Biography Project & Representation

There are two parts to our Biography Project. In the upcoming classes, we will be spending time in the lab to complete both parts--although the photography part will likely need to be done at home or as "homework" simply because choice of subject matters in this case.

Let me explain:

A biography is a detailed description or narrative story of a person's life. Unlike what is called a curriculum vitae (or resume) that just lists what someone accomplished during his/her life, a biography focuses on the subject's life story: highlighting (like the human interest column in Journalism) what forces drove that person or what obstacles the person had to face--and usually succeeded, until the end of the story.

So biographies tend to analyze a person's life and key moments that helped create the person as the person you are writing about. Some writers focus on the subject's personality, while others usually break their biographies into "ages": including...

• birth & childhood (often discussing the environment in which the subject grew up or social events that helped shape the subject become who he/she becomes)
• Youth & education (these golden years you are living at the moment...enough said)
• Early work & adulthood (formative years focusing on career and profession & society)
• Adult years & social consciousness (how the subject engaged in the social/political world)
• Mature age & end of life (how the person dealt with the inevitable...)

Biographies often point out how the subject struggled and overcame a conflict (or several conflicts), made an important decision in his/her life, and/or often focus on what the person is known for in history--what did the subject accomplish? Most biographies are written in a positive tone. Biographers usually represent their subject matter positively.

What happens, though, when you are writing a biography about a monster? Let's find out.

TASK ONE: Representing the Other 

Step 1: Choose a subject from the list below.

An approved list of some of the worst people in history:

• Joseph Stalin
• Pol Pot
• Idi Amin
• Mao Zedong
• Robert Mugabe
• Heinrich Himmler
• Vlad the Impaler
• Ted Bundy
• Charles Manson
• Che Guevara
• Leon Trotsky
• Josef Mengele
• Elizabeth Bathory
• H.H. Holmes
• Attila the Hun
• Nero
• Jim Jones
• Caligula
• Ivan the Terrible
• Talat Pasha
• Adolf Eichmann
• Maximilien Robespierre
• Kim Il Sung
• Ayatollah Ruhollah Khomeini
• Emperor Hirohito
• Genghis Khan
• Leopold II of Belgium
• Tomas de Torquemada

Step 2: Research this subject. Try to find out details about the person's early life, environment or situation, what is the person known in history for 'accomplishing', what was the person's life like growing up, what did the subject do for a living, what major events happened in the person's life to move them toward being on a list of the worst people in history, what was their ending like, etc.

Step 3: As you research, keep track of sources (you will need to cite these and attribute your sources!)

Step 4: After you have taken notes (notes will be collected), comb through the notes and structure your essay (750-1,000 words approx. in length). I suggest a chronological sequence (from childhood to maturity), although you can choose a narrative structure that fits your style. You may find writing an outline to be helpful.

Step 5: As you write, consider how to represent this subject in a positive light (if possible). Biographers generally have a positive tone for their subject matter.

Step 6: Include dialogue and all the elements of good writing and storytelling. Your aim here is not academic scholarship but biography. Entertain your reader using your subject to do it.

Step 7: Include at least 1 picture or graphic with your subject. Your graphic should have a short caption. Remember to include your picture/graphic on your works cited page!

Step 8: Include a works cited page for your resources. Look here for assistance if you need it.

Step 9: Give your project a catchy title. Proofread. Prepare. And Print!

Your job is to represent the best of these people in a well-researched biography of 750-1,000 words in length.

TASK TWO: Biography Photo Series

Step 1: Choose a subject for a photo series. This should be someone you can follow around or someone who you have some normal contact with. It can be a friend, a relative, a community member, etc. I suggest someone that is good (as opposed to the subject in Task One).

Step 2: With your cell phone or a camera, shoot 5 photos that you will arrange to communicate some artistic message to the world. See previous Photo Analysis assignment for assistance.

Step 3: Arrange your photos for class viewing. This could be a Prezi, a Powerpoint, a Padlet, or simply a document with your photos.

Step 4: Give your photo sequence a title.

Step 5: Write a brief 100-300 word explanation of your series. What are you attempting to show and/or comment on through your photography? Most photographic series have a point or comment about society, the subject, or humanity in general. What's your message? Explain it.

HOMEWORK: Complete the reading of your biography. You should use your book as a model for your projects above. Work on your biography projects (particularly Task 2)!

The Celluloid Closet: Part 2; Photo Analysis Exercise

We will screen the second part of The Celluloid Closet. After viewing, please submit your answers to the handout questions for participation credit.

