My name is Abraham, but you can me Abe. In college we learn to never take a question at face value. So when our teacher asks us who we are, we know it's not a dating/Facebook profile type of question. I am majoring in both English and Emerging Media hoping to get into a job either in  the ever expanding internet (Google) or the increasingly popular social media (anything except Facebook). I really don't have any experience in this field, but that's why I am in college. I'm also very active in Hunter being in many clubs including USG. Being a juror senator I've to be following the news. I normally get my media consumption from many outlets. I get my news from DailyNews.com, The Times, and Twitter. I get my entertainment news from IGN.com, IMDB, Yahoo.com and twitter. And other news I get from looking around the web and twitter.  

When I was in class on Saturday I thought about woman and the internet and I found these images. The internet has never been kind to woman, but as time goes by woman are becoming more accepted and even becoming a dominant force on the internet according to this site. The internet like other media outlets change with time and so do the people using it. I hope to get alot of this class and see how women are portrayed and viewed on the media and how I can do my part to change that.

Brainwashed by The Media

Who am I? It's been twenty years and I yet have to come up with something concrete. Maybe that's what I am: ever-changing. My life is an experience and I am the lessons learned. I've learned to be caring, to be understanding, to be wise. I've chosen to be outgoing, and funny, and not take life too seriously. I've also chosen to be feminine... Or did I learn to be that way?

Am I constantly worried about my image because I want to look "good" or because I feel forced to look "good?" Am I sweet, girly, and flirty because I want to be, or has the media subtly molded me into that? 

Media surrounds me, and therefore I am constantly consuming. Be it through television programs, commercials, magazine ads, song lyrics, music videos, or even facebook! Unfortunately, there is a pattern in each of these mediums. Females are constantly being portrayed in one of two ways: they can either be thin, delicate, and beautiful, waiting for their knight in shining armor to sweep them off their feet OR they are thin, sexy, "bad girls" trying to get male attention in "unconventional" ways.

The media advertises a million and one ways women are supposed to be/act. Female ads are mostly for beauty products to make you look younger, or thinner, or accentuate your eyes and lips. Female artists' lyrics are usually about wanting a guy or getting heart broken by one, and male artists (for the most part) sing about the female body. Also, music videos always have the female(s) looking thin/voluptuous and beautiful/sexy. All these mediums represent women in a black or white manner, with no room for grays.

Just as Berger was stating in "Ways of Seeing," women are objectified by men, and this idea of "women as objects" is replicated by the media. I will sadly admit, at least once in my life, I have acted and looked a certain way specifically for the opposite sex; I've turned myself "into an object - and most particularly an object of vision: a sight."

With who's help? The media, because they are the ones who tell me what's "acceptable" and what is not.

VICTORIA'S SECRET MODELS

 

 

DOVE'S REAL BEAUTY CAMPAIGN MODELS

 

 

 

 

Who Do "I" Think I Am?

Who Do "I" Think I Am?

There are designated titles that we derive from socially constructed terms so I will start with that.  I am a brother, a son, a friend, an uncle, and other lengthy titles depending on who you talk to.  I am a media-maker and a consumer.  I use photography as a tool to express my creative side.  It is one of my favorite things to do on my free time and at the bottom I will have a link to my website.  I consume media through many channels, whether it be a newspaper, online, or television.

I like to stay informed with current events and I find the application called "NEWSY" on my phone very handy.  I don't have time to find out or read the entire story because I work and go to school.  This application as well as the one for BBC, helps me stay in tuned with whats going on in the world.

Ultimately I am always learning more and more about photography but I also like sharing the knowledge I have with others, so if you are interested in discussing photography then contact me by all means.  Also take some time to look at my web page.  Thanks!

Photography web page: www.500px.com/hashimabdul

Facebook: www.facebook.com/hashimabdul

Who Do You Think You Are?

