Posted: September 13th, 2017

Visuality

Paper, Order, or Assignment Requirements

 

 

Hi! The paper of this topic is basically about connecting two screenshots from the movie named “bamboozled” and the concepts of powerpoint that I am attaching, then please write it with tightly analyzation. 1. The two images I have already cropped for you and I am uploading these as well of giving an idea of what to do specifically. 2. I will upload all the concepts powerpoint and the link of the movie soon. Please choose any two of these concepts from the powerpoint to be the main arguing points. Concepts you can choose two of these to write: hegemony/counter-hegemony, discourse, representation, coding, semiotics (sign/signifier/signified, denotative/connotative meaning), stereotypes (negative, positive, reversed, inhabited), irony/ satire/ tragedy/ moral ambiguity and the gaze. 3. Additional prompt description will be uploaded soon as well. Please follow up all the instructions of the prompt that I uploaded. 4. Please avoid plot summary of the movie, give strong supporting details and ideas based on the two cropped images. 6. Please use the reading “the spectacle of the ‘other'” as at least three as the sources/references. 5. Please follow the citation instructions of the prompt.

Prompt # 1: Visuality

 

 

Mitchell argues that the film Bamboozled is an excellent “case for thinking through the nature of stereotypes and the critical and artistic strategies for dealing with them” (2004:300). He describes it as a meta-film, that is a “film about the very process by which race is pictured” (Ibid.,308).

 

Please watch the full length of Bamboozled, then select one or two images from the film. Discuss how Spike Lee’s strategy for contesting what Hall calls “a racial regime of interpretation” works in these images, paying particular attention to the role of the visual. How do racial stereotypes work in general, and how do the stereotypes in Bamboozled work in particular?

 

Link of the film Bamboozled:

https://www.youtube.com/watch?v=KhnsaMLtQM8

 

 

Your analysis should draw upon key concepts from Weeks One through Four, such as:

 

Hegemony/counter-hegemony, discourse, representation, coding, semiotics (sign/signifier/signified, denotative/connotative meaning), stereotypes (negative, positive, reversed, inhabited), irony/satire/tragedy/moral ambiguity, the gaze, corporeal/racial epidermal schema, interpellation and discipline etc.

 

It is up to you which of these concepts you choose to use as tools for your analysis. Depth, accuracy and creativity matter more than the number of concepts employed.

 

Your essays must be 3-4 typewritten pages (Times 12 point font, 1-inch margins, double-spaced). Please provide small screenshots of the image/images you have selected and include these in an appendix. Do not embed the images in the body of your essay.

 

When referencing relevant concepts in relation to Bamboozled, use proper citations (see below for instructions). Provide a bibliography of the texts cited on a separate page. The reference page does not count toward the required number of pages.

 

Citations

 

1. In the body of your essays
2. If you are using a direct quote and have not mentioned the author’s name in the sentence or relevant section, cite the author, date and page number (Sturken and Cartwright, 2009: 55-56).

• If you are paraphrasing or referring to a concept introduced by the author, cite the author and date only (Sturken and Cartwright, 2009).

 

1. Bibliography/References Cited page

• Book Chapter: Author, date, chapter title, book, city published and publisher, page numbers (for full chapter or segment assigned for the class.)
• Article: Author, article title, journal in which article is published, page numbers.

 

Note: A sample bibliography will be uploaded as well

 

 

 

Grading Scheme for Assignments 

 

Students sometimes ask, when they do not receive an A for written essays, what was missing, what did their instructor expect. The following rubric is meant as a loose descriptive aid to understanding your grade, not a grading guideline. Please note that A means excellent (see criteria). B is good, C good enough.

 

A=Excellent

 

Projects awarded A grades tend to offer depth of analysis, interpretation, and/or insight in a creative manner with a strong thesis or framing of concepts, and bear a well documented relationship to the course materials. The A project is usually well organized or well designed. The thesis is well supported by concepts and issues drawn from class materials. A assignments offer description and analysis of the points made and examples used to make them. Projects awarded an A grade usually integrate themes, issues, and concepts from readings, screenings, and discussions in comprehensive and detailed ways that make a point or raise ideas. Quotes and ideas from sources are used in a manner that goes beyond re-statement of another author’s claims. All direct quotations are cited and their meaning in the context of the project is explained rather than left to stand on their own for the reader to determine. Any use of audio or visual material is carefully thought through in terms of design, composition, and juxtaposition with other forms (such as writing). Design and organization of the project are thoughtfully worked through and communicate effectively in a manner that adds interest to the project. Creativity is a strong feature of the A project! Very important for A assignments: Creativity is evident in concept or thesis, and/or in the research or technical design of the project. Attempts to push boundaries with creative form outside the traditional essay style are to be rewarded, even if these projects are less clear than conventional styles of presentation. Assignments that are very competently done but do not offer a new insight or say anything new beyond what the materials themselves offer are in the B range.

 

B=good

 

Projects awarded B grades offer complete and accurate review of ideas, themes, and issues in course materials with insights offered at a general level of understanding. Arguments and ideas are thoughtful, well supported by course materials that are properly cited, and made in an organized manner. Some B projects have strong features of A projects without the full complement of features. For example, some B projects are insightful and creative but do not use course materials with depth and careful discussion or clear linking and careful interpretation. Other B projects are impeccably organized and clear but do not offer new insights or interpretations beyond describing those found in the course materials.

 

C=good enough

 

Projects awarded C grades demonstrate comprehension of the class materials but do not offer and adequately support a thesis, analysis, or insight beyond what is found in the course materials. In some cases arguments are not fully developed and supported with either the writer’s own statements or with quotations or discussions of ideas from the class materials. In some cases C papers introduce good, sound ideas, insights and concepts but are not well designed, well organized, or well supported with discussion about course materials. In some cases C papers are good but too far off the topic of the assignment. In some cases C papers cite source materials but restate what they say without elaboration or without making a unique thesis or point.

 

D=unsatisfactory

 

Projects awarded D grades do not provide evidence of adequate engagement with course materials, miss important issues or points within the range of the thesis identified in the project, or misunderstand the readings and course materials. In some cases projects awarded a D do not contain a thesis that pertains to class materials or do not engage the project assignment.

 

F=fail

 

Projects awarded a grade of F demonstrate no evidence of engagement with course materials. A grade of F may be awarded for the class in the event of 7 or more absences regardless of one’s project grades. Attendance is a mandatory feature of the class. See requirements outlined in this document above.