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Transcript of Social Justice
a brief introduction...
what is this course about?
How do political cartoons and animated documentaries inspire us to repair the world? Cartoons and animation aren’t only for the entertainment industry; the power of the hand-drawn or computer generated line can encourage, motivate and awaken us to make a difference.
In Social Justice on the Big Screen, students will watch animated and live action documentaries, write journal entries and produce a website.
software we'll be covering:
Adobe CC 2018:
my office hours:
M: 7-9, T: 4:00-7:00, and W: 2:00-4:00
by appointment only!
my office is in dmac 116
my email is firstname.lastname@example.org
check blackboard for your grades
get to know the q drive
projects (225 points each)
1. five cartoons + one quote
2. five examples of good web design
3. index.html, films.html & graphic novels.html
4. website in MUSE, including motion graphics
What is Social Justice?
paying it forward
repairing the world
The term 'social justice' implies fairness and mutual obligation in society:
that we are
responsible for one another
, and that we should ensure that all have equal chances to succeed in life.
-from the Action and Research Center
For the past 33 years, I have looked in the mirror every morning and asked myself: 'If today were the last day of my life, would I want to do what I am about to do today?' And whenever the answer has been 'No' for too many days in a row, I know I need to change something.
Human progress is neither automatic nor inevitable... Every step toward the goal of justice requires sacrifice, suffering, and struggle; the tireless exertions and passionate concern of dedicated individuals.
Martin Luther King, Jr.
Some Social Justice Issues
Current Events (ISIS/Violence, War...)
why do artists create political cartoons?
project 01 (225 points)
what's your passion?
Choose an issue you're passionate about then find 5 political cartoons,
1 quote and take 1 photo
Present these in a Prezi to the class
student presentations of
brief summary of chapter 1
- talks about his family
- his parents sometimes gave charity in his name instead of presents
- some of his friends received $ if they got an "A"; the author instead got his parents' gratitude
- these things helped shape his values
- his parents valued education, volunteering and diversity
- when he was in high school, 2 students from Africa lived with him and family
"through struggle, sacrifice and service,
staggering personal transformation is possible.
bring in an audio file (10-15 seconds)
reading: chapter 2
cut out your pieces in Photoshop
brief summary of chapter 2
Adam became obsessed with Wall Street and was fixated on working in finance and becoming a billionaire
he developed an entrepreneurial instinct and started several small businesses: yard cleaning, moving people's furniture for $6.00/hr
his parents made it clear that he & his siblings weren't going to have any trust funds waiting for them; if they wanted something they'd have to work for it and pay for it themselves
he studied economics at Brown and was a student-athlete. Adam was well on his way toward the life he'd always dreamed of, filled with cars, boats and a luxurious house -- BUT -- internally, he was realizing that what he was doing was lacking in MEANING
began feeling a deepening desire to explore spirituality, faith and the world
he learned about Varanasi, the spiritual capital of India
Adam began to see that success in life isn't about conforming to the expectations of others, but about achieving personal fulfillment
he wanted to spend time abroad the next year and his parents suggested looking into Semester at Sea (SAS)
he applied and was accepted; only told his parents because his friends would have wanted to have joined but he wanted to see how he would react without the comfort and familiarity of his past
"true self discovery begins where your comfort zone ends"
what is critical thinking?
Critical thinking is the ability to think clearly and rationally.
Someone with critical thinking skills is able to do the following :
* understand the logical connections between ideas
* identify, construct and evaluate arguments
* detect inconsistencies and common mistakes in reasoning
* identify the relevance and importance of ideas
* reflect on the justification of one's own beliefs and values
what is social justice?
Social justice is "justice in terms of the distribution of wealth, opportunities, and privileges within a society".
Social justice is defined as "... promoting a just society by challenging injustice and valuing diversity." It exists when "all people share a common humanity and therefore have a right to equitable treatment, support for their human rights, and a fair allocation of community resources." In conditions of social justice, people are "not be discriminated against, nor their welfare and well-being constrained or prejudiced on the basis of gender, sexuality, religion, political affiliations, age, race, belief, disability, location, social class, socioeconomic circumstances, or other characteristic of background or group membership"
department of government and justice studies
Der Fuehrer's Face
Maus (on the Q drive)
what are the social justice themes in each?
how can you apply them to today's world?
how can you apply them to your own lives?
how do they relate to the social justice themes
in our textbook?