            Feminist? Buddhist lay person? Aspiring teacher? What I do (upon consistent reflection) is figure out how to break away from and deconstruct the titles and categories under which society would place me. However, this leaves me with a little too much room for self judgment, under no exact mold or standard. When it comes to advertisement and media that we cannot escape, I’ve tried my best to shut them out because of my fear of their underlying motives. I understand that corporations have experts who make sure that the general public feels like they need a certain product or service. In my last year of high school, I worked on a group community service project that launched a website to help teens become more aware of the media’s role in our lives. We created PSA’s, small videos, songs, and collected news on different topics to show that our website could be used as a collective source for young people to become more educated on what was happening around them and, more importantly, how to be more active in that reality. In that sense, I have been selectively involved with the media. I identify myself most with projects like these because my goals ultimately have to do with helping young people feel adequate.

               I’ve seen my mom get crazy about the news. She’s come home with stacks of papers with sexual predators in our general area and has told me how to take precaution. There have been many arguments about my freedom vs. her parental paranoia, and that’s only driven me away from news stories. Although I’m aware that it is always better to be alert and know what’s going on, no news is good news. It’s a burden not to know how to filter all this destructive information and I wanted to stop making myself feel hopeless. Social networking works the same way in my mind. I have Facebook for the sake of communication and staying connected to people I otherwise wouldn’t get a hold of, but for a long time I battled myself for even keeping an account. I don’t always like the ways in which people use it because of the things they choose to transmit. In this sense, I’d say my involvement with the media has been an ongoing tug of war. I’m looking forward to a shifting outlook and feeling more capable of making changes to the way the media shapes people.

http://yrevolt.org/

http://riveranicole.blogspot.com/  - here's the link to my online portfolio of short stories, drafts, reflections, and...growth, basically. 

Fun fact: I've always had an obsession with Christmas and the spirit of the holiday. I found this cartoon while searching "consumerism" on the web for my last media class, it changed a lot in terms of how I choose to give to people during the season. 

http://voiceoftruthblog.com/wp-content/uploads/2010/11/Santa-Spend.jpg 

Hello all,

It will be a fast-paced semester. I expect great work and dedication from each of you. I will make the material and the classes engaging and awesome - as possible ;) It is up to all of you to do your part, stay on top of the readings and the assignments and make this class awesome too!

I look forward to spending the next semester engaged in great discussions, impressed with your projects and getting to know all of you. Welcome!

Prof. Caçoilo

Syllabus Fall 2012

Women and Media Fall 2012

MEDIA384.00 Sec:001

Saturdays 2:10 – 5:00pm

Department of Film and Media - Hunter College

Professor Doris Caçoilo

dcacoilo @ hunter.cuny.edu

 

COURSE DESCRIPTION

In this course students will be introduced to key issues and theoretical approaches in the study of women and media.  The course will explore representations of women in media as well as researching the work of women in the industry. Students will research and analyze how the media creates and challenges stereotypes, ideas of difference including exclusionary representations of minorities and women. Readings, class discussions and projects will explore how media shapes our attitudes and identities. Long a focus and a concern in feminist scholarship, critique of the media is crucial in the discussion of the representation of women in the media. The course will use a historic context of feminist media studies to interpret and analyze contemporary media examples. Students will read across various fields to interpret and critique images in various media: television, advertising, film and new media to explore women’s role and perception, women as audience and especially the importance of women as media makers.

COURSE OVERVIEW and EXPECTATIONS

This class is intended to help students develop the ability to create thoughtful and engaging projects and writing assignments. In addition to a rigorous reading schedule students are required to write various projects for the class blog and sustain continued research and writing throughout the course in addition to the scheduled projects. 

Feedback from your classmates is a valuable resource for the improvement of your writing and your work. Critiques allow us to share our projects with others and express our intentions. The idea is to be able to understand the concept behind each work and to analyze the method of every student to determine whether they achieved their goals.  Feedback from others gives us valuable information in order to keep making progress.  For this reason, class participation is essential.

