...What is the definition of assimilation according to your textbook? * What were you most surprised to learn from the film? * Why did the American government decide to assimilate Native American children into Western culture? * How did this affect them long term? * Is assimilating others into another culture ever justified? u The definition of assimilation according to my textbook is described as “the subordinate group may lose its original culture as its members adopt the customs of the larger society, a process called assimilation.”(Crapo, 2013) The thing I was most surprise to learn from the film was how they remove family members from their home and forced them into jobs and boarding school. Most of the women was forced into prostitution and then had to also give up the kids to a boarding school was afraid they will never come back and if they did the was not the same. The comment from former President and military leader during that period sums up the difficulties the Native Americans faced with. The reason the western culture decided to assimilate the Native Americans was to force a cultural transformation. The Europeans used an intelligent method which was forcing the children to attend schools and learning to speak English. In those schools they treated the children as if they were in the military. They also forced the Native Americans to attend their churches and leave traditions behind. The assimilation process affected them long term by changing their...
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...A Western film written, directed and acted by Native Americans is a hidden gem. Too often, Indians are portrayed from a white man’s point of view, which causes misinterpretations and stereotypes of Native culture. Even in movies where the white director highly respects Indians, they are bound to overlook important details or fallback on palimpsest. In Dances with Wolves (1990), a Sioux uses the butt end of a rifle to fight off the soldiers before John Dunbar tells him to shoot the gun with the other end. In reality, the Sioux tribe is known for having great warriors, some were even better with a gun than white settlers. Smoke Signals (1998), the “first feature-length movie written, directed and acted by American Indians” (James Sterngold), fully broke the cycle of producing movies that were merely a “photograph of the mirrored reflection of a painted image” (1, Kilpatrick) of Native Americans....
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...and mascot is a Native American Indian. Using Native Americans names or symbols by non-native people is a form of controlling images and the three pillars of white supremacy in particular colonialism (Erickson, 2017). The Washington’s team logo/mascot could be considered harmful due to the nature of the image. For instance, the word “redskin” can be perceived derogatory. It is believed that it came from early American settlers that referenced the skin color of Native Americans thus creating “redskin”. This logo and mascot are being appropriated from the Native American Culture, and the “redskin” term should be a legitimately...
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...Western Movie Graphics vs. Today’s Graphics Ashford University Vicky Roach Starbuck Social Problems SOC203 Instructor Gina Rollings April 4, 2011 Western movies have been around since the beginning of cinematic history in the US. They are no longer the most common nor the most popular movies presented to audiences. However, they still hold a special spot for those who love adventure and larger than life heroes. Stick around and learn more about the history of western movies and the producers and actors that have created them. Before western films became popular with movie going fans, western books and shows blazed the trail, whetting the appetite of millions for adventure. Although life in the early west was harsh, novels began proliferating in the 1860's which presented a more ideal or glamorized version of the experience. Real-life characters such as William F. Cody ("Buffalo Bill") and James Butler Hickok ("Wild Bill" Hickok) as well as a number of fictional characters were extremely popular. While many early western movies told moral tales of good triumphing over evil and men fighting for a righteous cause some were also comedies and others merely action packed showcases for their smart horses and talented "cowboy" actors. Films like "Custer’s Last Fight" in 1912, "On the Night Stage" in 1914, "Hell's Hinges" in 1916, and "Tumbleweeds" in 1925 were well received. Certainly films about the west have focused on cowboys, gunslingers,...
