decide to drop the class, but the majority will remain, in hopes of learning many new ideals. The second section will test and train the greenhorn into a knowledgeable individual, capable of forming justified opinions and defending his or her position. After the third section and the life analysis paper, the student is now a seasoned veteran of the feminist ideals (at least for a 200 level class). Finally, after the fourth section, the students have all of the knowledge and motivation to advocate change, the choice to do so lies in their hands though.
After reading Kindred, it is still very depressing to think about the slavery that plagued the country in the early years, and to think that such cruelty was happening just a few miles from here. One of the parts that was most depressing was when
The Fight Like a Girl: How to be a Fearless Feminist book was an interesting blueprint for how to be an effective feminist. Though many of the guides and hints did not directly apply to me, it was still interesting reading how an accomplished feminist would suggest doing things to shape the reader into an effective feminist as well. It was almost like one of the “… For Dummies” books, only much more sophisticated and serious.
Chicana Art showed many interesting and almost shocking/provocative pieces of art relating to the chicana/o movement of gender equality in religion and culture. In my opinion, the most disturbing picture was the inverted image of a cloaked man standing beside a bounded, sexless figure. It shows how the idea of gender equality still struggles to become widely accepted and remains bound and gagged at the mercy of those who have power (generally white males, as shown by the picture). Since it is inverted, the free man would theoretically be black, and the bound person white, which could would represent a more radical viewpoint. I think that the inverted color scheme was simply used to make the image more striking and vivid.
After taking this class this semester, it was a very beneficial class to take. Even though it is not related to my major at all, it still requires a lot of thinking and an open mind, which is beneficial to anyone, no matter what major. This course was well organized and probably the most beneficial diversity CORE for the spring semester.
May 13, 2008
Final Paper
Final Paper: The Learning Analysis
Looking at the syllabus now, there is so much that we have covered in class and went into greater detail through the semester. All of the assignments and the group work have connected into this class in order to give us a more interactive way of learning about women, art, and culture. Before even taking this class, I thought that we would just talk about how women have had a big impact on art and show the positives of it but we learned about the problems that women faced dealing with life, art, and the way that women are treated in society. I have learned that art can count as anything. I used to think that art was looking at random weird paintings and I never really considered that to be art. It depends on what the person feels and cannot be classified into one category. From reading Cynthia Freeland’s What is Art?, this book has showed me that art has a relationship to everything in our everyday lives including our beauty and culture. The story of the class is about trying to change the way we think about women and art in the misconceptions that we had in order to make us more open minded to life. It is to also show how feminism has had a big impact on everyone. In my African-American Studies class, we talked about marked/unmarked categories, so this gave me an advantage in class because we already learned it this class.
The way that the course was broken up was into parts that showed the different levels of the story. We first started going off to museums to write about our assumptions of women and art. I think that we started off with this assignment to show what we thought even before we learned anything in this class. because when we started this paper we first wanted to make all of our assumptions, so that in the end of the course we could see how our beliefs of women and art have changed. The second part of the class focused on how art played a big part on feminism. We focused more on awareness and activism which related to our group assignment, where talked about our definition of feminism. We were able to use everything up to what we learned and read to use this to create an event. The third part of this class we talked about where we thought power was located in our everyday lives. I think that is part gave us the opportunity to look at how like feminist may have experienced privilege/oppression to see how this was portrayed in our everyday lives. Then the last part of the class we ended with trying to make some kind of change and talking more about activism.
There is so much new information that I have learned in this class. This class has helped me to open my eyes to problems outside and within my life. My ideas on the free writes have changed greatly from the beginning of class to the end. For example, with feminism I always thought that all feminist were lesbians and that they hated men. I think that with the media as I learned from the Tunnel of Oppression, the media shows ideas in the negative light. My ideas have changed because this class has allowed me to learn the definition of terms such as feminism. It was interesting because before this class I never really thought about how women have affected the world which is sad because I am a female. This class was able to give light to show how all of the changes that women made really affected me. I realized how important the women’s movement was because it made a positive change for women such as giving them the right to vote. I learned a lot from the three assignments that we did for class. The first assignment which was where we had to make assumptions about art was a fun experience. I think that it gave me the opportunity to think outside of the box and be able to be able to go to the museums and to look for something beyond the pretty artwork. It was interesting to see how a lot of the well known museums such as the Gallery of Art did not include women in it. Before this experience I never really thought about how women were being represented in the museums, but now going to the museum I realized that there are not of women artists artwork displayed. The only place where there was any kind of representation of women was at the Women and Arts Museum. The second assignment was the group project where we had to create a feminist event. This event helped me to realize what feminism really was. I learned that there are so many different way of looking at feminism and there does not only need to be one definition. The third assignment we had to see where power was located in our everyday lives. This assignment was hard because it is hard to see problems in your everyday lives but easier to judge other people’s lives.
I am part of this story because I am able to look into my own life and be able to rise from any oppression that I may have to deal with. I am able to get all of my assumptions that I may have had about women and art and use this to change and get more involved. With making the assumptions, I am able to change what I thought were true and be more informed to make a change in my own life. It was interesting to see how all of the in-class assignments interconnected with the course that I may have in the beginning might have never thought may have been connected. My definition from the beginning of class was simplistic because it was only about how feminism is equal rights for women but I have learned that feminism discusses more about getting over gender oppression and to create an environment where both men and women are equal. Doing the readings and going to class has changed my opinions because I was able to get more information on problems that women face around the world. I liked how we discussed the sweatshop workers which many would believe has nothing to do with feminism. I learned that simple things such as boycotting clothes made in other countries is a good way to be involved and I think is one form of activism.
My contributions to the class is coming to discussion every class and being able to share my ideas on the topics that we discussed. I think that even coming to lecture everyday except when I had to miss a few days due to sickness is very important because it shows that we care and want to learn about women and art. In discussion I learned a lot for example, when we played monopoly in class, which was a good way to show how power affects people. It was a fun way to show how in real life, minorities are the ones who usually starts from the bottom and I learned that it is very difficult to go from the bottom to the top, especially with a lack of resources. I was group 4, so the way that the rules were created, we were at a disadvantage compared to other groups. This was definitely a good example of how it is in our society. They say that the US is the land of the opportunity but depending on your race, gender, and class this can either put you forward or hold you back.
I think that meeting in the small group, I was not only able to give my own ideas but I was also able to listen to how other people felt and learn from them. I think that this was a very important part of the learning process to help us get more involved in the course. I like doing all of the activities in class where it was more interactive as opposed to just discussing. I found that sometimes it was hard to keep up with the readings, but luckily I was able to buy all of the books, so I did not have to go through the hassle of borrowing from the library. Some of the books I was not really interested in such as Chicana Art because the topics did not interest me.
The three books that I enjoyed reading would have to be Feminism is For Everybody, But is it Art?, and Fight Like a Girl. My favorite book out of all of the books would have to bell hooks Feminism is For Everybody because I think that by her being black I could relate to some of the oppressions that she felt as being a black women. My favorite chapter is Race and Gender because she talked about how feminism for black women differed from white women because black women had to not only fight for being a woman but also had to fight for race equality. I think that this chapter brought to light the difference between the problem that black females faced and what white women faced. White women had more privileges that black women were denied and on some level they were similar but also different.
I was actually doing a rhetorical analysis in English on bell hooks Straightening Our Hair where she also discussed about the problems that black women faced in the “white” world. This class helped me to be familiar with bell hooks which gave me background information to help me write about her. This book was important to me because I think that her story is personal and gives a better understanding of feminism. This books was meaningful to me because it makes more appreciative of feminism because there is so much more to it than just problems in the US but it talks about problems oversees for example forced female circumcision in Africa. This made me learn to be more appreciative of living in the US because to feminist were able to have the freedom of choice while in other countries kids are forced into sex clubs as with kids in Thailand. Issues such as this makes me want to get involved to make a change so that kids do not have to go through this type of exploitation and harmful treatment.
I surprisingly really liked reading But it is Art? due to the fact there was a lot of information that I learned that I never knew before. It was interesting because I never thought that someone could write a whole book discussing if something was or was not considered to be art. This book was meaningful to me because it taught me more about art especially since I thought that there was not much to it. I remember reading a chapter discussing about how our perceptions of art was based on the way that art was setup in a museum. If you look at a room full of art work and there were several painting you would think that value was much less., but if the artwork is by itself then you would think that it worth a lot of money. One of my favorite chapters from But is it Art? the Gender, Genius, and Guerilla girls. I liked reading this chapter because the guerilla girls work is so controversial and gives a new meaning to feminism. I loved how they were not only able to send a strong message across but they were able to make it humorous. On page 124, there was a picture of a naked female with a guerrilla mask that asked if in order for women to be shown in the metropolitan museum do they have to be naked? When I went to the museum a lot the artwork was of women naked especially they were created by men. Its sad to see that there are less women artist but there are more pictures of female naked.
It was interesting to see how people did not consider quilts and others of that nature to be art because I always thought that it was some form of artwork. People try to discredit the quilts not being art because women were the ones who created them and they did not want to give credit to them. From reading What is Art? this book gave me a whole new appreciation for art and made me think of just more than just being simple painting. I used to have a narrow definition of art but now I know that art can take place in any form and there is no limit to it no matter what anybody says except when it involves death as with the in-class assignment of the artist killing the dog. I think that it was good that he was trying to send a message, but is not worth killing a dog to make a statement. I learned that there is a lot of artwork that actually sends a strong message for example in the Museum of Women and the Arts, where it showed women having abortions in their own home.
My favorite reading from Seely’s Fight Like a Girl would have to be the F-Word and At the Table, which is chapter 4. I loved reading the F-word because it was an introduction to feminism and this is what help me clarify the meaning of feminism. I liked how Seely was able to show the words that people associated with feminism for example being angry or a butch. I think that this is very important so that people can see that feminist are not angry or lesbians and that is misunderstood because a lot of feminist are successful and married. She told a story about her friend Jane where she felt that she was being discriminated in sports by not being able to play with the men. People think that if you step up and speak out about the unfairness, that they there must be something wrong with them. I liked reading the chapter, At the Table because it discuses important issues such as having the right to vote and shows women’s involvement in the political system. The number of women that help positions in the office was low especially for women of color. I realized from reading this chapter the importance of having a good representation of women in office because we cannot have men deciding on issues that directly affect us such as abortion. I liked how she discussed the stereotypes of looking at girl babies as being weak while on the other hand looking a boy babies as strong and big.
One new piece of information that I learned about in both the lecture and At the Table was Title IX. I think that this was a good creation because usually boys get better equipment and more money than females in sports. I like how Seely pointed out there were inequality not only in sports but also education wise. I learned that there is a great disparity between male and females in these areas. I realized this because one time I was watching ESPN news and they did not talk about any women sports in their one hour segment. It makes it seem as if women are not that important for example when the Maryland Women’s basketball team won the championship in 2006, it did not seem that people made a big deal about it compared to when the men’s basketball team won a few years before that. I think that these two chapters were important to me because it clarified all of the myths that I believed were true and informed me about the changes that are being made to benefit women.
In conclusion, this class has helped me to open my eyes to the problems that women face worldwide. This class has even been able to interconnect with my African American studies class because we also watched A Girl Like Me and discussed marked/unmarked categories. With all of the assignments and the readings, I was able to learn even more and put this into practice. I was able to focus more on learning new information rather than on the grade.
Looking at the syllabus now, there is so much that we have covered in class and went into greater detail through the semester. All of the assignments and the group work have connected into this class in order to give us a more interactive way of learning about women, art, and culture. Before even taking this class, I thought that we would just talk about how women have had a big impact on art and show the positives of it but we learned about the problems that women faced dealing with life, art, and the way that women are treated in society. I have learned that art can count as anything. I used to think that art was looking at random weird paintings and I never really considered that to be art. It depends on what the person feels and cannot be classified into one category. From reading Cynthia Freeland’s What is Art?, this book has showed me that art has a relationship to everything in our everyday lives including our beauty and culture. The story of the class is about trying to change the way we think about women and art in the misconceptions that we had in order to make us more open minded to life. It is to also show how feminism has had a big impact on everyone. In my African-American Studies class, we talked about marked/unmarked categories, so this gave me an advantage in class because we already learned it this class.
The way that the course was broken up was into parts that showed the different levels of the story. We first started going off to museums to write about our assumptions of women and art. I think that we started off with this assignment to show what we thought even before we learned anything in this class. because when we started this paper we first wanted to make all of our assumptions, so that in the end of the course we could see how our beliefs of women and art have changed. The second part of the class focused on how art played a big part on feminism. We focused more on awareness and activism which related to our group assignment, where talked about our definition of feminism. We were able to use everything up to what we learned and read to use this to create an event. The third part of this class we talked about where we thought power was located in our everyday lives. I think that is part gave us the opportunity to look at how like feminist may have experienced privilege/oppression to see how this was portrayed in our everyday lives. Then the last part of the class we ended with trying to make some kind of change and talking more about activism.
There is so much new information that I have learned in this class. This class has helped me to open my eyes to problems outside and within my life. My ideas on the free writes have changed greatly from the beginning of class to the end. For example, with feminism I always thought that all feminist were lesbians and that they hated men. I think that with the media as I learned from the Tunnel of Oppression, the media shows ideas in the negative light. My ideas have changed because this class has allowed me to learn the definition of terms such as feminism. It was interesting because before this class I never really thought about how women have affected the world which is sad because I am a female. This class was able to give light to show how all of the changes that women made really affected me. I realized how important the women’s movement was because it made a positive change for women such as giving them the right to vote. I learned a lot from the three assignments that we did for class. The first assignment which was where we had to make assumptions about art was a fun experience. I think that it gave me the opportunity to think outside of the box and be able to be able to go to the museums and to look for something beyond the pretty artwork. It was interesting to see how a lot of the well known museums such as the Gallery of Art did not include women in it. Before this experience I never really thought about how women were being represented in the museums, but now going to the museum I realized that there are not of women artists artwork displayed. The only place where there was any kind of representation of women was at the Women and Arts Museum. The second assignment was the group project where we had to create a feminist event. This event helped me to realize what feminism really was. I learned that there are so many different way of looking at feminism and there does not only need to be one definition. The third assignment we had to see where power was located in our everyday lives. This assignment was hard because it is hard to see problems in your everyday lives but easier to judge other people’s lives.
I am part of this story because I am able to look into my own life and be able to rise from any oppression that I may have to deal with. I am able to get all of my assumptions that I may have had about women and art and use this to change and get more involved. With making the assumptions, I am able to change what I thought were true and be more informed to make a change in my own life. It was interesting to see how all of the in-class assignments interconnected with the course that I may have in the beginning might have never thought may have been connected. My definition from the beginning of class was simplistic because it was only about how feminism is equal rights for women but I have learned that feminism discusses more about getting over gender oppression and to create an environment where both men and women are equal. Doing the readings and going to class has changed my opinions because I was able to get more information on problems that women face around the world. I liked how we discussed the sweatshop workers which many would believe has nothing to do with feminism. I learned that simple things such as boycotting clothes made in other countries is a good way to be involved and I think is one form of activism.
My contributions to the class is coming to discussion every class and being able to share my ideas on the topics that we discussed. I think that even coming to lecture everyday except when I had to miss a few days due to sickness is very important because it shows that we care and want to learn about women and art. In discussion I learned a lot for example, when we played monopoly in class, which was a good way to show how power affects people. It was a fun way to show how in real life, minorities are the ones who usually starts from the bottom and I learned that it is very difficult to go from the bottom to the top, especially with a lack of resources. I was group 4, so the way that the rules were created, we were at a disadvantage compared to other groups. This was definitely a good example of how it is in our society. They say that the US is the land of the opportunity but depending on your race, gender, and class this can either put you forward or hold you back.
I think that meeting in the small group, I was not only able to give my own ideas but I was also able to listen to how other people felt and learn from them. I think that this was a very important part of the learning process to help us get more involved in the course. I like doing all of the activities in class where it was more interactive as opposed to just discussing. I found that sometimes it was hard to keep up with the readings, but luckily I was able to buy all of the books, so I did not have to go through the hassle of borrowing from the library. Some of the books I was not really interested in such as Chicana Art because the topics did not interest me.