Class sessions will be divided into presentations, class discussion of the readings, and group critiques of projects. Presentations will address both theoretical and analytical issues related to women and media. Some class time will be dedicated to work on individual projects but it is the student’s responsibility to finish his/her work and present it on time. Students are responsible to be prepared for class, read all assignments on time and post all writing and projects to the blog, paying attention to technical and aesthetic presentation as well as thoughtful and well-developed content.

READINGS Various weekly reading assignments will be linked, posted for download or passed out in print in class. The reading schedule will be distributed in class. Readings are due each week.

BLOG You must consult the class blog daily to check for announcements, readings and to post your assignments. The blog is crucial to the course and your completion of the requirements. You MUST have access to the blog to complete assignments, get readings, post work and comment on students’ posts.

BASIC REQUIREMENTS FOR COMPLETION OF THE COURSE

Five writing assignments published to the blog as well as a class presentation and a final project will be developed during the semester. You must complete these in a professional manner and ON TIME. No late work will be accepted for a full grade evaluation. The assignments will be related to the issues discussed in class, allowing students to explore new technologies by researching and responding to various class discussions and readings. It is suggested to keep a process notebook to record ideas and phases of a project: research, brainstorming, development of the idea etc.

Critiques are important both for developing your own projects and in helping to form important skills in communication and in forming developed opinions and ideas. Participation in critiques and in class discussions will be very important in forming your grade.

--Attendance and grading policy:

Attendance is required. Attendance is taken at the beginning of each class, and will be considered when determining the final course grade.

More than three (3) absences will result in an 'F' (failure) for the class. No exceptions. This is standard policy across digital media courses. Class begins on time, so you must be punctual. Lateness, leaving early or leaving class unexcused for an extended period of time will also be recorded. Two of these instances will count as one absence.

You are required to make up any and all work that is missed if you are absent. Notify the professor if you will be absent or e-mail asap. As work will not be accepted late, please contact the professor to hand in work on time!

--Grade policy:

All assignments must be finished and handed in on time to receive a passing grade for this course.

--Evaluation:

30% 5 blog posts

10% 1 group presentation

40% final project

20% participation (Contributions to class, critiques and the blog + attendance)

NOTE: BACK-UP your work frequently, even as you are working on the projects. Write and edit your posts locally before uploading them to the web. No excuses!

* If you have a disability which will affect your coursework, please notify the instructor within the first two weeks of class to ensure suitable arrangements and a comfortable working environment.

Contact The Office for Students with Disabilities, Hunter East 1119 Phone  (212) 772-4882 or 4891, TTY: (212) 650-3230.

* This is a list of numbers which you can use if there is an emergency or crisis situation on the Hunter campus or if you need assistance at other times.

Security -B125 West - 772 - 4444; During business hours: Medical Office - Room 307 North - 772 - 4800; Office of Student Services - 1119 East - 772 - 4882 4891 (crisis counseling available), The Women's Center - 801 East - 772 - 4931.

Hunter's Reading/Writing center is where students receive tutoring in reading and writing skills, critical reading, and the writing process. Students can apply for a weekly appointment with a tutor and/or use drop-in services during scheduled hours. Students may also attend workshops offered at the Center throughout the academic year. http://rwc.hunter.cuny.edu/

Statement on Originality of the Work

All work completed for this course must be completed by the student enrolled in the course. All work for this course must be made in this course and not fulfilling the requirements of another prior or current course unless pre-approved by the instructor. Plagiarism is a very serious academic offense which will result in penalties ranging from reduction of class grade to failure in the course. Plagiarism occurs when the ideas, images, and words, published or unpublished, of others are presented as one's own without citing the original source. Plagiarism also occurs when the papers, research, or creative works of another person are presented as one's own work.

