HW for March 9 - image analysis

  In this blog you will find an interesting, but not very technical, analysis of some pages of Citizen 13660:

http://www.discovernikkei.org/en/journal/2010/10/27/mine-okubo-citizen-13660/

Choose one of the instances and use your skills to improve on that analysis, considering the article on moodle about approaching compositional elements of images (read especially from p. 13 onwards), and the following sum-up:

1) Sensory elements: colour, lighting and texture; 

- shadows, heavy lines, points of light, fabrics and materials

- what emotions are conveyed

2) Structural elements: axes, perspective and depth; 

- horizontal axis - left (given) and right (new)

- vertical axis - up (ideal, spiritual) and down (real, sensual...)

- prominent and secondary elements - how parts contribute to the whole

- center and background

3) Dynamic elements: orientation of figure, gaze and point of tension; 

- figure looking of us (demanding) or away, offering her/himself to our gaze?

- features and postures of characters

4) Emerging elements: directionality and focal point. 

- what is the first thing we notice

- where is the eye drawn to and what directions does it folllow

You will find the analyzed instances of the link above in the following pages of Citizen 13660

p. 74 – toilent partitions

p. 82 – Acme beer

p. 162-163 – pregnant women

Palestinian-American Poet Ahmad Almallah will be visiting our class and elsewhere

 

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HW for March 4: How to Read a Text with Images

 Start by either:

a) relating the images in your book with this archive:

https://anchoreditions.com/blog/dorothea-lange-censored-photographs

or
b) commenting on how one of the images below might complement the text that follows them, or otherwise diverge from it.

"I am often asked why am I not bitter and could this happen again? I am a realist with a creative mind, interested in people, so my thoughts are constructive. I am not bitter. I hope that things can be learned from this tragic episode, for I believe it could happen again."
                                                        (Miné Okubo, 1983)

Asian Americans in the US

- Filippinos have been in the US since he 16th century (17 October 1587, to the coast of California as part of the Galleon Trade between the Spanish Easte Indies and the Spanish American Colonies; at the end of the 18th century there was a 'Manila' colony in New Orleans)

- 1790: Naturalization Act: only "free white persons" could be citizens.

- Chinese, Korean and Japanese Immigrants arrived to the Hawai in the 19th century

- Chinese immigrants, particularly impelled to leave because of the Opium Wars, arrived on the West Coast in the mid-19th century. Forming part of the California gold rush, these early Chinese immigrants participated intensively in the mining business and later in the construction of the transcontinental railroa (1862-1869)

- 1848: first North-American Chinatown in San Francisco.

- Although the absolute numbers of Asian immigrants were small compared to that of immigrants from other regions, much of it was concentrated in the West, and the increase of wealth among the Chinese community (while earning lower wages) caused some nativist sentiment known as the "yellow peril".

- Congress passed restrictive legislation prohibiting nearly all Chinese immigration in the 1880s

- 1898: Spanish-American War initiates the US Colonial History. With the Treaty of Paris the US gain control over Cuba and ownership of Puerto Rico, Guam and the Philippine Islands (the latter will regain independence in 1946, after a transition period (Commonwealth) begun in 1935.

- 1917: Asiatic Barred Immigration Act

- After Japan attacked the U.S in 1941 and China formally become an American ally, some within the American media began to criticize the various discriminatory laws against the Chinese and Chinese-Americans. However, the prejudice towards Japanese grew, which didn't help against the yellow peril mania.

- Internment: During World War II, an estimated 120,000 Japanese Americans and Japanese nationals or citizens residing in the United States were forcibly interned in ten different camps across the US, mostly in the west. The internments were based on the race or ancestry rather than activities of the interned.

1942-1944: Following the Japanese attack on Pearl Harbor, Mine Okubo and her brother were interned to Tanforan Assembly Center and then the Topaz War Relocation Center 

1957 - John Okada, No-no Boy

1961 - Beginning of the US involvement in the War in Vietnam (withdrawal in 1973)

1970s - Asian-American Literature as Category

HW for Mar 2: Close reading of Nabokov's excerpt in the class

 Suggested topics: theme(s) and structure; importance of the text within the context of the author’s work and time; subject of the enunciation; point of view and effect upon the reader/addressee; rhetoric and linguistic devices and language tropes (descriptive or lyric manner, figures of speech, symbolism, innovation / surprising markers, collocations, or pattern traces within the author’s work); intertextuality with texts studied in this class or others. 

HW for Feb 25 - Close reading of the end of Carlos Bulosan's "Silence"

 Do a close reading of the part that begins "So, from then on, he never admitted anyone into his room", until the end of the short story 

paying special attention to: "subject of the enunciation; point of view and effect upon the reader/addressee; rhetoric and linguistic devices and language tropes (descriptive or lyric manner, figures of speech, symbolism, innovation / surprising markers, collocations, or pattern traces within the author’s work)"

HW for Feb 25: Vladimir Nabokov, "Symbols and Signs"

  see the page of the International Nabokov Society

In "Symbols and Signs", comment on one or more of the following aspects:

1. Use of deictics

2. Character description - the son

3. Contextual references and relation to the time the short story was written (1948)