The three books that I enjoyed reading would have to be Feminism is For Everybody, But is it Art?, and Fight Like a Girl. My favorite book out of all of the books would have to bell hooks Feminism is For Everybody because I think that by her being black I could relate to some of the oppressions that she felt as being a black women. My favorite chapter is Race and Gender because she talked about how feminism for black women differed from white women because black women had to not only fight for being a woman but also had to fight for race equality. I think that this chapter brought to light the difference between the problem that black females faced and what white women faced. White women had more privileges that black women were denied and on some level they were similar but also different.
I was actually doing a rhetorical analysis in English on bell hooks Straightening Our Hair where she also discussed about the problems that black women faced in the “white” world. This class helped me to be familiar with bell hooks which gave me background information to help me write about her. This book was important to me because I think that her story is personal and gives a better understanding of feminism. This books was meaningful to me because it makes more appreciative of feminism because there is so much more to it than just problems in the US but it talks about problems oversees for example forced female circumcision in Africa. This made me learn to be more appreciative of living in the US because to feminist were able to have the freedom of choice while in other countries kids are forced into sex clubs as with kids in Thailand. Issues such as this makes me want to get involved to make a change so that kids do not have to go through this type of exploitation and harmful treatment.
I surprisingly really liked reading But it is Art? due to the fact there was a lot of information that I learned that I never knew before. It was interesting because I never thought that someone could write a whole book discussing if something was or was not considered to be art. This book was meaningful to me because it taught me more about art especially since I thought that there was not much to it. I remember reading a chapter discussing about how our perceptions of art was based on the way that art was setup in a museum. If you look at a room full of art work and there were several painting you would think that value was much less., but if the artwork is by itself then you would think that it worth a lot of money. One of my favorite chapters from But is it Art? the Gender, Genius, and Guerilla girls. I liked reading this chapter because the guerilla girls work is so controversial and gives a new meaning to feminism. I loved how they were not only able to send a strong message across but they were able to make it humorous. On page 124, there was a picture of a naked female with a guerrilla mask that asked if in order for women to be shown in the metropolitan museum do they have to be naked? When I went to the museum a lot the artwork was of women naked especially they were created by men. Its sad to see that there are less women artist but there are more pictures of female naked.
It was interesting to see how people did not consider quilts and others of that nature to be art because I always thought that it was some form of artwork. People try to discredit the quilts not being art because women were the ones who created them and they did not want to give credit to them. From reading What is Art? this book gave me a whole new appreciation for art and made me think of just more than just being simple painting. I used to have a narrow definition of art but now I know that art can take place in any form and there is no limit to it no matter what anybody says except when it involves death as with the in-class assignment of the artist killing the dog. I think that it was good that he was trying to send a message, but is not worth killing a dog to make a statement. I learned that there is a lot of artwork that actually sends a strong message for example in the Museum of Women and the Arts, where it showed women having abortions in their own home.
My favorite reading from Seely’s Fight Like a Girl would have to be the F-Word and At the Table, which is chapter 4. I loved reading the F-word because it was an introduction to feminism and this is what help me clarify the meaning of feminism. I liked how Seely was able to show the words that people associated with feminism for example being angry or a butch. I think that this is very important so that people can see that feminist are not angry or lesbians and that is misunderstood because a lot of feminist are successful and married. She told a story about her friend Jane where she felt that she was being discriminated in sports by not being able to play with the men. People think that if you step up and speak out about the unfairness, that they there must be something wrong with them. I liked reading the chapter, At the Table because it discuses important issues such as having the right to vote and shows women’s involvement in the political system. The number of women that help positions in the office was low especially for women of color. I realized from reading this chapter the importance of having a good representation of women in office because we cannot have men deciding on issues that directly affect us such as abortion. I liked how she discussed the stereotypes of looking at girl babies as being weak while on the other hand looking a boy babies as strong and big.
One new piece of information that I learned about in both the lecture and At the Table was Title IX. I think that this was a good creation because usually boys get better equipment and more money than females in sports. I like how Seely pointed out there were inequality not only in sports but also education wise. I learned that there is a great disparity between male and females in these areas. I realized this because one time I was watching ESPN news and they did not talk about any women sports in their one hour segment. It makes it seem as if women are not that important for example when the Maryland Women’s basketball team won the championship in 2006, it did not seem that people made a big deal about it compared to when the men’s basketball team won a few years before that. I think that these two chapters were important to me because it clarified all of the myths that I believed were true and informed me about the changes that are being made to benefit women.
In conclusion, this class has helped me to open my eyes to the problems that women face worldwide. This class has even been able to interconnect with my African American studies class because we also watched A Girl Like Me and discussed marked/unmarked categories. With all of the assignments and the readings, I was able to learn even more and put this into practice. I was able to focus more on learning new information rather than on the grade.
Assignment 4- A letter to my cousin Maggie
May 13, 2008
Dear cousin Maggie,
It has been so long since we saw each other last. I have missed you so much and am pleased to hear from my mom that you will be visiting us here in Maryland this summer. She has told me that you’re interested in taking a course at the University of Maryland during your stay. My mom also told me that you’re interested in taking an abstract course unrelated to your major in order to expand your knowledge in fields you have yet to be exposed to, and asked me if I could help you out in your selection of a course.
I am writing to tell you about an amazing course I took this past semester here at UMD. This past semester I decided to fulfill a CORE requirement (a course that all students here at Maryland must fulfill before graduation), by taking a Women Studies course called “Women, Art & Culture.”
First day of class, I was very hesitant about staying in the course, because the topics, ideologies, and view points Dr. King presented in class seemed too abstract. I was terrified thinking to myself “I’m a biology major. I understand mathematical and scientific thinking only. How can I survive in a class that has nothing to do with either?” After consulting my counselor, I decided to not drop the course and give it a chance.
As we progressed into the semester, we were assigned readings and assignments. Our first assignment was to take a week off from class and visit certain museums in Washington, DC. I was very excited about this assignment because having lived in Maryland for the past 8 years, I had visited many of the museums before, and so I figured this project would be a piece of cake. We were to determine our down definition of feminism, make analytical observations of these museums, and then determine whether these museums are feminist. Contrary to my prediction, the assignment turned out to be quite challenging. I never knew that art and politics could be so interconnected. At the Museum of Women and the Arts, I saw so many pieces that portrayed the frustrations women artists felt as oppressed individuals. The beauty of this institution is the representation of feminist art from different periods of time and from different locations, by artists from different parts of the world. After walking through these museums, viewing the art in them through a feminist lens, it was very hard to come up with my own definition of feminism. Because now, feminism wasn’t just a movement, wasn’t just a protest, wasn’t just an article in a journal, no it was anything you can imagine. After this experience, feminism to me meant maybe an aura, a vibe, a picture, an institution; anything could now represent feminism. It was at this point that my feelings about this course changed, because I found assignment one to awaken something in me that I had never felt before. This was something no science or math course could offer me.
Continuing into the semester we were assigned a number of short books to read. One book that stood out to me the most was Kindred by Octavia E. Butler. In Kindred Octavia E. Butler creates a whirlpool type story by connecting the past to the present. Kindred is highly related to feminism because it makes the personal political by contrasting the treatment of African American women before the civil rights movement versus their present treatment. Kindred makes the personal political by telling a story of an African American women in present time who keeps visiting the past (the time of her ancestors, becoming her ancestors) by time travel with her husband. This very engaging book opens your eyes to many of the mistreatments of women back then and in the present time. Through its detailed descriptions of rape, its gory imagery of beatings and killings, and through its analysis of the effects of such events on Dana (the main character of the book), Kindred is able consume its readers on a personal level. This creates an exigence for movement toward a world where men and women are equal in every aspect of life.
Another portion of the course that I enjoyed the most was the class blog. Professor Katie King would always post interesting short readings, websites, and introduced artists to us on the online blog. For example we were asked to read upon and watch Youtube clips of the Guerilla Girls on the web. This feature of the class enabled us to do our own research without feeling restricted to school databases. The Guerilla Girls are a feminist activist group that doesn’t use the typical approach of activism. This group of women uses humor, satire, and sarcasm in their shows, protests, and video clips to interest a new type of audience into the topic of feminism. The Guerilla Girls appeal to everyone: a male, a female, or even a child. The Guerilla Girls are able to use humor to make feminism look and be fun rather than be its old typical image of angry, wronged women.
Lastly, I really loved how open professor King was to promoting events that interested the students themselves. Everyday in lecture, before starting class, professor King would ask the students if they had any announcements to make. Often random students would stand up and announce events they were personally involved in that related to the class. One announced event that I was able to attend was the viewing of the documentary “Chocolate City” by Ellie Walton. I really enjoyed this event because three of the people filmed in this documentary were present at the event. After the viewing we were able to have a discussion with Ellie as well as the three “actresses.” This documentary was about the taking over of big developers of the public housing neighborhoods in DC. This was a very touching experience because the documentary filmed the personal stories of the people living in those neighborhoods. I really enjoyed having the opportunity to attend such an event.
So dear cousin, I really advise you to sign up for this course before it is full. I really enjoyed this course; I’m sure you will too. Can’t wait to see you!
Always,
Mahta
Dear cousin Maggie,
It has been so long since we saw each other last. I have missed you so much and am pleased to hear from my mom that you will be visiting us here in Maryland this summer. She has told me that you’re interested in taking a course at the University of Maryland during your stay. My mom also told me that you’re interested in taking an abstract course unrelated to your major in order to expand your knowledge in fields you have yet to be exposed to, and asked me if I could help you out in your selection of a course.
I am writing to tell you about an amazing course I took this past semester here at UMD. This past semester I decided to fulfill a CORE requirement (a course that all students here at Maryland must fulfill before graduation), by taking a Women Studies course called “Women, Art & Culture.”
First day of class, I was very hesitant about staying in the course, because the topics, ideologies, and view points Dr. King presented in class seemed too abstract. I was terrified thinking to myself “I’m a biology major. I understand mathematical and scientific thinking only. How can I survive in a class that has nothing to do with either?” After consulting my counselor, I decided to not drop the course and give it a chance.
As we progressed into the semester, we were assigned readings and assignments. Our first assignment was to take a week off from class and visit certain museums in Washington, DC. I was very excited about this assignment because having lived in Maryland for the past 8 years, I had visited many of the museums before, and so I figured this project would be a piece of cake. We were to determine our down definition of feminism, make analytical observations of these museums, and then determine whether these museums are feminist. Contrary to my prediction, the assignment turned out to be quite challenging. I never knew that art and politics could be so interconnected. At the Museum of Women and the Arts, I saw so many pieces that portrayed the frustrations women artists felt as oppressed individuals. The beauty of this institution is the representation of feminist art from different periods of time and from different locations, by artists from different parts of the world. After walking through these museums, viewing the art in them through a feminist lens, it was very hard to come up with my own definition of feminism. Because now, feminism wasn’t just a movement, wasn’t just a protest, wasn’t just an article in a journal, no it was anything you can imagine. After this experience, feminism to me meant maybe an aura, a vibe, a picture, an institution; anything could now represent feminism. It was at this point that my feelings about this course changed, because I found assignment one to awaken something in me that I had never felt before. This was something no science or math course could offer me.
Continuing into the semester we were assigned a number of short books to read. One book that stood out to me the most was Kindred by Octavia E. Butler. In Kindred Octavia E. Butler creates a whirlpool type story by connecting the past to the present. Kindred is highly related to feminism because it makes the personal political by contrasting the treatment of African American women before the civil rights movement versus their present treatment. Kindred makes the personal political by telling a story of an African American women in present time who keeps visiting the past (the time of her ancestors, becoming her ancestors) by time travel with her husband. This very engaging book opens your eyes to many of the mistreatments of women back then and in the present time. Through its detailed descriptions of rape, its gory imagery of beatings and killings, and through its analysis of the effects of such events on Dana (the main character of the book), Kindred is able consume its readers on a personal level. This creates an exigence for movement toward a world where men and women are equal in every aspect of life.
Another portion of the course that I enjoyed the most was the class blog. Professor Katie King would always post interesting short readings, websites, and introduced artists to us on the online blog. For example we were asked to read upon and watch Youtube clips of the Guerilla Girls on the web. This feature of the class enabled us to do our own research without feeling restricted to school databases. The Guerilla Girls are a feminist activist group that doesn’t use the typical approach of activism. This group of women uses humor, satire, and sarcasm in their shows, protests, and video clips to interest a new type of audience into the topic of feminism. The Guerilla Girls appeal to everyone: a male, a female, or even a child. The Guerilla Girls are able to use humor to make feminism look and be fun rather than be its old typical image of angry, wronged women.
Lastly, I really loved how open professor King was to promoting events that interested the students themselves. Everyday in lecture, before starting class, professor King would ask the students if they had any announcements to make. Often random students would stand up and announce events they were personally involved in that related to the class. One announced event that I was able to attend was the viewing of the documentary “Chocolate City” by Ellie Walton. I really enjoyed this event because three of the people filmed in this documentary were present at the event. After the viewing we were able to have a discussion with Ellie as well as the three “actresses.” This documentary was about the taking over of big developers of the public housing neighborhoods in DC. This was a very touching experience because the documentary filmed the personal stories of the people living in those neighborhoods. I really enjoyed having the opportunity to attend such an event.
So dear cousin, I really advise you to sign up for this course before it is full. I really enjoyed this course; I’m sure you will too. Can’t wait to see you!
Always,
Mahta
Learning Analysis
Assignment Four Learning Analysis
Is for Art and Activism
What counts as art? A question that was presented on the very first day of the class that took me by surprise! As a class focusing on the emphasis of women and the role they play in the art world, interlocking their characteristics together proved to be a challenge for many students. While the class was moving through the course of the semester the art world became more apparent not only in the influence women have as artists, but also the message behind their works. People such as Judy Baca were presented and changed the outlook of many students as they saw the impact, which women are making through art and also the community activism they are partaking in. While many feel that activism is simply going out into the community and starting a rally, Professor King immediate changes that conclusion by giving examples of ways activism can be carried out either in an entire community or here on campus. Tying feminism, art, and activism together has proved to be the major backbone of the class on womens studies allowing the other aspects to branch off yet all coming back to the same central idea!
Through my participation in this class I have been able to clearly define what I see counts as art, as before, I thought that it had to be a textile object one could touch such as a painting or sculpture. After visiting the museums and expanding on my assumptions I now view art as any form of expression whether it be a painting, a poem, or even dancing. As the course has continued and forms have been shared me eyes have been opened up and perception changed for the better. I cannot believe the world of art I had not explored or exposed myself to as a result of my narrow focus. Activism has also affected me throughout the semester as I have noticed myself actively becoming involved with different forms of activism both here on campus and back home. The sense of reward that I receive knowing that I am doing all I can to make a difference in the future improves my sense of self-pride.
Is for Butler (Kindred)
"Dana, a modern black woman, is celebrating her twenty-sixth birthday with her new husband when she is snatched abruptly from her home in California and transported to the antebellum South. Rufus, the white son of a plantation owner, is drowning, and Dana has been summoned to save him. Dana is drawn back again and again for Rufus, yet each time the stay grows longer and more dangerous until it is uncertain whether or not Dana's life will end, long before it has even begun. "In Kindred Octavia Butler creates a road for the impossible, and a balm for the unbearable. It is everything the literature of science fiction can be."--Walter Mosley"
Spring break is for relaxation and hanging out with friends who are also home, so when I was made aware of the fact that we would have to be reading a novel I was angered and determined to not complete the assignment. After much convincing and telling myself that it was not the worst thing that could of happened, the psych exam on the first day after break was more torture, I turned to page one and began reading. The title does not seem that interesting and, never being a fan of science fiction, I did not give the book a chance to prove to me what it had to offer, though boy was I wrong! After completing chapter one my attention was captured and the book was hard to put down as my family can attest to. Reading each and every night before bed I came to see the struggles in which races, which are unmarked, face and the effect that it has on people. Dana is unmarked since she is an African American, though it doesn’t seem a big deal as you are reading this, the book travels back to the time of slavery. Being transported to a white plantation owned by the Wyelin’s, Dana confronts all of the struggles and obstacles her ancestors faced while helping Rufus. Until this point I had never realized the way society treats individuals depending on intersectionality. Wearing blinders, I had come to think all citizens were treated fairly and equally, though I was wrong. The society we live in is about power and those having the most are the influential people within the community making decisions. This idea is reinforced through Kindred as the Wyelin’s hold power and are able to make influential decisions as to the fate of many slaves. The power becomes challenged when Kevin arrives at the plantation with Dana during the third trip she makes. Society is always challenging power as this class on womens studies confirmed, through people serving as activists and social norms/expectations changing continuously. Feminism has made great strides but as is evident in a lot of the other material which was assigned as reading, power is something that women will not trust to anyone but feel should be equally divided between genders, ethnicities, and races. As the story continued oppression also became an important aspect, as not only is Dana oppressed as a direct correlation of her race, but also by the fact that she is a woman. I have learned through this class and the roadmap it has chosen to follow that many factors on intersectionality determine the amount of oppression we face and why. As Kindred was a piece of supplemental material for assignment 3 it only seems fitting that all of these terms not only were confronted in the book, but also in papers which partners wrote locating themselves within the center of society.