+ + +

All students need to be on the listserv FM-L to receive important departmental notices. Just email listserv@hunter.listserv.cuny.edu and leaving the subject line blank, write SUBSCRIBE fm-l (that's an "L" not a 1) in the body of message and you're set!

SCHEDULE

******PLEASE NOTE THAT THE FOLLOWING SCHEDULE IS SUBJECT TO CHANGE AND I WILL INFORM YOU OF SPECIFICS AND CHANGES PERTAINING TO THIS SCHEDULE AS SOON AS POSSIBLE if you ever have questions or concerns about the schedule, due dates, changes or anything else please e-mail me at dcacoilo @ hunter.cuny.edu

Class meetings are also subject to surprise critique sessions. Students should always be prepared to present work in progress on any class meeting day whether or not it is announced on this schedule.

Students are required to read the appropriate readings for each class, complete all assignments on time and post 2 links to delicious each week.

Week 1: Saturday 9/01 Introduction and discussion.

Week 2: Saturday 9/08 What is Culture? What is Media? Discussion session. Bring in media example for discussion Post 1 Due

Week 3: Saturday 9/15 Ways of viewing--the gaze Discussion and work session. Readings Due.

Week 4: Saturday 9/22 Women as Audience Soap Operas to Advertising. Discussion and work session. Readings Due. Post 2 Due

Week 5: Saturday 9/29 Gender and Advertising Discussion and work session. Readings Due.

Week 6: Saturday 10/6 Body Image Discussion and work session. Readings Due. Post 3 Due

Final project topics due.

Week 7: Saturday 10/13 News Media and Ownership Discussion and work session. Readings Due.

Week 8: Saturday 10/20 Alternative Media -- response, identity and roles. Discussion and work session. Readings Due. Final project proposals due.

Week 9: Saturday 10/27 Alternative Media -- response, identity and roles. 

Week 10: Saturday 11/3 Women and Movies Discussion and work session. Readings Due.  Post 4 Due

Week 11: Saturday 11/10 Independent, Documentary Film, Media Activism Discussion and work session. Readings due.  (Draft) Bibliography due.

Week 12: Saturday 11/17 Art/New Media Discussion and work session. Readings Due. Post 5 Due

Week 13: Saturday 11/24 NO CLASS Thanksgiving Break  

Week 14: Saturday 12/01 Art/New Media Discussion and work session. No Readings Due. Review of final projects.

FINAL

Week 15: Saturday 12/08 Presentation of Final Projects + papers due. – Group Critique

Week 16: Saturday 12/15 Presentation of Final Projects + papers due. – Group Critique

PROJECT DESCRIPTIONS:

 *Weekly presentations:

Present the work of a media artist, activist or leader who has used media to further address women’s issues, the lives of women and/or global awareness of women’s rights. A small group of students will present each week. Presentations should be organized, clear and engaging and should include a visual component in addition to a well prepared verbal presentation. These should be 7-10 minutes. The topics should be relevant to the classwork and should spur discussion within the classroom. Presentations must be posted to the blog. Every student will present once throughout the semester.

*Posts 1-5.

Students must develop well-edited and researched responses to readings and discussions in class. Each post will be specific to the topics covered in class at that time and will be explained during class. Students are responsible to write and edit these posts as well as illustrate them and successfully post them to the blog for discussion and critique in class.

*Final Project

Based on the discussions and projects presented in class and on the blog please create a short piece of media which focuses on a social issue and reframe the issue to specifically address how this affects the lives of women and/or how women can be instrumental in solving or raising awareness about this issue. Choose one of the following formats for your project.

1.     Essay with embedded images.

2.     Video- music, documentary, performance

3.     Researched article or extensive slideshow with captions or narration (think NYTimes)

4.     Magazine/Zine

5.     Interactive Web Project/Site

The length and requirements for each project will be explained in depth to each student when the project is introduced and discussed in class. The project will be completed in parts:

1.     Proposal (1-2 pages) [Due Saturday 10/20]

2.     Draft Bibliography [Saturday 11/03]

3.     Presentation of final project [Saturday 12/08 or Saturday 12/15]

Important List of Terms

DEFINITIONS

Ally: Any person or institution who understands how doing anti-homophobic work benefits them and their people, and then goes ahead and does that work. Being an ally is more active than being a friend.