2-400 frame playblasts
(due one week from today at BEGINNING of class)
a brief detour...
in the spring of 2003,
a pride of lions escaped from the Baghdad Zoo during an American bombing raid.
lost and confused, hungry but finally free, the four lions roamed the decimated streets of Baghdad in a desperate struggle for their lives.
in documenting the plight of the lions, PRIDE OF BAGHDAD raises vital questions about the true meaning of freedom.
the lion of babylon
the swords of qādisīyah, baghdad
art spiegelman, a stalwart of the underground comics scene of the 1960s and '70s, interviewed his father, vladek, a holocaust survivor living outside new york city, about his experiences. the artist then deftly translated that story into a graphic novel.
by portraying a true story of the holocaust in comic form--the jews are mice, the germans cats, the poles pigs, the french frogs, and the americans dogs--spiegelman compels the reader to imagine the action, to fill in the blanks that are so often shied away from. reading MAUS, you are forced to examine the holocaust anew.
PERSEPOLIS is marjane satrapi’s memoir of growing up in iran during the islamic revolution. in powerful black-and-white comic strip images, satrapi tells the story of her life in tehran from ages six to fourteen, years that saw the overthrow of the shah’s regime, the triumph of the islamic revolution, and the devastating effects of war with iraq.
intensely personal, profoundly political, and wholly original, PERSEPOLIS is at once a story of growing up and a reminder of the human cost of war and political repression. iIt shows how we carry on, with laughter and tears, in the face of absurdity.
We Are What We Eat
intro to photoshop GUI
The Iconoclastic Animator
(iconoclast = someone who attacks cherished beliefs or institutions; a skeptic)
Drawn From Memory
Israeli filmmaker Ari Folman wrote, directed and stars in this autobiographical animated film. As a 19-year-old infantry soldier in the 1982 war with Lebanon, Folman witnessed the Sabra and Shatila massacre, but realizes that he has no memory of the event.
One night at a bar, an old friend tells director Ari Folman about a recurring nightmare in which he is chased by 26 vicious dogs. Every night, the same number of beasts. The two men conclude that there's a connection to their Israeli Army mission in the first Lebanon War of the early eighties. Ari is surprised that he can't remember a thing anymore about that period of his life. As Ari delves deeper and deeper into the mystery, his memory begins to creep up in surreal images.
waltz with bashir
add: a brief history of motion graphics
As we approach the end of the Fall semester...
The primary goal of an FFC class is to develop critical thinking skills, as per the learning outcome for the course: Critically analyzes and communicates complex issues and ideas
Conversations about the efficacy of FFC continue, and a student survey will be sent out in early spring to see what Freshman who have completed FFC think about their FFC experience (note, this survey is generic and will not identify sections or instructors, and is anonymous by student).
To that end, please reiterate to your class the goal of FFC classes, as summarized below by former Vice Chancellor for Undergraduate Studies Jeanne Gunner below:
· FFC is a course in university-level critical inquiry; as the SLO states, by the end of the term students should have developed proficiency in critically analyzing and communicating complex issues and ideas. It is not a “University 101” course intended to help students adjust to college life as a whole (Student Life provides many programs and activities for that purpose), and FFC faculty don’t serve as special advisors to students in the class (the Academic Advising Office and individual departments are the advising experts). You might ask students during the first class what their assumptions are and reframe any as needed.
· FFC sections share the same SLO and have workloads appropriate to a first-term, 100-level course, even though the subject matter and assignments differ. Course design differs from section to section and reflects the instructor’s curricular and pedagogical judgments about how students can best learn. Syllabi are reviewed and held to the same standards.
· Students from past years have objected to what they have perceived as “busy work” (redundant assignments—read a text, answer homework questions on the text, take a quiz on the reading, discuss the reading)