Is for Culture
Women, art, and culture is not a class that looks at the cultures of the world we live in throughout different societies, but also heavily looks at the equality within various cultures especially at the ways which it influences personality and intersectionality. From books read in class such as Kindred to the discussion of artwork in Chicana Art culture influences everyday decisions. This class is creatively laid out, but more importantly the culture of art and writing through the use of songs and vides from artists, such as the Gorilla Girls, upon entrance to class, give students an insight about the way in which culture becomes intertwined with our daily activities. As the class continues throughout the semester culture becomes more apparent transitioning from the outside world to the individual student and the impacts it has on their lives.
Culture has always seemed to be an important issue though rarely did I recognize it as anything, other then the traditions and beliefs of a certain location or group in society. When registering for this class, I was unsure how art and culture could relate to each other, yet tie in as well the issue of woman and their changing role in the world. However, I have been excited to learn about the way culture intermingles with other dimension of life such as race, gender, age, and ethnicity. Culture was apparent when visiting the museums in D.C. such as the National Museum of Women and the Arts; as well as, the Native American Museum. I was impressed at the influence culture has on daily life in all aspects ranging from clothes to weapons and even the food we consume.
Is for Discussion
A place where ideas can be shared and topics discussed in depth as they relate to not only the course, but also society in general. Discussion groups are a place for students to connect to one another and become involved at a deeper level with the class material. Not seeming as intimidating as the big lecture, many are more apt to speak out and voice opinions. Through the facilitation of teacher’s assistant students were able to talk to those whom have experienced feminism and have a passion for sharing this interest. Many of the teacher’s assistants going above and beyond to help students was influential as they often they shared activities going on around campus and guided students through the different projects, which were to be completed. Creating an intimate feeling and treating each and every student as if they are special, discussion provided a place for students to open up and become themselves.
As a student who hates talking in big lecture halls I found the discussions to be very helpful. Many of the classes we had consisted of lengthy debates that were invigorating and often continued on our section’s blog. Getting the chance to connect with other students and work collaboratively on group projects such as assignment 2 and 3 enhanced the class and what I was able to receive from it. Teamwork was instilled behind the scenes of the class and became apparent in the discussion. Teaching skills to students that will be of utmost important when out advocating and trying to make a difference I have gained far more then I ever imagined from my participation in discussion and then activities.
Is for Equality
As defined in the dictionary, equality is referred to as “likeness or sameness in quality, power, status, or degree.” (Dictionary.com) This class is centered on the issue of equality between women and men, instead of what many students advocate, which is women to become the superior gender. Equality was stressed throughout the class, as issues including men were not completely exiled from the course material, though the class focused on woman most of the time and differences they can make to gain power within the community. A disclaimer was made the first week of class that serves as a mile marker on the pathway of women, art, and culture; feminists are not male haters nor do they want to overpower this gender, but instead work hand in hand with each other to enrich society and the world we live in for all! Also included in this category is social justice and the broad range of concepts it encounters. Both of these concepts are constantly changing as they are directly impacted by society and the norms that are set by citizens.
Equality in my mind is a very powerful noun that no matter the time will be extremely hard to accomplish given the different marked and unmarked categories in society and biased opinions we all face. Having little knowledge about women and the problems faced when signing up for the class, I was unsure of the world and the inequality that existed. Being a prominent issue within the study of women and making a change I began to understand ways which to civilly encourage equality throughout the entirety of this class. Given the information that I have gained as a result of my participation, I feel adequately prepared to serve as an advocate for the equality of genders.
Is for Feminism
Feminism can be defined as “creating an environment where both males and females represent society in an equal capacity. Neither gender is seen as superior but work collaboratively together towards a common goal. Rights guaranteed to the citizens of America need to be extended to females in a sense that the world they live in should be positive and provide a sense of comfort. Whether it be political rights, abortion, or the pay of a job women should be able to communicate their feelings to the general public and make a difference within communities. While feminism mentions equality it does not mean anti male.” This definition is the one which discussion section 3 used for the base of assignment two. The provided definition encompasses the major areas where feminism is extremely prominent and controversial in today’s society.
Feminism, a word I had never given much thought to about forming my own perceptions. Thinking feminists were women who wanted superiority of females over males, I came to judge those standing up for their own rights as man haters. Honestly I thought that there was nothing this class or the teachers could say to change my opinion; however, I was wrong. After finding out the true definition to feminism and having the opportunity to create one with my discussion group in assignment two I came to the realization I had been wrong the entire time. After my biases were changed I came to see eye to eye with feminists and the messages they were spreading community to community. I have seen myself began to agree with their opinions and ideas, trying to change the outlook of society. It was the effect that assignment two had on my experiences in the class that allowed me to change my perceptions and take a new stance. I feel the project was the most influential in the class and the one which allowed me to learn the most as not only was I learning about feminism, but also teamwork and communication skills. If choosing one area I feel the class most efficiently focuses on and impacts the students it would have to be feminism and the way Professor King not only presents it in lecture, but also reading material.
Is for Gender
Tendencies in society to judge people on habits, character, and physical characteristics stem from the importance placed on gender. Everything in society has strict stipulations depending on which gender is performing such as sports, mass media, and also within the family home. Standards differ between the two and often women held to much higher standards then men, though getting treated half as poorly if not more. Accomplishments have been sparse in trying to change outlooks of citizens and promoting the idea that women are able to achieve as much as men. Controversial issues arise everyday and this class effectively informed students not only about the issue but other issues and times in the past it stems from. The title of the class may be women, art, and culture, but as with the definition of feminism the male gender was not exiled completely; look at all the male students in the class.
Gender has always been an influential factor within the activities I participate in such as the 4-H program and sports during high school. Expecting this class when signing up to only focus on women and sit men aside for the semester I was happy when they were also included in some lectures. The one area of the course map which I feel concretely helped me with this term is the book Kindred where Kevin and Rufus played important roles in the plot of the story. Being the book I gained the most from I began to see the differences we associate with gender but also the characteristics we share. After being exposed to the privilege and oppression we face as a result of our gender as females I have gained a better more concrete understanding of the world around us. Taking away from this class is valuable knowledge but also the goal of not being judged simply on the basis of male or female.
Is for Hard Hat Area
Is for Intersectionality
It is the belief of intersectionality that “cultural patterns are not only interrelated, but are bound together and influenced by other systems of society such as race, gender, ethnicity, and social class” (Collins, 2000, pg 42). This term can be related to an onion, each layer representing an identity from the collection we contain as individuals stacked tightly upon one another. Citizens often have a specific social situation to use a specific identity, although all are included in our personality making up the individual we tend to call “ourselves”. Identities can be derived from a variety of sources, though most often are a result of social relations, history, personal and societal, along with power structures, which have been an influence on our life. It seems through the study of this course that intersectionality is vital to improving political and social equality within society.
Intersectionality has become one of the terms in which I feel that I have become more comfortable in using as a result of my participation in the class. Growing up I never though that citizens would be oppressed or privileged depending on specific factors and features in their cultures and the pattern that interlocks these items together. In the third assignment I was very motivated to discover my own intersectionality and matrix of domination to see what exactly determined my social and political stance within society. Now that I am consciously aware of this term I have noticed myself wanting to eagerly educate others that differences in humans are not merely due to race or gender, but are a collection of our entire lives and the marked or unmarked categories which we are a part of
Is for Judy Baca
In book already
Never hearing of Judy Baca before I was immediately impressed with the work she has done throughout communities and the unity she promotes. The Great Wall encompasses a variety of issues including various cultures and how we can all come together as one. I feel that the work she does in communities which she associates in is a very effective one and resourceful in order to improve the look without building new structures. There are many communities in the area where I live including Baltimore County that would be wonderful places to bring art in to the area and advocate unity. Many of theses areas are extremely diverse and segregated according to places different cultures may be and places to live. Judy Baca is doing a wonderful act to society and has provided me with an idea I hope to implement in many communities, which are struggling.
Is for Katie King
In book already
In book already
Is for Learning Analysis
Learning analyses were a way for students to connect the assignments and concepts presented in lecture to the roadmap of the course. Allowing students to write whatever thoughts come to mind encouraged them to not hold any opinions of the class back. I felt this was encouraging as when constructing this assignment I was able to see how the class evolved through time and the knowledge I gained. This activity influenced my opinion on many different concepts, as I was able to let the hand freely write on the paper and connect to other concepts we learned about. All of the learning analyses completed throughout the course of the semester are included in the following pages.
Is for Marked Categories
“Going against the grain” or qualities that differ from the accepted norm are characteristic of a marked category. Some may classify individuals within this subgroup as having an abnormal trait(s), seeing that it often relates to only a specific element within a broader range. Unfortunately, these traits are powerless and often titled as the minority within society. One example of a marked category is women who are seen as the inferior gender and not being accepted throughout society as holding the same equivalent power given to men. Feminist movements are trying to change the oppression faced by women as they advocate for equality of gender within all aspects of society. Whether it be political, social, in the job place, or even matters dealing with rape and abuse, women are not given the respect they deserve. If feminist movements are successful in the future women would no longer be seen as the minority or oppressed gender, but see males and females both as members of an unmarked category.
B. These are the only two marked categories that I can associate with. As I was completing assignment 3 I saw the lack of oppression I have faced compared to my other fellow students such as my partner. Often I feel that others think of my differently as I am so unmarked and feel that I am a different type of person. This was evident when completing the activity in discussion where we took the steps forward and back. After awhile my classmates started to wonder about the life I had lived and why I was so far advanced. I believe that no matter how many categories marked or unmarked make up your intersectionality it is your personality that is the key component to a successful life.
Is Under Construction for Road Work
Is for Orientation
Sexual orientation refers to "an enduring emotional, romantic, sexual, or affectional attraction toward others," The most common forms exists along a continuum that ranges from exclusive heterosexuality (being sexually attracted to members of the opposite sex) to exclusive homosexuality (being sexually attracted to members of the same sex) and includes various forms of bisexuality (being sexually attracted to members of either sex). Most definitions of sexual orientation include a psychological component (such as the direction of an individual's erotic desire) and/or a behavioral component (which focuses on the sex of the individual's sexual partner/s).
b. As society is changing and sexual orientation becomes a heavily debated issue within the media, I have been forced to take a stance. While I will not share with which side I claim to be associated with I will say that this class has taught me to make influential decisions such as which side I believe is morally right for myself, rather then allowing the influences of society to make it for me. In the past I have confronted to social norms and peer pressure often not living by my own morals and beliefs but those that would get me accepted easier in society. Through lectures and discussion this semester I have seen that it is important to be true to your inner self and that is all that matters. Inner beauty is an important thing and so is following your heart. Many citizens feel that homosexuality is not what God intended humans to practice, though he did intend humans to be happy, which one is less of a threat to society.
Is for Perez (Chicana Art)
"These pieces are part of the dynamic body of work presented in this pioneering, lavishly illustrated study, the first book primarily focused on Chicana visual arts. Creating an invaluable archive, Laura E. Perez examines the work of more than forty Chicana artists across a variety of media including painting, printmaking, sculpture, performance, photography, film and video, comics, sound recording, interactive CD-ROM, altars and other installation forms, and fiction, poetry, and plays."
Artwork incorporated into this book blew my mind as some forms I had never considered to be art. Growing up as a little kid I had the mindset that if you did not make it in art class then there was no way for it to be considered artwork, Laura Perez changed that outlook for the best. Each and every form of art in the book had a drastically different interpretation and subject that it was trying to depict. Opening up my eyes up to a broader horizon has allowed me to appreciate the small things in society whether it be a direct or indirect form of art. As my experiences through the class have changed my life for the better and given me knowledge that I will forever remember this book has had an impact on my knowledge and the world that I once saw versus the world, which I see now. One that is filled with art in different venues and from different cultures.
Is Under Construction for Road Work
Is for Rights
a. The term women’s rights refers to the freedoms inherently possessed by women, which may be institutionalized, ignored or suppressed by law, custom, and behavior in a particular society. Issues commonly associated with notions of women's rights include, though are not limited to, the right: to bodily integrity and autonomy; to vote (universal suffrage); to hold public office; to work; to fair wages or equal pay; to own property; to education; to serve in the military; to enter into legal contracts; and to have marital, parental and religious rights. Women and their supporters have campaigned and in some places continue to campaigned for the same rights as modern men.
b. Rights have long been guaranteed to the citizens of America through binding documents such as the Constituion and Declaration of Independence or so we thought. As it has become apparent these documents seemed to only pertain to certain social groups who are powerful in todays modern society such as men. Throught history women have fought very hard to secure the rights they currently have and even now that is not saying much. It was believed in the 19th and early 20th centuries that women were the property of their husbands, while we are not that extreme there is still huge amounts of oppression faced. Until sitting in the class I was unsure of how many rights women have still not secured. It blows my mind to think they are so under priviliged but work harder then men to create families and keep the economy striving.
Is for Seely (Fight Like A Girl)
"By boldly detailing what is at stake for women and girls today, Megan Seely outlines the necessary steps to achieve true political, social and economic equity for all. Reclaiming feminism for a new generation, Fight Like A Girl speaks to young women who embrace feminism in substance but not necessarily in name. With an eye toward what it takes to create actual change, Seely offers a practical guide for how to get involved, take action and wage successful events and campaigns. The book is full of valuable resources for novice and committed activists alike."
I am the exact girl whom Megan Seely wrote this book for as I am a girl who believes in the theories and works of activism associated with feminism though do not like being called a feminist as I still believe society associates it with a negative connotation. Through reading the selections required for this class I have been able to gather ideas on how to help make change possible through not being out in the open about my activism. Some of the ideas, which she gives to women, I have tried in various groups I am associated with and surprisingly they work excellent. The advice and knowledge she shares it from appoint of view of someone who was there at one time also and understands the struggles one faces. I definitely feel as if this is the most important book included in the course as it interrelates with other concepts and brings all nicely into one form. If given the chance to meet this extraordinary person I would take advantage of it as she has been influential in my understanding of women, struggles faced, and how those struggles can be overcome. As mentioned in the synopsis of the book it is not only a guide for those who are just starting out but also an invaluable resource for all others who are willing to take a stance against the conformity of society and make change. There is no better time then today to become involved!
Is for Tunnel of Oppression
An exhibit displaying issues prominent in society, which unfortunately has a direct correlation on, oppressed groups. Issues that are commonly used in the tunnel include mass media, sexual orientation, prohibition, and also drugs/violence. College campuses across America create displays that they share with fellow students with the ultimate goal of creating interest in these issues and encouraging young adults to become involved with activist groups. Often times reactions the tunnel creates are overpowering as it in no way shape or form censors the information it shares with visitors, but instead brings all aspects positive or negative out for all to see. At the University of Maryland there was emphasis put on sex and the demands placed on women through the media, sexual production and birth; as well as, prohibition. Feminism is an emerging issue taking place within exhibits of Tunnels of Oppressions, though if the world operated equally it would be considered a privilege just as masculinity is.
Through taking part in this exhibition with my discussion group I was introduced to many issues taking place in American society and other countries that I would normally glance over. I feel that the issues presented are life changing, as I never realized how much television children watched or the way magazines ads influence our lifestyles. As a result of this activity I was able to see how countries are unequal and that the intersectionality of individuals are directly affected by the circumstances of the county and whether there is oppression or privilege. After walking through with my discussion group I was able to link concepts presented as I walked through the tunnel to those in which we have discussed in class and even thought of ways in which the book written by Goldbard about changing communities could help to eliminate some of the problems we create for ourselves.