Bisexuality: Sexual attraction to and/or behavior with both sexes.

Biological Sex refers to the physiological and anatomical characteristics of maleness and femaleness with which a person is born.

Gender Identity refers to one's psychological sense of oneself as a male or female.

Gender Role refers to the socially constructed and culturally specific behavior and expectations for women (femininity) and men (masculinity).

Coming out: The act of defining oneself as gay or lesbian. There are significant moments and incidents of "coming out" -- to family, religious community, neighbors, colleagues. Coming out also represents the daily, ongoing need to not be made invisible in a heterosexist society.

Dyke: Many lesbians self-identify as dyke. This is not a word all lesbians feel comfortable with. It is still a loaded term that is used in a derogatory way by homophobic people.

Fluid: A term suggesting that sexuality and gender are social constructs and that it is natural to feel a certain "fluidity" in sexual attraction and identity. Fluid refers to accepting the continuum of sexual orientation from gay to straight with every nuance in between.

Gay: Traditionally, the term gay has referred to men. It has come to include lesbians, bisexuals, transgender, transexuals, etc. The word came from the Gay Liberation movement.

Heterosexism: Believing heterosexual lifestyle is superior to other lifestyles; promoting heterosexual lifestyle.

Heterosexuality: Sexual attraction to and/or behavior with the other sex.

Homophobia: The fear, intolerance, mistreatment, and oppression of homosexuality, bisexuality, lesbian women, gay men. It is often used to express the mistreatment and oppression of gay people by individuals and/or institutions.

Homosexuality: Sexual attraction and/or behavior with the same sex. sexuality, lesbian women, gay men. It often used to express the mistreatment and oppression of gay people by individuals and/or institutions.

Lesbian: Gay woman. Most lesbians prefer the term lesbian because it gives gay women an identity independent from men. There is a growing diversity of lesbian lifestyle and culture. Many lesbians self-identify as dykes.

Outed: (As in, "They 'outed' her at the meeting.") When someone tells other people that another person is gay.

Partner: A term used to describe a sweetie, loved one, wife/husband, comrade-in-life, within the gay community. It is also a term straight people consciously use for their lovers/spouses as an act against hetereosexism.

Patriarchy is the root cause of sexist oppression. It is a system of oppression which values the work of men over that of women, which privileges male culture and men oriented roles and tasks over that of women and women oriented tasks. It is a system of oppression that elevates men into positions of power and decision-making while devaluing or diminishing the contribution of or role of women. **Taken from MXGM Definitions**

It is a system of oppression, which assumes and accepts heterosexual relationships as the norm and values those relationships at the expense of others.

Patriarchy, arguably the first system of oppression learned by everyone, intersects with other systems of oppression such as white supremacy, classism and heterosexism to oppress Black women and Black LGBT/Queer people.

Patriarchy is a political-social system that insists that males are inherently dominating, superior to everything and everyone deemed weak, especially females, and endowed with the right to dominate and rule over the weak and to maintain that dominance through various forms of psychological terrorism and violence.....Bell Hooks

Privilege: A resource or state of being that is only readily available t some people because of their social group membership.

Queer: A term, loved by some gay people, hated by others, that reflects inclusion of gay, straight, transexual, transgender, bisexual, and questioning people. Outside of the gay/lesbian community, queer is a derogatory term used by homophobic people.

Questioning: Being open to defining one's sexual orientation.

Racism is the belief that there are inherent differences in people's traits and capacities that are entirely due to their race, however defined, and that, as a consequence, racial discrimination (i.e. different treatment of those people, both socially and legally) is justified.