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...Southern Illinois University Carbondale OpenSIUC Research Papers Graduate School 8-2014 Nollywood: A Case Study of the Rising Nigerian Film Industry- Content & Production Elizabeth T. Giwa Southern Illinois University Carbondale, toyin.e.giwa@gmail.com Follow this and additional works at: http://opensiuc.lib.siu.edu/gs_rp Recommended Citation Giwa, Elizabeth T., "Nollywood: A Case Study of the Rising Nigerian Film Industry- Content & Production" (2014). Research Papers. Paper 518. http://opensiuc.lib.siu.edu/gs_rp/518 This Article is brought to you for free and open access by the Graduate School at OpenSIUC. It has been accepted for inclusion in Research Papers by an authorized administrator of OpenSIUC. For more information, please contact opensiuc@lib.siu.edu. NOLLYWOOD: A CASE STUDY OF THE RISING NIGERIAN FILM INDUSTRYCONTENT & PRODUCTION by Toyin Elizabeth Giwa B.S., Southern Illinois University, 2010 A Research Paper Submitted in Partial Fulfillment of the Requirements for the Master of Science Department of Mass Communication and Media Arts in the Graduate School Southern Illinois University Carbondale August 2014 Copyright by ELIZABETH TOYIN GIWA, 2014 All Rights Reserved REASEARCH PAPER APPROVAL NOLLYWOOD: A CASE STUDY OF THE RISING NIGERIAN FILM INDUSTRY CONTENT & PRODUCTION By Elizabeth Toyin Giwa A Research Paper Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Science in the field of Professional Media and Media Management...
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...* * * * * * * * * Representation Of Race In Media * * * * * * * * * * * * * * Much of our perceptions of the world are based on narratives and the images that we see in film, television, radio, music, and other media. These are some of the outlets that construct how individuals see their social identities, as well as learn and understand about what it is to be black, white, Native American, Asian, South American, etc. (Dow, Wood, 2006, p. 297). You will get a better understanding of this once you understand the concept of ideologies. Ideologies are what create our perception of the world around us, whether it is political, social, economic, etc. Ideologies are not the product of individual intention or conscious, rather we create our intentions within ideology (Marris, Thornham, 2000, p. 267). These ideologies exist before we are even born; they form the social constructions and conditions that we are born into. But, ideologies are just a practice, and it is produced and reproduced in apparatus of ideological production. The media is a great example of an apparatus of ideological production (Marris, Thornham, 2000, p. 273). It produces social meanings and distributes them throughout society. However, as long as ideologies continue so will social struggles such as racism, which we will discuss in this essay. Media elites represent different races through media based on...
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...representations, in particular those in the fashion industry, have recently reinvented a historically loaded image in their performances: blackface.1 In the past several years, blackface and other images of physical transformations of race have appeared in a number of high and popular fashion contexts including a “yellowface” fashion show in Shanghai sponsored by Karl Lagerfeld, supermodel Heidi Klum photographed wearing only chocolate syrup, an issue of French Vogue featuring a white model in black body paint and elaborate “African-inspired” costuming, a photograph in V Magazine of two models, one in blackface and one white, wrestling, two episodes of America’s Next Top Model involving racial and biracial transformation, and an editorial naming American Apparel and showing a woman in blackface. Blackface, though in a contemporary form more accurately described by the term “racechange,” or the performance of one race by another (Gubar 2000), far from being taboo have become an aesthetic in the fashion industry. Though popular magazines and newspapers such as Essence and a number of fashion blogs have responded to particular instances of racial transformation, there is relatively little scholarly work on the rise of racechange in contemporary fashion. This essay attempts to fill that gap in scholarship by examining racial transformation through the lens of cultural and critical studies as well as historical analyses of race, consumer culture, and fashion. Specifically, it asks whether...
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...children are exposed to stereotypes and misrepresentations of Native Americans, with a stereotype being “preconceived or oversimplified generalizations usually, but not always, involving negative beliefs about a particular group” (Brunette). For children to learn the stereotypes so young and to think that that is how a certain group of people really is, only perpetuates the cycle of how some races or ethnic groups are treated, even something as seemingly innocent as Disney’s Pocahontas or Virginia Grossman’s Ten Little Rabbit, can really be a stereotype in hiding. “…Children between 2 and 5 years of age start to become aware of race, ethnicity, gender, and disabilities…Children learn stereotypes and attitudes about race from their parents, caretakers and the world around them” (Brunette). The knowledge that young children hold about Native Americans can vary greatly form child to child. Some children know about a tribe that lives in their area, while others just have the images that Disney has put in their heads. Most children believe that Native Americans are a thing of the past, that there are no living Native Americans today, A kindergarten class visits a children’s museum on a nearby American Indian reservation. As they enter the foyer, their guide, a member of the reservation’s Native tribe, greets the group. “When are we going to see some real Indians?” asks one of the children. “You are meeting one. I am American Indian,” says the guide. The children are skeptical. Their...