Is for Unmarked Categories
Citizens of society strive to be accepted and appear to others as normal in every aspect of their individuality, constantly changing beliefs and morals. Unmarked categories are most evident throughout society as it relates to the majority, and along with superior characteristics society holds as the utmost important. This category appears to be generic in the traits it includes, unlike marked categories being very discriminative and clearly defined to an exact element. In opposition to marked categories, unmarked is seen as dominant and those within are powerful, as well as privileged. When reading the newspaper or watching the news, rarely do members of the unmarked categories appear in the criminal reports, but instead are seen as the successful leaders of our country. Americans have provided themselves with this stereotype by being discriminative and the only way to change the outlook is to change the influential power of many institutions/systems.
Is for Vacancy of Voids
Often while traveling down the road, drivers and passengers see many voids between vehicles and stretches of road. Professor King actively pushes the gas pedal in order to steer the class down the correct pathway ensuring all concepts are presented in a timely fashion and no voids are left between assignments. Some may say the class was fast pace from the amount of nightly reading to the speed of lectures only focusing on a topic one day; however, the overall effectiveness of the course was not hindered, but enhanced. Actively keeping students engaged in discussion and analytic thinking has proven to be beneficial to both teacher and students.
Sitting in class here at Maryland I have often come to know the feeling a student experiences when a teacher is unprepared for class or draws out a topic in lecture. I highly commend Professor King on her efforts to keep all students engaged in the class by actively synthesizing the material and enriching discussions through supplemental materials. The same concept holds true for my TA as she was always facilitating discussion, never letting there be downtime when we were not discussing material either related directly to the course or even broader to the community around us. I feel that this is an important skill to model to students as many of us have been affected by this class and are willingly to step out and make change, although when taking on a leadership role in the community all ducks must be in a row and no gaps left to be filled, we have been show creative ways to keep citizens engaged while strengthening our arguments.
Is for Women
As stated on previous pages I have known very little of the subjects the class focused on and did not care to know more, but after attending was influenced to start making change. As a female myself I was unsure how much more I could learn about my own gender that would be interesting or make a difference, boy was I wrong! Throughout the class I accumulated a wealth of knowledge that has changed my outlook on life, perception of myself, and also made me realize the difference in standards we face. Women are seen as incapable of holding power and being good leaders in society yet I have to see they are never given the chance to prove their capabilities. The quotes on the left-hand page are ones I have stumbled across as I have taken this class and have impacted the ideas society believes. All of these are true and dig into a deeper meaning then just the surface level. One of the lessons, which I have eagerly thought about as it blows my mind, is women and the sexual image they face along with expectations. From the tunnel of oppression to videos presented in class from you tube, I have begun to see the way women are portrayed as objects and not individual human beings. Other issues dealing with women are prominent in today’s society and I feel that as a result of my attendance to class I have been able to better connect to the oppression I face as a female.
Is Under Section for Road Work
Is for You as a subject in history
Considering Ourselves as Subjects in History
What world historical events have occurred during your life? when baby, child, teen, now?Where have you lived, and what sort of events is that part of the world known for? what do you know about its history? what family stories are there about world events?What is the earliest memory you have of something of historical importance? what were you doing? what did you notice happening with people around you? what did you learn?What do you think is the most significance set of events of the currrent historical moment? how do you see yourself acting in relations to those events? what do you want to see happening?When have you worked with others for important changes? what happened? what will happen?
This activity was beneficial to see where I stood coming into the class and the form of activism I had taken part in. Choosing to describe myself as a student who had promoted fire safety within the home and workplace after the events on September 11th I had no way of connecting that to women’s studies. I have taken away from this class that it is the small things that add up to make a difference and not one event or one single amount of time. While I was not advocating for the rights of women directly I still had women in mind as it is proven they are the last to exit a crowded building when there is a fire! I also appreciated having this assignment handed on the very first day as it also gave all of us students a chance to learn more about our teachers assistants and professor King.
Is for Zap Mama
a. Zap Mama is a Belgian musical group founded and led by Marie Daulne. Daulne says her mission is to be a bridge between the European and the African and bring the two cultures together with her music.[1] "What I would like to do is bring sounds from [Africa] and bring it to the Western world, because I know that through sound and through beats, that people discover a new culture, a new people, a new world."[2] Zap Mama specializes in polyphonic, harmonic music with a mixture of heavily infused African instruments, R&B, and Hip-hop and emphasizes voice in all their music.[1] "The voice is an instrument itself," says Daulne.[1] "It's the original instrument. The primary instrument. The most soulful instrument, the human voice."[3] They sing in French and English with deep African roots. (Wikipedia)
Prologue-
Excitement waits, as you get ready to turn the pages through learning about personal development of a student to the terms and objects associated with women studies! Signing up for the women studies class titled: Women, Art, and Culture, I was unsure of whether I would like the material taught as I had never been an avid feminist or talked of the word for that matter. Filling a core class I registered; it not only fit nicely into my schedule, but others had recommended the class, commenting on the way it tied into society. Not sure of whether this would be the class that caught my utmost interest or if this would be the one on the backburner, I tried to go in with a positive attitude and not judge the course before sitting in class. Unsure of what I had gotten myself into at first I sat in class wondering if all the words and people would make sense. As the words came out of Professor King’s mouth, they rarely continued into my brain where they could make sense. As time progressed and the road map of the class became easier to read, I gained a more positive attitude and participated eagerly finding interest in the subjects. Let’s turn the page to see where the roadmap takes us, along with the impact it had on a student.
Conclusion-
A wild ride, but a fascinating one is what Women, Art, and Culture 250 has provided, along with leaving me a wealth of knowledge on various topics. Knowledge that will be used when serving as an activist, later in life, and also here at the University while I finish my studies. Taught through lecture, group assignments, and supplemental readings I feel I have gained far more then imaginable through my participation.
A major lesson I learned through my experience is to not judge an object before giving it time to prove itself. As mentioned in the prologue to the book I was very discriminative against this class, intently thinking of dropping it except for the fact that I was fulfilling a core requirement. Having an opinionated attitude when walking in the first day I was sure class was a joke and could not make me learn anything I did not already know about women and art. I mean how much do you have to know about your own gender and some paintings?
Knowledge was just the basis of my gaining from this class but also life skills such as teamwork and communication that will allow me to be a successful female within the world. Through the implementation of group projects all students had to collaboratively come together and help one another. The class simulated real life situations in the workplace only through the use of discussions, which will in turn allow students in the class to have an advantage four years from now.
Personally, the course map was nicely paved and well marked with signs along the road. I feel that each exit (assignment) came at the right time and I was prepared fully to complete it at the best of my ability as the concepts that came before were guidance markers. The whole purpose of assignment four is to place us in the story and explain where we fall, though I feel that there was not one area but instead I am the fumes from the car engine still lingering over the entirety of the road.
Unfortunately over the course of the semester I had to miss a couple of classes that acted as speed bumps in order to be cautious. Missing a class is like not following the speed limit; everything is presented for your benefit and to help understand readings or homework.
I am as a result of my participation enlightened over the issues within our society such as oppression and privilege that are directly associated with marked and unmarked categories. Women are put up against forces from all different directions that are strong and willing to knock each one down when the opportunity arises. Female intersectionalities have been greatly affected and continue to be until forms of activism can prove to make a difference in the world we live in.
Wholeheartedly I would recommend this class to any other student and as a word of advice if you are signed up and think the class is a joke, go on time and I’m sure your attention will be caught!
Is for Art and Activism
What counts as art? A question that was presented on the very first day of the class that took me by surprise! As a class focusing on the emphasis of women and the role they play in the art world, interlocking their characteristics together proved to be a challenge for many students. While the class was moving through the course of the semester the art world became more apparent not only in the influence women have as artists, but also the message behind their works. People such as Judy Baca were presented and changed the outlook of many students as they saw the impact, which women are making through art and also the community activism they are partaking in. While many feel that activism is simply going out into the community and starting a rally, Professor King immediate changes that conclusion by giving examples of ways activism can be carried out either in an entire community or here on campus. Tying feminism, art, and activism together has proved to be the major backbone of the class on womens studies allowing the other aspects to branch off yet all coming back to the same central idea!
Through my participation in this class I have been able to clearly define what I see counts as art, as before, I thought that it had to be a textile object one could touch such as a painting or sculpture. After visiting the museums and expanding on my assumptions I now view art as any form of expression whether it be a painting, a poem, or even dancing. As the course has continued and forms have been shared me eyes have been opened up and perception changed for the better. I cannot believe the world of art I had not explored or exposed myself to as a result of my narrow focus. Activism has also affected me throughout the semester as I have noticed myself actively becoming involved with different forms of activism both here on campus and back home. The sense of reward that I receive knowing that I am doing all I can to make a difference in the future improves my sense of self-pride.
Is for Butler (Kindred)
"Dana, a modern black woman, is celebrating her twenty-sixth birthday with her new husband when she is snatched abruptly from her home in California and transported to the antebellum South. Rufus, the white son of a plantation owner, is drowning, and Dana has been summoned to save him. Dana is drawn back again and again for Rufus, yet each time the stay grows longer and more dangerous until it is uncertain whether or not Dana's life will end, long before it has even begun. "In Kindred Octavia Butler creates a road for the impossible, and a balm for the unbearable. It is everything the literature of science fiction can be."--Walter Mosley"
Spring break is for relaxation and hanging out with friends who are also home, so when I was made aware of the fact that we would have to be reading a novel I was angered and determined to not complete the assignment. After much convincing and telling myself that it was not the worst thing that could of happened, the psych exam on the first day after break was more torture, I turned to page one and began reading. The title does not seem that interesting and, never being a fan of science fiction, I did not give the book a chance to prove to me what it had to offer, though boy was I wrong! After completing chapter one my attention was captured and the book was hard to put down as my family can attest to. Reading each and every night before bed I came to see the struggles in which races, which are unmarked, face and the effect that it has on people. Dana is unmarked since she is an African American, though it doesn’t seem a big deal as you are reading this, the book travels back to the time of slavery. Being transported to a white plantation owned by the Wyelin’s, Dana confronts all of the struggles and obstacles her ancestors faced while helping Rufus. Until this point I had never realized the way society treats individuals depending on intersectionality. Wearing blinders, I had come to think all citizens were treated fairly and equally, though I was wrong. The society we live in is about power and those having the most are the influential people within the community making decisions. This idea is reinforced through Kindred as the Wyelin’s hold power and are able to make influential decisions as to the fate of many slaves. The power becomes challenged when Kevin arrives at the plantation with Dana during the third trip she makes. Society is always challenging power as this class on womens studies confirmed, through people serving as activists and social norms/expectations changing continuously. Feminism has made great strides but as is evident in a lot of the other material which was assigned as reading, power is something that women will not trust to anyone but feel should be equally divided between genders, ethnicities, and races. As the story continued oppression also became an important aspect, as not only is Dana oppressed as a direct correlation of her race, but also by the fact that she is a woman. I have learned through this class and the roadmap it has chosen to follow that many factors on intersectionality determine the amount of oppression we face and why. As Kindred was a piece of supplemental material for assignment 3 it only seems fitting that all of these terms not only were confronted in the book, but also in papers which partners wrote locating themselves within the center of society.
Is for Culture
Women, art, and culture is not a class that looks at the cultures of the world we live in throughout different societies, but also heavily looks at the equality within various cultures especially at the ways which it influences personality and intersectionality. From books read in class such as Kindred to the discussion of artwork in Chicana Art culture influences everyday decisions. This class is creatively laid out, but more importantly the culture of art and writing through the use of songs and vides from artists, such as the Gorilla Girls, upon entrance to class, give students an insight about the way in which culture becomes intertwined with our daily activities. As the class continues throughout the semester culture becomes more apparent transitioning from the outside world to the individual student and the impacts it has on their lives.
Culture has always seemed to be an important issue though rarely did I recognize it as anything, other then the traditions and beliefs of a certain location or group in society. When registering for this class, I was unsure how art and culture could relate to each other, yet tie in as well the issue of woman and their changing role in the world. However, I have been excited to learn about the way culture intermingles with other dimension of life such as race, gender, age, and ethnicity. Culture was apparent when visiting the museums in D.C. such as the National Museum of Women and the Arts; as well as, the Native American Museum. I was impressed at the influence culture has on daily life in all aspects ranging from clothes to weapons and even the food we consume.
Is for Discussion
A place where ideas can be shared and topics discussed in depth as they relate to not only the course, but also society in general. Discussion groups are a place for students to connect to one another and become involved at a deeper level with the class material. Not seeming as intimidating as the big lecture, many are more apt to speak out and voice opinions. Through the facilitation of teacher’s assistant students were able to talk to those whom have experienced feminism and have a passion for sharing this interest. Many of the teacher’s assistants going above and beyond to help students was influential as they often they shared activities going on around campus and guided students through the different projects, which were to be completed. Creating an intimate feeling and treating each and every student as if they are special, discussion provided a place for students to open up and become themselves.
As a student who hates talking in big lecture halls I found the discussions to be very helpful. Many of the classes we had consisted of lengthy debates that were invigorating and often continued on our section’s blog. Getting the chance to connect with other students and work collaboratively on group projects such as assignment 2 and 3 enhanced the class and what I was able to receive from it. Teamwork was instilled behind the scenes of the class and became apparent in the discussion. Teaching skills to students that will be of utmost important when out advocating and trying to make a difference I have gained far more then I ever imagined from my participation in discussion and then activities.
Is for Equality
As defined in the dictionary, equality is referred to as “likeness or sameness in quality, power, status, or degree.” (Dictionary.com) This class is centered on the issue of equality between women and men, instead of what many students advocate, which is women to become the superior gender. Equality was stressed throughout the class, as issues including men were not completely exiled from the course material, though the class focused on woman most of the time and differences they can make to gain power within the community. A disclaimer was made the first week of class that serves as a mile marker on the pathway of women, art, and culture; feminists are not male haters nor do they want to overpower this gender, but instead work hand in hand with each other to enrich society and the world we live in for all! Also included in this category is social justice and the broad range of concepts it encounters. Both of these concepts are constantly changing as they are directly impacted by society and the norms that are set by citizens.
Equality in my mind is a very powerful noun that no matter the time will be extremely hard to accomplish given the different marked and unmarked categories in society and biased opinions we all face. Having little knowledge about women and the problems faced when signing up for the class, I was unsure of the world and the inequality that existed. Being a prominent issue within the study of women and making a change I began to understand ways which to civilly encourage equality throughout the entirety of this class. Given the information that I have gained as a result of my participation, I feel adequately prepared to serve as an advocate for the equality of genders.
Is for Feminism
Feminism can be defined as “creating an environment where both males and females represent society in an equal capacity. Neither gender is seen as superior but work collaboratively together towards a common goal. Rights guaranteed to the citizens of America need to be extended to females in a sense that the world they live in should be positive and provide a sense of comfort. Whether it be political rights, abortion, or the pay of a job women should be able to communicate their feelings to the general public and make a difference within communities. While feminism mentions equality it does not mean anti male.” This definition is the one which discussion section 3 used for the base of assignment two. The provided definition encompasses the major areas where feminism is extremely prominent and controversial in today’s society.
Feminism, a word I had never given much thought to about forming my own perceptions. Thinking feminists were women who wanted superiority of females over males, I came to judge those standing up for their own rights as man haters. Honestly I thought that there was nothing this class or the teachers could say to change my opinion; however, I was wrong. After finding out the true definition to feminism and having the opportunity to create one with my discussion group in assignment two I came to the realization I had been wrong the entire time. After my biases were changed I came to see eye to eye with feminists and the messages they were spreading community to community. I have seen myself began to agree with their opinions and ideas, trying to change the outlook of society. It was the effect that assignment two had on my experiences in the class that allowed me to change my perceptions and take a new stance. I feel the project was the most influential in the class and the one which allowed me to learn the most as not only was I learning about feminism, but also teamwork and communication skills. If choosing one area I feel the class most efficiently focuses on and impacts the students it would have to be feminism and the way Professor King not only presents it in lecture, but also reading material.
Is for Gender
Tendencies in society to judge people on habits, character, and physical characteristics stem from the importance placed on gender. Everything in society has strict stipulations depending on which gender is performing such as sports, mass media, and also within the family home. Standards differ between the two and often women held to much higher standards then men, though getting treated half as poorly if not more. Accomplishments have been sparse in trying to change outlooks of citizens and promoting the idea that women are able to achieve as much as men. Controversial issues arise everyday and this class effectively informed students not only about the issue but other issues and times in the past it stems from. The title of the class may be women, art, and culture, but as with the definition of feminism the male gender was not exiled completely; look at all the male students in the class.