Racism is more than a matter of individual prejudice and scattered episodes of discrimination. There is no black racism because there is no centuries-old system of racialized subordination and discrimination designed by blacks to exclude whites from full participation in rights, privileges, and benefits of this society. Black racism would require not only a widely accepted racist ideology directed at whites but also the power to systematically exclude whites from opportunities and rewards in major economic, cultural, and political institutions. While there are Blacks with anti-white prejudices, and there are instances of Blacks discriminating against whites, these ….are not part of an entrenched structure of institutionalized racism that can be found in every part of this country **Taken from MXGM Definitions**

Right: A resource or state of being that everyone has equal access to, regardless of their social group membership.

Sexism: The cultural, institutional and individual set of beliefs and practices that privilege men, subordinate women, and denigrate values and practices associated with women. Sexism is more than a matter of individual prejudice and scattered episodes of discrimination. There is no female sexism because there is no centuries-old system of sexualized subordination and discrimination designed by women to exclude men from full participation in rights, privileges, and benefits of this society. Female sexism would require not only a widely accepted sexist ideology directed at men but also the power to systematically exclude men from opportunities and rewards in major economic, cultural, and political institutions. While there are women with anti-male prejudices, and there are instances of women discriminating against men, these ….are not part of an entrenched structure of institutionalized sexism that can be found in every part of this country. **Taken from MXGM Definitions**

Sexist oppression is any force or entity that limits the self-determination of women and girls. It is the exercise of male privilege (power and control), by individuals as well as the state and results in violence and abuse of women and girls. Sexist oppression is propagated by the state through policies and practices that adversely affect women. The result of these policies is the creation and expansion of an economic and social underclass of women who struggle to support their families while they are treated as expendable labor. **Taken from MXGM Definitions**

Sexual Orientation: Sexual orientation is the term people use to define what gender they are sexually attracted to. A person who has a sexual attraction to members of the opposite gender is called heterosexual (or straight), while someone who has a sexual attraction to members of the same gender is a homosexual person. Sexual orientation is a continuum, not a set of absolutely different categories. It is not known what determines a person's sexual orientation.

Social Power: Access to resources that enhance one's chances of getting what one needs in order to lead a comfortable, productive and safe life.

Transgender: This has become a catchword for transvestites, transexuals, female and male impersonators, drag queens, those without a specific gender label.

Transsexual: Changing to another gender: surgically, chemically, and/or aesthetically.

Gender non-conforming refers to people whose gender expressions do not match stereotypes of how girls/women or boys/men are "supposed to" look and act. In reality, most people in general don’t meet all gender expectations and stereotypes either; almost nobody is perfectly masculine or perfectly feminine. The reason gender nonconforming people are included in the list of transgender people is that there are some people who identify as transgender but are not transitioning gender, and do not consider themselves cross-dressers, androgynous, or gender queer. Gender non-conforming people have an increased need for safety while in the shelters.

Two-spirit: The definition of a two-spirit person varies across the Native American cultures in which they appear. In general, two-spirit people are born one sex, and end up fulfilling the roles assigned to both sexes, or other roles reserved for two-spirit people. Some people consider two-spirit a term that can refer to lesbian, gay, bisexual and transgender people, while others think it is best used only for transgender people.

Transphobia is the negative valuing, stereotyping and discriminatory treatment of individuals who do not conform in appearance and/or identity, to conventional conceptions of gender. Trans-identified (transgendered) individuals, lesbians, gay men, bisexuals and their supporters are typically the targets of transphobia.

Taken from:

http://www.transgenderzone.com/library/hl/fulltext/33.htm

http://www.queensu.ca/secretariat/policies/senateandtrustees/harassment.html#B

http://www.sabes.org/resources/publications/brightideas/vol9/b3gloss.htm)

additional resources for definitions and terms:
http://afeministtheorydictionary.wordpress.com/