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...Key to notes listed a = also approved for Analyzing the Natural World b = also approved for Understanding the Individual and Society c = also approved for Understanding the Past d = also approved for Understanding the Creative Arts e = also approved for Exploring World Cultures f = also approved for Understanding U.S. Society g = Indicated courses specifically designed for those majoring in areas other than science and mathematics h = LAS nonlaboratory courses Anthropology (ANTH) | 102 | Introduction to Archaeology | 4 hourscg | 105 | Human Evolution | 4 hourscg | 218 | Anthropology of Children and Childhood | 3 hoursbh | 238 | Biology of Women Same as GWS 238 | 3 hoursgh | | | | Biological Sciences (BIOS) | 100 | Biology of Cells and Organisms | 5 hours | 101 | Biology of Populations and Communities | 5 hours | 104 | Life Evolving | 5 hoursg | | | | Chemistry (CHEM) | 100 | Chemistry and Life | 5 hoursg | 112 | General College Chemistry I | 5 hours | 114 | General College Chemistry II | 5 hours | 116 | Honors General Chemistry I | 5 hours | 118 | Honors General Chemistry II | 5 hours | 130 | Survey of Organic and Biochemistry | 5 hours | | | | Computer Science (CS) | 100 | Discovering Computer Science | 3 hoursh | | | | Earth and Environmental Sciences (EAES) | 101 | Global Environmental Change | 4 hours | 111 | Earth, Energy, and the Environment | 4 hours | 200 | Field Work in Missouri | 2 hours...
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...the expansion of the United States during the period after the Civil War, and what were the effects of expansion?! Section 1: Short Answer Questions (30 points)! Write multi-sentence responses for the prompts below. Be specific and give examples from the history we have learned.! A. An amendment to the U.S. Constitution changes laws for the entire country. Three amendments changed laws especially for African Americans. Explain how each of the following amendments changed the law for African Americans. (10 points total)! ! a. Thirteenth Amendment (3 points)! ! ! The Thirteenth Amendment to the United States Constitution abolished slavery and involuntary servitude, except as punishment for a crime. It freed all African Americans and prevented them from being forced to return to slavery.! ! ! b. Fourteenth Amendment (4 points)! ! ! ! c. Fifteenth Amendment (3 points)! ! ! ! The amendment addresses citizenship rights and equal protection of the laws, and was proposed in response to issues related to former slaves following the American Civil War. All African Americans were now counted for purposes of representation.! The Fifteenth Amendment to the United States Constitution prohibits the federal and state governments from denying a citizen the right to vote based on that citizen's “race, color, or previous condition of servitude”. Therefore it gave Black men the right to vote. ! B. Answer the following questions:(10 points)! ! a. What challenges did the United...
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...Why is Western culture more influential than others? Europeans have been asking this question since the 18th Century, and Africans and Asians since the 19th. But there is still not much agreement on the answers. (http://www.beyondintractability.org/essay/culture-conflict) Why is it that Western lifestyle and entertainment is so much more dominating on a foreign country than vise versa? Why isn't Chinese, Indian, or East African culture and entertainment more appealing to western audiences? While western music, films and activities are massively popular and mainstream overseas. Is there something about it that is inherently more appealing to the average human being? We live in a world where different peoples and cultures have different values, beliefs and truths, many of which are unequal but all of which are valid in their own context. However some cultures hold greater control and influence in our multicultural world and this is gradually becoming an issue to the less culturally prevailing countries. This is multiculturalism, a term which can be defined as the cultural and ethnic diversity of our modern-day world (https://www.dss.gov.au/our-responsibilities/settlement-and-multicultural-affairs/programs-policy/a-multicultural-australia/national-agenda-for-a-multicultural-australia/what-is-multiculturalism) People from new and different cultural groups may be negatively stereotyped and heavily discriminated against because of their differences from a main culture. Throughout...