Gender has always been an influential factor within the activities I participate in such as the 4-H program and sports during high school. Expecting this class when signing up to only focus on women and sit men aside for the semester I was happy when they were also included in some lectures. The one area of the course map which I feel concretely helped me with this term is the book Kindred where Kevin and Rufus played important roles in the plot of the story. Being the book I gained the most from I began to see the differences we associate with gender but also the characteristics we share. After being exposed to the privilege and oppression we face as a result of our gender as females I have gained a better more concrete understanding of the world around us. Taking away from this class is valuable knowledge but also the goal of not being judged simply on the basis of male or female.
Is for Hard Hat Area
Is for Intersectionality
It is the belief of intersectionality that “cultural patterns are not only interrelated, but are bound together and influenced by other systems of society such as race, gender, ethnicity, and social class” (Collins, 2000, pg 42). This term can be related to an onion, each layer representing an identity from the collection we contain as individuals stacked tightly upon one another. Citizens often have a specific social situation to use a specific identity, although all are included in our personality making up the individual we tend to call “ourselves”. Identities can be derived from a variety of sources, though most often are a result of social relations, history, personal and societal, along with power structures, which have been an influence on our life. It seems through the study of this course that intersectionality is vital to improving political and social equality within society.
Intersectionality has become one of the terms in which I feel that I have become more comfortable in using as a result of my participation in the class. Growing up I never though that citizens would be oppressed or privileged depending on specific factors and features in their cultures and the pattern that interlocks these items together. In the third assignment I was very motivated to discover my own intersectionality and matrix of domination to see what exactly determined my social and political stance within society. Now that I am consciously aware of this term I have noticed myself wanting to eagerly educate others that differences in humans are not merely due to race or gender, but are a collection of our entire lives and the marked or unmarked categories which we are a part of
Is for Judy Baca
In book already
Never hearing of Judy Baca before I was immediately impressed with the work she has done throughout communities and the unity she promotes. The Great Wall encompasses a variety of issues including various cultures and how we can all come together as one. I feel that the work she does in communities which she associates in is a very effective one and resourceful in order to improve the look without building new structures. There are many communities in the area where I live including Baltimore County that would be wonderful places to bring art in to the area and advocate unity. Many of theses areas are extremely diverse and segregated according to places different cultures may be and places to live. Judy Baca is doing a wonderful act to society and has provided me with an idea I hope to implement in many communities, which are struggling.
Is for Katie King
In book already
In book already
Is for Learning Analysis
Learning analyses were a way for students to connect the assignments and concepts presented in lecture to the roadmap of the course. Allowing students to write whatever thoughts come to mind encouraged them to not hold any opinions of the class back. I felt this was encouraging as when constructing this assignment I was able to see how the class evolved through time and the knowledge I gained. This activity influenced my opinion on many different concepts, as I was able to let the hand freely write on the paper and connect to other concepts we learned about. All of the learning analyses completed throughout the course of the semester are included in the following pages.
Is for Marked Categories
“Going against the grain” or qualities that differ from the accepted norm are characteristic of a marked category. Some may classify individuals within this subgroup as having an abnormal trait(s), seeing that it often relates to only a specific element within a broader range. Unfortunately, these traits are powerless and often titled as the minority within society. One example of a marked category is women who are seen as the inferior gender and not being accepted throughout society as holding the same equivalent power given to men. Feminist movements are trying to change the oppression faced by women as they advocate for equality of gender within all aspects of society. Whether it be political, social, in the job place, or even matters dealing with rape and abuse, women are not given the respect they deserve. If feminist movements are successful in the future women would no longer be seen as the minority or oppressed gender, but see males and females both as members of an unmarked category.
B. These are the only two marked categories that I can associate with. As I was completing assignment 3 I saw the lack of oppression I have faced compared to my other fellow students such as my partner. Often I feel that others think of my differently as I am so unmarked and feel that I am a different type of person. This was evident when completing the activity in discussion where we took the steps forward and back. After awhile my classmates started to wonder about the life I had lived and why I was so far advanced. I believe that no matter how many categories marked or unmarked make up your intersectionality it is your personality that is the key component to a successful life.
Is Under Construction for Road Work
Is for Orientation
Sexual orientation refers to "an enduring emotional, romantic, sexual, or affectional attraction toward others," The most common forms exists along a continuum that ranges from exclusive heterosexuality (being sexually attracted to members of the opposite sex) to exclusive homosexuality (being sexually attracted to members of the same sex) and includes various forms of bisexuality (being sexually attracted to members of either sex). Most definitions of sexual orientation include a psychological component (such as the direction of an individual's erotic desire) and/or a behavioral component (which focuses on the sex of the individual's sexual partner/s).
b. As society is changing and sexual orientation becomes a heavily debated issue within the media, I have been forced to take a stance. While I will not share with which side I claim to be associated with I will say that this class has taught me to make influential decisions such as which side I believe is morally right for myself, rather then allowing the influences of society to make it for me. In the past I have confronted to social norms and peer pressure often not living by my own morals and beliefs but those that would get me accepted easier in society. Through lectures and discussion this semester I have seen that it is important to be true to your inner self and that is all that matters. Inner beauty is an important thing and so is following your heart. Many citizens feel that homosexuality is not what God intended humans to practice, though he did intend humans to be happy, which one is less of a threat to society.
Is for Perez (Chicana Art)
"These pieces are part of the dynamic body of work presented in this pioneering, lavishly illustrated study, the first book primarily focused on Chicana visual arts. Creating an invaluable archive, Laura E. Perez examines the work of more than forty Chicana artists across a variety of media including painting, printmaking, sculpture, performance, photography, film and video, comics, sound recording, interactive CD-ROM, altars and other installation forms, and fiction, poetry, and plays."
Artwork incorporated into this book blew my mind as some forms I had never considered to be art. Growing up as a little kid I had the mindset that if you did not make it in art class then there was no way for it to be considered artwork, Laura Perez changed that outlook for the best. Each and every form of art in the book had a drastically different interpretation and subject that it was trying to depict. Opening up my eyes up to a broader horizon has allowed me to appreciate the small things in society whether it be a direct or indirect form of art. As my experiences through the class have changed my life for the better and given me knowledge that I will forever remember this book has had an impact on my knowledge and the world that I once saw versus the world, which I see now. One that is filled with art in different venues and from different cultures.
Is Under Construction for Road Work
Is for Rights
a. The term women’s rights refers to the freedoms inherently possessed by women, which may be institutionalized, ignored or suppressed by law, custom, and behavior in a particular society. Issues commonly associated with notions of women's rights include, though are not limited to, the right: to bodily integrity and autonomy; to vote (universal suffrage); to hold public office; to work; to fair wages or equal pay; to own property; to education; to serve in the military; to enter into legal contracts; and to have marital, parental and religious rights. Women and their supporters have campaigned and in some places continue to campaigned for the same rights as modern men.
b. Rights have long been guaranteed to the citizens of America through binding documents such as the Constituion and Declaration of Independence or so we thought. As it has become apparent these documents seemed to only pertain to certain social groups who are powerful in todays modern society such as men. Throught history women have fought very hard to secure the rights they currently have and even now that is not saying much. It was believed in the 19th and early 20th centuries that women were the property of their husbands, while we are not that extreme there is still huge amounts of oppression faced. Until sitting in the class I was unsure of how many rights women have still not secured. It blows my mind to think they are so under priviliged but work harder then men to create families and keep the economy striving.
Is for Seely (Fight Like A Girl)
"By boldly detailing what is at stake for women and girls today, Megan Seely outlines the necessary steps to achieve true political, social and economic equity for all. Reclaiming feminism for a new generation, Fight Like A Girl speaks to young women who embrace feminism in substance but not necessarily in name. With an eye toward what it takes to create actual change, Seely offers a practical guide for how to get involved, take action and wage successful events and campaigns. The book is full of valuable resources for novice and committed activists alike."
I am the exact girl whom Megan Seely wrote this book for as I am a girl who believes in the theories and works of activism associated with feminism though do not like being called a feminist as I still believe society associates it with a negative connotation. Through reading the selections required for this class I have been able to gather ideas on how to help make change possible through not being out in the open about my activism. Some of the ideas, which she gives to women, I have tried in various groups I am associated with and surprisingly they work excellent. The advice and knowledge she shares it from appoint of view of someone who was there at one time also and understands the struggles one faces. I definitely feel as if this is the most important book included in the course as it interrelates with other concepts and brings all nicely into one form. If given the chance to meet this extraordinary person I would take advantage of it as she has been influential in my understanding of women, struggles faced, and how those struggles can be overcome. As mentioned in the synopsis of the book it is not only a guide for those who are just starting out but also an invaluable resource for all others who are willing to take a stance against the conformity of society and make change. There is no better time then today to become involved!
Is for Tunnel of Oppression
An exhibit displaying issues prominent in society, which unfortunately has a direct correlation on, oppressed groups. Issues that are commonly used in the tunnel include mass media, sexual orientation, prohibition, and also drugs/violence. College campuses across America create displays that they share with fellow students with the ultimate goal of creating interest in these issues and encouraging young adults to become involved with activist groups. Often times reactions the tunnel creates are overpowering as it in no way shape or form censors the information it shares with visitors, but instead brings all aspects positive or negative out for all to see. At the University of Maryland there was emphasis put on sex and the demands placed on women through the media, sexual production and birth; as well as, prohibition. Feminism is an emerging issue taking place within exhibits of Tunnels of Oppressions, though if the world operated equally it would be considered a privilege just as masculinity is.
Through taking part in this exhibition with my discussion group I was introduced to many issues taking place in American society and other countries that I would normally glance over. I feel that the issues presented are life changing, as I never realized how much television children watched or the way magazines ads influence our lifestyles. As a result of this activity I was able to see how countries are unequal and that the intersectionality of individuals are directly affected by the circumstances of the county and whether there is oppression or privilege. After walking through with my discussion group I was able to link concepts presented as I walked through the tunnel to those in which we have discussed in class and even thought of ways in which the book written by Goldbard about changing communities could help to eliminate some of the problems we create for ourselves.
Is for Unmarked Categories
Citizens of society strive to be accepted and appear to others as normal in every aspect of their individuality, constantly changing beliefs and morals. Unmarked categories are most evident throughout society as it relates to the majority, and along with superior characteristics society holds as the utmost important. This category appears to be generic in the traits it includes, unlike marked categories being very discriminative and clearly defined to an exact element. In opposition to marked categories, unmarked is seen as dominant and those within are powerful, as well as privileged. When reading the newspaper or watching the news, rarely do members of the unmarked categories appear in the criminal reports, but instead are seen as the successful leaders of our country. Americans have provided themselves with this stereotype by being discriminative and the only way to change the outlook is to change the influential power of many institutions/systems.
Is for Vacancy of Voids
Often while traveling down the road, drivers and passengers see many voids between vehicles and stretches of road. Professor King actively pushes the gas pedal in order to steer the class down the correct pathway ensuring all concepts are presented in a timely fashion and no voids are left between assignments. Some may say the class was fast pace from the amount of nightly reading to the speed of lectures only focusing on a topic one day; however, the overall effectiveness of the course was not hindered, but enhanced. Actively keeping students engaged in discussion and analytic thinking has proven to be beneficial to both teacher and students.
Sitting in class here at Maryland I have often come to know the feeling a student experiences when a teacher is unprepared for class or draws out a topic in lecture. I highly commend Professor King on her efforts to keep all students engaged in the class by actively synthesizing the material and enriching discussions through supplemental materials. The same concept holds true for my TA as she was always facilitating discussion, never letting there be downtime when we were not discussing material either related directly to the course or even broader to the community around us. I feel that this is an important skill to model to students as many of us have been affected by this class and are willingly to step out and make change, although when taking on a leadership role in the community all ducks must be in a row and no gaps left to be filled, we have been show creative ways to keep citizens engaged while strengthening our arguments.
Is for Women
As stated on previous pages I have known very little of the subjects the class focused on and did not care to know more, but after attending was influenced to start making change. As a female myself I was unsure how much more I could learn about my own gender that would be interesting or make a difference, boy was I wrong! Throughout the class I accumulated a wealth of knowledge that has changed my outlook on life, perception of myself, and also made me realize the difference in standards we face. Women are seen as incapable of holding power and being good leaders in society yet I have to see they are never given the chance to prove their capabilities. The quotes on the left-hand page are ones I have stumbled across as I have taken this class and have impacted the ideas society believes. All of these are true and dig into a deeper meaning then just the surface level. One of the lessons, which I have eagerly thought about as it blows my mind, is women and the sexual image they face along with expectations. From the tunnel of oppression to videos presented in class from you tube, I have begun to see the way women are portrayed as objects and not individual human beings. Other issues dealing with women are prominent in today’s society and I feel that as a result of my attendance to class I have been able to better connect to the oppression I face as a female.
Is Under Section for Road Work
Is for You as a subject in history
Considering Ourselves as Subjects in History
What world historical events have occurred during your life? when baby, child, teen, now?Where have you lived, and what sort of events is that part of the world known for? what do you know about its history? what family stories are there about world events?What is the earliest memory you have of something of historical importance? what were you doing? what did you notice happening with people around you? what did you learn?What do you think is the most significance set of events of the currrent historical moment? how do you see yourself acting in relations to those events? what do you want to see happening?When have you worked with others for important changes? what happened? what will happen?
This activity was beneficial to see where I stood coming into the class and the form of activism I had taken part in. Choosing to describe myself as a student who had promoted fire safety within the home and workplace after the events on September 11th I had no way of connecting that to women’s studies. I have taken away from this class that it is the small things that add up to make a difference and not one event or one single amount of time. While I was not advocating for the rights of women directly I still had women in mind as it is proven they are the last to exit a crowded building when there is a fire! I also appreciated having this assignment handed on the very first day as it also gave all of us students a chance to learn more about our teachers assistants and professor King.
Is for Zap Mama
a. Zap Mama is a Belgian musical group founded and led by Marie Daulne. Daulne says her mission is to be a bridge between the European and the African and bring the two cultures together with her music.[1] "What I would like to do is bring sounds from [Africa] and bring it to the Western world, because I know that through sound and through beats, that people discover a new culture, a new people, a new world."[2] Zap Mama specializes in polyphonic, harmonic music with a mixture of heavily infused African instruments, R&B, and Hip-hop and emphasizes voice in all their music.[1] "The voice is an instrument itself," says Daulne.[1] "It's the original instrument. The primary instrument. The most soulful instrument, the human voice."[3] They sing in French and English with deep African roots. (Wikipedia)
Prologue-
Excitement waits, as you get ready to turn the pages through learning about personal development of a student to the terms and objects associated with women studies! Signing up for the women studies class titled: Women, Art, and Culture, I was unsure of whether I would like the material taught as I had never been an avid feminist or talked of the word for that matter. Filling a core class I registered; it not only fit nicely into my schedule, but others had recommended the class, commenting on the way it tied into society. Not sure of whether this would be the class that caught my utmost interest or if this would be the one on the backburner, I tried to go in with a positive attitude and not judge the course before sitting in class. Unsure of what I had gotten myself into at first I sat in class wondering if all the words and people would make sense. As the words came out of Professor King’s mouth, they rarely continued into my brain where they could make sense. As time progressed and the road map of the class became easier to read, I gained a more positive attitude and participated eagerly finding interest in the subjects. Let’s turn the page to see where the roadmap takes us, along with the impact it had on a student.
Conclusion-
A wild ride, but a fascinating one is what Women, Art, and Culture 250 has provided, along with leaving me a wealth of knowledge on various topics. Knowledge that will be used when serving as an activist, later in life, and also here at the University while I finish my studies. Taught through lecture, group assignments, and supplemental readings I feel I have gained far more then imaginable through my participation.
A major lesson I learned through my experience is to not judge an object before giving it time to prove itself. As mentioned in the prologue to the book I was very discriminative against this class, intently thinking of dropping it except for the fact that I was fulfilling a core requirement. Having an opinionated attitude when walking in the first day I was sure class was a joke and could not make me learn anything I did not already know about women and art. I mean how much do you have to know about your own gender and some paintings?