In the second part of class, please return to the lab to complete the following:
When analyzing photographs or prints:

• Observe: what do you see? What do you notice first? What objects or people (subjects) are shown? How are the subjects arranged? What is the setting? What words are shown? What details do you notice?
• Reflect: Why was the image made? What's happening in the image? When was the image shot/made? Who is the preferred audience for this representation? How is the subject represented? What tools were used to create the image? What message is being communicated?

Use the graphic organizer to analyze a series of photos to examine:
1) Selection: What an author (photographer, filmmaker, writer) chooses to draw a reader’s/viewer’s attention to...
and

2)Deflection: What an author (photographer, filmmaker) chooses to push into the background, downplay, or leave out or cut entirely. 


3) In approximately 50-100 words, comment on or tell the story as you see it, based upon the series of photos below. This is due at the close of class.  

Photo Analysis Exercise:

Look carefully at each of the images in this series and describe precisely was has been selected and what has been deflected in each photo. The purpose of this is to learn to see (and appreciate) how a photojournalist “writes” a story or comments on society through pictures. When you have completed the organizer, please on the back compose a statement of approximately 50-100 words that tells the story or  explains what is being "satirized" in the series.            

Image 1	Image 2	Image 3	Image 4	Image 5
Selection
Deflection

From the series: "Death of a Conversation" by Babycakes Romero

1.  

2. 

3.  

4.   

5. 

   Image: Death of a Conversation Babycakes Romero

HOMEWORK: Please complete your chosen biography. Bring your biographies to class on Monday.
http://mashable.com/2014/12/26/top-photography-series-2014/

Representation in the Media; The Celluloid Closet

During 7th period, please complete the following tasks:

1. Turn in your media usage homework (see previous posts for details). 

2. Complete the biography questionnaire and turn it in today.

3 View these short clips and consider media representation--what message is being sent (advertently or inadvertently)? What target group is being marginalized or addressed? How does the Media represent these groups to its audience? What is the cost or effect on these groups by the Media's use of marginalizing and stereotyping? (What's at stake?) How do these arguments support or challenge the status quo?:

• Coca-Cola  commercial
• Tiffany jewelry commercial
• Bratz: All Glammed Up
• Adidas
• Campbell's Soup
• Taco Bell
• Daniel Defense
• Thirsty For Beer
• Ziploc
• Axe Body Spray & a bonus Axe Body Spray commercial

Watch each clip, then write a short response/reaction (at least 250 -500 words) to the commercials (see questions posed above and comment on what you noticed) and hand in for participation credit. When writing cite and attribute the sources you are using (this includes the commercials).


8th period: Representation in Film. The Celluloid Closet (1995) directed by Rob Epstein & Jeffrey Friedman, based on Vito Russo's book. Voice-over narration by Lily Tomlin.


As we screen this film (we'll conclude next class), please complete the questions on the hand-out for participation credit. Due at end of screening.


HOMEWORK: Please complete your biographies.

Miss Representation: Conclusion; Media Representation

After viewing the conclusion of the documentary Miss Representation, please return to the lab.


View these short clips and consider media representation:

• Coca-Cola  commercial
• Tiffany jewelry commercial
• Bratz: All Glammed Up
• Adidas
• Campbell's Soup
• Taco Bell
• Daniel Defense
• Thirsty For Beer
• Ziploc
• Axe Body Spray & a bonus Axe Body Spray commercial

Watch each one, write a short response/reaction to the commercials and hand in for participation credit.


HOMEWORK: Please complete your biography. Read. Annotate. Also, please track your media usage and complete the handouts from Miss Representation on gender.

Student Podcasts; Representation in the Media: Miss Representation Documentary

Please take the first 10-15 minutes of today's class to listen to our student podcast projects:

• Sara & Kyra
• Alex & Carina
• Isiah 
• Bella & Karina
• Ellie & Jocelyn
• Dannae & Frank
• Alexis & Emily

Excellent Job! (and thank you for completing your work on time!)

NOTE: those of you who have not yet completed your projects, these are now late and past due. Please send me your podcast URL's in the comment section below to complete this class project.

After 10-15 minutes, please go next door to discuss/take notes on Representation in Media and to screen the documentary film: Miss Representation.

Representation in the Media

The term verisimilitude is the appearance of being real or truthful. Since concepts like "truth" and "reality" are largely subjective, the narratives, images, and stories we tell can either support the status quo (maintaining power structures). [by the way, verisimilitude is created in our writing by copious (lots) of detail and description.]

How we depict or represent characters in novels, television programs, comics, and films, for instance, or how images are used by the media to sell products or persuade us can marginalize or reinforce stereotypes of certain hegemonic groups. This all gets tricky because representation is a political act as much as it is an attempt to create meaning. For the masses, that often means shoveling a perspective in front of you (the audience) and showing you a simplified concept.