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...between the Americans and the Japanese, but instead of killing the American, the Samurai leader Katsumoto (Ken Wantanobe) wanted him alive so that he could learn from his enemy's ways. The Captain was staying in Katsumoto's ex brother-in-law's house with the now widowed young lady and her children. The lady was very un-accepting of the war hero at first, because he was the man who killed her husband, but as the story grew, she, along with the rest of her Buddhist tribe grew to like the American. As the American got stronger and was given more rights by their tribe, he started to learn the art of Japanese language and symbolism. While he was learning the semantics of another culture, I noticed that he had completely forgotten his ways as an American soldier and instead, took on the way of the Samurai. As the ways of the Samurai embodied him, he grew emotionally and spiritually enough to the point of complete change of being. He was now willing to fight for the Samurais, and although they did not have all the weapons that the Americans possessed, they did have much more structure of discipline and self control. The clip ends with the American apologizing to the young lady for the slaying of her husband. She accepts, and then tells him in Japanese that they ware each doing their duty, and that it was only karma that took her husband. I would have to say that it was the semantics of this Japanese culture that he was learning that intrigued me the most about this film. That is why...
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...FILM 3759G Dr. Christopher J Mitchell Chengdong Hu Analysis of Cultural Denotation and Humanity in Ang Lee’s Films Ang Lee’s film works, not only in the business, but in artistic level won the world audience recognition. He grew up in a traditional Chinese family and study in the United States. The differences between eastern and western culture took a sharp collision in his heart, and it revealed without hiding in his movie and finally become his own unique aesthetic features. This article try to read Lee’s creative thought and artistic style through analysis and research of Lee’s special culture background master’s creative ideas, and learn more about the human temperament of the director which is full glory of human nature. First, this article will introduce about Ang Lee’s growing environment and studying experiences, in order to analysis the formation of his Chinese and Western characteristics. Secondly, through multiple films, the article would analysis of the impact of the East-West cultural collision and merger. Furthermore, a comprehensive interpretation of Ang’s unique film elements and the traits would be expounded. Abstract Ang Lee, Taiwan filmmaker, however, doesn’t have the same characteristics with other Taiwan film makers. He is like a movie ranger, with no specific cultural identity, however, simultaneously, it could be find a certain kind of familiar cultural identity on him, especially in his...
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...in “Lady Killers, Tough Enough?” what are two ways that Hollywood cinema undermines and punishes tough or powerful women? How is this twice demonstrated in Elizabeth (Shekhar Kapur,1998)? And how does Elizabeth I (Cate Blanchett) re-assess her gender to secure lasting power? Finally, in what way can she be considered according to Inness’s formulation, “pseudo-tough?” It is interesting to note that women in Hollywood are not considered tough even when they play characters that can break and haunt a male protagonist in the film. Sherrie A. Inness in her chapter, “Women warriors and wonder women in popular culture,” mentions that, all women in Hollywood are not as tough as they seem. They repeatedly show the tough and masculine killer nature is nothing but all women or feminine underneath. They are made and designed to be desirable by men, even if they are found in the middle of an intense battle, they show no signs of breaking a sweat, with their beautiful hair flowing in high speed shots and are lithe stylistically to make them look like an Amazon warrior with a ton of sexuality. I found this analogy true and very interesting as we were shown the clip from the Ridley Scot film, Alien. Here we see Ripley, played by Sigourney Weaver, as tough commanding officer of the ship, Nostromo, who is a women (a very distinctive choice among the many science fiction film where most of the lead characters are males) taking a break and relaxing. As the scene settles in, we see Ripley...
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...Ro e ll Intercultural Training with Films ilms are a great medium to use not only to practice English, but also to facilitate intercultural learning. Today English is a global language spoken by people from many countries and cultural backgrounds. Since culture greatly impacts communication, it is helpful for teachers to introduce lessons and activities that reveal how different dialects, forms of address, customs, taboos, and other cultural elements influence interaction among different groups. Numerous films contain excellent examples of intercultural communication and are highly useful resources for teachers. Additional reasons for teachers to incorporate films in class and encourage their students to watch movies in English include: • Films combine pleasure and learning by telling a story in a way that captures and holds the viewer’s interest. • Films simultaneously address different senses and cognitive channels. For example, spoken language is supported by visual elements that make it easier for students to understand the dialogues and the plot. • Students are exposed to the way people actually speak. 2 2010 N u m b e r F • Films involve the viewers, appeal to their feelings, and help them empathize with the protagonists. • DVDs usually come with subtitles in English, which facilitates understanding and improves reading skills. After discussing the importance of teaching intercultural communication and suggesting films that match specific cultural categories...
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