Knowledge was just the basis of my gaining from this class but also life skills such as teamwork and communication that will allow me to be a successful female within the world. Through the implementation of group projects all students had to collaboratively come together and help one another. The class simulated real life situations in the workplace only through the use of discussions, which will in turn allow students in the class to have an advantage four years from now.
Personally, the course map was nicely paved and well marked with signs along the road. I feel that each exit (assignment) came at the right time and I was prepared fully to complete it at the best of my ability as the concepts that came before were guidance markers. The whole purpose of assignment four is to place us in the story and explain where we fall, though I feel that there was not one area but instead I am the fumes from the car engine still lingering over the entirety of the road.
Unfortunately over the course of the semester I had to miss a couple of classes that acted as speed bumps in order to be cautious. Missing a class is like not following the speed limit; everything is presented for your benefit and to help understand readings or homework.
I am as a result of my participation enlightened over the issues within our society such as oppression and privilege that are directly associated with marked and unmarked categories. Women are put up against forces from all different directions that are strong and willing to knock each one down when the opportunity arises. Female intersectionalities have been greatly affected and continue to be until forms of activism can prove to make a difference in the world we live in.
Wholeheartedly I would recommend this class to any other student and as a word of advice if you are signed up and think the class is a joke, go on time and I’m sure your attention will be caught!
Assignment Four
Learning Analysis
“WMST 250: Women, Art and Culture” has been a distinctly unique experience throughout the course of this semester for me. I definitely came into this course with many preconceived notions and expectations, but I can say now that I was very far off. There was much more to this class then I expected, and it was crafted in such a way that it seamlessly took me along for the ride. WMST250 is constructed in chapters, with each section building upon the experiences before it. To me, the “story” of Women, Art and Culture can be broken up into three chapters: “Assumptions,” “Feminism,” “Power and Empowerment.” But this story is not independent of me and other students. We were, in fact, helping to write the story the entire course. Our thoughts and experiences influence the out come of WMST250, and there are readings in the class that also connect to the story and affected my personally.
The first chapter of the WMST250 took a look at what we where bringing with us into the class as baggage, whether it be correct or not. For the first assignment we where tasked with looking into ourselves and learning about what we thought “feminism” was, what our assumptions where about the word, the idea, and the movement. The point of this assignment was to examine how we thought in the beginning of the course so we would have some point of reference as we went on and the ability to compare how our thoughts and feelings have grown. This chapter to me is the most telling because it gave me the opportunity to look back and realize how much this course ahs changed my perspective on women, art and feminism. When I traveled into Washington, DC to visit the art museums, I was tasked with writing down what surprised me and then examine what about my preconceived notions caused me to be so shocked. This chapter of the course was so important because in order to really learn about feminism, you need to come in with an open mind. You can’t be cynical or jaded, or you won’t take anything from the course. This assignment helped us break down the stereotypes and misconceptions we might have had about feminism.
The second chapter to the course focuses on “What is feminism?” Now that we have learned what we thought about feminism before hand, we can began to learn about what it exactly is. As a discussion group, each section got together to create a common definition of feminism. Megan Seely’s Fight Like a Girl: How to Be a Fearless Feminist provided me with a really great starting point for understanding exactly what feminism was. She defines it as “1. A doctrine advocating social, political, and economic rights for women equal to those of men. 2.A movement for the attainment of such rights.” It was very important understanding what feminism can be defined as, because my assumptions where way off. This second section allowed us to realize just how wrong or right we were in our ideas coming into the course.
The third chapter of our course was “Power and Empowerment,” and this dealt with the concepts we were learning about and how they affected us personally. We were able to examine our own daily lives and see where power and oppression played major or even minor roles. The concept of privilege and being “unmarked” vs. “marked” was a very eye opening experience. We also read Octavia Butler’s gripping novel “Kindred,” which dealt heavily with the ideas of power and privilege based on gender, race and societal views. In the novel a young black woman travels back in time to save her white slave owner ancestor to preserve her own family’s existence. The novel showed how much of a struggle it is being a black woman in the late 1970s as well as the antebellum south. It was an excellent example to compliment our lectures and discussions about “marked” vs. “unmarked” and the matrix of domination, and really served to help me better understand the roles of power and empowerment.
And now, we are at the final part of the course, which asks us to take everything we have learned and combine it. We began by being stripped of our assumptions, then taking those assumptions and seeing how they are still so prevalent in society, and then we were given the means to change those assumptions with education and activism. I have learned a lot about myself in this course, about the stereotypes that I have and don’t even recognize, and about the true point of feminism. Feminism isn’t for women, it is for everyone. Everyone that believes in equality is a feminist, and everyone that believes in justice is a feminist. Feminism isn’t about women vs. men; it’s about political and social reform. It is about making a statement, like Cynthia Freeland’s book “But Is It Art?” In her book, Freeland examines the validity of art and what exactly art “is.” One prominent example was the highly controversial “Piss-Christ,” in which artist Andres Serrano submerged a small plastic crucifix in a glass of his own urine. This is such a spectacular example of the polarizing effect art can have. Some saw a disgusting blasphemy while others say it is a marvelous example of artistic freedom and freedom of speech. Art is such a subjective term, and Cynthia Freeland’s book really helped bring to light that art is extremely hard to define and ranges from person to person.
I think that my greatest contribution to this class was the ability to come in with an open mind and be willing to jump into the experience that Professor King and the TAs had created. It would have been very easy, especially for someone like me, to come into this class with no intention of being open to new ideas, but as the course progressed I saw myself begin to take more action and I realized how important the ideas being discussed were to all people, not just women. It was because of the fact that I had an open mind to this course that I was able to contribute, slowly at first, but as the course progressed I became more confident in my ideas. In our first group project I was content to do only what was asked of me and fly below the radar, but the more I listened and learned about the key concepts or ideas being discussed, the more I wanted to speak up my own ideas. By the time our second group project came about, I decided to take more initiative and be more proactive in displaying my thoughts and feelings, whether I agreed with the rest of the class or not.
I have changed greatly throughout this course in respect to my attitudes and feelings toward feminism and my ability to affect power and oppression. The way that this class was created and set up really lent itself well to allowing students to become immersed in the concepts and ideas, whether or not the thought they would originally. The readings complimented the material and acted as both literal representations (in the case of “Kindred”) and explanatory material (such as “But Is It Art” and “Fight Like a Girl”). The lectures gave students the opportunity to be involved like I’ve never seen in a lecture before and our discussion sections allowed us to delve deeper into the concepts that we thought were most essential. The “story” of Women, Art and Culture is, in a way, intertwined now with the story of Drew Orapello and the stories of every student to take that class. This paper acted as a way to try and bring everything in that story together, but this is only now the first chapter of many new stories. This course has changed the way I look at my life and the lives of others, and it has helped each student become the author to their own new story.
Learning Analysis
“WMST 250: Women, Art and Culture” has been a distinctly unique experience throughout the course of this semester for me. I definitely came into this course with many preconceived notions and expectations, but I can say now that I was very far off. There was much more to this class then I expected, and it was crafted in such a way that it seamlessly took me along for the ride. WMST250 is constructed in chapters, with each section building upon the experiences before it. To me, the “story” of Women, Art and Culture can be broken up into three chapters: “Assumptions,” “Feminism,” “Power and Empowerment.” But this story is not independent of me and other students. We were, in fact, helping to write the story the entire course. Our thoughts and experiences influence the out come of WMST250, and there are readings in the class that also connect to the story and affected my personally.
The first chapter of the WMST250 took a look at what we where bringing with us into the class as baggage, whether it be correct or not. For the first assignment we where tasked with looking into ourselves and learning about what we thought “feminism” was, what our assumptions where about the word, the idea, and the movement. The point of this assignment was to examine how we thought in the beginning of the course so we would have some point of reference as we went on and the ability to compare how our thoughts and feelings have grown. This chapter to me is the most telling because it gave me the opportunity to look back and realize how much this course ahs changed my perspective on women, art and feminism. When I traveled into Washington, DC to visit the art museums, I was tasked with writing down what surprised me and then examine what about my preconceived notions caused me to be so shocked. This chapter of the course was so important because in order to really learn about feminism, you need to come in with an open mind. You can’t be cynical or jaded, or you won’t take anything from the course. This assignment helped us break down the stereotypes and misconceptions we might have had about feminism.
The second chapter to the course focuses on “What is feminism?” Now that we have learned what we thought about feminism before hand, we can began to learn about what it exactly is. As a discussion group, each section got together to create a common definition of feminism. Megan Seely’s Fight Like a Girl: How to Be a Fearless Feminist provided me with a really great starting point for understanding exactly what feminism was. She defines it as “1. A doctrine advocating social, political, and economic rights for women equal to those of men. 2.A movement for the attainment of such rights.” It was very important understanding what feminism can be defined as, because my assumptions where way off. This second section allowed us to realize just how wrong or right we were in our ideas coming into the course.
The third chapter of our course was “Power and Empowerment,” and this dealt with the concepts we were learning about and how they affected us personally. We were able to examine our own daily lives and see where power and oppression played major or even minor roles. The concept of privilege and being “unmarked” vs. “marked” was a very eye opening experience. We also read Octavia Butler’s gripping novel “Kindred,” which dealt heavily with the ideas of power and privilege based on gender, race and societal views. In the novel a young black woman travels back in time to save her white slave owner ancestor to preserve her own family’s existence. The novel showed how much of a struggle it is being a black woman in the late 1970s as well as the antebellum south. It was an excellent example to compliment our lectures and discussions about “marked” vs. “unmarked” and the matrix of domination, and really served to help me better understand the roles of power and empowerment.
And now, we are at the final part of the course, which asks us to take everything we have learned and combine it. We began by being stripped of our assumptions, then taking those assumptions and seeing how they are still so prevalent in society, and then we were given the means to change those assumptions with education and activism. I have learned a lot about myself in this course, about the stereotypes that I have and don’t even recognize, and about the true point of feminism. Feminism isn’t for women, it is for everyone. Everyone that believes in equality is a feminist, and everyone that believes in justice is a feminist. Feminism isn’t about women vs. men; it’s about political and social reform. It is about making a statement, like Cynthia Freeland’s book “But Is It Art?” In her book, Freeland examines the validity of art and what exactly art “is.” One prominent example was the highly controversial “Piss-Christ,” in which artist Andres Serrano submerged a small plastic crucifix in a glass of his own urine. This is such a spectacular example of the polarizing effect art can have. Some saw a disgusting blasphemy while others say it is a marvelous example of artistic freedom and freedom of speech. Art is such a subjective term, and Cynthia Freeland’s book really helped bring to light that art is extremely hard to define and ranges from person to person.
I think that my greatest contribution to this class was the ability to come in with an open mind and be willing to jump into the experience that Professor King and the TAs had created. It would have been very easy, especially for someone like me, to come into this class with no intention of being open to new ideas, but as the course progressed I saw myself begin to take more action and I realized how important the ideas being discussed were to all people, not just women. It was because of the fact that I had an open mind to this course that I was able to contribute, slowly at first, but as the course progressed I became more confident in my ideas. In our first group project I was content to do only what was asked of me and fly below the radar, but the more I listened and learned about the key concepts or ideas being discussed, the more I wanted to speak up my own ideas. By the time our second group project came about, I decided to take more initiative and be more proactive in displaying my thoughts and feelings, whether I agreed with the rest of the class or not.
I have changed greatly throughout this course in respect to my attitudes and feelings toward feminism and my ability to affect power and oppression. The way that this class was created and set up really lent itself well to allowing students to become immersed in the concepts and ideas, whether or not the thought they would originally. The readings complimented the material and acted as both literal representations (in the case of “Kindred”) and explanatory material (such as “But Is It Art” and “Fight Like a Girl”). The lectures gave students the opportunity to be involved like I’ve never seen in a lecture before and our discussion sections allowed us to delve deeper into the concepts that we thought were most essential. The “story” of Women, Art and Culture is, in a way, intertwined now with the story of Drew Orapello and the stories of every student to take that class. This paper acted as a way to try and bring everything in that story together, but this is only now the first chapter of many new stories. This course has changed the way I look at my life and the lives of others, and it has helped each student become the author to their own new story.
Learning Analysis
Throughout this semester, WMST250 has revealed itself to be a course with a particular theme. In this learning analysis, I will first describe construct and the overall idea of the course. Second, I will reveal how I used the knowledge gained from this course in various stages of my life and I will discuss how Cynthia Freeland’s But is it art?, bell hooks’s Feminism is for Everybody, and Megan Seely’s Fight like a Girl have impacted my view on life.
The WMST250 course can be broken into four sections; Assumption Breaking, Exploration, Privilege Analysis, and Ability to make an Impact.
The Assumption Breaking section of the course took place during the first two weeks when the class was assigned Assignment 1. The purpose of this section of the course was to expose us to as many perspectives on the positions of women in the field of art as possible and allow our assumptions about woman artists melt away or be reformed. This section of the class did an amazing job at actively engaging the class in the very topic we were going to study. By actually seeing works of art, analyzing them, and emotionally committing ourselves to the experience by looking over our assumptions, we were able to transition into the course much more smoothly than if we simply jumped into looking over materials on the blog. Furthermore, I believe that seeing certain inequalities with our own eyes, such as women being underrepresented at the National Gallery, helped the class feel much more connected to the topics we were going to discuss.
The Exploration section focused on exploring what could be considered art and what feminism is. We began this section by looking at the sort of art there was. We overviewed subvertisements (advertisements changed to have a slogan), graffiti murals, and a variety of folk art to appreciate the vast contribution women artists have made to the artistic world. During this section, we were also asked to form into consciousness raising groups in our discussion sections and come up with a definition for feminism and create an event we saw as feminist. The underlying theme of this section was to emphasize that there was more behind a work of art than just the art itself and that feminism was a diverse concept that was difficult to pin down. During this section, it became clear that a work of art was impacted by a variety of forces such as the art market, the world political situation, and the predominant culture of the artist. We created a definition of feminism so that we could understand how feminism could apply to each of us. Furthermore, the skills we learned in this section, such as identifying the various impact societal forces have on an object and understanding how to define difficult concepts, would become invaluable in the Privilege Analysis section.
The Privilege Analysis section had the class use the skills we learned in the Exploration section to understand the privilege we experienced in our own lives and the privileges and disadvantages others experienced in their lives. This section was mostly focused on expanding our understanding of how to analyze the world around us. We explored books such as Feminism is for Everybody and Kindred to gain an understanding of the advantages and disadvantages men and women of all backgrounds faced. Furthermore, we also learned how science fiction and spirituality could be used as a tool to examine specific social situations. The Impact section largely dealt with how we could correct the wrongs we learned about in the Privilege Analysis. Overall, the Privilege Analysis section and Impact section tie together to teach us how to find sources of inequality and how to use the resources around us to amend them.
When the four sections are viewed as a whole, the core purpose of the course emerges. The purpose of this course was to transform us into empowered critical thinkers. We began with the small step of seeing how the art in the Washington DC galleries is impacted by societal forces and then rapidly moved to understand how to create models to help us understand why social inequality occurs and how we can fix this inequality. In other words, the purpose of the class was to elevate us from thinking about inequality, change, and impact on a limited local scale to thinking of it on an abstract global scale.
My application of the knowledge I obtained from this course came in two forms. The first form was as a supplement for critical academic discussions. For example, without the knowledge I acquired about intersectionality and marked and unmarked categories, I would not have been able to analyze the historical roots of oppression for certain groups such as women. In my PHIL245 class, we were discussing the philosophical merits of liberal feminism and I would not have been able to get a full grasp of why the feminist felt oppressed without the background from the WMST250 course. The second way I applied the knowledge I learned from this course was in my personal life. Armed with the knowledge I learned from reading Seely and hooks about emotional abuse, I began to carefully evaluate whether some of the actions I’ve committed previously were acts of abuse. To my surprise, acts that I thought were unfair abuse from my side were actually instances of misunderstanding. I reached this conclusion by analyzing whether one party leveraged an unfair amount of power over another party to force them to commit an act against their will. In my scenario, I only used my power when it was facilitated by an egalitarian discussion in which a forceful point had to be made.