Writers often do not mean to be cruel or ignorant, but want to get across their point as easily as possible. Busy writers tend to cut corners by relying too much on archetype, templates, stereotypes, cliche, or simplistic representation (particularly with minor characters). It's easier to depict your antagonists as a commonly hated group that is easily recognizable than it is representing the truth. A man in a black hat represents a bad man in Westerns; a Nazi represents evil in war films, etc.

Why is this important? By showing a representation of reality, the media creates meaning for us. We are basically told what to think, based on what the media (or particularly a small group of elite corporate executives) wants us to think.

The Hegemonic Model: the ruling classes rule us through influence and persuasion rather than force. This is done by creating a consensus about an idea, social group/event, or product. This is a Marxist theory. The media makes things they want to "sell us" seem "natural"--which supports the status quo and the current structures of power. Essentially, we are in consensus about who is to rule or lead, and who is to follow. 

The Pluralistic Model: Consensus is created from the views and values of the masses, which allows the media to cater to or "sell" diverse viewpoints or products to the masses through consumer "choice". In this model, the media's job is to please, entertain, or satisfy the presumed needs of the masses. It is the masses job to select media that supports or addresses their need or desire.

Let's examine representation in the media. There are 4 documentaries/speeches that we are going to examine. For each one in the coming classes, we will view, discuss, and write about our findings. Before we do that, however, a little academic vocab.

• Marginalization: the process of treating a person, idea, product, or concept as inferior, insignificant, or peripheral (out of direct sight).
• Hegemony: an identifiable or dominant social/cultural group.
• Stereotyping: representation used to categorize a group of people (usually in a negative light).
• Stereotype: an easily recognizable "character" who is seen not as an individual, but symbolizing a group or type.
• Verisimilitude: Semblance or appearance of truth or reality, usually as details or description in a text.
• Representation: how a text produces verisimilitude or "truth" of reality.
• Audience: the targeted group of a text.
• Consensus: agreement about a concept/idea or way of doing something.
• Status Quo: the existing state of affairs; the current situation. 

To Consider/Discuss: As you watch the films/clips, answer the following questions in your notes--(note: there will be a test on these key concepts/ideas/films!)

1. How does the Media represent these groups to its audience?
2. What is the cost or effect to these groups by the Media's use of marginalizing and stereotyping? (What's at stake?)
3. How do these arguments support or challenge the status quo?

1. The Mask You Live In (documentary)
2. Black men in America (clip)
3. Middle Eastern & Muslim Stereotypes: Eefa Shehzad (TED talk/speech)
4. Miss Representation (documentary) (part 1; we will conclude this documentary next class)

HOMEWORK: Continue reading your chosen biography.

Podcasting: Editing; Biographies

Please turn in your homework (see post below this one for details!)


During period 1: Please upload and/or edit your audio files for your podcast. If you did not complete the homework (recording your podcast) you will be falling behind--so get to it!


See previous posts for help/assistance editing your audio files. Here are a few other pointers to consider:
To EDIT audio clips: check here.
To add music:

1. On the Home tab, in the Add group, click Add music.
2. Click the music file you want to use, and then click Open.

To fade music in or out:

1. Click the music you want to fade in and/or out.
2. Under Music Tools, in the Options tab, in the Audio group, do one or both of the following:

• To make the music fade in, click the Fade in list, and then click the speed for the music to fade in.
• To make the music fade out, click the Fade out list, and then click the speed for the music to fade out.

To change the start or end point of the music:

1. Click the music.
2. Drag the playback indicator on the storyboard to the point in the music where you want it to start or stop playing in your movie. Then do one of the following:

• To set a new start point for the music to start playing at the current point, under Music Tools, on the Options tab, in the Editing group, click Set start point.
• To set a new end point so the music stops playing at the current point, under Music Tools, on the Options tab, in the Editing group, click Set end point.

To change the audio volume of a music item:

1. Click the music.
2. Under Music Tools, on the Options tab, in the Audio group, click Music volume, and then move the slider left to lower the volume or right to increase it.

To change the volume of the audio in a video:

1. Click the video.
2. Under Video Tools, on the Edit tab, in the Audio group, click Video volume, and then move the slider left to lower the volume or right to increase it.

If these things don't work, please check online, a friend, or call me over after you have done those two things. If you are using a different program, please check online or ask a friend for help on that program.

During Period Two: Let's take a break from editing/podcasting to A). go next door to discuss The Paul Robeson biography, and B). to go to the library to select a biography of your choice.

Next class you should complete your podcast project. In order to hear each other's work, please upload your audio/video file to YouTube and copy the URL address for your work in the COMMENT section of this (and our next post). I'd like to "screen" these podcasts next week.


HOMEWORK: Prepare and complete your Podcast. Begin reading your chosen biography.