The first of the three readings that I felt connected me to the course was the fourth chapter of Freeland’s But is it art?. In this chapter, Freeland discussed the relationship between money, markets, and museums. The most shocking revelation that I came away with from that chapter was that “museum displays clearly affect perception of artworks” (Freeland, 104) and that what makes it into a museum is largely controlled by market forces. Museums are “contemporary institutions upholding classical standards of artistic value” (104). However, since museums are affected by outside pressures, what should be considered as artistically valuable largely depends on whether a select group of people decides that it should be popular. Unfortunately, this creates an unfair advantage for artists who decide to sell their work. For example, if an artist decides to not sell their work, but remains an influential figure during their time period, then the artist will not be remembered later on as they did not make their way into a museum. This affects women more than me as women were not allowed to paint in the distant past and if they did paint, their work was rarely sold. Furthermore, other works, such as quilts, were rarely considered subjects of high art by museums and were not preserved. So, women’s work is naturally less seen in museums than men’s.
The second reading I felt connected with was bell hooks’s Feminism is for Everybody. While I felt connected with many of the issues that were presented in the book, the one that I felt was the most life altering was the section on feminist class struggle. I was shocked to learn that privileged women were “highlighted in mass media far more than the voices of individual feminist women who have gained class power without betraying… solidarity towards those groups without class privilege” (hooks,42). Before reading this section by hooks, I bore the assumption that all feminists were egalitarian and had overcome the issues associated with class struggle. It was sobering to realize that the class divide bridged into the feminist movement as well. This realization made me strive to learn about the class divide within feminism. The biggest step I took towards learning about this issue was watching Light in the Shadows, a look into a discussion group composed of women from various backgrounds. While watching this movie, I began to realize that while the divide between men and women was still an important issue, the class divide was far more prevalent and divisive.
The final reading I felt connected the class and I was the third wave feminist section from Fight Like A Girl by Megan Seely. Overall, I felt connected to this section because I only had a cursory understanding of third wave feminism before reading into it. The most valuable insight I gained from reading this section was understanding that being part of an organization committed to a global cause, such as Feminism without Borders, could still be considered feminist because it was concerned with women’s rights abroad. This book expanded my knowledge of what it means to be a feminist and also inspired me to be hopeful about the possibility of equality in the future. I was inspired mainly by the fact that there were organizations such as NOMAS who joined feminist women in solidarity towards social reform.
The WMST250 course can be broken into four sections; Assumption Breaking, Exploration, Privilege Analysis, and Ability to make an Impact.
The Assumption Breaking section of the course took place during the first two weeks when the class was assigned Assignment 1. The purpose of this section of the course was to expose us to as many perspectives on the positions of women in the field of art as possible and allow our assumptions about woman artists melt away or be reformed. This section of the class did an amazing job at actively engaging the class in the very topic we were going to study. By actually seeing works of art, analyzing them, and emotionally committing ourselves to the experience by looking over our assumptions, we were able to transition into the course much more smoothly than if we simply jumped into looking over materials on the blog. Furthermore, I believe that seeing certain inequalities with our own eyes, such as women being underrepresented at the National Gallery, helped the class feel much more connected to the topics we were going to discuss.
The Exploration section focused on exploring what could be considered art and what feminism is. We began this section by looking at the sort of art there was. We overviewed subvertisements (advertisements changed to have a slogan), graffiti murals, and a variety of folk art to appreciate the vast contribution women artists have made to the artistic world. During this section, we were also asked to form into consciousness raising groups in our discussion sections and come up with a definition for feminism and create an event we saw as feminist. The underlying theme of this section was to emphasize that there was more behind a work of art than just the art itself and that feminism was a diverse concept that was difficult to pin down. During this section, it became clear that a work of art was impacted by a variety of forces such as the art market, the world political situation, and the predominant culture of the artist. We created a definition of feminism so that we could understand how feminism could apply to each of us. Furthermore, the skills we learned in this section, such as identifying the various impact societal forces have on an object and understanding how to define difficult concepts, would become invaluable in the Privilege Analysis section.
The Privilege Analysis section had the class use the skills we learned in the Exploration section to understand the privilege we experienced in our own lives and the privileges and disadvantages others experienced in their lives. This section was mostly focused on expanding our understanding of how to analyze the world around us. We explored books such as Feminism is for Everybody and Kindred to gain an understanding of the advantages and disadvantages men and women of all backgrounds faced. Furthermore, we also learned how science fiction and spirituality could be used as a tool to examine specific social situations. The Impact section largely dealt with how we could correct the wrongs we learned about in the Privilege Analysis. Overall, the Privilege Analysis section and Impact section tie together to teach us how to find sources of inequality and how to use the resources around us to amend them.
When the four sections are viewed as a whole, the core purpose of the course emerges. The purpose of this course was to transform us into empowered critical thinkers. We began with the small step of seeing how the art in the Washington DC galleries is impacted by societal forces and then rapidly moved to understand how to create models to help us understand why social inequality occurs and how we can fix this inequality. In other words, the purpose of the class was to elevate us from thinking about inequality, change, and impact on a limited local scale to thinking of it on an abstract global scale.
My application of the knowledge I obtained from this course came in two forms. The first form was as a supplement for critical academic discussions. For example, without the knowledge I acquired about intersectionality and marked and unmarked categories, I would not have been able to analyze the historical roots of oppression for certain groups such as women. In my PHIL245 class, we were discussing the philosophical merits of liberal feminism and I would not have been able to get a full grasp of why the feminist felt oppressed without the background from the WMST250 course. The second way I applied the knowledge I learned from this course was in my personal life. Armed with the knowledge I learned from reading Seely and hooks about emotional abuse, I began to carefully evaluate whether some of the actions I’ve committed previously were acts of abuse. To my surprise, acts that I thought were unfair abuse from my side were actually instances of misunderstanding. I reached this conclusion by analyzing whether one party leveraged an unfair amount of power over another party to force them to commit an act against their will. In my scenario, I only used my power when it was facilitated by an egalitarian discussion in which a forceful point had to be made.
The first of the three readings that I felt connected me to the course was the fourth chapter of Freeland’s But is it art?. In this chapter, Freeland discussed the relationship between money, markets, and museums. The most shocking revelation that I came away with from that chapter was that “museum displays clearly affect perception of artworks” (Freeland, 104) and that what makes it into a museum is largely controlled by market forces. Museums are “contemporary institutions upholding classical standards of artistic value” (104). However, since museums are affected by outside pressures, what should be considered as artistically valuable largely depends on whether a select group of people decides that it should be popular. Unfortunately, this creates an unfair advantage for artists who decide to sell their work. For example, if an artist decides to not sell their work, but remains an influential figure during their time period, then the artist will not be remembered later on as they did not make their way into a museum. This affects women more than me as women were not allowed to paint in the distant past and if they did paint, their work was rarely sold. Furthermore, other works, such as quilts, were rarely considered subjects of high art by museums and were not preserved. So, women’s work is naturally less seen in museums than men’s.
The second reading I felt connected with was bell hooks’s Feminism is for Everybody. While I felt connected with many of the issues that were presented in the book, the one that I felt was the most life altering was the section on feminist class struggle. I was shocked to learn that privileged women were “highlighted in mass media far more than the voices of individual feminist women who have gained class power without betraying… solidarity towards those groups without class privilege” (hooks,42). Before reading this section by hooks, I bore the assumption that all feminists were egalitarian and had overcome the issues associated with class struggle. It was sobering to realize that the class divide bridged into the feminist movement as well. This realization made me strive to learn about the class divide within feminism. The biggest step I took towards learning about this issue was watching Light in the Shadows, a look into a discussion group composed of women from various backgrounds. While watching this movie, I began to realize that while the divide between men and women was still an important issue, the class divide was far more prevalent and divisive.
The final reading I felt connected the class and I was the third wave feminist section from Fight Like A Girl by Megan Seely. Overall, I felt connected to this section because I only had a cursory understanding of third wave feminism before reading into it. The most valuable insight I gained from reading this section was understanding that being part of an organization committed to a global cause, such as Feminism without Borders, could still be considered feminist because it was concerned with women’s rights abroad. This book expanded my knowledge of what it means to be a feminist and also inspired me to be hopeful about the possibility of equality in the future. I was inspired mainly by the fact that there were organizations such as NOMAS who joined feminist women in solidarity towards social reform.
Learning Analysis: My Story
Alexis Aduba
05/10/08
Carissa: 03
Your description of the “story” (or argument) of the course.
As in most stories this course began with a clear setting in which most of the events would take place. For a while I tried to figure out what the setting would be, the clear, constant throughout the class, and in the end I decided that the story took place in our assumptions. Yes, our assumptions may constantly change throughout the story, but our assumptions are carried with us throughout the journey of the course no matter how they may evolve.
As I have completed this class my assumptions about Feminism have been challenged, strengthened, and changed. Today my assumptions about Feminism are very different from what they were in September. Throughout this course we were constantly encouraged to question and analyze our assumptions.
From assignment one we were required to visit Art Museums in D.C. and consider what our assumptions were about Feminism. For me, the biggest assumption that was both challenged and then changed was that feminist art would appeal to the aesthetics and superficial beauty. In fact after visiting the National Museum of Women and the Arts I realized that feminist art did the complete opposite, especially, the Paula Rego Collection. All of the harsh scenes depicting the female abortion completely challenged my assumptions.
We were also asked to compose a free-write that examined these assumptions. My response went as follows: “My assumptions about Women’s art were surprisingly a mirror of what popular culture shows us about women. I thought the women would be these tall, lengthy, model-like figures. I assumed the art would be ‘pretty’ rather than more heavily concerned with the substantive aspects of art.” Not too far after that the Professor posed he question: “What Counts as Art?” and we were asked the same question in discussion. This opened up the discussion of high and low art. It made me wonder. Who determines whether a piece of art work is valuable enough to be hung in a museum or auctioned off for thousands of dollars? In the end I decided that Art is what we make it, if someone decides that it is something to be appreciated as a piece of art then it can be. The professor also introduced us to a novel titled But is it Art? by: Cynthia Freeland a text that doesn’t so much try to classify what art is but expose the reader to various types of art and art theory. This was a book that aided in the progression of the story of the class.
In short, the story of the class went as follows: we were asked to think about what we already knew/ our assumptions, we were introduced to new windows of information that could help mold new assumptions, we were introduced to characters in feminism and different types of art, we introduced to different forms of feminism, art and feminism, feminist issues and culture. The end product of the course was a better understanding of Feminism. I think that Megan Seely, author of: Fight Like a Girl: Ho to be a Fearless Feminist describes feminism, and my understanding of feminism through this class best, she states:
“Feminism is about advocacy, activism, standing up, and speaking out. It is about fighting for social justice. And it is about working toward a solution to the continued discrimination and violence we as women face in the world—rape, sexual harassment, trafficking, sexual assault, and domestic violence. Feminism is about eradicating not just sexism but also racism, ageism, ableism, sizeism, and homophobia. Most of all feminism does not have a static definition but encompasses and encourages many types of feminisms.”(Seely 2)
This course was put together this way to, in the end; open our minds to a broader perspective of feminism that exceeds our assumptions. It was formulated to introduce us to Women Studies and imagine ourselves being apart of it and getting involved, just as Seely’s text encourages us to do. But how does this fit in to my personal story?
Put yourself into this story.
Before and throughout this class I looked at feminism as an outside force, almost like a spectator looking into and unknown world. As I learned more about feminism and related it to my life I realized that much of what I do and believe in could be considered feminist. No longer do I have to feel the taboo surrounding the term “Feminism”. Earlier in the course we were asked to describe ourselves as a subject in history and I said that it was through my activism in: the Student Global Aids Campaign, The Student’s for Barack Obama Club and my involvement in Environmental Organizations throughout my life time. My involvement in these activist organizations are also issues that feminist advocate in behalf. They advocate in behalf of politics, world issues, and environmental issues.
In class one day we were asked to discuss any feminist activities we may have experienced/witnessed outside of class. I remember going to see a production of the Vagina Monologues by: Eve Ensler performed by student actors at the University. The small group discussion allowed me to voice my opinions of the play and talk about feminism in my everyday life. Discussion was a very helpful outlet as were the larger lectures, where I could hear the opinions of my other classmates.
Discuss 3 readings from the course connecting you to the story of the class.
A quote in Chicana Art: the Politics of Spiritual and Aesthetic Altarities by: Laura E. Perez that really resonated with me was in chapter two which discussed body and dress the quote read as follows:
“Through body decoration, concepts of social order and disorder are depicted and legitimized, or specific power and class structures confirmed or concealed. In all cultures body art also expresses the normal and the abnormal, stability and crisis, the sacred and the profane.” (Perez 51)
The quote clarified so much for me especially, in regards to my visit to the art Museums. The quote (as well as the entirety of the chapter) acknowledged societal labels placed on the individual based on “body ornamentation.” The art in the museum was a kind of rejection of these socialized, and as Perez describes in her text, “Racialized Domestic Uniform.” I realize now, how much of victim I was to societal stereotypes of feminism that do not necessarily represent any truth. The art in the Museum did not fit my assumptions because my assumptions were based on the socialized concept of the term.
Another reading that connected to the story of the class was in Arlene Goldbard’s, New Creative Community. This book connected to our discussion of intersectionality, matrices of domination, and marked and unmarked categories, basically many of the social and cultural issues concerning feminism.
“As wielded by mass media in the United States, cultural identity has long functioned as a blunt instrument, with two main categories—“white middle-class” and “other.” With growing diversity, there has been greater differentiation, but the categories are still broad: Asian, Latino and so on, each subsuming a multitude of specificities.” (Goldbard 71)
This quote targets many of the issues that we discussed in class. The white middle-class Goldbard refers to in the text is representative of the unmarked categories that we discussed and the “multitude of specificities”/ “greater differentiation” is representative of the inersectionality we also discussed in class.
Lastly, another text that connected me to the story of the class was in Feminism is for Everybody: Passionate Politics by: Bell Hooks. In it there was a chapter about “consciousness raising” which I felt was a very important part of feminism, this course and my own personal story. Hooks stated, “Once the Women’s Studies classrooms replaced the consciousness raising group as the primary site for the transmission of feminist thinking and strategies for social change the movement lost its mass based potential.” (Hooks 10) Hooks speaks about how this premise of the consciousness-raising group opened up feminism to more women while also marginalizing some as well. I thought about how this is true in my life. Being a college student I am required to take this course, which could be described as a consciousness-raising group, but how many others that do not go to college have this same opportunity?
The purpose of this class was to gain a better understanding of Women, Art and Culture and introduce students to the Women’s Studies field. I feel that as a student in this class I have become more knowledgeable of Women Studies and Feminism. The story of the class and my own story intertwined to fulfill this larger purpose.
05/10/08
Carissa: 03
Your description of the “story” (or argument) of the course.
As in most stories this course began with a clear setting in which most of the events would take place. For a while I tried to figure out what the setting would be, the clear, constant throughout the class, and in the end I decided that the story took place in our assumptions. Yes, our assumptions may constantly change throughout the story, but our assumptions are carried with us throughout the journey of the course no matter how they may evolve.
As I have completed this class my assumptions about Feminism have been challenged, strengthened, and changed. Today my assumptions about Feminism are very different from what they were in September. Throughout this course we were constantly encouraged to question and analyze our assumptions.
From assignment one we were required to visit Art Museums in D.C. and consider what our assumptions were about Feminism. For me, the biggest assumption that was both challenged and then changed was that feminist art would appeal to the aesthetics and superficial beauty. In fact after visiting the National Museum of Women and the Arts I realized that feminist art did the complete opposite, especially, the Paula Rego Collection. All of the harsh scenes depicting the female abortion completely challenged my assumptions.
We were also asked to compose a free-write that examined these assumptions. My response went as follows: “My assumptions about Women’s art were surprisingly a mirror of what popular culture shows us about women. I thought the women would be these tall, lengthy, model-like figures. I assumed the art would be ‘pretty’ rather than more heavily concerned with the substantive aspects of art.” Not too far after that the Professor posed he question: “What Counts as Art?” and we were asked the same question in discussion. This opened up the discussion of high and low art. It made me wonder. Who determines whether a piece of art work is valuable enough to be hung in a museum or auctioned off for thousands of dollars? In the end I decided that Art is what we make it, if someone decides that it is something to be appreciated as a piece of art then it can be. The professor also introduced us to a novel titled But is it Art? by: Cynthia Freeland a text that doesn’t so much try to classify what art is but expose the reader to various types of art and art theory. This was a book that aided in the progression of the story of the class.
In short, the story of the class went as follows: we were asked to think about what we already knew/ our assumptions, we were introduced to new windows of information that could help mold new assumptions, we were introduced to characters in feminism and different types of art, we introduced to different forms of feminism, art and feminism, feminist issues and culture. The end product of the course was a better understanding of Feminism. I think that Megan Seely, author of: Fight Like a Girl: Ho to be a Fearless Feminist describes feminism, and my understanding of feminism through this class best, she states:
“Feminism is about advocacy, activism, standing up, and speaking out. It is about fighting for social justice. And it is about working toward a solution to the continued discrimination and violence we as women face in the world—rape, sexual harassment, trafficking, sexual assault, and domestic violence. Feminism is about eradicating not just sexism but also racism, ageism, ableism, sizeism, and homophobia. Most of all feminism does not have a static definition but encompasses and encourages many types of feminisms.”(Seely 2)
This course was put together this way to, in the end; open our minds to a broader perspective of feminism that exceeds our assumptions. It was formulated to introduce us to Women Studies and imagine ourselves being apart of it and getting involved, just as Seely’s text encourages us to do. But how does this fit in to my personal story?
Put yourself into this story.
Before and throughout this class I looked at feminism as an outside force, almost like a spectator looking into and unknown world. As I learned more about feminism and related it to my life I realized that much of what I do and believe in could be considered feminist. No longer do I have to feel the taboo surrounding the term “Feminism”. Earlier in the course we were asked to describe ourselves as a subject in history and I said that it was through my activism in: the Student Global Aids Campaign, The Student’s for Barack Obama Club and my involvement in Environmental Organizations throughout my life time. My involvement in these activist organizations are also issues that feminist advocate in behalf. They advocate in behalf of politics, world issues, and environmental issues.
In class one day we were asked to discuss any feminist activities we may have experienced/witnessed outside of class. I remember going to see a production of the Vagina Monologues by: Eve Ensler performed by student actors at the University. The small group discussion allowed me to voice my opinions of the play and talk about feminism in my everyday life. Discussion was a very helpful outlet as were the larger lectures, where I could hear the opinions of my other classmates.
Discuss 3 readings from the course connecting you to the story of the class.
A quote in Chicana Art: the Politics of Spiritual and Aesthetic Altarities by: Laura E. Perez that really resonated with me was in chapter two which discussed body and dress the quote read as follows:
“Through body decoration, concepts of social order and disorder are depicted and legitimized, or specific power and class structures confirmed or concealed. In all cultures body art also expresses the normal and the abnormal, stability and crisis, the sacred and the profane.” (Perez 51)
The quote clarified so much for me especially, in regards to my visit to the art Museums. The quote (as well as the entirety of the chapter) acknowledged societal labels placed on the individual based on “body ornamentation.” The art in the museum was a kind of rejection of these socialized, and as Perez describes in her text, “Racialized Domestic Uniform.” I realize now, how much of victim I was to societal stereotypes of feminism that do not necessarily represent any truth. The art in the Museum did not fit my assumptions because my assumptions were based on the socialized concept of the term.
Another reading that connected to the story of the class was in Arlene Goldbard’s, New Creative Community. This book connected to our discussion of intersectionality, matrices of domination, and marked and unmarked categories, basically many of the social and cultural issues concerning feminism.
“As wielded by mass media in the United States, cultural identity has long functioned as a blunt instrument, with two main categories—“white middle-class” and “other.” With growing diversity, there has been greater differentiation, but the categories are still broad: Asian, Latino and so on, each subsuming a multitude of specificities.” (Goldbard 71)
This quote targets many of the issues that we discussed in class. The white middle-class Goldbard refers to in the text is representative of the unmarked categories that we discussed and the “multitude of specificities”/ “greater differentiation” is representative of the inersectionality we also discussed in class.
Lastly, another text that connected me to the story of the class was in Feminism is for Everybody: Passionate Politics by: Bell Hooks. In it there was a chapter about “consciousness raising” which I felt was a very important part of feminism, this course and my own personal story. Hooks stated, “Once the Women’s Studies classrooms replaced the consciousness raising group as the primary site for the transmission of feminist thinking and strategies for social change the movement lost its mass based potential.” (Hooks 10) Hooks speaks about how this premise of the consciousness-raising group opened up feminism to more women while also marginalizing some as well. I thought about how this is true in my life. Being a college student I am required to take this course, which could be described as a consciousness-raising group, but how many others that do not go to college have this same opportunity?
The purpose of this class was to gain a better understanding of Women, Art and Culture and introduce students to the Women’s Studies field. I feel that as a student in this class I have become more knowledgeable of Women Studies and Feminism. The story of the class and my own story intertwined to fulfill this larger purpose.
May 12, 2008
Class Tomorrow
Hard to believe, but tomorrow is our final discussion section meeting! We'll wrap things up by doing evaluations and talking more in depth about some of the themes and arguments of WMST 250 that you discussed in the final paper (due tomorrow).
Remember, not all of you have completed all 9 in-class assignments (which can be easily accessed through the "Labels" feature of the blog). In lieu of an official in-class assignment for tomorrow, I'm giving you the time to go back and do older in-class assignments. This will also be a good way to refresh your memory about some of the issues we've tackled during the semester.
See you tomorrow!
Remember, not all of you have completed all 9 in-class assignments (which can be easily accessed through the "Labels" feature of the blog). In lieu of an official in-class assignment for tomorrow, I'm giving you the time to go back and do older in-class assignments. This will also be a good way to refresh your memory about some of the issues we've tackled during the semester.
See you tomorrow!
May 5, 2008
The American Dream
We've discussed in detail already the concept of "power," a somewhat nebulous term that is hard to pin down. Power can be individual, as in agency, and power can be structural, as in racism and sexism. Agency is the ability for someone (the agent) to act in the world. This action can range from conforming to the status quo to actively rebelling against the status quo; the ability to have this choice is a feature of agency.
Hierarchical structures of power, such as sexism, racism, classism, heterosexism, and ableism, affect ALL of us, as you analyzed in your papers. Some of us are privileged by these structures of power, while some of us are oppressed. You all did an excellent job of analyzing how these structures of power shaped your personal lived experiences.
At the same time, whether you used the term or not, a few of you discussed your sense of agency: how you actively resist racism, for example, or how you had grown up unaware of some of your privileges (thereby conforming to the status quo).
The myth of the American Dream is powerful and alluring. Who wouldn't want to believe that anyone, regardless of race, class, gender, sexuality, etc., with enough hard work could "make it" -- if not become another Bill Gates, then at least become financially comfortable? Isn't that what we've always been taught, according to the Puritan work ethic: those who "make it" were willing to work hard and sacrifice, while those who didn't were lazy and indulgent?
If not consciously, then certainly this is a dominant (hegemonic) ideology (shared set of ideas and assumptions) about America. Part of the power of this myth of the American Dream is that sometimes a few people actually do achieve it. Those who "make it" seem like the norm, while those who don't seem like the deviation.
I would like you to explore this PBS webpage "Race: The Power of an Illusion." Focus on "Where Race Lives," but feel free to check out other parts of this webpage if you're interested. Keep in mind that the title refers to race as a social construction which has material consequences for the ways we live our lives.
For your in-class assignment, share your reactions to this webpage (about a paragraph). If you have any questions, post these as well. See you soon!
Hierarchical structures of power, such as sexism, racism, classism, heterosexism, and ableism, affect ALL of us, as you analyzed in your papers. Some of us are privileged by these structures of power, while some of us are oppressed. You all did an excellent job of analyzing how these structures of power shaped your personal lived experiences.
At the same time, whether you used the term or not, a few of you discussed your sense of agency: how you actively resist racism, for example, or how you had grown up unaware of some of your privileges (thereby conforming to the status quo).
The myth of the American Dream is powerful and alluring. Who wouldn't want to believe that anyone, regardless of race, class, gender, sexuality, etc., with enough hard work could "make it" -- if not become another Bill Gates, then at least become financially comfortable? Isn't that what we've always been taught, according to the Puritan work ethic: those who "make it" were willing to work hard and sacrifice, while those who didn't were lazy and indulgent?
If not consciously, then certainly this is a dominant (hegemonic) ideology (shared set of ideas and assumptions) about America. Part of the power of this myth of the American Dream is that sometimes a few people actually do achieve it. Those who "make it" seem like the norm, while those who don't seem like the deviation.
I would like you to explore this PBS webpage "Race: The Power of an Illusion." Focus on "Where Race Lives," but feel free to check out other parts of this webpage if you're interested. Keep in mind that the title refers to race as a social construction which has material consequences for the ways we live our lives.
For your in-class assignment, share your reactions to this webpage (about a paragraph). If you have any questions, post these as well. See you soon!
May 1, 2008
Racism or Just Overreacting
Alexis Aduba
WMST: Carissa 03
Racism is a form of oppression not too foreign to the United States. Through time the struggles of the oppressed with regards to racism and discrimination have lessened, not to say that these issues have been completely resolved. Today as ignorance and intolerance have become less acceptable in our society perhaps we have spun full circle to a time where we have become fearful of or even overly sensitive to issues regarding racism and discrimination. In class the other day we spoke of the public’s reaction to the vogue magazine’s portrayal of the African American Basketball player Lebron James. USA today describes the image and the outrage it evoked, “…The image is stirring up controversy, with some commentators decrying the photo as perpetuating racial stereotypes. James strikes what some see as a gorilla-like pose, baring his teeth, with one hand dribbling a ball and the other around Bundchen's tiny waist. It's an image some have likened to King Kong and Fay Wray. After discussion Tuesday I tried to think of how I felt about this issue and after some serious thought I realized that this is an issue that I just cannot choose a position on.
On one hand my African American culture has always taught me to question authority and to be receptive to instances of racism to prevent a repeat of history but on the other hand in the society in which I live I experience very few cases of racism and therefore, I am less sensitive or perhaps less receptive to incidents that could be construed as racist. I firmly believe that racism is a practice of ignorance and hatred but I do not know if the image of Lebron James in the Vogue magazine was portraying a racist stereotype. For me to determine this I would have to know something about the person who staged the photo shoot to know if their intent was malicious or not. However, I do feel that often the media does aid in propelling stereotypes of the culture.
In “The Tunnel of Oppression” I remember entering the tunnel and the first thing that was represented was the media. I do not think that this was unintentional. The media can at times aid in oppressing cultures. There are so many stereotype portrayed in the media that it is hard to determine what is in fact a stereotype and what is not. There was a film that I watched not too long ago that portrayed many of the stereotypes held in America today.
This film was called Crash directed by: Paul Haggis starring: Sandra Bullock, Don Cheadle, Brenden Fraser, and Matt Dillon. The film took a look into the lives of several people’s lives in L.A. The New York Times.com describes the film:
“Cheadle turns out to be a police detective on his way to investigate a murder—a body found by the side of a Los Angeles road. A bit later, in a shift so abrupt it could come from a different movie, we’re quickly introduced to two casually dressed young black men, Anthony and Peter (Ludacris and Larenz Tate), walking briskly along a posh L.A. street, complaining about the poor service they just received at a restaurant because, Anthony is convinced, the wait staff thought “we’re black, and black people don’t tip.” They argue amusingly about this possibility—clearly, they carry the unending pressure of casual racism as both an everyday occurrence and, depending on their moods, something to be shrugged off or confronted with righteous anger.
They pass a formally attired white couple, played by Sandra Bullock and Brendan Fraser, on the street, and when Ludacris’s Anthony notices Bullock squeeze Fraser’s arm tighter as they walk by the black men, he mutters a funny line about “overcaffeinated white people,” and then does something that blindsides us and immediately lifts Crash to a heightened level of intensity: He pulls out a gun, leads them back to their big SUV, and carjacks the couple.
It’s a great moment: shocking and scary and almost absurd—a laugh catches in your throat. The focus of Crash then shifts to Bullock and Fraser as victims—we follow them home, where Bullock—playing Jean, a racist harpy with all stops out, doing full penance for her recent Miss Congeniality 2—castigates her husband for his timidity, insists that the locks on their huge house be replaced immediately, and makes loud racist slurs when a Latino man (Michael Pena) comes to perform this labor.”
Several cases of racism, discrimination, and stereotyping are portrayed in the film. What I liked about the film was that the issue of racism was portrayed as an American issue rather just an issue of the unmarked groups. Racism comes in all forms and it is just as disgusting no matter who it comes from. So what I have come to believe is that whether or not the Vogue issue was intended to be racist or not it is not just an issue for the “African American community” to be concerned about it should be a human issue because racism and stereotyping affects us all. If it was offensive to one group of people it should be offensive to us all or at least questioned.
WMST: Carissa 03
Racism is a form of oppression not too foreign to the United States. Through time the struggles of the oppressed with regards to racism and discrimination have lessened, not to say that these issues have been completely resolved. Today as ignorance and intolerance have become less acceptable in our society perhaps we have spun full circle to a time where we have become fearful of or even overly sensitive to issues regarding racism and discrimination. In class the other day we spoke of the public’s reaction to the vogue magazine’s portrayal of the African American Basketball player Lebron James. USA today describes the image and the outrage it evoked, “…The image is stirring up controversy, with some commentators decrying the photo as perpetuating racial stereotypes. James strikes what some see as a gorilla-like pose, baring his teeth, with one hand dribbling a ball and the other around Bundchen's tiny waist. It's an image some have likened to King Kong and Fay Wray. After discussion Tuesday I tried to think of how I felt about this issue and after some serious thought I realized that this is an issue that I just cannot choose a position on.
On one hand my African American culture has always taught me to question authority and to be receptive to instances of racism to prevent a repeat of history but on the other hand in the society in which I live I experience very few cases of racism and therefore, I am less sensitive or perhaps less receptive to incidents that could be construed as racist. I firmly believe that racism is a practice of ignorance and hatred but I do not know if the image of Lebron James in the Vogue magazine was portraying a racist stereotype. For me to determine this I would have to know something about the person who staged the photo shoot to know if their intent was malicious or not. However, I do feel that often the media does aid in propelling stereotypes of the culture.
In “The Tunnel of Oppression” I remember entering the tunnel and the first thing that was represented was the media. I do not think that this was unintentional. The media can at times aid in oppressing cultures. There are so many stereotype portrayed in the media that it is hard to determine what is in fact a stereotype and what is not. There was a film that I watched not too long ago that portrayed many of the stereotypes held in America today.
This film was called Crash directed by: Paul Haggis starring: Sandra Bullock, Don Cheadle, Brenden Fraser, and Matt Dillon. The film took a look into the lives of several people’s lives in L.A. The New York Times.com describes the film:
“Cheadle turns out to be a police detective on his way to investigate a murder—a body found by the side of a Los Angeles road. A bit later, in a shift so abrupt it could come from a different movie, we’re quickly introduced to two casually dressed young black men, Anthony and Peter (Ludacris and Larenz Tate), walking briskly along a posh L.A. street, complaining about the poor service they just received at a restaurant because, Anthony is convinced, the wait staff thought “we’re black, and black people don’t tip.” They argue amusingly about this possibility—clearly, they carry the unending pressure of casual racism as both an everyday occurrence and, depending on their moods, something to be shrugged off or confronted with righteous anger.
They pass a formally attired white couple, played by Sandra Bullock and Brendan Fraser, on the street, and when Ludacris’s Anthony notices Bullock squeeze Fraser’s arm tighter as they walk by the black men, he mutters a funny line about “overcaffeinated white people,” and then does something that blindsides us and immediately lifts Crash to a heightened level of intensity: He pulls out a gun, leads them back to their big SUV, and carjacks the couple.
It’s a great moment: shocking and scary and almost absurd—a laugh catches in your throat. The focus of Crash then shifts to Bullock and Fraser as victims—we follow them home, where Bullock—playing Jean, a racist harpy with all stops out, doing full penance for her recent Miss Congeniality 2—castigates her husband for his timidity, insists that the locks on their huge house be replaced immediately, and makes loud racist slurs when a Latino man (Michael Pena) comes to perform this labor.”
Several cases of racism, discrimination, and stereotyping are portrayed in the film. What I liked about the film was that the issue of racism was portrayed as an American issue rather just an issue of the unmarked groups. Racism comes in all forms and it is just as disgusting no matter who it comes from. So what I have come to believe is that whether or not the Vogue issue was intended to be racist or not it is not just an issue for the “African American community” to be concerned about it should be a human issue because racism and stereotyping affects us all. If it was offensive to one group of people it should be offensive to us all or at least questioned.
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